A.A.PAZILOV, O.M.

JALILOV

THE PRACTICE OF TEACHING

LANGUAGE ASPECTS

GULISTAN-2023
“ZIYO NASHR-MATBAA” ХК

1
UDK: 811.111
KBK: 81.2
P-14

The given teаching methodologicаl mаnuаl is compiled on the bаsis of the concepts
аnd recommendаtions given in the sаmple progrаm on the subject “Til aspektlari
amaliyoti” аpproved by the Council of Uzbekistаn Stаte World Lаnguаges
University (Minute No. 07, July 05, 2018) аnd by the Ministry of the Higher аnd
Secondаry Speciаlized Educаtion of the Republic of Uzbekistаn (Order No. 418,
Аugust 14, 2018).

Compilers:
А.А. Pаzilov – Heаd of the Depаrtment of the English Lаnguаge & Literаture
Gulstan state university
O.M.Jalilov - Teacher of “English practical course ” department Djizakh
stаte pedаgogicаl university

Reviewers:
U.U.Jumanazarov – Doctor of Science of Pedagogicаl science, docent Djizakh
stаte pedаgogicаl university
SH.R. Аbdurаzаkovа – Doctor of Philosophy (PhD), Heаd of Depаrtment of
foreign Lаnguаge

The teаching methodologicаl mаnuаl wаs recommended by by the Council of

Gulistаn Stаte University (Minute No. 6, January “31”, 2023)

ISBN 978-9943-9092-4-3

2
 INTRODUCTION

The practice of language aspects teaches the correct use of grammatical and lexical
forms in the process of communication, along with increasing students' knowledge
of language models and structures. It also involves teaching ways and methods of
analyzing texts in the studied foreign language, different perspectives on text
analysis, and aspects that should be taken into account in text analysis. This subject
includes the modules "Communicative Grammar", "Communicative Lexicon" and
"Discourse Analysis". The purpose of creating a manual is to teach students three
important aspects of language: grammar, lexicon and discourse analysis, to develop
the skills of their correct use in communication, and to improve their practical and
theoretical knowledge of language aspects, and to ensure that they can freely use the
acquired knowledge, skills, and abilities in professional and scientific activities. The
main task of this manual is to teach the necessary language aspects and develop
communication skills for students to master the studied foreign language at the C1
level according to generally accepted international standards. In this manual,
students learn a foreign language at the C1 level according to the Common European
standards; apply grammatical and lexical structures in communication, distinguish
and use them correctly in oral and written speech; an opportunity is created for them
to know the meaning of words on professional direction and socio-cultural topics
and to be able to use them correctly in the context. Also in the manual, the
Communicative grammar module is given. Also in the manual, the Communicative
Grammar module is given. In this module, the tasks related to the ability to
distinguish between the characteristics of spoken and written texts and the correct
use in communication, as well as to gain an idea of grammar, lexicon and discourse
analysis, and to improve the students' knowledge of language models and structures,
as well as the grammar of the language being studied and aimed at developing
linguistic competence by teaching the correct use in communication, the correct use
of grammatical forms in the communication process. All topics are presented using
a communicative approach.

3
 Lesson 1
Course title: Communicative Vocabulary and Grammar
Topic: Introduction to the course: Syllabus, Assessment specification.
Orientation week.
A) Syllabus B) Assessment specification C) Orientation week
Level: Intermediate / Upper-intermediate
Aim: To provide opportunities for participants to analyze naturally occurring
spoken data using the analytical methods introduced.
Materials: Syllabus and Assessment specification of the course .
Time: 80 min
Activity Objective Procedure Time Mode of Materials
interaction
Warm up To Introduce Teacher asks 15 Whole Warm up
activity the focus of Ss to work min group handout
the lesson with case
study
Pre - To explain Studen 15 Pair work Handout 1
activity how language ts min
use is related complet
to e
communicati
ve social
contexts;
While To be aware Students 20 Individual Handout 2
activity with content studygiven min work
&outcomes of information
the course
Post Consolidatio n Students 20 mini Handout 3
activity of the studygiven min group
given information work
material
Conclusion The revision Home 10 Whole None
of the topic task min group
:
Units 1-3

4
 Detailed process of the lesson
Warm up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students to read case study and answer the
questions, thenmakes discussion with whole group.
Warm up handout
Read the case study and answer the questions after it
Case # 1
Mohinur and Sevinch are the first year students of the Jizzakh state pedagogical
University. Within the first week of their studies they got acquainted with the
Syllabus of communicative vocabulary course. After the lessons they were
discussing this course, and Mohinur said it is not so important because she
knows vocabulary very well. Meanwhile Sevinch said that with the help of this
course she will be able to improve her vocabulary skills.
Consider the following questions:
1. What are the main aims and objectives of the course?
2. How does each girl‘s style can help them to learn the course? Why do they need
this kind of course?
Activity 1
Materials: Handout 1
Objective: Introduction to the topic of the lesson
Procedure: Teacher distributes Handout 1 and asks Ss to read it, then
leadsdiscussion
Handout 1 Study the following information about the
CourseCourse title: Communicative Vocabulary
Aims
• to enlarge the range of students‘ vocabulary;
• to develop students‘ ability to recognize and use words in communication;
• to enhance students‘ use of appropriate strategies for building and
storingvocabulary.
Objectives:
By the end of Year 1 Students will
• recognize word meaning in the context of topics they are familiar

5
 with(description of events, feelings, ambitions, dreams, wishes,
etc.);
• identify appropriate uses of words, phrases in topics familiar to them,
of personal interest or relevant to everyday life (family, hobbies,
work, travel, etc.);
• recognize and use stress patterns of words relevant to the topics
they are familiar with;
• recognize and apply a range of strategies for guessing, storing and
learning vocabulary;
• make appropriate use of resources (e.g. paper, electronic and
on-linedictionaries etc.) to build their vocabulary;
• identify the difference between active and passive vocabulary for their
ownneeds.
Activity 2
Materials: Handout 2
Objective: To be aware with content and outcomes of the course
Procedure: Students study given information about Indicative content of the
courseand Learning outcomes.
Handout 2
Study Given Information about Indicative Content of the Course
andLearningoutcomes.
Indicative content.
Lexical systems
• Lexical relationships - synonymy, antonymy, homonymy (e.g. knight -
night,a book - to book), hyponymy (e.g. animal - cat, dog, cow)
• Word fields (words relating to one topic area, e.g. environment)
• Set phrases and lexical chunks (e.g. phrasal verbs such as turn
off andphrases such as to and fro, pros and cons)
• Idioms (e.g. to bucket down)
• Varieties e.g. autumn (BrE) - fall (AmE).Word formation (e.g.
compound nouns and adjectives, suffixes, prefixes and roots)
• Abbreviations (UN, UK, www, Ltd.)
• Collocations (e.g. pay attention, black coffee, also adjectives and
verbs +prepositions, e.g. dependent on, look at, include in)
Strategies
• Dictionary training (monolingual/bilingual, paper/electronic/on-line)
• Guessing meaning from context
• Different ways of organizing vocabulary notebooks (e.g. visual,
webs, T-sheets, etc.)
• Different ways of learning (e.g. learning by heart, setting daily

6
 targets, learning by association, mnemonics, etc.)

Learning outcomes.

Students should have developed:

• their active and passive vocabulary on the topics dealt with during Year 1;
• the ability to use their active vocabulary for communication on
Year 1topics;
• a range of strategies for guessing, storing and learning vocabulary.
Activity 3
Materials: Handout 3
Objective: Consolidation of the given material
Procedure: Students study given information about Assessment specification
of thecourse

Handout 3 Study given information about Assessment specification of the course

Assessment
profile
Semes
ter 1
Conclusion
Materials: Board, markers
Objective: The revision of the
lesson
Procedure: Teacher asks students to make the feedback on the lesson (oral or
written) and gives home task: write a composition about the necessity of
learning vocabulary while learning foreign language.

Glossary

Case study - a process or record of research into the development of

aparticular person, group, or situation over a period of time
Awareness – If you are aware of something, you realize that it is present or
is happening because you hear it, see it, smell it, or feel it.
Convey – make (an idea, impression, or feeling) known or understandable
Enhance – intensify, increase, or further improve the quality, value.

Lesson 2

7
Course title: Communicative Vocabulary and Grammar
Topic: The noun and its grammatical categories in context.
Countries and languages, the weather.
Level: Upper Intermediate
Aim: Raise their awareness of the topics: Countries and languages, the
weather.
Materials: English Vocabulary in Use (Fourth Edition) Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min
Activity Objective Procedure Time Mode of Materials
interaction
Warm up Introduce T draws the circle on a 15 Whole Warm up
activity the focus of board and writes min group Handout
Countries
the lesson
Asks students to
identify the languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

8
Detailed process of the lesson
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come
into their mind, when they hear about countries and languages
Using ‘the’
Most names of countries are used without ‘the’, but some countries and
other names have ‘the’ before them, e.g. the United States / the US(A),
the United Kingdom / the UK, the Netherlands, the Philippines, the
United Arab Emirates / the UAE, the European Union / the EU, the
Commonwealth.
Adjectives referring to people, countries and languages
With -ish: British Irish Flemish Polish Danish Turkish Spanish With
-(i) an: Canadian Brazilian Latvian Korean Russian Australian
With -ese: Japanese Chinese Vietnamese Portuguese Maltese Taiwanese
With -i: Israeli Iraqi Kuwaiti Pakistani Yemeni Bangladeshi
With -ic: Icelandic Arabic Slavonic
Some adjectives are worth learning separately, e.g. Swiss, Thai, Greek,
Dutch, Cypriot.
Nationalities
Some nationalities and cultural identities have nouns for referring to
people, e.g. a Finn, a Swede, a Turk, a Spaniard, a Dane, a Briton, an
Arab, a Pole. For most nationalities we can use the adjective as a noun,
eg. a German, an Italian, a Belgian, a Catalan, a Greek, an African, a
European. Some need woman/ man/ person added to them (you can’t say
‘a Dutch’), so if in doubt, use them, e.g. a Dutch man, a French woman,
anIrish person, an Icelandic man.

9
 Regional groups and ethnic groups
People belong to ethnic groups and regional groups such as African-
Caribbean, Asian, Latin American, North African, Scandinavian,
Southern African, European, Arabic. These can be used as countable
nouns or as adjectives. Many Europeans enjoy travelling to the Far East
to experience Asian cultures.

Arabic culture extends across a vast region of North Africa and the Middle
East.
People speak dialects as well as languages. Everyone has a native language
or first language (sometimes called mother tongue); many havesecond and
third languages. Some people are expert in more than one language and are
bilingual or multilingual. People who only know one language are
monolingual.

Exercise 1. Write the related adjectives in the

correctcolumns.
Ireland Iceland Thailand Latvia Israel Switzerland China PakistanTurkey
Arabia Brazil the Netherlands Korea Denmark

-i an -ic -ish -i - ese (other

)
latvian Iris
h

Exercise 2. Match the countries with their world regions.

1 Sweden c a the Middle East
2 Cambodia b Southern Africa
3 Nicaragua c Scandinavia
4 Tunisia d East Asia
5 Saudi Arabia e Central America
6 Botswana f North Africa

Exercise 3. Correct the mistakes in these newspaper headlines.

10
 1.New James Bond
to be played by a
Swedish!

3.MALTISH PRIME
MINISTER
VISITS WASHINGTON
2. BRITAIN’S HAVE
HIGHEST
TAX RATE IN EUROPE

5.Iraqian delegation meets

Pakistanian
President

Police arrest Danish on

smuggling charge

Exercise 4. Famous names. Can you name a

famous…
1 Argentinian sportsman or woman? Lionel Messi
2 Spanish actor?
3 South African political
leader?
4 Australian singer?
5 Italian opera singer?
6 Irish rock-
music and?7
American golfer?
Exercise 5. Complete the sentences so that they are true for you.
1 I am . (nationality) ………………………………………
2 My first language is ……………………………………..
3 I speak (number) language(s) fluently, so I am ………….
4 My ethnic/ regional group is ……………………………..
5 I have visited these countries: ……………………………..
6 I would like to travel to ……………………………………
7 One language I would like to learn is ……………………..

11
8. I’ve never been to these two countries: and ……………….
Homework : Working on the new words and retelling about homeown

Glossary
Monolingual- People who only know one
language
bilingual or multilingual - people are expert in more than one language
first language - mother tongue.
Lesson 3
Course title: Vocabulary and Grammar
Topic: The article and its usage in context. Describing people : appearance
and personality
Level: Upper Intermediate
Aim: Raise their awareness of the topics describing people’s appearance and
personality
Materials: 1.Michael McCarthy, Felicity O'Dell, English
Vocabulary in UseUpper- intermediate and advanced,
Cambridge University Press, 2017. English collocation in
Use/Second edition .2019 . Essential English word.part 3.
http://dictionary.cambridge.org/dictionary/english
Time: 80 min
Activity Objective Procedure Time Mode of Materials
interaction
Warm Introduce the T draws the circle 15 Whole Warm up
up focus ofthe on a board and min group Handout
activity lesson writes ‗People‘s
appearance
(Clustering).
Pre- Preparation of T explains the 20 Group Handout 1
activity students Activity 1 min work
new voca-
bulary

12
 While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
describing people
Post – Students T teaches positive 20 Whole Handout 3
Activity perceive and negative min group
vocabulary adjectives
they have describing
learned. personality.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the reflection on the students‘ min
of participation
the &gives home
lesson tasks.

Indefinite article
use Example
with singular countable nouns a burger, a uniform, an egg, an MP3 player
• with nouns that have not been Jill bought a book.
mentioned before or arenon-specific I had an omelette for lunch. Chris is a lawyer.
• with professions, nationalities, jobs Marie is an Italian.
• to refer to one example in a I’m a chef.
larger group such as a It takes many years of study to become a barrister. An orca is part of
profession or species the dolphin family.
• with a proper noun when we are Do you know a James Carter? He’s sent me a birthdaycard.
not familiar with theperson in There’s a Marion at the door. She wants to speak to you. He has a hatred of
question spiders!
• with certain abstract nouns in a She has a fear of heights.
specific context: horror,dislike, love, This dress cost a thousand pounds! The price had been
hatred, fear, knowledge, awareness, reduced by a third.There are a lot o f people here today.
etc I’d like a kilo of grapes, please.
• with large numbers and fractions I have my hair cut once a month.
• with expressions of quantity The car was travelling at one hundred miles
• for frequency and speed an hour.

Definite article
use Example

13
with countable and uncountable nouns the tree, the flowers
• to refer to nouns that have been the music, the atmosphere
mentioned before Jill bought a book. The book was on vegetarian cooking.
• to refer to something specific, The man who is sitting next to Mia is an actor.
or something that isknown to The government are bringing in new measures. The media is
the listener to blame for the star’s fall from grace.The police are
• with single nouns to refer to a investigating the disappearance of ayoung woman.
generic characteristic ofthe I’m going to the supermarket.
whole group or species (formal) Can you put these magazines in the living room?The male
• with adjectives when we refer to a peacock is a visually impressive bird. Sadly, the dodo is now
group of people extinct.
• with nationality adjectives that end Even the rich are affected by these measures.
in -ch, -sh, ese, Jacob says the Swiss are less hospitable than the Greeks.The skg was
and -s (For full of ominous dark clouds.
other nationalities we must use a plural The World Health Organisation was established in 1948.We strolled
noun.) along the River Seine.
• with things that are unique The Andes are in South America. We went
• with geographical names and the camping in the mountains.Have you ever been
physical environment to the desert? We visited the USA last summer.
• with the names of some My parents read The Telegraph.
countries, newspapers, What’s on at The Odeon?
cinemas, I’m theatre manager at The Globe.
theatres, etc Let’s go to the cinema.
• with some forms of media Would you like to come to the theatre with me?Do you ever
(art/entertainment) listen to the radio?
• with the superlative and Was yesterday the hottest day of the year?
some other grammatical The longer I wait, the more frustrated I become.
structures The only thing I ask is that you act cautiously.
• with musical instruments and dances The last thing she remembers is banging her head. It’s the
• with time, date (when spoken), right thing to do!
periods of time Does he play the violin well? Have you ever
danced the tango?
in the afternoon, during the dag (NB: a t night)
Today is the sixth o f June.
It took place in the nineteenth century.

14
 Detailed process of the lesson
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come into their
mind, when they hear about people‘s appearance or personality.
Brainstorming. What comes to your mind?
Activity 1
Materials: Handout 1
Objective: Information about topic
Procedure: Teacher gives students information on the topic, and they do
some exercises which are relevant to the topic.

Hair, face, skin and complexion /kəmˈplekʃən/

She’s got straight hair and she’s thin-faced/ she’s got a thin face.
She’s got long, wavy hair and she’s round-faced/ she’s got a round
face.She’s got curly hair and is black. He’s got a crew-cut. He’s
white.
He’s bald /bɔːld/ and has freckles. He’s got a beard and moustache
/mʊsˈtɑːʃ/
and has a chubby face.
He’s got receding hair and a few wrinkles /ˈrɪŋkəlz/.
He used to have black hair but now it’s gone grey, almost white.
What sort of person would you find attractive? Blonde, fair, dark or
ginger-haired / red-haired?
She has such beautiful auburn hair. /ˈɔːbən/ [red-brown]
Fair and dark can be used for hair, complexion or skin. Some people like
getting a tan in summer [exposing their skin to the sun so that it goes darker],
although the risks of getting sunburnt are well known.
Height and build

15
Fat may sound impolite. Instead we can say that someone is rather plump
or stout, or a bit overweight. If someone is broad and solid, we can say
they arestocky. A person with good muscles can be well-built or
muscular. [generally said about men] Someone who is very fat can be
described as obese /əʊˈbiːs/, especially when talking in a medical context.
Someone who is thin can be described as slim [positive] or skinny
[negative]. If someone has a nice figure, they have an attractive shape.
[generally said about women]
General appearance
She’s a very smart and elegant woman, always well-dressed; her
husband isquite the opposite, very scruffy and untidy-looking / messy-
looking.
Chloe looked stunning in her red dress. [very attractive]
He’s very good-looking, but his friend’s rather unattractive. [opp
attractive] Her eyes are her best feature. [the most attractive part of her
face]
Do you think beautiful women are always attracted to handsome
men? Idon’t. I think
personality matters most.
First impressions are always important. [your first reaction to someone]
help
The suffix -ish is useful for describing people
She’s tallish. He has brownish hair. He must be thirtyish / in his thirties.

Attitudes towards life

Amal is pessimistic while Nia is optimistic – he always expects the worst
tohappen while she looks on the bright side.
It is strange that one of the twins is so extroverted while the other is so
introverted – Ben loves being the focus of attention while Jake prefers to be
alone with his thoughts.

16
I feel very tense (or wound up / stressed out**) after a very busy day
atwork but, after a hot bath, I’ll soon feel relaxed.

17
Eva is very sensible – she’d never do anything stupid. In other words,
she’svery practical and down-to-earth.
Roberto is very sensitive – he gets very upset (or worked-up,
more informal), if he feels people are criticizing him.
Attitude towards other people
Enjoying others’ company: sociable gregarious*
Disagreeing with others: quarrelsome
argumentativeTaking pleasure in others’ pain: cruel
sadistic
Relaxed in attitude to self and others: easy-going even-tempered
laid-back**
Not polite to others: impolite rude ill-mannered discourteous*
Telling the truth to others: honest trustworthy reliable sincere
Unhappy if others have what you do not have yourself: jealous
envious One person’s meat is another person’s poison
Some characteristics can be either positive or negative depending on
your point of view. The words in the right-hand column mean roughly
the sameas the words in the left-hand column except that they have
negative rather than positive connotations.

18
 Positive association Negative association

determined obstinate stubborn pig-headed

thrifty economical stingy mean tight-fisted miserly*
self-assured confident self-important arrogant full of yourself*
unconventional original eccentric odd peculiar weird**
frank direct open blunt abrupt brusque curt
broad-minded unprincipled permissive
enquiring * inquisitive nosy**
generous extravagant
innocent naive
ambitious pushy**
assertive aggressive bossy**

* These words are much more common in written than in spoken English.

19
** These words are much more common in spoken than in written
English.

Exercise 1.Choose a word from the opposite page to complete these sentences.

1 I wish I could get a ….. like yours but my skin just goes red in the sun.
2 My cousin used to have a lovely …. but she’s put on weight in all the
wrong places since she stopped taking much exercise.
3 Thomas’s eyes are his best …they’re so large and sparkly and such a
deep brown. 4 Jess is in her thirties but she still has the same lovely fresh
….as her young daughter has
5 Staff at the bank were told to dress smartly for work so they would
always create a good …… on customers.
6 I’d call her ……. rather than ginger-haired – her hair’s dark brown with
just a tingeof red in it.
7 George says that the….. round his eyes just show that he has smiled a
lot in his life. 8 Even in jeans Alina manages to look ….. .
9 Carla looks beautiful in old clothes and without any make-up but
when she’s dressed up for an evening out she’s absolutely…….. .

Exercise 2. Match the words on the left with their opposites on the right.

1 clever f a introverted
2 extroverted b tight-fisted
3 rude c courteous
4 cruel d gregarious
5 generous e kind-hearted
6 unsociable f dim

Exercise 3. Magazines often publish questionnaires which are

supposed to analyse aspects of your personality. Look at the words
below and match themto the corresponding question.

pessimistic argumentative sensitive sociable

extravagant assertive inquisitive reliable

1 If you arrange to meet at 7 pm, do you arrive at 7pm? …… reliable ……..

2 When you have a problem, do you think the worst will happen?.................
20
 3 Do you find it easy to tell your boss if you feel he or she has
treated youbadly?.........
4 Do you always look out of the window if you
hear a car draw up?,,,,,,,,,,,,,,,,,,,,,,,,,,,,
5 Do you often buy your friends presents for no particular
reason?,,,,,,,,,,,,,,,,,,,,,,,,,,,
6 Do you frequently disagree with what other people
say?,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,
7 7 Do you lie awake at night if someone has said something unkind to
you?,,,,,,,,,,,,,,,
8 Do you prefer to be in the company of other people?,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,

Homework : Working on the new words and learning them by heart.

Glossary.

down-to-earth- not very sensible

gregarious – talkative

laid-back - easy-going

discourteous - rude
Lesson Plan 4
Course title: Vocabulary and Grammar.
Topic The adjective and degrees of comparison
in context.Compound adjectives and
Relationships.
Aim: Raise their awareness of the topics Compound adjectives and
Relationships Materials: 1.Michael McCarthy, Felicity O'Dell, English
Vocabulary in UseUpper-intermediate and advanced, Cambridge
University Press, 2017. English collocationin Use/Second edition .2019 .
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interactio
n

21
 Warm Introduce the T draws the circle 15 min Whole Warm up
up focus ofthe on a board and group Handout
activity lesson writes
Relationships
Pre- Preparation of T explains the 20 min Group Handout 1
activit students Activity 1 work
y new voca-
bulary
Whil Ss explore T gives 10 min Individ Handout 2
e the material. additional ual
activit information about pair
y Relationships work
Post – Students T gives 20 min Whole Handout 3
Activit perceive information about group
y vocabulary compound
they have adjectives
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 min group
the reflection on the students‘
ofthe lesson participation &
gives hometasks.

Adjectives
• Adjectives describe nouns, giving us more in formation about them. Most adjectives are
used before a noun (attributive position) or after a linking verb such as appear, be,
become, feel, get, look, sound, taste (predicative position).
It was a relaxing holiday. The holiday was relaxing
• Some adjectives describe what kind of thing something is. They are known as
classifying adjectives. For example, main, entire, chemical, medical, only, indoor,
outdoor or, principal, etc.
The nurse took my medical history.
• Other adjectives give emphasise and are known as emphasising adjectives. For
example, mere, sheer, utter.
The bedroom was in utter chaos.
[The chaos the bedroom was in was utter. X )

22
 Compound adjectives

• We can combine words to make compound adjectives. They usually have a

hyphenwhen
used before a noun. Common combinations are:
- adjective + noun full-time student, low-cost accommodation
- noun + adjective duty-free goods, lifelong friend
- verb + preposition /adverb drive-in cinema, knock-down prices
- self + verb, adjective, noun self-cleaning oven, self-employed plumber, self-
service
restaurant
• We often add a present or past participle to an James Bond is a well-known
character. adverb, an adjective or a noun. You’ll need a pair of hard-wearing
boots.
The recipe calls for sun-dried tomatoes.
• When a noun is used to make a compound a two-week holiday (a two weeks
holiday X)adjective, it is usually singular. a five-hour flight (a five hours flight
X)
a ten-year-old boy (a ten years old boy X)

Types of relationship
best friends a good friend acquaintance
housemates steady partner
colleague parents-in-law. Ex

acquaintance - a person you have met but you don’t know well
mate [friend; infml e.g. classmate, roommate, workmate, flatmate, housemate.
Workmate is common in non-professional or informal contexts;
colleague is common among professional people, and sounds more formal.
3. ex-can be used without (informally) or with another word:
ex-girlfriend, ex-husband, etc.
4. steady partner - fixed and not changing suddenly
5. partner is used for someone you live with but are not married to, or for
a business relationship where you share the ownership or running of a
company
6. parents-in-law - his wife’s parents (his mother-in-law and father-in-law)

Internet relationships
If you join a social network, you can acquire friends (people you share
personal information with) and build up your list of contacts. You can
invite people to become your friends, and you can choose to accept new

23
friends who invite you. You can interact with your friends by exchanging
messages or posting comments on their page.You can also share photos and
tag your friends (name them in photos that you post). If you want to fi nish a
relationship, you can unfriend/ defriend that person.

Liking and not liking someone

core verb positive (stronger) negative
like love adore idolise dislike can’t stand
loathe /ləʊd/ respect look up to admire
look down on despise attract
be attracted to fancy (infml) leave
someone cold She doesn’t just like Ben, she
idolises him. I can’t stand him.
I really fancy Charlotte, but her friend just leaves me cold / doesn’t do
anything for me.
Phrases and idioms for relationships and dating
Lily and I get on well (with each other). [have a good
relationship]Jack and Amelia don’t see eye to eye.
[often argue/disagree]
I’ve fallen out with my parents again. [had arguments]
Carl is having an affair with his boss. [a relationship,
usually secret] Let’s try and make it up. [be friends again
after a row/quarrel]
He’s dating a Spanish girl. They’ve been seeing each other for a couple
of months. [meeting and spending time together]
They met at a party and got together soon after.[started
a romanticrelationship]

Exercise 1. Correct the mistakes in these sentences.

1 Rosie and Matt don’t get ( see )on eye to eye.
2 I fell up with my parents last night. It
wasn’t my fault.3 We had a quarrel but now
we’ve made it well.
4 Do you think Josh and Nuala are making an
affair? I do.5 I see very well with all my
colleagues at work.
6 Jo’s attractive, but her mate just makes me cold completely.
7 Maria seems to find it difficult to get friends among her

24
 classmates. 8 I met my boyfriend at a party and we became
together soon after.

Exercise 2. Complete the sentences so they are true for you.

1.…………..is a good friend of mine. 2 .................... is just a casual
acquaintance.
3.Someone I look up to is….. . 4.A famous person I loathe is…………. .
5.Someone I once fancied was ………….. . 6.Someone I adore is……………..

Exercise 3. Use words with the suffix -mate to rewrite these sentences.
1 This is Jack. He and I share a flat.This is Jack. He and I
are flatmates. 2 Mikewas the person I shared a roomwith at
university.
3 Wewere in the same class together in
2006,weren’twe? 4 She’s not really a friend;
she’s just someone Iwork with.
5 Abbie is always arguing with the people she shares a house with.

Homework : Work on the new words and try to describe your relationship

Glossary

1.acquaintance - a person you have met but you don’t know well
2 mate [friend; infml] is used in compound nouns to describe a
person you sharesomething with, e.g. classmate, roommate,
workmate, flatmate, housemate.
Workmate is common in non-professional or informal contexts; colleague
is commonamong professional people, and sounds more formal.
3 ex-can be used without (informally) or with another word:
ex-girlfriend,ex-husband, etc.
4 steady partner - fixed and not changing suddenly
5 partner is used for someone you live with but are not married to, or for
a businessrelationship where you share the ownership or running of a
company
6 parents-in-law - wife’s or husband’s parents (his or her mother-in-law
and father-in-law)

25
 Lesson
Plan 5Course title: Vocabulary and
Grammar
Topic: The pronoun. Classification of pronouns in context. Problems.
Level: Upper Intermediate
Aim: Raise their awareness of the topics Problems. Be able to use
pronouns incontext
Materials: English Vocabulary in Use Fourth Edition Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min
Activity Objective Procedure Time Mode Materials
of
interacti
on
Warm Introduce the T draws the circle on 15 min Whole Warm up
up focus ofthe a board and writes group Handout
activity lesson Problems
(Clustering).

Pre- Preparation of T aks some 20 min Group Handout 1

activity students new information about work
voca-bulary pronouns and their
usage– Activity 1
While Ss explore T gives 10 min Indivi Handout 2
activity the material. Information about dual
global and minor pair
problems work
Post – Students T gives some 20 min Whole Handout 3
Activity perceive activities to revise group
vocabulary pronouns in context.
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 min group
the reflection on the students‘
of the participation &
lesson gives hometasks.

26
The pronoun. Classification of pronouns in context.

Subject pronouns ; I. you , he, she, it, we, you, they

Object pronouns ; me, you, him, her, it, us, them
Possessive determiners; my, his, her, its, our, their
Possessive pronouns ; mine, yours, his, hers, ours,
theirs
Reflexive pronoun ; myself, yourself, himself, herself, itself,
ourselves, yourselves, themselves

Detailed process of the lesson

Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of
words come into their mind,when they hear about
problems (globalor miner)
Brainstorming. What comes to your mind?

Problems

Things that go wrong in houses and

flatsLeak, smash, crack,
chip, power cut, break
down,come off / fallen
off, run out

Everyday minor
injuries get

27
crashed, bump
/bang,trip, fall
down, graze

28
 Other everyday minor problems
Mislay, spill, leave a stain, to be blocked, to
dent,to stop working; to lock oneself out ,
to start, flat, to be slow/fast/stopped.

Global problems

Disasters/
tragedies earthquake[the earth
moves/trembles
flood[too much rain]
drought [no rain]
volcano [hot liquid rock and gases pour from a mountain]
famine [no food]
landslide [rocks and earth moving suddenly down a
slope]epidemic [disease affecting large numbers of
people] explosion (e.g. a bomb)
major accident / incident (e.g. a plane crash)
hurricane / tornado typhoon/ tropical storm[violent wind/ storm]
war / civil war [civil war is war between people of the same country]
Disasters not caused by human beings can be called natural
disasters.

Verbs connected with these words

A volcano has erupted in Indonesia. Hundreds are feared dead. The flu
epidemic spread rapidly throughout the country. Millions are starving as a
result of the famine. A big earthquake shook the city at noon today. The area is
suffering its worst drought for many years. Civil war has broken out in the north
of the country. A tornado sweptthrough the islands yesterday.
Words for people involved in disasters/ tragedies
The explosion resulted in 300 casualties. [dead and injured people]
The real victims of civil war are children left without parents. [those who
suffer theresults]
There were only three survivors. All the other passengers were reported dead.
[peoplewho live through a disaster]
Thousands of refugees have crossed the border looking for food and shelter.
[people who have escaped from their own country because of a war or other
disaster]
Millions of migrants enter the country each year, looking for a better life.

29
[people whotravel from one country to another, often in order to find work]
During the battle, the dead and wounded were flown out in helicopters.
[wounded: injured in a battle / by a weapon

Exercise 1. What do you think happened to make these people do/ say what
theydid?

1 We had to send for a plumber. Maybe a pipe was leaking.

2 I had to call out a local mechanic.
3 Our neighbours let us use their washing machine.
4 Don’t worry, the handle often does that – I’ll fix it back on.
5 Luckily, that was all it was; the skin was broken a bit, but there was no
blood.6 What type of batteries does it take? I’ll get some for you.
7 I don’t know where you’ve put them. Try the bedside
table.8 I left it in the oven too long. It’s all black on the
top now!
9 I lost all my work – I know I should have saved it more often!

Exercise 2. Fill the gaps with a suitable word from B opposite. Try to
work frommemory.
1 Another 50 people died today, all of the famine.
2 Over 5 million have fled the war and are seeking shelter in neighbouring
countries. 3 It was the worst road accident the country has ever seen, with over
120 .
4 A: Were there any when the ship sank? B: I’m afraid not.
5 The and were left lying on the battlefield; it was a disgrace.
6 The number of economic entering the country each year has
increasedsharply.

Exercise 3. Which diseases are these? Try to do this from memory.

1 One that can be caused by a mosquito bite.
malaria2 One you can get by drinking infected
water.
3 One you can get from an animal bite.
4 One caused by a virus which destroys the body’s immune system.

Homework : Working on the new words and learning them by heart

30
 Glossary

casualties. [dead and injured people]

victims -[those who suffer the results]
survivors-[people who live through a disaster]
Lesson Plan 6
Course title: Communicate Vocabulary and grammar
Topic: The numeral in context. Education
Level: Upper Intermediate
Aim: Raise their awareness of the topic Education. Be able to use
Materials: English Vocabulary in Use Fourth Edition Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min
Activity Objective Procedure Time Mode of Materials
interaction
Warm up Introduce T draws the circle 15 min Whole Warm up
activity the focus of on a board and group Handout
the lesson writes Education

Pre- Preparation T gives 20 min Group Handout 1

activity of students information about work
new voca- Education
bulary
While Ss explore T gives 10 min Individual Handout 2
activity additional
the material. pair work
information about
Suffixes and their
usage
Post – Students T teaches positive 20 min Whole Handout 3
Activity perceive and negative group
vocabulary adjectives
they have describing
learned. personality.

31
Conclusion To allow Homework: Whole None
students for Teacher 15 min group
the comments on the
reflection students‘
of the participation
lesson &gives home
tasks.

32
Stages in a person’s education (UK system)

The youngest children start their education in a crиche /kreʃ/, where they
mostly play but also do some early learning activities. After that, they may go
to a nursery school. Between the ages of five and 11, children attend primary
school, where they learn the basics of reading, writing, arithmetic, etc. For
most children, secondary education begins when they enter a comprehensive
school or a more traditional grammar school (to which they gain admission
by sitting an exam). The famous UK public schools arein fact private, fee-
paying schools. Between the ages of 11 and 18, young people take a wide range
of subjects in arts, sciences and technical areas.
In the UK, pupils can leave school at the age of 16, although many young
people choose to remain in full-time education until the age of 18. (In
England it is compulsory for young people to continue with some form
of education or training until they are 18 [they must do it], even if they alsohave a
job.) From 16 to 18 young people may study at secondary school or
at a sixth-form college, aft er which they may go on to
highereducation

Exams and qualifications

You take/do/sit an exam or resit1 an exam. At schools and sixth-form

colleges in
the UK, students have to take formal end-of-year exams. At 18, a lot of
students sit their university entrance exams, commonly referred to as ‘A
levels’. Students are usually given marks (e.g. 75%) or grades (e.g. A, B+, C). If
you pass and do well, you get a high grade. If you fail, youdon’t get the
minimum grade. If you skip classes2, you’ll
probably do badly in the exam.
Technology
With an LMS or a VLE1, students can work online and do more distance
learning or blended learning. Teachers can monitor students’ activities
andprogress; students
can choose courses and/or modules , submit work, write blogs, access wikis
and leave voice messages.
1 Learning Management System or Virtual Learning Environment:
computer system that controls all aspects of teaching and learning 2 without
attending classes, e.g. from home 3 using a mix of classroom and online

33
learning 4 check regularly 5 note: progress is uncountable 6
individual elements or parts of a course 7 send/ give their work to the teach

Talking about education: common questions

What’s the school-leaving age? It’s 18 in a lot of countries.

At what age does compulsory education begin? [which you must
do, by law]
Exercise 1. Fill the gaps in this life story of a British woman.
Amy first went to her local 1 primary……. school at the age of five. The year
before that she attended a2 ...................... , but her parents didn’t send her to a
3 ................... when she was very small. When Amy was ready to go on to
secondary school, she passed a special exam and so gained 4 .......................... to
her local 5 ..................... school. Her friends didn’t do that exam. Like most
children, they went to a 6 school. Only a few children from very rich families go
to famous 7 .............................. schools and Amy only knew one girl from her
class at primary school who did. At the age of 16, Amy went on to 8
………… , where she is currently studying English, History and Maths. Her
ambition is to go on to 9……………
and become a teacher.

Exercise 2. Correct the mistakes in these sentences.

1 In the UK, students between 16 and 18 can go to a (nursery
school).sixth-form college.
2 The school-ending age is 18 in many
countries. 3 I’mglad you succeeded at your
exam.
4 She has to sit on a Biology exam next week. 5
Is school compulsive till 18 in your country?
5 Do we have to admit our work to the teacher by Friday?
7 I’ve made a lot of progresses in my English recently.
8 Thanks to the LMS, teachers can mentor their students’ activities

Exercise 3. What do we call …?

1 learning that mixes classes and online work? ..blended leaning..
2 schools which require students to take an examto gain admission? …..
3 private schools where parents pay fees?......

34
4 learning you can do at home, without going to class?......

35
 Homework : Working on the new words and learning them by
heart

Glossary
1. LMS or a VLE - Learning Management System or Virtual Learning
Environment:
computer system that controls all aspects of teaching and learning 2
distance learning-without attending classes, e.g. from home
3. blended learning - using a mix of classroom and online
learning4 monitor- check regularly
5 note: progress is uncountable
6 modules- individual elements or parts of a
course
7 submit work -send/ give their work to the teach.

Lesson 7
Course title: Vocabulary and Grammar
Topic: The verb: morphological. Semantic peculiarities. Work and business.
Level: Upper Intermediate
Aim: Raise their awareness of the topics describing people’s appearance and
personality
Materials: 1.Michael McCarthy, Felicity O'Dell, English
Vocabulary in UseUpper- intermediate and advanced,
Cambridge University Press, 2017. English collocation in
Use/Second edition .2019 . Essential English word.part 3.
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction
Warm Introduce the T draws the circle 15 Whole Warm up
up focus ofthe on a board and min group Handout
activity lesson writes ‗People‘s
appearance
(Clustering).

36
 Pre- Preparation T explains the 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
describing people
Post – Students T teaches positive 20 Whole Handout 3
Activity perceive and negative min group
vocabulary adjectives
they have describing
learned. personality.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection of participation
the &gives home
lesson tasks.

Indefinite article

Describing people: appearance

Hair, face, skin and complexion /kəmˈplekʃən/
She’s got straight hair
and she’s thin-faced/
she’s got a thin face.
She’s got long, wavy hair
and she’s round-faced/
she’s got a round face.
20
English Vocabulary in Use Upper-intermediate
She’s got curly hair
and is black.
He’s got a crew-cut.
He’s white.
He’s bald /bɔːld/ and
has freckles.
He’s got a beard and
moustache /mʊsˈtɑːʃ/

37
and has a chubby face.
He’s got receding
hair and a few
wrinkles /ˈrɪŋkəlz/.
He used to have black
hair but now it’s gone
grey, almost white.
What sort of person would you find attractive? Blonde, fair, dark or
ginger-haired / red-haired?
She has such beautiful auburn hair. /ˈɔːbən/ [red-brown]
Fair and dark can be used for hair, complexion or skin. Some people
like getting a tan in summer
[exposing their skin to the sun so that it goes darker], although the risks
of getting sunburnt are well
known.
Height and build
Fat may sound impolite. Instead we can say that someone is rather
plump or stout, or a bit
overweight. If someone is broad and solid, we can say they are stocky.
A person with good muscles
can be well-built or muscular. [generally said about men] Someone who
is very fat can be described
as obese /əʊˈbiːs/, especially when talking in a medical context.
Someone who is thin can be described as slim [positive] or skinny
[negative]. If someone has a nice
figure, they have an attractive shape. [generally said about women]
General appearance
She’s a very smart and elegant woman, always well-dressed; her
husband is quite the opposite,
very scruffy and untidy-looking / messy-looking.
Chloe looked stunning in her red dress. [very attractive]
He’s very good-looking, but his friend’s rather unattractive. [opp
attractive]
Her eyes are her best feature. [the most attractive
part of her face]
Do you think beautiful women are always
attracted to handsome men? I don’t. I think
personality matters most.
First impressions are always important.
[your first reaction to someone]
A
B
C
Language help

38
The suffix -ish is useful for describing people
(see Unit 70). She’s tallish. He has brownish
hair. He must be thirtyish / in his thirties.Detailed process of the lesson

Exercise1. Choose the correct answer.

