---

Class Activity Grades

95.0    محمد صالح حسنلو راد
98.0    کیاشا انصاری
79.0    دانیال اسلانی کتولی
94.0    آروین کاوری زاده
81.0    نیما طاوسی
90.0    امیر رضا حمیدی
73.0    محمدآیین سیاح
81.0    امیرعلی خوش بین
94.0    محمدحسین رخسار
92.0    محمد طاها زکی پور
25.0    علی رضایی منش
94.0    شایان دری جانی
84.0    امیر سام فقیه
86.0    سهیل عزیز
91.0    سروش قربانی مقدم صحن سرائی
83.0    سورنا اشکانفر
83.0    محمدعلی بذرافشان
97.0    سید پرهام معنوی خرد
64.0    آبتین سید کاظمی
74.0    محمدطاها سروری
80.0    محمدطه امیدوار
88.0    محمد طاها دین دار
91.0    آرین شهباز
91.0    هومان علایی شهمیرزادی
90.0    محمد ارشیا ارغنده پور

95-100 ⇨ Excellent
90-94 ⇨ Very Good
85-89 ⇨ Good
75-84 ⇨ Average
25-74 ⇨ Weak

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Detailed Report of Class Activity Grades

4 ⇨ Good
3 ⇨ OK
2 ⇨ Weak
1 ⇨ Not Ready

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Student's ID Number: 9810030213
Name: محمد صالح حسنلو راد

Listening: 4  4  
Mean = 4.0

Speaking: 4  3  3  4  
Mean = 3.5

Reading: 4  4  
Mean = 4.0

Writing: 3  3  
Mean = 3.0

Pronunciation: 4  3  4  
Mean = 3.67

Grammar: 3  4  4  4  4  
Mean = 3.8

Vocabulary: 4  4  3  4  4  
Mean = 3.8

Orthography: 4  4  4  
Mean = 4.0

Assignment: 4  4  
Mean = 4.0

Rating Scale = 3.78

Total Score = 95.0

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Student's ID Number: 9514180314
Name: کیاشا انصاری

Listening: 4  4  
Mean = 4.0

Speaking: 4  4  
Mean = 4.0

Reading: 4  4  
Mean = 4.0

Writing: 3  4  
Mean = 3.5

Pronunciation: 4  4  
Mean = 4.0

Grammar: 4  4  4  4  
Mean = 4.0

Vocabulary: 4  
Mean = 4.0

Orthography: 3  4  
Mean = 3.5

Assignment: 4  4  
Mean = 4.0

Rating Scale = 3.93

Total Score = 98.0

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Student's ID Number: 9710080453
Name: دانیال اسلانی کتولی

Listening: 3  
Mean = 3.0

Speaking: 4  4  
Mean = 4.0

Reading: 2  
Mean = 2.0

Writing: 4  4  
Mean = 4.0

Pronunciation: 4  2  3  2  
Mean = 2.75

Grammar: 3  3  3  
Mean = 3.0

Vocabulary: 3  
Mean = 3.0

Orthography: 4  4  
Mean = 4.0

Assignment: 3  4  
Mean = 3.5

Rating Scale = 3.17

Total Score = 79.0

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Student's ID Number: 9610080054
Name: آروین کاوری زاده

Listening: 4  
Mean = 4.0

Speaking: 3  4  
Mean = 3.5

Reading: 4  
Mean = 4.0

Writing: 4  4  
Mean = 4.0

Pronunciation: 3  4  
Mean = 3.5

Grammar: 4  3  3  
Mean = 3.33

Vocabulary: 4  
Mean = 4.0

Orthography: 3  3  
Mean = 3.0

Assignment: 4  4  
Mean = 4.0

Rating Scale = 3.74

Total Score = 94.0

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Student's ID Number: 9810110252
Name: نیما طاوسی

Listening: 3  4  
Mean = 3.5

Speaking: 4  2  
Mean = 3.0

Reading: 3  
Mean = 3.0

Writing: 3  
Mean = 3.0

Pronunciation: 3  3  
Mean = 3.0

Grammar: 4  3  3  3  
Mean = 3.25

Vocabulary: 3  3  4  
Mean = 3.33

Orthography: 3  3  
Mean = 3.0

Assignment: 4  4  
Mean = 4.0

Rating Scale = 3.25

Total Score = 81.0

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Student's ID Number: 9810110119
Name: امیر رضا حمیدی

Listening: 3  
Mean = 3.0

Speaking: 4  4  
Mean = 4.0

Reading: 3  
Mean = 3.0

Writing: 4  4  
Mean = 4.0

Pronunciation: 4  3  3  4  
Mean = 3.5

Grammar: 4  4  4  4  4  
Mean = 4.0

Vocabulary: 3  4  4  3  4  
Mean = 3.6

Orthography: 4  4  
Mean = 4.0

Assignment: 4  4  
Mean = 4.0

Rating Scale = 3.62

Total Score = 90.0

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Student's ID Number: 9614260039
Name: محمدآیین سیاح

Listening: 3  
Mean = 3.0

Speaking: 3  3  
Mean = 3.0

Reading: 3  
Mean = 3.0

Writing: 3  3  
Mean = 3.0

Pronunciation: 2  2  4  
Mean = 2.67

Grammar: 2  2  2  
Mean = 2.0

Vocabulary: 3  3  
Mean = 3.0

Orthography: 3  3  
Mean = 3.0

Assignment: 3  4  
Mean = 3.5

Rating Scale = 2.92

Total Score = 73.0

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Student's ID Number: 9810150157
Name: امیرعلی خوش بین

Listening: 3  
Mean = 3.0

Speaking: 3  4  4  
Mean = 3.67

Reading: 3  
Mean = 3.0

Writing: 3  4  4  
Mean = 3.67

Pronunciation: 4  3  
Mean = 3.5

Grammar: 3  3  
Mean = 3.0

Vocabulary: 3  3  
Mean = 3.0

Orthography: 3  3  
Mean = 3.0

Assignment: 4  3  
Mean = 3.5

Rating Scale = 3.25

Total Score = 81.0

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Student's ID Number: 9810190080
Name: محمدحسین رخسار

Listening: 4  
Mean = 4.0

Speaking: 3  4  3  
Mean = 3.33

Reading: 4  
Mean = 4.0

Writing: 3  
Mean = 3.0

Pronunciation: 4  3  
Mean = 3.5

Grammar: 3  4  4  4  3  
Mean = 3.6

Vocabulary: 4  4  4  4  4  
Mean = 4.0

Orthography: 4  
Mean = 4.0

Assignment: 4  
Mean = 4.0

Rating Scale = 3.74

Total Score = 94.0

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Student's ID Number: 9710360198
Name: محمد طاها زکی پور

Listening: 4  
Mean = 4.0

Speaking: 4  4  
Mean = 4.0

Reading: 4  
Mean = 4.0

Writing: 3  4  3  
Mean = 3.33

Pronunciation: 4  3  
Mean = 3.5

Grammar: 4  3  4  4  3  
Mean = 3.6

Vocabulary: 3  3  
Mean = 3.0

Orthography: 3  3  
Mean = 3.0

Assignment: 4  4  
Mean = 4.0

Rating Scale = 3.68

Total Score = 92.0

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Student's ID Number: 140025267880
Name: علی رضایی منش

Listening: 1  
Mean = 1.0

Speaking: 1  
Mean = 1.0

Reading: 1  
Mean = 1.0

Writing: 1  
Mean = 1.0

Pronunciation: 1  
Mean = 1.0

Grammar: 1  
Mean = 1.0

Vocabulary: 1  
Mean = 1.0

Orthography: 1  
Mean = 1.0

Assignment: 1  
Mean = 1.0

Rating Scale = 1.0

Total Score = 25.0

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Student's ID Number: 9813060036
Name: شایان دری جانی

Listening: 4  4  
Mean = 4.0

Speaking: 4  4  
Mean = 4.0

Reading: 3  
Mean = 3.0

Writing: 4  
Mean = 4.0

Pronunciation: 4  4  
Mean = 4.0

Grammar: 3  4  3  4  4  
Mean = 3.6

Vocabulary: 3  4  4  
Mean = 3.67

Orthography: 4  4  
Mean = 4.0

Assignment: 4  4  4  4  
Mean = 4.0

Rating Scale = 3.78

Total Score = 94.0

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Student's ID Number: 9514070230
Name: امیر سام فقیه

Listening: 3  
Mean = 3.0

Speaking: 3  4  
Mean = 3.5

Reading: 3  
Mean = 3.0

Writing: 3  4  
Mean = 3.5

Pronunciation: 3  3  3  
Mean = 3.0

Grammar: 3  4  4  4  3  
Mean = 3.6

Vocabulary: 4  4  3  
Mean = 3.67

Orthography: 3  3  
Mean = 3.0

Assignment: 4  4  4  
Mean = 4.0

Rating Scale = 3.36

Total Score = 84.0

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Student's ID Number: 9414070193
Name: سهیل عزیز

Listening: 3  4  
Mean = 3.5

Speaking: 3  4  
Mean = 3.5

Reading: 3  
Mean = 3.0

Writing: 4  
Mean = 4.0

Pronunciation: 4  3  
Mean = 3.5

Grammar: 3  4  4  3  3  
Mean = 3.4

Vocabulary: 3  
Mean = 3.0

Orthography: 4  
Mean = 4.0

Assignment: 3  4  4  
Mean = 3.67

Rating Scale = 3.45

Total Score = 86.0

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Student's ID Number: 9614020135
Name: سروش قربانی مقدم صحن سرائی

