Projekt współfinansowany przez Unię Europejską w ramach

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Projekt współfinansowany przez Unię Europejską w ramach Europejskiego Funduszu Społecznego
Author: Michael Fyall
Wroclaw University of Technology
e-mail: [email protected]
My office is room 302 in building H-4
GOALS AND OBJECTIVES OF THE COURSE:
- to provide students with an overview of general english grammar,
focusing on common mistakes made by C1 level students,
- to extend knowledge of english required for academic purposes,
- to expand vocabulary and provide a setting to practice and
extend such vocabulary in both spoken and written forms.
CONTENT OF COURSE:
-
Getting started,
-
Articles - rules,
-
Articles - practice, common mistakes,
-
Receptive skills training (reading, listening) – in the form of a
multimedia documentary,
-
Review of future forms,
CONTENT OF COURSE:
-
Describing a process / Food
-
The Passive
-
Verb forms,
-
Deadly animals,
-
Conditionals,
-
Describing graphs
-
Phrasal verbs
LET’S GET STARTED
LOOK AT THE FOLLOWING STRUCTURES:
•
To get off to a
•
To make a
adj
adj
start.
start.
Can you think of any adjectives that fit the gaps?
Discuss in pairs.
THE ADJECTIVES BELOW COULD BE USED WITH THESE STRUCTURES TO
COMPLETE A VARIETY OF COLLOCATIONS.
Can you mark them as either positive or negative?
auspicious
encouraging
fresh
inauspicious
false
dreadful
faltering
promising
flying
poor
POSITIVE:
auspicious start – promising,
It was an auspicious start to their election campaign.
encouraging start
flying start - a very successful beginning to something
The new business got off to a flying start with those export orders.
fresh start – new start
promising start
NEGATIVE:
inauspicious start - not showing or suggesting future success
Despite it’s inauspicious start, the company eventually became very profitable.
dreadful start
false start
faltering start - unsteady
Cristiano Ronaldo will rescue Real Madrid from their faltering start to the La Liga
season.
poor start
Can you think of example sentences with the collocations below?
encouraging start
fresh start
promising start
dreadful start
false start
poor start
ALL THE PHRASES BELOW FUNCTION AS VERBS AND ARE RELATED TO THE
IDEA OF „STARTING”.
Match the phrases with the definitions.
1.launch into
2.embark on/upon
3.get cracking 4.kick off with
5.hit the road
A. To start a large/lengthy piece of work or project.
B. To start a journey (informal).
C. To suddenly start a long speech or story, especially if you are criticizing something.
D. Use this to say that you now want to start something that you have been planning
(spoken).
E. To do something as the first part of an activity or an event such as a party or a
concert.
COMPARE YOUR ANSWERS:
Embark on/upon - To start a large/lengthy piece of work or project.
Hit the road - To start a journey (informal).
Launch into - To suddenly start a long speech or story, especially if you are criticizing
something.
Get cracking - Use this to say that you now want to start something that you have been
planning (spoken).
Kick off with - To do something as the first part of an activity or an event such as a party
or a concert.
ALL THE PHRASES BELOW FUNCTION AS VERBS AND ARE RELATED TO THE
IDEA OF „STARTING”.
Match the next phrases with the definitions.
1. to make the first move 2. spring up 3. spark off
4. (lets) get this show on the road 5. get/set/start the ball rolling
A. To start a meeting, discussion, event etc. by doing something in order to encourage
other people to take part in it as well.
B. To make something happen, especially something serious, difficult, or important.
C. To suddenly start or exist in a very short period of time.
D. To be the first to do something in a situation where both sides feel nervous,
embarrassed, angry etc.
E. To start doing something immediately because you are in a hurry or have a lot to do
(spoken informal).
Get/set/start the ball rolling - to start a meeting, discussion, event etc. by doing
something in order to encourage other people to take part in it as well.
Spark off - to make something happen, especially something serious, difficult, or
important.
Spring up - to suddenly start or exist in a very short period of time.
To make the first move - to be the first to do something in a situation where both sides
feel nervous, embarrassed, angry etc.
(Lets) get this show on the road - to start doing something immediately because you
are in a hurry or have a lot to do (spoken informal).
1. to make the first move 2. spring up
5. get/set/start the ball rolling
9.kick off with
3. spark off 4. (lets) get this show on the road
6.launch into
7.embark on/upon
8.get cracking
10.hit the road
Use the phrases above to complete the following sentences. Don’t forget to change the tenses
and persons as appropriate.
A. Dozens of websites have_________to provide information for travelers.
B. John arrived late and immediately_________ a detailed description of the terrible traffic on
the roads.
C. The murder_________ a wave of protests in the city.
D. Let’s_________ a drink in the bar then go on to a club after that.
E. In the 1950’s China__________ a massive program of industrialisation.
A. Dozens of websites have sprung up to provide information for travelers.
B. John arrived late and immediately launched into a detailed description of the terrible traffic
on the roads.
C. The murder sparked off a wave of protests in the city.
D. Let’s kick off with a drink in the bar then go on to a club after that.
E. In the 1950’s China embarked upon a massive program of industrialisation.
1. to make the first move 2. spring up
5. get/set/start the ball rolling
9.kick off with
3. spark off 4. (lets) get this show on the road
6.launch into
7.embark on/upon
8.get cracking
10.hit the road
Now complete the following sentences. Don’t forget to change the tenses and persons as
appropriate.
F. Are you all packed and ready? Right __________ (2 or 3 possibilities).
G. I’d always been attracted to her but I was too shy to ____________ .
H. Ben stood up and asked the first question to __________ .
I. Come on, ___________. I want this whole house clean by the time I get back.
J. It’s getting late! I think it’s time to __________ .
F. Are you all packed and ready? Right let’s get this show on the road. (2 or 3 possibilities).
G. I’d always been attracted to her but I was too shy to make the first move.
H. Ben stood up and asked the first question to get the ball rolling.
I. Come on, get cracking. I want this whole house clean by the time I get back.
J. It’s getting late! I think it’s time to hit the road.
DISCUSSION QUESTIONS:
What’s the hardest part of starting a new job?
What was the last major piece of work or project you embarked
upon?
When doing group work in class, are you the kind of person who likes to
set the ball rolling?
Have you ever made an inauspicious start to anything?
Articles ( a, an, the, zero )
GOALS AND OBJECTIVES OF THE LESSON:
- to clarify the rules of articles (a,an,the,zero).
- to focus on common mistakes made by C1 level students
regarding the use of articles.
I have ___ book…
WHAT WORDS CAN GO IN THE GAP?
CAN YOU THINK OF TEN?
DISCUSS IN PAIRS.
I have ___ book…
a
the
his
her
our
their
my
your
Jon’s
8
this
that
etc.
I have ___ book…
a
the
his
her
our
their
my
your
Jon’s
8
this
that
etc.
countable noun
I have ___ book…
a
the
his
her
our
their
my
your
Jon’s
8
this
that
etc.
countable noun
determiners
I have ___ book…
a
the
his
her
our
their
my
your
Jon’s
8
this
that
ect.
countable noun
determiners
ARTICLES:
a, an, the, zero
Remember:
Before a countable noun a determiner
is needed. If its not his, her, this, that,
John’s etc. it will be „a” or „the”.
TEST YOUR KNOWLEDGE
FILL IN THE BLANKS WITH a, an, the or  (for no article)
________________recent article in ‘Psychology’ magazine suggests that exam students can
improve their memory by studying with help from unusual smells.___________author, Dr. Rachel
Herz
of
___________Chemical
Senses
Center
in
Philadelphia,
claims
there
is
______________strong link between our memory for facts and our memory for odours. In
_____________experiment
she
describes,
students
were
asked
to
memorise_______________text in different rooms scented with peppermint, violet and pine. Smell
association
helped
them
improve
their
memory
by
twenty
percent.
‘Go
to
______________perfume department’, says Dr. Herz, ‘pick out something you have never smelled
before, put it on your desk while you’re studying for______________ test, then take it with you
when you’re doing______________test. It really works.
THE ANSWERS WILL BE REVEALED LATER IN THE LESSON AFTER
COMPLETING SOME DIFFERENT ACTIVITIES.
YOU MAY WANT TO CHANGE YOUR ANSWERS AFTER THE ACTIVITIES.
FILL IN THE BLANKS WITH THE APPROPRIATE ARTICLE ( a, an or the )
_____________________certain young woman of Thule
Fell in love with ____________________man with _________________mule.
Said______________________girl to _______________man:
If we marry, we can
Go to Thule on _____________back of________________mule.
WHY DID YOU USE THE ARTICLES YOU USED IN THE TEXT?
WHAT DOES THIS TELL YOU ABOUT THE DIFFERENCE BETWEEN
A/AN AND THE?
__________A_________certain young woman of Thule
Fell in love with ___________a_________man with _________a________mule.
Said___________the___________girl to _______the________man:
If we marry, we can
Go to Thule on ______the_______back of________the________mule.
A/an are used when a noun is referred to the first time. The is used when the
same noun is referred to again.
FILL IN THE BLANKS WITH THE APPROPRIATE ARTICLE ( a, an or the )
1. Helen’s just bought________________house you wanted to buy in Wilson street.
2. Dorothy took ________________cake and _______________apple pie to the party,
but only ______________apple pie was eaten.
3. There was __________________serious fire in Glasgow last night.
4. Why don’t you buy him_______________set of golf clubs he’s always wanted?
5. Who’s __________________woman in red?
6.________________sun is million of miles from us.
HOW WAS THE SECOND EXERCISE DIFFRENT FROM THE FIRST?
DID YOU LEARN ANYTHING NEW ABOUT HOW ARTICLES WORK?
IF YES, WHAT?
DISCUSS IN PAIRS.
ANSWERS:
1. Helen’s just bought______the__________house you wanted to buy in Wilson street.
2. Dorothy took _______a_________cake and ________an_________apple pie to the
party, but only ______the________apple pie was eaten.
3. There was ________a__________serious fire in Glasgow last night.
4. Why don’t you buy him______the_________set of golf clubs he’s always wanted?
5. Who’s _______the___________woman in red?
6.______The__________sun is million of miles from us.
In the second exercise, ‘the’ is used when the noun being referred to is
known by the speaker and listener.
LOOK AT THE PICTURES, READ THE SENTENCES AND WORK OUT THE NAME AND THE
FAMILY NAME OF EACH PERSON.
•
•
•
•
•
•
•
•
•
•
The person who ordered chicken is called Sarah.
The person who has long hair is called Jane.
The person who bought a coffee is called Mary.
The person who is standing on a glass is called Ann.
The person who is eating ice cream is called Hannah.
The family name of the person who has a long hair is Beckham.
The family name of the person who is eating an ice cream is Ronaldo.
The family name of the person who ordered a chicken is Messi.
The family name of the person who bought coffee is Lewandowski.
The family name of the person who is standing on glass is Rooney.
Compare your answers
•
•
•
•
•
•
•
•
•
•
The person who ordered chicken is called Sarah.
The person who has long hair is called Jane.
The person who bought a coffee is called Mary.
The person who is standing on a glass is called Ann.
The person who is eating ice cream is called Hannah.
The family name of the person who has a long hair is Beckham.
The family name of the person who is eating an ice cream is Ronaldo.
The family name of the person who ordered a chicken is Messi.
The family name of the person who bought coffee is Lewandowski.
The family name of the person who is standing on glass is Rooney.
SOME NOUNS CAN BE BOTH COUNTABLE OR UNCOUNTABLE.
In a coffee shop I buy a coffee.
In a supermarket I buy coffee.
CAN YOU SEE THE DIFFERENCE?
THINK OF A DIFFERENT EXAMPLE WITH THIS NOUN:
stone
I THREW A STONE IN THE RIVER.
MY HOUSE IS MADE OF STONE.
(COUNTABLE)
(UNCOUNTABLE)
FILL IN THE BLANKS WITH a, an, the or  (for no article)
1. Could you turn on_________________television, please?
2. Watch out! There’s_______________policeman coming.
3. Could I borrow_____________piece of paper to make notes on?
4. Is that_______________new carpet you were telling me about?
5. I think that ______________young people are much more mature these days.
6. Would you like to see___________________photos I took on holiday?
7. She said that__________________carrots were her favourite vegetable.
8. Why do you think________________Japanese are so hardworking?
9. When did_______________first person climb Mount Everest?
10. ________________sky is full of stars tonight.