What are they?
Glasses, beard, ponytail, freckles, bald.
1.With no hair or not much hair:
__
2.Long hair that you tie at the back of your head so that it hangs
down:___
3.Two pieces of lenses in a frame that you wear over your eyes to help
you see better:____
4.Small light brown spots on a person's skin:_____
5.The hair on a man's chin and cheeks:_____

Lesson 8
Course title: Communicative
Vocabulary and Grammar
Topic: Modal verbs: obligation, recommendation, ability, possibility,
certainty in context. Sport. Level: Upper Intermediate
Aim: Raise their awareness of the topics : Sport.
Materials: English Vocabulary in Use (Fourth Edition)Upper Intermediate
Michael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min
Activity Objectiv Procedure Tim Mode of Material
e e interactio s
n
Introduce T draws the 15 Whole Warm up
Warm up the focus circle on a Min group Handout
activity of the board and
lesson writes sport
related
things
Asks
students to
identify the
languages
(Clustering
).

39
 Preparati T teaches 20 Group Handout
Pre- on of the – min work 1
activety students Activity 1
new
vocabular
y
Ss T gives 10 Individual Handout
While explore information min pair work 2
activity the about sport
material.
Students T observers 20 Whole Handout
Post – perceive the min group 3
activity vocabular situation
y they
have
learned.
To allow Homework: 15 Whole None
Conclusion students Teacher min group
for the comments
reflection on the
of the students‘
lesson participatio
n &gives
home tasks

Detailed process of the lesson

Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come into their
mind,when they hear about health and lifestyle.
Modal verbs
Learn about modal verbs and their different meanings and do the exercises to
practise using them.
Level: beginner
The modal verbs are:
Can, may, must
Shall, will , could
Might should would
We use modals to show if we believe something is certain, possible or impossible
. My keys must be in the car. It might rain tomorrow. That can't be Peter's coat.
It's too small.
We also use them to do things like talk about ability ask permission, and make

40
requests and offers:
I can't swim. May I ask a question? Could I have some tea, please? Would you
like some help?
Modal verbs
• Probability
• Ability
• Permission
• Requests, offers and invitations
• Suggestions and obligations
• 'can' and 'could
• 'may' and 'might
• 'will' and 'would
• 'will have' and 'would have '
• Modals with 'have
Learn English
Probability
Learn about modal verbs for possibility, impossibility and certainty and do the
exercises to practise using them. What are modal verbs?
Modal verbs are used to express certain hypothetical conditions, such as advice,
capability, or requests (there’s a full list in the next section). They’re used
alongside a main verb to change its meaning slightly. Because they’re auxiliary
verbs, they can’t necessarily be used on their own. (A modal verb should only
appear alone if it’s clear from context what the main verb is.)
Consider the difference between these two examples:
I swim every Tuesday.
I can swim every Tuesday.
The first example is a simple factual statement. The speaker participates in a
swimming activity every week on Tuesdays.
The second example uses the modal verb can. Notice how the meaning changes
slightly. The speaker does not swim every Tuesday; they’re saying they are
capable of swimming every Tuesday if they need to. It’s hypothetical.
Modal verbs are quite common in English, and you’ve probably seen them
hundreds of times without actually knowing their name. The most frequently
used ones are:
Can, may, might
Could, should
would
will
must
There are more modal verbs, although the ones above are the most common.
Some modal verbs are outdated and rarely used—like shall and ought to—while
others are more colloquial—such as got to, need to, or have to. Some express
very specific conditions that don’t come up often, like dare, for example, “I dare
say.” The phrase used to as in “I used to be an English student, too,” also behaves

41
like a modal verb.
When are modal verbs used?
What special conditions do modal verbs show? Here’s a list of when to use modal
verbs, along with examples:
Likelihood
Some things seem likely, but we don’t know for sure. In these cases, you can use
the modal verbs should and must to show probability without certainty.
Her parents must be so proud.
My baby brother should be asleep by now.
Possibility
In situations when something is possible but not certain, use the modal verbs
could, may, or might.
Judging by the clouds, it might rain today.
She may become the youngest pro soccer player ever.
Ability
The modal verb can shows whether or not the subject is able to do something,
such as perform an action or demonstrate an ability. Likewise, the negative form,
cannot or can’t, shows that the subject is unable to do something.
She can speak three languages, but none of them well.
You can lead a horse to water, but you can’t make it drink.
Exercise 1.
Complete the sentences with the correct form of the modal verbs
1. It …… can't be could don't have to don't need to might have to must bemust
have mustn't needn't have needs shouldn't be will not be able to difficult to find
a place to stay. There are so many hotels in this area.
2. She……. can't be could don't have to don't need to might have to must be
must have mustn't needn't have needs shouldn't be will not be able to gone outside
for a moment. She was just here a minute ago.
3. I…….. can't be could don't have to don't need to might have to must be must
have mustn't needn't have needs shouldn't be will not be able to go to the hospital.
The doctor said the illness is pretty serious.
4. We……. can't be could don't have to don't need to might have to must be must
have mustn't needn't have needs shouldn't be will not be able to brought an
umbrella with us. The weather has been so clear all day long.
5. We've got plenty of time . You……. can't be could don't have to don't need
to might have to must be must have mustn't needn't have needs shouldn't be will
not be able to hurry.
6. You've just eaten a whole meal. You………. can't be could don't have to
don't need to might have to must be must have mustn't needn't have needs
shouldn't be will not be able to hungry already.
7. You ………. can't be could don't have to don't need to might have to must be
must have mustn't needn't have needs shouldn't be will not be able to tell anyone
our secret. It's very important.
8. My grandfather…….. can't be could don't have to don't need to might have

42
to must be must have mustn't needn't have need shouldn't be will not be able to
speak 4 languages. He was really talented.
9. Dad………. can't be could don't have to don't need to might have to must be
must have mustn't needn't have needs shouldn't be will not be able to come to the
office tomorrow. He has other things planned.
10. My brother has been working in the garden the whole afternoon.
He………… can't be could don't have to don't need to might have to must be
must have mustn't needn't have needs shouldn't be will not be able to tired.
Exercise 2
Read the sentences and choose the correct modal that’s to be used.
1 My teacher (can/must) speak four languages.
2 (May/should) I use your mobile to call my mother?
3 You (must/could) not speak loudly in the hospital.
4 I (could/must) use a little help in packing all these clothes.
5 Madam (could/may) you repeat what you said?
6 I (can/might) not be able to make it tonight.
7 Sheldon (ought to/must) study more if he wants to pass the test.
8 (Can/May) you come to the prom with me?
9 My parents (shall/ought to) arrive soon.
10 I (could/must) be late as I have a lot on my plate.
11 Leonard (can/may) easily solve the problem.
12 It (might/should) rain tomorrow.
13 (May/might) all your wishes come true in life.
14 I (could/might) not be any happier.
Exercise 3.
Read the sentences given below and use the correct modals.
1 I __ arrange the flowers for the bouquet. (may/can)
2 __ I borrow this pen from you? (may/might)
3 The teacher __ ask you to bring the homework. (might/can)
4 According to the weather forecast, it ___ snow heavily tomorrow. (may/shall)
5 Raj hasn’t studied well. He __ fail his exam. (might/shall)
6 You __ follow the traffic rules. (may/must)
7 It __ be difficult to live amidst war. (should/must)
8 My mother __ scold me if I don’t go back on time. (will/may)
9 We ___ take care of our parents. (ought to/ could)
10 I __ visit the local grocery store soon. (shall/can)
11 You ___ be punctual. (should/ought)
12 One __ repay all their debts. (must/ought to)
13 __ you show me the road to the market? (could/might)
14 The child __ be taken to hospital immediately. (must/might)
15 ___ you have hot chocolate? (shall/will)
Glossary
sport – an activity involving physical exertion and skill in which an individual
or team competes against another following rules.

43
 extreme sport – a sport that is exciting but also dangerous such as skydiving
fitness – the condition of being physically fit and healthy
to keep fit – to keep the body in good physical condition by exercising regularly
fitness fanatic – to be obsessed with keeping fit
to exercise – to do an activity requiring physical effort, generally in order to
improve health and fitness
Lesson Plan 5
Course title: Vocabulary and Grammar
Topic Adverbs in English in context. Spending time
effectively. Level: Upper-Intermediate
Aim: Raise their awareness of the topics Problems. Be able to use
pronouns in context
Materials: English Vocabulary in Use Fourth Edition Upper -
Intermediate Michael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time:80min
Activity Objective Procedure Time Modeo Materials
finterac
ti
on
Warmu Introduce Tdrawsthecircleon 15min Whole Warm
pactivit y thefocus aboardandwritesPr o grou upHand out
ofthelesson blem p
s(Clustering).

Pre- Preparation Takssomeinforma 20min Group Handout1

activity ofstudentsn tionaboutpronoun work
ewvoca- sandtheirusage–A
bulary ctivity1
Whilea ctivity Ss T gives 10min Indivi Handout2
explorethe Information dualp
material. aboutglobal and airwo
minorproblems rk
Post Studentsp T gives 20min Whole Handout3
–Activi ty erceivevo someactivities to grou
cabularyth revisepronounsinc p
ey ontext.
havelearn
ed.

44
Conclusion To Homework:Teac Whole None
allowstude her commentson 15min grou
nts forthe the p
reflectionof students‘particip
the ation
lesson &giveshometasks.

45
Adverbs in English in context.

An adverb is a word that modifies (describes) a verb (he sings loudly), an

adjective (very tall), another adverb (ended too quickly), or even a whole
sentence (Fortunately, I had brought anumbrella). Adverbs often end in –ly,
but some (such as fast) look exactly the same as their adjective
counterparts.

Exercise1.
Where in a typical house would you look for thefollowing things?

1 garden tools. 5 the remote

2 a toilet roll. 6 an ironing board3
table mats 7 a socket
4 a hanger 8 a porch
9 a grater
10 old
emptyboxes

Exercise 2..
Fill the gaps with a suitable word.

1 The old house had a big underneath it, where the family used to
keep wine.
2 I’ll prepare the potatoes and then you can do the cooking. Where’s
the ?
3 Put a under the coffee pot in case you mark that table. It’s an
antique.
4 Let’s open this bottle. Do you know where the is?
5 We keep our skis up in the . They’re out of the way up there.
6 You’ll find the garden chairs in the at the bottom of the garden.
Bring them
up and we’ll have a drink on the and watch the sunset.
7 The light switch for the stairs is on the just by your bedroom door.
8 Grandma’s moved to a now she can’t manage the stairs any more
at her age.
9 Leave your car in the , just in front of the garage. It’ll be safe there.

46
Exercise3Answer these questions about everyday objects.

47
 1 How can you make very small pieces of cheese to sprinkle on a dish? .2
Whatmightyoufetchifsomeonedroppedacupanditbrokeintosmallpiecesonth efloor?
3 What do you need if your phone battery is flat?
4 How can you switch off the TV without leaving your chair?
5 How can you cut vegetables without marking the kitchen work surface?6
What might you offer a visitor if they want to take off their jacket?

Homework: Working on the new words and learning them by

heart.

Lesson plan 10
Course title: Vocabulary and Grammar
Topic: Present tenses and their use in context. Food.
Level: INTERMEDIATE
Aim: Raise their awareness of the topics problems. Be able to use pronouns in
context.
Materials: English vocabulary in use ( Fourth Edition) Upper Intermediate
Michael McCarthy Felicity O’Dell 2017
Time: 80 min
Activity Objects Procedure Tim Mode of Materia
e interactio ls
n
Warm up Introduce the T draws the 15 Whole Warm
activity focus of the circle on a min group up
lesson board and Handou
writes t
Countries
Pre- PREPARATIO T draws the 20 Group Handou
activity N OF circle on a min work t1
STUDENTS board and
NEW writes food
VOCABULA Asks students
RY Ss explore to identify the
the materials meal’s
name(Clusterin
g).
While Ss explore the T gives 10 Individu Hand
activity material. additional min al pair out 2
information work
about food

48
 Post- Students T observes the 20 Whole Hand
activity perceive situation min group out 3
vocabulary
they have
learned.
Conclusio To allow Homework: 15 Whole None
n students for the Teacher min group
reflection of commentson
the lesson. the students’
participation
and gives home
tasks.

Detailed process of the lesson.

Warm-up
Materials: Warm up handout
Objectives: Introduce the focus of the lesson:
Procedure: teache rasks students that what kind of words come into their mind,
when they hear about food.

Using the present tenses

In English grammar, we use present tense to talk about something that is going
on now(currently) or that is true now and at any time. In other words, we use
present tense to describe an event in real-time, i.e. happening at that very
moment.

Structure of present simple:

I / We / You / They + V

She / He / It + V + s (es)

I go to work every day

They usually play tennis every weekend.

She brings me coffee every morning.

It snows in winter

 future plans or arrangements:

Mary is going to a new school next term.

What are you doing next week?
?

49
We make questions by putting am, is or are in front of the subject:
Are you listening?
Are they coming to your party?
When is she going home?
Present continuous negatives
We make negatives by putting not (or n't) after am, is or are:
I'm not doing that.
You aren't listening. (or You're not listening.)
They aren't coming to the party. (or They're not coming to the party.)
She isn't going home until Monday. (or She's not going home until Monday

We do not normally use the continuous with stative verbs. Stative verbs include:

 verbs of thinking and feeling:

believe love recognise understand

dislike hate remember want
know prefer suppose wish
like realise think (= believe)

 verbs of the senses:

appear look smell taste

feel seem sound

 others:

agree belong need own

be disagree owe possess

We normally use the simple instead:

I understand you. (NOT I am understanding you.)
This cake tastes wonderful. (NOT This cake is tasting wonderful.)
Level: intermediate
We also use the present continuous to talk about:

 something which is happening before and after a specific time:

50
 At eight o'clock we are usually having breakfast.
When I get home the children are doing their homework.

 something which we think is temporary:

Michael is at university. He's studying history.

I'm working in London for the next two weeks.

 something which is new and contrasts with a previous state:

These days most people are using email instead of writing letters.
What sort of clothes are teenagers wearing nowadays?
What sort of music are they listening to?

 something which is changing, growing or developing:

The children are growing up quickly.

Your English is improving.The climate is changing rapidly.

 something which happens again and again:

It's always raining in London.

They are always arguing.
George is great. He's always laughing.

Level: advanced
We can use the present continuous to talk about the past when we are:

 telling a story:

The other day I'm just walking down the street when suddenly this man
comes up to me and asks me to lend him some money. Well, he's carrying a
big stick and he looks a bit dangerous, so I'm wondering what to do …

 summarising a book, film or play:

Level: Begginer
The present perfect is formed from the present tense of the verb have and the past
participle of a verb.
We use the present perfect continiuos.
for something that started in the past and continues in the present:

51
 They've been married for nearly fifty years.
She has lived in Liverpool all her life.

 when we are talking about our experience up to the present:

I've seen that film before.

I've played the guitar ever since I was a teenager.
He has written three books and he is working on another one.
We often use the adverb ever to talk about experience up to the present:
My last birthday was the worst day I have ever had.
and we use never for the negative form:
Have you ever met George?

Exercise 1

Fill in the correct form of the verbs in brackets.

Examples: He is (be) often tired. They like (like) ham and eggs.
1. They a cold. (have)
2. She up at seven. (get up)
3. We breakfast at eight. (have)
4. Peter to school. (go)
5. Anna home at two. (get)
6. He an ice cream. (want)
7. I peppermint. (hate)
8. Kelly TV. (watch)
9. She her homework. (do)
10. Our teacher in Oxford Street. (live)

Exercise 2

Fill in the blanks with suitable present continuous verbs from the given options.

1. We ___ in the nearby park. (play)

2. The boys ____ in the pond. (swim)
3. Rita ____ at the function. (sing)
4. The child ____ baseball. (play)
5. The chef ____ his famous ravioli. (cook)
6. The teacher ____ the students. (teach)

52
 7. I ____ Aladdin and the Magic Lamp. (read)
8. The man ____ a Royal Enfield. (ride)
9. Sheema ____ for her dance performance. (practise)
10. The boys ___ everyone present at the party. (annoy)
11. My mother ____ delecious meal for our family.(cook)

Exercises 3
Fill in all the gaps, then press "Check" to check your answers. You will see your
score as a percentage after you have finished.

Take the words in brackets to complete the sentences in the present perfect
simple.

They in their hotel. (already arrive)

She a lot of different things. (buy)
My sister the house so far. (not leave)
Darren back from work. (just come)
We to spend our holidays there. (never want)
He in his office. (not arrive)
My father away on business. (be)
They from the mall so far. (not return)
I his last novel. (just finish)

Execises 4

1. I'm bored. It (rain) for hours so I can't go out.

2. (you / use) my computer again?

3. My neighbour's children (argue) all morning.

4. You (not study) for the maths exam.

5. Mel looks really tired. (she / work) all night?

53
 6. The kitchen's a mess because we (make) a birthday cake for Dad.'

7. I (read) an interesting book about the history of computers.

8. Jim (not do) his homework. He's been texting his friends.

HOMEWORK: Working on the new words and retelling about food.

Glossary

Temporary: lasting or intended to last or be used only for a short time.

Growing up: (of a person) mentally and physically an adult. Adult.

Lesson Plan 11

Course title: Vocabulary and Grammar

Topic: Structures of past forms in context. The geography of towns and
world
Level: Upper Intermediate
Aim: Raise their awareness of the topics Problems. Be able to use
pronouns in context
Materials: English Vocabulary in Use Fourth Edition Upper
Intermediate Michael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min
Activity Objective Procedure Time Mode of Materials
interacti
on

54
 Warm up Introduce the T draws the circle 15 min Whole Warm up
activity focus ofthe on a board and group Handout
lesson writes P r o b l e m
s (Clustering).
Pre- Preparation of T aks some 20 min Group Handout 1
activity students new information about work
voca-bulary pronouns and their
usage– Activity 1
While Ss explore T gives 10 min Indivi Handout 2
activity the material. Information about dual pair
global and minor work
problems
Post – Students T gives some 20 min Whole Handout 3
Activity perceive activities to revise group
vocabulary pronouns in
they have context.
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 min group
the reflection on the students‘
of the participation &
lesson gives hometasks.

Past Indefinite Tense

The past indefinite tense, also known as simple past tense, is used to
indicate a finished or completed action/task that occurred/happened at a
specific point in time in the past. ‘A specific time’ can be diverse and
can cover a long period of time but it cannot be undeterminable.

Structure of past forms

Subject + verb in the past form + . . . . + adverb of time + . . . . .

Note: Adverb of time can also be at the beginning of the sentence.

Other sentences can also refer to that adverb and can use simple past
tense.
Detailed process of the lesson
55
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come into
their mind,when they hear about problems (global or miner)
Brainstorming. What comes to your mind?

Geography

Since the beginning of humankind, the study of geography has captured

the imagination of the people. In ancient times, geography books
extolled tales of distant lands and dreamed of treasures. The ancient
greeks created the word "geography" from the roots "ge" for earth and
"grapho" for "to write." these people experienced many adventures and
needed a way to explain and communicate the differences between
various lands. Today, researchers in the field of geography still focus on
people and cultures (cultural geography), and the planet earth (physical
geography).

Activity
A Normal Day vs. Yesterday
Divide the board into two. Write Usually at the top of one section
and Yesterday on the top of the second.
In the usually section, write some typical daily activities. Then in the
yesterday section write a similar statement but eliciting the past tense
form.

Usually
I get up at 7 am
I have a shower at 7.15 am
For breakfast, I eat toast and drink tea
I go to work by car
I arrive at work at 8.45 am
In the evening I watch TV for one hour

56
Yesterday
I got up at 9 am
I had a shower at 9.30 am
For breakfast, I ate cornflakes and drank coffee
I went to work by car
I arrived at work at 8.45 am
In the evening I watched a movie

Glossary

Humankind - human beings considered collectively (used as a neutral

alternative to ‘mankind’).
Extolled –(past tense) praise enthusiastically.
Various - more than one; several.
Researcher - a person who carries out academic or scientific research

Lesson Plan 12
Course title: Vocabulary and Grammar
Topic: Future forms in context. Clothes.
Level: Intermediate
Aim: Raise their awareness of the topics Problems. Be able to use pronouns in
context
Materials: English Vocabulary in Use Fourth Edition Upper Intermediate Michael
McCarthy Felicity O’Dell 2017
Time: 80
Detailed process of the lesson
Warm up Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: teacher asks students what kind of words come into their mind when
they hear about clothes
Using the future tense
We use the future tense to talk about an event , action , or state that hasn't yet
happened but is expected to happen in the future
Examples of the Future Tense

• I think it will rain.

• Andrea will be able to help you with this.
• Chloe will be working all day tomorrow.
• I'll get the phone!

57
• It's going to snow tomorrow.
• I shall have gone home by then.
• They will have been dating for 10 years in March.

Future Simple Tense

The future simple tense is used to refer to an action, event, or state that begins
and ends in the future.
It does not state whether this action will be completed or ongoing, but simply states
the fact that an action will be or is expected to be carried out.
You can form the future simple tense by using this formula:

Subject + will + verb root (i.e. the infinitive without the word 'to')
The future simple tense is mostly used for spontaneous/immediate
decisions or predictions. Take a look at these examples:

When I'm rich, I will live in a mansion. (prediction)

I'll get the door! (immediate decision)
I'll do my homework later. (immediate decision/prediction)
In the future, robots will rule the world. (prediction)

Subject + will not (won't) + verb root (the infinitive without 'to')e.g. They won't
find us here!e.g. She won't like the zoo.

Will/shall + subject + verb root (the infinitive without 'to') eg. Shall I pick you up
later?eg. Will we see the monkeys?

Future Continuous (Progressive) Tense

The future continuous tense is used to describe an ongoing action or state in the
future. It shows that something is expected to continue for a certain period of time
and that the action/event is unfinished.
You can form the future continuous tense by using this formula:

Subject + will + be + present participle (root verb + -ing)

Let's look at some examples: Example

• I will be arriving on the train tomorrow.

• We will all be watching the show on Friday.
• Amy and David will be competing against each other.

Subject + will not (won't) + be + verb root + -inge.g. Ella won't be sleeping e.g. We
won't be going later

Will + subject + be + verb root + -ingeg. Will I be picking you up later?eg. Will we

58
be seeing the monkeys?

Using the present continuous (progressive) tense

The present continuous tense is often used to express an event that is already
planned for the future.

We can use the following formula:

Subject + [am/are/is] + present participle (root form + -ing) + timestampTake

a look at the following examples:

• Paul is moving to New York next year.

• Liam is going snowboarding at the weekend.

• I'm playing football with Becky on Friday.

Using the 'going to' + infinitive to talk about the future

We can also refer to the future using the construction 'going to' e.g. 'I'm going to
play hockey later'. This is not considered a tense, but rather a construction that we
can use to talk about the future.

We use the following formula when using 'going to':

Subject + [am / are / is] + going to + base form of the verb

We commonly use the construction 'going to' when talking about predictions (i.e.
what we think is going to happen) or intentions (i.e. we've decided to do
something).

Take a look at the following examples:

• You're going to miss the bus! (prediction)

• Be careful, it's going to be stormy tomorrow (prediction)

• Abi says she's going to go on holiday this year (intention)

• I'm going to buy a big house when I have the money (intention)

Using the present simple tense

59
We can also use the simple present tense to talk about future events that have been
scheduled. This is often scheduled meetings, flights, timetables, etc.

Hurry up! The train leaves at 9:30.

The really important meeting begins at 3 pm.

Exercise 1
Fill in the GOING TO future.
1. I him tomorrow. (meet)
2. They to Dublin. (drive)
3. He to the football match. (go)
4. She her aunt. (visit)
5. We a test. (write)
6. They them tea. (offer)
7. My friends their holidays in Wales. (spend)
8. My uncle a birthday present for Harry. (buy)
9. I the rabbits. (feed)
10. My father his car. (wash)
11. Tom you with the homework. (help)
12. There a meeting at our school. (be)
13. Winter holidays in the first week of February. (be)
14. I it for you. (repair)
15. They Japanese. (study)

Exercise 2
Fill in the correct form of the Future Tense. In some sentences several forms are
possible.
1. They _______________________ driving to New York tomorrow evening.
(DRIVE)
2. I offered him a job last week and I think he _____________________ it.
(TAKE)
3. I hope the weather ________________________ nice when you get to Sardinia.
(BE)
4. We ___________________ married on June 25th. (GET)
5. I suppose real estate prices __________________________ up again next year.
(GO)
6. What ____ ______ when you grow up? – I______ a pilot. (YOU DO, BE)
7. I am________ football this afternoon so I can't make it to the party. (PLAY)
8. Put your wallet away. I __________________________ for the tickets. (PAY)
9. I _____________________________ John at the airport tomorrow at 5.30.
(MEET)
10.Take the umbrella with you. I think it __________________________ in the
afternoon.(RAIN)

60
11.I think I __________________________ a cup of tea after all. (HAVE)
12.Ask Mary. She __________________________ the answer (PROBABLY
KNOW)
13.Which car __________________________ to buy? (YOU PLAN)
14.Jack missed the train. He __________________________ late again. (BE)
15.All our stores __________________________ next Monday at 10.00 a.m.
(OPEN)
16.We __________________________ our holidays in France next year. (SPEND)
17.What do you want to eat? – I think I _________________ a sandwich. (HAVE)
18.We have to go now. It __________________________ late. (GET)
19.I can't talk about it now, but I _________________ you a mail next week.
(SEND)
20.The Jacksons _______ a party tomorrow afternoon, but they haven't
invited us. (HAVE)

Exercise 3
1. The train __________ (to arrive) at 12:30.
2. We __________ (to have) dinner at a seaside restaurant on Sunday.
3. It __________(to snow) in Brighton tomorrow evening.
4. On Friday at 8 o’clock I __________ (to meet) my friend.
5. Paul __________ (to fly) to London on Monday morning.
6. Wait! I __________ (to drive) you to the station.
7. The English lesson __________ (to start) at 8:45.
8. Are you still writing your essay? If you __________ (to finish) by 4pm, we can
go for
a walk.
9. I __________ (to see) my mother in April.
10.Look at the clouds – it __________ (to rain) in a few minutes.
11.When they __________ (to get) married in March, they __________ (to be)
together for six years.
12.You’re carrying too much. I __________ (to open) the door for you.
13.Do you think the teacher __________ (to mark) our homework by Monday
morning?
14.When I __________ (to see) you tomorrow, I __________ (show) you my new
book.
15.After you __________ (to take) a nap, you __________ (to feel) a lot better
16.I’m sorry but you need to stay in the office until you __________ (to finish)
your
work.
17.I __________ (to buy) the cigarettes from the corner shop when it __________
(to
open).
18.I __________ (to let) you know the second the builders __________ (to finish)
decorating.

61
19.Before we __________ (to start) our lesson, we __________ (to have) a review.
20.We __________ (to wait) in the shelter until the bus __________ (to come).
21.I’m very sorry Dr. Jones __________ (not be) back in the clinic until 2pm.
22.This summer, I __________ (to live) in Brighton for four years.
23.I don’t think you __________ (to have) any problems when you land in Boston.
24.The baby should be due soon, next week she __________ (to be) pregnant for
nine
months.
25.By the time we get home, they __________ (to play) football for 30 minutes.
26.In three years I __________ (to live) in a different country.
27.When you __________ (to get) off the train, I __________ (to wait) for you by
the
ticket machine.
28.__________ (to take) your children with you to France?
29.This time next week I __________ (ski) in Switzerland!
30.Now I __________ (to check) my answers.

Lesson 13
Course title: Communicative
Vocabulary and Grammar
Topic: -ing forms and infinitives in context. Health and lifestyle.Level:
Upper Intermediate
Aim: Raise their awareness of the topics: Health and lifestyle.
Materials: English Vocabulary in Use (Fourth Edition) Upper Intermediate
Michael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min
Activity Objectiv Procedur Ti Mode of Materi
e e me interacti als
on
Introduc T draws 15 Whole Warm
Warm e the the circle Min group up
up focus of on a Handou
activity the board and t
lesson writes
Health
related
things
Asks
students
to
identify
the

62
 languages
(Clusterin
g).
Preparati T teaches 20 Group Handou
Pre- on of the – min work t1
activety students Activity 1
new
vocabula
ry
Ss T gives 10 Individu Handou
While explore informati min al pair t2
activity the on about work
material. Health
and
lifestyle
Students T 20 Whole Handou
Post – perceive observers min group t3
activity vocabula the
ry they situation
have
learned.
To allow Homewor 15 Whole None
Conclusi students k: min group
on for the Teacher
reflectio comment
n of the s on the
lesson students‘
participati
on
&gives
home
tasks

Detailed process of the lesson

Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come into their
mind,when they hear about health and lifestyle.
Infinitive phrases
An infinitive is the unmarked base form of the verb, that which is used after a
modal auxiliary and is the form of the verb listed in a dictionary entry. An
infinitive phrase is an infinitive verb (usually) preceded by the infinitive marker

63
 TO (which is the KEY MARKER) and can include the subject or the
complements (or both) of the verb from which it is derived.
You should be able to locate an infinitive phrase. The marker for an infinitive
phrase is:
to + verb (in its base form)
An infinitive phrase can function as nominal, adjectival, or adverbial:
To wait seemed foolish when decisive action was required. (subject)
Everyone wanted to go. (direct object)
His ambition is to fly. (subject complement)
He lacked the strength to resist. (adjectival)
We must study to learn. (adverbial)
You should be able to identify all infinitive phrases you see in a sentence:
People were amused to watch the monkeys climbing in the trees.
to watch the monkeys
You should be able to identify the function of an infinitive phrase:
He even found a place on the board to put his flyer.
To put his flyer = Adjectival infinitive, modifying place
Health
The word health refers to a state of complete emotional and physical well-
being. Healthcare exists to help people maintain this optimal state of health
Good health is central to handling stress
(https://www.medicalnewstoday.com/articles/145855.php) and living a longer,
more active life. In this article, we explain the meaning of good health, the
types of health a person needs to consider, and how to preserve good
health.“Health is a state of complete physical, mental, and social well-being
and not merely the absence of disease or infirmity.“A resource for everyday
life, not the objective of living. Health is a positive concept emphasizing social
and personal resources, as well as physical capacities.”
Physical health
A person who has good physical health is likely to have bodily functions and
processes working at their peak.
This is not only due not only to an absence of disease. Regular exercise,
balanced nutrition and adequate rest all contribute to good health. People
receive medical treatment to maintain the balance, when necessary.
Physical well-being involves pursuing a healthful lifestyle to decrease the risk
of disease. Maintaining physical fitness, for example, can protect and develop
the endurance of a person’s breathing and heart function, muscular strength,
flexibility, and body composition.
Looking after physical health and well-being also involves reducing the risk of
an injury or health issue, such as:
• minimizing hazards in the workplace
• using contraception when having sex
• practicing effective hygiene
• avoiding the use of tobacco, alcohol, or illegal drugs

64
 • taking the recommended vaccines for a specific condition or country when
traveling
Exercise 1.
Translate the following phrases from English into Russian.
1. the data to be obtained; 5. the suggestions to be considered;
2. the problem to be discussed; 6. the information to be processed;
3. the power to be increased; 7. the device to be used;
4. the hole to be formed; 8. the measurement to be completed.
Exercise 2
What forms of the Infinitives are used in the Infinitive Complexes given
below – Complex Subject or Complex Object?
What forms of the Infinitives are used in the Infinitive Complexes given below
– Complex Subject or Complex Object?
• to have been doubled.
• What two conditions are necessary to cause an electric current to flow?
• Ebonite, rubber, and glass are considered to be good insulators.
• Nuclear plants are expected to be located away from urban areas.
• The use of underground transmission lines is known to have been in-creased.
6. By 1959, maximum transmission voltage was proclaimed to have been
increased to 345,000 volts.
7. The most important problems in atomic power penetration are known to
be concerned with the reactor. The light-water reactor types seem to be
most promising.
Exercise 3.
Underline the Infinitives in the sentences. Define their func-tions. Translate the
sentences into Russian.
1. To magnetize a body requires some energy.
8. In order to build the power plant near Northfield (USA) three miles of
tunnels were drilled.
9. The distance to be covered was equal to ten miles.
10. To reduce the power losses, thick wires should be used.
11. No additional components were used since they were not needed to actuate
the relay.
12. Various installations were used in order to transform electric power into
mechanical, heat, and chemical power.
13. At least 90 per cent of electric energy to be penetrated at present is a.c.
14. A.c. can be increased, or decreased to meet industrial requirements.
15. Gas turbines can be started within minutes, while steam plants may require
house to be put into operation
Exercise 4
Write positive or negative short answers.
1.Are you watching TV? ………………
2.Are you wearing shoes? ……………..
3.Are you wearing a hat?………………

65
4.It is raining?…………………………
5.Are you eating something?………….
6.Are you feeling well?……………….
7.Is the sun shining?………………….
8.Is your mother watching you?……..
Homework : Working on the new words and retelling about health and
lifestyle.

Lesson plan 14
Course title: Vocabulary and Grammar
Topic:other uses of gerund and infinitive (passive forms) in context . Travel and
holidays
Level: Upper Intermediate
Aim: Raise their awareness of the topics travel and holidays. Be able to use
gerund and infinitive in context
Materials: English Vocabulary in Use Fourth Edition Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min
Activity Objective Procedure Time Mode Materials
of
interacti
on
Warm Introduce the T draws the circle on 15 min Whole Warm up
up focus ofthe a board and writes group Handout
activity lesson Problems
(Clustering).

Pre- Preparation of T aks some 20 min Group Handout 1

activity students new information about work
voca-bulary pronouns and their
usage– Activity 1
While Ss explore T gives 10 min Indivi Handout 2
activity the material. Information about dual
global and minor pair
problems work

66
Post – Students T gives some 20 min Whole Handout 3
Activity perceive activities to revise group
vocabulary pronouns in context.
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 min group
the reflection on the students‘
of the participation &
lesson gives hometasks.

67
Uses of gerund and infinitive

A gerund is a verb form that ends in “-ing” and is used as a noun

(walking, traveling, voting); an infinitive is the base form of a verb
preceded by “to” (to walk, to travel, to vote). Gerunds and infinitives can
function as the subject of a sentence or the object of a verb.

Common Verbs Followed Only by a Gerund

Admit He admitted stealing the money.

Advise She advises waiting until tomorrow.
Anticipate I anticipate having a good time on vacation.
Appreciate I appreciate hearing from you.
Avoid He avoided answering my questions.
Complete She finally completed writing her term paper.
Consider I will consider going with you.
Delay He delayed leaving for school.
Deny She 0knowing anything about it.
Discuss They discussed opening a new business.
Enjoy We enjoyed visiting them
Escape The team escaped losing the final game
finish She finished studying at about ten.
Imagine We imagined returning the next summer.
Keep I keep hoping she will come.
Mention She mentioned going to a movie.
Mind Would you mind helping me?
Miss I miss being with my family.
Postpone Let's postpone leaving until tomorrow.
Practice The athlete practiced throwing the ball.
Quit He quit trying to solve the problem.
Recall I don't recall meeting him before.
Recommend She recommended seeing that play.
Regret I regret telling him my secret.
Resist I could not resist eating dessert.
Risk She risked losing everything.
Stop She stopped going to classes.
Suggest She suggested going to a movie

1
 Common Verbs Followed Only by an Infinitive

Afford I can't afford to buy it.

Agree They agreed to help us.
Appear She appears to be tired.
Arrange We arranged to meet at ten.
Ask He asked to come with us.
Beg He begged to come.
Care I don't care to see that
Claim She claims to be a descendent of Karl Marx.
Consent She finally consented to marry him.
Decide I have decided to leave on Monday.
Demand I demand to know who is responsible.
Deserve She deserves to win the prize.
Expect I expect to enter graduate school in the fall.
Fail She failed to return the book to the library.
Forget I forgot to mail the letter.
Help He wanted to help with the clean-up.

Travel

Travel is the movement of people between distant geographical locations. Travel can
be done by foot, bicycle, automobile, train, boat, bus, airplane, ship or other means,
with or without luggage, and can be one way or round trip.

Holidays

A holiday is a day set aside by custom or by law on which normal activities,

especially business or work including school, are suspended or reduced. Generally,
holidays are intended to allow individuals to celebrate or commemorate an event or
tradition of cultural or religious significance.

Exercise

1. My sister reminded me late for the ceremony (NOT BE).

2. Why does he always avoid at me (LOOK)?
3. I promised by tomorrow. (STOP)
2
 4. You can go. I don't mind alone. (BE)
5. I'm already so tired. I need a short break. (TAKE)
6. After we finished our homework we went for a walk. (DO)
7. When does he expect for Rome? (LEAVE)
8. His secretary advised us until autumn. (NOT WAIT)
9. My boss expects me the report by next Friday. (FINISH)
10. My sister reminded me late for the ceremony (NOT BE).
11. Why does he always avoid at me (LOOK)?
12. I promised by tomorrow. (STOP)
13. You can go. I don't mind alone. (BE)
14. I'm already so tired. I need a short break. (TAKE)

Exercise 2
1. We decided (buy) a new car.
2. They've got some work (do).
3. Peter gave up (smoke) .
4. He'd like (fly) an aeroplane.
5. I enjoy (write) picture postcards.
6. Do you know what (do) if there's a fire in the shop?
7. Avoid (make) silly mistakes.
8. My parents wanted me (be) home at 11 o'clock.
9. I dream about (build) a big house.
10. I'm hoping (see) Lisa.

Glorracy

Vote: give or register a vote.

Deny: state that one refuses to admit the truth or existence of
Postpone: cause or arrange for (something) to take place at a time later than that
first scheduled.
Demand : cause or arrange for (something) to take place at a time later than that
first scheduled.
Lesson15

3
 Course title: Science and technology Vocabulary and Grammar
Topic: Reported sentences: (no) tense changes in context. Reported sentences:
(no) tense changes in context.
Level: Intermediate / Upper-intermediate
Aim: To raise the awareness about the Course ― Science and technology
Vocabulary
Materials: Syllabus and Assessment specification of the
courseTime: 80 min
Activity Objective Procedure Time Mode of Materials
interaction
Warm up Introduce the Teacher asksSs 15 Whole Warm up
activity focus of the to work with min group handout
lesson case study
Pre - Introduction Students 15 Pair work Handout 1
activity to the topic complete min
of the lesson
While To be aware Students study 20 Individual Handout 2
activity with content given min work
&outcomes information
of the course
Post Consolidatio n Students study 20 Pair work Handout 3
activity of the given min
given information
material
Conclusion The revision Home task: 10 Whole None
of the topic Units 1-3 min group

Grammar:

You do not need to change the tense if the reporting verb is in the present, or if the
original statement was about something that is still true, e.g.

