Pre-Intermediate 3
Sunday Tuesday 15:00-16:30
Your Last Visit: 01:09:06 AM Refresh the Page
The Messages by the Teacher:
Class Activity Grades
98.0 سیدصفاالدین هاشمیان90.0 کارن جهاندار
96.0 ایلیا تکلی
98.0 آرین امیری
92.0 عرشیا پابرجا
84.0 امیرعلی صمیمی
80.0 محمد پویا عباسی
91.0 پرهام توکلی
97.0 طاها رمضی
90.0 محمد احسان محمودی
81.0 کوروش کیپور
88.0 بردیا سمیعی
77.0 شهراد نقی زاده
74.0 هیراد اصغری
75.0 محمد عالی پور
81.0 محمد مهدی قاجار
81.0 محمد میثم حاجی ملا احمد نراقی
92.0 امیر هومن کوچکی سنجانی
92.0 بردیا محمدی نصر آبادی
55.0 آرین طی نیاشلمانی
92.0 محمدصدرا بگجانی
84.0 کیارش سلگی
35.0 محمد امین بابائی سنگلجی
95-100 ⇨ Excellent
90-94 ⇨ Very Good
85-89 ⇨ Good
75-84 ⇨ Average
25-74 ⇨ Weak
Detailed Report of Class Activity Grades
4 ⇨ Good3 ⇨ OK
2 ⇨ Weak
1 ⇨ Not Ready
Student's ID Number: 993863690
Name: سیدصفاالدین هاشمیان
Listening: 4
Mean = 4.0
Speaking: 4 4
Mean = 4.0
Reading: 4
Mean = 4.0
Writing: 3 4
Mean = 3.5
Pronunciation: 4 4
Mean = 4.0
Grammar: 3 4 3 4 3
Mean = 3.4
Vocabulary: 4 4 4
Mean = 4.0
Orthography: 4 4
Mean = 4.0
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.9
Total Score = 98.0
Student's ID Number: 14008105154
Name: کارن جهاندار
Listening: 4
Mean = 4.0
Speaking: 4 3
Mean = 3.5
Reading: 4 4
Mean = 4.0
Writing: 3 3
Mean = 3.0
Pronunciation: 4 4
Mean = 4.0
Grammar: 2 3 4 4 4
Mean = 3.4
Vocabulary: 3 4
Mean = 3.5
Orthography: 3 3
Mean = 3.0
Assignment: 3 4
Mean = 3.5
Rating Scale = 3.61
Total Score = 90.0
Student's ID Number: 9810080116
Name: ایلیا تکلی
Listening: 4
Mean = 4.0
Speaking: 4
Mean = 4.0
Reading: 4 4
Mean = 4.0
Writing: 3 3
Mean = 3.0
Pronunciation: 4 4
Mean = 4.0
Grammar: 4 3
Mean = 3.5
Vocabulary: 3 4
Mean = 3.5
Orthography: 4 4
Mean = 4.0
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.82
Total Score = 96.0
Student's ID Number: 14001194052
Name: آرین امیری
Listening: 4
Mean = 4.0
Speaking: 3 4
Mean = 3.5
Reading: 4
Mean = 4.0
Writing: 4 4
Mean = 4.0
Pronunciation: 4
Mean = 4.0
Grammar: 4 4 4 3 4
Mean = 3.8
Vocabulary: 4
Mean = 4.0
Orthography: 4
Mean = 4.0
Assignment: 4 4 4
Mean = 4.0
Rating Scale = 3.91
Total Score = 98.0
Student's ID Number: 14001173864
Name: عرشیا پابرجا
Listening: 4
Mean = 4.0
Speaking: 3 3
Mean = 3.0
Reading: 4 4
Mean = 4.0
Writing: 3 4
Mean = 3.5
Pronunciation: 4
Mean = 4.0
Grammar: 4 4 4 4 4
Mean = 4.0
Vocabulary: 3 4
Mean = 3.5
Orthography: 3 4
Mean = 3.5
Assignment: 4 3
Mean = 3.5
Rating Scale = 3.67
Total Score = 92.0
Student's ID Number: 140111215309
Name: امیرعلی صمیمی
Listening: 4
Mean = 4.0
Speaking: 3 3
Mean = 3.0
Reading: 3 3
Mean = 3.0
Writing: 3 3
Mean = 3.0
Pronunciation: 3 3
Mean = 3.0
Grammar: 4 4 3 3
Mean = 3.5
Vocabulary: 4 4
Mean = 4.0
Orthography: 3 3
Mean = 3.0
Assignment: 4 3
Mean = 3.5
Rating Scale = 3.36
Total Score = 84.0
Student's ID Number: 9713030222
Name: محمد پویا عباسی
Listening: 4
Mean = 4.0
Speaking: 3 3
Mean = 3.0