ANSWERS ARE:
1. Could you turn on________the_________television, please?
2. Watch out! There’s______a_________policeman coming.
3. Could I borrow______a_______piece of paper to make notes on?
4. Is that______the_________new carpet you were telling me about?
5. I think that ______  ________young people are much more mature these days.
6. Would you like to see_________the________photos I took on holiday?
7. She said that________  __________carrots were her favourite vegetable.
8. Why do you think______the__________Japanese are so hardworking?
9. When did_______the________first person climb Mount Everest?
10. _______The_________sky is full of stars tonight.
TEST YOUR KNOWLEDGE – ANSWERS:
______A__________recent article in ‘Psychology’ magazine suggests that exam students can
improve their memory by studying with help from unusual smells._____The______author, Dr.
Rachel Herz of ____the_______Chemical Senses Center in Philadelphia, claims there is
_____a_________strong link between our memory for facts and our memory for odours. In
______the_______experiment
she
describes,
students
were
asked
to
memorise_______a________text in different rooms scented with peppermint, violet and pine.
Smell
association
helped
them
improve
their
memory
by
twenty
percent.
‘Go
to
_______a_______perfume department’, says Dr. Herz, ‘pick out something you have never
smelled before, put it on your desk while you’re studying for______a________ test, then take it
with you when you’re doing_______the_______test. It really works.
Taken from „Cutting Edge
Upper Intermediate”
QUIZ:
1. When do _______Chinese people celebrate New Year?
a) around ________end of _______January
b) in_______summer
c) on________1st of ________January
2. When is it common for people in some countries to have _________siesta?
a) in ________morning
b) in ________afternoon
c) around eleven o’clock at________night
3. Newcastle is ________city in which part of ________UK?
a) in _______north-east of _______England
b) in _______Scotland
c) on_______ south coast of_______England
Taken from „Cutting Edge
Upper Intermediate”
1. When do __-_____Chinese people celebrate New Year?
a) around __the______end of ___-____January
b) in__-_____summer
c) on__the______1st of ____-____January
2. When is it common for people in some countries to have ____a_____siesta?
a) in ___the_____morning
b) in ___the_____afternoon
c) around eleven o’clock at___-_____night
3. Newcastle is ___a_____city in which part of ___the_____UK?
a) in __the_____north-east of ___-____England
b) in _-______Scotland
c) on___the____ south coast of____-___England
4. Which is _______largest sea or ocean in _______world?
a)_______Atlantic Ocean
b)_______Pacific Ocean
c)_______Red Sea
5. Jeanne Louise Calment, who died on_______4th of _______August 1997, is famous for being:
a)_______world’s oldest woman
b)_______tallest woman in _______world
c)________President of _______France
6. If you went for a boat trip on ______River Vltava, and went climbing in _____Sumava
Mountains and went sightseeing in ______Prague which country would you be in?
a) _______Czech Republic
b)_______Russia
c)________Slovakia
4. Which is __the_____largest sea or ocean in ___the____world?
a)__the_____Atlantic Ocean
b)__the_____Pacific Ocean
c)__the_____Red Sea
5. Jeanne Louise Calment, who died on___the____4th of ___-____August 1997, is famous for
being:
a)__the_____world’s oldest woman
b)___the____tallest woman in ___the____world
c)___the_____President of __-_____France
6. If you went for a boat trip on __the____River Vltava, and went climbing in __the___Sumava
Mountains and went sightseeing in __-____Prague which country would you be in?
a) __the_____Czech Republic
b)___-____Russia
c)___-_____Slovakia
7. Where will _____next Summer Olympic Games be held?
a) in______Brazil
b) in_______USA
c)in_______Sydney
8. ______Lake Titicaca is:
a) _______largest lake in ______Africa
b)_______largest lake in ______South America
c)_______largest lake in ______world
9. Austrian Reinhold Messner is famous as:
a)________pop singer
b)_______first man to climb _______Mount Everest without ________oxygen
c)________youngest ever Prime Minister of________European country
7. Where will _the____next Summer Olympic Games be held?
a) in__-____Brazil
b) in__the_____USA
c)in___-____Sydney
8. __-____Lake Titicaca is:
a) __the_____largest lake in __-____Africa
b)___the____largest lake in ___-___South America
c)___the____largest lake in ___the___world
9. Austrian Reinhold Messner is famous as:
a)___a_____pop singer
b)___the____first man to climb __-_____Mount Everest without __-______oxygen
c)___the_____youngest ever Prime Minister of___a_____European country
10. When was ________former President of_______South Africa, Nelson Mandela, released from
_______prison?
a) in_______1980s
b) at_______end of 1995
c) in _________1990
10. When was __the______former President of___-____South Africa, Nelson Mandela, released
from ___-____prison?
a) in___the____1980s
b) at___the____end of 1995
c) in ___-______1990
If your score was higher than 50 you can be happy!
Remember:
Before a countable noun a determiner
is needed. If it’s not his, her, this, that,
John’s etc. it will be „a” or „the”.
ARTICLES - PRACTICE
- to provide students with the opportunity to practice the rules of
articles.
- to provide an opportunity for students to make student
generated materials in order to practice the rules of articles.
Rules:
Indefinite article: a / an
• There are a lot of something.
eg. She’s a teacher (there are lots of teachers).
• Something has not been mentioned before.
eg. A certain young women of Thule, fell in love with a
man with a mule.
Rules:
Definite article: the
When something:
• is unique (or unique in that context).
eg. Can you turn the television on (there is only one television)
• has been mentioned before.
eg. A certain young women of Thule, fell in love with a man with
a mule, said the girl to the man…
Rules:
No article
• Plural nouns:
eg. I like carrots.
• Uncountable nouns:
eg. She is standing on glass.
• People and places:
eg.My name is John.
We live in Wroclaw.
Common mistakes
• Superlatives:
eg. the biggest, the best
• Jobs – If lots of people do the job, a/an is used:
eg. I am a teacher.
• Jobs - If only one person does the job, the is used:
eg. I have a meeting with the President.
Common mistakes
• Institutions: prison, university, church, school etc.
- no article is used if we are thinking about the institution:
eg. My son goes to university.
• BUT- an article is used if we are thinking about the building:
eg. I park my car outside the university.
Common mistakes
• Place names – continents, countries, states, cities and towns
do not have an article.
• BUT there are some exceptions:
the USA, the UK, the Czech Republic, the Netherlands.
Common mistakes
• Rivers, oceans, seas, canals use “the”:
eg. the Atlantic ocean ,
the Baltic sea,
the Thames,
the Suez Canal
Common mistakes
• Mountains and lakes – no article is used if we are thinking about
one mountain or lake:
eg. Mount Everest, Lake Sniardwy
• BUT, if we are thinking about a group of mountains or lakes
we use “the”:
eg. Mount Everest is in the Himilayas.
Lake Sniardwy is in the Mazury lakes.
We will read a true story from The Guardian newspaper and the
following words appear in the story.
Before reading, discuss in pairs what you think the story is about:
•
•
•
•
•
Elks
Armed police
Bicycle
Fermented apples
Old people’s home
A drunken party of elks surrounded an old people’s home in Sweden
and had to be driven away by armed police, Sweden’s media reported
yesterday.
The elks attacked the home in the town of Ostra Goinge, near Malmo,
after devouring large numbers of fermented apples, the paper Dagens
Nyheter said. Police with dogs had failed to scare them off, and the
animals only ran away after hunters with guns arrived on the scene.
“It’s not unusual for elks to get drunk,” forester Fredrik Jonhson told
the newspaper. “They don’t recognize the difference between
fermented and not fermented and stuff themselves down to the last
apple.” Mr Johnson did not know how many apples the elks had eaten.
There have been previous problems with elks: a female elk recently
attacked three joggers in Norway. Last year another elk in Sweden
stole a bicycle from a garden, which it regularly visited to eat the
roses. An elderly couple had used the bike to fence off their garden;
the elk disappeared with the bike hanging around its neck. The bike
was later found bent and beyond repair.
Once widespread across Europe, elks now live in Canada,
Scandinavia, the Baltics, Poland and the Czech Republic. Earlier this
week, however, an elk was spotted for the first time in recent memory
in Bavaria, after apparently wandering across the Czech-German
border.
The 7ft high giant elk died out during the last ice age.
VOCABULARY
Match the following words/phrases from the text to their definitions:
To devour
To walk without a clear direction or purpose.
To stuff yourself
Existing in many places.
Beyond repair
Not able to be fixed.
Widespread
To eat so much food that you cannot eat anything
else.
To spot
To eat something quickly because you are very
hungry.
To notice something, especially something that is
difficult to see.
To wander
To devour
To eat something quickly because you are very hungry.
To stuff yourself
To eat so much food that you cannot eat anything else.
Beyond repair
Not able to be fixed.
Widespread
Existing in many places.
To spot
To notice something, especially something that is difficult to
see.
To wander
To walk without a clear direction or purpose.
UNDERLINE THE NOUNS IN THE FIRST TWO PARAGRAPHS OF THE
TEXT.
A drunken party of elks surrounded an old people’s home in Sweden and had to
be driven away by armed police, Sweden’s media reported yesterday.
The elks attacked the home in the town of Ostra Goinge, near Malmo, after
devouring large numbers of fermented apples, the paper Dagens Nyheter said.
Police with dogs had failed to scare them off, and the animals only ran away after
hunters with guns arrived on the scene.
A drunken party of elks surrounded an old people’s home in Sweden and had
to be driven away by armed police, Sweden’s media reported yesterday.
Police with dogs had failed to scare them off, and the animals only ran away
after hunters with guns arrived on the scene.
A REMINDER OF THE RULE:
a
the
his
her
our
their
my
your
Jon’s
8
this
that
ect.
I have ___ book…
countable noun
determiners
Test the rule with the highlighted nouns in the text:
A drunken party of elks surrounded an old people’s home in Sweden and had
to be driven away by armed police, Sweden’s media reported yesterday.
Police with dogs had failed to scare them off, and the animals only ran away
after hunters with guns arrived on the scene.
COMPARE YOUR ANSWERS
First paragraph:
A drunken party (we don’t know which party) of elks (plural noun) surrounded an
old people’s home (we dont’t know which home) in Sweden (name of a country)
and had to be driven away by armed police (uncountable noun), Sweden’s
media (Sweden is the determiner) reported yesterday.
COMPARE YOUR ANSWERS
Second paragraph:
The elks (specific elks / we know which ones) attacked the home (mentioned
before/ we know which home) in the town (we know which) of Ostra Goinge
(name of a place), near Malmo (name of a place), after devouring large
numbers (plural noun) of fermented apples (plural noun), the paper (we know
which paper) Dagens Nyheter said. Police (uncountable noun) with dogs (plural
noun) had failed to scare them off, and the animals (we know which animals)
only ran away after hunters (plural noun) with guns (plural noun) arrived on the
scene (we know what scene).
In pairs write down an example of each of the following things:
•
•
•
•
•
•
an animal
a mode of transport
a famous person
another famous person
a strange place
an object
Write a short story using the things (animal, transport etc) to help. Your story can
be very short and must have a key and at least 10 gaps instead of an article.
FOR EXAMPLE:
I have (1)______ pen.
(2) _____ pen is red.
I love (3)______pens.
KEY:
1. A
2. The
3. –
Try to use different rules regarding articles as your story will be given to different
students who will need to think of these rules when filling the gaps.
HOMEWORK:
Look at the remaining 4 paragraphs of the „Drunken Elk” text,
underline the nouns and again explain the rule regarding articles.
You may need to read the lesson materials again in order to
complete the task.
HOMEWORK:
“It’s not unusual for elks(plural noun) to get drunk,” forester Fredrik
Jonhson(name of a person) told the newspaper(we know which
newspaper). “They don’t recognize the difference between
fermented and not fermented and stuff themselves down to the last
apple(fixed expression „the last”). Mr Johnson(name of a person)
did not know how many apples(plural noun) the elks(plural noun)
had eaten.