 He says he has missed the train but he'll catch the next one.
 We explained that it is very difficult to find our house.

These modal verbs do not change in reported speech: might, could, would, should,
ought to:

 We explained, "It could be difficult to find our house." = We explained that

it could be difficult to find our house.

4
 She said, "I might bring a friend to the party." = She said that
she might bring a friend to the party.

5
Phrase in direct speech Equivalent in reported speech

Simple present Simple past

"I always drink coffee", she said She said that she always drank coffee.

Present continuous Past continuous

"I am reading a book", he He explained that he was reading a book

explained.

Simple past Past perfect

"Bill arrived on Saturday", he said. He said that Bill had arrived on Saturday.

Present perfect Past perfect

"I have been to Spain", he told me. He told me that he had been to Spain.

Past perfect Past perfect

"I had just turned out the light," He explained that he had just turned
he explained. out the light.

6
 Phrase in direct speech Equivalent in reported speech

Present perfect continuous Past perfect continuous

They complained, "We have been They complained that they had been
waiting for hours". waiting for hours.

Past continuous Past perfect continuous

"We were living in Paris", they They told me that they had been living in
told me. Paris.

Future Present conditional

"I will be in Geneva on Monday", He said that he would be in Geneva on

he said. Monday.

Future continuous Conditional continuous

She said, "I'll be using the car next She said that she would be using the car
Friday". next Friday.

Reported Questions

Reported questions are one form of reported speech.

7
 direct question reported question

She said: "Are you cold?" She asked me if I was cold.

He said: "Where's my pen?" He asked where his pen was.

We usually introduce reported questions with the verb "ask":

 He asked (me) if/whether... (YES/NO questions)

 He asked (me) why/when/where/what/how... (question-word questions)

As with reported statements, we may need to

change pronouns and tense (backshift) as well as time and place in reported
questions.

But we also need to change the word order. After we report a question, it is no
longer a question (and in writing there is no question mark). The word order is like
that of a normal statement (subject-verb-object).

Reported YES/NO questions

We introduce reported YES/NO questions with ask + if:

direct question She said, "Do you like coffee?"

reported question She asked if I liked coffee.

Note that in the above example the reported question has no auxiliary "do". But
there is pronoun change and backshift.

Note that we sometimes use "whether" instead of "if". The meaning is the same.
"Whether" is a little more formal and more usual in writing:

 They asked us if we wanted lunch.

 They asked us whether we wanted lunch.

8
Reported question-word questions

We introduce reported question-word questions with ask + question word:

direct question He said, "Where do you live?"

reported question He asked me where I lived.

Note that in the above example the reported question has no auxiliary "do". But
there is pronoun change and backshift.

Remember that there are basically three types of question:

1. YES/NO questions: Do you want tea?
2. Question Word questions: Where did you drink tea?
3. Choice questions: Do you prefer tea or coffee?
Reported choice questions have the same structure as Reported YES/NO
questions. Questions with the verb BE always have a different structure: Was the
tea cold? Where is my tea? You can see all these differences in the examples
below.

Look at these example sentences:

direct question reported question

YES/NO I said: "Can I help you?" I asked if I could help her.

questions

She said to us: "Did you She asked if we had felt cold.
feel cold?"

He said: "Are your hands He asked whether my hands

cold?" were cold.

9
 direct question reported question

question-word He said: "Where are you He asked me where I was

questions going?" going.

He said: "Why didn't you He asked me why I hadn't

say something?" said anything.

He said: "When will they He asked when they would

come?" come.

He said: "Who has seen He asked me who had seen

Avatar?" Avatar.

He said: "How much He asked me how much it

might it cost?" might cost.

She said to me: "Where is She asked me where the

the station?" station was.

choice questions He asked, "Do you want He asked whether I wanted

tea or coffee?" tea or coffee.

He said, "Is the car new or He asked whether the car was
second-hand?" new or second-hand.

Warm up handout

1
0
 Read the case study and answer the questions after it

Exercise 1

Rewrite as reported questions, beginning with the words given

'Can I meet you there at six o'clock tonight, Doug?'

2
Julian wanted to know whether.....................................................

'Are you still moving to Blackpool next week?'

3
Fiona asked Rod and Jenny whether..............................................

'Does Graham have to wear a suit to work?'

4
I asked Mrs Daley if Graham...........................................................
5 'Do you want someone to feed your cat while you're away?'
Jan asked me i f ...............................................................................
'Can you guess what I've given Lindsay for her birthday?'
6
Daisy asked Wendy i f ......................................................................

'Do you love me or not, Gloria?'

7
Fred asked Gloria w hether.............................................................

'Will Simon be coming to the party tomorrow night'

8
Adrian wondered whether.............................................................
Exercise 2

Glossary

Alter-change, usually slightly

Features-typical qualities or important parts
Interact-communicate with or react to
Structure-the way that parts of a system are organized
Function-purpose
Enable-makes possible
Interpret-decide the intended meaning of
Utilizing-use (fml technical/scientific)
Lever- bar or handle that moves in order to control something (e.g. a machine)
rotate-turn (fml technical/scientific)
Dissected- cut open (usually a dead body or plant) to study its parts
Extracted-took out (fml technical/scientific)
a flaw-fault, mistake or weakness
Insert -put in (fml technical/scientific) 8 make it ready to use.

1
1
 Lesson plan 16

Course title: Communicative Vocabulary and Grammar

Topic: Reporting questions: commands and requests in context.
Level: Upper Intermediate
Aim: Raise their awareness of the topic : Countries and languages,
theweather.
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction
Warm up Introduce T draws the circle 15 Whole Warm up
activity the focus of on a board and min group Handout
the lesson writes Countries
Asks students to
identify the
languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

1
2
 Detailed process of the lesson
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come into
their mind,when they hear about countries and languages

Reporting orders and requests

When we want to report an order or request, we can use a verb like 'tell'
with a to-clause: He told me to go away. The pattern is verb + indirect
object + to-clause. The indirect object is the person spoken to. Other verbs
used to report orders and requests in this way are: command, order, warn,
ask, advise, invite, beg, teach, & forbid.

Examples

Direct speech Indirect speech

The doctor said to me, "Stop The doctor told me to stop smoking.
smoking!".

"Get out of the car!" said the The policeman ordered him to get out of the
policeman. car.

"Could you please be quiet," she She asked me to be quiet.

said.

The man with the gun said to us, The man with the gun warned us not to
"Don't move!" move.

1
Requests for objects
Requests for objects are reported using the pattern "asked for" + object.
Examples

Direct speech Indirect speech

"Can I have an apple?", she asked. She asked for an apple.

"Can I have the newspaper, please?" He asked for the newspaper.

"May I have a glass of water?" he He asked for a glass of water.

said.

"Sugar, please." She asked for the sugar.

Suggestions

Suggestions are most often reported using the verbs suggest, insist,
recommend, demand, request, and propose followed by a that clause. 'That'
and 'should' are optional in these clauses, as shown in the first two
examples below. Note that suggest, recommend, and propose may also be
followed by a gerund in order to eliminate the indirect object (the receiver
of the suggestion) and thus make the suggestion more polite. This usage of
the gerund is illustrated in the fourth and fifth examples below.

2
Examples

Direct speech Indirect speech

She said, "Why don't you get a She suggested that I should get a mechanic
mechanic to look at the car?" to look at the car. OR
She suggested I should get a mechanic to
look at the car. OR
She suggested that I get a mechanic to look
at the car.OR
She suggested I get a mechanic to look at the
car.

"Why don't you go to the doctor?" He suggested I go to the doctor. OR

he said. He suggested that I go to the doctor. OR
He suggested I should go to the doctor.OR
He suggested that I should go to the doctor.

"It would be a good idea to see the My mother suggested I see the dentist.
dentist", said my mother.

The dentist said, "I think you The dentist recommended using a different
should use a different toothbrush". toothbrush.

You said, "I don't think you have You suggested postponing my visit to the
time to see the dentist this week." dentist.

I said, "I don't think you should see I suggested postponing your visit to the
the dentist this week." dentist.

3
 Direct speech Indirect speech

My manager said, "I think we My manager proposed that we examine the

should examine the budget budget carefully at the meeting.
carefully at this meeting."

"Why don't you sleep overnight at She suggested that I sleep overnight at her
my house?" she said. house.

Exercises Ex:1
Make this conversation more informal by changing some of the words.
Refer to the
opposite page if necessary.
JIM: Annie, can you lend me ten pounds? quid
ANNIE: What for?
JIM: I’ve got to go and see my parents, and my bicycle’s not working, so
I’ll have to get a taxi.
ANNIE: Can’t you telephone them and say you can’t come?
JIM: Well, I could, but my mobile phone’s not working, and I want to go
because they always have
lots of food, and the refrigerator at our flat is empty, as usual.
ANNIE: Can’t you go by underground? Anyway, you’re in luck, I’ve got
some money, so here you are.
Ex:2
Replace the underlined words with more formal equivalents.
1 The train was full of squaddies going home for the weekend. soldiers
2 I’ve got a bad stomach ache - I think I’ll make an appointment with the
quack.
3 He spent two years in the nick for stealing cars.

4
4 The cops arrived shortly after the accident.
5 There’ll be plenty of nosh at the party so we don’t need to eat
beforehand.
6 He’s quite a celeb in the world of poetry.
7 I’m dying for a cuppa. I haven’t had one since breakfast.
8 I’d love to get a motorbike but I just don’t have the moolah.
Ex:3
Replace the informal words in these sentences with more formal words.
advertisements
1 (formal email) I should like to enquire about the cost of ads on your
website.
2 (exam essay) The Internet and telly are probably the biggest influences
on young people today.
3 (recipe in a cookery book) Next, slice the spuds and place them on top of
the meat.
4 (exam essay) Papers face stiff competition these days from TV and
internet news.
5 (formal university publicity) The Faculty offers courses in vet science.
Lab facilities are available 24
hours a day.
Ex:4
Another way of making informal words is by using short forms ending in -
y or -ie. Can you
work out the meanings of the following underlined words?
1 Let’s have brekkie before we leave tomorrow. breakfast
2 It’s a nice day. Let’s have a barbie and eat in the garden.
3 D’you want a biccy with your coffee?
4 Jenny turned up at the party with her new hubby.
5 Oh, let me see your holiday piccies! … Is that you in the big
straw hat?
5
6 They serve really nice veggie food.

Homework: Working on the new words and learning them by heart.

Lesson plan17
Course title: Vocabulary and Grammar
Topic: Have and get something done. Politics and public institutions
Level: Intermediate
Aim: To raise the awareness of the topics problem. Be able to use Grammar
rules of the topic in context.
Materials: Exercises

Time:80 min
Activity Objective Procedure Time Mode Materials
ofinteracti
on
Warm Introduce TeacherasksSs 15 Whole Warm
upactivi thefocus of to work min group uphando
ty thelesson withcasestudy ut
Pre - Introduction Students 15 Pairwork Handout1
activity tothe complete min
topicoftheles
son
While Tobe Students 20 Individual Handout2
activity awarewithcon studygiveninf min work
tent ormation
&outcomeso
fthecourse
Post Consolidatio Students 20 Pairwork Handout3
activity n of the studygiveninf min
givenm ormation
aterial
Conclusion The Home task: 10 Whole None
revisionofth Units 1-3 min group
etopic

6
Detailed process of the lesson
Warmup Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students how and when to use Modal verbs correctly
What someone does for us
We use have + object + -ed form when we talk about someone doing something for
us which we ask or instruct them to do. It emphasises the process/action rather than
who performs it:
We’re having the house painted next week. (We are not going to paint the house
ourselves. Someone else will paint it. The emphasis is on the fact that the house is
being painted rather than who is doing it.)
 Warning:
This pattern is not the same as the present perfect or past
Compare
I had my hair cut.
Someone cut my hair.
 I’ve cut my hair.
 I’d cut my hair.
 I cut my own hair.
We can also use have + object + -ed form when something bad happens, especially
when someone is affected by an action which they did not cause:
They’ve had their car stolen. (‘They’ are affected by the action of the car being
stolen but they did not cause this to happen.)
Hundreds of people had their homes destroyed by the hurricane. (Hundreds of
people were affected by the hurricane, which they did not cause.
If you 'have/get something done', you get somebody else to do something for you.
The grammar for this is pretty simple: Have (Get) + object + past participle
NOTE: The differences between have and get something done are that have is
slightly more formal than get, and that get is more frequent than have in the
imperative form.
Examples:
 I'm going to have my hair cut.I got the bill sent direct to the company.
Future:
 'I had my watch fixed' tells us about the past.
 'I am going to have / get my watch fixed' tells us about the future.
Questions:
Did you have your car fixed?

Using have something done for bad things:

Jenny had her car stolen.
Asking or instructing:

7
I’ll have Harry book you a taxi.
Talking about an experience:
Her story had us laughing so much
Questions and negations of the verb have are formed with do/does or did.
[ We can use the verb get instead of the verb have only in informal conversation.
Present simple: He paints the house He has the house painted.
Present continuous :He is painting the house. He is having the house painted.
Past simple: He painted the house. He had the house painted.
Past continuous :He was painting the house. He was having the house painted.
Future simple :He will paint the house. He will have the house painted.
Future continuous :He will be painting the house. He will be having the house
painted.
Present perfect: He has painted the house. He has had the house painted.
Present perfect continuous :He has been painting the house. He has been having
the house painted.
Past perfect :He had painted the house. He had had the house painted.
Past perfect continuous :He had been painting the house. He had been having the
house painted.
Infinitive :He must paint the house. He must have the house painted.
-ing form: It’s worth painting the house. It’s worth having the house pai

EXERCISE 1
Rewrite these sentences using ‘ to have something done’
1) They serviced Ken’s car yesterday. – Ken………
2) They’re repairing our roof at the moment. – We……
3) They’re going to fit a stereo in my car. –I ………
4) Someone cleans Sue’s flat once a week. –Sue……
5) Has anyone tested your eyes recently? –Have you………..?
6) Someone stole John’s briefcase last week. –John………
7) Someone cleans her house. – She…….
8) Someone cooks her meals. –She………
9) Someone washes her clothes. –She.……
10) Somebody cleans her windows. –She……
11) Somebody serviced her car. –She……
12) Somebody does her shopping. –She…..
13) Somebody looks after her garden. –She…..
14) Somebody posts her letters . –She……..
15) Their windows need to be cleaned. –They need………
16) The hairdresser was styling Mrs Brown’s hair. –Mrs Brown……
17) She told her son to carry the shopping to the house. –She. ……..
18) Dad is going to arrange for someone to cut the grass . –Dad is going………
19) They used to employ a cleaner who cleaned the house. –They used……
20) Did the mechanic repair Paul’s motorbike? –Did Paul……..?

8
EXERCISE 2

Rewrite the sentences using HAVE SOMETHING DONE

1) His teeth are checked twice a year.
2) Her skirt is being cleaned at the moment.
3) My hair is trimmed once a month.
4) Central heating is going to be installed in our house next month.
5) Sam’s burglar alarm was fitted last week.
6) My car is being repaired at the moment.
7) The band’s new single has just been recorded.
8) Our new furniture is going to be delivered TOMORROW

EXERCISE 3
Rewrite the sentences using HAVE SOMETHING DONE
1) Holly is going to ask Mary to sew her dress.
2) Someone has tidied the garden for Mark.
3) When will they fix his telephone?
4) Pat pays someone to clean the windows every week.
5) Can you tell someone to move those boxes?
6) When will they deliver Dan’s sofa?
7) Howard should ask someone to deliver the package.
8) When will you service the car?
9) Pay someone to make the curtains for you.
10) Someone has shortened Alice’s skirt.

Activity
1. A role-play activity for the whole class that practises the correct use of
‘have / get something done’.
2. Doing all the exercises during the lesson
Conclusion
Materials: Board,markers
Objective: The revision of the lesson
Procedure: Teacher asks students to make the feedback on the lesson (oral
orwritten)

Glossary
Object - noun. anything that is visible or tangible and is relatively stable in form. a
thing, person, or matter to which thought or action is directed: an object of medical
investigation. the end toward which effort or action is directed; goal; purpose:
Profit is the object of business.

Informal conversation- is more casual and spontaneous. It is used when

communicating with friends or family either in writing in conversation.

9
 Lesson 18
Course title: Communicative
Topic: Linking words and structures : compound and complex sentences
Level: Upper Intermediate
Aim: Raise their awareness of the topics Crime
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction
Warm up Introduce T draws the circle 15 Whole Warm up
activity the focus of on a board and min group Handout
the lesson writes Countries
Asks students to
identify the
languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

10
 Detailed process of the lesson
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come into their
mind, when they hear about countries and languages.

Investigating crime
Ross committed a crime when he robbed a bank. Someone witnessed the crime
and told the police. The police arrested Ross and charged him with bank
robbery. They also accused his twin brother, Ben, of being his accomplice1 .
The police investigated the case2 and collected evidence3 at the crime scene.
They found Ross’s fingerprints and they also found DNA evidence4 that linked
him to the crime, so they were confident they had proof5 that the two men were
guilty.

Trial and punishment

The case came to court1 , and Ross and Ben were tried2 . The trial3 did not
last very long. Ross and Ben both pleaded not guilty4 in court. Their lawyer
did her best to defend them, but the prosecuting lawyer produced a very strong
case against them. After brief deliberations5 , the jury passed verdict on them.
They decided that Ross was guilty, and he was convicted of6 robbery, but
Ben was innocent7 . The judge acquitted Ben of any involvement in the
robbery, but sentenced Ross to three years in prison/jail. As well as a prison
sentence, Ross also had to pay a large fine. Ross served two years in prison,
but was released from prison a year early. He got time off for good behaviour.

People connected with crime and the legal process

offender: someone who commits an illegal act (an offence) judge: the person
who leads a trial and decides on the sentence, i.e. the punishment when
someone is found guilty

11
 jury: group of citizens (12 in the UK and, usually, the US) who decide on the
verdict, i.e. whether the accused is guilty or not victim: a person who suffers
as the result of a crime

suspect: a person who is suspected of committing an offence witness: a

person who sees a crime being committed.

EXERCISE 1 Which crime is each person accused of?

1 Zoe stole a chocolate bar from a shop. Zoe is accused of shoplifting.

2 Harry took a film star’s son and said she could only have him back if she
paid a large sum of money. ____________________ 3
Ophelia shot her husband in the heart. ___________________- 4 Noah tried
to take a large amount of cigarettes into his country without paying the due
tax.______________________ 5 Tom broke into someone’s house and
stole a TV and a computer.________________ 6 Mike
used a website to sell people holiday homes that didn’t really
exist.______________________

EXERCISE 2. Fill in the gaps in the newspaper article below with

words from B opposite

A man has been 1__________ by police and 2____________ with burglary

after a house in the city centre was broken into last night. Experts have
searched the 3_____________ and found several items which they have taken
away to be used as 4____________ in court. The police believe the burglar
may have had an 5_______________ , so they are calling for anyone who
6___________ the crime to come forward and help them catch the second
burglar.

EXERCISE 3. A preposition is missing in each of these

sentences. Add it

1 The judge sentenced the accusedto > ten years in prison

2 Many prisoners end up getting time for good behavior

12
3 The police have charged the driver of the red sports car speeding.
4 The two girls are suspected taking sweets from the shop without paying.
5 Sam was found guilty today but the judge will decide his sentence tomorrow.
6 The jury passed a verdict of guilty the accused.

EXERCISE 4 Rewrite each sentence using the word in brackets.

1 The judge gave the accused six months in prison as punishment. (sentenced)
The judge sentenced the accused to six months in prison.
2 The police think Bert is guilty but they cannot show this to be true. (proof)
3 In court the accused said he did not commit the crime. (pleaded)
4 The murder case is still being looked into by the police. (investigation)
5 Anyone suffering because of a crime can join this support group. (victim)
6 The detective thought the jealous lover killed the woman. (suspected)
7 The bank robbers are currently being tried at a court in London. (trial)
8 Nathan is hoping to be let out of prison soon. (released)

HOMEWORK: Find out about how criminals are caught and punished in your
country.
Answer the questions.
1 Who decides if someone is guilty or innocent?
2 Who decides on their sentence?
3 Can criminals get time off their sentence for good behaviour?
4 How are victims of crime helped?

Lesson 19
Course title: Communicative
Linking words and structures
Topic: Linking words and structures: Contrast and concession; purpose and result
in context.
A) Linking words and structures: Contrast and concession
B) Purpose and result in context C) Money
Level: Upper Intermediate
Aim: Raise their awareness of the topics Finance, Money
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction

13
 Warm up Introduce T draws the circle 15 Whole Warm up
activity the focus of on a board and min group Handout
the lesson writes Countries
Asks students to
identify the
languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

Detailed process of the lesson

Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words
come into their mind,when they hear about countries and
languages

14
 A Personal finance

Newbank - Your Bank Short of cash? Need a loan?

Need a good current account1 with the best Need to raise money for
that round-the-world
interest rates2 and a guaranteed overdraft trip? For a loan with
competitive8 £ interest rates
facility3? Pop into one of our branches visit our website at
www.cashforyou.com.
TOO MANY CREDIT CARDS? Looking for a mortgage9 ?
Act now! For mortgages
Consolidate4 all your cards and debts5 with low deposits10 and
flexible repayments11
one convenient payment6.
Discuss your credit call 01569 87623
limit7 with us today. Call 01677 442319

1 account you use for most everyday business 2 percentage which the bank pays
you based on how much you have in your account 3 permission to have a negative
amount of money in your account 4 join together to make one 5 money you owe
someone 6 the act of paying something 7 the maximum amount of money you may
spend on your card 8 as good as or better than other banks 9 a loan used usually to
buy a house 10 money you pay before buying something to show you really want
to buy it 11 payments to reduce the amount you owe

B Bank accounts and services

I have a steady income1 now, which is great,
and my outgoings2 are quite low.
I don’t have any major expenses

I’ve just opened a savings account7 , and I,

transfer8 money into it regularly

My account is usually in credit9 at the beginning

the month, but by the end of the month it’s
overdrawn10. I hate being in the red11 and the.
banks all charge interest12 on overdrafts! I try not
to go over my overdraft limit, though.

C Public finance
The government collects money through taxes.Income tax is the tax collected on

15
wages and salaries.Inheritance tax is collected on money people get from people
who have died.Customs (or excise) duty is paid on goods imported from other
countries; airports usually have duty-free shops. VAT (value added tax) is a tax
paid on most goods and services. Companies pay corporation tax on their profits.

Exercise 1. Match the words on the left with the definitions on the right

1 interest a an account for money you don’t need

immediate
2 mortgage b payment taken automatically from an
account
3 overdraft c an account for day-to-day use
4 savings acunt d a loan to buy a house or flat
5 current account e money that is charged on a loan
6 direct debit f an account with a negative sum of money in
it

Exercise 2. Use words from A opposite to complete the sentences

1 Nico owes his brother 5,000 euros and he borrowed 10,000 euros to buy a car.
Nico has debts totalling 15,000 euros.
2 Misha spent 6,000 euros on her credit card; the bank said she’d spent 1,000 euros
too much. Her c_________ l was 5,000 euros.
3 Newbank offers interest rates on loans that are similar to the rates other banks
offer and are sometimes better. Newbank’s rates are c______________
4 Before she bought her new car, Alice paid £500 to the dealer. She paid a
d___________ of £500.
5 If a customer needs more money than is in their account, they can get permission
to go on using the account. The bank offers an o _______________
6 Harry sold his car, got a part-time job and offered to clean people’s windows.
He was trying to r__________ money to f______________ his trip to Africa.
7 You only need one credit card. You can c______________ all the sums you owe
into one p
8 If you want to buy a house, the bank offers loans where you can pay the money
back over 30 years. The bank offers m ___________with r
________________over 30 years.

What do we call ...

1 the tax you pay on imported goods? customs / excise duty
2 a shop at an airport where you don’t pay tax?
3 a tax which is added to most goods and services?
4 a tax on money paid if someone dies?
5 the tax that companies pay on their profits?
6 the tax that the government takes out of your salary?

16
Answer the questions. Give reasons for your answers.
1 If you were overdrawn, would you be in a good situation or a bad one? A bad
situation - you would have a negative amount of money in your bank account.
2 Why might a person open a savings account as well as a current account?
3 Joel’s account is in the red. Why is his bank manager unhappy?
4 Why might someone transfer money from a savings account to a current
account?
5 Why is online banking easier than visiting your branch?
6 Why are cash machines so convenient? Are there any risks in using them?
7 Zara’s account is in credit. Is she probably happy or unhappy?
8 Bob doesn’t have a steady income and his outgoings are very high. Do you think
he feels secure or insecure?
9 If your bank debited your account for 500 euros, would you feel you had more
or less money as a result?
10 If you have a good credit rating, what will you find it easier to do?

Lesson plan 20
Course title: Communicative Vocabulary and Grammar
Topic: Linking words and structures in context. Describing objects. Practices on
the topic
Level: Upper Intermediate
Aim: Raise their awareness of the topics : Countries and languages, the weather.
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction
Warm up Introduce T draws the circle 15 Whole Warm up
activity the focus of on a board and min group Handout
the lesson writes Countries
Asks students to
identify the
languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary

17
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

18
 Detailed process of the lesson
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come into their
mind, when they hear about countries andlanguages

What are linking words and expressions? What is their purpose?

Linking words or linking expressions (sometimes also called connecting

words) are simply words and expressions that tie whole sentences, parts of
sentences, phrases, or individual elements together to establish a smooth
transition in a text. The term ‘linking’ means ‘connecting’ and stands
for cohesion. Since the English language is quite rigid in its sentence
structure, such words are needed to make the writing fluent and
comfortably readable without making it appear hifalutin. In this way, the
listener or reader can simply follow the flow of the argument. Since linking
words are also a stylistic device for easily readable text, they appear much
more often in written language than in spoken language.

Many of the linking words are conjunctions, adverbs, or prepositions and can
be either single words or compound expressions.

How are linking words and expressions used and categorized?

Linking words and expressions can roughly be divided according to

their purpose and meaning. Likewise, the following ones usually appear at
the beginning of a clause to link or connect entire sentences. Connectors that
mostly occur in the middle of a complex sentence are subordinate
conjunctions in many cases. For their detailed usage, have a look at the article
about subordinators. Compare the possible uses:

Text linkers serve to …

… list additions, something similar or not contrary:

o first of all, first or firstly, second or secondly, third or thirdly
o next, then, finally
o in addition, moreover, furthermore
o similarly, likewise

19
o Example sentence:
 “The university tuition fee can be paid monthly. In addition, students are granted
free access to the online library.”
 … express contrast and anything to the contrary:
o but, however, nevertheless, nonetheless
o in spite of, despite
o in contrast, on the contrary, on the other hand, conversely

o Example sentence:
 “Prime Minister Johnson has denied all the allegations. In spite of that, people do
not believe him.”
 … clarify the reason and the purpose:
o due to, owing to, as a result of, as a consequence of
o therefore, for that reason, consequently

o Example sentence:
 “There has been a forest fire in the north of the country. As a consequence, smaller
villages around the area have been evacuated.”
 … show temporal relations:
o in the beginning, at the beginning
o at last, lastly, eventually
o before, until, as soon as, while, during

o Example sentence:
 “Five houses had been burgled over three weeks. Eventually, the burglar was
arrested.”
 … formulate conclusions and summaries of previous information:
o all in all, briefly, to sum up, to summarise, to conclude, concluding, in conclusion

o Example sentence:
 “To conclude, I would like to thank you all very much and have a nice day.”

Further explanations relating to the ‘Linking words and expressions’

The following explanations are related to the topic ‘Connecting text with linking
words and expressions in English’ and could therefore be interesting too:

 Coordinating conjunctions (‘and, but, or’, etc.)

 Main clauses in English
 Subordinate clauses in English

Exercises
Ex:1

20
Rewrite these sentences using the most likely verb from A opposite (there is
usually more than
one possibility).
1 I know that you weren’t solely to blame, but you must take some responsibility.
I accept that you weren't solely to blame but you must take some responsibility.
2 OK, OK, I was wrong, you were right; he is a nice guy.
3 The company is prepared to accept that you have suffered some delay, but we do
not accept liability.
4 She didn’t deny that we had done all we could, but she was still not content.
Ex:2
Use the word in brackets in an appropriate collocation to make comments on these
statements.
1 Some people believe in nuclear weapons, some in world disarmament. (divide)
There's a great divide between those who believe in nuclear weapons, and those
who believe in world disarmament.
2 She says one thing. She does quite the opposite. (discrepancy)
3 Toby believes in saving as much as possible. Catalina prefers to spend all the
money they earn. (poles)
4 Being a student’s one thing; being a teacher’s quite another. (world)
5 People in the north of the country have a totally different standard of living from
those in the south.
(gap)
Ex:3
Write a sentence before each of these sentences.
1 I expected Lydia to be tall and dark. The reverse was true; she was short, with
fair hair.
2 On the other hand, it does have a big garden, so I think we
should rent it.
3 On the contrary, the number of cars on the road is
increasing yearly.
4 In contrast, in Britain you drive on the lef.
5 Quite the opposite; I feel quite full. I had a huge breakfast.
Ex:4
Choose between on the other hand and on the contrary and explain what the
speaker means.
on the contrary 1 I’m not worried; , I feel quite calm. It's not true that I'm worried.
2 It’s expensive, but , we do need it.
3 In some ways I’d like to change my job, but , I’d miss all my colleagues.
4 I don’t think he’s lazy; , he puts in a great deal of effort.
5 She doesn’t speak Japanese well; , she only knows a couple of phrases.

21
6 This hotel looks very attractive; , it’s more expensive than the first one

Homework: Working on the new words and learning them by heart.

Lesson plan 21
Course title : Communicative Vocabulary and Grammar
Topic: Conditionals(0-1-2) in context
Level: Intermediate/Upper-intermediate
Aim: To raise the awareness about the Course-Communicative Vocabulary
Materials: English vocabulary in use( Fourth edition ) Upper Intermediate
Michael Mc Carthy Felicity O’Dell 2017
Time: 80 min
Activity Objective Procedure Time Mode of Materials
interaction
Warm up Introduction the T draws the 15 min Whole Warm up
activity focus of the circle on a group Handout
lesson board and
learn new
structure of
grammar
Pre-activity PREPARATION Students 15min Pairwork Handout 1
OF STUDENTS complete
NEW
VOCABULARY
Ss explore the
materials
While Ss explore the Students 20min Individual Hand out
activity material. study given work 2
information
Post Students Students 20min Pairwork Hand out
activity perceive study given 3
vocabulary they information
have learned.
Conclusion To allow Home task: 10min Whole None
students for the Units 1-3 group
reflection of the
lesson.

Details process of the lesson.

Warm-up
Materials: Warm up handout
Objectives: Introduce the focus of the lesson:
Procedure: Teacher asks students to read case study and answer the questions, then
makes discussions with whole group.

22
 What are conditionals in English grammar? Sometimes we call them 'if clauses'.
They describe the result of something that might happen (in the present or future)
or might have happened but didn't (in the past) . They are made using different
English verb tenses.
The Zero Conditional:
(if + present simple, ... present simple)
If you heat water to 100 degrees, it boils.z

 The First Conditional:

(if + present simple, ... will + infinitive)
If it rains tomorrow, we'll go to the cinema.

 The Second Conditional:
(if + past simple, ... would + infinitive)
If I had a lot of money, I would travel around the world.
.
 The Third Conditional
(if + past perfect, ... would + have + past participle)
If I had gone to bed early, I would have caught the train.

The Zero conditional
We can make a zero conditional sentence with two present simple verbs (one in the
'if clause' and one in the 'main clause'
If + present simple, .... present simple.
This conditional is used when the result will always happen. So, if water reaches
100 degrees, it always boils. It's a fact. I'm talking in general, not about one
particular situation. The result of the 'if clause' is always the main clause.
Here some more examples:

 If people eat too much, they get fat.

 If you touch a fire, you get burned.
 People die if they don't eat.
 You get water if you mix hydrogen and oxygen.
 Snakes bite if they are scared
 If babies are hungry, they cry
The first conditional
The first conditional has the present simple after 'if', then the future simple in the
other clause:

 if + present simple, ... will + infinitive


It's used to talk about things which might happen in the future. Of course, we can't
know what will happen in the future, but this describes possible things, which

23
 could easily come true.

 Here some more examples:

 If it rains, I won't go to the park.
 If I study today, I'll go to the party tonight.
 If I have enough money, I'll buy some new shoes.
 She'll be late if the train is delayed.
 She'll miss the bus if she doesn't leave soon.
 If I see her, I'll tell her.
The Second Conditional:

 The second conditional uses the past simple after if, then ‘’would’’ and the
infinitive:.

 if, then 'would' aif + past simple, ...would + infinitive

 (We can use 'were' instead of 'was' with 'I' and 'he/she/it'. This is mostly done in
formal writing).
It has 2 uses.
First, we can use it to talk about things in the future that are probably not going to
be true. Maybe I'm imagining some dream for example.

 If I won the lottery, I would buy a big house.(I probably won't win the lottery)
 If I met the Queen of England, I would say hello.
 She would travel all over the world if she were rich.

Second, we can use it to talk about something in the present which is impossible,
because it's not true. Is that clear? Have a look at the examples:

 If I had his number, I would call him. (I don't have his number now, so it's
impossible for me to call him).
 If I were you, I wouldn't go out with that man.
The third conditional:
We make the third conditional by using the past perfect after 'if' and then 'would
have' and the past participle in the second part of the sentence:

 if + past perfect, ...would + have + past participle

It talks about the past. It's used to describe a situation that didn't happen, and to
imagine the result of this situation.

 If she had studied, she would have passed the exam (but, really we know she
didn't study and so she didn't pass)
 If I hadn't eaten so much, I wouldn't have felt sick (but I did eat a lot, and so I
did feel sick).
 If we had taken a taxi, we wouldn't have missed the plane.

24
EXERCISE 1:

Match the numbers with the letters to form conditional sentences:

1. If I were a millionare a. if finish early.

2.She wouldn’t have had an accident. b.I would buy a beatifull car.

3.I’ll watch the film. c. if she had driven carefully

Lesson 22
Course title: Communicative Vocabulary and Grammar
Topic: . Conditionals: 3 and mixed in context. Actions.
A) Conditionals: 3 B) Mixed in context C) Actions
Changing sentence structure: Paraphrasing in context. Comments
Level: Upper Intermediate
Aim: Raise their awareness of the topic conditions
Materials: English Vocabulary in Use (Fourth Edition) Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction
Warm up Introduce T draws the circle 15 Whole Warm up
activity the focus of on a board and min group Handout
the lesson writes Countries
Asks students to
identify the
languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages

25
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

26
 Detailed process of
the lesson
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words
come into their mind,when they hear about countries and
languages
A Words connecting sentence parts

In addition to if, there are several other words and phrases for expressing
condition.
1 You can’t come in unless you have a ticket.
2 You can borrow the bike on condition that [… if you do not have a ticket] you
return it by five o’clock. 3 In case offire, dial 112. [When there is …; usually seen
on notices; you can also say in the event of]
4 You can stay, as/so long as you don’t mind sleeping on the sofa. (as long as is
less formal than so long as and less formal and not so strong as on condition that)
5 Provided/Providing you don’t mind cats, you can stay with us. (providing
(that)orprovided (that) can also be used in examples 2 and 4; they are less formal
and not so strong as on condition that but stronger and more restricting than as/so
long as)

B Supposing ... and What if ...

Note the use of supposing andwhat if(both usually found in spoken language) for
possible situations in the future. What ifis more direct.
Mick: Ethan’s coming tomorrow. He’ll help us.
Alice: Supposing / What if he doesn’t turn up - what shall we do then?

C Conditions with -ever

The -ever su ix means ‘it does not matter which …’. The stress is normally on
ever.

What’s the best way to travel in your country? However you decide to travel in
this country, it’ll cost you a lot of money. For example, you’ll end up paying at
least 70 euros, whichever means of transport you take from the airport to the city
centre - train or bus. Public transport is expensive wherever you go here. Whoever
wins the next election should try to lower fares

D Some nouns which express condition

Certain conditions must be met before the peace talks can begin. (rather formal) A

27
good standard of English is a prerequisite /priːˈrekwɪzɪt/for studying at a British
university. [absolutely necessary; very formal] What are the entry requirements
/rəˈkwaɪəmənts/for doing a diploma in Management at your college? [o icial
conditions; rather formal] I would not move to London under any circumstances.
(fairly formal)

Exercise 1. Fill the gaps with a suitable word or phrase from A and
B opposite

1 You can come to the party as long as you don’t bring that awful friend of yours.
2___________ emergency in the machine room, sound the alarm and notify the
supervisor at once.
3 ___________I hear from you, I’ll assume you are coming.
4 A person may take the driving test again__________they have not already taken
a test within the previous 14days
5___________ I lent you my car, would that help?

Exercise 2. Change the sentences with -ever to no matter, and vice versa

1 Wherever she goes, she always takes that dog of hers.

No matter where she goes, she always takes that dog of hers.
2 If anyone rings, I don’t want to speak to them, no matter who it is.
3 No matter what I do, I always seem to do the wrong thing.
4 It’ll probably have meat in it, whichever dish you choose. They don’t cater for
vegetarians here.
5 No matter how I do it, that recipe never seems to work.
6 However hard you try, you’ll never be able to do it all on your own

Homework: What would your answers be to these questions?

1 Are there any prerequisites for the job you do or would like to do in the future?
2 Under what circumstances would you move from where you’re living at the
moment?
3 What are the normal entry requirements for university in your country?
4 On what condition would you lend a friend your house/flat?

Lesson plan 23
Course title: Communicative Vocabulary and Grammar
Topic: Changing sentence structure: paraphrasing in context. Comments on
differentsituations.
Level: Upper Intermediate
Aim: Raise their awareness of the topics : Countries and
languages, theweather.
Materials: English Vocabulary in Use (Fourth Edition)Upper

28
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction
Warm up Introduce T draws the circle 15 Whole Warm up
activity the focus of on a board and min group Handout
the lesson writes Countries
Asks students to
identify the
languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

29
 Detailed process of the lesson
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come into their mind,when
they hear about countries and languages
What Is Sentence Structure?
Sentence structure refers to the way a writer constructs a sentence. Great writing
includes allthe below sentence variations, and the best writers have a firm grip on
each of them:

 1. Sentence length: from short sentences to long sentences and everything in

between
 2. Sentence style: from simple sentences to compound sentences to complex
sentences
 3. Sentence types: from declarative to interrogative to exclamatory and beyond
 4. Sentence clarity: from direct and informative to intentionally vague and perhaps
poetic

7 Ways to Vary Sentence Structure

Although readers may not consciously realize it, they look for sentence variety
when they delve into a book, news story, or magazine article. One of the best
writing tips a first-time author can receive is to embrace varied sentence structure—
no matter your writing style. Here are some writing tips to inject sentence variety
into your work.