Listening: 4  
Mean = 4.0

Speaking: 4  3  
Mean = 3.5

Reading: 4  3  
Mean = 3.5

Writing: 4  3  
Mean = 3.5

Pronunciation: 4  3  3  2  
Mean = 3.0

Grammar: 4  4  4  4  4  
Mean = 4.0

Vocabulary: 3  4  4  3  4  
Mean = 3.6

Orthography: 3  4  
Mean = 3.5

Assignment: 4  4  4  4  
Mean = 4.0

Rating Scale = 3.64

Total Score = 91.0

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Student's ID Number: 9714020399
Name: سورنا اشکانفر

Listening: 3  
Mean = 3.0

Speaking: 3  
Mean = 3.0

Reading: 3  
Mean = 3.0

Writing: 3  
Mean = 3.0

Pronunciation: 4  
Mean = 4.0

Grammar: 3  3  4  
Mean = 3.33

Vocabulary: 3  4  
Mean = 3.5

Orthography: 3  
Mean = 3.0

Assignment: 4  
Mean = 4.0

Rating Scale = 3.3

Total Score = 83.0

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Student's ID Number: 1401402219760
Name: محمدعلی بذرافشان

Listening: 3  
Mean = 3.0

Speaking: 3  3  
Mean = 3.0

Reading: 4  
Mean = 4.0

Writing: 4  3  
Mean = 3.5

Pronunciation: 3  
Mean = 3.0

Grammar: 4  3  2  
Mean = 3.0

Vocabulary: 3  
Mean = 3.0

Orthography: 4  4  
Mean = 4.0

Assignment: 4  3  
Mean = 3.5

Rating Scale = 3.31

Total Score = 83.0

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Student's ID Number: 9513060084
Name: سید پرهام معنوی خرد

Listening: 4  
Mean = 4.0

Speaking: 4  4  
Mean = 4.0

Reading: 4  
Mean = 4.0

Writing: 4  4  
Mean = 4.0

Pronunciation: 4  3  4  
Mean = 3.67

Grammar: 4  4  4  4  
Mean = 4.0

Vocabulary: 4  3  
Mean = 3.5

Orthography: 3  4  
Mean = 3.5

Assignment: 4  4  
Mean = 4.0

Rating Scale = 3.87

Total Score = 97.0

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Student's ID Number: 9513060131
Name: آبتین سید کاظمی

Listening: 3  
Mean = 3.0

Speaking: 1  4  1  
Mean = 2.0

Reading: 3  
Mean = 3.0

Writing: 1  3  
Mean = 2.0

Pronunciation: 4  3  
Mean = 3.5

Grammar: 2  
Mean = 2.0

Vocabulary: 3  1  
Mean = 2.0

Orthography: 3  
Mean = 3.0

Assignment: 3  2  
Mean = 2.5

Rating Scale = 2.56

Total Score = 64.0

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Student's ID Number: 9814080022
Name: محمدطاها سروری

Listening: 3  
Mean = 3.0

Speaking: 3  3  
Mean = 3.0

Reading: 3  3  
Mean = 3.0

Writing: 3  3  
Mean = 3.0

Pronunciation: 4  3  2  2  
Mean = 2.75

Grammar: 2  4  3  
Mean = 3.0

Vocabulary: 3  
Mean = 3.0

Orthography: 3  3  
Mean = 3.0

Assignment: 3  
Mean = 3.0

Rating Scale = 2.98

Total Score = 74.0

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Student's ID Number: 9814080088
Name: محمدطه امیدوار

Listening: 3  
Mean = 3.0

Speaking: 3  3  
Mean = 3.0

Reading: 3  4  
Mean = 3.5

Writing: 4  4  
Mean = 4.0

Pronunciation: 3  3  
Mean = 3.0

Grammar: 4  2  4  2  
Mean = 3.0

Vocabulary: 3  
Mean = 3.0

Orthography: 3  3  
Mean = 3.0

Assignment: 3  4  
Mean = 3.5

Rating Scale = 3.2

Total Score = 80.0

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Student's ID Number: 9623090165
Name: محمد طاها دین دار

Listening: 4  4  
Mean = 4.0

Speaking: 3  
Mean = 3.0

Reading: 3  
Mean = 3.0

Writing: 4  
Mean = 4.0

Pronunciation: 3  4  
Mean = 3.5

Grammar: 3  4  3  
Mean = 3.33

Vocabulary: 4  4  
Mean = 4.0

Orthography: 3  
Mean = 3.0

Assignment: 4  4  
Mean = 4.0

Rating Scale = 3.53

Total Score = 88.0

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Student's ID Number: 9941545987
Name: آرین شهباز

Listening: 3  4  
Mean = 3.5

Speaking: 3  3  
Mean = 3.0

Reading: 4  3  4  
Mean = 3.67

Writing: 4  4  
Mean = 4.0

Pronunciation: 4  4  
Mean = 4.0

Grammar: 4  3  4  4  3  
Mean = 3.6

Vocabulary: 3  4  4  
Mean = 3.67

Orthography: 4  4  
Mean = 4.0

Assignment: 4  4  4  
Mean = 4.0

Rating Scale = 3.66

Total Score = 91.0

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Student's ID Number: 9614260092
Name: هومان علایی شهمیرزادی

Listening: 4  4  
Mean = 4.0

Speaking: 4  3  3  
Mean = 3.33

Reading: 4  4  
Mean = 4.0

Writing: 4  4  
Mean = 4.0

Pronunciation: 3  3  3  
Mean = 3.0

Grammar: 3  4  4  3  3  
Mean = 3.4

Vocabulary: 3  4  3  3  
Mean = 3.25

Orthography: 4  4  
Mean = 4.0

Assignment: 4  4  4  
Mean = 4.0

Rating Scale = 3.66

Total Score = 91.0

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Student's ID Number: 9613050018
Name: محمد ارشیا ارغنده پور

Listening: 4  3  
Mean = 3.5

Speaking: 3  3  
Mean = 3.0

Reading: 4  4  
Mean = 4.0

Writing: 3  3  
Mean = 3.0

Pronunciation: 4  4  3  4  3  
Mean = 3.6

Grammar: 3  4  4  3  4  
Mean = 3.6

Vocabulary: 3  4  4  4  4  
Mean = 3.8

Orthography: 4  4  4  4  
Mean = 4.0

Assignment: 4  4  4  4  
Mean = 4.0

Rating Scale = 3.61

Total Score = 90.0

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Session 20

Unit 8: VOCABULARY STOP

1. f
2. c
3. g
4. a
5. b
6. d

Unit 8: Listening

Audio Script
Hello and welcome to channel five news. I'm Karen Armstrong and I'm Jim Lopez.

Jim: Today's main story is about the forest fires that started burning on Friday. Strong winds drove the flames toward the city and by Saturday hundreds of families in Bellevue had to leave the area because the fire was very close to their homes. According to Fire Chief, Andy Wallis, the fire is now under control. The wind has dropped, so the fire will probably not get any closer to the city. Karen!

Karen: A woman was rescued from a boat by helicopter late this afternoon. Mary Avona was out on her boat with some friends when she started to have some stomach pains. An hour later, the pains were worse, and she decided that she needed immediate medical attention. Ms. Avona and her friends were 50 miles off the coast and realized that it would take too long to sail back. Ms. Avona's friend radioed the coast guard and a helicopter was sent to pick her up. She was taken to Memorial hospital and her appendix was removed in an emergency operation. Doctors say the operation was a success and Ms. Avona will make a full recovery.

Answer Key:
1. The forest was on fire. ⇨ near Bellevue
2. A woman who was suffering from appendicitis was rescued from a boat by helicopter. ⇨ 50 miles off the coast

Unit 8: Workbook

EXERCISE A
1. specialty
2. priorities
3. solution
4. educational
5. recovery
6. addiction

EXERCISE B
1. media
2. image
3. rescued
4. violence
5. boredom
6. pleasure

EXERCISE C
1. push
2. pull
3. push
4. pull
5. push
6. pull

EXERCISE D
1. used to work; is working
2. used to be; is
3. never goes; used to go
4. used to have; do not have
5. used to get up; remain
6. Did you use to like; find

EXERCISE E
1. used to be; would hide
2. used to be
3. would often buy
4. used to be; would start
5. would call out
6. used to spend / would spend

EXERCISE F
1. have been stolen
2. have been valued
3. were taken
4. did not go off
5. was not discovered
6. have been found

EXERCISE G
1. OK
2. use to
3. have
4. Ok
5. OK
6. buy
7. Ok
8. Ok
9. holes
10. Ok
11. throw

EXERCISE H
1. Example

2. A: What did Mr. Robinson use to be?
B: He used to be a doctor, but now he is a writer.

3. A: Where did Betty use to live?
B: She used to live in Paris, but now she lives in London.

4. A: How did Tim use to go to work?
B: He used to go to work by bus, but now he goes to work by car.

5. A: What time did David use to get up?
B: He used to get up at 5:00, but now he gets up at 8:00.

6. A: Where did Linda use to work?
B: She used to work in a restaurant, but now she works in a bookstore.

---

✍Homework:

Workbook (Unit 8)

---

Session 19

Unit 8, Grammar: Habits in the Past (Used to vs. Would) (PDF)
8.3
Did they use to complain a lot?
Did he use to worry a lot?
Did they use to argue a lot?
Did she use to try a lot?
Did they use to exaggerate a lot?