HOMEWORK:
There have been previous problems(plural noun) with elks(plural
noun): a female elk(we don’t know which one) recently attacked
three joggers(plural noun) in Norway(name of a country). Last year
another elk(another is the determiner) in Sweden(name of a
country) stole a bicycle(one of many, we don’t know which one)
from a garden(one of many, we don’t know which one), which it
regularly visited to eat the roses(specific roses in the garden). An
elderly couple(we don’t know which) had used the bike(mentioned
before) to fence off their garden(thier is the determiner); the
elk(mentioned before) disappeared with the bike(mentioned before)
hanging around its neck(its is the determiner). The bike(mentioned
before) was later found bent and beyond repair.
HOMEWORK:
Once widespread across Europe(continent), elks(plural noun) now
live in Canada, Scandinavia, the Baltics, Poland and the Czech
Republic (countries). Earlier this week(this is the determiner),
however, an elk(one of many) was spotted for the first time in
recent memory in Bavaria(name of a place), after apparently
wandering across the Czech-German border(specific border).
The 7ft high giant elk(specific elk) died out during the last ice age.
RECEPTIVE SKILLS TRAINING
KINGDOM OF THE TIGER
- to provide students with comprehension receptive skills practice
(reading, listening) in the form of a dvd documentary,
- to expand and reinforce vocabulary in the context of a visual
multimedia device
What do you associate with India?
Brainstorm in pairs.
ELEPHANTS
BOLLYWOOD
HINDUISM
POVERTY
TIGERS
COWS
COLOURS
GANGES
HIMILAYAS
CRICKET
FOOD
Todays lesson is about India
and the life of Jim Corbett.
Who is Jim Corbett?
From Wikipedia:
Edward James "Jim" Corbett
(25 July 1875 – 19 April 1955)
was an Indian born British hunter,
conservationist and naturalist,
famous for slaying a large
number of man-eating tigers and
leopards in India.
Corbett held the rank of colonel in the British Indian Army and was frequently
called upon by the government of the United Provinces, now the Indian states of
Uttar Pradesh and Uttarakhand, to slay man-eating tigers and leopards who had
killed people in the nearby villages of the Garhwal and Kumaon regions. His
hunting successes earned him much respect and fame in Kumaon. Some even
claim the locals considered him a sadhu.
Pictures taken from: www.indianetzone.com, www.nainitaltourism.com
Edward James "Jim" Corbett
Corbett was an avid photographer and after his retirement authored ManEaters of Kumaon, Jungle Lore, and other books recounting his hunts and
experiences, which enjoyed much critical acclaim and commercial
success. Corbett spoke out for the need to protect India's wildlife from
extermination and played a key role in creating a national reserve for the
endangered Bengal tiger by using his influence to persuade the provincial
government to establish it. In 1957 the national park was renamed Jim
Corbett National Park in his honour.
Pictures taken from: circusnospin.blogspot.com,
www.damninteresting.com
VOCABULARY FROM READING:
Match the words on the left with the definitions on the right
to slay
to formally ask someone to do something
colonel
a Hindu holy man who lives a very simple
life.
a high rank in the army
avid (avid
photographer/listener/fan etc.)
critical acclaim
to be looked upon very favorably by the
critics of any given industry
Sadhu
someone who does something, listens to
something etc as much as they can: an avid
collector of old jazz records
to call upon
to kill
VOCABULARY FROM READING:
to slay
to kill
colonel
a high rank in the army
avid (avid
someone who does something, listens to something etc as
photographer/listener/fan etc.) much as they can: an avid collector of old jazz records
critical acclaim
to be looked upon very favorably by the critics of any given
industry
Sadhu
a Hindu holy man who lives a very simple life.
to call upon
to formally ask someone to do something
Match the words on the left with the definitions on the right:
To bag
someone/something
to search for someone/something by following the marks they
leave behind them on the ground.
Compassion
the respect and admiration something/someone gets because of
success or importance.
Prestige
very impressive and beautiful.
Noble
a strong feeling of sympathy
Reckless
to shoot and kill someone/something
to track
someone/something
not caring about the bad results of your actions.
To bag
someone/something
to shoot and kill someone/something.
Compassion
a strong feeling of sympathy.
Prestige
the respect and admiration something/someone gets because of
success or importance.
Noble
very impressive and beautiful.
Reckless
not caring about the bad results of your actions.
to track
someone/something
to search for someone/something by following the marks they
leave behind them on the ground
Now match the words on the left with the definitions on the right:
Calamitous
The movement of water (in a river for example)
Reverence
To eat whatever can be found
To elude
Very unpleasant
Grim
Disastrous
To scavenge
To avoid through trickery
To flow
Great respect and admiration
Calamitous
Disastrous.
Reverence
Great respect and admiration.
To elude
To avoid through trickery.
Grim
Very unpleasant.
To scavenge
To eat whatever can be found.
To flow
The movement of water (in a river for example).
All the words below can be heard in the first 20 minutes of the video.
Watch carefully and number them in the order in which they appear.
•
•
•
•
•
•
•
•
•
•
•
•
To bag someone/something
Compassion
Prestige
Noble
Reckless
to track someone/something
Calamitous
Reverence
To elude
Grim
To scavenge
To flow
THE CORRECT ORDER OF NEW VOCABULARY:
1. Noble
2. To track someone/something
3. To bag someone/something
4. To elude
5. Calamitous
6. Grim
7. Compassion
8. Reverence
9. Prestige
10. Reckless
11. Scavenge
12. Flow
Did you understand the new vocabulary when hearing it in the
context of the video?
The answers to the following questions can be heard between 20 and 25 minutes into
the film. Watch carefully and note the answers.
•
What might cause a tiger to become a man-eater?
•
Roughly what proportion of tiger cubs live for longer than a year?
•
What purpose do the spots on the back of a tiger cub’s ears serve?
•
Tiger stripes are compared to what human feature?
•
How long do tiger cubs live with their mothers?
•
How does a tiger mark its territory?
•
What makes tigers such good swimmers?
•
When do tigers usually hunt?
• What might cause a tiger to become a man-eater?
Old age, sickness, injury, loss of habitat.
• Roughly what proportion of tiger cubs live for longer than a year?
0.5
• What purpose do the spots on the back of a tiger cub’s ears serve?
To escape attack.
• Tiger stripes are compared to what human feature?
Fingerprints.
• How long do tiger cubs live with their mothers?
18 months.
• How does a tiger mark its territory?
Spraying urine, scratching trees.
• What makes tigers such good swimmers?
Webbing between their toes. They have webbed feet (like a duck).
• When do tigers usually hunt?
Between dusk and dawn.
Watch the last 15 minutes of the film and make notes to help explain the following:
•
Jim Corbetts transformation from hunter to conservationist.
•
Modern day threats to the Indian tiger population
•
Attitudes to tigers in modern day India.
• Jim Corbetts transformation from hunter to conservationist.
His admiration and love of tigers. He became aware that the tiger population
was under serious threat.
• Modern day threats to the Indian tiger population
Loss of natural habitat due to India’s expanding population.
• Attitudes to tigers in modern day India.
Indian people see the tiger as a symbol of their country.
DISSCUSION QUESTIONS:
Are there any endangered animals in Poland?
Are there any national parks in Poland?
What is your attitude to zoos? Are they a good thing?
Is hunting common in Poland? What are your views on it?
REVIEW OF FUTURE FORMS
• To clarify the meaning, form and pronunciation of future
forms.
• To practice the target language in a communicative free
setting.
READ THE CONVERSATION BELOW AND CHOOSE THE BEST FUTURE FORM IN THIS CONTEXT.
JAMES: Richard, how’re you doing?
RICHARD: Fine, yes. Yourself?
JAMES: Yeah, good. Busy.
RICHARD: I’m sure. Listen, the reason I’m calling is (a) I’ll take / I’m going to take my nephew Sam to
his first football match on Saturday. United (b) are playing / will play City, as I’m sure you know. I just
wondered if you fancy coming too?
JAMES: I’d love to … ah, but I’ve just remembered … (c) we’re having / we’ll have lunch over at my
mum’s on Saturday, so it depends on the time…
RICHARD: Well, (d) it’s going to start / it starts at five … I’ve just phoned to check.
JAMES: Five o’clock? Hmm … that means I’d have to leave
about half three … yeah, I’m sure Mum (e) doesn’t mind /
won’t mind if I (f) leave / will leave then … (g) I’ll tell /
I’m going to tell her it’s something really important.
I’m sure (h) she’ll understand / she’s going to understand.
RICHARD: Well, what could be more important than going to your first football match?
JAMES: Exactly. By the way, have you thought about how to get there? (i) Are you going to take / Do
you take the train like we did last time?
RICHARD: No, I’ve decided (j) I’m going to drive / I’ll drive. It’s easier with my nephew. My sister (k)
drops / ‘s dropping him at my place around three, so that we’ve got plenty of time. (l) I’m going to
pick you up / I’ll pick you up from your mum’s if you like.
JAMES: That would be great. About what time?
RICHARD: We’d better leave about four, in case the traffic (m) is / will be bad.
JAMES: Yeah, it’s (n) likely to be / unlikely to be pretty busy, I guess. I tell you what,
give me a call just before you (o) leave / will leave for Mum’s.
RICHARD: Yeah, that’s a good idea. Speak to you then.
JAMES: Yeah, see you on Saturday.
a) I’m going to take
h) she’ll understand
b) are playing
i) Are you going to take
c) we’re having
j) I’m going to drive
d) It starts
k) is dropping
e) won’t mind
l) I’ll pick you up
f) leave
m) is
g) I’ll tell
n) likely to be
o) leave
WILL
- A DECISION MADE AT THE MOMENT OF SPEAKING
EXAMPLE:
I will call you after lunch.
- A PREDICTION ( NO EVIDENCE )
EXAMPLE:
I think England will win tomorrow.
GOING TO
- A PLAN FOR THE FUTURE:
EXAMPLE:
I’m going to buy a camera tomorrow.
- A PREDICTION ( WITH EVIDENCE )
EXAMPLE:
„ Look at those big black clouds. It’s going to rain!”
PRESENT CONTINUOUS
- AN ARRANGEMENT FOR THE FUTURE:
EXAMPLE:
I’m seeing the doctor on Monday. (I have an appointment)
NOTE:
We use present continuous with definite arrangements!
We use present continuous if the main verb is „go”.
I’m going (to go) to the cinema tonight.
PRESENT SIMPLE
-
A TIMETABLED ACTION IN THE FUTURE:
EXAMPLE:
The film starts at eight o’clock.
The train leaves at five o’clock.
FUTURE CLAUSES ( IF, IN CASE, WHEN ETC.)
Present Simple is used in future clauses which are introduced by words such as:
•
•
•
•
•
•
•
•
•
After,
As soon as
Before
If
In case
Once
When
Unless
Untill
EXAMPLE:
As soon as you finish, phone me!
Take an umbrella in case it rains!
DUE TO
Due to + Infinitive is used for timetabled/scheduled future events:
EXAMPLE:
The plane to Moscow is due to take off in 20 minutes.
BE ABOUT TO
Be about to + Infinitive is used for actions which will happen in the immediate
future:
EXAMPLE:
The train to Warsaw is about to leave.
PRACTICE
1. Richard _________________ George this afternoon.(meet)
2. I think it________________ soon.(rain)
3. Maybe I____________________ Rome one day.(visit)
4. What time__________________ on Thursday?(leave/you)
5. Who_______________________ Wimbledon this year? (win)
6. I'm sure_____________________ your driving test tomorrow. (not fail)
7. I_______________________ my sister at the weekend. (visit)
8. Don't touch that cat. It______________________ you. (bite)
9. Chris______________________ for a meal tonight.(come)
10. Look at those clouds, it_____________________ .(rain)
1. Richard is meeting George this afternoon.
2. I think it will rain soon.
3. Maybe I will visit Rome one day.
4. What time are you leaving on Thursday?
5. Who will win Wimbledon this year?
6. I'm sure you won’t fail your driving test tomorrow.
7. I am visiting my sister at the weekend.
8. Don't touch that cat. It will bite you.
9. Chris is coming for a meal tonight.
10. Look at those clouds, it is going to rain .
FUTURE PERFECT
IN PAIRS DISCUSS WHAT COUNTRIES IN EUROPE YOU THINK JOHN WILL VISIT.