1. Embrace short sentences. If your first sentence is a compound sentence with

multiple clauses, make your second sentence short and simple. Shorter sentences
are powerful when free from vague words. Many great writers, from Ernest
Hemingway
to Judy Blume, made their name on short sentences. There’s a place in writing
forwordy sentences, but short, clear sentences help keep your reader engaged.
2. Follow dense sentences with simple sentences. A dense sentence might be
one like a compound-complex sentence, which has at least two independent
clauses and at least one dependent clause. Using compound-complex sentences
are great, but two in a row can be tedious. If you write one, follow it up with a
different type of sentence. For instance, you could write a compound-complex
sentence, like: “Frantic with hunger, Marlene opened the refrigerator, for she
knew there was leftover soup inside.” That’s a nice long sentence, so it makes
sense to trail it with a simpler sentence, like: “Her stomach rumbled.”
3. Use the active voice when possible. Active voice verbs describe a person
doing something. “He caught the ball” is active. “The ball was caught by him”
says the same information using passive voice, and it’s a less appealing sentence
construction. Sometimes you need to write a passive sentence to accurately
describe a situation, which is great for sentence variety, but you’ll typically want

30
 to use the active voice.
4. Use a variety of transition words. A transition word can be a coordinating
conjunction (“and,” “but,” “for,” etc.), a subordinating conjunction (“although,”
“because,” etc.) or a conjunctive adverb (“however,” “therefore,” “moveover,”
etc.). These words are great as long as you vary them and don’t fall back onpet
phrases.
5. Cut down on conjunctions by using semicolons. In a compound sentence, two
independent clauses are joined together—typically with a coordinating conjunction.
But in your quest for varying sentence types, you can replace theconjunction with a
semicolon after the first independent clause. The words willretain their meaning,
but you’ve added variety to your sentence patterns.
6. In persuasive writing, start paragraphs with a pithy thesis statement. A thesis
statement is the type of sentence that is direct and declarative. Longer sentences can
serve as theses, but shorter tends to be better. Follow up these theses with more
descriptive sentences in the body of your paragraphs.
7. Use rhetorical questions. Rhetorical questions are statements phrased as
questions intended to stimulate a reader’s mind. For instance: “What if there was no
such thing as war?” These types of sentences have a place in
both creative writing and content writing. The key is to use them judiciously.

Exercises Ex:1
Complete the missing words from A opposite.
1 He became a multi-millionaire and bought a huge estate in the country.
2 Some of the p in this street have sold for more than five million euros this
year.3 I left some of my b in the changing room at the gym and they were stolen.
4 On his death, Mr Carson’s e was valued at £400,000.
5 She sold all her p and travelled around the world for a year.
6 It’s often difficult for young couples to buy p and they have to rent a place
instead.
Ex:2
The verbs in the middle column have been jumbled. Put them in the rightsentences.
donated 1 A millionaire inherited his entire library to the school. 2 The director was
supported the best parking place.
3 My mother’s cousin donated me £5,000 in her will. 4 A farmer nearby catered us
with logs for the fire.
5 When I retired they left me with a camera. 6 The restaurant allocated for
vegetarians.
7 My parents presented me when I was out of work.
8 The oldest son supplied the house when his father died.
Ex:3
What questions using words from B and C opposite do you think were asked to get
these answers?
1 Are you the owner/proprietor of this restaurant? No, I’m not the owner. I just work

31
here as a waiter. 2 ?
Yes, he became the owner when his aunt died. It’s a massive house. 3 ?
OK, I’ll give you one euro for every kilometre you run.4 ?
Yes, that’s right. I pay rent every month. 5 ?
Actually, I’ve already given something. Sorry.6 ?
No, I’m sorry, we don’t. You have to buy your own pens and exercise books.

Homework: Working on the new words and learning them by heart.

Lesson Plan 24
Course title: Communicative Vocabulary and Grammar
Topic: Prepositional phrases in context. Distances and dimensenious
Level: Upper Intermediate
Aim: Raise their awareness of the topics : Countries and languages,
theweather.
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min
Activity Objective Procedure Time Mode of Materials
interaction
Warm up Introduce T draws the circle on a 15 Whole Warm up
activity the focus of board and writes min group Handout
Countries
the lesson
Asks students to
identify the languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.

32
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

33
 Detailed process of the lesson
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come into their
mind,when they hear about countries and languages
Prepositional Phrase in Subject Position
PREPOSITIONAL PHRASE

A prepositional phrase only occurs in the subject position as a determiner in the

subject noun phrase OR as a "false" subject before "be". (1) As a determiner, it adds
identifying information by specifying a numerical range or a place or time. (2) As a
"false subject", it is moved forward for emphasis, displacing the "true subject" after
"be".
AS DETERMINER IN A NOUN PHRASE
Over twelve miles is the length of the path. (P – over, NP = twelve miles)
Between five and six o'clock is the time when we climb.
(from…to, between X and Y, around, over, under, close to, up to, in excess of)

Under the canyon floor is the site where Devil's Cavern was formed.
Just above the head of the trail is the best view.
(after, before, under, over, ahead of, in the middle of)

AS A FALSE SUBJECT BEFORE "BE" VERB (COPULAR VERB)

PP be NP = NP be PP (interchangeable elements )
In the morning is our appointment. In the morning is the "false" subject.
Our appointment is in the morning. Our appointment is the "true" subject.

A similar meaning may be expressed with a noun phrase or a locational

preposition in which the noun is included (e.g., uphill, inside, upward, outdoors,
here, north). The verb be is "specifying" as it is followed by a phrase that identifies

34
the subject noun. Note that the elements before and after "be" may be interchanged
without affecting meaning. Here, be has the "reciprocal property" [A=B and B=A].

NOUN PHRASE
Early morning is the best time to climb. (temporal "timing" noun phrase)

Underground is Devil's Creek. (locational preposition)

NP BEFORE "BE" VERB

Ten o'clock is our appointment.
Our appointment is at ten o'clock. (Add "at" to the NP after be verb.)

Prepositional Phrase as Complement

Adding information required to complete the meaning of the clause

Prepositional Phrase as Complement

PREPOSITIONAL PHRASE

A preposition often functions as a complement; that is, the phrase completes the
meaning expressed by the subject and predicate. (The clause sounds incomplete
without the prepositional phrase.)
AS PREDICATIVE COMPLEMENT (REQUIRED)

35
Jack is in the middle. (location)
Jack is on time. (temporal expression)
He climbs in Antelope Canyon. (location)
Jack put / hangs his camera around his neck.
He begins / ends in the morning. (temporal)
He is out of his mind. (expression)
Jack gave a map to me. (recipient)
Jack bought the map for me. (beneficiary)

AS NOUN COMPLEMENT (MODIFIER)

The path down the canyon is fifteen-miles long. (modifies noun)
He is the person next to you. (modifies noun)
The head of the trail was far behind. (belonging)

AS ADJECTIVE COMPLEMENT (MODIFIER)

He is excited about climbing. (in general–sport)
He was angry at what he saw.

ADVERB MODIFIER
Jack will go climbing later in the week. (Adv modifier)
Jack thinks differently from us.

DETERMINER MODIFIER
Jack is one of the climbers who only uses his bare hands. (quantity)
Most in the group wear protective gear.

PREPOSITIONAL PHRASE
Jack got out of his wet clothes. ("double prepositions")
He wanted to get away from the noise.

Verbs with expected prepositional complements

DIRECTION LOCATION

Action that moves in Action that requires a location.

a direction.

36
go ~He went. He put She put her bag on the table.
went away.

fall / tumble ~He hang She hung her coat on the rack.
fell. He fell down.

jump ~He jumped. pour She poured the water into a glass.
He jumped up.

lift ~He lifted the tie She tied a scarf around her hair.
child. He lifted the
child onto the chair.

depart ~He lay He laid the baby down for a nap.

departed. He
departed from SFO
airport.

arrive, raise, leap, spray, lean, drop, set, lay

tumble

TEMPORAL VERB + PREP COMBINATIONS

Action that requires Verbs with specified prepositions.

mentioning time.

begin The race stop He stopped us from jumping.

begins at noon.

end The race ends at forgive He forgave her for her lie / for lying.
sunset.

finish The meeting refer He referred to the book.

finishes at 10 a.m.

take place The regard They regard her as an authority on the subject
meeting will take
place on Tuesday.

occurs The reunion look He looks after his son.

occurs in the
summertime.

happens, start prohibit from, excuse for, envy for, accuse of, entitle to, let
off, prevent from, believe in See Verb + Prep.

37
 Prepositional Phrase as Adjunct

PREPOSITIONAL PHRASE

A prepositional phrase may also be an adjunct; that is, a modifying phrase not
required by the subject and predicate to complete the meaning of the clause but
adding extra, related information.
AS MANNER ADJUNCT
Jack explores with enthusiasm. (manner)
He descends canyons on occasion. (frequency)
He enjoys his hobby to a great extent. (degree)
He explores in particular because it's exciting. (focus)
AS TEMPORAL ADJUNCTS
Jack eats before/after he goes hiking.
Jack drinks a little water while/as he is hiking.
Jack drinks a little water during his hike.
AS PURPOSE / CAUSE-EFFECT / CONCESSION ADJUNCTS
Jack gets up early in order to go climbing.
Jack gets up early because he wants to start early.
Jack gets up early though he would rather sleep late.
AS TRANSITION PHRASES (SUPPLEMENTS)
For one thing, the scenery is beautiful (ordering)
Besides that, it's good exercise (adding)
In short, he is in love with this sport. (summing)
For this reason, he take his friends. (reason)
For example, he explores a new site every weekend. (example)
By the way, he would like to invite you. (aside comment)

Exercises
Ex:1
Try to complete these idioms from memory if possible.
1 She does a lot of voluntary work; she has a heart …
2 Don’t expect any sympathy from the boss; she’s as hard …
3 I’m sure Ahmed will help you; he’s as good …
4 Although Florian sometimes seems a bit bad-tempered his heart is …
5 I don’t think you’ll like him; he’s a nasty …
6 I try to avoid having much to do with Liam. He’s rather an …
38
Ex:2
What do we call …
1 an irritating person who knows everything?
2 the person who is the teacher’s favourite?
3 someone who thinks they are the best and says so?
4 the one who gets the best marks?
5 a person who is very lazy?
Ex:3
Complete the sentences using an idiom from B.
1 I’d better write it in my notebook. I have …
2 Ask Martha to check those sums. She has …
3 Don’t ask me to go up that tower. I’m afraid I don’t …
4 She’s very sensible and knows what she’s doing. She …
5 He’s quite out of touch with reality. He really …
6 The problem won’t go away so there’s no point …
7 Max is top of the class, … everyone else.
8 Even when others around him are panicking Raul always …

Homework: Working on the new words and learning them by heart.

Lesson Plan 26
Course title: Vocabulary and Grammar
Topic: Phrasal verbs in context. Obligation, need , possibility and probablity
Level: Upper Intermediate
Aim: Raise their awareness of the topics Problems. Be able to use
pronouns incontext
Materials: English Vocabulary in Use Fourth Edition Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min
Activity Objective Procedure Time Mode Materials
of
interacti
on

39
Warm Introduce the T draws the circle on 15 min Whole Warm up
up focus ofthe a board and writes group Handout
activity lesson Problems
(Clustering).

Pre- Preparation of T aks some 20 min Group Handout 1

activity students new information about work
voca-bulary pronouns and their
usage– Activity 1
While Ss explore T gives 10 min Indivi Handout 2
activity the material. Information about dual
global and minor pair
problems work
Post – Students T gives some 20 min Whole Handout 3
Activity perceive activities to revise group
vocabulary pronouns in context.
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 min group
the reflection on the students‘
of the participation &
lesson gives hometasks.

40
Detailed process of the lesson
Warm-up Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come into their
mind,when they hear about problems (globalor miner)

What is a phrasal verb?

A phrasal verb combines a normal verb with an adverb or a preposition to create an
entirely new verbal phrase—the phrasal verb. The meaning of a phrasal verb is
usually unrelated to the meanings of the words that comprise it, so think of a
phrasal verb as an entirely new and independent word.
When used in a sentence, phrasal verbs act the same as other verbs
for conjugation and placement, although they do have special grammatical rules
about word order, which we talk about below. Phrasal verbs can be conjugated
into every type of verb form, so you can use them anywhere you could use a
normal verb.

definition example
verb
single-word verb look direct your eyes You
in a certain must look before
direction you leap.

phrasal verb + adverb look up search for and You can look up the
verb find information word in a dictionary.
in a reference
book

verb + look after take care of Who is looking

preposition after the baby?

verb + adverb look forward to anticipate with I look forward

+ preposition pleasure to meeting you.

41
 Phrasal Verb: VERB + ADVERB
The structure of this type of phrasal verb is:
verb + adverb
These phrasal verbs can be:
 transitive (direct object)
 intransitive (no direct object)
Look at these examples of transitive and intransitive::
meaning example sentence
direct
object
transitive put off postpone We will have to put off the
meeting.

turn refuse They turned down my offer.

down

intransitive get up rise from I don't like to get up.

bed

break stop He was late because his

down working car broke down.

Separable
When this type of phrasal verb has a direct object, we can usually separate the two
parts. For example, "turn down" is separable. We can say: "turn down my offer"
or "turn my offer down". Look at these example sentences:
They turned down my offer.
They turned my offer down.
However, if the direct object is a pronoun, we have no choice. We must separate
the two parts of the verb and insert the pronoun. Look at these examples with the
verb "switch on". Note that the last one is impossible:
John switched on the radio.
John switched the radio on.
John switched it on.
John switched on it.

42
 Exercises
Ex:1
Which of the job titles in A opposite would best describe the following?
1 The person who represents the workers’ interests in disputes with the
management in a factory.
union representative
2 A person who has a high position in a company and whose job it is to make
important
decisions.
3 An important person in a company who sits on the board.
4 A worker whose job requires no special training, for example, an office cleaner.
5 A person generally in charge of the day-to-day organisation of a
company/department.
6 A person whose job it is to keep an eye on the day-to-day work of other workers.
Ex:2
Choose job or work to complete these sentences.
1 I’ll pay for the plumbing work when it’s finished.
2 I’d like to apply for a in your office.
3 You should delegate more to your personal assistant.
4 Let’s stop for a coffee on our way home from .
5 A in a museum wouldn’t be as tiring as one in a restaurant.
Ex:3
Using the expressions in C opposite, say what you think has happened / is
happening.
1 I’m not working now; the baby’s due in three weeks. She’s on maternity leave.
2 He’s enjoying life on a pension, although he’s only 58.

43
3 One week it’s six-to-two, the next it’s nights.
4 They’ve made her General Manager as from next month!
5 I was late so often, I lost my job.
6 I get in at nine o’clock and go home at five.
7 Your trouble is you are obsessed with work!
Homework: Working on the new words and learning them by heart.

Lesson plan 27
Course title: Vocabulary and Grammar
Topic: Lexical fields. Sound and light
Level: Upper Intermediate
Aim: Raise their awareness of the topics describing people’s appearance and
personality
Materials: 1.Michael McCarthy, Felicity O'Dell, English Vocabulary in
UseUpper- intermediate and advanced, Cambridge University Press, 2017.
English collocation in Use/Second edition .2019 . Essential English
word.part 3.
http://dictionary.cambridge.org/dictionary/english
Time: 80 min
Activity Objective Procedure Time Mode of Materials
interaction
Warm Introduce the T draws the circle 15 Whole Warm up
up focus ofthe on a board and min group Handout
activity lesson writes ‗People‘s
appearance
(Clustering).
Pre- Preparation T explains the 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
describing people

44
Post – Students T teaches positive 20 Whole Handout 3
Activity perceive and negative min group
vocabulary adjectives
they have describing
learned. personality.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection of participation
the &gives home
lesson tasks.

45
Detailed process of the lesson
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words
come into their mind,when they hear about people‘s
appearance or personality .
Brainstorming. What comes to your mind?

Related to the concept of hyponymy, but more loosely defined, is the notion of a
lexical field. A lexical field denotes a segment of reality symbolized by a set of
related words. The words in a semantic field share a common semantic property.
Most often, fields are defined by subject matter, such as body parts, landforms,
diseases, colors, foods, or kinship relations. Internally, these may be organized as
a hierarchy (e.g., royalty, military ranks), as a meronymy (e.g., body parts), as a
sequence (e.g., numbers), or or as a cycle (e.g., days of the week, months of the
year), as well as with no discernible order. A thesaurus is generally organized
according to substantive fields (although it also makes use of hyponymy and
synonymy).
Let's consider some examples of lexical fields. The field of “parts of the face”
(see the table below, part a) is a substantive field of part to whole. Terms within
the field are arranged spatially and quite clearly delimited, though there is some
overlap between terms such as forehead and temple. Terms such as bridge of the
nose or eyelids would constitute marked members of the field. The field of “stages
of life” (see b) is arranged sequentially, though there is considerable overlap
between terms (e.g., child, toddler) as well as some apparent gaps (e.g., there are
no simple terms for the different stages of adulthood). Note that a term such a
minor or juvenile belongs to a technical register, a term such as kid or tot to a
colloquial register, and a term such as sexagenarian or octogenarian to a more
formal register. The semantic field of “water” (see c) could be divided into a
number of subfields; in addition, there would appear to be a great deal of overlap
between terms such as sound/fjord or cove/harbor/bay. The semantic field of
“clothing” (see d) is a particularly rich one, with many unmarked terms (such as
dress or pants) as well as many marked terms (such as pedal-pushers or smoking
jacket). The field of clothing might be organized in many different ways – by sex
of wearer, by occasion of wearing, by body part covered, and so on. Finally, the
field of “jewelry” (see e) would seem to include quite well-delimited terms, with a
number of unmarked terms.
Examples of lexical fields: (a) Parts of the Face, (b) Stages of Life, (c) Water, (d)

46
Clothing, and (e) Jewelry
a.
parts of the face

forehead brow temples

nose nostrils bridge/tip of the nose
septum mouth lips
eyes eyebrows eyelids eyelashes
chin cheeks jaw jowls
b.
stages of life

new-born young adult

infant adult

nursling, suckling grown up person

baby, babe middle aged person
child, kid senior citizen
toddler, tot mature person
preschooler aged person
youngster senior citizen, senior
adolescent old {lady, man, person}
youth sexagenarian
lad/lass septuagenarian
preteen octogenarian
teenager, teen nonagenarian
juvenile, minor centenarian

47
forms: ice, water, steam, vapor, sleet, rain, snow, hail
bodies of water: ditch, slough, swamp, narrows, strait, inlet, bight, bayou,
brine, deep, firth, loch, tarn, well, reservoir, firth, pool, sea, ocean, lake,
pond, bay, inlet, estuary, fjord, sound, gulf, lagoon, cove, harbor
water in motion: creek, river, waves, billows, stream, rain, brook, rivulet,
tributary, spring
frozen water: ice, snow, crystal, sleet, hail, icicle, iceberg, rime, hoarfrost,
glacier
g
a
s:
v
a
p
or
,
st
e
a
m
d.
clothing

dress (cocktail-, strapless-, gown (evening-, ball-)

shirtwaist-)
toga shift jumper smock
jumpsuit suit pantsuit sports coat
vest pajamas nightgown smoking jacket
bathrobe tee-shirt shirt blouse
undershirt turtleneck pants/slacks trousers
shorts knickers cut-offs skorts
culottes skirt peddle- bloomers
pushers
underwear panties brassière girdle
hat cap beret tam
toque scarf headband earmuffs
belt tie suspenders gaiters, spats
socks tights pantyhose stockings
gloves mittens muff muffler
shawl cape coat (sports-, rain-, over-,
top-, lab-)
jacket parka wind- anorak
breaker
sweater pullover cardigan apron

48
ring earring nose-ring brooch
watch wristwatch pocket-watch stud
pin pendant necklace choker
crown tiara bracelet anklet

49
 cufflinks stick-pin tie-clasp belt buckle

Fill the gaps in the questions with words from A opposite, then complete the
answers. forward 1 What did Ryan Archer put to his bank manager? He
presented a
2 What is special about the computers his makes?

3 When did he his business? A .

4 What did he out two years later? An of computers. 5 How many computers
does his firm now? About a .
6 What was Ryan Archer’s from the start? Personal service and

7 Why didn’t he do any research? He felt there were enough customers. 8 Why
was he not sure if the machines would ? There was a at the time. 9 Was it all worth
the ? Yes. His firm’s were soon full.
10 forward, what are his plans? He’s planning a new range of computers, which will
next year. If possible, practise asking and answering the questions with someone
else.

Ex:2

Rewrite the words in bold using words and phrases from A and B opposite.

1 The new service will be available for the first time over the whole country next
year.roll out 2 The business didn’t make money in its first year.
3 There are a lot of possible customers for this product.

4 Their list of orders waiting to be completed was full last month.

5 It is sometimes difficult to get into new markets if you don’t have contacts.

6 We should pay attention to the opinions and

reactions our clients post on our website. 7 Customer
care is a most important issue for our company.
8 We need to make our business bigger in Latin America.

50
9 It’s
important to create relationships with local people before you enter a new
country.

Ex:3

Correct the mistakes in these sentences. CEO

1 She’s the COE of a huge corporation.

2 The new range of products will launch itself next month. We hope it will be

sold! 3 The firm specialises in customer-built laptops for business travellers.

4 Bringing forward, we expect to increase our sales in Japan and China. 5 It’s

important to get a feedback from our clients.

6 We’re facing competitions from American firms.

7 We hope to do more businesses in North Africa in the future.

Ex:4

Match the words on the left with the words on the

right to make typical collocations. Then write a

sentence using each one.

customer order market custom stiff built

competition research care books EXAMPLE

Customer care should be a priority in any kind of

business.

Homework: Working on the new words and learning them by heart

Lesson plan 28
Course title: Communicative Vocabulary and Grammar
Topic: Confusing words (countryside, environment and nature, nervous and

51
irritable, journey and travel and trip) in context
Level: Upper Intermediate
Aim: Raise their awareness of the topics : Countries and languages, the weather.
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min
Activity Objective Procedure Time Mode of Materials
interaction
Warm up Introduce T draws the circle on a 15 Whole Warm up
activity the focus of board and writes min group Handout
Countries
the lesson
Asks students to
identify the languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

52
 Detailed process of the lesson
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come into their
mind,when they hear about countries and languages

In today's high-technology environment, it is easy to become lazy and let the spell-
check function in the word processor do its job. However, it cannot distinguish
context and may not catch some errors, especially when the word you type has a
homonym and you have chosen the incorrect word. The wrong word can be spelled
correctly and, in that case, spell check will not flag it.
What follows is a list of most commonly confused words.

Accept/Except
Accept is a verb which means to "agree or receive favorably."
I accept the invitation to the party.
Except is most often used as a preposition that means "excluding, leaving out, but."
I would go except it's too far.
We can also say:
I would go, but it's too far.

Adapt/Adopt
Used as a verb, adapt means to "make fit or adjust."
The current production process needs to be adapted to the new technological
requirements.
Adopt means to "accept as one's own or choose."
The parliament voted unanimously to adopt new changes to the constitution.

Advice/Advise
Advice is a noun; it's an opinion given on something or someone.
A mother's advice is always invaluable.
53
Advise is a verb which means "to give or offer advice" or "notify."
I would advise you to take a closer look at the situation.

Affect/Effect
Affect is more commonly used as a verb that means "to influence or have an effect
on."
The player's knee injury affected his performance in the play.
Effect, on the other hand, is more often used as a noun that means "influence."
The player's knee injury had a negative effect on his performance in the play.
Effect is also used as a verb with a meaning of "bring about or cause."
An accident at Indiana oil refinery effected the rise in gas prices.

Emigrate/Immigrate
Emigrate has a meaning of "going from a country" to settle somewhere else.
She emigrated from a country in Africa in search of a better life in another land.
Immigrate means to "come to a country" to settle.
Many skilled professionals with advanced degrees have immigrated into this
country in the last few years.

Ingenious/Ingenuous
Ingenious means "clever, inventive."
Ingenious inventions of such tools as a radio, or a telephone, or a steam engine
have solved many mysteries and improved people's lives.
Ingenuous means "noble, frank."
A less open and less ingenuous person would have taken advantage of this
unfortunate situation, but not he.
Exercises
Ex:1
Which adjectives from A opposite could describe the texture of these things?
1 A new cotton T-shirt. smooth
2 Heavy, stone-ground wholemeal flour.
3 A wet bar of soap.
4 The branches of a rose bush.
5 A gravel pathway.

54
6 The inside of a pair of sheepskin gloves.
7 The edge of a piece of broken, rusty metal.
8 The surface of a mirror.
9 A silk scarf.
10 An empty sack.
Ex:2
Rewrite the sentences. Look at the words in bold and follow the instructions in
brackets.
1 The material The material had a metallic feel. felt metallic. (change to noun)
2 The cloth was rough when you touched it. (change to noun)
3 We sat in a part of the garden where there was shade. (change to adjective)
4 Suddenly there was a light which dazzled everyone. (change to adjective)
5 The ground was very wet under our feet. (change to adverb)
6 My suitcaseweighs very little. (use feather)
Ex:3
What could you do if …
1 your reading lamp was rather dim? get a brighter one
2 you were fed up with the dull colour of the walls in your room?
3 you found the glare of the sun uncomfortable?
4 you wanted your shoes to be shiny?
5 your rucksack was too bulky or cumbersome?

Homework: Working on the new words and learning them by heart.

Lesson plan 29
Course title: Communicative Vocabulary and Grammar
Topic: Word formation: prefixes, suffixes in context. Movement and speed.
Level: Upper Intermediate
Aim: Raise their awareness of the topics : Countries and languages, the weather.
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction

55
Warm up Introduce T draws the circle 15 Whole Warm up
activity the focus of on a board and min group Handout
the lesson writes Countries
Asks students to
identify the
languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

56
 Detailed process of the lesson
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come into their
mind, when they hear about countries andlanguages

There are four main kinds of word formation: prefixes, suffixes, conversion and
compounds.Prefixes
We add prefixes before the base or stem of a word.

examples prefixes

monorail, monolingual mono- means ‘one’

multipurpose, multicultural multi- means ‘many’

post-war, postgraduate post- means ‘after’

unusual, undemocratic un- means ‘not’ or ‘opposite to’

Suffixes
We add suffixes after the base or stem of a word. The main purpose of a suffix is to
show what class of word it is (e.g. noun or adjective).

examples suffixes

terrorism, sexism -ism and -dom are used to form nouns

-er and -or are used to form nouns to describe people

employer, actor
who do things

widen, simplify -en and -ify are used to form verbs

57
examples suffixes

reasonable,
-able is used to form adjectives
unprofitable

unhappily, naturally -ly is a common suffix used to form adverbs

Conversion
Conversion involves the change of a word from one word class to another. For
example, the verbs to email and to microwave are formed from the
nouns email and microwave:
Can you text her? (verb from noun text, meaning to send a text-message)
They are always jetting somewhere. (verb from noun jet)
If you’re not careful, some downloads can damage your computer. (noun from
verb download)
OK, so the meeting’s on Tuesday. That’s a definite. (noun from adjective)
It’s a very big if and I’m not at all sure we can afford it. (noun from conjunction,
meaning ‘it’s not at all certain’)
All companies have their ups and downs. (nouns from prepositions)
We also use conversion when we change a proper noun into a common noun:
Has anybody seen my Dickens? (copy of a book by Dickens)

Compounding
When we use compounding, we link together two or more bases to create a new
word. Normally, the first item identifies a key feature of the second word. For
example, the two bases back and ache can combine to form the compound
noun backache, and the two bases post and card combine to form the compound
noun postcard.
Compounds are found in all word classes. The most common types of compounds
are: Nouns: car park, rock band
Adjectives: heartbreaking, sugar-free, airsick
Verbs: oven-bake, baby-sit, chain-smoke
Adverbs: good-naturedly, nevertheless

58
It is sometimes difficult to know where to put hyphens in words that are compound
ed. It is also difficult to know whether to separate words (e.g. post box) or to join
the words (e.g. postbox). In such cases, it is best to check in a good learner’s
dictionary.
Exercises Ex:1
Which negative adjective fits each of the following definitions?
1 unfair means not being fair or right
2 means impossible to eat.
3 means unable to read or write.
4 means not being well organised.
5 means not having much sense of responsibility.
6 means unable to be replaced.
Ex:2
Use the word in brackets to complete the sentences. Add the necessary prefix and
put the word in the correct form.
1 The runner was disqualified after a blood test. (qualify)
2 Children (and adults) love parcels at Christmas time. (wrap)
3 I almost always find that I with his opinion. (agree)
4 I’m sure he’s lying but it’s going to be hard to his story. (prove)
5 After a brief speech the President the new statue. (veil)
6 It took the removal men an hour our things from the van. (load)
7 His phone was because he didn’t pay his last bill. (connect)
8 Hannah the letter and began to read it. (fold)
Ex:3
Answer the following questions with words from the table opposite.Microwave
1 What kind of oven cooks things particularly fast?
2 How can you describe a cream, for example, that helps prevent infection?
3 What kind of company has branches in many countries?
4 How are aeroplanes often flown for easy stretches of a flight? on
5 What is a student who is studying for a second degree?
6 What word means ‘underground railway’ in the US and ‘underground passage’
in
the UK?
Ex:4
Write the opposites of the words underlined. Not all the words you need are on the
opposite page. Use a dictionary to help you.
dishonest 1 He’s a very honest man. 7 She’s employed.
2 I’m sure she’s discreet. 8 He’s very efficient.
3 I always find him very sensitive. 9 The door is locked.

59
4 It’s a convincing argument. 10 He seems gratefulfor our help.
5 That’s a very relevant point. 11 I’m sure she’s loyalto the firm.
6 She’s always obedient. 12 He’s a tolerant person.

Homework: Working on the new words and learning them by heart.

Lesson plan 31
Course title: Communicative Vocabulary and Grammar
Topic: Compound words in context
Level: Upper Intermediate
Aim: Raise their awareness of the topics : Countries and languages, the
vweather.
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction
Warm up Introduce T draws the circle 15 Whole Warm up
activity the focus of on a board and min group Handout
the lesson writes Countries
Asks students to
identify the
languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.

60
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

61
 Detailed process of the lesson
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come into
their mind,when they hear about countries and languages.
Compound words
A compound word is two or more words linked together to produce a word with a
new meaning:
1. tooth + brush = toothbrush eco + friendly = eco-friendly animal + lover =
animal lover
We make compounds in all word classes:

nouns: car park, soap opera pronouns: anyone, everything, nobody

adjectives: environmentally-friendly, numerals: twenty-seven, three-quarters

fat-free
verbs: daydream, dry-clean prepositions: into, onto
adverbs: nevertheless, nowadays conjunctions: although, however

Compound nouns
We usually make compound nouns with a noun + noun, with a verb (or a
word made from a verb) + noun, or with an adjective + noun:

noun + noun: earphones verb -ing form + noun: parking ticket

verb base form + noun: rescue team adjective + noun: blackboard

The usual spoken stress pattern is with stress on the first item (earphones,
blackboard). In a compound noun, we can combine different elements.
These include:
1. subject + verb: earache (an ear that aches), rainfall (rain that falls)
2. verb + subject: cleaning products (products that clean)
3. verb + object: know-all (person who thinks they know everything)
4. object + verb: shoe-polish (polishes shoes), dishwasher (washes dishes)

62
Compound adjectives
Compound adjectives most commonly end in an adjective (e.g. homesick), or in
an -ing or -
ed adjective form (e.g. ground-breaking, short-sighted).

Compound verbs
Compound verbs are far less common than compound nouns or adjectives. They
can be made by making a verb from another word class, normally from an already
existing compound noun (e.g. a daydream – to daydream).

Compound words
A compound word is two or more words linked together to produce a word with a
new meaning:
1. tooth + brush = toothbrush eco + friendly = eco-friendly animal + lover =
animal lover
We make compounds in all word classes:

nouns: car park, soap opera pronouns: anyone, everything, nobody

adjectives: environmentally-friendly, numerals: twenty-seven, three-quarters

fat-free
verbs: daydream, dry-clean prepositions: into, onto

adverbs: nevertheless, nowadays conjunctions: although, however

Compound nouns
We usually make compound nouns with a noun + noun, with a verb (or a
word made from a verb) + noun, or with an adjective + noun:

noun + noun: earphones verb -ing form + noun: parking

ticket
verb base form + noun: rescue adjective + noun: blackboard
team
The usual spoken stress pattern is with stress on the first item (earphones,
blackboard). In a compound noun, we can combine different elements.
These include:
1. subject + verb: earache (an ear that aches), rainfall (rain that falls)
2. verb + subject: cleaning products (products that clean)
3. verb + object: know-all (person who thinks they know everything)
4. object + verb: shoe-polish (polishes shoes), dishwasher (washes dishes)

63
Compound adjectives
Compound adjectives most commonly end in an adjective (e.g. homesick), or in
an -ing or -
ed adjective form (e.g. ground-breaking, short-sighted).

Compound verbs
Compound verbs are far less common than compound nouns or adjectives. They
can be made by making a verb from another word class, normally from an already
existing compound noun (e.g. a daydream – to daydream).

Writing compound words

Sometimes compound words are written separately (nail polish), sometimes with
a hyphen (short-sighted) and sometimes as one word (eyelashes). Often new
compounds are written as two separate words and, as they become more familiar,
they are either connected with a hyphen (-) or made into one word.
There are some general rules and guidelines for when to use hyphens:
 when there is a prefix (e.g. post-war, pre-lunch, self-interest, semi-skilled)
 when a compound adjective comes before a head noun (e.g. a well-known
singer, an angry-sounding email)
 when the pre-head item in a compound is a single capital letter (e.g. U-turn,
X-ray, D-day)
 when words are difficult to recognise as compounds and could be confused
The band has decided to re-form. (form again)
The Government promise to reform the health system. (improve)

 when compound adjectives containing numbers appear before a noun

A twenty-two-year-old cyclist won the race.
From here to Tokyo, that’s a twelve-hour flight at least.

If you’re not sure about whether to use a hyphen, a good dictionary will tell you.

Ex: 1
What compound adjectives from the opposite page can describe … 1 a problem that
never ends? a(n) never-ending problem
2 a shirt whose neck is open and which fits tightly? a(n) , shirt
3 a girl who has long legs and brown eyes? a(n) , girl 4 very new sandals that have
open toes? , sandals
5 a boy who dresses well and is brown from the sun? a(n) , boy
6 a person who is very relaxed and kind? a(n) , person 7 a boy who has curly hair
and is sharp? a(n) , boy
8 a story that is difficult to believe? a(n) story
Ex:2

Complete the sentences using compound adjectives from D and E opposite.

down 1 It was an old, run- hotel that needed modernising. None of the rooms were

64
air- and the so- restaurant was just a coffee bar. Our room had
an old, -out carpet that was dirty.
2 It’s a very -up coast, with hotels and villas everywhere.
3 We managed to get a -minute booking for a Mediterranean cruise. 4 Off- train
travel is much cheaper than travelling at busy times, but long- travel by train can
sometimes be more expensive than flying.
5 The route of the President’s drive to Parliament was secret and he was driven in
a bullet- limousine.
6 The workers went on -out strike over a long- pay dispute and the airport was
closed for three days.
7 She used to be quite well- but she lost a lot of money and now she has a
-up look about her. She got a part- job to help pay the bills.
8 She has to have a sugar- diet but it’s very time- trying to make sure everything
she buys has no sugar in it.
Ex:3

Complete the sentences using compound adjectives from D and E opposite.

down 1 It was an old, run- hotel that needed modernising. None of the rooms were
air- and the so- restaurant was just a coffee bar. Our room had
an old, -out carpet that was dirty.
2 It’s a very -up coast, with hotels and villas everywhere.
3 We managed to get a -minute booking for a Mediterranean cruise. 4 Off- train
travel is much cheaper than travelling at busy times, but long- travel by train can
sometimes be more expensive than flying.
5 The route of the President’s drive to Parliament was secret and he was driven in
a bullet- limousine.
6 The workers went on -out strike over a long- pay dispute and the airport was
closed for three days.
7 She used to be quite well- but she lost a lot of money and now she has a
-up look about her. She got a part- job to help pay the bills.
8 She has to have a sugar- diet but it’s very time- trying to make sure everything
she buys has no sugar in it.

Homework: Working on the new words and learning them by heart.

Lesson 32
Course title:
Vocabulary
Topic: Texts, sentences, words and soumds in context. Success, failure and
difficulty.
Level: Upper Intermediate
Aim: Raise their awareness of the topics describing people’s appearance and
personality

65
Materials: 1.Michael McCarthy, Felicity O'Dell, English Vocabulary in
UseUpper- intermediate and advanced, Cambridge University Press, 2017.
English collocation in Use/Second edition .2019 . Essential English word.part
3.
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction
Warm Introduce the T draws the circle 15 Whole Warm up
up focus ofthe on a board and min group Handout
activity lesson writes ‗People‘s
appearance
(Clustering).
Pre- Preparation T explains the 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
describing people
Post – Students T teaches positive 20 Whole Handout 3
Activity perceive and negative min group
vocabulary adjectives
they have describing
learned. personality.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection of participation
the &gives home
lesson tasks.

Indefinite article

66
 Holiday brochures

These are often written in quite exaggerated language. Here are some typical
adjectives
with nouns that they collocate with.
breathtaking views/scenery/pistes (ski slopes) [breathtaking (like stunning)
suggests
that something is so magnificent that it takes your breath away]
exclusive access/club/shops [only the most special people can use the facilities]
exhilarating feeling/ride/walk [makes you feel excited and full of energy]
exotic beauty/charm/location [unusual and more ecsiting than your everyday
reality]
glamorous surroundings/film star/hotel [especially exciting and attractive]
luxurious cruise ship/accommodation/lifestyle [provides great comfort]

Exercise1. Choose the most suitable word for each space.

Holidays
Most people enjoy going 1________ for their holidays and having the
opportunity to
2_________ in an interesting city or seaside 3_________. If you speak
4_________
languages, you can make new friends, and 5_________ home some interesting
6_____
as presents. But before you can do that, you have to 7_________ your destination,
and
that is often a problem! If you fly, then you may find that your flight has been
8_____.
9________ by train can also be difficukt, since trains are often 10_________ in
the
summer and you might have to reserve a 11________ in advance. Whichever
way you
12________, you can have problems with your 13________, and it is often
difficult to
find good 14_______. Apart from this, you might not be able to afford the
15_______.

1) a) out b) forward c) abroad d) foreign

2) a) remain b) pass c) spend d) stay
3) a) resort b) post c) too d) one
4) a) strange b) stranger c) foreigner d) foreign
5) a) fetch b) take c) go d) get
6) a) memories b) souvenirs c) memoirs d) recollections
7) a) reach b) arrive c) go d) travel

67
 8) a) waited b) reversed c) delayed d) booked
9) a) Journeys b) Travels c) Voyages d) Passes
10) a) filling b) occupied c) overdone d) crowded
11) a) post b) chair c) seat d) position
12) a) voyage b) travel c) trip d) tour
13) a) baggages b) luggage c) goods d) sacks
14) a) staying b) homes c) lodges d) accommodation
15) a) fare b) fair c) far d) fur

Activity 1
Materials: Handout 1
Objective: Information about topic
Procedure: Teacher gives students information on the topic,
and they dosome exercises which are relevant to the topic.
Places to stay and types of holiday
campspite: a place where you can pitch a tent or park a caravan
self-catering flat/apartment: a flat which you rent; you cook for
yourself
guesthouse: accommodation like a hotel but cheaper and with
fewer services
youth hostel: cheap accommodation, mainly for young people,
with, perhaps, ten
or more people sleeping in bunk beds in one room
package holiday: a holiday in which you pay for travel,
accommodation and food
(even occasionally excursions) in advance
cruise: a holiday spent touring (or cruising) on aboat, stopping off
to go
sightseeing at different ports an advanture holiday: a holiday
involving unusual,
exciting and possibly dangerous activities-suitable for
adventurous people

Holiday messages
Dear Zara
Having a wonderful holiday. It’s so nice to get away1. We’re staying at
an
amazing campsite up in the mountains. It’s very remote2 and we had to
drive up an believably winding3 road to get here. But once we made it,
the views
over the surrounding4 countryside made the terrifying5 drive
worthwhile. I’m
sending a photo of our camping spot.