Reading: 3 3
Mean = 3.0
Writing: 3 3
Mean = 3.0
Pronunciation: 2 2 3
Mean = 2.33
Grammar: 3 3 3 3 4
Mean = 3.2
Vocabulary: 3 3
Mean = 3.0
Orthography: 3 3
Mean = 3.0
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.21
Total Score = 80.0
Student's ID Number: 140111355729
Name: پرهام توکلی
Listening: 4
Mean = 4.0
Speaking: 3
Mean = 3.0
Reading: 4
Mean = 4.0
Writing: 3
Mean = 3.0
Pronunciation: 3 4 3
Mean = 3.33
Grammar: 4 3 4 4
Mean = 3.75
Vocabulary: 4 4
Mean = 4.0
Orthography: 3
Mean = 3.0
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.62
Total Score = 91.0
Student's ID Number: 9810360345
Name: طاها رمضی
Listening: 4 4
Mean = 4.0
Speaking: 4 4 4 4
Mean = 4.0
Reading: 4 4 4
Mean = 4.0
Writing: 4 4 4 3
Mean = 3.75
Pronunciation: 4 3 4
Mean = 3.67
Grammar: 4 4 3 4 3
Mean = 3.6
Vocabulary: 4 3 4 4
Mean = 3.75
Orthography: 4 4
Mean = 4.0
Assignment: 4 4 4 4
Mean = 4.0
Rating Scale = 3.88
Total Score = 97.0
Student's ID Number: 9710360083
Name: محمد احسان محمودی
Listening: 4
Mean = 4.0
Speaking: 4 3
Mean = 3.5
Reading: 4
Mean = 4.0
Writing: 3 3
Mean = 3.0
Pronunciation: 4 3 3
Mean = 3.33
Grammar: 3 3
Mean = 3.0
Vocabulary: 4 4
Mean = 4.0
Orthography: 3 3
Mean = 3.0
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.62
Total Score = 90.0
Student's ID Number: 1401311260238
Name: کوروش کیپور
Listening: 4
Mean = 4.0
Speaking: 3 3
Mean = 3.0
Reading: 3 3
Mean = 3.0
Writing: 3 3
Mean = 3.0
Pronunciation: 3 3
Mean = 3.0
Grammar: 4 4 4
Mean = 4.0
Vocabulary: 3 3 3
Mean = 3.0
Orthography: 3 3
Mean = 3.0
Assignment: 3 3
Mean = 3.0
Rating Scale = 3.24
Total Score = 81.0
Student's ID Number: 9714020074
Name: بردیا سمیعی
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
Mean = 4.0
Grammar: 3 3 4 3 3
Mean = 3.2
Vocabulary: 4 3
Mean = 3.5
Orthography: 3 3
Mean = 3.0
Assignment: 4 4 4
Mean = 4.0
Rating Scale = 3.51
Total Score = 88.0
Student's ID Number: 9415020083
Name: شهراد نقی زاده
Listening: 3
Mean = 3.0
Speaking: 3 3
Mean = 3.0
Reading: 3 3
Mean = 3.0
Writing: 3 3
Mean = 3.0
Pronunciation: 2 3 3
Mean = 2.67
Grammar: 2 2 3 4 3
Mean = 2.8
Vocabulary: 3 4 4
Mean = 3.67
Orthography: 3
Mean = 3.0
Assignment: 3 3 4
Mean = 3.33
Rating Scale = 3.06
Total Score = 77.0
Student's ID Number: 1402406426876
Name: هیراد اصغری
Listening: 3
Mean = 3.0
Speaking: 3
Mean = 3.0
Reading: 1 3
Mean = 2.0
Writing: 3
Mean = 3.0
Pronunciation: 4 3
Mean = 3.5
Grammar: 3 3 4
Mean = 3.33
Vocabulary: 3
Mean = 3.0
Orthography: 3
Mean = 3.0
Assignment: 3 3
Mean = 3.0
Rating Scale = 2.94
Total Score = 74.0
Student's ID Number: 9613060255
Name: محمد عالی پور
Listening: 3 3
Mean = 3.0
Speaking: 3
Mean = 3.0
Reading: 2 3 3
Mean = 2.67
Writing: 3 3
Mean = 3.0
Pronunciation: 3 3
Mean = 3.0
Grammar: 3 2 3 4 3
Mean = 3.0
Vocabulary: 3 3 3
Mean = 3.0
Orthography: 3 3
Mean = 3.0
Assignment: 4 3 3
Mean = 3.33
Rating Scale = 2.99
Total Score = 75.0