France
England
Poland
Germany
Italy
Where will John visit in each country?
For example:
In France John will visit the Eifell tower.
Picture taken from http://commons.wikimedia.org
For example:
In France John will visit the Eifell tower.
In England John will visit Big Ben.
In Italy John will visit the Coloseum.
In Germany John will visit Brandenburg Gate.
In Poland John will visit Panorama Racławicka.
What will John eat in each country?
For example:
In Italy John will eat pizza.
Picture taken from http://www.tapeta-jedzenie-pizza-francuska.na-pulpit.com/
For example:
In Italy John will eat pizza.
In England John will eat fish and chips.
In France John will eat snails.
In Germany John will eat sausages.
In Poland John will eat pierogi.
What will John drink in each country?
For example:
In Germany John will drink beer.
Picture taken from www. lebomag.com
For example:
• In Italy John will drink wine.
• In England John will drink tea with milk.
• In France John will drink champagne.
• In Germany John will drink beer.
• In Poland John will drink vodka.
VERY IMPORTANT
John is going to Europe for one month and has a special train ticket which
means he can travel on any train on any day. Because of this he does not
know exactly when he will be in each country. His holiday is very flexible.
Complete the following sentence:
By this time next month John ______ ______
______ pierogi in Poland.
Using information from John’s holiday write three more Future Perfect
sentences.
FUTURE PERFECT
By this time next month John will have eaten pierogi in Poland.
will + have + 3rd form
Do we know exactly when John will eat pierogi in Poland? NO.
now
1 month
John will eat pierogi between now and one month from now. Maybe tomorow,
maybe in one week or maybe in 3 weeks. Exactly when is not important!
FUTURE CONTINUOUS
John will be eating pierogi at eight o’clock tomorrow evening.
will + be + ing
Future continuous is used for an action in progress at a particular
time.
John is eating pierogi
6 o’clock
10 o’clock
8 o’clock
FUTURE CONTINUOUS
John is eating pierogi
6 o’clock
10 o’clock
8 o’clock
COMPARE:
John is eating pierogi at 8 o’clock tomorrow. (The meal will start at
8 o’clock.)
John will be eating pierogi at 8 o’clock tomorrow. (The meal will be
in progress at 8 o’clock.)
PRACTICE
1. This time tomorrow, Julia ___________________ at Morskie Oko. (sunbathe)
2. I can take you to university. I_________________________ that way anyway. (drive)
3. When we get to Madrid, we__________________________ half way across Europe.
(drive)
4. Don't phone me between 6 and 7. We_____________________ dinner then. (have)
5. Phone me after 7 o'clock. We________________________ dinner by then. (eat)
6. By the time you get home I________________________ the bathroom. I promise!!
(clean)
1. This time tomorrow, Julia will be sunbathing at Morskie Oko.
2. I can take you to university. I will be driving that way anyway.
3. When we get to Madrid, we will have driven half way across Europe.
4. Don't phone me between 6 and 7. We will be having dinner then.
5. Phone me after 7 o'clock. We will have eaten dinner by then.
6. By the time you get home I will have cleaned the bathroom. I promise!!
DESCRIBING A PROCESS /
THE PASSIVE
- to present vocabulary useful for describing processes
using the lexical area of food and cooking.
- To clarify rules of the Passive.
- To describe a process using new vocabulary from the
lesson and the Passive.
VERBS:
to beat
To press and stretch dough, usually used with making bread.
to carve
To cook in the oven or over a fire.
to chop
To divide into small parts by rubbing on a serrated surface, usually cheese.
to combine
To coat with oil or butter.
to grate
to grind food, eg. meat, into small pieces. A machine is often used to do this.
to grease
To put two or more things together.
to knead
To cut into small pieces, generally used with vegetables.
to mince
To cut meat into slices.
to roast
To mix quickly and continually, commonly used with eggs.
to stir
To put (flour, for example) through a straining device in order to separate the
fine from the coarse particles.
to sift
To mix liquid ingredients by moving a spoon around in a circular motion
VERBS:
Compare your answers:
to beat
To mix quickly and continually, commonly used with eggs.
to carve
To cut meat into slices.
to chop
To cut into small pieces, generally used with vegetables.
to combine
To put two or more things together.
to grate
To divide into small parts by rubbing on a serrated surface, usually cheese.
to grease
To coat with oil or butter.
to knead
To press and stretch dough, usually used with making bread.
to mince
To grind food, eg. meat, into small pieces. A machine is often used to do this.
to roast
To cook in the oven or over a fire.
to stir
To mix liquid ingredients by moving a spoon around in a circular motion
to sift
To put (flour, for example) through a straining device in order to separate the fine
from the coarse particles.
PHRASAL VERBS:
Boil down
To cause liquid to overflow whilst boiling.
Boil over
To boil a liquid down to a thick sauce.
Cut off
To cut into pieces using a sharp knife.
Cut up
To shape or form by cutting.
Eat out
To eat until everything is finished.
Eat up
To eat away from home, usually in a restaurant.
Peel off
To divide or cut something from a larger piece.
Slice off
To remove the skin/rind/outer covering of fruit/vegetables etc.
PHRASAL VERBS:
Boil down
To boil a liquid down to a thick sauce.
Boil over
To cause liquid to overflow whilst boiling.
Cut off
To shape or form by cutting.
Cut up
To cut into pieces using a sharp knife.
Eat out
To eat away from home, usually in a restaurant.
Eat up
To eat until everything is finished.
Peel off
To remove the skin/rind/outer covering of fruit/vegetables etc.
Slice off
To divide or cut something from a larger piece.
WHAT DO YOU KNOW ABOUT FOOD?
Answer the following questions by choosing the correct answer A, B, C or D.
1. What word is used to describe rubbing cheese, fruit etc. Against a rough
surface in order to break it into small pieces?
A
B
C
D
slice
chop
grate
shred
2. What word is used to mean that food is cooked slowly in water that is gently
boiling?
A roast
B simmer
C bake
D fry
Pictures taken from: www.simplyscratch.com
www. betterthandormfood.com, the quiz taken
CAE Expert.
Projektfrom
współfinansowany
przez Unię Europejską w ramach Europejskiego Funduszu Społecznego
3. What do you add to food when a recipe tells you to season it?
A
B
C
D
salt and pepper
olive oil
tomato ketchup
vinegar
4. If you eat a dessert after your main course, you eat something:
A sweet
B bitter
C sour
D spicy
Pictures taken from: www.faeriesfinest.com
www. lovinlosing.com
5. When you are eating food, what should you do before you swallow it?
A digest it
B sip it carefully
C gobble it up
D chew it
6. Which of these kinds of food have a lot of vitamin C?
A meat and poultry
B rice and pasta
C fruit and vegetables
D oil, butter and margarine
7. Which word is used to describe old bread which is hard?
A rancid
B mouldy
C rotten
D stale
8. Which spice is used to make Indian and Mexican food hot?
A cinnamon
B chilli
C nutmeg
D saffron
Pictures taken from: thehungergames.wikia.com
www.pentagonpost.com
9. What would someone mean if they said that some meat had gone off?
A it is undercooked
B it is overcooked
C just taken out of the oven
D it is bad and you should not eat it
10. Which ingredients can you find in a fresh salad?
A beef, pork or chicken
B lettuce, cucumber and tomatoes
C lentils or beans
D rice or noodles
Picture taken from: nutritionmythbusters.blogspot.com
1. C
2. B
3. A
4. A
5. D
6. C
7. D
8. B
9. D
10. B
Picture taken from: nutritionmythbusters.blogspot.com
MORE VOCABULARY
Slice
Covered with a green or black substance which grows on food which has been kept
too long.
Sour
A strong taste like black coffee or dark chocolate.
Bitter
Acidic taste e.g. a lemon.
Poultry
To cut something into thin flat pieces.
Mouldy
Meat from birds such as chickens and turkeys.
MORE VOCABULARY
Slice
To cut something into thin flat pieces.
Sour
Acidic taste e.g. a lemon.
Bitter
A strong taste like black coffee or dark chocolate.
Poultry
Meat from birds such as chickens and turkeys.
Mouldy
Covered with a green or black substance which grows on food
which has been kept too long.
MORE VOCABULARY
Now match these words on the left with the definitions on the right:
Rancid
To drink something quickly.
Gulp
To bite food before swallowing.
Gobble up
Describes old butter that is not fresh.
Starch
To eat quickly in a way that is not polite.
Chew
A white substance which is in food such as rice and potatoes.
MORE VOCABULARY
Rancid
Describes old butter that is not fresh.
Gulp
To drink something quickly.
Gobble up
To eat quickly in a way that is not polite.
Starch
A white substance which is in food such as rice and potatoes.
Chew
To bite food before swallowing.
Fill the gaps with the following words. Use each word only once.
rest stick heat
ingredients serve
pour
keep
stir bowl sift turn
beat mixture break
(1)___________ for 8 pancakes.
150g flower
Half a tea spoon of salt
125ml of milk
Fat for frying
1 egg
METHOD
In order to avoid lumps, (2)_________ the flour and salt into a (3)_______ and make a
hole in the middle. (4) _________ half the milk into the hole and (5) ________ the egg
into it. (6)_______ from the centre, slowly mixing in the flour from sides. Add the
(7)________ of the milk and (8)________ the mixture so that everything is well mixed.
Fill the gaps with the following words. Use each word only once.
rest stick heat
ingredients serve
pour
keep
stir bowl sift turn
beat mixture break
(9) _________ a little fat in the bottom of a frying pan.
Move it around so that the bottom is evenly covered. When the pan is hot, pour in a little
of the (10) ___________ . Cook for a minute or two, shaking the pan so that the pancake
doesn’t (11) ________ . When it is brown underneath (12) _________ the pancake over
and finish cooking. If you don’t want to eat it immediately, (13)_________ it on a warm
plate in the oven. (14) ____________ with the topping of your choice.
(1)_Ingredients_ for 8 pancakes.
150g flower
Half a tea spoon of salt
125ml of milk
Fat for frying
1 egg
METHOD
In order to avoid lumps, (2)_sift__ the flour and salt into a (3)_bowl__ and make a hole in the
middle. (4) _Pour__ half the milk into the hole and (5) ___break___ the egg into it. (6)__Stir____
from the centre, slowly mixing in the flour from sides. Add the (7)___rest_____ of the milk and
(8)__beat___ the mixture so that everything is well mixed. (9) _Heat__ a little fat in the bottom of a
frying pan. Move it around so that the bottom is evenly covered. When the pan is hot, pour in a little
of the (10) ___mixture___ . Cook for a minute or two, shaking the pan so that the pancake doesn’t
(11) _stick__ . When it is brown underneath (12) ___turn__ the pancake over and finish cooking. If
you don’t want to eat it immediately, (13)___keep_ it on a warm plate in the oven. (14) ___Serve__
with the topping of your choice.
A RECIPE
In pairs write down one example of each of the following items:
A FRUIT
A VEGETABLE
A KIND OF MEAT OR POULTRY
A KIND OF ALCOHOL
AN INSECT
A KIND OF TOOL
A CHEMICAL SUBSTANCE
A RECIPE
Using your items (ingredients) write a recipe for a delicous meal.
REMEMBER:
Use at least 10 words from the lesson.
ENJOY YOUR MEAL!
PICTURE TAKEN FROM: blog.friendseat.com
THE PASSIVE
THE PASSIVE
The passive is used:
When we are more interested in the action (what happened)
than the agent (who did it).
EXAMPLE:
• Rice is grown in China.
• Six million christmas trees were sold last year in England at Christmas.
THE PASSIVE
When we don’t know who the agent is.
EXAMPLE:
• A woman was murdered last night in the park.
• The world was made billions of years ago.
THE PASSIVE
When we want to avoid saying who the agent is.
EXAMPLE:
• You were seen at the cinema yesterday when you should have been at work.
• Parent to teacher: „Not enough homework is being set”.
THE PASSIVE
MENTIONING THE AGENT
- The agent is only mentioned if it is important to know who or what
was responsible for the action.
EXAMPLE:
By is used to say who or what was responsible for the action.