68
1.go somewhere different
2.far from other places
3.with lots of bends, not at all straight
4.all around
5.very frightening

69
 Exercise2.
Choose the correct word
Ancient exhausted local open popular reasonable relaxing seasick
suntanned
warm

a) In Greece we visited several __________ temples.

b) Whenever Helen travels by boat she feels _________.
c) Brighton is a _________ seaside town.
d) Holidays in the mountains are always more ________.
e) We always eat the ________ food when we are abroad.
f) On my summer holidays I like getting __________.
g) It may not be easy to find accommodation at _________ prices.
h) After cycling all day, Bill was completely __________.
i) The owner of the hotel gave us a _________ welcome.
j) Jack likes spending most of his holiday in the _________ air.

Homework: Working on the new words and retelling about holiday.

Lesson plan 32
Course title: Communicative
Vocabulary and Grammar
Topic: Grammar and meaning in context. Time: connecting words and expressions
Level: Upper Intermediate
Aim: Raise their awareness of the topics : Countries and languages, the
weather.
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min
Activity Objective Procedure Time Mode of Materials
interaction
Warm up Introduce T draws the circle on a 15 Whole Warm up
activity the focus of board and writes min group Handout
Countries
the lesson
Asks students to
identify the languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary

70
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

71
Teaching Grammar in Context: Why and How?

Department of Langauges, Ishik University, Erbil, Iraq

Abstract—Grammar instruction is one of the most difficult issues of language

teaching. Context-based
grammar holds an important place for effective learning. It will be more motivating
for learners if grammar is
taught in context as students will have an opportunity to perceive how the new
grammar structures work.
Grammar rules are made easier if they are given in a context and teaching
grammar in context provides
accuracy in the target language. This article explains why we should teach grammar
in context and presents
two sample lessons.

Index Terms—teaching grammar, context, accuracy, communication

I. INTRODUCTION
Grammar is rules of a language. ―Grammar is a system of meaningful structures
and patterns that are governed by
particular pragmatic constraints‖ (Larsen-Freeman, 2001). In another definition
―grammar is a description of the rules
for forming sentences, including an account of the meanings that these forms
convey‖ (Thornbury, 1999, p.13).
In foreign language acquisition accurate understanding of the language structures is
the key part so teaching grammar
is an essential aspect of foreign language instruction. There has always been a debate
about the most effective way of
teaching grammar. Grammar instruction through context positively affects
learners‘ competence to use grammatical
structures accurately in language skills. It is always useful for learners to see how
language works in sentences or
paragraphs; therefore, teaching grammar in context will give learners opportunities
to see how grammatical structures
function in sentences. Teaching grammar in context will help learners to acquire
nature of the language which will
facilitate their understanding of the language.
Exercises
Ex:1
Which meanings do these underlined verbs have?
1 He went on composing music till his eighties.continued
2 She was so suspicious that she used to go through his pockets every night.

72
3 The dog went forthe postman.
4 We had planned a meeting but it never came off.
5 I came across a photo of my grandmother the other day. I look just like her.
6 I wish you’d stop going on at me!
7 I was sure he’d go for a holiday in Greece rather than stay at home.
8 Does this top go with these trousers?
9 Nobody has come up with a solution to the problem so far.
Ex:2
Choose one of the expressions in B to complete each of the sentences.
1 I found it really hard to make up my mind but in the end I came to a decision.
2 When his grandmother dies, he’ll come
3 After four years of fighting, the civil war finally came
4 Halfway up the steep hill, the bus came
5 They say that long skirts are coming again.
6 The telephone first came nearly 150 years ago.
7 I found it very difficult to come my failure.
8 As we drove round the corner the house came
Ex:3
Replace the underlined expressions with one of the expressions in D.
1 I don’t need to say that we wish you all the best in the future. It goes without saying
2 They took a lot of trouble to avoid meeting each other.
3 I’ve been extremely busy all day and I’m longing for a shower now and to relax.
4 I do hope he will be successful in his new business.
5 Everyone says thatthey were together that night.
6 The film is good up to a point but it doesn’t tackle the problem deeply enough

Homework: Working on the new words and them by heart.

Lesson plan 33
Course title: Communicative
Vocabulary and Grammar
Topic: Two kinds of meaning: representational and interpersonal. Condition.
Level: Upper Intermediate
Aim: Raise their awareness of the topics : Countries and languages,
theweather.
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction

73
Warm up Introduce T draws the circle 15 Whole Warm up
activity the focus of on a board and min group Handout
the lesson writes Countries
Asks students to
identify the
languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
acti7vit of students Activity 1 min work
y new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

74
 Detailed process of the lesson
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come into their
mind, when they hear about countries andlanguages
Grammar is the system of a language. People sometimes describe grammar as the
"rules" of a language; but in fact no language has rules. If we use the word "rules",
we suggest that somebody created the rules first and then spoke the language, like a
new game. But languages did not start like that. Languages started by people making
sounds which evolved into words, phrases and sentences. No commonly-spoken
language is fixed. All languages change over time. What we call "grammar" is
simply a reflection of a language at a particular time.

· Grammar is the mental system of rules and categories that allows humans to
form and interpret the words and sentences of their language.

· grammar adds meanings that are not easily inferable from the immediate
context.
The kinds of meanings realised by grammar are principally:
• representational - that is, grammar enables us to use language to describe the
world in terms of how, when and where things happen
e.g. The sun set at 7.30. The children are playing in the garden.

• interpersonal - that is, grammar facilitates the way we interact with other
people when, for example, we need to get things done using language.
e.g. There is a difference between:
Tickets!
Tickets, please.
Can you show me your tickets?
May see your tickets?
Would you mind if I had a look at your tickets.

Grammar is used to fine-tune the meanings we wish to express.

Exercises
Ex:1
Use binomials from B and C to rewrite the words in bold. Your new sentences
will often
sound more informal than the original ones.
1 I’m hoping to get some time without noise or interruption at the cottage I’ve
rented.

75
 peace and quiet
2 Most importantly of all, I want to get a good, steady job.
3 I’ve bumped into Karen occasionally but I don’t meet her regularly.
4 Her violin playing seems to be progressing very rapidly.
5 I’ve been running from one place to another and back again all morning.
6 The doctor said I needed a few weeks ofrelaxation without activity.
7 We’ll have to stay in a cheap hotel. We can’t afford to choose what we’d like
best.
8 There are some nice hotels in different places along the coast.
9 Mrs James was ill for a while, but now she’s going out and doing things again.
10 Robin’s office is on the next floor to mine, so we have to go from one floor to
another
all day.
Ex:2
Some of the binomials in these sentences are in the right order and some are
wrong.
Correct the wrong ones.
1 I spent a long time going forth and back between different offices to get my
visa.
wrong: back and forth
2 You look very tired and stressed. You need some rest and recreation.
3 I love those old white and black Hollywood films from the 1940s.
4 Later or sooner you will learn that he is not a true friend of yours.
5 Gentlemen and ladies, would you like to take your seats now, please?
6 Slowly but surely my English got better and soon I felt fairly fluent.
Ex:3
These binomials do not have and in the middle. What do they have? Check the
opposite
page if you are not sure.
1 sooner later 3 back front 5 slowly surely or
2 all nothing 4 sink swim 6 give take

Homework: Working on the new words and learning them by heart.

Lesson plan 35
Course title: Communicative Vocabulary and Grammar
Topic: Grammar and function. Caused, reason, purpose and resulü.
Level: Upper Intermediate
Aim: Raise their awareness of the topic: Countries and languages, the
weather.
Materials: English Vocabulary in Use (Fourth Edition) Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english

76
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction
Warm up Introduce T draws the circle 15 Whole Warm up
activity the focus of on a board and min group Handout
the lesson writes Countries
Asks students to
identify the
languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

77
 Detailed process of the lesson
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come
into their mind, when they hear about countries and languages

9 Basic English Grammar functions

In our final series of articles to learn English online, today we will be learning the
basic functions of English grammar. English grammar functions are defined as
“Grammatical function is the syntactic role played by a word or phrase in the context
of a particular clause or sentence. Sometimes called simply function. In English,
grammatical function is primarily determined by a word's position in a sentence, not
by inflection (or word endings)”

So today, let’s cover the 9 basic English grammar functions with examples for your
simple understanding. Going through this article in detail wil help you learn English
grammar.

1) Noun
Noun is a name or identity word to describe an object or person. Most of the time, it
is the center of the sentence. We identify the object or a person by the name given,
and that is a noun. The name or title of any living or non-living thing is a noun.

Words- dog, tree, temple, sun, ram, daughter, doctor

Example –
This is a cat. A kid is sitting on the table. Doctor is treating the patients.

It also carries an article. Few examples of the same can be

 If a common noun – Use article a

A bag, a pencil

 If an uncommon noun – Use article the

The sun, the Tajmahal

 If plural –No article will be used here

78
We have ten mangoes.
Friends are coming.

 If it starts with the sound of vowels – a, e, i, o, u –Use article an

An umbrella, An hour

2) Verb
What a living or non-living thing is doing or performing is termed as a verb. The act,
the performance, and an action come under the category of verb. It is further divided
into three categories.
Main verb - Describes an action/activity or work.
Words - get, come cut, tell, meet, like.
Examples – I like apple.

I will tell my mother. I can eat chicken.

Auxiliary verb – This is primarily used for identifying the time or tense of the
sentence when it has taken place. Whether it is past, present or future time.

Words – is, am, was, were, has, have, do, did

Examples – I am walking in the park.

I was sleeping at my home. I have not seen him before.

Modal verb – This is importantly used for expressing – ability, possibility,
possession, and obligation.

Words – can, could, will, would, should, may, might

Examples – I can write in english.

You should come tomo. They will see next sunday.

3) Adverb
It helps in describing a verb, adjective, or another adverb. It tells us about the degree
of happening as how long, when, or where it is done. Most of the adverbs are found
by adding ‘ly’ in the adjective. It tells about the value, volume, degree of the verb,
adjective, and other adverb.
Words - really, silently, truly, nicely, badly

79
Examples –
My sister eats quickly. My brother runs very fast.
He really speaks well.

4) Adjective
An adjective describes a noun or pronoun. It tells about the looks, shape, appearance,
kind, and form of a noun or pronoun. It helps in recognizing the description of nouns
or pronouns. With the help of adjectives, we can know the structure and face value
of the noun. It helps in identifying the noun and pronoun.
Words - small, little, large, big, well.
Examples –

I have three pencils.

He like big bags.

I have big tv at home.

Exercises
Ex:1
Underline all the silent letters in the following sentences.
1 They sang a psalm to honour the memory of the world-famous psychologist as
she was laid to rest in the family tomb.
2 The psychiatrist was knifed in the knee as she was walking home.
3 He should have whistled as he fastened his sword to his belt.
4 You could have left me half the Christmas cake on Wednesday.
Ex:2
Which word is the odd one out in each of these groups?
1 worry, sorry, lorryworry 5 doubt, could, shout
2 sword, cord, word 6 cough, rough, tough
3 come, some, dome 7 land, wand, sand
4 head, plead, tread 8 soot, root, foot
Ex3
What word could a poet use to rhyme with each of the words
below? Use your dictionary to check the pronunciation.
1 enough stuff
2 plough
3 through
4 cough

80
5 though
Ex:4
Circle or highlight the stressed syllable in each of the underlined words.
1 They paid a £1 million transfer fee to transferthe player to their team.
2 Although they suspected several people were partly involved, the police decided
to concentrate on Jo
as the main suspect.
3 There are conflicting views as to the cause of the conflict.
4 All this upset over the wedding has really upset them.
5 The cost of living has increased while there has been a decrease in wages.
6 A work permit permits you to work for a period of six months.
7 I wish I could record a hit record!
8 Despite the disgraceful conduct of the audience, James went on conducting the
orchestra.

Homework: Working on the new words and learning them by heart.

Lesson plan 38
Course title: Communicative Vocabulary and Grammar
Topic: Grammar rules: prescriptive and descriptive referring words.
Level: Upper Intermediate
Aim: Raise their awareness of the topics : Countries and languages,
theweather.
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min
Activity Objective Procedure Time Mode of Materials
interaction
Warm up Introduce T draws the circle on a 15 Whole Warm up
activity the focus of board and writes min group Handout
Countries
the lesson
Asks students to
identify the languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary

81
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

82
 Detailed process of the lesson
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come into their
mind,when they hear about countries and languages

Languages and grammar rules are closely connected, naturally adapt to their
circumstances, and often represent their speakers' social identities. In English, there
are two kinds of grammar: prescriptive grammar & descriptive grammar.

1. Prescriptive Grammar:

It is the traditional approach of grammar that tells people how to use the English
language, what forms they should utilize, and what functions they should serve.
Prescriptive grammar is essential as it helps people use formal English speech and
writing. In addition, "those who follow it (or those who endorse others to follow
it) claim that doing so will help to streamline one's words and make one's prose
more elegant" (Tamasi & Antieau, 2015, p. 24-25). Schools aim to teach
prescriptive grammar to provide people a common standard of usage.

Examples:

 In English, less goes with mass nouns (e.g. “ less money”), and “fewer” goes
with count nouns (e.g., “ fewer items.”)
 In English, speakers should not split infinitives (e.g., “to boldly go;“) instead,
write or say (“to go boldly.”)
 In English, speakers should not use passive voice (e.g., “The meeting was held
by the university;”) instead, write or say (“The university held the meeting.”)
 In English, speakers should avoid phrasal verbs (e.g., “come over to have some
tea;”) instead, write or say (e.g., “visit me to have some tea.”)

2. Descriptive Grammar:

This is how native English speakers actually talk and write, and it has no concrete
idea of the way it should be structured (Tamasi & Antieau, 2015, p.28). It is not
saying how it should be used; however, it focuses on describing the English
language as it is used. It is also not saying that there is a right or wrong way to use
language.

Examples:

83
 English
Adjective order: (opinion, size, physical quality, shape, age, color, origin,
material, type, and purpose (e.g., “This is a beautiful, small, green,
American island.”)
 Some native speakers say:
~ “I am younger than him” instead of “I am younger than he.”
~ “He graduated American university” instead of “He graduated from American
university."
~ “I ain't going nowhere.” instead of “I am not going anywhere.”

Both types of grammar are concerned with rules, but in different ways. In terms of
teaching a language, both kinds of grammar have advantages and disadvantages.

Prescriptive Grammar Advantages & Disadvantages:

(+) Teaching prescriptive grammar creates formal writers and resources.

(+) Teaching prescriptive grammar is beneficial for both non-native teachers and
learners, as it has definite rules of language that help reduce confusion.

(-) Prescriptive grammar might keep non-native speakers wondering and confused
when they talk with a native speaker, as they might realize that some natives do
not write or speak with these rules.

Descriptive Grammar Advantages & Disadvantages:

(+) The descriptive grammar approach improves non-native speakers’

pronunciation and helps them sound like native speakers.

(+) The descriptive grammar approach helps language learners understand the
applied usage of language and communicate better with native speakers.

(-) The descriptive grammar approach is sometimes not used in formal settings,
such as exams and speech.

Exercises Ex:1
Which negative adjective fits each of the following definitions?
1 unfair means not being fair or right
2 means impossible to eat.
3 means unable to read or write.
4 means not being well organised.
5 means not having much sense of responsibility.
6 means unable to be replaced.
Ex:2
Use the word in brackets to complete the sentences. Add the necessary prefix

84
and put the
word in the correct form.
1 The runner was disqualified after a blood test. (qualify)
2 Children (and adults) love parcels at Christmas time. (wrap)
3 I almost always find that I with his opinion. (agree)
4 I’m sure he’s lying but it’s going to be hard to his story. (prove)
5 After a brief speech the President the new statue. (veil)
6 It took the removal men an hour our things from the van. (load)
7 His phone was because he didn’t pay his last bill. (connect)
8 Hannah the letter and began to read it. (fold)
Ex:3
Answer the following questions with words from the table opposite.
microwave 1 What kind of oven cooks things particularly fast?
2 How can you describe a cream, for example, that helps prevent infection?
3 What kind of company has branches in many countries?
4 How are aeroplanes often flown for easy stretches of a flight? on
5 What is a student who is studying for a second degree?
6 What word means ‘underground railway’ in the US and ‘underground passage’
in
the UK?

Homework: Working on the new words and learn them by heart.

Lesson Plan 40
Coursetitle:Vocabularyand Grammar
Topic: The case against grammar. Linking words in
writing Level:UpperIntermediate
Aim: Raise their awareness of the topics Problems.Be able to use
pronouns incontext
Materials: English Vocabulary in Use Fourth Edition Upper
IntermediateMichael McCarthy Felicity O’Dell
2017http://dictionary.cambridge.org/dictionary/english
Time:80min
Activity Objective Procedure Time Modeo Materials
fintera
c ti
on
Warm Introduce Tdrawsthecircleon 15min Whole Warm
u thefocus aboardandwritesPr o grou upHand out
pactivi ofthelesson blem p
ty s(Clustering).

85
Pre- Preparation Takssomeinforma 20min Group Handout1
activit ofstudentsn tionaboutpronoun work
y ewvoca- sandtheirusage–A
bulary ctivity1
Whilea Ss T gives 10min Indivi Handout2
ctivity explorethe Information dualp
material. aboutglobal and airwo
minorproblems rk
Post Studentsp T gives 20min Whole Handout3
– erceivevo someactivities to grou
Activi cabularyth revisepronounsinc p
ty ey ontext.
havelearn
ed.
Conclusio To Homework:Teac Whole None
n allowstude her commentson 15min grou
nts forthe the p
reflectionof students‘particip
the ation
lesson &giveshometasks.

86
The case against grammar. Linking words in writing
Linking words have a number of specific language functions, such
as sequencing, summarising and referencing. In addition, linking
words enable writers to express their ideas naturally. Although
linking words can be extremely useful, it is important not to overuse
them, otherwise your writing may sound too verbose. In contrast, not
using them enough will make your writing sound simplistic. Finally,
be sure that you use a suitable range of linking words. Linking
words help link sentences to other sentences and paragraphs to
other paragraphs. These linking words help to increase cohesion in
your writing by connecting your ideas add clarity to your writing so
you say exactly what you want to say.

Detailed process of the lesson

Warm-up Materials: Warm up handout
Objective: Introduce the focus on the lesson procedure: Teacher asks
students that what kind of words come into their mind, when they hear about
work.

Jobs in a workplace: executive, director, administrator, skilled Worker,receptionist,

supervisor, researcher, public relation officer.

Collocations of words connected with work:

to get/find work , offered work /
a job , in publishing/banking, etc.
to make a
living. to
take on
that job.

Collocations about work

to do shiftwork or to work shifts [nights one week, days the next week] to be on
flexi-time [flexible working hours]
to work nine-to-five [regular day work] not working to go/be on strike [industrial
dispute] to get the sack [thrown out of your job]
to be fired (more formal than ‘get the sack’; often used in direct speech: ‘You’re
fired!’)
to be made redundant [thrown out, no longer needed] to be laid off (moreinformal
than ‘made redundant’) to be on / take maternity (woman) or paternity (man) leave

87
[before/after the birth of a baby] to be on / take sick leave [illness] to take early

88
 retirement [retire
at 55]other useful
expressions
to be a workaholic [love work too much] to be promoted [get a higher position] to
apply for a job [fill in forms, etc.]

Verbsconnected withthesewords
 It’s not easy to get/find work round these parts. I’ve been offered work / a
job in Paris. What d’you do for a living? I’m in publishing/banking, etc.
It’s hard to make a living as a freelance writer. [earn enough money to live
comfortably]
She’s not prepared to take on that job. [suggests ‘having personal
responsibility’]
hours of work to do shiftwork or to work shifts [nights one week, days the
next week] to be on flexi-time [flexible working hours] to work nine-to-
five[regular day work]It’s not easy to get/find work round these parts. I’ve
beenoffered work / a job in Paris.
What d’you do for a living? I’m in publishing/banking, etc.
It’s hard to make a living as a freelance writer. [earn enough money to live
comfortably]
She’s not prepared to take on that job. [suggests ‘having personal
responsibility’]

Exercise1.
Which of the job titles in A opposite would bestdescribe the following?

1 The person who represents the workers’ interests indisputes with the
management in a factory.
union representative
2 A person who has a high position in a company andwhose job it is to make
important decisions.
3 An important person in a company who sits on theboard.
4 A worker whose job requires no special training, forexample, an office
cleaner.
5 A person generally in charge of the day-to-day

89
organisation of a company/department.
6 A person whose job it is to keep an eye on the day-to-day work of other
workers.

Exercise 2.Choose job or work to complete these

sentences. 1 I’ll pay for the plumbing work when

it’s finished.
2 I’d like to apply for a in your office.
3 You should delegate more to your
personal assistant. 4 Let’s stop for a coffee on
our way home from .
5 A in a museum wouldn’t be as tiring as one in a restaurant

Exercise3.Fill in the collocations.

Fill in the collocations.

I’d love to 1 get/ have a job in journalism, but it’s not easy without
qualifications. Since I have to earn a 2 somehow, I’ll have to get 3 whereverI can
find it.I’ve been 4 some part-time work editing a new book, but I’m notsure I want
to 5 it .

Homework: Working on the new words and learning them by heart

Lesson Plan 37
Course title: Vocabulary and Grammar
Topic: Grammar syllabuses.
Addition. Level: Upper-Intermediate
Aim: Raise their awareness of the topics Problems. Be able to use
pronouns in context
Materials: English Vocabulary in Use Fourth Edition Upper
Intermediate Michael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english Time:80min

90
Activity Objective Procedure Time Modeo Materials
fintera
c ti
on
Warm Introduce Tdrawsthecircleon 15min Whole Warm
u thefocus aboardandwritesP r o grou p upHand out
pactivi ofthelesson b l e m s(Clustering).
ty

Pre- Preparation Takssomeinforma 20min Group Handout1

activit ofstudentsn tionaboutpronoun work
y ewvoca- sandtheirusage–A
bulary ctivity1
Whilea Ss T gives 10min Indivi Handout2
ctivity explorethe Information dualp
material. aboutglobal and airwo
minorproblems rk
Post Studentsp T gives 20min Whole Handout3
– erceivevo someactivities to grou p
Activi cabularyth revisepronounsinc
ty ey ontext.
havelearn
ed.
Conclusio To Homework:Teac Whole None
n allowstude her commentson 15min grou p
nts forthe the
reflectionof students‘particip
the ation
lesson &giveshometasks.

91
Grammar syllabuses. Addition.
The use of a grammar (or ‘structural’) syllabus to organise language
teaching has long been a mainstay of the teaching profession and there
exists a well- established ‘canon’ of grammatical content found in English
Language Teaching coursebooks and practice grammars. In language
teaching contexts, there are six types of language syllabus: grammar
syllabus, situational syllabus, notional syllabus, task-based syllabus, skill-
based syllabus and content- based syllabus.

Detailed process of the lesson

Warm-up
Materials: Warm up handout Objective: Introduce the focus
on the lesson procedure: Teacher asks students that what
kind ofwords come into their mind, when they hear about
personality.

92
 Intellectual ability: intelligent, bright, clever ,sharp, shrewd, able, gifted

,talented, brainy (informal)

Attitudes towards life: optimistic pessimistic, extroverted,tense, stressed out,

sensative

Verbsconnected withthesewords
Amal is pessimistic while Nia is optimistic – he always expects the worst to happen
while she looks on the bright side.
It is strange that one of the twins is so extroverted while the other is so introverted
– Ben loves being the focus of attention while Jake prefers to be alone with his
thoughts.I feel very tense (or wound up / stressed out**) after a very busy day at
work but, after a hot bath,
I’ll soon feel relaxed. Eva is very sensible – she’d never do anything stupid. Inother
words, she’s very practical and down-to-earth.
Roberto is very sensitive – he gets very upset (or worked-up, more informal), ifhe
feels people are criticising him.

Wordsforpersonality
positive and negative associations determined obstinate stubborn pig-headed
thrifty economical stingy mean tight-fisted miserly self-assured confident self-
important arrogant full ofyourself**
unconventional original eccentric odd peculiarweird**
frank direct open blunt abrupt brusque curt broad-minded unprincipled permissive
enquiring* inquisitive nosy**
generous extravagant innocent naive ambitious pushy**
assertive aggressive bossy**

Exercise1.Do you think that the speaker likes or dislikes the people in
these sentences? Reword each sentence to give the opposite
impression (negative
rather than positive or vice versa).

1 Carmen’s very thrifty. Likes - Carmen's very stingy.2 Molly’s usually frank.
3 Grace is quite broad-minded.4 Sam can
be aggressive.
5 Nico’s quite bossy.
6 I find Marcus self-important.
7 Don’t you think James is nosy?8 Freya is

93
 very original.

Exercise 2.Could you ask to find out if a person is

the following? 1 thrifty Do you use up leftover food?

2 blunt
3 sensible
4 intelligent
5 even-tempered
6 original
7 obstinate
8 stressed out

Exercise3.Magazines often publish questionnaires which are

supposed to analyse aspects of your personality. Look at the
words and match them to the corresponding question.

Pessimistic, argumentative, extravagant,assertive,

inquisitive,reliable,sensative,sociable

1 If you arrange to meet at 7 pm, do you arrive at 7 pm?

2 When you have a problem, do you think the worst will happen?

3 Do you find it easy to tell your boss if you feel he or she has treated you badly?

4 Do you always look out of the window if you hear a car draw up?

5 Do you often buy your friends presents for no particular reason?

6 Do you frequently disagree with what other people say?

7 Do you lie awake at night if someone has said something unkind to

you?8 Do you prefer to be in the company of other people?.

Homework: Working on the new words and learning them by heart

Lesson Plan 39
Coursetitle: Vocabularyand Grammar
Topic:The case for grammar. Discourse markers in Spoken English.

94
 Level:UpperIntermediate
Aim: Raise their awareness of the topics Problems.Be able to use
pronouns incontext
Materials: English Vocabulary in Use Fourth Edition Upper
IntermediateMichael McCarthy Felicity O’Dell
2017http://dictionary.cambridge.org/dictionary/english
Time:80min
Activity Objective Procedure Time Modeo Materials
fintera
c ti
on
Warmu Introduce Tdraws the circleon a 15min Whole Warm
pactivit y thefocus board and writes grou upHand out
ofthelesson Pr o b l e m p
s(Clustering).

Pre- Preparation Taks some informa 20min Group Handout1

activity of students tion about pronoun work
new voca- sandtheirusage–A
bulary ctivity1
Whilea Ss explore T gives 10min Indivi Handout2
ctivity the Information dualp
material. aboutglobal and airwo
minorproblems rk
Post Studentsp T gives 20min Whole Handout3
–Activi y erceivevo someactivities to grou
cabularyth revisepronounsinc p
ey ontext.
havelearn
ed.
Conclusion To Homework:Teac Whole None
allowstude her commentson 15min grou
nts forthe the p
reflectionof students‘particip
the ation
lesson &giveshometasks.

95
The case for grammar. Discourse markers in Spoken English.
Discourse markers (words like 'however', 'although' and 'Nevertheless')
are referred to more commonly as 'linking words' and 'linking phrases',
or 'sentence connectors'. They may be described as the 'glue' that binds
together a piece of writing, making the different parts of the text 'stick
together'.Common discourse markers used in the English language
include "you know", "actually", "basically", "like", "I mean", "okay" and
"so". Data shows that discourse markers often come from different word
classes, such as adverbs ("well") or prepositional phrases ("in fact").

Detailed process of the lesson

Warm-up Materials: Warm up handout
Objective: Introduce the focus on the lesson procedure: Teacher asks students
that what kind of
words come into their mind, when they hear about idiom.

Positive and negative qualities : as hard as golds, as good as gold, as hardas nails, a
nasty piece of work

Idioms based on ‘head’:

to have

your head screwed on [be sensible,

informal] a head for heights [not
suffer from vertigo]
a head like a sieve [bad memory]
a good head for figures [be good at
maths] your head in the clouds
[unaware of reality]

Verbsconnected withthesewords
 How people relate to the social norm
She’s a bit of an odd-ball. [peculiar, strange]
 He’s really over the top. [very exaggerated in behaviour]
He’s (gone) round the bend, if you ask me. [absolutely crazy/mad]
My politics are very middle- of- the- road. [very normal; no radical ideas; neither
left- nor right-wing]

96
Exercise1.
Try to complete these idioms from memory ifpossible.

1 She does a lot of voluntary work; she has a heart …2 Don’t expect any sympathy
from the boss; she’s ashard …
3 I’m sure Ahmed will help you; he’s as good …4 Although
Florian sometimes seems a bit bad-tempered his heart is …
5 I don’t think you’ll like him; he’s a nasty …
6 I try to avoid having much to do with Liam. He’srather an …

Exercise 2.What do we call …

1 an irritating person who knows

everything? 2 the person who is the
teacher’s favourite?
3 someone who thinks they are the best and
says so? 4 the one who gets the best marks?
5 a person who is very lazy?

Homework: Working on the new words and learning them by heart

Lesson Plan 40
Course title: Vocabulary and Grammar
Topic: The case against grammar. Linking words in
writing Level: Upper-Intermediate
Aim: Raise their awareness of the topics Problems.Be able to use
pronouns in context
Materials: English Vocabulary in Use Fourth Edition Upper
Intermediate Michael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time:80min
Activity Objective Procedure Time Modeo Materials
fintera
c ti
on
Warm Introduce Tdrawsthecircleon 15min Whole Warm
u thefocus aboardandwritesPr o grou upHand out
pactivi ofthelesson blem p
ty s(Clustering).

97
Pre- Preparation Takssomeinforma 20min Group Handout1
activit ofstudentsn tionaboutpronoun work
y ewvoca- sandtheirusage–A
bulary ctivity1
Whilea Ss T gives 10min Indivi Handout2
ctivity explorethe Information dualp
material. aboutglobal and airwo
minorproblems rk
Post Studentsp T gives 20min Whole Handout3
– erceivevo someactivities to grou
Activi cabularyth revisepronounsinc p
ty ey ontext.
havelearn
ed.
Conclusio To Homework:Teac Whole None
n allowstude her commentson 15min grou
nts forthe the p
reflectionof students‘particip
the ation
lesson &giveshometasks.

98
The case against grammar. Linking words in writing
Linking words have a number of specific language functions, such
as sequencing, summarising and referencing. In addition, linking
words enable writers to express their ideas naturally. Although
linking words can be extremely useful, it is important not to overuse
them, otherwise your writing may sound too verbose. In contrast, not
using them enough will make your writing sound simplistic. Finally,
be sure that you use a suitable range of linking words. Linking
words help link sentences to other sentences and paragraphs to
other paragraphs. These linking words help to increase cohesion in
your writing by connecting your ideas add clarity to your writing so
you say exactly what you want to say.

Detailed process of the lesson

Warm-up Materials: Warm up handout
Objective: Introduce the focus on the lesson procedure: Teacher asks
students that what kind of words come into their mind, when they hear about
work.

Jobs in a workplace: executive, director, administrator, skilled Worker,receptionist,

supervisor, researcher, public relation officer.

Collocations of words connected with work:

to get/find work , offered work /
a job , in publishing/banking, etc.
to make a
living. to
take on
that job.

Collocations about work

to do shiftwork or to work shifts [nights one week, days the next week] to be on
flexi-time [flexible working hours]
to work nine-to-five [regular day work] not working to go/be on strike [industrial
dispute] to get the sack [thrown out of your job]
to be fired (more formal than ‘get the sack’; often used in direct speech: ‘You’re
fired!’)
to be made redundant [thrown out, no longer needed] to be laid off (moreinformal
than ‘made redundant’) to be on / take maternity (woman) or paternity (man) leave

99
[before/after the birth of a baby] to be on / take sick leave [illness] to take early

100
 retirement [retire
at 55]other useful
expressions
to be a workaholic [love work too much] to be promoted [get a higher position] to
apply for a job [fill in forms, etc.]

Verbsconnected withthesewords
 It’s not easy to get/find work round these parts. I’ve been offered work / a
job in Paris. What d’you do for a living? I’m in publishing/banking, etc.
It’s hard to make a living as a freelance writer. [earn enough money to live
comfortably]
She’s not prepared to take on that job. [suggests ‘having personal
responsibility’]
hours of work to do shiftwork or to work shifts [nights one week, days the
next week] to be on flexi-time [flexible working hours] to work nine-to-
five[regular day work]It’s not easy to get/find work round these parts. I’ve
beenoffered work / a job in Paris.
What d’you do for a living? I’m in publishing/banking, etc.
It’s hard to make a living as a freelance writer. [earn enough money to live
comfortably]
She’s not prepared to take on that job. [suggests ‘having personal
responsibility’]

Exercise1.
Which of the job titles in A opposite would bestdescribe the following?

7 The person who represents the workers’ interests indisputes with the
management in a factory.
union representative
8 A person who has a high position in a company andwhose job it is to make
important decisions.
9 An important person in a company who sits on theboard.
10 A worker whose job requires no special training, forexample, an office
cleaner.
11 A person generally in charge of the day-to-day

101
organisation of a company/department.
12 A person whose job it is to keep an eye on the day-to-day work of other
workers.

Exercise 2.Choose job or work to complete these

sentences. 1 I’ll pay for the plumbing work when

it’s finished.
4 I’d like to apply for a in your office.
5 You should delegate more to your
personal assistant. 4 Let’s stop for a coffee on
our way home from .
5 A in a museum wouldn’t be as tiring as one in a restaurant

Exercise3.Fill in the collocations.

Fill in the collocations.

I’d love to 1 get/ have a job in journalism, but it’s not easy without
qualifications. Since I have to earn a 2 somehow, I’ll have to get 3 whereverI can
find it.I’ve been 4 some part-time work editing a new book, but I’m notsure I want
to 5 it .

Homework: Working on the new words and learning them by heart

Lesson 41
Course title: Communicative
Vocabulary and Grammar
Topic: Grammar and methods. Talking and communicating.
Level: Upper Intermediate
Aim: Raise their awareness of the topics.
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

102
Activity Objective Procedure Time Mode of Materials
interaction
Warm up Introduce T draws the circle 15 Whole Warm up
activity the focus of on a board and min group Handout
the lesson writes Countries
Asks students to
identify the
languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

103
 Detailed process of the lesson
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come into their
mind,when they hear about countries and languages.

And why grammar is your friend...

grammar (noun): the structure and system of a language, or of languages in

general, usually considered to consist of syntax and morphology
Grammar is the system of a language. People sometimes describe grammar as the
"rules" of a language; but in fact no language has rules*. If we use the word
"rules", we suggest that somebody created the rules first and then spoke the
language, like a new game. But languages did not start like that.
TALKING /tɔːk/
speak in order to give information or express ideas or feelings; converse or
communicate by spoken words. "the two men talked"

Exercise 1
Replace the words in brackets by the correct personal pronouns. Note that Sue is
the person speaking. The (*) means that you are asked a question.

 My name is Sue. (Sue)

I
am English. And this is my family.
 My mum's name is Angie. (Angie) is from Germany.
 Bob is my dad. (My dad) is a waiter.
 On the left you can see Simon. (Simon) is my brother.
 (Sue and Simon) are twins.
 Our dog is a girl, Judy. (Judy) is two years old.
 (Sue, Simon, Angie and Bob) live in Canterbury.
 (Canterbury) is not far from London.
 My grandparents live in London. (My grandparents) often come
and see us.

104
  What can (*) tell me about your family?

Exercise 2
Choose the correct personal pronoun.
 am sitting on the sofa.
 are watching TV.
 Are from England?
 is going home.
 are playing football.
 is a wonderful day today.
 are speaking English.
 Is Kevin's sister?
 are swimming in the pool.
 Are in the cinema?

Exercise 3
Fill in the correct personal pronouns into the gaps.
Show example
 This is Henry.
comes from Scotland.
 Look at Jack and Susan.
are walking.
 What time is it?
is 10 o'clock.
 There are two dogs.
are brown and white.
 Where is Lisa?
is in town.
 How are you?
am fine.
 This is a football.
is blue and white.
 Where are my glasses?
are on the table.

105
  Here are Doris and me.
are sitting on the wall.
 Where am I?
are here.

Homework : Working on the new words and etelling about hometown

Glossary Monolingual- People who only know one language

bilingual or multilingual - people are expert in more than one language
first language - mother tongue

Lesson 42
Course title: Communicative
Vocabulary and Grammar
Topic: Basic principles for grammar teaching. Suffixes, prefixes, roots
Level: Upper Intermediate
Aim: Raise their awareness of the topics.
Materials: English Vocabulary in Use (Fourth Edition) Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction
Warm up Introduce T draws the circle 15 Whole Warm up
activity the focus of on a board and min group Handout
the lesson writes Countries
Asks students to
identify the
languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages

106
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

107
 Detailed process of the lesson
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come into their
mind,when they hear about countries and languages.

And why grammar is your friend...

SUFFIX /ˈsʌfɪks/ noun

noun: suffix; plural noun: suffixes
1. a morpheme added at the end of a word to form a derivative (e.g. -ation, -fy, -
ing, -itis ).
2. MATHEMATICS another term for subscript.
verb
verb: suffix; 3rd person present: suffixes; past tense: suffixed; past participle:
suffixed; gerund or present participle: suffixing /səˈfɪks/
append (something), especially as a suffix.
PREFIXES /ˈpriːfɪks/
Learn to pronounce noun plural noun: prefixes a word, letter, or number
placed before another. "the Institute was granted the prefix ‘Royal’ in 1961"
an element placed at the beginning of a word to adjust or qualify its meaning
(e.g. ex-, non-, re- ) or (in some languages) as an inflection.
a title placed before a name (e.g. Mr ).
Verb 3rd person present: prefixes add (something) at the beginning as a
prefix or introduction.
"a preface is prefixed to the book"
add a prefix or introduction to (something).
"all three-digit numbers will now be prefixed by 580" connecting words and
expressions.

108
Exercise 1
Put the words between brackets in the appropriate form (use a suffix to form a
noun)
Reading is an (active) that I do every morning. They are working on the (improve)
of the application. Throughout his career he has demonstrated a (willing)
to compromise. Exploring the space is a major scientific (achieve) .
The government failed to reach (agree) with the unions Emigrating is a difficult
(choose) to make.
She has been suffering from (depress) for a long time. We don't tolerate antisocial
(behave) in our school. The author is annoucing the (publicize) of his new novel.
To succed you must have a thirst for (know)

Exercise 2
TEST
1. We add a suffix to the _______ of a word.

a) start
b) middle
c) end
2. Inflectional suffixes never change the _______ of the original word.

a) basic meaning
b) plurality
c)tense
3. The word "accidental" is

a) inflected
b) corrected
c) derived
4. We use the suffix "-ed" to make _______ forms.

109
a) regular past tense
b) present participle
c) superlative
5. Which word has an inflectional suffix?

a) teachers
b) jealousy
c) imaginary

Exercise 3
Fill in the correct personal pronouns into the gaps.
Show example
 This is Henry.
comes from Scotland.
 Look at Jack and Susan.
are walking.
 What time is it?
is 10 o'clock.
 There are two dogs.
are brown and white.
 Where is Lisa?
is in town.
 How are you?
am fine.
 This is a football.
is blue and white.
 Where are my glasses?
are on the table.
 Here are Doris and me.
are sitting on the wall.
 Where am I?
are here.

Homework : Working on the new words and retelling about hometown

110
Glossary Monolingual- People who only know one language
bilingual or multilingual - people are expert in more than one language
first language - mother tongue

Lesson 43
Course title: Vocabulary and Grammar
Topics: a) Inductive approach. b) Deductive approach. c)abstract nouns.
Level: Upper Intermediate
Aim: Raise their awareness of the topics : a) Inductive approach. B)
Deductive approach. C)abstract nouns.
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction
Warm up Introduce T draws the circle 15 Whole Warm up
activity the focus of on a board and min group Handout
the lesson writes Countries
Asks students to
identify the
languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.