Student's ID Number: 9713030121
Name: محمد مهدی قاجار
Listening: 4 3
Mean = 3.5
Speaking: 3
Mean = 3.0
Reading: 3 3 3
Mean = 3.0
Writing: 3 2 3
Mean = 2.67
Pronunciation: 3 4 3 4
Mean = 3.5
Grammar: 3 4 3 4 4
Mean = 3.6
Vocabulary: 4 3 2 3 4
Mean = 3.2
Orthography: 3 3
Mean = 3.0
Assignment: 4 3 4
Mean = 3.67
Rating Scale = 3.26
Total Score = 81.0
Student's ID Number: 1401408315420
Name: محمد میثم حاجی ملا احمد نراقی
Listening: 3
Mean = 3.0
Speaking: 3
Mean = 3.0
Reading: 3
Mean = 3.0
Writing: 4
Mean = 4.0
Pronunciation: 3
Mean = 3.0
Grammar: 3 4
Mean = 3.5
Vocabulary: 3
Mean = 3.0
Orthography: 3
Mean = 3.0
Assignment: 4
Mean = 4.0
Rating Scale = 3.24
Total Score = 81.0
Student's ID Number: 9814150140
Name: امیر هومن کوچکی سنجانی
Listening: 4
Mean = 4.0
Speaking: 3 3
Mean = 3.0
Reading: 3 4
Mean = 3.5
Writing: 4 4
Mean = 4.0
Pronunciation: 3 3 3 4
Mean = 3.25
Grammar: 4 3 4 4
Mean = 3.75
Vocabulary: 4
Mean = 4.0
Orthography: 4 4
Mean = 4.0
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.69
Total Score = 92.0
Student's ID Number: 9814150076
Name: بردیا محمدی نصر آبادی
Listening: 4 4 4
Mean = 4.0
Speaking: 3 4 3 4 4
Mean = 3.6
Reading: 4 4 4 3 4
Mean = 3.8
Writing: 3 4 4 3
Mean = 3.5
Pronunciation: 4 3 2 3 3
Mean = 3.0
Grammar: 3 4 4 3 4
Mean = 3.6
Vocabulary: 4 3
Mean = 3.5
Orthography: 4 4 4
Mean = 4.0
Assignment: 4 4 4 4
Mean = 4.0
Rating Scale = 3.68
Total Score = 92.0
Student's ID Number: 9714240042
Name: آرین طی نیاشلمانی
Listening: 3
Mean = 3.0
Speaking: 1 1
Mean = 1.0
Reading: 1 1
Mean = 1.0
Writing: 1 1
Mean = 1.0
Pronunciation: 3
Mean = 3.0
Grammar: 1 4 3
Mean = 2.67
Vocabulary: 3
Mean = 3.0
Orthography: 3
Mean = 3.0
Assignment: 2 3
Mean = 2.5
Rating Scale = 2.2
Total Score = 55.0
Student's ID Number: 9714260028
Name: محمدصدرا بگجانی
Listening: 4 4
Mean = 4.0
Speaking: 3 4
Mean = 3.5
Reading: 4 3 4
Mean = 3.67
Writing: 4 4 3
Mean = 3.67
Pronunciation: 4 3 3 4
Mean = 3.5
Grammar: 3 3 4 4 3
Mean = 3.4
Vocabulary: 4 3
Mean = 3.5
Orthography: 4 4
Mean = 4.0
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.69
Total Score = 92.0
Student's ID Number: 9714260170
Name: کیارش سلگی
Listening: 3
Mean = 3.0
Speaking: 3 3
Mean = 3.0
Reading: 4 3
Mean = 3.5
Writing: 3 4
Mean = 3.5
Pronunciation: 4 3
Mean = 3.5
Grammar: 3 3 3 4
Mean = 3.25
Vocabulary: 3 4
Mean = 3.5
Orthography: 3
Mean = 3.0
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.35
Total Score = 84.0
Student's ID Number: 1401504320573
Name: محمد امین بابائی سنگلجی
Listening: 1
Mean = 1.0
Speaking: 1
Mean = 1.0
Reading: 1 3
Mean = 2.0
Writing: 1 1
Mean = 1.0
Pronunciation: 1
Mean = 1.0
Grammar: 3
Mean = 3.0
Vocabulary: 1
Mean = 1.0
Orthography: 1
Mean = 1.0
Assignment: 1 2
Mean = 1.5
Rating Scale = 1.4
Total Score = 35.0
Session 20
🔊Unit 8: Listening
Audio Script
– Hey, June. There is a new quiz in the paper. I love to fill these things out.