• Titanic was directed by Steven Spielberg.
With is used if the agent is an instrument.
• She was killed with a knife.
PASSIVE FORMS
PRESENT SIMPLE
– Rice is grown in China.
PRESENT CONTINUOUS
– Breakfast is being served.
PAST SIMPLE
– Poland were beaten by England.
PRESENT PERFECT
– My wallet has been stolen.
PASSIVE FORMS
PAST CONTINUOUS
– The lion was being fed when it escaped.
PAST PERFECT
– When we heard that the lesson had been cancelled, we were
delighted.
FUTURE SIMPLE
– My operation will be performed next week.
GOING TO
– The criminal is going to be interviewed on TV.
FUTURE PERFECT
– My son will have been told if he got the job by now.
MAKE AND LET IN
THE PASSIVE
They made me clean the bathroom every week.
I was made to clean the bathroom every week.
They didn’t let me go to the football match.
I wasn’t allowed to go to the football match.
LET becomes ALLOW when used in the passive.
*CHOOSE THE CORRECT OPTION
The real significance of IQ tests will probably never a) establish / be established, but
nowadays it b) says / is said that the average score is around 100. Intelligence tests had
not c) invented / been invented in the days of composer Wolfgang Amadeus Mozart or
naturalist Charles Darwin, but it d) thinks / is thought that the IQs of these well-known
geniuses was around 160-170.
So where does that leave Marilyn vos Savant, who at the age of ten e) claimed / was
claimed to have an IQ of 228? That’s eighty points above genius level: the highest IQ that
has ever f) recorded / been recorded.
* New Cutting Edge – Upper Intermediate
Born in 1946, vos Savant g) educated / was educated at Washington State University, but
h) soon became / was soon become tired of college life. She had always i) wanted / been
wanted to be a writer, so she j) dropped / was dropped out after only two years to start a
career in finance and investment. Within five years she k) had made / had been made
enough money to begin her career as a full-time writer.
Since her first book Brain Building: Exercising Yourself Smarter l) published / was
published in 1990, she has m) produced / been produced over twenty books, which have
n) translated / been translated into many different languages. In her latest book, Growing
Up: a Classic American Childhood she o) claims / is claimed that if children p) give / are
given clear goals from an early age, the chances that they will q) succeed / be succeeded
in later life greatly increase. According to vos Savant “ r) Defeating / Being defeated is a
temporary condition. Giving up is what makes it permanent.”
As one reviewer s) remarked / was remarked, “I guess we shouldn’t t) surprise /
be surprised by the excellent information and advice in this book; after all, it u)
wrote / was written by the smartest person in the world!”
COMPARE YOUR ANSWERS IN PAIRS
WHY DID YOU USE THE PASSIVE?
A
be established
K
had made
B
is said
L
was published
C
been invented
M
produced
D
is thought
N
been translated
E
claimed
O
claims
F
been recorded
P
are given
G
was educated
Q
succeed
H
soon became
R
Being defeated
I
wanted
S
remarked
J
dropped
T
be surprised
U
was written
Now go back to the recipe
that you wrote last lesson.
Describe the recipe to your partner
but try to use the passive.
DESCRIBING A PROCESS
Making Potato Chips
How do they make potato chips / crisps?
Write a description of the process using the passive and some sequencing words.
A) Use the verbs below.
manufacture / drop / move / take / wash / rinse / sort / peel / slice / fry / salt /
shake / dry / cool / pack / seal / transport
B) Use the present simple passive:
- The passive is associated with an impersonal formal style.
- It is often used in notices, announcements and describing processes
PICTURE TAKEN FROM: www.epicurious.com
DESCRIBING PROCESS
Making Potato Chips
How do they make potato chips / crisps?
Write a description of the process using the passive and some sequencing words.
C) Use the words below to describe the sequence of events:
•
To begin with
•
First of all
•
Firstly
•
Secondly, thirdly, etc
•
Then
•
Next
•
After that
•
Subsequently
•
Eventually
•
Finally
D) Describe the process using the vocabulary given above. Try and use as many
passives as you can.
DESCRIBING PROCESS
Making Potato Chips
Potatoes are first washed in drums or flotation washers. Stones, sand and dirt are removed.
Potatoes are elevated into the washers and peeled by abrasion.
After that slicing is carried out using a series of blades. Water is supplied to flush starch
from the equipment. Next, sliced potatoes are washed to remove surface starch and sugars.
Some manufacturers blanch crisps before frying. Typical process conditions are 65-95 C for
one minute or more.
Crisp frying may be batch or continuous; temperatures are in the range 160 C – 190 C and
cooking times are typically between 1.5 and 3 minutes. After crisps leave the fryer, they are
discharged to a belt running underneath a salter.
Finally the crisps are cooled and packed.
VERB FORMS
• To clarify the rules regarding verb forms (to + inf, to +obj + to
inf etc.).
• To teach students new high level verbs.
• To practice the verbs and the grammar associated with these
verbs.
DICTATION
Complete the following three sentences. The next word in each sentence must be a verb but
there could be 1 or 2 words before the verb.
This week I plan…
When I was young my parents taught…
I never waste time…
Compare your sentences:
• This week I plan to clean the bathroom.
to + inf
• When I was young my parents taught me to be polite.
obj + to + inf
• I never waste time watching television.
verb + ing
*TEST YOUR KNOWLEDGE:
I would refuse (1)____________ (go) to a club or restaurant that looked cheap or
unfashionable.
I loathe people (2) _____________ (take) my photograph.
When I meet new people I expect them (3) __________________ (remember) who I am.
I regularly spend more than an hour (4) _________________(get) ready to go out.
I would make a special effort (5) _______________(be) nice to someone if I thought they
could help me in my career.
I sometimes make people (6) __________________(wait) (6) ________________(see) me
in order (8)________________ (make) them (9) __________________(appreciate) me
more. I sometimes ignore people if I think they are not worth (10) _______________(know).
* Taken from New Cutting Edge Upper Intermediate
TEST YOUR KNOWLEDGE:
I can’t stand (11) _________________(go) to big parties with lots of people I don’t know very
well. I avoid (12) ___________________(be) the centre of attention in big groups if I can.
I sometimes tell lies about myself (13) _________________ (make) myself sound more
interesting. If I’m buying an outfit for an important occasion, I try (14)______________(find)
something that will make people (15)__________________(notice) me.
If I saw someone embarrassing at a party I would pretend (16) _______________(not know)
them. I don’t really mind (17 ___________________ (not have) much money.
I prefer (18) __________________(arrive) at a party a bit late in order
(19)________________(make) a big entrance. I want everyone I meet
(20)__________________(like) me.
1.
to go
2.
taking
3.
to remember
13. to make
4.
getting
14. to find
5.
to be
15. notice
6.
wait
16. not to know
7.
to see
8.
to make
9.
appreciate
11. going
12. being
17. not having
18. to arrive
19. to make
20. to like
10. knowing
VERBS FOLLOWED BY TO - INFINITIVE
verb + to-infinitive
„to-infinitive” is used after certain verbs/phrases, eg.:
aim, arrange, attempt, can’t afford, claim, decide, deserve,
hope, intend, learn, long, manage, offer, plan, prepare,
pretend, refuse, seem, tend, try, vote, wish
EXAMPLES
This week I plan to clean the bathroom.
I can’t afford to buy a new car.
to go
to come
to stay
to retire
VOCABULARY
Put the following verbs into the sentences. You may need to change the form of the verb.
tend
long
deserve
arrange
attempt
claim
intend
•
I have ________________ to see the doctor tomorrow.
•
I will ___________________ to finish the reports this evening.
•
Radek ________________ to be at home when the crime took place.
•
I ____________________ to go to Germany at Christmas.
•
Men _________________ to be stronger than women but this is not always the
case.
•
I __________________ to see my girlfriend again.
•
Paulina did not ___________________ to pass the exam because she didn’t work
very hard.
VOCABULARY
Check your answers
tend
•
•
•
•
•
•
•
long
deserve
arrange
attempt
claim
intend
I have __arranged___ to see the doctor tomorrow.
I will ___attempt___ to finish the reports this evening.
Radek ____claimed____ to be at home when the crime took place.
I ____intend_____ to go to Germany at Christmas.
Men _____tend_______ to be stronger than women but this is not always the case.
I ______long ______ to see my girlfriend again.
Paulina did not _____deserve____ to pass the exam because she didn’t work very
hard.
VERBS FOLLOWED BY (OBJECT) + TO-INFINITIVE
verb + (object) + to-infinitive
„(object) + to-infinitive” is used after certain verbs /
phrases, eg.:
choose, expect, help, need, oblige, order, pay, prefer,
(me)
(you)
(her)
want, would like,
EXAMPLES
I want to go to the cinema.
I want you to go to the cinema with me.
to go
to come
to stay
VERBS FOLLOWED BY OBJECT + TO-INFINITIVE
verb + object + to-infinitive
„object + to-infinitive” is used after certain verbs /
phrases, eg.:
allow, challenge, choose, dare, enable, encourage, force,
inspire, invite, order, remind, teach, train, trust, urge,
me
you
her
warn
EXAMPLES
My parents taught me to be polite.
Pawel invited me to the party.
to go
to come
to stay
VOCABULARY
encourage
urge
force
dare
enable
•
“I __________________ you to jump in the river”, Tom said to James.
•
A plane ________________ you to go to Australia in one day.
•
My parents ________________ me to go to university. (Recommend)
•
My parents ________________ me to go to university. (Really recommend)
•
My parents ________________ me to go to university. (I had no choice)
VOCABULARY
Check your answers
encourage
urge
force
dare
enable
•
“I _____dare_____ you to jump in the river”, Tom said to James.
•
A plane _____enables_____ you to go to Australia in one day.
•
My parents ______encouraged______ me to go to university. (Recommend)
•
My parents _____urged______ me to go to university. (Really recommend)
•
My parents ______forced__________ me to go to university. (I had no choice)
VERBS FOLLOWED BY BARE INFINITIVE
verb + bare infinitive
- after certain phrases:
go
come
stay
would rather
would better
EXAMPLES
I’d rather go home this evening.
You’d better stay at home this evening.
Modal verbs
can
could
might
may
must
will
would
shall
should
After a modal verb, the 1st form of the verb is generally used. The infinitive is not
used after a modal verb.
EXAMPLES:
I can swim 10 km.
I must clean the bathroom because guests are coming.
EXCEPTION!!!
OUGHT TO
EXAMPLE:
We ought to go now.
VERBS FOLLOWED BY BARE INFINITIVE
verb + object + bare infinitive
- after hear, see, feel, watch in order to show that
the action after the verb was finished
EXAMPLES
I heard a boy shout.
verb + object + bare infinitive
MAKE AND LET
The verbs make and let are followed by an object and then a verb without to.
EXAMPLES:
My wife makes me clean the bathroom when we have guests.
My parents let me stay up late at Christmas.
VERBS FOLLOWED BY –ING FORM
verb + -ing form
adore, avoid, can’t stand, consider, delay, describe, detest,
going
dislike, don’t mind, dread, enjoy, fancy, finish, imagine, keep, coming
staying
miss, practice, resent, resist, risk, spend /waste time
EXAMPLES
I enjoy playing football.
I never waste time watching television.
VOCABULARY
dread
fancy
detest
resent
•
I ______________ cleaning the bathroom. (hate)
•
I_______________ spending 1000zl on school books. (hate but with a feeling of
anger)
•
I _______________ going to the dentist and worry about it before going.
•
I really ___________ eating pizza this evening.
VOCABULARY
Check your answers
dread
fancy
detest
resent
•
I ______detest________ cleaning the bathroom. (hate)
•
I______resent________ spending 1000zl on school books. (hate but with a feeling
of anger)
•
I ______dread_________ going to the dentist and worry about it before going.
•
I really ___fancy___ eating pizza this evening.
SOAP OPERAS
What is your favourite soap opera?
What is it about?
Tell your partner about your favourite soap opera.
PICTURE TAKEN FROM:www.mamamia.com.au
SOAP OPERAS
What happens in soap operas?
EVERYTHING HAPPENS!!!!!!!!!!!!!