111
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

112
 Detailed process of the lesson
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come
into their mind, when they hear about countries and languages
Inductive approach:
An inductive approach to teaching language starts with
examples and asks learners to find rules. It can be compared
with a deductive approach that starts by giving learners rules,
then examples, then practice.

Example

Learners listen to a conversation that includes examples of the

use of the third conditional. The teacher checks that the students
understand the meaning of its use through checking learners'
comprehension of the listening text, and only after this focuses
on the form, using the examples from the text to elicit rules
about the form, its use and its pronunciation.

Deductive approach.
Researchers taking a deductive approach take the steps described earlier for
inductive research and reverse their order. They start with a social theory
that they find compelling and then test its implications with data. That is,
they move from a more general level to a more specific one. A deductive
approach to research is the one that people typically associate with scientific
investigation. The researcher studies what others have done, reads existing
theories of whatever phenomenon he or she is studying, and then tests
hypotheses that emerge from those theories. Figure 2.6 «Deductive
Research» outlines the steps involved with a deductive approach to research.
Abstract nouns

We define abstract nouns as nouns that you can’t directly experience by any
of the human senses. These nouns represent an aspect, concept, idea,
experience, state of being, trait, quality, or emotion. You may feel them

113
emotionally, but not with your sense of touch.
An abstract noun is defined as ‘a noun, for example, beauty or freedom, that
refers to an idea or a general quality, not to a physical object’, according to
the Oxford Learners Dictionary. According to Collins Dictionary, ‘an
abstract noun refers to a quality or idea rather than to a physical object.
Exercise 1. Read the remarks and then answer the questions.

Exercise 2. Rewrite the words in bold using words from A and B opposite.
1 After watching the nature programme, I felt stimulated inspired to become a
zoologist.
2 I always get a feeling of negative excitement________ just before an exam.
3 I was extremely angry________ when they refused to give me my money
back.
4 I was very excited and pleased______ to see my old school friend again after
so long.
5 The news about Rory’s illness really made me feel unhappy__________
6 At first, I was full of positive feelings______ about the course, but it’s just

114
 not very good

Exercise 3. Sort the adjectives into positive and negative

feelings
contented sick and tired anxious thrilled confused
.
Positive Negative
Sick and tired

Exercise 4. Fill the gaps using the adjectives in 43.3. Choose an

appropriate adverb (absolutely, quite or a bit) to go in front of the
adjective. Sometimes, both are possible.
.1 I was feeling (quite / absolutely) quite anxious because she had not
phoned to say she had arrived safely.
2 I am (quite / absolutely)_______ of her selfish behaviour. I’ve had
enough!
3 It’s all so complicated. I feel(a bit / quite)_______. Can you help me?
4 I was (absolutely / a bit)_________ when I heard the wonderful news!
5 It made me feel (quite / a bit)______ that I still couldn’t play any songs
after six weeks of guitar lessons.
6 You always seem so (absolutely / quite)______ with life. How lucky you
are!

Exercise 5. Over to you

Choose six adjectives from this unit which describe feelings you
have had recently and write sentences about when and why you felt
that way.
Homework : Working on the new words and retelling about
something with using the new words.

Glossary

Content(ed) when you are satisfied with what you have.Content is not
used before a noun. You can say ‘She is content/contented’ but only ‘a
contented person’.

115
He’s very content with his life. He’s always been a contented person.
Grateful when someone has done something thoughtful for you.Note: You
feel thankful if something bad that could have happened did not happen.
I’m really grateful to you for helping me with my project.
Delighted when something has happened that gives you great pleasure,
when you hear news of someone’s good fortune, for instance.
I was delighted to hear you’re getting married!
Miserable when everything seems wrong in your life.
I felt miserable all day yesterday – maybe it was just the grey, cold
weather.
Discontented when your life is not giving you satisfaction.
She’s very discontented with her job and is going to look for a new one.
Fed up / sick and tired when you have had enough of something
disagreeable.
I’m fed up with Olivia's rudeness, and sick (and tired) of her bad
behaviour.
Depressed when you are miserable over a long period of time. Depression
is considered an illness in some severe cases.
I felt depressed after having ten job interviews and not getting a job.
Confused when you cannot make sense of different conflicting feelings or
ideas.
Ifeel so confused – last week she said she loved me passionately; this week
she said
We were just good friends.

Lesson 44
Course title: Rules and explanations in teaching Grammar. compounds.
Vocabulary and Grammar
Topics: a) Rules in teaching Grammar. b) explanations in teaching Grammar. c)
compounds.
Level: Upper Intermediate
Aim: Raise their awareness of the topics : a) Rules in teaching
Grammar. B) explanations in teaching Grammar. C) compounds.
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction

116
Warm up Introduce T draws the circle 15 Whole Warm up
activity the focus of on a board and min group Handout
the lesson writes Countries
Asks students to
identify the
languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

117
Detailed process of the lesson
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come into their mind, when
they hear about countries and languages
The Rule of Context:
Teach grammar in context. If you have to take an item out of context in order to
draw attention to it, ensure that it is re-contextualized as soon as possible. Similarly,
teach grammatical forms in association with their meanings. The choice of one
grammatical form over another is always determined by the meaning the speaker or
writer wishes to convey.

The rule of use.

Teach grammar in order to facilitate the learners' comprehension and production of
real language, rather than as an end in itself. Always provide opportunities for
learners to put the grammar to some communicative use.
The Rule of Economy

To fulfill the rule of use, be economical. This means economising on presentation

time in order to provide maximum practice time. With grammar, a little can go a
longway..The Rule of Relevance

Teach only the grammar that students have problems with. This means, start off by
finding out what they already know. And don't assume that the grammar of English
is a wholly different system from the learner's mother tongue. Exploit the common
ground

Exercise 1. Complete the sentences with words from A opposite and add the
missing prepositions.

118
1 Jack and Lily are very devoted to each other.

2 Mrs Williams is very f____ her son-in-law.

3 Are you k_____ rugby? There’s a big match on TV tonight.

4 Spending a whole day with my cousins doesn’t a _________ me.

5 We just looked at each other and we f______ love immediately.

6 She’s so beautiful. I f______ her the moment I saw her.

7 Our grandmother was always very a______ us when we were little and hugged us
every time she saw us.

8 She’s very p_______ wildlife and c________ sick animals in the local animal
rescue centre.

Exercise 2. Rewrite the sentences, changing the meaning as little as possible. Use
the word in brackets.
1 I’m fond of him. (quite like) I quite like him.
2 I strongly dislike jazz. (stand)________
3 Do you think Ethan is attractive? (fancy)_________
4 She likes rowing and golf. (keen)_____
5 I loathe very salty food. (bear)_______
6 His art attracts me. (appeal)_________
7 I find Gina very interesting. (fascinate)_________
8 She has totally charmed him. (captivate)____________
9 I’m dreading the exam. (look)_______

Exercise 3. In each pair of sentences which person probably feels more strongly,
a or b?

119
Exercise 4. Correct the mistakes in these sentences. There may be more than
one mistake in the sentence.

1 I was appealed by the terrible conditions in the prison. They were simply inhuman.
Appaled.
2 I can’t bare selfish people. I dispose anyone who never considers others.
3 Her manner repealed me at first and I wouldn’t stand being in the same room as
her, but now I’ve begun to like her more.
4 I felt a strong desire of finding out what had happened to my old school friends.
5 Are you looking forward to start your new job?
6 I felt absolutely disgusting by his unkind remarks about Sylvia.

Exercise 5. Answer the questions.

1 What characteristics in people do you most detest?

2 Would you describe yourself as a caring person? In what ways do you show it?

3 What issues are you passionate about? Why?

Homework : Working on the new words and retelling about something with using
the new words.

Glossary

Loathe/Detest - to hate someone or something

Despise – to feel a strong dislike for someone
Cannot stand - Thoroughly dislike; be unable to put up with something or someone.
Cannot bear - to be so upset about something that you feel unable to accept it or let
it happen
Rappel - to go down a cliff or rock by sliding down a rope and touching the rock or
cliff with your feet

120
Revolt – a refusal to accept someone’s authority or obey rules or laws
Appal - to make someone feel very shocked and upset
Disgust – a strong feeling of dislike, annoyance, or disapproval.

Lesson 45
Course title: Pros and cons of an inductive approach. Binomials.
Vocabulary and Grammar
Topics: a)Pros of an inductive approach. B) cons of an inductive approach.
C)binomials.
Countries and languages, the
weather. Level: Upper
Intermediate
Aim: Raise their awareness of the topics : a)Pros of an inductive
approach. B) cons of an inductive approach. C)binomials.
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction
Warm up Introduce T draws the circle 15 Whole Warm up
activity the focus of on a board and min group Handout
the lesson writes Countries
Asks students to
identify the
languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.

121
Conclu To Homework: Whole None
sion Teacher 1 group
allow commentson 5
studen the students‘ m
ts for participation i
the &gives n
reflect h
ion of the ometasks.
lesson

122
Detailed process of the lesson
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of
words come into their mind,when they hear about
countries andlanguages
Strength of inductive reasoning
The basic strength of inductive reasoning is its use in predicting what might happen
in the future or in establishing the possibility of what you will encounter. The main
weakness of inductive reasoning is that it is incomplete, and you may reach false
conclusions even with accurate observations.
About inductive reasoning
Inductive reasoning takes specific observations and makes general conclusions out
of them. It is often contrasted with deductive reasoning, which takes general
premises and moves to a specific conclusion. Both forms are useful in various ways.
The basic strength of inductive reasoning is its use in predicting what might happen
in the future or in establishing the possibility of what you will encounter. The main
weakness of inductive reasoning is that it is incomplete, and you may reach false
conclusions even with accurate observations.
Definitions
Inductive reasoning takes specific observations and draws general conclusions
from those observations. You may look at 100 dogs, for instance, and find that
they all have fleas and then declare that all dogs have fleas. The problem,
obviously, is that you have not examined all dogs, so as soon as one is found
without fleas, your conclusion is proven wrong. What you can determine is that
it is likely that a dog will have fleas because all dogs you have come into contact
with have them.
Strength
The strength of inductive reasoning lies in establishing probability. You might
observe that when it is very cloudy there is rain. Pure inductive reasoning would say
that means it will rain on all cloudy days. You will observe days when this is not

123
true, but through inductive reasoning you establish the probability that it could rain
on a cloudy day and prepare accordingly.
Another strength is that inductive reasoning allows you to be wrong. It is only
through more observation that you determine whether your premises are true.
Detectives use this method of reasoning when investigating a crime. They see
patterns or make observations that lead them to certain conclusions. That sets their
path in motion, and they will either prove their conclusion right or wrong with
further investigation. The value is that this form of reasoning has at least given them
some direction.

Exercise 1. Choose a verb from A opposite to fit the meaning of the sentences.
1 ‘Oh, noooooooooo!!!!!!’she screamed/shrieked in absolute terror.
2 ‘Don’t look now, but Matt has just arrived, she________ in my ear.
3 ‘Joey! Come here at once!!’ his mother _________.
4' I d-d-d-did it,’ he __________.
5 ‘I’m sick of this meeting. I’m going home,’ he _____.
6 ‘Oh, that’s so, so funny!’ she _____ with laughter.
7 ‘There’s a spider!!!’ she ________.
8 ‘Stop ____! I can’t hear what you’re saying,’ she said.
9 ‘I think we should leave now. It’s late,’ he ___ quietly

Exercise 2. Rewrite the sentences using the verbs in brackets.

1 Don’t exaggerate your talents to your friends. They’ll stop liking you. (boast)

Don't boast about your talents to your friends.

2 I’m not happy with having to sit on the floor. I paid for a seat. (object)
_______________________________

3 Stop being discontented with your job all the time. (grumble)
_______________________________

4 He talked about refusing to pay and calling the police. (threaten)

124
_______________________________

5 She asked if we would help her. (beg)

_______________________________

6 He admitted that he had broken the window. (confess) (two answers)

_______________________________

Exercise 3. Answer the questions.

1 Which adverbs describe positive (P) feelings and which describe negative (N)
feelings?

Gloomily (N) miserably ( ) cheerfully ( ) desperately ( ) gladly ( )

2 Which prepositions usually follow: (a) object, (b) insist, (c) complain?

3 Which adverb means that someone does not want to do something?

4 What is the missing preposition? ‘Let’s be friends. I don’t want to argue ____
you.’
5 How might someone speak at a job interview if they were not very confident?

Exercise 4. Add a reporting verb and one of the adverbs from the box
to each sentence. Where possible,

Use reporting verbs from A.

angrily bitterly impatiently happily hopefully anxiously sadly excitedly

125
Exercise 5. Match the sentence beginnings on the left with the endings
on the right

126
Homework : Working on the new words and retelling
abouthometown

Glossary

Boast - talk with excessive pride and self-satisfaction about one's

achievements, possessions, or abilities.
Insist - demand something forcefully, not accepting refusal.
Object - a material thing that can be seen and touched.
Threaten - state one's intention to take hostile action against (someone) in
retribution for something done or not done.
Argue - give reasons or cite evidence in support of an idea, action, or
theory, typically with the aim of persuading others to share one's view.
"sociologists argue that inequalities in industrial societies are being
reduced"
Groan - make a deep inarticulate sound conveying pain, despair, pleasure,
etc.

Lesson 46

Course title: How to teach grammar through texts. Abbreviations and

acronyms.
Vocabulary and Grammar
Topics: a)How to teach grammar through texts. b)Abbreviations and acronyms.
c) acronyms
Countries and languages, the
weather. Level: Upper
Intermediate
Aim: Raise their awareness of the topics : a)How to teach grammar
through texts. b)Abbreviations and acronyms.
c) acronyms
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction

127
Warm up Introduce T draws the circle 15 Whole Warm up
activity the focus of on a board and min group Handout
the lesson writes Countries
Asks students to
identify the
languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

128
 Detailed process of the lesson
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come into their
mind,when they hear about countries and languages
Teaching Grammar through texts
If learners are to achieve a functional command of a second language, they will need
to be able to understand and produce not just isolated sentences, but whole texts in
that language. Language is context-sentitive; which is to say that an utterance
becomes fully intelligible only when it is placed in its context. Coursebook texts tend
to be specially tailored for ease of understanding and so as to display specific
features of grammar. This often gives them a slightly unreal air, as in this example:
(Contrasting Present Progressive – “Going to” Future)

Advantages of using texts:

They provide co-textual information, allowing learners to deduce the meaning of
unfamiliar grammatical items from the co-text. If the texts are authentic they can show
how the item is used in real communication. As well as grammar input, texts provide
vocabulary input, skills practice, and exposure to features of text organisation. Their
use in the classroom is good preparation for independent study. If the texts come from
the students themselves, they may be more engaging and their language features
therefore more memorable.
Disadvantages

The difficulty of the text, especially an authentic one, may mean that some of the
above advantages are lost. The alternative – to use simplified texts – may give a
misleading impression as to how the language item is naturally used, again defeating
the purpose of using texts. Not all texts will be of equal interest to students. Students
who want quick answers to simple questions may consider the use of texts to be the
'scenic route' to language awareness, and would prefer a quicker, more direct route

129
instead. No single method of grammar presentation is going to be appropriate for all
grammar items, nor for all learners, nor for all learning contexts. A lot will also
depend on the kind of practice opportunities that the teacher provides. In the next
chapter we will look at a range of practice types.
Abbreviations and acronyms

An abbreviation is a shortened form of a word used in place of the full word (e.g.,
Corp.). An acronym is a word formed from the first letters of each of the words in
a phrase or name (e.g., NASA or laser). Abbreviations and acronyms are treated
similarly in NREL publications.

Exercise 1. Which of the verbs in the text in B opposite suggests looking in the
following ways?

Exercise 2. Are the following best described as sweet, salty, bitter, sour, spicy or
hot?
1 strong, unsweetened coffee bitter
2 chocolate cake ________.
3 chilli powder_________
4 lime__________
5 Indian cooking_________
6 sea water________
Exercise 3. Which of the adjectives in F best describes for you the smell of the
following?

130
Exercise 6. Make a sentence about the situations using any of these verbs –
look, sound, taste, feel, Smell – plus an adjective.

1 You see a film about the Rocky Mountains. They look magnificent.

2 You come downstairs in the morning and smell fresh coffee.

3 A friend has just had her hair cut.

4 You hear the latest number one song.

5 A friend, an excellent cook, tries a new soup recipe.

6 A friend asks how you feel today.

7 A little boy asks you to listen to his first attempts at the piano.

8 You see a friend of yours with a very worried look on her face.

Exercise 4. Write sentences using each of the nine verbs in bold in B in ways
that illustrate their
Specific meanings as clearly as possible.
EXAMPLE Laura hoped her boss wouldn't notice her glancingat her watch every
few minutes.

Exercise 5. Answer these questions about yourself.

1 What’s your favourite smell?

2 Do you prefer a hot curry or a mild curry?

3 What materials do you like the feel of?

131
4 Do you believe that some people have a sixth sense?

5 Have you ever had a feeling of déjà vu?

6 Have you ever had a telepathic experience?

132
 Homework : Working on the new words and retelling about hometown

Glossary

Glazed - overlaid or covered with a smooth, shiny coating or finish.

Noticed – become aware of
Observing - notice or perceive (something) and register it as being significant.
Glimpsed - see or perceive briefly or partially.
Peering - the exchange of data directly between internet service providers, rather
than via the internet.
Gazed - look steadily and intently, especially in admiration, surprise, or thought.
Starring - denoting a principal role or performer in a film, play, or other show.
Witnessed – have knowledge of (a development) from observation or experience.

Lesson Plan 47
Course title: Vocabulary and Grammar
Topic: Identifying words in context. Multi-word expression
Level: Upper-Intermediate
Aim: Raise their awareness of the topics Problems. Be able to use
pronouns in context
Materials: English Vocabulary in Use Fourth Edition Upper
Intermediate Michael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time:80min
Activity Objective Procedure Time Modeof Materials
interacti
on

Warm Introduce Tdrawsthecircleonab 15min Whole Warm

upactiv thefocus oardandwritesP r o b group upHando
ity ofthelesson l e m s(Clustering). ut

Pre- Preparation Takssomeinformatio 20min Group Handout1

activity ofstudentsnew naboutpronounsandt work
voca-bulary heirusage–Activity1

133
 While Ss T gives 10min Indivi Handout2
activity explore Information dualp
thematerial. aboutglobal and airwo
minorproblems rk
Post – Studentspe T gives 20min Whole Handout3
Activity rceivevoca someactivities to group
bularythey revisepronounsincont
have ext.
learned.
Conclusion To Homework:Teach Whole None
allows er commentson the 15min group
tudents students‘participat
forthe ion
reflectionof &giveshometasks.
the
lesson

Identifying words in context. Multi-word expression

Multi-word expressions are linguistic objects formed by two or more words that
behave like a 'unit' by displaying formal and/or functional idiosyncratic properties
with respect to free word combinations Automatic identification of multiword
expressions (MWEs) in running text has
recently received much attention among researchers in computational linguistics.
The wide range of reported results for the task in the literature prompted us to take
a closer look at the algorithms and evaluation methods

Detailed process of the lesson

Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come into
their mind, when they hear about appearance.
Brainstorming. What comes to your mind?

134
Hair, face, skin and complexion
Straight hair
Receding
Bald
Moustache
Get a tan

Height and build: fat, overweight.plump, skinning,

General appearance

Smart, untidy, Scruffy, elegant, good looking, handsome

Verbs connected with these words

Fat may sound impolite. Instead we can say that someone is rather plump or
stout, or a bit

overweight. If someone is broad and solid, we can say they are stocky. A person
with good muscles

can be well-built or muscular. [generally said about men] Someone who is very
fat can be described

as obese /əʊˈbiːs/, especially when talking in a medical context.

Someone who is thin can be described as slim [positive] or skinny [negative]. If

someone has a nice

figure, they have an attractive shape. [generally said about women]

General appearance

She’s a very smart and elegant woman, always well-dressed; her husband is quite
the opposite,

very scruffy and untidy-looking / messy-looking.

Chloe looked stunning in her red dress. [very attractive]

135
He’s very good-looking, but his friend’s rather unattractive. [opp attractive]

Her eyes are her best feature. [the most attractive

part of her face]
do you think beautiful women are always

attracted to handsome men? I don’t. I think

personality matters most.

First impressions are always important.

[your first reaction to someone]

Exercise1.
Choose a word from the opposite page to complete these sentences.

1 I wish I could get alike yours but my skin just goes red in the sun.
2 My cousin used to have a lovely
but she’s put on weight in all the wrong places since
she stopped taking much exercise. 3 Thomas’s eyes are his best
– they’re so large and sparkly and such a deep brown.
4 Jess is in her thirties but she still has the same lovely fresh
as her young daughter has. 5 Staff at the bank were told to dress smartly for
work so they would always create a good on customers.
6 I’d call her
rather than ginger-haired – her hair’s dark brown with just a tinge of red in
it.
7 George says that the
round his eyes just show that he has smiled a lot in his life.
8 Even in jeans Alina manages to look

9 Carla looks beautiful in old clo

Exercise 2. Fill the gaps with a suitable word from B opposite. Try to
work frommemory.

Answer these remarks with the opposite description.

1 A: I thought you said he was the short, chubby one.
B:

136
2 A: Was that his brother, the one with wavy hair?
B: No, completely the opposite, his brother’s
3 A: She’s always quite well-dressed, so I’ve heard.
B: What! Who told you that? Every time I see her, she’s
4 A: So Charlene’s that rather plump, fair-haired woman, is she?
B: No, you’re looking at the wrong one. Charlene’s 5 A: So, tell us
about the new boss; good-looking?
B: No, I’m afraid not; rather
6 A: I don’t know why, but I expected the tour guide to be fiftyish or rather
plump.

Homework: Working on the new words and learning them by heart

Lesson Plan 48
Course title: Vocabulary and Grammar
Topic: Word classes. Words commonly mispronounced
Level: Upper-Intermediate
Aim: Raise their awareness of the topics Problems. Be able to use
pronouns in context
Materials: English Vocabulary in Use Fourth Edition Upper
Intermediate Michael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time:80min
Activity Objective Procedure Time Modeof Materials
interacti
on

Warmup Introduce Tdrawsthecircleonab 15min Whole Warm

activity thefocus oardandwritesP r o b group upHando
ofthelesson l e m s(Clustering). ut

Pre- Preparation Takssomeinformatio 20min Group Handout1

activity ofstudentsne naboutpronounsandt work
wvoca- heirusage–Activity1
bulary
Whileac Ss T gives 10min Indivi Handout2
tivity explo Information dualp
rethemater aboutglobal and airwo
ial. minorproblems rk

137
 Post – Students T gives 20min Whole Handout3
Activity perceivev someactivities to group
ocabular revisepronounsincont
ythey ext.
ha
velearned
.
Conclusion To Homework:Teach Whole None
allo er commentson the 15min group
wstudents students‘participat
forthe ion
reflectiono &giveshometasks.
f
the
lesson

Word classes. Words commonly mispronounced

Multi-word expressions are linguistic objects formed by two or more

words that behave like a 'unit' by displaying formal and/or functional
idiosyncratic properties with respect to free word combinations
Automatic identification of multiword expressions (MWEs) in running
text has
recently received much attention among researchers in computational
linguistics.The wide range of reported results for the task in the
literature prompted us to take a closer look at the algorithms and
evaluation methods

Detailed process of the lesson

Warm-up
Materials: Warmup handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of wordscome into their
mind, when they hear about idiom.
Brainstorming.Whatcomestoyourmind?

Positive and negative qualities

138
She has a heart of gold. [very kind, generous] She’s as hard as nails. [no sympathy
for others]

He’s as good as gold. [helpful, well-behaved; used

generally for children]

He’s a nasty piece of work. [unpleasant]

Verbsconnected withthesewords

your head screwed on [be sensible, informal]

a head for heights [not suffer from vertigo]

a head like a sieve [bad memory]

a good head for figures [be good at maths]

your head in the clouds [unaware of reality]

Exercise1.
Choose a word from the opposite page to complete these sentences.

She does a lot of voluntary work; she has a heart …

2 Don’t expect any sympathy from the boss; she’s as hard …

3 I’m sure Ahmed will help you; he’s as good …

4 Although Florian sometimes seems a bit bad-tempered his heart is …

5 I don’t think you’ll like him; he’s a nasty …

6 I try to avoid having much to do with Liam. He’s rather an …

9 Carla looks beautiful in old clo

Exercise 2.What do we call …

1 an irritating person who knows everything?

2 the person who is the teacher’s favourite?

139
3 someone who thinks they are the best and says so?

4 the one who gets the best marks?

5 a person who is very lazy?

Homework:Working on thenewwords andlearning thembyheart

Lesson Plan49
Course title: Word families. Onomatopoeic words.
Topic: Word families. Onomatopoeic words. Practice on words
Level: Upper Intermediate
Aim: Raise their awareness of the topics Problems. Be able to use
pronouns incontext
Materials: English Vocabulary in Use Fourth Edition Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min
Activity Objective Procedure Time Mode Materials
of
interacti
on
Warm Introduce the T draws the circle on 15 min Whole Warm up
up focus ofthe a board and writes group Handout
activity lesson Problems
(Clustering).

Pre- Preparation of T aks some 20 min Group Handout 1

activity students new information about work
voca-bulary pronouns and their
usage– Activity 1
While Ss explore T gives 10 min Indivi Handout 2
activity the material. Information about dual
global and minor pair
problems work

140
Post – Students T gives some 20 min Whole Handout 3
Activity perceive activities to revise group
vocabulary pronouns in context.
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 min group
the reflection on the students‘
of the participation &
lesson gives hometasks.

141
 Word families are groups of words that have a common pattern or groups of
letters with the same sound. For example, the “ain” word family includes brain,
chain, gain, pain, rain, and so on.

Spelling and Reading With Word Families

Word families help students learn to read, while building their vocabulary.
Being able to recognize patterns and common phonetic sounds is the foundation
for strong spelling skills. Of course, not every word in the English language can
be simply sounded out, but this is an ideal place to start.

Let's take the word family "all" as an example. This will allow students to learn
simple spelling words, such as "ball" and "call." But, that understanding can be
built upon, when you consider how many other words belong to the "all" family.
From "ball", students can advance to tougher words, such as enthrall, install, and
squall.

Practice 1: Word Forms for 6 Word Families

1. Verb: (to) support

1 A. Noun (Concept): (same as verb): __

1 B. Noun (Person): (+ -er):____

Adj: supportive

1 C. Negative adj.*: ____

1 D. Adj,from present participle (-ing) form

Some onomatopoeia examples include the words boing, gargle, clap, zap, and
pitter-patter. When these words are used in context, you can almost hear what they
describe: the boing of a spring, the clap of chalkboard erasers, and the pitter-patter
of rain falling on the pavement like tiny footsteps.

Examples of Onomatopoeia in Sentences

1) On my first morning on the farm, I was awoken suddenly by the cock-a-
doodle-do of the resident rooster.

2) Ticktock, ticktock… the sound of the clock was all that could be heard in the

142
hospital waiting room.

3) I ordered online proofreading services with the click of a mouse.

4) I knew we had finally left the city when I could hear the gentle moo of the
cows in the field.

5) Quack, quack went the ducks as we threw them our stale bread.

HOMEWORK

Noun: endurance

2 A. Adjective of capability : ___ (You can guess it from the negative below.)

Neg. adj. of capability: unendurable

2 B. Adjective from pres. part. meaning long-lasting: ____

(Durable and durability are an adjective and a noun of capability also made from
the Latin durare, which means 'to last' or 'to harden.' So does the noun 'duration'--
the length of time something lasts.)

FINDING WORDS THAT RELATED TO ONOMATOPOEIA

Lesson Plan50
Course title: WORD FORMATION
Topic: Word formation.Homophones and homopgraphs
Level: Upper Intermediate
Aim: Raise their awareness of the topics Problems. Be able to use
pronouns incontext
Materials: English Vocabulary in Use Fourth Edition Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min
Activity Objective Procedure Time Mode Materials
of
interacti
on

143
 Warm Introduce the T draws the circle on 15 min Whole Warm up
up focus ofthe a board and writes group Handout
activity lesson Problems
(Clustering).

Pre- Preparation of T aks some 20 min Group Handout 1

activity students new information about work
voca-bulary pronouns and their
usage– Activity 1
While Ss explore T gives 10 min Indivi Handout 2
activity the material. Information about dual
global and minor pair
problems work
Post – Students T gives some 20 min Whole Handout 3
Activity perceive activities to revise group
vocabulary pronouns in context.
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 min group
the reflection on the students‘
of the participation &
lesson gives hometasks.

Word formation- Word formation

Grammar > Words, sentences and clauses > Word formation > Word formation
from English Grammar Today
There are four main kinds of word formation: prefixes, suffixes, conversion and
compounds.

Prefixes
We add prefixes before the base or stem of a word.

examples

prefixes

144
monorail, monolingual

mono- means ‘one’

multipurpose, multicultural

multi- means ‘many’

post-war, postgraduate

post- means ‘after’

unusual, undemocratic

un- means ‘not’ or ‘opposite to’

See also:

Prefixes

Suffixes
We add suffixes after the base or stem of a word. The main purpose of a suffix is to
show what class of word it is (e.g. noun or adjective).

Examples
suffixes
terrorism, sexism
-ism and -dom are used to form nouns
employer, actor
-er and -or are used to form nouns to describe people who do things
widen, simplify
-en and -ify are used to form verbs
reasonable, unprofitable
-able is used to form adjectives
unhappily, naturally
-ly is a common suffix used to form adverbs
Word classes and phrase classes
Conversion involves the change of a word from one word class to another. For
example, the verbs to email and to microwave are formed from the nouns email
and microwave:
Can you text her? (verb from noun text, meaning to send a text-message)
They are always jetting somewhere. (verb from noun jet)
If you’re not careful, some downloads can damage your computer. (noun from
verb download)
oK, so the meeting’s on Tuesday. That’s a definite. (noun from adjective)
It’s a very big if and I’m not at all sure we can afford it. (noun from conjunction,

145
meaning ‘it’s not at all certain’)

All companies have their ups and downs. (nouns from prepositions)

We also use conversion when we change a proper noun into a common noun:

Has anybody seen my Dickens? (copy of a book by Dickens)

Compounding
When we use compounding, we link together two or more bases to create a new
word. Normally, the first item identifies a key feature of the second word. For
example, the two bases back and ache can combine to form the compound noun
backache, and the two bases post and card combine to form the compound noun
postcard.

Compounds are found in all word classes. The most common types of compounds
are: Nouns: car park, rock band

Adjectives: heartbreaking, sugar-free, airsick

Verbs: oven-bake, baby-sit, chain-smoke

Adverbs: good-naturedly, nevertheless

It is sometimes difficult to know where to put hyphens in words that are compound
ed. It is also difficult to know whether to separate words (e.g. post box) or to join
the words (e.g. postbox). In such cases, it is best to check in a good learner’s
dictionary.

Abbreviation
Abbreviation involves shortening a word. We do this in three main ways: clipping,
acronyms and blends.

We use clipping when we shorten or ‘clip’ one or more syllables from a word. We
also commonly clip proper names for people:

ad: advertisement, advert

lab: laboratory Matt: Matthew

Acronyms are a type of abbreviation formed when the initial letters of two or more
words are combined in a way that produces consonant and vowel sequences found
in words. Acronyms are normally pronounced as words:

RAM: random access memory (RAM is a term used to describe a computer’s

memory.)

146
Initials are similar to acronyms but are pronounced as sets of letters, not as words:
WHO: World Health Organisation, pronounced W–H–O
CD: compact disc, pronounced C–D
We form blends when we combine parts of existing words to form a new word:
blog: blend of web and log
motel: blend of motor and hotel
smog: blend of smoke and fog

Back-formation
We form words with back-formation when we remove part of a word, usually
something which we think is a suffix (or occasionally a prefix). We do this
commonly when we form verbs from nouns.

For example: to liaise (back-formed from the noun liaison); to intuit (back-formed
from the noun intuition), to enthuse (back-formed from the noun enthusiasm):

Can you liaise with Tim and agree a time for the meeting, please?

She’s always enthusing about her new teacher.

Loan words and new words

Loan words are words that are borrowed from other languages. Some recent loan
words for food taken from other languages include: sushi, tapas, chapatti, pizza.
When we use loan words, we do not normally change them, though we do
sometimes inflect them if they are singular countable nouns (pizzas, chapattis). We
also sometimes pronounce them more like English words, instead of using their
original pronunciation.
New words
Some prefixes are commonly used to create new words. In modern English the
prefix e- is used to create new words that are connected with the Internet and the
use of the Internet:
e-bank, e-cards, e-commerce, e-learning
Almost any noun may potentially combine with any other noun to form new noun
compounds (e.g. computer virus, carbon footprint, quality time).

HOMEWORK

There are advertisements for the job in all local newspapers

If you want to sell your house, why don't you advertise it on the internet?

FILL THE GAPS IN RIGHT SIDE

Lesson Plan51
Course title: Multi-word units.

147
Uncountable nouns
Topic: Multi-word units. Uncountable nouns. Practice on topic.
Level: Upper Intermediate
Aim: Raise their awareness of the topics Problems. Be able to use
pronouns incontext
Materials: English Vocabulary in Use Fourth Edition Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min
Activity Objective Procedure Time Mode Materials
of
interacti
on
Warm Introduce the T draws the circle on 15 min Whole Warm up
up focus ofthe a board and writes group Handout
activity lesson Problems
(Clustering).

Pre- Preparation of T aks some 20 min Group Handout 1

activity students new information about work
voca-bulary pronouns and their
usage– Activity 1
While Ss explore T gives 10 min Indivi Handout 2
activity the material. Information about dual
global and minor pair
problems work
Post – Students T gives some 20 min Whole Handout 3
Activity perceive activities to revise group
vocabulary pronouns in context.
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 min group
the reflection on the students‘
of the participation &
lesson gives hometasks.

148
 Multi-word verbs
Learn about multi-word verbs (phrasal verbs) such as grow up, take after, look
forward to and catch up with and do the exercises to practise using them.
Level: intermediate
Two-part verbs
Some verbs are two-part verbs. They consist of a verb and a particle:
grow + up
The children are growing up.
Often this gives the verb a new meaning:
take + after
She takes after her mother.
(= She looks like her mother or she behaves like her mother.)
count + on
I know I can count on you.
(= I know I can trust you or I know I can believe you.)
Some two-part verbs have only one pattern:
SubjectVerbParticleObjectThe childrenare growingup.–Shetakesafterher
mother.Ican countonyou.
But other two-part verbs have two different patterns. The usual pattern is:
Noun (subject)VerbNoun (object) Particle She gave the money back. He knocked
the glass over. Wewill be leavingour friendsbehind.
but sometimes these verbs have the pattern:
Noun (subject)VerbParticleNoun (object)Shegavebackthe
money.Heknockedoverthe glass.Wewill be leavingbehindour friends.

Uncountable Nouns
Unlike countable nouns, uncountable nouns are substances, concepts etc that we
cannot divide into separate elements. We cannot "count" them. For example, we
cannot count "milk". We can count "bottles of milk" or "litres of milk", but we
cannot count "milk" itself. Here are some more uncountable nouns:

music, art, love, happiness

advice, information, news
furniture, luggage
rice, sugar, butter, water
electricity, gas, power
money, currency

149
 Uncountable nouns
Uncountable nouns, or mass nouns, are nouns that come in a state or quantity that
is impossible to count; liquids are uncountable, as are things that act like liquids
(sand, air). Abstract ideas like creativity or courage are also uncountable.
Uncountable nouns are always considered to be singular, and can stand alone or be
used with some, any, a little, and much. See the examples below for reference:
An I.Q. test measures intelligence .
Intelligence is an uncountable noun.

Grammar reference: Two-part verbs 2

Can you remember the sentences from the last activity? Write the correct two-part
verbs.

13 items remaining
1. What time do you usually

?
2. I'm

my sister's cat while she's on holiday.

3. Please

and
.
4. Have you

to your hotel yet?

5. Chris was born in the UK but he

in Poland.
6. My chemistry teacher was a clever man but he just couldn't

children.
7. Somebody needs to do the washing-up. Can you

it?
8. The party started at seven but we didn't

150
 until eight.
9. I'm planning to

some old friends while I'm in London.

10. The President has announced that he would not

election again.
11. I was late for my flight because my alarm didn't

.
12. What a terrible film! It seemed to

forever.

HOMEWORK

Learn about multi-word verbs (phrasal verbs) such as grow up, take
after, look forward to and catch up with and do the exercises to
practise using them.

Level: intermediate

Two-part verbs
Some verbs are two-part verbs. They consist of a verb and a
particle:

grow + up
The children are growing up.

Often this gives the verb a new meaning:

take + after
She takes after her mother.
(= She looks like her mother or she behaves like her mother.)

count + on
I know I can count on you.
(= I know I can trust you or I know I can believe you.)

Some two-part verbs have only one pattern:

Subject Verb Particle Object

The children are growing up. She takes after her mother. I can count on you.

151
 Lesson 52
Course title: Vocabulary and Grammar
Topic: Collocations. Words that only occur in the plural.
Level: Upper Intermediate
Aim: Raise their awareness of the topics : Countries and languages,
theweather.
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min
Activity Objective Procedure Time Mode of Materials
interaction
Warm up Introduce T draws the circle on a 15 Whole Warm up
activity the focus of board and writes min group Handout
Countries
the lesson
Asks students to
identify the languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

152
 Other useful words
The graphics in this game are amazing! [pictures produced on a computer]
When will the goods be delivered? [articles/items]
The architect inspected the foundations [under the building] before declaring that
the premises were safe. [the building itself]
The military authorities have established their headquarters in the old Town
Hall.
The acoustics in the new opera house are near perfect. [quality of the sound]
The contents of the house were sold after her death.
Looks are less important than personality in a partner.
As you come to the outskirts of the village, there are traffic lights.
Turn left there. [the beginning or end of the village]
The stairs are a bit dangerous - be careful.
The proceeds of the concert are going to the children’s fund. [money from
selling tickets]
A terrorist has escaped from prison. Her whereabouts are unknown. [where she
is].

Exercises 1. Which things listed on the

opposite page can be used to:
1 cut a hedge?
2 help you to read small print?
3 cut paper?
4 hold your trousers up?
5 protect your clothes if you’re repairing a car?
6 look at distant objects?
7 get a nail out of a piece of wood?
8 keep a prisoner’s hands together?

Detailed process of
the lesson
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come into their
mind, when they hear about countries and languages

153
 Words with plural form but used mostly with singular
verbs
Names of some games: billiards dominoes draughts darts bowls cards
Names of subjects/activities: physics economics classics gymnastics athletics
Exercises 2. Fill the gaps with an appropriate plural-form noun.

1 (to a child) Come on! Get your______ on! It’s time to go to bed.
2 The ______of the rock concert are going to two charities.
3 The _____in the new concert hall are superb. I’ve never heard such clear
sound.
4 The escaped prisoner is tall, dark and has a beard. His ______ are
unknown.
5 You must_____ use ____or if you want to listen to your music on a train.
6 The_____ have forbidden the import of all foreign____.
7 Computer_____ were first used in films in the 1970s.

Exercises 3. Odd one out. In each group, one

of the nouns is always used in the plural.
Which one?

1 sock, trouser, slipper - trousers

2 knife, scissor, razor
3 billiard, squash, tennis
4 tracksuit, costume, dungaree

Homework. Working on the new word and

retelling about holiday.