– Yeah, they’re always fun, what’s this one about?
– It’s about health.
– OK, Read it to me. I’ll keep score.
– OK, number 1. Do you smoke more than ten cigarettes a day?
– That’s easy. I gave up smoking 3 years ago.
– Right. You know, I should, too.
– Yeah, I’ve heard that before.
– No. No, really, I’m going to. But for now, I might have to say yes. OK, number 2. Do you have a checkup in your doctor’s office at least once a year?
– Yeah, the company makes us go to the doctor every year. How about you?
– Well, I went to the doctor, let’s see, uh 3 years ago.
– You should go more often.
– Yeah. OK, here a big no for me.
– Number 3. Do you sleep more than 10 hours a night? I sleep 8 hours every night.
– Me too. We’re both OK there. Neither of us sleeps too much.
– Great. I don’t have to read number 4 then. They wanna know if you sleep less than 5 hours.
– No problem there.
– OK. Number 5. Do you exercise for 20 minutes at least 3 times a week?
– Exercise? What kind?
– They say cycling, walking, swimming, dancing, etc.
– Well, no. I mean, I ride my bike sometimes. I go dancing every once in a while, but no, I really don’t get much exercise.
– Yeah, I should get more exercise, too.
– Ok. Number 6. Do you live in a city?
– Well, we’re both in trouble there.
– Yeah, this is a big city, all the noise, all the stress.
– Yeah, it would be better to move to a smaller town, … lots of trees.
– Where are you gonna to find a job?
– Um, you have a point. So, there’s a yes for both of us.
– Number 7. Do you work more than 10 hours a day?
– No, but you’ve been working a lot lately.
– I’m really tired. I should work a lot less.
– We’ve been busy, though.
– You really should slow down.
– It’s not that easy. Next question. Is your life very stressful?
– Stressful? Yeah, I guess I’d have to say yes. I should relax more.
– I definitely should relax more. You know what? It’s surprising that I’m not dead already.
Answer Key
June – Andy
1. No – Yes
2. Yes – No
3. No – No
4. No – No
5. No – No
6. Yes – Yes
7. No – Yes
8. Yes – Yes
📖Unit 8: Workbook
EXERCISE A1. consult
2. mess
3. shoes
4. burning
5. coated
6. collapsed
EXERCISE B
1. doubtful
2. Protective
3. repairable
4. advantageous
5. tidal
6. acceptable
EXERCISE C
1. how
2. How
3. What a
4. What
5. How
6. What a
EXERCISE D
2. How delicious these bananas are! / What delicious bananas they are!
3. How quickly Mary types!
4. What an old car Steve is driving!
5. How difficult this exercise is!
6. How many novels this author has written!
EXERCISE E
1. A: it is!
2. No change
3. A: How fat he is!
4. A: What big teeth you have!
5. A: How strangely
6. A: What long eyelashes Eileen has!
EXERCISE F
2. A: Look how noisily the students are playing!
B: Yes, they are very noisy students.
3. A: Look how slowly he is running!
B: Yes, he is a very slow runner.