MODA NA SUKCES
PIERWSZA MIŁOŚĆ
NA WSPÓLNEJ
NA DOBRE I NA ZŁE
M JAK MIŁOŚĆ
PRACTICE
ALL THE CHARACTERS BELOW APPEAR IN A SOAP OPERA – YOUR SOAP OPERA!
WITH YOUR PARTNER (S), LOOK AT THE CHARACTERS AND DECIDE:
•
•
•
Who is related / married to who?
What the people do for a living?
Who are friends and enemies?
Samantha
Laura
Alice
Mark
Richard
Chris
Sally-Ann
Daniel
SPEAKING PRACTICE
INTRODUCE YOUR SOAP OPERA TO A DIFFERENT TEAM.
WHO IS MARRIED TO WHO ETC….
Samantha
Laura
Alice
Mark
Richard
Chris
Sally-Ann
Daniel
WRITING PRACTICE
Write a short summary of what happened in the last episode
of your soap opera.
Remember to use the verbs from the lesson and the correct forms for
these verbs.
For example:
Richard intended to kill Samantha…
dread
detest
fancy
resent
enable
deserve
urge
dare
tend
aim
attempt
long
warn
encourage
DEADLY ANIMALS
• To introduce the grammar point of conditionals
• To learn and practice vocabulary connected to
nature and animals
Mosquito
African lion
Australian saltwater crocodile
Poison dart frog
Cape buffalo
Polar bear
Box jellyfish
Elephant
Asian cobra
Great white shark
What do these animals have in common?
Discuss in pairs
THEY ARE ALL DEADLY!!!!
Which one do you think is the deadliest?
Read about each animal to check your prediction.
*10. POISON DART FROG
Yellow-banded Poison Dart Frog
Blue Poison Dart Frog
Strawberry Poison Dart Frog
Green Poison Dart Frog
These pint size frogs aren’t for kissing. Their backs ooze a
slimy neurotoxin that is meant to keep predators away. Each
frog produces enough of the toxin to kill 10 humans.
PICTURES TAKEN FROM: www.tnaqua.org , www.archies.info
* www.sodahead.com
*9. CAPE BUFFALO
When faced with a predator, cape buffalos charge head on.
That’s 1500 pounds (680 kilos) of beast topped off with two big,
sharp horns. You’re lucky if there’s only one – the real danger
comes when a herd of thousands stampedes in your direction.
PICTURES TAKEN FROM: www.comicvine. Com
* www.sodahead.com
*8. POLAR BEAR
Sure they might look cuddly at the zoo, but in the wild they eat
elephant seals for breakfast. Get between one and its cub and
it could easily rip off your head with one swipe of its giant paw.
PICTURES TAKEN FROM: www.telegraph.co.uk
* www.sodahead.com
*7. ELEPHANT
Not every elephant is as friendly as Dumbo. Elephants kill more
then 500 people a year world wide. African elephants generally
weigh in around 16000 pounds (7257 kilos) – all the better to
stomp you with – not to mention their sharp tusks.
PICTURES TAKEN FROM: www.bbc.co.uk
* www.sodahead.com
*6. AUSTRALIAN SALTWATER CROCODILE
Don’t mistake this crock for a log! It can lay still in the water,
waiting for passers by. Then, in the blink of an eye, it’ll lunge at
prey, pulling it under water to drown and dismember.
PICTURES TAKEN FROM: www.ausemade.com.au
* www.sodahead.com
*5. AFRICAN LION
Giant fangs? Check. Lightning quick? That too. Razor sharp
claws? You betcha. Hungry? You better hope not. These big
cats are near perfect hunters.
PICTURES TAKEN FROM: www.hdwallpapers.in
* www.sodahead.com
*4. GREAT WHITE SHARK
Blood in the water can excite these sharks into a feeding
frenzy, where they’ll use all 3000 of their teeth to bite anything
that moves.
PICTURES TAKEN FROM: www. animals.nationalgeographic.com
* www.sodahead.com
*3. AUSTRALIAN BOX JELLYFISH
Also known as the sea wasp, this salad-bowl sized jellyfish can
have up to 60 tentacles each 15 feet long. Each tentacle has
5000 stinging calls and enough toxin to kill 60 humans.
PICTURES TAKEN FROM: www.australiangeographic.com.au
* www.sodahead.com
*2. ASIAN COBRA
While the Asian Cobra doesn’t hold the title of most venomous
snake, it does the most with what it has. Of the 50,000 deaths
by snakebite a year, Asian Cobras are responsible for the
largest chunk.
PICTURES TAKEN FROM: www.en.wikipedia.org
* www.sodahead.com
*1. MOSQUITO
Most skeeter bites just make you itch. But some mosquitos
carry and transfer malaria causing parasites. As a result, these
little pests are responsible for the deaths of more than two
million people a year.
PICTURES TAKEN FROM: www6.montgomerycountymd.gov
* www.sodahead.com
POISON DART FROG
• Find a compound adjective meaning “small”.
• Find a verb that describes the slow flow of a thick liquid.
• Find an adjective that describes something unpleasantly wet
and sticky.
POISON DART FROG
• Find a compound adjective meaning “small”. PINT SIZE
• Find a verb that describes the slow flow of a thick liquid. TO OOZE
• Find an adjective that describes something unpleasantly wet and
sticky. SLIMY
CAPE BUFFALO
• Find a compound noun that describes a group of animals of
one kind that live and feed together.
• Find a countable noun that describes an animal that kills and
eats other animals.
CAPE BUFFALO
• Find a compound noun that describes a group of animals of
one kind that live and feed together. A HERD
• Find a countable noun that describes an animal that kills and
eats other animals. A PREDATOR
POLAR BEAR
Find a compound noun that describes a baby-bear, Lion or Tiger.
ELEPHANT
Find a regular verb that means “put your foot down very hard”.
CROCODILE
Find an idiom meaning “very quickly”.
POLAR BEAR
Find a compound noun that describes a baby-bear, Lion or Tiger.
A CUB
ELEPHANT
Find a regular verb that means “put your foot down very hard”.
TO STOMP
CROCODILE
Find an idiom meaning “very quickly”.
IN THE BLINK OF AN EYE
LION
Find a countable noun meaning “long sharp teeth”.
SHARK
Find a countable noun which describes “excited eating by a group
of wild animals”.
COBRA
Find an adjective describing a poisonous animal.
LION
Find a countable noun meaning “long sharp teeth”.
FANGS
SHARK
Find a countable noun which describes “excited eating by a group of wild
animals”.
FEEDING FRENZY
COBRA
Find an adjective describing a poisonous animal.
VENOMOUS
MATCH THE NOUNS THAT DESCRIBE A GROUP OF ANIMALS OF ONE KIND
WITH THE NAMES OF THE ANIMALS:
Nouns:
flock,
herd,
horde,
sleuth,
swarm,
school,
colony,
pack,
band,
group,
gaggle
Animals:
wolves,
geese,
cows,
bats,
lemurs,
fish,
beetles,
hamsters,
gorillas,
bears,
sheep
Flock of sheep,
Herd of cows,
Horde of hamsters,
Sleuth of bears,
Swarm of beetles,
School of fish,
Colony of bats,
Pack of wolves,
Band of gorillas,
Group of lemurs
Gaggle of geese
BEARS IN POLAND
• HOW MANY BEARS ARE THERE IN POLAND?
• HOW MANY PEOPLE ARE ATTACKED BY BEARS IN POLAND
EACH YEAR?
DISCUSS IN PAIRS.
BEARS IN POLAND
• HOW MANY BEARS ARE THERE IN POLAND?
500
• HOW MANY PEOPLE ARE ATTACKED BY BEARS IN POLAND
EACH YEAR?
0.5 (ONE EVERY TWO YEARS)
Read an article about bears and how to survive
a bear attack.
However, before reading discuss in pairs what
to do if a bear attacks.
*HOW TO SURVIVE A BEAR ATTACK
In the early days of the north, the natives of Alaska and the Yukon believed that bears were another
species of man. They also knew that they could be dangerous! So, if they came upon a bear, they would
stop and hold their hands over their heads and say “Hello brother bear, I did not mean to disturb you. I
will leave your territory now and leave you in peace”. Then they would back away, unharmed. While this
is only legend, it does work! At times.
A bear will attack a man if they are surprised, feel they are in danger, wish to protect territory or if they
have cubs. The best way to avoid danger is to avoid the bear. But if you cannot avoid them, make sure
they see you first.
As you walk or travel through bear territory, and if you cannot see more then 50 to 100 feet in front of
you, call out every few minutes until you enter a clear area. Some people call out, others sing, some
wear bear-bells. The point being to make a lot of noise. In most cases the bear will move off the trail and
watch you pass. They rarely look for a confrontation.
If you see a bear, talk to the bear. Make sure he sees you. Hold your arms high above your head. This
will make you look like a much bigger animal to him. Continue to talk and slowly back away. If you run he
will chase you.
*http://www.arcticwebsite.com
If the bear comes for you, climb a tree or drop to a fetal position. Cover your head and neck with your
hands. Keep your pack on to protect you. Even if the bear bites you continue to play dead. Once he
realises that you are not a threat he may leave. If he does not stop, fight back and make as much noise
as possible.
The best protection from bears is to carry a firearm. But, still avoid a confrontation, because bears rarely
go down with a single shot and cover some distance while wounded.
Another popular defence against bears is to carry bear spray. If you spray the bear he may change his
mind or break off an attack, although some claim it just makes a bear mad. However, in many areas this
is the only protection permitted.
Stay away from bears. Many tourists think they look cute and like to get close enough to take a picture.
Do not be stupid! All wild animals can be dangerous! Also remember that a female with cubs is very
protective and dangerous and may attack even though you are a safe distance away.
If you are in a camp, before anything else, put your food, trash, cooking gear, fuel, soaps and toiletries
up a bear pole or tree. They must be at least 12 feet to be secure. Then place your camp a safe distance
away.
*THE BLACK BEAR
The black bear is the smallest of the bears. He is primarily a scavenger, not a
hunter. In areas where people are present he has learned that people can provide
food, and he may have lost much of his fear of man. Use the procedure as above,
but if he attacks it is likely that he has mistaken you for food, or that you have food,
or he could be rogue. Play dead, but if he bites, fight back.
Picture taken from: blogs.discovery.com
*THE GRIZZLY BEAR
The grizzly bear is indifferent to man. He has no fear of man and will attack if he
feels like it. Sometimes he may not attack and may run away. The best thing is to
avoid him and never surprise him. If he does attack he rarely sustains his attack,
after you play dead. Remember he is a very big animal and his weight alone can
kill.
Picture taken from: grizzlybearblog.wordpress.com
*THE POLAR BEAR
The polar bear is the most deadly of all. While his normal food is seal, they have
been known, for centuries, to attack humans. Until the introduction of firearms, the
native people of the north have lived in fear of them. Many early explorers have told
horror stories of polar bear attacks. These bears are known to stalk and hunt
humans. If you are in polar bear country carry a firearm or avoid the area.
Picture taken from: www.earthrangers.com
VOCABULARY FROM THE READING:
Fetal position
To follow an animal or person quietly in order to catch or kill
them.
Wounded
To continue over a period of time.
To scavenge
To eat anything it can find (animal), to search through things that
other people don’t want (people).
To sustain
The body position of an unborn child inside its mother.
To stalk
Suffering from wounds; injured, especially in a battle or fight.
Fetal position
The body position of an unborn child inside its mother.
Wounded
Suffering from wounds; injured, especially in a battle or fight.
To scavenge
To eat anything it can find (animal), to search through things that
other people don’t want (people).
To sustain
To continue over a period of time.
To stalk
To follow an animal or person quietly in order to catch or kill
them.
• If the bear comes for you, climb a tree or drop to a fetal position.
• Bears rarely go down with a single shot and cover some distance
while wounded.
• He is primarily a scavenger, not a hunter.
• If he does attack he rarely sustains his attack.
• These bears are known to stalk and hunt humans.
Look back at the article about bears.
What grammar structure is used very often
A bear will attack a man if they are surprised.
But if you cannot avoid them, make sure they see you first.
If you see a bear, talk to the bear.
And many more! In our next lesson we will look at Conditionals.
CONDITIONALS
• To clarify the meaning, form and pronunciation of
conditionals.