8.5
She would get up at dawn.
I would go fishing in the morning.
He would return in the afternoon.
They would close their shops at noon.
We would sleep in the afternoon.

8.7
Yes, she said he stayed with his parents yesterday.
Yes, she said his plane would arrive at midnight.
Yes, she said he could speak Russian as fluently as English.
Yes, she said she had passed her driver’s test.
Yes, she said he had nightmares.

8.8
He must have had a good performance.
I should have worn my glasses.
She must have written her name on her answer sheet.
She should have reported the burglary to the police.
You should have accepted his offer.

8.9
Mary hasn’t been invited to the party yet.
The mail had been delivered when I arrived home.
Lunch was being served when we arrived.
He must be taken to the hospital as soon as possible.
The truth was finally discovered.

---

✍Homework:

Five Questions on the Dialog of Unit 8

Summary of the Dialog in Unit 8

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Session 18

Unit 7: Workbook

EXERCISE A
1. joyful
2. instantly
3. compositions
4. mastery
5. hesitation
6. startled

EXERCISE B
1. dedicated
2. cordially
3. honor
4. touch
5. casting
6. worthy

EXERCISE C
Indicating respect: cordial, honorable
Indicating unwillingness: hesitant, halfhearted
Indicating surprise: astonished, startled

EXERCISE D
1. to get
2. do
3. to take
4. to stay
5. to do
6. to cook

EXERCISE E
1. drop
2. building
3. repairing
4. tell
5. sleeping
6. call

EXERCISE F
1. Example
2. Dorothy seemed to be worried yesterday evening.
3. Mary refused to lend Philip her car.
4. Jane promised to lend Andy some money.
5. Barbara forgot to send Bill a birthday card.
6. David's wife advised him to go to a doctor.

EXERCISE G
1. OK
2. thinking
3. OK
4. telling
5. to make
6. Tomorrow
7. to stay
8. get
9. to write
10. seeing
11. OK

EXERCISE H

1.
Example

2.
A: Are you sure the men were robbers?
B: Yes, I saw them rob the bank myself.

3.
A: Are you sure Cathy is a pianist?
B: Yes, I heard her play(ing) the piano myself.

4.
A: Are you sure there was an accident?
B: Yes, I watched the car crash into the wall myself.

5.
A: Are you sure there was an earthquake?
B: Yes, I felt the room shake myself.

6.
A: Are you sure Simon was injured?
B: Yes, I saw him fall off the horse myself.

Unit 8: Dialog

Unit 8, Dialog: A Top Priority (PDF)

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✍Homework:

Seven Questions on the Reading of Unit 7

Summary of the Reading in Unit 7

Workbook (Unit 7)

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Session 17

Unit 7, Grammar, Part B: Sensory Verbs (PDF)
7.7
I didn’t see them sway, but they might have.
I didn’t see him faint, but he might have.
I didn’t see him operate on the patient, but he might have.
I didn’t hear him speak with an accent, but he might have.
I didn’t see him fix it, but he might have.

7.10
I heard the car hit the traffic light.
My friend watched the police arrest a burglar.
I felt his hand touching my shoulder.
We observed the children swimming in the pool.
I noticed a girl park her car there.

Unit 7, Reading: Ludwig van Beethoven (PDF)

Unit 8: Vocabulary

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Make-Up Class:

Thursday Khordad 17
6:30 pm - 8:00 pm

✍Homework:

Five Questions on the Dialog of Unit 7

Summary of the Dialog in Unit 7

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Session 16

Unit 7, Vocabulary

Unit 7, Dialog

Unit 7, Dialog: No Smoking (PDF)

UNIT 7: VOCABULARY STOP

1. e
2. b
3. a
4. h
5. f
6. c
7. d


Audio Script
Lecturer: Let's face it — we all have some form of stress. Whether it's due to work, school reports, family, or relationships, we could all use a break now and then. Yet in the hustle and bustle of everyday life, a lot of us can't find the time to just drop everything and take it easy. Well, what if someone told you that by just playing music from classical composers like Mozart, Strauss, or Vivaldi, you might find your job a little easier and that you might even be able to relax? This has actually been found to be true: Listening to classical music has proven to be beneficial to learning and mind relaxation. It can also reduce our levels of stress. Various studies of children have shown that those who receive music education or play a musical instrument often have increased academic skills. Don Campbell, author of The Mozart Effect, has dedicated himself to studying the effects of music on the mind and body. He counsels students that classical music playing in the background can help them concentrate for longer periods of time and memorize material more easily.

LISTEN TO IT
1. It has proven to be beneficial to learning and mind relaxation.
2. It can reduce levels of stress.
3. Receiving music education or playing a musical instrument can increase academic skills in children.
4. It can help students concentrate for longer period of time.
5. It can help students memorize material more easily.

Unit 7, Grammar: Verb + Infinitive/Gerund (PDF)
7.4
He dislikes to take medicine.
He hates to get up early.
He intends to leave tonight.
He likes to be a lifeguard.
He prefers to do it himself.

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★Make-Up Class:

Thursday Khordad 17
6:30 pm - 8:00 pm

Point: We have a class on Wednesday. Don't forget it!

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★No Homework for Next Session

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Session 15

Unit 6: Workbook

EXERCISE A
1. roughly
2. Enrollment
3. sailor
4. declaration
5. quarrelsome
6. estimation

EXERCISE B
l. vowed
2. enrolling
3. inviting
4. weary
5. irritate
6. quarreled

EXERCISE C
Inside the engine:
spark plug, gear box

Inside the body:
steering wheel, emergency brake, rear-view mirror, ignition

EXERCISE D
1. had not been
2. building
3. being serviced
4. been produced
5. be picked up
6. been snowing

EXERCISE E
1. was examined
2. called
3. was told
4. had been found
5. have made
6. is being questioned

EXERCISE F
1. The subject has been mentioned several times before.
2. Linda will be given a prize if she can memorize this poem.
3. I was once told I could learn English in my sleep.
4. Several important issues are being discussed at the moment.
5. Many people have been treated for burns and shock.
6. A new stadium will have been built around here by the end of the year.

EXERCISE G
1. OK
2. OK
3. are caught
4. taken
5. replaced
6. OK
7. trucks
8. called
9. OK
10. killed
11. OK
12. OK

EXERCISE H
1. Example

2. A: Had the flowers been watered when Sheila arrived at the garden?
B: No, they were still being watered.

3. A: Had the letters been typed when Mr. Smith arrived at the office?
B: No, they were still being typed.

4. A: Had the room been painted when Mike arrived?
B: No, it was still being painted.

5. A: Had the school been built when Tony and David saw it?
B: No, it was still being built.

6. A: Had Sandra's watch been repaired when she arrived at the shop?
B: No, it was still being repaired.

UNIT 6: VOCABULARY STOP

1. d
2. i
3. f
4. b
5. c
6. a
7. h
8. g

GET SET
1. c
2. d
3. b
4. a
5. f
6. g
7. e

Unit 6: Listening

Audio Script

Mechanic: Andy's Motors.
Mrs. Perry: Yes. Hello. This is Mrs. Perry calling. (Mm.) I'm uh ... calling about the car that I brought in for the State Safety Inspection.
Mechanic: Oh...yeah. Yeah, yeah, yeah. Mrs. Perry, yeah. Uh... you brought in a seventy-nine Chevette? (Mm-hmm. That's right.) Uh... .0K, let me see what I got here...um...Well, we did the safety inspection...uh...yeah, there are a few problems with the car, Mrs. Perry, uh...
Mrs. Perry: Well, what kind of problems?
Mechanic: Well, first of all you got a muffler problem there.
Mrs. Perry: The muffler? What's the matter with the muffler?
Mechanic: Well, it's got a hole in it.
Mrs. Perry: Oh boy. Well, I guess the car had been making a lot of noise lately.
Mechanic: You got to have that muffler replaced. I mean...
Mrs. Perry: All right.
Mechanic: OK. Uh.... then there's your headlights. uh. ...
Mrs. Perry: What? My headlights? (Mm-hmm.) What's wrong with the headlights?
Mechanic: Well, your position is all out of whack. It's got to be adjusted.... uh... Right now, they aren't safe for night driving.
Mrs. Perry: OK. 0K, Is...is that all?
Mechanic: Uh... there's also the radiator.
Mrs. Perry: The radiator! (Mm-hmm.) What do you mean? What's wrong with the radiator?
Mechanic: The radiator leaks. (It leaks!) I got three cars in the rack, it's all over the place down here, you know. (It never leaked in my garage.) There's water all over the floor. Well (Well-)...
Mrs. Perry: Wait a minute. How much is all this going to cost me?
Mechanic: I tell you, the radiator's got to be replaced... um... . I really don't know how much it's going to cost, (Well-) Mrs. Perry. I haven't had time to figure that out yet...
Mrs. Perry: Wait a minute. Can you give me a ... a rough idea of the cost?
Mechanic: Rough idea. Um... Oh, I guess.... uh.... rough guess would be about three to four hundred dollars...uh (Oh! Three to four hundred...) ...that would include, uh, replacing the emergency brake...
Mrs. Perry: The what? Wait, (Yeah.) The emergency brake? You didn't mention the emergency brake before.
Mechanic: Well, I haven't figured out what's wrong with it yet...uh... .it may have to be replaced.
Mrs. Perry: Wait a minute. Just hold on.
Mechanic: Yeah?
Mrs. Perry: I just brought the car in for a State Safety Inspection. Suddenly the muffler needs to be replaced, the lights readjusted, (Mm-hmm.) and the...l need a new radiator and ... and now you're telling me the emergency brake! (Well. ...) Before you begin any work on the car, I want a written estimate. I want to know what it will all come to exactly, all right?
Mechanic: Written estimate. All right, I'll ...I'll have the answer for you about four o'clock this afternoon.
Mrs. Perry: OK.
Mechanic: Right, Mrs. Perry. Goodbye.
Mrs. Perry: Goodbye.