4. A: Look how well she’s cooking!
B: Yes, she’s a very good cook.
5. A: Look how hard they are working!
B: Yes, they are very hard workers.
6. A: Look how seriously the boys are studying!
B: Yes, they are very serious students!
✍Homework:
Workbook (Unit 8)Session 19
Unit 8: Dialog
Unit 8: Reading
Unit 8: Grammar
8.3
What honest people they are!
What a wise teacher she is!
What intelligent students I have!
What a nice day it is today!
What busy streets they are!
8.6
How exhausted you look!
How fast he runs!
How skillfully I reversed the car!
How old the car is!
How nice the dress is!
8.7
If Bob could pass the driver's test, he would have his license soon.
If didn't have a cold, I could go out tonight.
If I had some free time, I could meet you.
If I liked noise, I would enjoy this place.
If the weather weren't terrible today, we could go to the mountains.
8.8
If I had a car, I could go on a trip.
If the streets are crowded, I will take the subway.
If I have time tonight, I can go to a party.
If they studied more, they could get better grades.
If you could play music, you would entertain us.
8.9
I wish he took my advice.
I wish you didn't waste your time.
I wish I didn't have to eat plain food.
I wish I had a good watch.
I wish I could overlook your mistake.
8.11
No, he won't unless he studies.
No, they won't unless she invites them.
No, she won't unless she works better.
No, I won't unless she lets me.
No, I won't unless it is Friday.
8.12
There's either milk or orange juice for breakfast.
I neither know nor care where she's gone.
She consulted both an engineer and a lawyer.
Please sign both the first and the scond page.
Neither Roger nor I am sure.
★Make-Up Class:
Thursday (Khordad 24)2:00 pm - 3:30 pm
☕No Homework for Next Session
Session 18
❌This reading about it.✔️This reading is about it.
❌All people born with a sense of direction.
✔️All people are born with a sense of direction.
Unit 7: Workbook
EXERCISE A1. route
2. appreciate
3. witness
4. cooperation
5. signaling
6. distinguish
EXERCISE B
1. changeable
2. enjoyable
3. adjustable
4. dividable/divisible
5. reliable
6. suitable
EXERCISE C
1. when
2. because
3. where
4. Until
5. where
6. until
EXERCISE D
2. Sheila had already opened the letter when she realized it wasn’t addressed to her.
3. I called my sister after I had arrived in the airport building.
4. Mary didn’t go to bed until she had done all her homework.
5. I took the book back to the library after I had finished reading it.
6. I don’t have to go to the bank now because I have enough money for shopping.
EXERCISE E
1. No change
2. A: since we last
3. B: after her children had left home
4. No change
5. No change
6. A: Since we don’t use the car
EXERCISE F
2. A: What was Mary doing when you saw her?
B: She was entertaining her guests when I saw her.
3. A: Where was Frank going when you saw him?
B: He was going fishing when I saw him.
4. A: Who was Jane playing with when you saw her?
B: She was playing with her little son when I saw her.
5. A: What was Bill doing when you saw him?
B: He was applying for a job when I saw him.
6. A: How was Anita going to work when you saw her?
She was going to work by taxi when I saw her.
Unit 8: Vocabulary
✍Homework:
Seven Questions on the Reading of Unit 7Summary of the Reading in Unit 7
Workbook(Unit 7)
Session 17
7.3
I was having lunch when the phone rang.
I was taking a nap when he came over.
I was listening to the news when they came in.
I was writing a report when he called.
I was entertaining the kids when they walked in.
7.4
She had already opened the letter before she realized it wasn't hers.
We got home after the news had started.
I went outside after it had stopped snowing.
She has been a good skier since she was ten.
My roommate has decided to stay here until the rain stops.
7.5
Yes, I'm going to take classes until I learn English perfectly.
No, I don't get to class after my teacher does.
No, I don't blame others whenever I do something wrong.
Yes, I have lived in Tehran since I was born.
Yes, I had done my homework before I came to class.
7.11
Jim's trying to rent a place because he wants to stand on his own feet.
Since they couldn't read Russian I had to translate the letter.
As she's never home when I call, I'll have to write to her.
Since it's so beautiful there, my parents are going to move.
As I was so tired, I couldn't drive.
7.12
We tried to find the right street after we looked at the map.