• To practice the meaning, form and pronunciation of
conditionals.
Put the following sentences into one of the four groups:
Zero Conditional
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
First Conditional
Second Conditional
If I won a million dollars, I’d buy an island.
I would have left earlier if I’d known it was so late.
We’ll phone if we get lost.
If the restaurant is closed, I’ll order takeaway.
What would you have done if you had been hurt?
If the TV was working, I’d turn it on.
Jean would’ve finished first if she hadn’t fallen.
The car will start if you let the engine warm up.
If I were you, I’d try to learn as much as you can.
If you see a bear, run from the bear.
When you put ice in hot water, it melts.
Third Conditional
Zero Conditional
10. If you see a bear, run from the bear.
11. When you put ice in hot water, it melts.
First Conditional
3. We’ll phone if we get lost.
4. If the restaurant is closed, I’ll order takeaway.
8. The car will start if you let the engine warm up.
Second Conditional
1. If I won a million dollars, I’d buy an island.
6. If the TV was working, I’d turn it on.
9. If I were you, I’d try to learn as much as you can.
Third Conditional
2. I would have left earlier if I’d known it was so late.
5. What would you have done if you had been hurt?
7. Jean would’ve finished first if she hadn’t fallen.
Match the conditionals on the left to their meanings on the right:
ZERO CONDITIONAL
When you put ice in water, it melts.
A past situation that cannot be changed.
FIRST CONDITIONAL
A future situation that is possible or an event
that is possible if it’s not stopped by
something.
SECOND CONDITIONAL
A future situation that is unlikely to happen or a
present situation that is impossible.
THIRD CONDITIONAL
A rule, something that is always true or a piece
of advice.
ZERO CONDITIONAL
When you put ice in water, it melts.
A rule, something that is always true or a piece of
advice.
FIRST CONDITIONAL
A future situation that is unlikely to happen or a
present situation that is impossible.
SECOND CONDITIONAL
A future situation that is possible or an event that is
possible if it’s not stopped by something.
THIRD CONDITIONAL
A past situation that cannot be changed.
FORMS
FILL IN THE GAPS WITH THE CORRECT GRAMMAR EG. PRESENT SIMPLE.
What is the zero conditional form?
If / When ______________ + ____________________ or imperative.
ZERO CONDITIONAL
If / When present simple + present simple or imperative.
Example:
FORMS
What is the first conditional form?
If ______________ + ____________________ + 1st form.
FIRST CONDITIONAL
If present simple + will + 1st form.
Example:
If the restaurant is closed, I will order takeaway.
FORMS
What is the second conditional form?
If past _______/_______ + ______/_____/________ + 1st form.
SECOND CONDITIONAL
If past simple / continous + would / could / might + 1st form.
Example:
If I won a million dollars, I would buy an island.
FORMS
What is the third conditional form?
If past _______/_______ + _____/____/_____/____ + ____ +3rd form.
THIRD CONDITIONAL
If past perfect simple / perfect continous + would / should / could / might +
have + 3rd form.
Example:
If I had known it was so late, I would have left earlier.
PRACTICE:
ZERO CONDITIONAL
In pairs write one first conditional sentence for advice.
You can think of the deadly animals as an example.
EXAMPLE:
If you see a great white shark, swim as fast as you can.
PRACTICE:
ZERO CONDITIONAL
Now write a zero conditional sentence for something that is always
true or a rule. The funniest sentence will win.
EXAMPLE:
If you drink four beers, you are a great dancer.
PRACTICE:
FIRST CONDITIONAL
Now write a first conditional sentence. Check the meaning and
grammar section to help you.
EXAMPLE:
If you put your hand in the fire, it will hurt.
PRACTICE:
Can you see the difference in meaning between these two sentences:
If you put your hand in fire, it hurts.
PRACTICE:
If you put your hand in fire, it hurts.
A rule, something that is always true.
A possible future situation.
PRACTICE:
SECOND CONDITIONAL
Answer the following questions in pairs. Remember to use the second conditional.
What would you say / What would you do:
If you lost all your money in a foreign country?
If you saw an old lady stealing from a shop?
If Poland won the football world cup?
PRACTICE:
SECOND CONDITIONAL
If I lost all your money in a foreign country I would phone my mother.
If I saw an old lady stealing from a shop I would call the police
If Poland won the football world cup I would wake up from my dream very happy.
PRACTICE:
THIRD CONDITIONAL
Pawel’s life:
-
moved to London
met Julia Roberts
fell in love
got married
had children
Complete the story using the third conditional.
If Pawel hadn’t moved to London, he wouldn’t have met Julia Roberts.
If he hadn’t met Julia Roberts, he…
If…
If…
If…
PRACTICE:
THIRD CONDITIONAL
If Pawel hadn’t moved to London, he wouldn’t have met Julia Roberts.
If he hadn’t met Julia Roberts, he wouldn’t have fallen in love.
If he hadn’t fallen in love, he wouldn’t have got married.
If he hadn’t got married he wouldn’t have had children.
If he hadn’t had children, he wouldn’t have spent a fortune on nappies!
ADVANCED PRACTICE:
Can you write the following question using the 1st, 2nd and 3rd
conditionals:
If a shop assistant (give) you too much change, what you (do)?
ADVANCED PRACTICE:
If the shop assistant gives you too much change, what will you do?
If the a shop gave you too much change, what would you do?
If the shop assistant had given you too much change, what would you have done?
Now think of a situation where these sentences could be used.
ADVANCED PRACTICE:
If the shop assistant gives you too much change, what will you do?
You are waiting in the queue of Biedronka with your friend.
If the shop assistant gave you too much change, what would you do?
You are in the pub and you ask your friend a general hypothetical question.
If the shop assistant had given you too much change, what would you have done?
You are leaving Biedronka and the shop assistant did not give you too much
change.
Homework
Do the same with these questions:
Where you (go), if you (have) another holiday this/last year?
If you (start) a business one day, what it (be)?
Remember to think of a situation where each conditional could be used!
Homework answers:
Where you (go), if you (have) another holiday this/last year?
Where will you go if you have another holiday this year?
A question to someone who is rich. Another holiday is very possible.
Where would you go if you had another holiday this year?
A question to someone who is not rich. Another holiday is not so possible.
Where would you have gone if you had had another holiday last year?
A question about a past situation that cannot be changed.
Homework answers:
If you (start) a business one day, what it (be)?
If you start a business one day, what will it be?
A question to a business studies student.
If you started a business one day, what would it be?
A more general question and not to a business studies student.
If you had started a business, what would it have been?
A conversation between two old men sitting in the park talking about their life.
Note – the first and second conditional are very similar here but the first
conditional can be seen as a more likely situation.
Mixed Conditionals
An imaginary past event that could have some consequences in the present.
If he had broken the record, he would be famous now.
IF + PAST PERFECT
(AS IN 3RD CONDITIONAL)
WOULD + INFINITIVE WITHOUT TO
(AS IN 2ND CONDITIONAL)
Mixed Conditionals
An unreal present situation (usually imaginary), which could have had some
consequences in the past.
If he was a better player, he would have scored more goals.
IF + PAST SIMPLE
(AS IN 2ND CONDITIONAL)
IF + PERFECT INFINITIVE
(AS IN 3RD CONDITIONAL)
Mixed Conditionals – PRACTICE:
IN PAIRS WRITE 2 MORE SENTENCES USING EACH MIXED CONDITIONAL.
• An imaginary past event that could have some consequences in the
present.
• An unreal present situation (usually imaginary), which could have had some
An imaginary past event that could have some consequences in the present.
If I had worked harder at school, I wouldn’t be here now.
If Poland had won, we would be very happy.
An unreal present situation (usually imaginary), which could have had some
If I was rich, I would have bought that Porshe I saw yesterday.
If I spoke French, I would have translated the menu for you.
DESCRIBING GRAPHS
• To improve vocabulary used to describe graphs.
• To provide students with practice in describing trends.
TYPES OF GRAPHS AND DIAGRAMS:
The most common forms of graphs and diagrams are:
• bar graph
• line graph
• pie chart
PIE CHART
KEY
SLICES/
SEGMENTS
PIE CHART – a circle divided into segments/slices to
show how the total is divided. The key shows what
each segment/slice represents.
The chart taken from www.support.google.com
PIE CHART
PERCENTAGES , FRACTIONS, RATIOS
Percentage
Fraction
80%
four-fifths
75%
three-quarters
65%
two-thirds
60%
three-fifths
55%
more than half
50%
half
45%
more than two fifths
Percentage
Fraction
40%
two-fifths
35%
more than a third
30%
less than a third
25%
a quarter
20%
a fifth
15%
less than a fifth
10%
one in ten
PIE CHART
PERCENTAGES, QUALIFIERS
Percentage
Qualifier
77%
just over three quarters
77%
approximately three quarters
49%
just under a half
49%
nearly a half
32%
almost a third
PIE CHART
PERCENTAGES, PHRASES
Percentage
proportion / number / amount /
majority / minority
75% - 85%
a very large majority
65% - 75%
a significant proportion
10% - 15%
a minority
5%
a very small number
BAR CHART / BAR GRAPH
HORIZONTAL
AXIS
VERTICAL
AXIS
BAR CHART / BAR GRAPH – A DIAGRAM WHERE AMOUNTS
ARE SHOWN BY VERTICAL OR HORIZONTAL BARS WHICH
VARY IN HEIGHT OR LENGTH.
Chart taken from www.onlinemathlearning.com
LINE GRAPH
VERTICAL
AXIS
HORIZONTAL
AXIS
LINE CHART– is a type of chart which presents information as a
series of data points called 'markers' connected by straight line
segments.
Chart taken from www.indiabix.com
WORDS AND PHRASES WHICH ARE USEFUL WHEN TALKING ABOUT
TRENDS USING GRAPHS.
UP – verbs
•
•
•
•
•
•
•
•
•
•
go up
take off
shoot up
soar
jump
increase
rise
grow
improve
rocket
EXAMPLE:
UP – nouns
•
•
•
•
•
•
•
•
an increase
a rise
a growth
an improvement
an upturn
a surge
an upsurge
an upward trend
DOWN – verbs
•
•
•
•
•
•
•
•
•
•
go/ come down
fall
fall off
drop
slump
decline
decrease
slip
plummet
shrink
DOWN – nouns
•
•
•
•
•
•
a fall
a decrease
a decline
a drop
a downturn
a downward trend
NO CHANGE - verbs
•
•
•
•
•
•
remain stable
level off
stay at the same level
remain constant
stagnate
stabilize
AT THE TOP – verbs
•
•
•
reach a peak
peak
top out
AT THE BOTTOM – verbs
•
•
•
reach a low point
bottom out
recover
DEGRESS OF CHANGE
•
Adjectives:
dramatic, considerable, sharp, significant, substantial, moderate, slight
•
Adverbs:
dramatically, considerably, sharply, significantly, substantially,
moderately, slightly
SPEED OF CHANGE
•
•
•
•
•
•
•
abrupt
sudden
rapid
quick
steady
gradual
slow
REMEMBER
A substantial increase in sales
Adj
+
noun
Sales increased substantially
Verb
+
adverb
PREPOSITIONS
•
•
•
•
a rise from $1m to $2m
to increase by 50%
to fall by 30%
an increase of 7.5 per cent over the last year
OTHER USEFUL
EXPRESIONS
TO FLUCTUATE
– is used to describe when there has been a series of
changes both up and down.
EXAMPLE:
The sales have fluctuated widely since the beginning of the month.
OTHER USEFUL
EXPRESIONS
TO STAND AT – is used to focus on a particular point, often before we talk
about the trends of movement.
EXAMPLE:
At the beginning of the year, the consumption of onions in India stood at 200,000
tones.
*STUDY THE FOLLOWING GRAPH. COMPLETE THE DESCRIPTION WITH INFORMATION AND
LANGUAGE FROM THE PREVIOUS SLIDES. SEVERAL ANSWERS ARE POSSIBLE.
14
12
Profit ($ billion)
10
8
6
4
2
0
-2
0
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
-4
-6
-8
Years
The company came out of the red in 1968 after which there was a__________ __________ in profits
every year for four years. Profits reached ____________ in 1972, but in 1973, the year of the oil crisis,
there was a ___________ __________ . The ____________ trend in 1974 was smaller, but after that
profits continued to ___________ __________ for four years. The company made a $5 billion loss in
1978, after which the figures
___________ ___________ for three years, before ___________ again
in 1982.