Answer Key

emergency break ➨ It may have to be replaced

tires ✔️

muffler ➨ It’s got a hole in it and it should be replaced.

radiator ➨ It leaks

headlights ➨ The position is out of whack. It’s got to be adjusted.

---

✍Homework:

Seven Questions on the Reading of Unit 6

Summary of the Reading in Unit 6

Workbook (Unit 6)

---

Session 14

Unit 6, Grammar

Active / Passive Voice

How to Make a Sentence Passive
1. Omit the subject.
2. Move the object to the empty place of the omitted subject.
3. Use the proper form of the verb “to be” or "to get" according to the tense of the sentence.
4. Use the past participle of the verb.
Optional: 5. Add “by” + the omitted subject (the agent) to the sentence.

The Proper Forms of the Verbs “to be” and “to get”
According to the Tense of the Passive Sentence

The Present Progressive:
am/is/are being
am/is/are getting

The Past Progressive:
was/were being
was/were getting

The Simple Present:
am/is/are
get/gets

The Simple Past:
was/were
got

The Present Perfect:
has/have been
has/have gotten

The Past Perfect:
had been
had gotten

Examples:

Active: The workers are building a bridge.
Passive: A bridge is being built (by the workers).
Passive: A bridge is getting built (by the workers).

Active: The workers were building a bridge.
Passive: A bridge was being built (by the workers).
Passive: A bridge was getting built (by the workers).

Active: The workers build two bridges every year.
Passive: Two bridges are built (by the workers) every year.
Passive: Two bridges get built (by the workers) every year.

Active: The workers built two bridges last year.
Passive: Two bridges were built (by the workers) last year.
Passive: Two bridges got built (by the workers) last year.

Active: The workers have built a bridge.
Passive: A bridge has been built (by the workers).
Passive: A bridge has gotten built (by the workers).

Active: The workers had built a bridge.
Passive: A bridge had been built (by the workers).
Passive: A bridge had gotten built (by the workers).

Active: The workers will build a bridge next year.
Passive: A bridge will be built (by the workers) next year.
Passive: A bridge will get built (by the workers) next year.

Active: The workers should have built a bridge.
Passive: A bridge should have been built (by the workers).
Passive: A bridge should have gotten built (by the workers).

Unit 6, Grammar, Part A: Active/Passive Voice (PDF)

The Passive Form of Two-Object Verbs

Some verbs in English can have two objects at the same time: a direct object and an indirect object (personal object).

Subject + Two-Object Verb + Direct Object + Preposition + Indirect Object + …
Example:
They paid some money to George.
some money ➨ Direct Object
to ➨ Preposition
George ➨ Indirect Object

Subject + Two-Object Verb + Indirect Object + Direct Object + …
Example:
They paid George some money.
some money ➨ Direct Object
George ➨ Indirect Object

Point:
When there are two objects in a sentence, the sentence can be made passive in two ways.

Examples:

Active: The teacher gave the student a book.
Passive: The student was given a book.

Active: The teacher gave a book to the student.
Passive: A book was given to the student.

***
Active: Mr. Jackson bought a house for Sally.
Passive: A house was bought for Sally.

Active: Mr. Jackson bought Sally a house.
Passive: Sally was bought a house.

Unit 6, Grammar, Part B: The Passive Form of Two-Object Verbs (PDF)
6.2
Her bags were packed.
The ship was wrecked.
He is called “Johnny”.
The brakes were adjusted.
She is wanted on the phone.

6.3
The rooms are being cleaned.
I was being followed.
The truck is being repaired.
The computers were being used.
The conversation is being recorded.

6.4
Because it hasn’t been ironed.
Because it had been damaged.
Because they haven’t been signed.
Because they had been lost.
Because they haven’t been fixed.

6.6
He was offered some sweets.
He was handed an application.
application = application form
He was given a written exam.
He was given an hour to complete it.
He was given an oral exam.
He was given an interview.
He was asked many questions.
He was given a medical exam.
He was offered the position.
He was offered a good salary.

6.7
We were paid a lot of money.
He was told the answer.
She was given a thousand dollars.
They were shown the apartment.
She was given some advice.

6.8
Unit 5 was taught to them.
The money was paid to him.
The letter was returned to her.
The ball was thrown to him.
The news was told to them.

6.9
Yes, a tip was left for him.
Yes, a taxi was called for him.
Yes, a cup of coffee was ordered for him.
Yes, a sandwich was made for him.
Yes, a cup of coffee was poured for him.

6.10
Her daughter is always made delicious snacks.
Delicious snacks are always made for her daughter.

He will have been given the money by tomorrow.
The money will have been given to him by tomorrow.

I had been shown the letter before.
The letter had been shown to me before.

The old lady was offered a seat.
A seat was offered to the old lady.

People are given loans.
The loans are given to people.

Unit 6, Reading: My Good Old Banger (PDF)

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✍Homework

★Five Questions on the Dialog of Unit 6

★Summary of the Dialog in Unit 6

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Session 13

Unit 5: Workbook

EXERCISE A
I. temptation
2. aimless
3. withdrawal
4. relieve
5. arrangements
6. conclusion

EXERCISE B
1. muttered
2. essay
3. rumor
4. dilemma
5. confess
6. defeated

EXERCISE C
1. defeat 2. win 3. win 4. defeat 5. defeat 6. win 7. defeat 8. win 9. win

EXERCISE D
1. may have decided
2. have been stealing
3. may not find
4. have been working
5. could have gone
6. could

EXERCISE E
1. Bill could have studied psychology when he was a young boy.
2. A dropped cigarette might have started the fire.
3. Don't worry that Carol is late. She might have missed the train.
4. Rita could have bought a digital camera.
5. He might not have seen the red light when he passed it.
6. Tony could not have passed the exam if he had taken it.

EXERCISE F
I. Example
2. I might have been asleep when you called because I didn't hear the phone.
3. I might have gone out to do the shopping.
4. I must have been in the bath when the phone rang.
5. You should have tried ringing again.
6. You might have caught me later on in the evening.

EXERCISE G
1. OK
2. OK
3. OK
4. captain
5. OK
6. could have become
7. appeared
8. OK
9. OK
10. bought. He
11. were
12. should not
13. buried
14. Ok

EXERCISE H
1. Example

2. A: Why do you think Amanda ignored them?
B: She might not have seen them.

3. A: Why do you think Peter is locked out?
B: He might have left his key at home.

4. A: Why do you think Mark and Sue are happy?
B: They might have gotten good news.

5. A: Why do you think the little boy is crying?
B: I don't know. He might have gotten lost.

6. A: Why do you think these people are in heavy traffic?
B: I don't know. There might have been an accident.

❖❖❖

The Dialog of Unit 6

Basketball Game

basketball = hoops (informal)

Ralph and Gary are talking about the basketball game they saw on TV last night.

game (American) = match (British)

Ralph: Did you watch the game last night?
Gary: I sure did. I wouldn’t have missed it for anything!

I wouldn't have missed it for anything. = Under any conditions, I would have watched it.

Ralph: I think it was one of the best games I’ve ever seen.
Gary: Me too. I thought both teams played super ball.

play super ball = play very well

Ralph: Too bad one had to lose.
Gary: Yeah, they were evenly matched. It could have gone either way.

They were evenly matched. = They were at the same level. = They were equally good.
It could have gone either way. = Both teams deserved to win.

Ralph: The shot that won in the last fifteen seconds was really something.
Gary: I agree with you there.

shot (n.) = a kick, hit, or throw of the ball that is intended to score points in a sport
was really something = was very impressive
I agree with you there. = I agree with you about it.

Sample Summary:
Ralph and Gary are both impressed by the basketball game they watched, which was very close and exciting until the end. They praise both teams for their performance and agree on the amazing shot that decided the game. A player nailed the buzzer beater!

nail the buzzer beater!
A way to describe a dramatic shot that is made right before the end of a quarter or a game.

Unit 6, Dialog: A Basketball Game (PDF)

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✍Homework:

Seven Questions on the Reading of Unit 5

Summary of the Reading in Unit 5

Workbook (Unit 5)

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Session 12

❌He backs home.
✔️He is back home.
✔️He gets back home.

❌Maybe he gone to a friend's house.
✔️Maybe he has gone to a friend's house.

❌Maybe he stuck in the traffic.
✔️Maybe he has gotten stuck in the traffic.

Unit 4, Grammar, Part B:

Probability in the Past: May Have/Might Have
Simple Form: Subject + may/might + have + Past Participle + …
Example:
Situation: I went to my uncle's house last night. He didn’t answer the door.
● He may have gone out. (Maybe he had gone out, but I’m not sure)
● He might have been out. (Maybe he was out, but I’m not sure)

Progressive Form: Subject + may/might + have + been + Verb+ing + …
Example:
Situation: I went to my uncle's house last night. He didn’t answer the door.
● He may have been taking a shower. (Maybe he was taking a shower, but I’m not sure)
● He might have been working in the backyard. (Maybe he was working in the backyard, but I’m not sure)

may/might have vs. must have Point:
We use “must have” when we are 100% sure about something that happened in the past, but when we are not quite sure, we ought to use “may have” or “might have”.