We couldn't stay out because it was very cold.
I'm happy whenever it's sunny and warm.
I prefere to live where the sun shines all year.
It began to snow again while I was walking to the store.
✍Homework:
Five Questions on the Dialog of Unit 7Summary of the Dialog in Unit 7
Point:
Tuesday (Khordad 15) is a public holiday and we don't have a class on this day.
Session 16
Unit 7: Dialog
Bank Robbery
witness (noun) = a person who has seen a crime
Mr. Benson was a witness to a bank robbery.
witness (verb) = to see a crime happen
Mr. Benson has witnessed a bank robbery.
inform = to give information to somebody
event = happening; incident = what has happened
Detective: Could you describe the man who robbed the bank?
Mr. Benson: Let me see. He was tall, and had dark hair and a mustache.
describe (verb) = to say or write what someone or something is like
rob /rɑːb/ = to steal from a place
Detective: Do you happen to remember what he was wearing by any chance?
Mr. Benson: Ummm… He had on a dark sweater, and I guess he was in his late thirties.
Point:
If you want your question to be politer, you can use the expression “Do you happen to …?”
have something on = wear something
in his early thirties = between the age of 30 and 33
in his mid thirties = between the age of 33 and 37
in his late thirties = between the age of 37 and 39
Detective: OK. Anything else that strikes you at the moment?
Mr. Benson: Well, he had a gun, and said he would kill us if we moved.
(Is there) anything else that strikes you? = Do you remember anything else?
at the moment = now
The bank robber threatened that he would kill the people if they moved.
Detective: Well, Mr. Benson. Thank you for your cooperation.
Mr. Benson: No problem. I like to help the police whenever I can.
cooperation (noun) = help, assistance
The detective thanks Mr. Benson for his cooperation
Sample Summary:
The dialog is between Mr. Benson, a witness of a bank robbery, and a detective who is questioning him. Mr. Benson describes the robber as a tall man with dark hair and a mustache, wearing a dark sweater and in his late thirties. He also mentions that the robber had a gun and threatened to kill anyone who moved. Mr. Benson expresses his willingness to help the police with the investigation.
Unit 7: Listening
AUDIO SCRIPT
Officer: Mrs. Dawson, thanks very much for coming down to the station. I……I know you’ve been through a heck of a situation here today. Um…I’d just like to go over some of the things that you told Sergeant Palmer at the bank.Mrs. Dawson: All right.
Officer: Uh, would you like a cup of coffee?
– No. No, I’m fine. (All right.) Thanks.
- Well, Umm…c-c-could you describe the two people who robbed the bank for this report that we’re filling out here? Now, anything at all that you can remember would be extremely helpful to us.
– Well…uh…just…I can only remember basically what I said before. (That’s all right.) The man was tall…uh…six foot, six foot one, (Mm-hmm?) and he had dark hair, (Dark hair.) and he had a mustache.
- Very good. All right, did he have any other distinguishing marks, I mean scars, for example, anything like that?
– Scars…um… (Mm-hmm.) no. No, none that I can remember.
– Do you remember how old he was, by any chance?
– Uh…well, I…I guess around thirty, (Around thirty.)…maybe younger, give or take a few years.
– Mm-hmm. All right, do you, uh, remember anything about what he might have been wearing?
– Yes. Yes, he…he had on a dark sweater, a…(Mm-hmm) a solid color.
– OK. Um…anything else that strikes you (Um ..,) at the moment?
– I…I remember he was wearing a light shirt under the sweater. (Ah, very good.) Yes, yes.
– Mm-hmm. Allright, now, can you tell us anything about the, uh, the woman robber, uh, Mrs. Dawson?
– Well, the biggest thing that I remember about her was that she did most of the talking. (Mm-hmm.) She had the gun pointed at us and she told us to lie down on the floor (Hmm.) and not to move if we knew what was good for us. (Hmm.) I remember it just felt like she was pointing the gun right at me, and my little son was right next to me and he … he was just so frightened. ….
– Uh, Mrs. Dawson, could you describe her for us?
– Ugh. She was wearing a wool sweater…(Ah, very good.) I remember it was a dark color, (Mm-hmm.) navy blue or…or black, (Black, mm-hmm.) and I guess she was in her late twenties. Uh, her hair was short, (Mm-hmm) very short and curly.