Lesson 53
Course title: Vocabulary and Grammar
Topic: Homonyms. Countable and uncountable nouns with different
meanings.
Level: Upper Intermediate
Aim: Raise their awareness of the topics : Countries and languages,
theweather.
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017

154
 http://dictionary.cambridge.org/dictionary/english
Time: 80 min
Activity Objective Procedure Time Mode of Materials
interaction
Warm up Introduce T draws the circle on a 15 Whole Warm up
activity the focus of board and writes min group Handout
Countries
the lesson
Asks students to
identify the languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

Countable and uncountable nouns

When we use a countable noun we are thinking of specific things that can
be counted (e.g. two glasses).
When we use an uncountable noun we are thinking of stuff or material or
the idea of a thing in general (e.g. this door is made of glass).

stuff/materials
things
155
 glass A
glass
cloth A
cloth
fish a fish
work a work

Be careful - there’s broken glass on the road. I need a cloth to wipe the table.
We had fish for dinner. Hamlet is one of Shakespeare’s most famous works .

Exercises 1. Would you normally expect to find these things in most

people’s houses, flats, garages or gardens? In which room or place?
Answer for both meanings (countable and uncountable).

1 an iron / iron Yes, most people have an iron to iron their clothes; they
might keep it in the kitchen somewhere.
Most people don’t normally keep iron (the metal) at home, but they might
have things made of iron (e.g. a frying pan) in the kitchen.
2 a cloth / cloth
3 a fish / fish
4 glass / a glass
5 a wood / wood
6 pepper / a pepper
7 paper / a paper

Food

The names of food items often have a different meaning depending on

whether they are used as countable or uncountable nouns (see fish above).
coffee/tea a coffee and two teas
potato Just two potatoes, please!
salt and pepper a pepper
a hot dog with onion an onion

Detailed process of
the lesson
Warm-up

156
 Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words
come into their mind, when they hear about countries and

Languages.

Exercises 2. Complete the answers using the word in brackets. Use a(n)
or the if the meaning is countable.
1 Oh dear! I’ve spilt water on the floor! (cloth) Never mind. Here’s_______
2 How did you get that puncture in your car tyre? (glass) I drove____
3 (child) Daddy, what are car tyres made of? (rubber) They’re made____
4 Have you worked in a primary school before? (experience) No, I
don’t_____
5 I wonder who won the general election in Sweden? (paper) We could
buy____
6 (child) Mum, what’s the Mona Lisa? (work) It’s_______
7 What’s your favourite ice-cream flavour? (chocolate) My favourite _____

Exercises 3. What is the difference between (a) and (b) in each pair?
Check in a dictionary if you’re
not sure.
1 a She was always a great lover of the arts.
B Are you an art lover?
A Arts here means b Art here means
2 a (road sign) plant and heavy machinery crossin
b I’ve bought you a house plant.
a Plant here means b A plant here means
3 a There was a lot of damage to the car as a result ofthe accident.
b The film star won $500,000 in damages because the story in the
newspaper was untrue.
a Damage here means b Damages here means
4 a I’ve had some bad times at the dentist’s!
b How many times have you been to the dentist’s this year?
a Times here means b Times here means

Homework. Working on the new word and retelling about holiday.

157
 Lesson 54
Course title: Communicative
Vocabulary and Grammar
Topic: Polysemes. Making uncountable nouns countable.
Countries and languages, the
weather. Level: Upper
Intermediate
Aim: Raise their awareness of the topics : Countries and languages,
theweather.
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min
Activity Objective Procedure Time Mode of Materials
interaction
Warm up Introduce T draws the circle on a 15 Whole Warm up
activity the focus of board and writes min group Handout
Countries
the lesson
Asks students to
identify the languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

158
 Bit and piece

You can make many uncountable nouns singular and countable by adding a piece
of or a (little) bit of. Similarly, you can make such nouns plural with pieces of or
bits of. Bit is less formal than piece and they are not always interchangeable. Bit
can be used with all types of nouns. Piece tends to be use more with uncountable
nouns. Bit suggests a smaller amount than piece. How many pieces of luggage
have you got with you? The police collected bits of information from different
sources. Chopin wrote some wonderful pieces of music. Before you go to England
I should give you two bits of advice . He spends all his money buying new bits
of computer equipment.

Words that go with specific uncountable nouns

Weather

Rain sun lightning wind

Today’s weather will be variable. In the north there are likely to be heavy showers
(of rain). The sunny spell (of weather) that we have had this last week will continue
in much of the south although there may be occasional rumbles of thunder and
flashes of lightning in some areas with some quite loud claps of thunder in one or
two areas. These will be followed by a few spots of rain but gusts of wind should
soon blow them away and the sunshine will then return.

Exercises 1. Match the words on the left with the words they
collocate with on the right.

1 a stroke a lightning

2 a shower b coal

3 an article c grass

4 a lump of d news

159
 5 a flash e rain

6 a blade f clothing

7 an item g thunder

8 a rumble h luck

Nature

Look at the ladybird on that blade of grass!

What’s happened? Look at that cloud of smoke hanging over

the town!

We could see little puffs of smoke coming out of the volcano.

Let’s go out and get a breath of fresh air.

Put another lump of coal on the fire, please. (lump can also be
used with sugar)

Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words
come into their mind, when they hear about countries and

Languages

Exercises 2. Change the uncountable nouns to countable

nouns in the following sentences by using piece, bit or one
of the more specific words from.

1 Could you buy me some bread, please? Could you buy me a loaf of bread,
please?

2 My mother gave me some advice that I have always remembered.

3 Suddenly the wind almost blew him off his feet.

160
 4 We had some terribly windy weather last winter.

5 Would you like some more toast?

6 He never does any work at all in the house.

7 Let’s go to the park - I need some fresh air.

8 I can give you some important information about that.

9 We could see smoke hovering over the city from a long way away.

10 I need to get some furniture for my flat.

Homework. Working on the new word and retelling about holiday.

Lesson 55
Course title: Communicative
Vocabulary and Grammar
Topic: Synonyms and antonyms. Collective nouns.
Level: Upper Intermediate
Aim: Raise their awareness of the topics: Sport. Materials: English Vocabulary in
Use (Fourth Edition) Upper Intermediate Michael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min
Activity Objective Procedure Time Mode of Materials
interaction
Introduce T writes related 15 Whole Warm up
Warm up the focus of Synonyms and Min group Handout
activity the lesson antonyms,
Collective nouns
things
Preparation T Asks students to 20 Group Handout
Pre- of students identify the min work 1
activety new languages
vocabulary (Clustering).
Ss explore T gives 10 Individual Handout
While the information about min pair work 2
activity material. Synonyms and
antonyms,
Collective nouns.
Students T observers the 20 Whole Handout
Post – perceive situation min group 3
activity vocabulary

161
 they have
learned.

To allow Homework: 15 Whole None

Conclusion students for Teacher min group
the comments on the
reflection students‘
of the participation
lesson &gives home
tasks

Detailed process of the lesson

Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come into their
mind,when they hear about health and lifestyle.
What Are Synonyms, Antonyms?

Learning a word's meaning is just one part of understanding that word. Once you
know a word's antonyms, synonyms and homonyms, you can add a lot of variety to
speech and writing. But what are synonyms and antonyms, and what do they have
to do with homonyms? Learn more about each type of word and how they can help
increase your vocabulary.

What Are Synonyms?

Synonyms are words that share meanings with other words. They are used to add
variety to writing and speech and allow you to avoid repetition. The words
amazing, astounding and marvelous are all synonyms. Their meanings are similar
and can be interchanged with one another.
Synonyms must be the same part of speech . For example, beautiful and princess
have the same connotation of beauty, but they are not synonyms because beautiful
is an adjective and princess is a noun.
Examples of synonym pairs include:
skill and ability
lead and guide
guest and visitor
love and adore
angry and furious
Synonyms make it possible for writers to create a certain mood with their subtle
differences. For example, the verb "walk" sets a different pace than "saunter," and
"drink" implies a different style than "guzzle." The differences are implied by the
word selected, and when a writer is trying to paint a picture in a reader's mind,

162
those differences can make or break a writer's prose
What Are Antonyms?
Words with opposite meanings are called antonyms. Like synonyms, antonym
pairs must be the same part of speech. Antonyms show a contrast between two
ideas.
Examples of antonym word pairs are:
full and empty
fail and succeed
happy and sad
tiny and enormous
wonderful and terrible
Some common prefix indicate that a word is an antonym to its root word. For
example, the prefixes un- (unhappy, unwise), dis- (disinterested, dislike) and im-
(improper, impolite) form a new word that is the opposite of its root word.
Collective Nouns
Collective nouns are names for a collection or a number of people or things. Words
like group, herd, and array are collective noun examples. Here, we’ll take a closer
look at collective nouns, and provide even more examples, placing them in context
so you can gain a greater understanding of how they work.
What is a Collective Noun
You might not know it, but you encounter collective nouns in everyday speech.
Collective nouns are words for single things that are made up of more than one
person, animal, place, thing, or idea. You can’t have a team without individual
members; even so, we discuss a team as a single entity.
Collective Noun Examples
Remember that nouns are words naming people, animals, places, and things.
Collective nouns are in a class all their own. Once you’ve read these examples,
you’ll find it much easier to recognize collective nouns when you see them.
• Our class took a field trip to the natural history museum.
• We waited anxiously for the jury to come to a verdict.
• This year’s basketball team includes three players who are over six feet tall.
• The town council has approved plans to create a new park.
• He comes from a huge family: he’s the oldest of eleven kids.
Exercise 1
Fill in the blanks with the words opposite in meaning to those underlined.
1. What looks like a convenient shortcut may prove to be very
……………………… in the long run.
2. No one wants to listen to an ignorant man but everybody listens to a
………………….. man.
3. Gold in an expensive metal while iron is ……………………
4. My application was accepted but his was ……………………….
5. The teacher tried to make the student confident but he still looked very
………………………..
6. He failed to qualify in the first two attempts but …………………. in the third

163
one.
7. He often visits me but I ………………….. go to his house.
8. He is brave but his brother is …………………….
9. An airplane consumes more fuel while ascending than while
……………………….
10. Tigers are very common in Kerala but lions are …………………
Exercise 2
Read the following sentences and from the given options choose the word that can
replace the given keyword.
1. The prisoner’s life was full of hardship and exertion. Here the word exertion can
be replaced by …………………..
travesty
tranquility
travail
2. The comedian’s mockery of a senator making a speech was riotously funny.
Here the word mockery can be replaced by …………………….
travesty
eulogy
epithet
3. In time of war, sedition is a crime punishable by death. The word sedition can be
replaced by ………………….
treason
treasure
treatise
4. Freezing rain made the road precarious. The word precarious can be replaced by
………………………
precautionary
treacherous
prevalent
5. The sinner prayed that his misdeeds would be forgiven. Here the word misdeeds
can be replaced by …………………..
transmission
transgressions
piety
6. Youthful beauty is temporary. The word temporary can be replaced by
transient
transitory
ephemeral
All of the above
7. The heat and lack of sleep made everyone sluggish. Here the word sluggish can
be replaced by …………………..
torrid
tortuous
torpid

164
8. The principal delivered a tirade to the disobedient students. Here the word tirade
can be replaced by ………………………..
paean
diatribe
eulogy
9. Even though she had plenty of money, the old woman was very frugal. Here the
word frugal can be replaced by ......................................
prodigal
improvident
thrifty
10. He was so tight-lipped that no one knew whether he enjoyed the party or not.
Here the word tight-lipped can be replaced by ……………………….
eloquent
verbose
taciturn
11. Stand up and fight for your rights instead of being submissive. Here the word
submissive can be replaced by …………………………….
docile
domicile
refractory
12. The mighty housing development dwarfed the rest of the neighborhood. Here
the word mighty can be replaced by …………………………….
stupendous
salient
sagacious
Exercise 3
Fill the gaps given in the following sentences with suitable collective nouns.
1 A number of people listening to a lecture/concert are called an______.
2 A group of people who sing in the church or public platforms is called a ___.
3 A number of judges who are engaged in a case are called a ____.
4 A collection of tools is called a ___.
5 A collection of poems is called ___.
6 A collection of different types of books is called____.
7 A number of grapes or nuts on a bunch is called ___.
8 A collection of ducks, chickens or fowl is called a ___.
9 A number of directors of any institution are called a ____.
10 A number of lions are called a ___.
11 A number of stars in the sky is called a ____.
12 A group of bacteria is called a ___.
13 A group of penguins is called a ___.
14 A group of fish is called a ____.
Glossary
synonyms for collective
• concerted. • corporate. • cumulative. • mutual. • shared.

165
• unified. • aggregate. • common.

Lesson 56
Course title: Communicative
Vocabulary and Grammar
Topic: Hyponyms.
Containers and contenetsLevel:
Upper Intermediate
Aim: Raise their awareness of the topics : Countries and languages,
theweather.
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction
Warm up Introduce T draws the circle 15 Whole Warm up
activity the focus of on a board and min group Handout
the lesson writes Countries
Asks students to
identify the
languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.

166
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
Lesson tasks.

167
 Detailed process of the lesson
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come
into their mind,when they hear about containers and contents.
56.1 Try the following quiz about the words on the opposite page.
1 Which two of the containers listedwould you bemost likely to find holding
flowers in a garden?
a pot, a tub
2 Which three are youmost likely to find in a cellar?
3 Which five of thesewould you bemost likely to see in the drinks section of a
large supermarket?
4 Which fivewould you bemost likely to see on the breakfast table?
5 Which two containers might a postman carry the post in and which is bigger?
6 Which two are often used for carrying shopping?
56.2 Name the containers and their contents.
1 a jar of 2 3 4 5 6
peanut butter
7 8 9 10 11 12
56.3 Think of other words which are often used with the following containers.
1 shopping

Lesson 58

Course title: Communicative Vocabulary and Grammar

Topic: expressions with bring and take
Level: Upper Intermediate
Aim: Raise their awareness of the topics: Expressions with bring and take
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction

168
Warm up Introduce T draws the circle 15 Whole Warm up
activity the focus of on a board and min group Handout
the lesson writes Countries
Asks students to
identify the
languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
Lesson tasks.

169
 Detailed process of the lesson
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come into their
mind,when they hear about expressions with Phrasal verbs with take
Doesn’t he takeafter his father! They even sound the same. [resemble]
I wish I could take backwhat I said to her. [withdraw]
It’s hard to take in his lectures - he speaks in such an abstractway. [absorb,
understand]
Shewas completely taken in by him and agreed to give him all hermoney.
[deceived]
Sales have really taken offnow-we shouldmake a good profit this year. [started to
improve]
The plane took offtwo hours late. [left the ground]
She’s very good at taking offher teacher - she sounds just like her. [imitating]
We’ll have to take on more staff ifwe’re to take on morework. [employ] [accept]
Nelson is going to take over as manager in July. [start doing a job]
She took to him at once and they soon becameclose friends. [formed an immediate
liking for]
Whendid you take up golf? [start (a hobby)]
e her. [imitating]
We’ll have to take on more staff ifwe’re to take on morework. [employ] [accept]
Nelson is going to take over as manager in July. [start doing a job]
She took to him at once and they soon becameclose friends. [formed an immediate
liking for] C
Nelson is going to take over as manager in July. [start doing a job]
She took to him at once and they soon becameclose friends. [formed an immediate
liking for]
Whendid you take up golf? [start (a hobby)]
C
She’s very good at taking offher teacher - she sounds just lik
Whendid you take up golf? [start (a hobby)]
C She’s very good at taking offher teacher - she sounds just lik
Whendid you take up golf? [start (a hobby)]

170
v Common expressions with bring and take
The newregulations will be brought into force in May. [become law]
His research brought some very interesting facts to light. [revealed]
Matterswere brought to a head when Lilywas sacked. [reached a point where
changes had to be made]
It’s better that everything should be brought into the open. [made public]
His newgirlfriend has really brought out the best in him. [been good for him]
Don’t let him take advantage of you. [unfairly use superiority]
After 20 years of marriage he takes her for granted. [doesn’t appreciate her
qualities]
I took it for granted you’d come- you always do. [assumed]
She immediately took control of the situation. [started organising]
His unkindwords tookmybreathaway. [surprised]
The story takes place inMexico. [happens]
Leaving his job before he’s found a newone is taking a risk. [doing something
risky]
It’s impossible to take such a silly suggestion seriously. [consider as serious]
Don’t forget to take travel costs into account in the budget. [consider]
He doesn’t seem to take pride in hiswork. [draw satisfaction from]

Exercises
58.1 Complete these sentences with the appropriate preposition or particle.
1 The school reformswhich plan to bring back amore traditional style of exams for
children
are generally unpopular.
2 Thebumpy journey brought….. labour and the babywas born on the bus.
3 I think the strikes will bring….. some changes in management.
4 If anyone can bring it….. , he can.
5 He won’t agree to it formebut she can always bring him…
6 She brought…. six children all on her own

58.2 Reword these sentences using expressions from C opposite.

1 The story of the film happens in Casablanca during thewar.
The story of the film takes place in Casablanca during the war.
2 Today’s newspaper has revealed some fascinating information about the
President.
3 The situation reached crisis point when the union called for a strike.
4 You need to consider the historical context of the novel in your essay.
5 The viewfromthe top of the hillwas astonishing.
6 He capitalised on herweakness at the time and she gave it to him.
7 If you’re going to succeed in business youmust be prepared to not always do the
safe thing.

171
8 You shouldn’t assume that anyone or anything will always be the sam

172
 Lesson 59
Course title:
Vocabulary
Topic: What does it mean to ,,know a word''. Form and meaning. Expressions
with get
Level: Upper Intermediate
Aim: Raise their awareness of the topics form and meaning, expressions with
get
Materials: 1.Michael McCarthy, Felicity O'Dell, English
Vocabulary in UseUpper- intermediate and advanced,
Cambridge University Press, 2017. English collocation in
Use/Second edition .2019 . Essential English word.part 3.
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction
Warm Introduce the T draws the circle 15 Whole Warm up
up focus ofthe on a board and min group Handout
activity lesson writes ‗People‘s
appearance
(Clustering).
Pre- Preparation T explains the 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
describing people
Post – Students T teaches positive 20 Whole Handout 3
Activity perceive and negative min group
vocabulary adjectives
they have describing
learned. personality.

173
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection of participation
the &gives home
lesson tasks.

Indefinite article

174
Meanings of get

Get is used frequently in spoken English. It has the following basic meanings:

• receive, obtain or buy something, e.g. Please get me a sandwich when you’re in
town. I got

a text from John today. She gottop marks in her exam.

• change position - move or be moved, e.g. How are you getting home tonight?

• change state - become or make, e.g. She’s ill but she’s getting better.

Specific meanings of get

Get also has many other more specific meanings.

It’s my turn to get dinner tonight. [prepare a meal]

I don’t get it. Why did he speak like that? [understand]

His behaviour really gets me at times. [annoy]

I saw Harry’s new girlfriend at the party but I didn’t get to speak to her. [manage]

Once we got to knoweach other, we became great friends. [became acquainted]

The phone’s ringing and there’s someone at the door! You getthe phone and I’ll
getthe

door. [answer, respond to]

Phrasal verbs based on get

phrasal verb meaning example

get across successfully communicate an idea It was difficult to get my point of

view

across to the committee.

get at reach, find I hope the inquiry will get at the truth.

get behind with fail to do something by a certain I’ve got terribly behind with my

175
work.

time

get down depress This weather is getting me down.

get down to begin to give some serious attention It’s time you got down to some
work.

to

get into be successful with an application She did well in her exams and got into

(e.g. to a college/school) university.

get on manage However will we get on without you?

get on advance, develop Jo is getting on very well at school.

get out of avoid a responsibility I’ll try to get out of my next lesson.

get over recover from She’s getting over a bad attack of flu.

get round spread The news soon got round the village.

get round to do something you’ve intended to do I need to buy a new desk but I
can’t get

for a long time round to it. I’m so busy.

get through come to a successful end I’m glad she got through all her exams!

get through use up all of He got through his month’s salary in just

one weekend.

get up to to do (especially something bad) The children are very quiet. I wonder
what

they’re getting up to?

Other expressions based on get

You seem to have got out of bed on the wrong side today. [be in a bad mood]

176
The meeting got off to a good/bad start with Elliot’s speech. [started well/badly]

I’m organising a little get-together. I hope you can come. [informal meeting/party]

When they broke up he got rid of everything of hers. [threw away / destroyed]

I’m going to get my own back on her somehow. [take my revenge]

Exercise1.Exercises

Replace the underlined get expressions with another way of expressing the same

idea. Note that by doing this you are changing the text from being very informal

to being slightly more formal.

receive

I don’t often get interesting junk mail. However, an unusual item came

this morning. It was headed ‘Are things getting you down? Do you feel

you’ll just never get to do all those things you dream of?’ And it went

on, ‘If so, get this great new book today: Manage Your World by Simon

Triksta. It will teach you how to get over those daily upsets, and will

ensure that you get the contentment in your work that you long for and

that you fulfil your dreams. Send €25 today to get Manage Your World

and your key to success within ten days.’

Maybe I should get it!

Fill the gaps in the sentences below in the most appropriate way.

1 Although they had only told their parents about their engagement, the news soon
got

177
round the village.

2 She must have made a good impression last week because she has got to the
second

round of interviews for the job.

3 I have an essay to write but I’m finding it hard to get it.

4 I’ve been meaning to redecorate my room for ages but I just can’t get it.

5 What have you been getting since we last met?

6 Surely you haven’t got all the biscuits already?

7 The new political party was finding it difficult to get its message to the public.

8 I was ill last semester and I got seriously with my studies. If this continues,

I probably won’t get university this year.

9 We’re having a get- on Friday to celebrate Jan’s birthday. Would you like to
come?

10 His progress on the guitar was slow at first, but he’s getting well now.

Match the situations on the left with the appropriate responses on the right.

1 Someone has been very impolite to a You always try to get out of
things!

one of your friends.

2 Someone is about to throw something. b You wait! I’ll get my own back
on you

away. one day!

3 Someone is being negative about c Don’t get rid of that yet!

everything you suggest.

4 Someone has done something very d You got out of bed on the wrong
side

178
cruel to you. this morning

5 Someone says they can’t help with the. e Your rudeness really gets me!

clearing ip after a party

Complete the following sentences in a way that is true for you.

1 I would hate to get rid of …. 4 I wish I could get out of …

2 My … got off to a bad start because …. 5 … is really getting me down.

4 I find it very hard to get down to …

Lesson 60
Coursetitle: Vocabulary and
Grammar
Topic: Checking their gained knowledge
Level: Upper Intermediate
Aim: Raise their awareness of the topics: checking their gained knowledge;
succeeding, failing and difficulty at gaining knowledge
Materials: 1.Michael McCarthy, Felicity O'Dell, English
Vocabularyin UseUpper- intermediate and advanced,
Cambridge University Press,2017.English collocation in
Use/Second edition .2019 . EssentialEnglish word.part3.
http://dictionary.cambridge.org/dictionary/english
Time:80min

Activity Objective Procedure Time Modeof Materials

interaction
Warm Introduce Tdrawsthecircleon 15 Whole Warm
upactiv thefocus a board min group upHando
ity ofthelesson andwrites ut
‗People‘sappeara
nce(Clustering).

179
Pre- Preparationo T explains 20 Group Handout1
activity f theActivity1 min work
students
new voca-
bulary
While Ss T gives 10 Individual Handout2
activity explore additionalinforma min pairwork
thematerial. tionaboutdescribi
ngpeople
Post – Studentspe T teaches 20 Whole Handout3
Activity rceivevoca positiveand min group
bularythey negative
have adjectivesdescribi
learned. ngpersonality.
Conclusion To Homework:Teach Whole None
allow er commentson 15 group
students the min
forthereflect students‘participat
ionof ion&gives
the home
lesson tasks.

180
 Succeeding

We succeeded in persuading a lot of people to join our protest. (in+ -ing)

I managed to contact him just before he left his office.
I don’t think I can manage the whole walk. I think I’ll turn back. (manage, but
not
succeed; may have a direct object in this meaning
We’ve achieved /'t i:vd// accomplished /əˈkɒmplɪʃt/ a great deal in the last year.
(both are used with quantity phrases such as ‘a lot’ and ‘a little’; accomplishis
rather formal)
The company has achieved all its goals/aims/targets for this year. (achieve is
more common than
accomplish with nouns expressing goals and ambitions)
Do you think his plan will come off? [succeed; infml]

Here is a matrix fors some typical collacations with ,, succeeding"

verbs:

Fulfil
Reach Attain Secure Realise Achieve
An ambition ✓ ✓ ✓ ✓
A dream ✓ ✓
An agreement ✓ ✓
An obligation ✓ ✓
A target ✓ ✓ ✓
A compromise ✓

181
Failing and difficulty

Plans and projects sometimes go wrong / backfire. [don’t go as

intended]
Companies, clubs and societies often fold / go under through lack
of success. [close down; go under is informal]
A plan or project may falter/ˈfɒltə/, even if it finally succeeds.
[have ups and downs
All your plans and hard work / efforts may come to nothing.
I have great difficulty (in) getting up in the morning.
I find it difficult to remember the names of everybody in the
class. (hardcan also be used here;
it is more informal)
It’s hard/difficult to hear what she’s saying.
I often have trouble starting the car on cold mornings. (more
informal)
We’ve had a lot of bother with the neighbours lately. (very
informal)
Can you cope with three more students? They’ve just arrived.
[deal successfully with a difficult situation]
I’ve got no money and my girlfriend’s left me. I need help; I can’t
cope any more.

Word formation:

Verb Noun Adjective Adverb

Succeed Success Successful Successfully

Accomplish Accomplishment —
Accomplished

182
 Achieve Achievement Achievable —

Attain Attainment Attainable —

Fulfil Fulfilment Fulfilling —

Harden Hardness Hard Hard

They might be common mistakes:

Izzy had great difficulty finding somewhere to live in London.
(NOT difficulties)
Paul had considerable success with his first novel. (NOT
successes)
Exercises

1. Choose a suitable verb to fill the gaps. If the exact word in the
sentence is not in the vertical column of the matrix on the opposite
page, look for something that is close in meaning. More than one
verb is often possible.

1 The management have .................... a no-strike agreement with

the union.
2 Now I’ve ................... all my family responsibilities, I can retire
and travel the world.
3 The school building fund has failed to ...................... its target of
£250,000.
4 I never thought I would .....................my ambition, but now I
have.
5 Very few people .......................all their hopes and dreams in life.
6 We hope the two sides .................. a compromise and avoid war.

183
 7 I’m afraid that little plan of mine didn’t ................. off.
2 Correct the mistakes in these sentences
1 I find very difficult to understand English idioms. For example:
l find it very difficult to understand English idioms.
2 She succeeded to rise to the top of her professions
3 Do you ever have any trouble to use this photocopier? I always
seem to.
4 I’ve accomplished to work quite hard this last month.

5 I’m amazed that you can cope all the work they give you.
6 Did you have many difficulties finding the book in the library
7 Unfortunately, it seems as if all Johnny’s plans have come at
nothing.
8 I’m afraid I haven’t had any successes in contacting Lara today.

Lesson 61
Course title: Vocabulary
Topic: The way to learn vocabulary. Expression with set and put.
Level: Upper Intermediate
Aim: Raise their awareness of the topics describing people’s appearance and
personality
Materials: 1.Michael McCarthy, Felicity O'Dell, English
Vocabulary in UseUpper- intermediate and advanced,
Cambridge University Press, 2017. English collocation in
Use/Second edition .2019 . Essential English word.part 3.
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction

184
 Warm Introduce the T draws the circle 15 Whole Warm up
up focus ofthe on a board and min group Handout
activity lesson writes ‗People‘s
appearance
(Clustering).
Pre- Preparation T explains the 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
describing people
Post – Students T teaches positive 20 Whole Handout 3
Activity perceive and negative min group
vocabulary adjectives
they have describing
learned. personality.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection of participation
the &gives home
lesson tasks.
Expresions with set and put
Look at the examples of following phrasal verbs based on set:
_ You should set aside some money for a rainy day. (reserve v- de danh, du tru)
_ He tried to set aside his dislike of his daughter's fiancé (vị hôn phu). (ignore - not
think about)
_ We should set off before dawn to get there on time. (begin a journey)
_ The redundancies set off strikes throughout the area. (cause)
_ The bank helps people wanting to set up business. (establish)
_ He set out to climb Everest. (begin work with a particular aim in mind)

Here are some more expressions with set:

_ He has set his heart/sights on becoming a ballet dancer. (longs to become (an
important aim/goal))
_ They sat up till the small hours setting the world to rights. (discussing important
problems)
_ Did someone set fire to the house deliberately? (put a match to)
_ The house was set on fire by a match thrown onto some old newspapers. (ignited
v- bắt lửa)
_ John had never set foot in Italy before. (been to)
_ Jill is very set in her ways. (fixed in her habits)

185
_ Try to set a good example. (be a good example for others)

_ They have recently set up (= established) a committee on teenage smoking.

_ We try to set aside (= reserve) some money for our holiday every week.
_ Set aside (= ignore) all your negative feelings and listen with an open mind.
_ If we hadn't set off (hadn't left home) so late, we would have arrived on time.
_ The government's unpopular proposals set off (caused) a wave of protests (phai
doi).

Here are some of the many phrasal verbs with put:

_ He put his own name forward to the commitee. (propose v- de xuat)
_ He's good at putting his ideas across. (communicate to others)
_ Please put away all your toys at once. (tidy v- lam gon gang)
_ He is always putting her down. (make someone look small)
_ We had central heating put in last year. (install)
_ I'm going to put in an application for that job. (submit v- de trinh)
_ Every now and then she would put in a remark. (interject v- xen S.T vao)
_ They've put off making their decision for another week. (postpone)
_ Her sniffing really puts me off my dinner. (discourage v- lam chan nan)
_ The school is putting Hamlet on next year. (present)
_ He's good at putting on all sorts of accents. (pretend (v- gia vo) to have)
_ The fireman quickly put out the fire. (extinguish v- dap tat)
_ Please don't let me put you out. (inconvenience)
_ You're not allowed to put up posters here. (fix)
_ I can put you up for the weekend. (give accommodation to)
_ The government is sure to put up taxes soon. (raise)
_ How do you put up with such rudeness? (tolerate v- tha thu, khoan dung)

Notice also the following common expressions with put:

_ to put your foot down: to be firm about something.
_ to put all your eggs in one basket: to risk all you have on a single venture.
_ to put your mind to: to direct all your thoughts towards
_ to put two and two together: to draw an obvious (adj- ro rang) conclusion.
_ to put something in a nutshell: to state something accurately and in a few words
only.
_ to put someone's back up: to irritate someone
_ a put-up job: something arranged to give a false impression.

put out a bonfire/ your host/ the rubbish.

put foward an idea/ a proposal/ a suggestion
put off a football match/ an appointment/ customers
put across your feelings/ ideas/ opinions
put up an umbrella/ prices/ a picture
put on a concert/ a limp/ clothes

186
put away papers/ books/ files
put up with someone's behaviour/ bad manners/ temper.

Homework. Working on the new words and learning them by heart.

Lesson plan 62
Course title: Communicative
Vocabulary and Grammar
Topic: To teach grammar and its meaning. Expressions with come and go.
Level: Upper Intermediate
Aim: Raise their awareness of the topics : Countries and languages,
theweather.
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction
Warm up Introduce T draws the circle 15 Whole Warm up
activity the focus of on a board and min group Handout
the lesson writes Countries
Asks students to
identify the
languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.

187
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

188
 Detailed process of the lesson
Warm-up
Materials: Warm up handout
Objective: Introduce the focus of the lesson
Procedure: Teacher asks students that what kind of words come into their mind,
when they hear about countries andlanguages

Why is teaching grammar important?

Each language has its own distinct set of grammar rules. These rules tell us how to
use different types of words and in what order. In English, grammar encompasses
word order (syntax), tenses (past, present, future etc) and different word types
(nouns, verbs, adjectives etc). English grammar is the foundation of good
communication, reading comprehension, writing and story-telling. This is why
teaching grammar is so important for young children.

The elements of English grammar

There are 3 main elements of English grammar: Syntax

Syntax is important in grammar, as the way in which we order words can change
the meaning in a sentence. For example,

"The ball hit the boy."

"The boy hit the ball."

In this example, the two sentences use the same words, but in a different order,
which changes the meaning in the sentence. When constructing sentences, we need
to choose the correct syntax in order to accurately convey meaning for others to
understand what we are trying to express.

Tenses
In the English language, there are 3 different tenses: the past, the present and the
future tense. These are then each divided into 4 subsets: simple, perfect, continuous
and perfect continuous. In order for sentences to be grammatically correct, we
must choose the correct tense and use this consistently throughout a piece of
writing. For example,

"I sang a song and dance."

In this example, the verb 'sang' is in the past tense, but the verb 'dance' is in the
present tense. For this to make grammatical sense, the sentence should be:

189
"I sang a song and danced."

Word types
The four main types of words in the English language are nouns, verbs, adjectives
and adverbs. Understanding these will help improve our writing, as we can name
objects, be descriptive and include actions. This helps others understand more
easily what we are trying to express.

The benefits of teaching grammar

As mentioned before, a solid understanding of grammar will give children a great
foundation for communication, both written and verbal. This is the main benefit of
teaching grammar to children in school and at home. However, there are four main
areas in total that highlight the main benefits of teaching grammar, two of which
have already been mentioned. Teaching grammar will benefit children in the
following areas:

 Listening: understanding grammar means that children will be able to

listen to and decipher speech using syntax, tense and word choice.
Without the knowledge of grammar, children would not be able to
listen to and understand the extra dimension of meaning that grammar
gives our speech.
 Speaking: Just like with listening, children would not be able to use
the full range of English if they did not have a solid understanding of
grammar. They would not be able to accurately use tense, for example,
which could affect the overall meaning of what's being said.
 Writing: Whilst listening and speaking are more widely used on a day-
to-day basis, being able to write accurately requires knowledge of
grammar. This benefits children more in an academic sense as a good
level of writing is required to excel in all subjects.
 Reading: As with writing, a good understanding of grammar benefits
our reading skills. Without this, we could not pick up on grammatical
cues that influence meaning and the authors intent.
We use come to describe movement between the speaker and listener, and
movement from another place to the place where the speaker or listener is. We
usually use go to talk about movement from where the speaker or listener is to
another place.
When we talk about another person (someone who is neither the speaker nor the
listener), we can use either come or go, depending on whether the speaker sees
things from the receiver’s viewpoint (come) or the doer’s viewpoint (go).

190
 We use come when we see things
[doer]Yolanda came to [receiver]her
from the receiver’s viewpoint (in this
mother for help.
case the mother).

We use go when we see things from

[doer]Melissa went to [receiver]her
the doer’s viewpoint (in this case
mother for help.
Melissa).

See also:

 Go Come in, go in
Come in and go in both mean ‘enter’:
[dentist’s assistant to a patient who is waiting]
Will you come in now, please.
[at a beach on a cold day]
It’s so cold! I don’t want to go in the water.

Exercises

Ex:1

Which meanings do these underlined verbs have?

1 He went on composing music till his eighties.continued

2 She was so suspicious that she used to go through his pockets every night.

3 The dog went forthe postman.

4 We had planned a meeting but it never came off.

5 I came across a photo of my grandmother the other day. I look just like her.

6 I wish you’d stop going on at me!

7 I was sure he’d go for a holiday in Greece rather than stay at home.

8 Does this top go with these trousers?

9 Nobody has come up with a solution to the problem so far.

Ex:2

191
Choose one of the expressions in B to complete each of the sentences.

1 I found it really hard to make up my mind but in the end I came to a decision.

2 When his grandmother dies, he’ll come

3 After four years of fighting, the civil war finally came

4 Halfway up the steep hill, the bus came

5 They say that long skirts are coming again.

6 The telephone first came nearly 150 years ago.

7 I found it very difficult to come my failure.

8 As we drove round the corner the house came

Ex:3

Replace the underlined expressions with one of the expressions in D.

1 I don’t need to say that we wish you all the best in the future. It goes without
saying

2 They took a lot of trouble to avoid meeting each other.

3 I’ve been extremely busy all day and I’m longing for a shower now and to relax.

4 I do hope he will be successful in his new business.

5 Everyone says thatthey were together that night.

6 The film is good up to a point but it doesn’t tackle the problem deeply enough.

Homework: Working on the new words and learning them by heart.

Lesson 63
Course title: Communicative
Vocabulary and Grammar
Topic: To identify spoken and written grammar. Expression with other
common words.
Level: Upper Intermediate
Aim: Raise their awareness of the topics : Countries and languages,
theweather.
Materials: English Vocabulary in Use (Fourth Edition)Upper

192
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction
Warm up Introduce T draws the circle 15 Whole Warm up
activity the focus of on a board and min group Handout
the lesson writes Countries
Asks students to
identify the
languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

193
Spoken grammar (SG) is the grammar of
everyday interaction. It is informal and natural.
SG is flexible in its word order. The 100 most
common words in written grammar are
prepositions, pronouns and articles - the small
words which give correct grammatical structure to
sentences.
Spoken grammar is an important feature of the language used in everyday
conversations. According to Ronald Carter and Michael McCarthy (“Cambridge
Grammar of English”, 2006), the main features of the Spoken language are:

 Spoken language happens in real time and is typically unplanned.

 Spoken language is most typically face to face.
 Spoken language foregrounds choices which reflect the immediate social
and interpersonal situation.
 Spoken language and written language are not sharply divided but exist on a
continuum.

These are heads, tails, ellipsis, boundary markers, hyperboles, co-constructions,

etc., i.e. language constructions, utterances and linking phrases that most native
speakers use and that make the speech sound natural. Some of these terms exist in
written grammar, but some of them can be new for both teachers and students.

In this article, we will discuss backchannels and indirect speech.

How to teach some features of Spoken Grammar?

1.Teaching backchannels. Backchannels – are the words and phrases that help the
conversation flow smoothly and demonstrate that you listen attentively to your
interlocutor, e.g. yeah, uh-uh, really, that’s impossible, I totally agree, etc. Let’s
take a video below as an example to demonstrate how to teach backchannels.

 Include pre-watching (for instance, show a screenshot from the video and
ask a student/students to guess who the person is and where he is or stop the
video after interviewers’ questions and ask to predict some answers), while-
watching (for example, multiple choice questions) and post-watching tasks
(ask students to answer a couple of questions from the interview about
themselves).
 Play the first part of an interview (first 30 seconds). Ask a student why an
interviewee uses “Yeah” in the speech (it gives a speaker time to think).
 Introduce the idea of backchannels.
 Ask the student to watch the video up to the end and write out other
backchannels.

194
  Then give a list of backchannels (yeah, oh, uh-huh, I see, really, wow, ah,
yes) and ask a student which of them give the speaker time to think and
which ones show that you are listening to the speaker.
 Then take any dialogue from the textbook and ask a student to add possible
backchannels to the dialogue.
 Tell a student to find any real-life interview on YouTube at home and write
out backchannels he or she might find there.

2. Teaching spoken ‘indirect’ speech. Traditionally students should be at

Intermediate level (be aware of most tenses, e.g. Past Perfect) to be taught
traditional indirect speech formation. Moreover, when they do so, they need to
control all pronouns, as well as adverbs of place and time. However, it does not
mean that students of lower levels don’t need to report someone’s words. So, we
can teach them how to do it to ease their communication.

Mike: Hi, Allie? Why are you so sad?

Allie: Well, I am a bit disappointed with my father’s words.

Mike: What did he say?

Allie: The problem is not what he said, but how he did it. I asked him to take his
car, but he replied, Okey, you can take it. I hope you won’t crush it AGAIN.