Example:
Situation: Tom is a lazy student, but he got an A on the final exam.
● He must have cheated on the exam. => I am sure that he cheated on the exam.
● He may have cheated on the exam. => I'm not sure. Maybe he cheated on the exam.
● He might have cheated on the exam. => I'm not sure. Maybe he cheated on the exam.

5.2
She could have written it yesterday, but I doubt it.
He could have repaired it yesterday, but I doubt it.
They could have stayed up last night, but I doubt it.
She could have swept it, but I doubt it.
They could have finished it, but I doubt it.

5.5
Who else could he have invited?
Where else could they have eaten?
What else could he have used?
Who else could they have hired?
hire = employ
Where else could I have gone?

5.7
He might have beaten him, but I doubt it.
She might have impressed her, but I doubt it.
He might have confessed to it, but I doubt it.
She might have withdrawn from there, but I doubt it.
He might have revealed it, but I doubt it.

5.8
He might not have left early.
He might not have gone there.
He might not have caught it.
He might not have won it.
He might not have proved it.

5.10
I’m not sure, but she may have been studying at home.
I’m not sure, but he may have been living in an apartment.
I’m not sure, but he may have been majoring in chemistry.
I’m not sure, but he may have been working in Denver.
I’m not sure, but they may have been playing in the backyard.

Unit 5, Reading: A Moral Dilemma (PDF)
The Summary of the Reading in Unit 5:
The text is a confession of a person who cheated in an English Essay Prize Examination by accidentally seeing the title on the principal’s desk. He did not tell the principal or withdraw from the competition, but instead used the advantage to win the prize and beat a rival. He has been feeling guilty for thirty-eight years and wonders if returning the prize would make things right.

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✍Homework:

★Five Questions on the Dialog of Unit 5

★Summary of the Dialog in Unit 5

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Session 11

Unit 5, Dialog

Better Late than Never

Better late than never = Arriving late is better than never arriving

Billy Lawrence is 13. He’s a student. Every day, he leaves school at 4:30 and is back home at about 5:00. It’s 5:45 now, and he hasn’t arrived yet.

It takes Billy about 30 minutes to get back home from school.
He is 45 minutes late today.

Mr. Lawrence: What’s wrong, Mary? You look so anxious.
Mrs. Lawrence: I’m worried about Billy. He should have arrived by now.

anxious (adj.) = worried, stressed (out), concerned
He should have arrived. = He was expected to arrive, but he didn’t.

Mr. Lawrence: Don’t be so concerned. He might have gotten stuck in the traffic.
Mrs. Lawrence: But then again, I’m afraid something must have happened.

concerned (adj.) = worried, anxious
stuck = unable to move
He might have gotten stuck in the traffic. = Maybe he got stuck in the traffic.
But then again = Anyhow, Anyway, After all
I’m afraid = I’m scared
Something must have happened. = I am sure that something has happened.

Mr. Lawrence: Now don’t jump to conclusions. I’m sure he’ll turn up soon.
Mrs. Lawrence: What if he had an accident? You know he’s so careless.

Don’t jump to conclusions = Don’t judge too fast
turn up = show up, appear

Mr. Lawrence: Come on. Maybe he’s gone to a friend’s house.

Come on = Stop talking like that
he’s gone = he has gone

(The doorbell rings.)

Mrs. Lawrence: That must be him. What a relief!

That must be him. = I am sure that is him.
relief (n.) = the feeling of comfort after pain has decreased or has stopped
What a relief! = I feel relieved! I am no longer anxious!

Sample Summary:
In the conversation titled "Better Late than Never," Mrs. Lawrence is anxious because her son, Billy, who is usually home by 5:00 PM, has not yet arrived and it's already 5:45 PM. Mr. Lawrence tries to reassure her by suggesting that Billy might be delayed due to traffic or that he might have stopped by a friend's house. Despite Mr. Lawrence's attempts to calm her, Mrs. Lawrence can't help but worry about the possibility of an accident, given Billy's carelessness. The tension is finally broken by the sound of the doorbell, which they hope is Billy returning home safely. The conversation captures a moment of parental concern that is resolved with Billy's anticipated arrival.

Unit 5, Dialog: Better Late than Never (PDF)
❖❖❖

UNIT 5: VOCABULARY STOP

1. c
2. f
3. e
4. a
5. d

UNIT 5: Listening

Audio Script

Aaron: I was with my son at the supermarket — he was about eight years old at the time and he found a wallet on the floor. Inside it was a hundred-dollar bill! A hundred dollars! He picked it up and got all excited. In fact, neither of us could really believe it. He started talking about all the things we could buy. Right away I told him that we couldn't keep it. He seemed disappointed at first. We started asking people if they had lost anything. After asking around for a while, we hadn't found anyone, and I was beginning to think we'd asked everyone. But then, as we were walking to the front of the store, I noticed a man actually my son noticed him — who was pacing back and forth, shaking his head, and muttering something. I thought it was probably his wallet, so we asked him and — it was. My son felt better when he saw how relieved the man was about getting his money back. That was our good deed for the day, and the man gave my son ten dollars as a reward for returning the wallet.

Leanne: I was on a train from Washington to New York last month when I found a book lying under my seat. It was so strange. It was just a little book, not an expensive one. It was probably only worth a few dollars. Well, I really wanted to read it. It was pretty interesting, and by the end of the trip I was still reading it, so I decided to keep it. I took it home and finished it. Now, every time I see it on my bookshelf, I wonder if I should have taken it or not. I mean, do you think I should have returned it to the train conductor? Who knows? Like I said, it wasn't a very expensive book, so I didn't really feel guilty about taking it.

Answer Key
Aaron ⇨ A wallet ➨ Returned it to the man
Leanne ⇨ A book ➨ Took it home

❖❖❖

UNIT 5: Grammar, Part A

Could have + Past Participle

An Ability in the Past:
Mary could have bought the car. = Mary was able to buy it, but she didn’t.
The police officer could have killed the bank robber. = He was able to kill him, but he didn't.

Probability in the Past:
It could have rained last night. = Rain was possible last night, but it didn’t rain.
The prices could have risen. = An increase in the prices was possible, but they didn’t rise.

Permission in the Past:
Tony could have borrowed his father’s car. = He had the permission to use his father’s car, but he didn’t.

Could have vs. Could

I could buy it. = I bought it. = توانستم بخرمش. = I managed to buy it.
I could have bought it. = I didn’t buy it, but I had the ability to buy it. = مي توانستم بخرمش.

Point:
When we use “could + Simple Form of the Verb”, it means we were able to do something in the past and we did it.

Point:
When we use “could have + Past Participle”, it means we were able to do something in the past, but we didn’t do it.

Unit 5, Grammar, Part A: Could Have (PDF)

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✍No Homework for Next Session

---

Session 10

❌When did he born?
✔️When was he born?

❌Where did he born?
✔️Where was he born?

❖❖❖

Workbook: Unit 4

EXERCISE A
1. Obviously
2. combination
3. lower
4. disgusting
5. disabled
6. bumpy

EXERCISE B
1. bright
2. apparently
3. punched
4. lowered
5. tap
6. dot

EXERCISE C
Poultry: chicken, turkey, duck
Dairy: cheese, butter, milk
Cereals: rice, barley, corn

corn (American) = maize (British)

EXERCISE D
l. must
2. must be
3. should
4. have been sleeping
5. must
6. should

otherwise = if not so
soundly = deeply
thief + es = thieves
luxury = something which is too expensive and not needed most of the time
Rich people show off their money with luxuries.

EXERCISE E
1. shouldn't have stayed up
2. shouldn't have jumped
3. must have forgotten
4. must have left
5. should have bought
6. must have had; should have let

EXERCISE F
1. We shouldn't have been rude to the policeman.
2. You must have dropped your wallet at the bus stop.
3. They should have taken an umbrella with them.
4. Maria must have had a nightmare last night.
5. Helen shouldn't have married such an irresponsible man.
6. I should have spent more time with my kids when I was younger.

EXERCISE G
1. Example
2. OK
3. told me
4. OK
5. had
6. Though
7. had found
8. must have
9. must have
10. OK
11. OK

EXERCISE H
1. Example

2. A: Why does Sarah look sleepy?
B: She must have stayed up late last night. You know she should have gone to bed earlier.

3. A: Why do Sally and Emma look embarrassed?
B: They must have realized they have no money with them. You know they should have been more careful.

4. A: Why is Peter crying?
B: He must have cut his finger. You know he shouldn't have played with the knife.

5. A: Why does Michael have a bad stomachache?
B: He must have eaten too many apples. You know he should have eaten only one.

6. A: Why did Sharon forget to lock the door?
B: She must have been in a hurry. You know she should have checked the door.

❖❖❖

UNIT 4: VOCABULARY STOP

1. d
2. f
3. g
4. c
5. a
6. h
7. e

The Listening of Unit 4

Audio Script

One:
- Doctor: Well, from what you've been telling me, Mr. Grant you like milk products, that's fine. But I'd advise you not to eat so much cheese. Have low fat milk and yogurt instead. The problem with most cheese is that it's high in sodium and fat.

Two:
- Doctor: I'm glad to hear that you eat plenty of fish, Linda, because it's very good for you. But try to eat fresh fish at all times rather than canned fish. Most canned fish contain a lot of salt.