* Financial English, Economic Issues
*Compare your answers. Remember – there are many possible answers.
14
12
Profit ($ billion)
10
8
6
4
2
0
-2
0
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
-4
-6
-8
Years
The company came out of the red in 1968 after which there was a__significant__ __increase__ in profits
every year for four years. Profits reached __a peak__ in 1972, but in 1973, the year of the oil crisis,
there was a __dramatic__ __fall__ . The __downward__ trend in 1974 was smaller, but after that profits
continued to __drop__ __steadily__ for four years. The company made a $5 billion loss in 1978, after
which the figures __rose__ __substantially__ for three years, before __slipping__ again in 1982.
*STUDY THE FOLLOWING GRAPH. COMPLETE THE DESCRIPTIONS WITH INFORMATION AND
LANGUAGE FROM THE PREVIOUS SLIDES. SEVERAL ANSWERS ARE POSSIBLE.
16
14
Sales ( $ Million)
12
10
8
6
4
2
0
1
2
3
4
5
6
7
Years
8
9
10
11
12
The year after we took over the company sales were good, at $12m, but the second year they
__________ . In fact, they dropped ____________ 25%. Sales ___________ for another two years,
_____________ for one year, and then ______________ again twice. Since then, there has been a
_____________ growth for five years. In fact in just four years, sales rose _____________ $4m
___________ $14m, an increase ______________ 250%.
*Compare your answers. Remember – there are many possible answers.
16
14
Sales ( $ Million)
12
10
8
6
4
2
0
1
2
3
4
5
6
7
Years
8
9
10
11
12
The year after we took over the company sales were good, at $12m, but the second year they _fell
slightly__ . In fact, they dropped __by__ 25%. Sales __slipped__ for another two years, _remained
stable__ for one year, and then __shrank__ again twice. Since then, there has been a __substantial__
growth for five years. In fact in just four years, sales rose __from__ $4m __to__ $14m, an increase
__of__ 250%.
PRACTICE:
Draw a line a chart about anything you like e.g. ice cream sales in Poland
Underneath your line chart write a short description of it using vocabulary
from the lesson.
REMEMBER – DO NOT SHOW YOUR GRAPH TO ANYBODY!
PRACTICE:
In teams of four, take it in turns to read your line chart description.
When you are listening also draw the line chart that is being described.
Are they the same?
PHRASAL VERBS
• To improve phrasal verb vocabulary.
• To use context as a tool to remember phrasal verbs.
Listen to the following text:
It APPLE the police three hours to find the house. They had APPLE a wrong turning when
they left Georgtown. By the time they arrived I had APPLE the opportunity to APPLE some
photographs. I invited them in. ‘APPLE a seat’ I offered. ‘Can I get you some coffee? Do you
APPLE sugar?’ Let’s APPLE a look around first,’said the big one. ‘You say you were
robbed. What happened exactly? And what did they APPLE? Start from the beginning.
APPLE your time. I’ll APPLE notes.’ Well, I was about to APPLE a shower,’ I said, ‘I’d just
APPLE my pajamas off, when these men burst in. ‘APPLE that!’ one of them said, as he
knocked me to the floor. I was a bit APPLE aback. It APPLE me completely by surprise.....’
WHAT WORD SHOULD BE INSTEAD OF APPLE?
Now look at the text again and put the word „take” where you
think it should go.
Remember to use the correct form of take!
It the police three hours to find the house. They had a wrong turning when they left
Georgtown. By the time they arrived I had the opportunity to some photographs. I invited
them in. ‘A seat’ I offered. ‘Can I get you some coffee? Do you sugar?’Let’s a look around
first,’said the big one. ‘You say you were robbed. What happened exactly? And what did
they? Start from the beginning. Your time. I’ll notes.’ Well, I was about to a shower,’ I said,
‘I’d just my pajamas off, when these men burst in. ‘That!’ one of them said, as he knocked
me to the floor. I was a bit aback. It me completely by surprise.....’
It took the police three hours to find the house. They had taken a wrong turning when they
left Georgtown. By the time they arrived I had taken the opportunity to take some
photographs. I invited them in. ‘Take a seat’ I offered. ‘Can I get you some coffee? Do you
take sugar? ’Let’s take a look around first,’said the big one. ‘You say you were robbed.
What happened exactly? And what did they take? Start from the beginning. Take your
time. I’ll take notes.’ Well, I was about to take a shower,’ I said, ‘I’d just taken my pajamas
off, when these men burst in. ‘Take that!’ one of them said, as he knocked me to the floor. I
was a bit taken aback. It took me completely by surprise.....’
Taken aback – a phrasal verb meaning very surprised/astonished
EXAMPLE:
I was taken aback when I saw a tatoo of a spider on my grandma’s face!
Lets look at phrasal verbs with „take”
TAKE AFTER SOMEBODY
- have a similar appearance or personality (especially a relative)
EXAMPLE:
I take after my mother. We both have brown eyes.
Anthony is very smart. He takes after his father who is a famous scientist.
TAKE SOMETHING DOWN
1) Separate a structure into parts
EXAMPLE:
After the circus was over, the workers took down the big tents.
2) Write information on paper
EXAMPLE:
John took down my address and phone number and said he’d call me later.
TAKE OFF
1) An airplane leaving the ground and going up into the air
EXAMPLE:
The plane took off 10 minutes ago.
2) Become successful or popular very fast
EXAMPLE:
In the last few years, social media sites have taken off all over the world.
3) Leave a place suddenly (informal)
EXAMPLE:
He was at the party for about 15 minutes, and then he took off.
TAKE SOMETHING OFF
1) Remove a piece of clothing from your body
EXAMPLE:
I always take off my shoes as soon as I get home.
2) Not go to work for a period of time
EXAMPLE:
Michael took three days off to go swimming in Hawaii.
TAKE UP SOMETHING
1) Fill space or time
EXAMPLE
John’s toys are taking up all the space in his room.
My job takes up 5 hours of my day.
2) Start doing something regularly
EXAMPLE
I’ve recently taken up yoga.
Now learn more new phrasal verbs, but this
time from the context.
1. In teams of three complete the sentences by using the correct form of the verb
TAKE and the particles below. Use each particle once only. Don’t show the answers to another
team.
away
back
down
off
on
out
to
up
1. Trevor has threatened to take you to court if you don’t .................................what you
said.
2. After being in several amateur productions, I decided to
............................................acting professionally.
3. When we arrived at the airport, the plane had already
........................................................
4. Sales of our products increased dramatically so we had to ................................ extra
staff to keep up with the demand.
1. Now complete these sentences by using the correct form of the verb TAKE and the
particles below. Use each particle once only.
away
back
down
off
on
out
to
up
5. We want to buy a new car, but it will mean.................................a loan , and we want to
avoid that.
6. The concert was last week but they still haven’t ...........................................the posters
from the notice boards.
7. The sea and the sky looked so beautiful that they ...........................my
breath......................
8. Irma was pleasant enough but I never really....................................her. Maybe it was
because we seemed to have nothing in common.
GRAMMAR GAMBLE
TEAM 1
400
TEAM 3
400
TEAM 2
400
TEAM 4
400
Time to gamble! In your teams you must gamble your points depending on how confident
you are of the correct answer.
Maximum – 50 points
Minimum – 10 points
FOR EXAMPLE:
1. Trevor has threatened to take you to court if you don’t ...take up....what you said.
50 points – „I’m confident!”
2. After being in several amateur productions, I decided to .....take down....acting
professionally.
10 points – „I think it’s wrong”
GRAMMAR GAMBLE
It’s nearly time to check our answers and see how many points you have won 
BUT FIRST – you have two more minutes to check the form of the word „take”.
There is one „taking”. Think back to our lesson on verb forms.
Compare your answers and count your points
1. Trevor has threatened to take you to court if you don’t ......take back.......what you
said.
2. After being in several amateur productions, I decided to .........take up.......acting
professionally.
3. When we arrived at the airport, the plane had already ........taken off...........
4. Sales of our products increased dramatically so we had to .........take on......... extra
staff to keep up with the demand.
5. We want to buy a new car, but it will mean.......taking out......a loan , and we want to
avoid that.
6. The concert was last week but they still haven’t .......taken down......the posters from
the notice boards.
7. The sea and the sky looked so beautiful that they ......took .....my breath.....away......
8. Irma was pleasant enough but I never really........took to.......her. Maybe it was because
we seemed to have nothing in common.
Now complete the sentences by using the correct form of the verb TAKE and the particles below. Use
each particle once only. No gambling this time 
aback
after
apart
back
in
off
on
over
1. With that nose of hers, Nathalie certainly...............................her father – and she’s got
his temper too!
2. One of the first things I learnt in the army was how to ..............................a gun
.............................and then put it together again.
3. Seeing those tall chimneys over there ....................................me ...............................to
my childhood when I lived in a town with a lot of heavy industry.
4. Many employees lost their jobs when the firm was...................................by a large multinational company.
aback
after
apart
back
in
off
on
over
1. With that nose of hers, Nathalie certainly.....takes after.......her father – and she’s got
his temper too!
2. One of the first things I learnt in the army was how to ........take........a gun
.....apart........and then put it together again.
3. Seeing those tall chimneys over there .......takes........me .......back......to my childhood
when I lived in a town with a lot of heavy industry.
4. Many employees lost their jobs when the firm was......taken over......by a large multinational company.
Now complete the sentences by using the correct form of the verb TAKE and the particles below. Use
each particle once only.
aback
after
apart
back
in
off
on
over
5. Helena was wearing such strange clothes that we were all ................................... It took
us some time to get over the shock.
6. You look exhausted. I think you’ve....................................more than you can handle.
7. If you are so cold, ..................................that thin shirt and put on something warmer.
8. He fooled most people into believing that he was a policeman. I suppose they were
....................................by the uniform
aback
after
apart
back
in
off
on
over
5. Helena was wearing such strange clothes that we were all .....taken aback....... It took
us some time to get over the shock.
6. You look exhausted. I think you’ve........taken on.......more than you can handle.
7. If you are so cold, ........take off…....that thin shirt and put on something warmer.
8. He fooled most people into believing that he was a policeman. I suppose they were
........taken in.......by the uniform
REMEMBER:
When learning phrasal verbs it is always a good idea to
write down a sentence.
The context of the sentence can provide the meaning of
the phrasal verb and make it easier to remember!
Now try to fill the gaps with these different phrasal verbs using the context of the
sentence to help you. Remember to use the correct form of the verb.
1.The war broke
A in
B out
C down
in 1939 when Germany invaded Poland.
2. Heavy rain brought
A up
B in
C about
flooding across the whole country.
3. The football match was called
A of
B off
C back
4. The scientist carries
A over
B off
C out
due to heavy snow.
experiments on mice.
5. Kubica caught
A up
B out
C down
6. Pawel came
A on
B in
C up
7. Pawel dropped
A of
B out
C back
8. Pawel fell
A behind
B down
C out
with Alonso and then overtook him.
with an excellent idea!
of university after failing his exams.
at university after missing too many lessons.
9. Szymon fell ________ with Adam because Adam ate all the food in the fridge.
A up
B down
C out with
10. Students give ___________ adverts under Swidnicka.
A out
B in
C up
11. The police will look _______ the crime.
A into
B out
C back
12. I have to make __________ stories in my head for my son before bed.
A over
B down
C up
1.B
7.B
2.C
8.A
3.B
9.C
4.C
10.A
5.A
11.A
6.C
12.C
IN PAIRS WRITE DOWN AN EXAMPLE OF THE FOLLOWING THINGS:
• A famous person
• A different famous person
• A strange place
• A strange object
USING YOUR FAMOUS PEOPLE, STRANGE PLACE AND
STRANGE OBJECT WRITE A SHORT CONVERSATION USING
THE PHRASAL VERBS FROM THE LESSON.
TRY TO USE AT LEAST TEN PHRASAL VERBS!
WE WILL LISTEN TO THE CONVERSATIONS WHEN YOU ARE
FINISHED.

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