 Ask the student to read the dialogue and find the father’s words in the
conversation of Mike and Allie.
 Ask, what the exact words were (Answer: ‘You can take it. I hope you won’t
crush it AGAIN’).
 Say, what verbs can introduce the direct speech (Answer: replied, said,
answered, asked, etc., usually in the past tense).
 Ask what the underlined word mean and why can it be used (Answer: to
separate Allie’s words from father’s words).
 Give examples to show what other words can be used to:

…And the boy said, well, I’ve already done the homework.

…Patrick stood aside so Matt said, hey, are you coming with us?

…and Marta said, look, I know you’re in trouble, But I can’t help you.

…I told him, I don’t wanna be with you, and he said, but I love you!

…we met together to drink coffee but he said, listen, I need to go because my
mother called me.

195
…I told her that the test is tomorrow and she replied, oh, I completely forgot about
it.

 Discuss the meaning of the underlined words (Answer: they can demonstrate
surprise, disagreement, hesitancy, or even anger).
 Go to freer practice and ask students to report their conversation with
friends, dialogues from films, TV series or videos. You can take some
videos from the course book, which usually follow the unit, and report
conversations from there.

After such practice at the lesson, in the future, the student will be able to notice
these features (read about developing noticing skills in the article) and learn new
features from authentic resource.

Grammar explains the forms and structure of words (called morphology) and
how they are arranged in sentences (called syntax). In other words, grammar
provides the rules for common use of both spoken and written language so we can
more easily understand each other.

Grammars are the rules and conventions that govern how words can be put
together to make meaning. Without grammar, a written text would be
incomprehensible. “Grammar is important because it is the language that makes it
possible for us to talk about language.

1. Which of the following statements is true of spoken language?

a. You must tell your audience in words how you feel.
b. Organization is critical for understanding.
c. All rules of the English language should be followed.
d. Correct grammar is not that important.
2. Which of the following would be considered slang?
a. Hello, how are you?
b. Told you so
c. What's up?
d. That's lit!

196
About This Quiz & Worksheet
Answer these questions to see if you know the differences between spoken and
written language use. You will need to explain what is appropriate in written vs
spoken language.

Quiz & Worksheet Goals

In this quiz/worksheet set you'll test your knowledge of:

 The acceptable qualities of written language

 Examples of slang
 Characteristics of spoken language

Skills Practiced

 Understanding key ideas - make sure you can correctly explain main terms,
such as slang
 Remembering details - remember what you've learned about what is
appropriate in spoken language but not written language
 Learning practice - use what you know to answer questions about the
characteristics of spoken and written language

Additional Learning
You can learn more about these types of language by reviewing the lesson titled
Differences Between Spoken & Written Language: Lesson for Kids. This lesson
will help you understand:

 Grammar in written vs spoken language

 Audience-appropriate speech and writing
 Sources of meaning in spoken language that don't exist in written language

Lesson 64
Course title: Communicative
Vocabulary and Grammar
Topic: Differentiating homonyms with polysemes. Formal and informal
words .
Level: Upper Intermediate
Aim: Raise their awareness of the topics : Countries and languages,
theweather.
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

197
 Activity Objective Procedure Time Mode of Materials
interaction
Warm up Introduce T draws the circle 15 Whole Warm up
activity the focus of on a board and min group Handout
the lesson writes Countries
Asks students to
identify the
languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

Homonymy obtains when two words accidentally have the same form, such as
bank 'land bordering on a river' and bank 'financial institution. ' Polysemy obtains
where one word has several similar meanings, such as may indicating 'permission'
(e.g., May I go now?) and may indicating possibility (e.g., It may never happen).

How do you distinguish homonyms from polysemy?

Polysemy refers to the coexistence of many possible meanings for a word or

phrase. Homonymy refers to the existence of two or more words having the same

198
spelling or pronunciation but different meanings and origins. This is the main
difference between polysemy and homonymy.

Homonym Homograph or Homophone

pair/pear homophone

bow homograph

close homograph

wind homograph
1. A clear case of homonymy
1: The word down in sentence (1-a) and the word down in sentence (1-b). These
are two words that happen to share sound and spelling. There is no relation
between them: (1)
a. Sarah climbed down the ladder.
b. Sarah bought a down blanket
. 2. A clear case of homonymy
2: The word bark in sentence (2-a) and the word Bark in sentence (2-b). (2)
a. My dog would always bark at mailmen.
b. The tree’s bark was a rusty brown.
3. A clear case of polysemy
1: The word Newpaper in the following sentences. The object that got wet cannot
fire people, and the company didn’t get wet. Still, it’s obvious that the same word
is used to refer to them both. (3)
a. The newspaper got wet in the rain.
b. The newspaper fired some of its editing staff
. 4. A clear case of polysemy
2: The word Good in the following two examples. In one case it’s a moral
judgement, in the other case it’s a judgement of skill. (4)
a. John was a good man. He donated a lot of money to charity.
b. Bill was a good painter. His drawings always were exciting to look at.
5. Unclear case
1: Hammer in sentence (5-a) is a noun referring to a physical object. Hammer in
sentence (5-b) is a verb describing an action normally (but not in this case)
performed with that object. Is this one word or two? Different people may
disagree. (5)
a. I own a big heavy hammer.
b. I hammered the tent pole into the ground using a small rock.
6. Unclear case
2: The word bright in the following two sentences. The meanings are clearly not
the same, but is it one word that is used metaphorically in (6-a) and literally in (6-
b), or are these two different words? (6)

199
a. Laura was a very bright student and always got good grades.
b. The lights in this room are very brig

We use formal language in situations that are serious or that involve people we
don’t know well. Informal language is more commonly used in situations that are
more relaxed and involve people we know well.
Formal language and informal language are associated with particular choices of
grammar and vocabulary.
Contractions, relative clauses without a relative pronoun and ellipsis are more
common in informal language.
Compare

She has decided to accept the job. formal

She’s decided to accept the job. informal: She’s = contraction

Compare

The girl whom I met in Singapore was

formal
interested in working in Australia.

The girl I met in Singapore was informal: relative clause without the
interested in working in Australia. relative pronoun whom

Compare

We went to Barcelona for the weekend.

Formal
We have a lot of things to tell you.

Went to Barcelona for the weekend. Lots Informal: ellipsis (more likely to be
to tell you. written or texted than spoken)

More formal vocabulary commonly involves longer words or words with origins in
Latin and Greek. More informal vocabulary commonly involves shorter words, or
words with origins in Anglo-Saxon. Most dictionaries indicate very informal
and/or formal words.

200
formal informal

commence start

terminate end

endeavour try

We often choose to use certain modal verbs to be more formal and polite:
Can I suggest you try this new model? (neutral)
May I suggest you try this new model? (more formal)
Might I suggest you try this new model? (very formal)
See also:
 Contractions
 Ellipsis
 Speech into writing
 Politeness

1. Which phrase is an informal apology?

A. ? I would just like to apologise for forgetting your birthday.

B. ? I'm really sorry I forgot your birthday.

C. ? Look, I just forgot, okay.

2. Which phrase is an informal request for information?

A. ? Send it to me immediately by attachment.

201
 B. ? Can you send me a copy by email attachment, please?

C. ? I would really appreciate it if you could send me a copy by email

attachment.

3. Which phrase is for expressing a preference in a formal way?

A. ? I don't want to do that.

B. ? I would rather not do that.

C. ? I'm not doing that.

4. Which phrase expresses thanks in an informal way?

A. ? You shouldn't have bothered.

B. ? Thanks a lot. I'm much obliged.

C. X I would like to express my sincerest gratitude.

5. Which phrase is for giving instructions in a formal way?

A. ? First you need to make a plan.

B. ? The first step would be to make a plan.

C. ? Now make a plan.

Lesson Plan 65
Coursetitle:Vocabularyand Grammar
Topic:Basic principles for grammar teaching. Formal and informal.
Level:UpperIntermediate
Aim: Raise their awareness of the topics Problems.Be able to use pronouns
incontext
Materials: English Vocabulary in Use Fourth Edition Upper

202
IntermediateMichael McCarthy Felicity O’Dell
2017http://dictionary.cambridge.org/dictionary/english
Time:80min
Activity Objective Procedure Time Modeof Materials
interacti
on

Warm Introduce Tdrawsthecircleonab 15min Whole Warm

upactiv thefocus oardandwritesP r o b group upHando
ity ofthelesson l e m s(Clustering). ut

Pre- Preparation Takssomeinformatio 20min Group Handout1

activity ofstudentsnew naboutpronounsandt work
voca-bulary heirusage–Activity1

While Ss T gives 10min Indivi Handout2

activity explore Information dualp
thematerial. aboutglobal and airwo
minorproblems rk
Post – Studentspe T gives 20min Whole Handout3
Activity rceivevoca someactivities to group
bularythey revisepronounsincont
have ext.
learned.
Conclusion To Homework:Teach Whole None
allows er commentson the 15min group
tudents students‘participat
forthe ion
reflectionof &giveshometasks.
the
lesson

203
 Basic principles for grammar teaching

The purpose of teaching grammar is not simply for you to be confident about
correcting mistakes in children's work, nor is it to pass on tricks and techniques
to be replicated in a mechanistic way.This does not make children writers and
lead to good writing.

Teaching grammar effectively is about enabling children to control grammar yo

express increasingly complex ideas.When grammar is taught well, it can make
significant different to children's literacy development.
They sell chairs, tables, beds, and so on . (And so on is more informal than
etc.)
It will go to the committee, then to the board, then to another committee, and
so on and so forth.[ suggests a long continuation; infml]
He was a good sportsman and an excellent musician into the bargation / to
boot. [ emphasizes the combination of item; infml].

Expressions that begin, or come in the middle of , sentences / clauses.

Further to my telephone call to you yesterday, I'm now writing to...
[formal opening for a letter or email.]
In addition to his BA in History, he has PhD in a Sociology.[fairly formal].
In addition to winning the gold medal, she also broke the world record.
Alongside her full-time job as a dentist, she does voluntary conservation
work at weekends.
I have to go to the bank today, as well as getting my hair cut.
Besides / apart from having a salary, he also has a private income.
Apart from her many other hobbies, she restores old racing cars.
Joe Evans was there, along with/ together with a few other people who I didn't
know.

Exercise 1. Rewrite the sentences using the word or phrase in brackets at the end.
1. Physical labour can exhaust the body very quickly. Excessive study can
rapidly reduce mental powers too. ( equally) Physical labour can exhaust the
body very quickly. Equally, excessive study can rapidly reduce mental
powers.
2. My cousin turned up and some schoolmates of his came with him. ( along with)
3. He owns a big chemical factory and he runs a massive oil business in the USA.
( as well as)
4. I'm their scientific adviser and act as a consultant to the Managing director. (

204
 addition)
5. It was raining and getting dark. We also had very little petrol left in the tank.(
top)
6. He's a very good singer. He has a degree in music.( more)

Exercise 2. Correct the mistakes in the use of addition words and phrases in
these sentences.
1. I work part-time as well as I am a student, so I have a busy life.
2. Besides to have a good job, my ambition is to meet someone nice to share my
life with.
3. Alongside I have many other responsibilities, I now have to be in charge of
staff training.
4. In addition has a degree, she also has a diploma.
5. Likewise my father won't agree, my mother's sure to find something to object
to.
6. To boot she's a good footballer, she's a good athlete.
7. He said he'd have to first consider the organisation, then the system, then the
finance and so forth so on.

Exercise 3. What addition words / phrases can you associate with this
pictures?
1.

1. In..........

2.into the.......

205
 3. To......

Homework:Working on thenewwords andlearning thembyheart

Lesson Plan
66
Course title: Vocabular yand Grammar
Topic: To teach synonyms and antonyms in context.
Level:Upper Intermediate
Aim: Raise their awareness of the topics Problems. Be able to use
pronouns incontext
Materials: English Vocabulary in Use Fourth Edition Upper
IntermediateMichael McCarthy Felicity O’Dell
2017http://dictionary.cambridge.org/dictionary/english
Time:80min
Activity Objective Procedure Time Modeof Materials
interacti
on

Warm Introduce Tdrawsthecircleonab 15min Whole Warm

upactiv thefocus oardandwritesP r o b group upHando
ity ofthelesson l e m s(Clustering). ut

Pre- Preparation Takssomeinformatio 20min Group Handout1

activity ofstudentsnew naboutpronounsandt work
voca-bulary heirusage–Activity1

While Ss T gives 10min Indivi Handout2

activity explore Information dualp
thematerial. aboutglobal and airwo
minorproblems rk

206
Post – Studentspe T gives 20min Whole Handout3
Activity rceivevoca someactivities to group
bularythey revisepronounsincont
have ext.
learned.
Conclusion To Homework:Teach Whole None
allows er commentson the 15min group
tudents students‘participat
forthe ion
reflectionof &giveshometasks.
the
lesson

207
 Referring words.

A synonym is a word that means the same or almost the same word as another
word.
An antonym is a word that means the opposite or almost opposite of another
word.

Text-referring words
Text-referring words take their meaning from the
surrounding text. For example, this sentence in isolation
does not mean much: " We decided to look at the
problem again and try to find a solution."
What problems? The words problem and solution help
organize the argument of the text , but they do not tell us
the topic of the text. They refer to something somewhere
else.

Othereverydayminorproblems

Here are some examples. The word in bold refers to the underlined words.
Pollution is increasing. The problem is getting worse each day.
Should taxes be raised or lowered? This was the biggest issue in the election. [
topic causing great argument and controversy]
Whether the war could have been avoided is a question that interests
historians .
Let's discuss crime. That's always an interesting topic. [ subject to argue about
or discuss, e.g. in a debate or in an essay].
Punishment is only one aspect of crime. [ part of the topic]

Problem- solution words

Text-referring words are often used with ' problem- solution ' types of text,
where a problem is presented and ways of solving it are discussed. In the
following example, the words in bold concern a problem or a solution. Try to
learn these words as a family.

situation: state of affairs, position ( with regard to)

208
 problem: difficulty ( more formal), crisis, matter
response ( to): reaction ( to), attitude(to), approach(to)
solution: answer(to), resolution(to), key(to), way out(of)
evaluation ( of the solution): assessment, judgement.

Exercise 1. Match the sentences on the left with a suitable label on the right.
1. The earth is in orbit around the sun. a. problem
2. It has proved to be most efficient. b.evaluation
3. People are essentially good. c. fact
4. I've run out of cash. d. belief
5. World poverty and overpopulation. e. view
6. They should get married, to my mind. f. issue

Exercise2. Fill the gaps with an appropriate word to refer to the underlined
parts of the sentences.
1. So you were talking about animal rights? That's quite a big _____________
nowadays.
2. We are running out of funds. How do you propose we should deal with the
______________?
3. Is there life on other planets? This is a____________nobody has yet been able
to answer.
4. ( Teacher to the class) You can write your essay on " My best holiday ever".
If you don't like that ___________ , I'll give you another one.
5. She thinks we should all fly around in tiny little helicopter. This
_____________ to the traffic problem in cities is rather new and unusual. I
wonder if it is viable?

209
Examples of referring words

Homework:Working on thenewwords andlearning thembyheart

Lesson 68
Course title: Communicative
Vocabulary and Grammar
Topic: Linking words in
writingLevel: Upper
Intermediate
Aim: Raise their awareness of the topics : Countries and

210
languages, theweather.
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction
Warm up Introduce T draws the circle 15 Whole Warm up
activity the focus of on a board and min group Handout
the lesson writes Countries
Asks students to
identify the
languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

211
 Organising a formal text
Fint / Firstly / First ef all, we must consider,,,
Next, it is important № remember that...
Secondly and thirdly ere also used with first/firstly for lists.
Finally/Lastly, weshould recall that ...(coming to the final point on a lift)
Turning to the question of foreign policy, ...(changing to a new topic)
Leaving aside the question of pollution, there are also other reasons.,. (the writer
willnot deal with that question here)
In parenthesis, let uJ not forget that... (making a point that is a side issue, not part
of the main argument) In summary / To sum up, we may state that. (listing /
summingup the main points)
In sum, the economic issues are atthe centre of this debate... (listing/summing up
the main paints; much more formal)
In conclusion / To conclude, I should li ke to point out that... (finishing the text)

Lastly Is used «леи mak;ng a f та. po'tw, e.g. Lastly, ■ct us consider whet the future
holds. (NOT Mtwtiet
..) At taat -nee is F nally ater a 1 ong f me. e.g. M last l\e fm№hed my essay - what
artiief!

Linking words for explaining, exemplifying, rephrasing, etc.

Те learn new words property a lot of recycling is needed; in other words/ that is
tosay, you have to study the same words evtr and over again, (eat Is to uy Is much
morefermat)
Some English words»* hard to pronounce, for example for instance, 'eighth'.
It might be possible, tty, te include the parens In the discussion, (similar to for
example;note the commas belbreand after; say is el» common inspaksr) English)
The Parliament has cfflferm committees. Briefly, these consist of two main types,
[theexplanatlan «S3 be-short aid net eampfthenslvel
wm, living Ina world Of her own. (makes what you are sayingsound less

212
 dafMte.V-ecise; as rtwt** is more formal)
Referring backwards and forwards in the text
fit* following points WiU be covered in this essay:... (used to introduce a list) ft
wasstated above/earlier that the history of the USA is... [earlier in the text]
Sea page233formora information, [go to pagfcUS]
Many writers have claimed this (see below), [examples will be given later in the
text)A full list is given overleaf, [turn the page and you will find the list]
For further details/discussion, see Chapter 4. [mere discussion /details]
May I refer you to page 3 of my last letter to you? [May I ask you to look at / read;
fml\With reference to your email of 12 th March,.., (often used at the beginning of
a letteror email to link It with an earlier text; fmt)

Match the linking words on the left with the appropriate function on the right.
1 Leaving aside...
2 In parenthesis,...
3 Tumingtch,,
4 ^conclusion,...
5 With reference to...
See above.,.
Fill the gap! with typical linking words or phrases used in writing. The
firstletter of each phrase/word is given.

, It is important to understand why people commit crimes; 4

the motives which make people do things they would never normally do?
3
F f

a young men steals clothes from a shop - does he do it because it is an

exciting risk? *N
It is essential to consider whether punishment makes any difference, or is
itjust, ^ akrid
of revenge? *L how can we help victims of cHme?Tl

213
 ........... now can we get
the roots of the problem, rather than just attacking the symptoms?

Which Unking word or phrase(s)...

Is based on the verb'to say? ^(теАншд ‘for example)
Is based on the verb‘to follow’?
contain the word/syllable ‘sum? {thrve answers)
is a form of the word 'far?
contains semethingyou find on trees?
Writ* a short formal email to the Editor of a newspaper about t report in
thepaper the previous week that a local hospital Is going to close.
You tMnfc the hospital shoo* not close because;
• The nearest ether hospital is 50 kilometres away.
• 200 people work atthe hospital; they will lose their jobs.
• The hospital makes an importantcomribution to the local economy.
• It is the only hospital in the region with a special cancer unit.
• It Is being closed for political reasons, not genuine economic ones.
Try to include as many as possible of these linking
words and phrases:
with reference to firstly, secondly, thirdly, etc. leaving aside the following to sum
up that is to say finally.

Lesson 69
Course title: Communicative
Vocabulary and Grammar
Topic: Talking
andcommunicatingLevel:
Upper Intermediate
Aim: Raise their awareness of the topics : Countries and
languages, theweather.
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

214
Activity Objective Procedure Time Mode of Materials
interaction
Warm up Introduce T draws the circle on a 15 Whole Warm up
activity the focus of board and writes min group Handout
Countries
the lesson
Asks students to
identify the languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

215
Idioms connected wrtti communication problems

They're Ыюгц at cms-purposes [talking

»*x.t iti Tg» «rVM^t -easing it]

... notwithstanding any other proviso not

stated...

Good talk, bad talk

The boss always talk* down to us. [talksas If we were inferior]
My workmates are always talking behind my back,
[sayingnegative things jbout me when I'm net there) Itwasjust
smalt talk, nothing more, I promise, tpurely social talk,
nothing serious]
Let’s sit somewhere els*; they always talk shop over lunch, and it bor«
me rigid,
{talkabout work] Heyl Your new friend's become a real
talking point among the staff! Did you know? [subject that
everyone wants to taik about]
It's gone too far this time. I shall have to give him a
talkingto.

216
(reproaeh/scoldhlm/tell him off)

217
Talk in discussions, meetings, etc.

2 3
art tne Sscussion say it in few words come to the
Important part of the matter ‘se> sec-/ *-iat Ithink 5
finish the
discussion 6says Intelligent, reasonable things says sbs>d tnings
* says things in a long, indirect way

218
219
 What idiomi opposite do these drawings represent?

Lesson 71
Course title: Communicative Vocabulary and Grammar
Topic: Testing grammar using discrete item tests. Different types of genres in
written discourse.
A) Testing grammar using discrete item tests. B) Different types of genres
Level: Upper Intermediate
Aim: Raise their awareness of the topics : Countries and languages,
theweather.

220
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min
Activity Objective Procedure Time Mode of Materials
interaction
Warm up Introduce T draws the circle on a 15 Whole Warm up
activity the focus of board and writes min group Handout
Countries
the lesson
Asks students to
identify the languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

221
 What are the Different Types of Writing Genres?
Three main types of Writing Genres are as follows:
 Professional Writing.
 Literary Writing.

 Academic Writing.

 Professional Writing Genre (Types of Writing Genres)

Social Media
Social Media is a growing genre in business communication. The level
of discussion in social media may vary depending on the topic and
audience. Well-considered successful post on social media to help
understand how it’s used to reach a wider target audience.
Business Letters
It can be both formal and informal. A perfectly written business letter
shows the reader why it is important. If you want successful
communication, then a structured approach is very important.
Memos
Well, Memos provide a clear summary, and the most crucial
information is given at the beginning, but Paper Memos are no longer
used nowadays. A positive tone is used to help the reader understand
what the author is trying to say, making it appropriate for the users.
In the past, memos were considered the best business correspondence.
The Main Guideline of the memo still exists, even if the median of the
paper memo has been changed.
Meeting Minutes
Meeting Minutes include dates, times, attendees, and location. This is
the standard format of Meeting Minutes. It is also important to record
the most crucial details to avoid any misunderstanding later.
As a result, there are many ways involved in recording meeting
minutes. The minutes should be uniform with the location and names.
Unnecessary information should be avoided so that it can not cause
any difficulty later.
This is the end of the Professional writing genre. Now we move to the
Literary writing genre, and lastly, we will continue with the Academic
Genre.

222
 Literary Writing Genre (Types of Writing Genres)
Mystery
This Genre is mostly associated with crime, mainly murder, but it does
have to be. Any story which involves the unraveling of a secret or
mystery would be considered within this Genre.
This Genre often describes a criminal investigation or legal case. Well,
the most popular novel is The Sherlock Holmes Story. Mystery novels
are a genre that typically has a problem to solve.
Category of Mystery Genre:
 Locked-room mysteries.
 Historical mysteries.
 Police procedural whodunit. ( A story about a murder in which the
identity of the murderer is hidden at the end )
Literary nonfiction
Literary nonfiction is all about real events and people. Nonfiction can
be found in magazines like The Atlantic, The New York, and Harper’s
Magazine.
Horror
This type of Genre is associated with creating feelings of fear and
dread. Some of you might think of this Genre as full of “blood and
gore”. Anything which creates negative feelings about something will
come under the category of Horror.
Horror is the genre of film, literature, and TV shows. The main aim of
the horror genre is to create fear.
Gothic novels are an example of ancient horror literature. On the other
hand, Stephen King is considered the father of modern horror
literature. Well, nowadays, new writers have pushed the boundaries of
horror stories. Writers include John Langan, Stephen Graham Jones,
and many more.
Historical
In the Historical Genre, the story takes place in the past. Sometimes
real people are included to interact with the fictional character to
create a sense of realism.
Romance
This Genre deals with the love stories between two people. The
element of romance can be found in many types of literature. Romance
has been there since ancient times, but time travels so fast, and the
paranormal romances have become more popular nowadays.

223
 Science Fiction
As the name suggests, Science Fiction is the genre that deals with
science and technology in society. Science fiction is a special type of
Genre that includes elements of time travel, futuristic societies, and
space. People often call Science Fiction (Sci-Fi).
Magical realism
Magical realism is a type of literature in which the real world is
depicted with an influence of magic and fantasy. In magical realism,
the stories may occur in the real world but with some supernatural
elements. Magical realism has close ties with Latin American Authors.
Magical realism is used by literature from around the globe.
Fantasy
Fantasy novels are fiction stories that are set in imaginary universes.
This Genre is inspired by folklore and mythology that is enjoyed by
both children and adults
Dystopian
Dystopian novels are about futuristic and oppressive societies. In other
words, the Dystopian novel features some political and social unrest. It
can help us examine real types of fear like mass surveillance by the
government.
Graphic Fiction
Graphic Fiction is the category of Graphic Novels and Comic Books.
Short Stories
Well, this type of Genre may fit into any number of genres. In Short
stories, there is only one plot to it, no subplot in this Genre.
Tall Tales
Tall Tales stories are not realistic or don’t try to become realistic.

Lesson 72
Course title: Communicative Vocabulary and Grammar
Topic: Practicing words through games and tasks.
Level: Upper Intermediate
Aim: Raise their awareness of the topics : Countries and languages,
theweather.
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

224
Activity Objective Procedure Time Mode of Materials
interaction
Warm up Introduce T draws the circle on a 15 Whole Warm up
activity the focus of board and writes min group Handout
Countries
the lesson
Asks students to
identify the languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

225
 5 Fun Word Games for Vocabulary Practice

Vocabulary practice is something teachers are always trying to

increase. Now, with more reading in the content areas, it has become
critically important for students to have a well -developed vocabulary to
both understand a subject and to increase fluency while reading about it.

But what can we do to give students repeated experiences with words so

they can truly internalize them? Students need to read and reread words,
use them in various circumstances, and have multiple encounters
with words in order to truly make those words part of the students’ internal
lexicon. Don’t break out the dictionaries and start writing definitions
yet! To get you started on this quest, we have a few simple games and
activities. Most of these can be played in a few minutes, making great
sponge activities, and they also require little or no prep!

Timed Group Sort

This quick group game is a great way for students to grow familiarity with
the basics of a set of words for any subject. Each group gets a set of words
(index cards are fine). Tell the class before the round how they will be
sorting the words (part of speech, amount of syllables, etc…) When
you say go, the first group to get them sorted correctly wins. Instruct
everyone ahead of time to finish, even if other groups are done, because
the first group won’t win if they’re not done correctly. This example is
sorted by person/place/thing, but you can vary however you like. Sort the
same set multiple ways. You can even have students come up with ways
to sort them.

226
 Word Cloud

This one helps students both remember meanings of words and make
connections with words, strengthening schema and familiarity. Give the
whole class one vocabulary word from your content topic. They have 30
seconds to make a group list of related words. The group with the most
words (they can defend relation to) at the end of 30 seconds wins. Repeat
with another vocabulary word. Regular blank copy paper works fine
for these. This can be done with one word from your list as a quick time
filler or with the whole list during designated vocabulary practice time.

Dice Practice

227
This is a great activity to use when introducing new words. This can be
done orally, or have students do it on paper. You can have them do it
alone, in partners or groups, or as a class. Doing this orally as a class for
review is a great sponge. Just pick one person to roll the dice. Call a
student or group to answer it for a word. Then repeat until you are out of
time. Give each group a number cube and put a list on the board of what
each number represents. Some options are: 1 = tell what it means, 2 = use
it in a sentence, 3 = give a synonym, 4 = give an antonym, 5 = draw it, 6
= act it out. You could make one of the numbe rs free choice. Also put the
list of vocab words up or give each group a stack of index cards with a
word on each card. The first person in the group rolls a die, takes the
top word card or the top word on the list, and acts accordingly. When the
group is satisfied the challenge has been met, it moves to the next
person. They roll the dice and take the next card or the next word on the
list, etc…

Memory-Style Games

This is a great way to practice words that have been recently learned. This
type of game also makes great centers or an option of something students
can do when they finish work early. It’s easy to create a game using index
cards and vocabulary words. Put the words each on a card, and
their definitions each on a separate card. Students can play in pairs or
small groups by turning over two cards to try to match the word to the

228
definition. If they get a match, they keep the pair and get a second turn. If
they don’t get a match, they turn the card back over, and it’s the next
person’s turn. You can make these to suit your needs or purchase games
like this Earth Science game:

Or this chemistry vocab game:

Say It with Your Body

This one is great to break up monotony and allow movement. It works

especially well shortly after introducing new words or as part of
introducing them. Assign each group a different word from the list. The
group should make a short definition (using appropriate resources) in the ir
own words and create a movement for it. Then each group teaches the rest
of the class their definition and and movement. The whole class should
practice saying it and doing the movement together. Management note:
the short definition should be approved by you before teaching the class. It
should also be in a complete sentence so the class practices saying the
word and definition together.
Example: Furious means really angry.

229
 Lesson73
Course title: Communicative Vocabulary and Grammar
Topic: Abstract nouns
Level: Upper Intermediate
Aim: Raise their awareness of the topics : Countries and languages,
theweather.
Materials: English Vocabulary in Use (Fourth Edition)Upper Intermediate
Michael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction
Warm up Introduce T draws the circle 15 Whole Warm up
activity the focus of on a board and min group Handout
the lesson writes Countries
Asks students to
identify the
languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

230
 Detailed process of the lesson
An abstract noun represents an idea, experience or quality rather than an object
that you
Can touch. For example, advice, happiness, intention and (in)justice are
abstract nouns but pen,
Bed and trousers are not.
B Suffixes in abstract nouns
Certain suffixes (see Unit 70) are used frequently in abstract nouns. The most
common are -ment,
-ion,-ness and -ity. The suffix -ion sometimes becomes -tion,-sion,-ation or -
ition. The suffixes
-ment and -ion are usually used to make verbs into abstract nouns. The suffixes -
ness
And -ity are added to adjectives.
The suffixes -ship and -hood are usually added to other nouns to form abstract
nouns.
The suffix -th is added to an adjective to form an abstract noun and -dom can
combine
With either a noun or an adjective.
Abstract nouns with no suffix:
Anger, belief, calm, chance
Faith, fear, humour, idea
Luck, principle, rage, reason

Exercise 1. Give a definition for the bold words

1. He is a man of strength.
2. The people in this part of the country live in poverty.
3. Cruelty to animals is a punishable offence.
4. He is on a pilgrimage to Mecca.
5. I have great pleasure to welcome you.
6. Childhood is the best period of your life.
7. Wastage should always be avoided.
8. As a parent my children’s safety is of utmost importance to me.
9. As the sun went below the horizon darkness enveloped the planet.
10. There is no end to his wickedness.
Exercise 2.What is the abstract noun related to each of the following
adjectives?

1. friendly - ____________

231
2. strong - ____________
3. popular - ____________
4. amazed - ____________
5. weak - ____________
6. frustrating - ____________
7. generous - ____________
8. wise - ____________
9. kind - ____________
10. polite - ____________
11. reasonable - ____________
12. hostile - ____________
13. happy - ____________
14. wid - ____________

Exercise 3. make abstract noun using following words:

1 Wide: …..
2 Decent: …..
3 Humble: …..
4 Long: …..
5 Vacant: …..
6 Cruel: …..
7 Young: …..
8 Sweet: …..
9 Prudent: …..
10 Dark: …..
11 Wise: …..
12 Good: …..
13 Brave: …..
14 Vain: …..
15 Human: …..
16 able: …..
17 great: …..
18 child: …..
19 please: …..
20 treat: …..
21 brother: …..
22 scholar: …..
23 leader: …..
24 speak: …..
25 think: …..
26 marry: …..
27 laugh: …..
28 honest: …..

232
 29 Ignorant: …..
30 Proud: …..
31 Free: …..
32 Novel: …..
33 Sane: …..
34 Just: …..
Homework
Write your own quotations to describe the following abstract nouns.
Perhaps you know a saying in your own language that you could translate
into English?

1 freedom
2 love
3 life
4 curiosity
5 imagination
Lesson74
Course title: Communicative Vocabulary and Grammar
Topic: Compound adjectives
Level: Upper Intermediate
Aim: Raise their awareness of the topics : Countries and languages, the
weather.
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min

Activity Objective Procedure Time Mode of Materials

interaction
Warm up Introduce T draws the circle 15 Whole Warm up
activity the focus of on a board and min group Handout
the lesson writes Countries
Asks students to
identify the
languages
(Clustering).
Pre- Preparation T teaches the – 20 Group Handout 1
activity of students Activity 1 min work
new voca-
bulary

233
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

234
 Detailed process of the lesson
A compound adjective has two parts. It is usually written with a hyphen,
e.g.well-dressed,
never-ending, sky-blue. Its meaning is usually clear from the combined words.
The second part of the adjective is often a present participle (ending in -ing) or
past participle (ending in
-ed, except for irregular verbs).
Other compound adjectives describe a person’s character.
Melissa was absent-minded [forgetful], easy-going [relaxed], good-tempered
[cheerful], warmhearted [kind] and quick-witted [quick-thinking/sharp], if
perhaps a little big-headed [proud of Herself], two-faced [not sincere], self-
centred [always thinking about herself instead of others] and Stuck-up [thinks
she’s better than other people (informal)] at times.
Another special group of compound adjectives has a preposition or particle in its
second part.
The workers’ declaration of an all-out strike forced management to improve
conditions. [total]
Once there were fields here but now it’s a totally built-up area.
That student’s parents are very well-off[rich] but they don’t give him much
money and he is always Complaining of being hard-up. [poor]
I love these shoes and, although they’re worn-out, I can’t throw them away.
This area was once prosperous but it now looks very run-down. [in a very bad
condition]

Exercise 1. Put the correct compound adjective

1. A walk that takes ten minutes

…………………………………………

2. A building that has twelve stories

......…………………………………….

3. A boy who is five years old

.........……………………………………

4. A report that is thirty pages long

......…………………………………….

5. Students in high spirits

………………………………………………….

235
6. Children who behave well
…………………………………………….

7. A monster with green eyes

....……………………………………

8. A man who has short hair

......…………………………………………….

9. A lady with a kind heart

.........…………………………………………

10. An app that saves time

....………………………………………………

11. A dessert that makes your mouth water

.........………………………

12. A woman who has a strong will

........………………………………..

13. Traffic that moves slowly …………………………

14. A man who looks good

....………………………………………………ʼ

15. Medicine that lasts a long time

………………………….

16. A person who has an open mind

…………………………

17. A room that has bright light

………………………………

18. A documentary that provokes

236
 thinking…………………………………..

19 a museum that is famous throughout the

world………………………….

Exercise 2.How the following compound adjectives we can describe?

1 a problem that never ends? A(n) ………….. problem

2 a shirt whose neck is open and which fits tightly? A(n) …………………… shirt

3 a girl who has long legs and brown eyes? A(n) ………………… girl

4 very new sandals that have open toes? …………………..sandals

5 a boy who dresses well and is brown from the sun? a(n) ………………..boy

6 a person who is very relaxed and kind? A(n) ………………. person

7 a boy who has curly hair and is sharp? A(n) ……………… boy

8 a story that is difficult to believe? A(n)………………..story

Homework:
Describe a close person for you. Use compound adjectives in it.

Lesson 75
Course title: Communicative Vocabulary and Grammar
Topic: Revision
Level: Upper – Intermediate
Aim: Raise their awareness of the topics : Countries and languages, the
weather.
Materials: English Vocabulary in Use (Fourth Edition)Upper
IntermediateMichael McCarthy Felicity O’Dell 2017
http://dictionary.cambridge.org/dictionary/english
Time: 80 min
237
Activity Objective Procedure Time Mode of Materials
interaction
Warm up Introduce Asks students to 15 Whole Warm up
activity the focus of identify the min group Handout
the lesson languages
(Clustering).

Pre- Preparation T teaches the – 20 Group Handout 1

activity of students Activity 1 min work
new voca-
bulary
While Ss explore T gives 10 Individual Handout 2
activity the material. additional min pair work
information about
Countries and
languages
Post – Students 20 Whole Handout 3
Activity perceive T observers the min group
vocabulary situation
they have
learned.
Conclusion To allow Homework: Whole None
students for Teacher comments 15 group
the on the students‘ min
reflection participation
of the &gives home
lesson tasks.

238
239
240
241
 Phrasal Verbs Exercises

Here we have prepared phrasal verbs exercises with answers for ESL students.
Attempt the following exercises then compare your answers with the correct
answers given below. Rectify your mistakes according to the correct responses.
Exercise 1:
Use the phrasal verbs below in the blanks correctly.
Passed away, do without, look forward to, called off, made up, carried away,
break out, run out, put up with, and keep up.
1. Don’t smoke in the forest. Fires………………………………………..
easily at this time of the year.
2. I…………………………………………… seeing my friends again.
3. I’m afraid; we have……………………………………………… of
apple juice.
4. Your website has helped me a lot to…………………………………….
phrasal verbs exercises.
5. A friend of mine has……………………………………… her wedding.
6. His mother can’t…………………………………… his terrible
behavior anymore.
7. As an excuse for being late,
she…………………………………………………. a whole story.
8. I got……………………………………………. by his enthusiasm.
9. I just can not………………………………………. my mobile. I always
keep it with me.
10. she was very sad because of her
father……………………………………………… last week.
Exercise 2:
Complete the phrasal verbs according to their meanings in brackets.
1. ………………………………………. your shoes.(Remove)
2. Somebody has to……………………………………. the baby. (Take
care of)
3. She wants to……………………………… the truth? (Discover)
4. Where can I………………………….. the sweater? (See if it fits)
5. ……………………………………………………. . (be quick)
6. Why don’t you…………………………………? (Take a seat)
7. I will…………………………………………….the train now. (Enter)
8. ………………………………………… the word in a dictionary.
(Consult a dictionary)
9. I want to……….………………………….. the form. (Complete)
10. The firemen………………………………..the fire. (Extinguish)
Exercise 3:
A. Complete with one of these phrasal verbs: look after, fill in, take off, stay
out, and speak up.
1. Could you ………………………….. this application form, please?

242
 2. Could you ……………………………….. my car for a moment,
please?
3. If you don´t ………………………………., we can´t hear you.
4. I´m tired because I ………………………………..……. too late last
night.
5. The plane …………………………..…. late because of the bad
weather.
B. Complete with one of these phrasal verbs: go off, put off, see off, take off,
turn off.
1. Let´s go to the airport to …………………………. them ………………
2. The plane doesn´t ……………………………. till 5 o´clock.
3. He was sleeping soundly when the alarm clock
………………………….
4. The meeting has been ……………………………..…. till next month.
5. Don´t forget to …………………………….……. all the lights when
you leave.
C. Complete with: carry on, get on, hold on, put on, and try on.
1. Hi! Is Mr. Knight in? ……………………………………….……., I´ll
call him.
2. Excuse me, could I ………………………………….…. this dress,
please?
3. How are you ………………………………. at college?
4. Are you still …………………………..…. with your tennis lessons?
5. It was a bit chilly, so she ………………………………………. her
jacket.
D. Complete with: give up, hang up, look up, wake up, wash up.
1. The kind of housework I hate most is ………………………….
2. If he rings back, just ………………………..…….
3. I didn´t know that word, so I ……………………….……. it in a
dictionary.
4. Don´t …………………………….. You can do it if you try hard.
5. When I ……………………….……. in the middle of the night, I had
some temperature.
E. Match the phrasal verbs with their corresponding synonyms.
1. Put off a. cancels
2. Call off b. Switch off
3. Look up c. Postpone
4. Go off d. Continue
5. Carry one. e. Explode
6. Turn off f. Check

243
244