Three:
- Doctor: Now you say that you eat lots of fruit, but I think perhaps you've been eating too much fruit. You see, fruit actually contains a lot of sugar, so you shouldn't have more than about three servings of fruit a day. I think five or six is way too many.

Four:
- Doctor: Now, we wanna try to lower your cholesterol level. So, we are going to cut out bread entirely. Actually, it's not the bread that's bad for you. It's all that butter that you put on it. You told me you don't like margarine so I guess you just have to cut out bread. Let's see how that goes.

Five:
- Doctor: Actually, Mr. Crawley, you need to lose a lot of weight. But don't try to lose it all at once, because that's bad for the heart. What I'm going to do is put you on a diet for the next six months. If you exercise regularly, you shouldn't have any problem losing it.

Six:
- Doctor: Now that you are pregnant again, Mrs. Burry, I'm gonna put you on a high iron diet. That would mean plenty of red meat among other things. You are not a vegetarian, are you?

Answer Key

1. b
2. a
3. b
4. a
5. a
6. a

❖❖❖

New Words of Unit 5

aimless (adj.)
analyze (v.)
arrangement (n.)
bear (v.)
biography (n.)
candidate (n.)
case (n.)
cheat (v.)
confess (v.)
confront (v.)
deed (n.)
defeat (n.)
delay (n.)
dilemma (n.)
drop (v.)
entitle (v.)
essay (n.)
graduation (n.)
guilt (n.)
heading (n.)
incident (n.)
keen (adj.)
moral (adj.)
motivation (n.)
mutter (v.)
pace (v.)
principal (n.)
prominent (adj.)
prowl (v.)
relief (n.)
relieved (adj.)
resist (v.)
reveal (v.)
rival (n.)
rumor (n.)
set out (v.)
sit for (v.)
string (n.)
study (n.)
suspicious (adj.)
temptation (n.)
withdraw (v.)
yield (v.)

Idioms and Expressions
at the time
behind somebody's back
better late than never
but then again
but there again
jump to conclusions

Point:

Please use Microsoft's copilot or Chat-GPT and extract the meanings, the synonyms, and the antonyms of these words. Moreover extract examples for each word.

Unit 5: Vocabulary (American):

Unit 5: Vocabulary (British):

❖❖❖

---

✍Homework:

Seven Questions on the Reading of Unit 4

Summary of the Reading in Unit 4

Workbook (Unit 4)

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Session 9

Unit 4: Grammar

Should have

Simple Form: Subject + should + have + Past Participle + …
Progressive Form: Subject + should + have + been + Verb+ing + …

Obligations in the Past:
Michael had an accident yesterday.
∎He should have driven carefully.
∎He should have been driving carefully.
∎He shouldn’t have driven carelessly.
∎He shouldn’t have been driving carelessly.

Regrets:
You spoke impolitely in the class. Now you are regretful.
∎I should have spoken politely.
∎I should have been speaking politely.
∎I shouldn’t have spoken impolitely.
∎I shouldn’t have been speaking impolitely.

Unit 4, Grammar, Part A: Should Have (PDF)
4.2
He should have driven.
He should have passed.
You should have taken a taxi.
They should have kept quiet.
You should have paid attention.

4.3
I shouldn’t have gone.
He shouldn’t have spoken.
They shouldn’t have tried.
I shouldn’t have invited them.
She shouldn’t have tried.

❖❖❖

Must have

Simple Form: Subject + must + have + Past Participle + …
Progressive Form: Subject + must + have + been + Verb+ing + …

Deductions about a Situation in the Past:
deduction = the process of reaching a decision or answer by thinking about the known facts

Examples:
Last night, I went to my uncle’s house. Nobody answered the door.
∎My uncle must have gone out.
∎My uncle must have been sleeping.
∎My uncle must have been taking a shower.

Sally got the top grade of the class on the history exam last week.
∎She must have studied hard.
∎She must have been studying hard.

Point:
For negative deductions regarding a situation in the past, we use “couldn’t have”.

Last night, I went to my uncle’s house. Nobody answered the door.
∎My uncle couldn’t have been at home.

Sally got the top grade of the class on the history exam last week.
∎She couldn’t have cheated on the exam.

Unit 4, Grammar, Part B: Must Have (PDF)
4.6
He must have met them if he said he did.
He must have known it if he said he did.
She must have had them if she said she did.
He must have taken one if he said he did.
She must have played it if she said she did.

4.7
They must have traveled a lot from what people say.
They must have fought a lot from what people say.
It must have cried a lot from what people say.
They must have argued a lot from what people say.
He must have liked them a lot from what people say.

4.8
He must have stayed up late.
He shouldn’t have stayed up late.

They must have driven fast.
They shouldn’t have driven fast.

She must have bought expensive things.
She shouldn’t have bought expensive things.

He must have been careless.
He shouldn’t have been careless.

She must have lost the ticket.
She shouldn’t have lost the ticket.

4.10
He must have been studying.
They must have been listening to music.
She must have been sleeping.
He must have been working.
They must have been playing.

❖❖❖

Unit 4: Reading

Helping the Blind to Read and Write

the blind = the blind people

Louis Braille was born in 1809 in a town near Paris. Louis was a bright boy, but he had a very serious disability; he was blind. Even so, he could get around the town by using a cane without getting mixed up. He counted the exact number of the taps that he made to reach the road, the store, and the other places where he had to go. He got along very well, but he was disgusted that he couldn't read and write like other children. "Why should this have happened to me?" he asked accusingly. "How wonderful it would be if I could see the world around me," he said.

cane = walking stick
get along = manage, do sth well

When Louis was ten years old, his parents sent him to a school for the blind. He was good at all subjects and even learned to play the organ. But none of these made him happy. One reason was that the blind were taught in a way that was much too slow for a quick mind like his.

The blind were taught .... = The teachers taught the blind ....

The alphabet was taught by placing twigs in the shapes of letters on a table. Then the teacher guided the blind child's hands over these letters and explained what each one meant. Soon the child could read words and sentences with his fingers. He could then read raised cloth letters pasted on paper. But with this method, even a short story filled many big books.

The alphabet was taught …. = The teachers taught the alphabet ….
twig = a small piece of wood

When Braille finished school, he knew what he wanted to do. "There should be a faster way to learn to read and write," he said to himself, "I will find a way." Braille thought that a code would be easier. But what kind of code? A special symbol for every word in the dictionary? Shapes like squares or triangles for each of the letters of the alphabet? That might be as hard as reading letters. Braille tried many different kinds of codes, but for years he could do nothing in particular.

square = a geometric shape with four equal sides
triangle = a geometric shape with three sides
in particular = special

Then he found the answer in a story in the newspaper about a new signal code used by soldiers to read or write in the dark. "If this were true," Braille thought, "obviously the same code could be used by a blind man. I should've thought about this earlier," he told his friend.

obviously = clearly

Next morning Braille went to visit the man who had made the code, Captain Charles Barbier. "We should have met previously," Louis told him. Barbier said he was glad to help. He showed Braille how he made bumps on a sheet of paper with an awl. This made dots come through the other side of the paper. A certain combination of dots would then mean a certain word.

bump = a raised part on a surface
awl = a tool for making dots

Braille was filled with joy. Apparently punching holes in paper would be fast and easy. But there were still more things he had to do. First, he had to find a way to make dots. Second, he had to figure out what combination of dots should stand for each letter.

figure out = understand, know
stand for = symbolize, represent

After a period of experimenting, he made different combinations of bumps that would stand for different letters. Every letter in the alphabet, as well as every punctuation mark, had its own combination.

experimenting = testing
as well as = in addition to, besides, on top of
punctuation mark = a mark like a comma, period (full-stop), semicolon, etc. used in a text for reading it more easily

This is the secret of the Braille system of writing and reading. It was a great invention and affected the lives of millions of blind people in society. It is possible now for the blind to read and write almost as fast as people who can see.

affect (v.) = have an impact on

Unit 4, Reading: Helping the Blind to Read and Write (PDF)

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★Make-Up Class:

Friday
Ordibehehsht 21
6:30 pm - 8:00 pm

✍Homework:

Five Questions on the Dialog of Unit 4

Summary of the Dialog in Unit 4

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Session 8

❌A policeman see a man waiting for his friend.
✔️A policeman sees a man waiting for his friend.

❌The policeman say, "How much do you want to wait?"
✔️The policeman asks, "How long do you want to wait?"

❌He ask...
✔️He asks...

❌The tall man say...
✔️The tall man says...

❌They want to go to the restaurant that they ate in it twenty years ago.
✔️They want to go to the restaurant where they ate twenty years ago.
✔️They want to go to the restaurant in which they ate twenty years ago.

❌The Bob want to go west.
✔️Bob wants to go west.

❌Bob meet his co-worker.
✔️Bob meets his friend's co-worker.

❖❖❖

Workbook (Unit 3)

EXERCISE A
1. impressive
2. reassuring
3. reputed
4. darkened
5. burglaries
6. shameful

EXERCISE B
1. gust
2. turn
3. swinging
4. lost
5. simultaneously
6. precaution

EXERCISE C
1. burglar; burglarize or (BrE burgle)
2. murder; murderer
3. robbery; rob
4. vandal; vandalize
5. arsonist; No verb
6. shoplifting; shoplift

EXERCISE D
1. Tell
2. told
3. tell; said
4. said
5. Say
6. tell; say

EXERCISE E
1. had been
2. was having
3. was doing
4. had had
5. before
6. would get

EXERCISE F
1. The landlord said that it was a quiet apartment and the neighbors were nice.
2. He said that the rent was 500 dollars a month and it included gas and electricity.
3. He told me that the people before had not kept it clean.
4. He told me that he had painted all the rooms recently.
5. He said that other people had been to see the apartment.
6. He told me that I would have to make up my mind soon.

EXERCISE G
1. OK
2. looked
3. had
4. told Simon
5. looked
6. OK
7. Ok
8. annoyed
9. would
10. OK

EXERCISE H
1. Example

2. A: Has his elder brother gotten married?
B: Yes, he said that his elder brother had gotten married the week before.

3. A: Has his sister had a baby?
B: Yes, he said that she had recently had a baby.

4. A: Is he still looking for a better-paid job?
B: Yes, he said that he was still looking for a better-paid job.

5. A: Is he going to buy a car?
B: Yes, he said that he was going to buy a car.

6. A: Has he given up smoking?
B: Yes, he said that he had given up smoking the week before.

❖❖❖

New Words of Unit 4

accusing (adj.)
army (n.)
awl (n.)
bean (n.)
bologna (n.)
bright (adj.)
bump (n.)
cane (n.)
cholesterol (n.)
cloth (n.)
code (n.)
combination (n.)
disability (n.)
disgusted (adj.)
displeased (adj.)
dot (n.)
dumb (adj.)
get along (v.)
joy (n.)
lower (v.)
margarine (n.)
noodle (n.)
organ (n.)
pasta (n.)
paste (v.)
pin (v.)
pineapple (n.)
poultry (n.)
pregnant (adj.)
previously (adv.)
punch (v.)
punctuation mark (n.)
raised (adj.)
secret (n.)
serving (n.)
sheet (n.)
signal (n.)
tap (n.)
triangle (n.)
tuna (n.)
yogurt (n.)

Idioms and Expressions
or something

Point:

Please use Microsoft's copilot or Chat-GPT and extract the meanings, the synonyms, and the antonyms of these words. Moreover extract examples for each word.

Unit 4: Vocabulary (American):

Unit 4: Vocabulary (British):

❖❖❖

Unit 4, Dialog

Unit 4, Dialog: Food Poisoning (PDF)

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✍Homework:

Seven Questions on the Reading of Unit 3

Summary of the Reading in Unit 3

Workbook (Unit 3)

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Session 7

❌Jerry and the Mike
✔️Jerry and Mike

❌At night, he see a good movie.
✔️Last night, he saw a good movie.

❌He couldn't slept.
✔️He couldn't sleep.

❌If Jerry don't wake up, he go without Jerry.
✔️If Jerry doesn't wake up, Mike will go without him.

❌He will have to pay a lunch.
✔️He will have to pay for lunch.

❌The dialog about two brother.
✔️The dialog is about two brothers.

❌One of them is wake up late.
✔️One of them wakes up late.

❌One of the two brothers sleep late.
✔️One of the two brothers stayed up late.

Point:
stay up late = stay awake and go to bed late
sleep late = sleep for a long time and get up late

❖❖❖
Unit 3, Grammar, Part B: Other Changes in Reported Speech (PDF)
3.8
Is it? I thought you said the club wasn’t yours.
Are they? I thought you said the scarfpins weren’t yours?
Is it? I thought you said the headset wasn’t yours.
Are they? I thought you said the suitcases weren’t yours.
Is it? I thought you said the locket wasn’t yours.

3.9
She said she was swinging her umbrella then.
He said he had lost his scarfpin the day before.
They said the repairman would come the following day.
She said they might arrive that day.
They said they had lived there long.

3.10
The teacher said the best coffee comes from South America.
The teacher said the sun sets in the west.
The teacher said the earth turns around the sun.
The teacher said water freezes at a temperature of 0°C.
The teacher said Paris is the capital of France.

❖❖❖
Unit 3, Reading: After Twenty Years (PDF)

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Homework:

Five Questions on the Dialog of Unit 3

Summary of the Dialog in Unit 3

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Session 6

Unit 3, Dialog: An Early Start (PDF)

UNIT 3: Listening

VOCABULARY STOP

1. e
2. f
3. c
4. a
5. d

LISTEN TO IT

stands near other people while waiting for the subway ➨ Anne
has locks on the windows of his/her apartment ➨ Larry
avoids making eye contact with people on the street ➨ Paul
has his/her apartment keys ready ➨ Anne
doesn't walk alone late at night ➨ Larry
doesn't let strangers into his/her apartment building ➨ Larry
rides in the subway car with the conductor late at night ➨ Paul
always looks like he/she knows where he/she is going ➨ Paul
tells his/her roommate where he/she is going ➨ Anne

Audio Script

First Larry:
- You live in the city?
- Uhum.
- Do you feel safe there?
- Well, I would say that I do feel safe but then of course I take precautions. I think you have to if you live in the city. For instance, inside my apartment, my front door has several locks on it and on all the windows I have locks, too. And that's something maybe not everyone does but it certainly helps keep burglars away. You would hear them if they were trying to break in with a lock on the window. Um... At the front door of the building, I don't let anybody into the building through the front door if I don't know them... If there're strangers asking to be. .. you know buzzed in, I won't let them in. And in my neighborhood, I don't walk alone at night. If it's late at night. I ... I won't walk on the streets alone, specially if it is a really dark, quiet street no way.

Now Ann:
- Well, let's see. What do I do to be safe? Well, one thing I do to be safe, is I always tell someone exactly where I'm going. Usually my roommate, so somebody knows where I am at all times. And another thing is when I come home late at night I always have my keys ready at the front door so I don't have to stop there and look for my keys in my purse. Oh. .. and one more thing I do is when I'm on the subway platform, I always am sure to stand near other people. I don't like to be standing alone on the subway platform.

Finally, Paul:
- Let's see. What do I do to be safe? Well, when I ride the subway late at night, I always try to ride in the car with the conductor. And if I am on the subway or even walking down the street, I never stare at anyone. You know, I try and avoid making direct eye contact. Oh, and I always try to look like I know where I'm going and I always walk very, very quickly.

Summary

Larry lives in the city and takes precautions to feel safe. His apartment has multiple locks on the front door and windows, which helps keep burglars away. He avoids letting strangers into the building through the front door and doesn’t walk alone at night, especially on dark, quiet streets.

Ann ensures her safety by informing someone about her whereabouts. Usually, she tells her roommate where she’s going so that someone always knows her location. Additionally, when returning home late at night, Ann keeps her keys ready at the front door to avoid fumbling in her purse. On subway platforms, she intentionally stands near other people to avoid being alone.

Paul has his own safety strategies. When riding the subway late at night, he prefers the car with the conductor. He avoids staring at anyone and making direct eye contact, maintaining a low profile. To appear knowledgeable about his surroundings, Paul walks quickly and confidently.

These safety measures reflect their awareness and efforts to stay secure in urban environments.

Unit 3, Grammar, Part A: Tense Changes in Reported Speech (PDF)

3.2
Betty said she was going on a diet.
She said she was taking piano lessons.
They told us they were giving up smoking.
Joe said he was leaning against the door.
The doctor told her she was gaining too much weight.

3.3
John said he was going to climbing the mountain.
Peter said he was going to cross the river.
Steve said he was going to kill the insects.
They told her they were going to raise her salary.
They told me they were going to change the exercises.

3.4
No, he said he had arrested them before then.
No, they said they had performed it before then.
No, she said she had arranged it before then.
No, he said he had extracted it before then.
No, they said they had broken in before then.

3.5
Yes, she said she had read it twice.
Yes, he said he had asked him twice.
Yes, I said I had visited there twice.
Yes, he said he had apologized for it twice.
Yes, they said they had met him twice.

3.6
No, he said would be watching TV in the morning.
No, they said they would have finished it by 6:00.
No, she said she would be having a dinner party at 8:00.
No, I said I would have painted them by midnight.
No, he said he would be using it at 7:00.

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★No Homework for Next Session

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Session 5

Workbook: Unit 2

EXERCISE A
1. scary
2. superstitious
3. reflections
4. pleasurable
5. symbolic
6. fertility

EXERCISE B
1. praised
2. omen
3. drag
4. tribes
5. boasting
6. souls

EXERCISE C
Things with physical existence: ladder, crucifix, ax
Things without physical existence: spirit, devil, myth

EXERCISE D
1. told
2. said
3. told
4. said
5. tell
6. says

EXERCISE E
1. might
2. would
3. can't
4. mustn't
5. could
6. didn't have to

EXERCISE F
1. Example
2. Mr. Brown says that he doesn't know how to handle the situation.
3. They believe that they can't do anything with these primitive tools.
4. Amanda says that she will remain loyal to her company.
5. They think they should please their customers as much as they can.
6. He says he hopes I will find her an agreeable person.

EXERCISE G
1. OK
2. told us
3. had
4. OK
5. would
6. OK
7. planning
8. might
9. told us
10. OK
11. OK
12. OK

EXERCISE H
1. Example

2. A: How many foreign languages can Alice speak?
B: She says she can speak three foreign languages.

3. A: When will Bill go to his hometown?
B: He says he will go to his hometown once he finishes his exams.

4. A: Whose advice should Helen take as soon as possible?
B: She says she should take her lawyer's advice as soon as possible.

5. A: Who is Mike going to borrow some money from?
B: He says he may borrow some money from George if he sees him.

6. A: Who must Sam and Emma take care of when their sister is away?
B: They say they must take care of their niece when their sister is away.

UNIT 2: Listening

VOCABULARY STOP
1. g
2. e
3. a
4. d
5.c
6.b



LISTEN TO IT
1.True
2. False
3. True
4. True
5. False
6. False

Audio Script

"The Magic Pot"
This is a story from China. One day, a poor woodcutter was walking home carrying his ax, when he saw the biggest pot he had ever seen. He put his ax into the pot and dragged the pot home. When his wife saw him, she was very surprised to see the pot and new ax he had found. "New ax?" he thought. Then he looked down at the pot and was amazed to discover that now he had two axes in the pot. At first, he was frightened, but his wife convinced him that the pot had magical powers. He decided to put some coins into the pot. They doubled. He kept adding more and more coins until the house was full of money. They were so excited that they began to dance. In his excitement, the man dropped his wife into the pot. Imagine his amazement when he saw two wives! Well, they quickly realized that one man can't have two wives, so the husband jumped into the pot. And after both husbands climbed out, they decided that they couldn't all live in one house, so they divided the money in half and built beautiful houses right next door to each other. And ever since then, everyone in the village has wondered about the couple's rich new relatives.

Summary of the Story

In ancient China, a poor woodcutter discovered an enormous pot while walking home. He placed his ax inside the pot and carried it back. To his astonishment, when he looked inside, he found two axes. His wife convinced him that the pot was magical, so he tested it by adding coins. The coins doubled, and soon their house overflowed with money. In a moment of excitement, the man accidentally dropped his wife into the pot, resulting in two identical wives. Realizing that having two wives was impractical, he jumped into the pot himself. Both husbands emerged unharmed and decided to split the money, building beautiful houses next to each other. The village remained curious about their newfound wealth and relatives.

The Word List of Unit 3

alarm (n.)
arson (n.)
beat (n.)
break in (v.)
burglary (n.)
carryout (n.)
collar (n.)
conductor (n.)
darken (v.)
doorway (n.)
eyebrow (n.)
eye contact (n.)
gaze (v.)
glance (v.)
gust (n.)
halfway (adv.)
impressive (adj.)
jiffy (n.)
lean (v.)
pale (adj.)
pass by (v.)
patrolman (n.)
plainclothesman (n.)
platform (n.)
practiced (adj.)
precaution (n.)
reassuring (adj.)
reputation (n.)
salary (n.)
scarfpin (n.)
shame (n.)
simultaneous (adj.)
somehow (adv.)
swing (v.)
tremble (v.)
turn up (v.)
vandalism (n.)

Idioms and Expressions
be under arrest
go Dutch
hold one's horses
lose track of somebody or something
pick up the bill or tab

Point:

Please use Microsoft's copilot or Chat-GPT and extract the meanings, the synonyms, and the antonyms of these words. Moreover extract examples for each word.

Unit 3: Vocabulary (American):

Unit 3: Vocabulary (British):

---

Homework:

Seven Questions on the Reading of Unit 2 => to be uploaded on eili.ir

Summary of the Reading in Unit 2 => to be presented in the class

Workbook (Unit 2) => to be uploaded on eili.ir

---

Session 4

❌There is two guy.
✔️There are two guys.

❌They have a different opinion.
✔️They have different opinions.

❌Tom say...
✔️Tom says...
✔️Tom said...

❌Who do you agreed, with Tom or Alex?
✔️Who do you agree with, Tom or Alex?

❌Do they have same opinions?
✔️Do they have the same opinion?

❌Dialog was about...
✔️The dialog was about...

❌Schools are do the same...
✔️Schools do the same...

❌Everyone can have their own opinion.
✔️Everyone can have his or her opinion.
✔️All people can have their own opinion.

❌What does Alex father think about it?
✔️What does Alex's father think about it?

❌What do you think were they both true?
✔️Do you think they were both right?
✔️Do you think both of them were right?

❌We have to go to military service.
✔️We have to do military service.

❌The boy have to...
✔️The boy has to...

❌There is what schools are for.
✔️That is what schools are for.

❌Where are tom and Alex have a snack?
✔️Where are Tom and Alex having a snack?

❌How many years boys have to go military service?
✔️How many years do boys have to do military service?

❌What the military service teach us?
✔️What does military service teach us?

❌They discuss about the purpose of military service.
✔️They discuss the purpose of military service.

Point:

We mustn't use the preposition "about" after the verb discuss.

discuss something
talk about something

Unit 2, Grammar, Part B: Changes of Modal Verbs in Reported Speech (PDF)

2.2
Sara says she’s taking her car.
Betty says she’s majoring in French.
Bob says he’s quitting his job.
David says he’s very disappointed.
Saeed says he’s not afraid.

2.4
They say they’re worthless.
They say they’re valueless.
They say they’re hopeless.
They say they’re fearless.
They say they’re useless.

2.5
No, they say they don’t know how to ski.
No, she says she doesn’t know how to iron the clothes.
No, he says he doesn’t know how to find a physician.
No, he says he doesn’t know how to cure her indigestion.
No, they say they don’t know how to write Chinese.

2.6
Mina says that she’s studying Arabic.
Charles says that he hasn’t told anyone yet.
Betty says that she goes skiing every winter.
Karl says that he doesn’t speak Farsi well.
Peter says that he’s going to use some detergent.

2.7
He says he ought to see that commercial.
He said he ought to see that commercial.

He says he shouldn’t escape the reality.
He said he shouldn’t escape the reality.

He says he might get a raise.
He said he might get a raise.

He says he should overcome his difficulties.
He said he should overcome his difficulties.

He says he ought to change his clothes.
He said he ought to change his clothes.

2.9
The doctor said that John’s wound would heal soon.
Peter said that he could organize the meeting.
The Thompsons said that they might go to a pizzeria.
Julia said that she had to slow down.
John said that he couldn’t satisfy them.

2.10
Yes, she says she must do it as soon as possible.
Yes, he said he would fix it as soon as possible.
Yes, he says he can arrest him as soon as possible.
Yes, she said she had to answer them as soon as possible.
Yes, they said they might sell it as soon as possible.

Unit 2, Reading: Good Luck, Bad Luck (PDF)

Superstitions in Iran

Superstitions play a significant role in Iranian culture, and there are several prevalent beliefs that people adhere to. Here are some of the most common superstitions in Iran:

★Sneezing: When someone sneezes, Iranians say “sabr âmad” (patience came) and then wait a bit before resuming their actions. This practice is believed to prevent bad luck.

★Tea Leaves: Tea is an integral part of Iranian culture. When pouring tea, if any tea leaves float to the top of the glass, it signifies that you will have guests. The number of guests depends on the number of tea leaves. Some even believe that the shape of the tea leaves can predict the characteristics of the guests.

★Things Happening in Threes: Iranians believe that if two unfortunate events occur, the third event will be disastrous. So, when something negative happens twice, they say, “khodâ be kheyr kone sevomisho” (God have mercy on the third one).

★Sizdeh Bedar: On the 13th and final day of Nowruz (the Persian New Year), known as “sizdeh bedar,” people spend time outdoors to avoid bad luck for the entire year.

★Tying a Knot in Nowruz Sprouts: Iranians grow wheat and lentil sprouts for the new year (symbolizing rebirth). Single girls tie a knot with these sprouts, hoping to be married by the next year.

★Itchy Palm: Similar to other cultures, if your palm itches, it’s believed that you’ll receive some money.

★Spilling Water: Spilling water is considered positive. It brings light (roshanâyi miyâre). When someone embarks on a journey, their family throws water behind them for a safe and successful trip.

Remember, these superstitions are deeply ingrained in Iranian culture, and even those who don’t consider themselves superstitious often follow them.

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Homework:

Five Questions on the Dialog of Unit 2 => to be uploaded on eili.ir

Summary of the Dialog in Unit 2 => to be presented in the class

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Session 3

Unit 1: Workbook

EXERCISE A
1. hospitable
2. commercial
3. stylish
4. consumption
5. opportunist
6. calculator

EXERCISE B
1. identical
2. cavity
3. bald
4. motive
5. was transferred
6. giant

EXERCISE C
1. go
2. grow
3. go
4. go
5. go
6. grow
7. grow
8. go
9. grow

EXERCISE D
1. comfortable
2. carefully
3. cheerfully
4. easy; easily
5. carefully; good
6. quiet; quietly

EXERCISE E
1. feels
2. get
3. tastes
4. turned
5. smells
6. grow

EXERCISE F
1. Example
2. The man became violent when the manager asked him to leave.
3. A cup of coffee tastes bitter when it stands too long.
4. I tasted the food secretly because I did not want anyone to see me.
5. The people grew impatient because they had been waiting for a long time.
6. She looked at me angrily as if I had done something wrong.

EXERCISE G
1. OK
2. OK
3. bookseller
4. OK
5. stupid
6. famous
7. OK
8. cheerful
9. OK
10. Nobel
11. honors
12. OK

EXERCISE H
1. Example

2. A: Does Frank feel nervous?
B: Yes, that's why he's talking nervously.

3. A: Do the boys look happy?
B: Yes, that's why they're playing happily.

4. A: Does Mary seem tired?
B: Yes, that's why she's working tiredly.

5. A: Does Jack sound sad?
B: Yes, that's why he's speaking on the phone sadly.

6. A: Does the cake smell good?
B: Yes, that's why the children are looking at it hungrily.

The Word List of Unit 2

ancient (adj.)