– Do you remember how tall she was?
– Uh … a-about the same as myself. (Mm-hmm.) around five four.
– Five four, mm-hmm. All right, do you, uh…remember anything else about this woman?
– Yes. I remember that the woman was wearing a pendant or a…or a locket around her neck. (Uh-huh.) I remember specifically because my little boy started to cry (Oh.) and the woman came up to me and said, “Shut your damn kid up, lady.” (Mm-hmm.) So I got a good look at the woman and…and she was sort of, uh, pulling on the chain, uh, playing with it. Oh? It was gold, uh, well anyway, it looked like gold.
– Mm-hmm. Did either of them have any other, uh, noticeable characteristics, Mrs. Dawson? Now, just take a moment to (No, I don’t…) think about this.
– No. No, a-a- and this is really all I can remember.
– Well, did either of them wear glasses?
– No. No, I’m sure of that.
– Mm-hmm. All right, Mrs. Dawson, I really appreciate what you’ve been through today. I’m just going to ask you to look at some photographs before you leave, if you don’t mind. It won’t take very long. Can you do that for me?
– Oh, a…all right.
– Would you like to step this way with me, please?
– OK. Sure.
– Thank you.
KEY TO THE LISTENING EXERCISE
Man = number 2He had dark hair and a mustache.
He was around thirty.
He had on a dark sweater; it was a solid color.
He was wearing a light shirt under the sweater.
Woman = number 6
She was wearing a wool sweater; it was a dark color.
She was in her late twenties.
Her hair was very short and curly.
She was wearing a pendant or a locket.
Summary
In the conversation, an officer is taking a statement from Mrs. Dawson at the police station regarding a bank robbery she witnessed. The officer thanks her for cooperating and offers her coffee, which she declines. Mrs. Dawson describes one of the robbers as a tall man with dark hair and a mustache, around thirty years old, wearing a dark sweater over a light shirt. She recalls no scars or glasses on him. The other robber, a woman, did most of the talking, threatening the witnesses with a gun. Mrs. Dawson notes the woman's short, curly hair, dark wool sweater, and a pendant or locket she wore. The woman was about the same height as Mrs. Dawson, around five feet four inches. Mrs. Dawson's son was present during the robbery, and the female robber harshly told her to quiet him. The officer concludes by asking Mrs. Dawson to look at some photographs for identification purposes.
New Words & Expressions
Heck of a situation: a very difficult or challenging situation
Go over: to review or discuss something in detail
Distinguishing Marks: unique features that help to identify someone, such as scars or tattoos
Give or take a few years: maybe a few years older or a few years younger
Solid color: a color that is uniform and not mixed with others
Strike somebody: something that somebody notices or that stands out to him/her
Pendant or a locket: a piece of jewelry that hangs from a chain, which can be worn around the neck
Shut your damn kid up: a rude and forceful way to tell someone to make their child be quiet.
Unit 7: Grammar, Part A
Adverb Clauses = Adverbial Clauses
An adverb clause is a type of clause which functions as an adverb in the sentence. In other words, the adverb clause modifies the verb of the sentence.
At this level, you get familiar with three types of adverb clauses:
∎ Adverb Clauses of Time
∎ Adverb Clauses of Place
∎ Adverb Clauses of Reason
Adverb Clauses of Time
Examples:
Robert was reading a magazine when Mary arrived.
While Robert was reading a magazine, Mary arrived.
I will meet him whenever he is free.
Sally will work on the project until winter arrives.
He has lived in London since he was born.
Jack had brushed his teeth before he went to bed.
After Jack had brushed his teeth, he went to bed.
Adverb Clauses of Place
wherever = at any place that
Examples:
We can buy rice where there is a grocery store.
I can meet you wherever you would like.
He can work anywhere he has internet access.
✍No Homework for Next Session
Session 15
❌David was blind since he can remember.✔️David had been blind (ever) since he could remember.
❌It was a painful.
✔️It was painful.
✔️It was a painful one.
❌Things has has been change now.
✔️Things were going to change now.
✔️Things were to change now.
❌Suddenly rise and fell down.
✔️Suddenly he rose up and fell down.
❌She realized he had fell down.
✔️She realized he had fallen down.
❌Why David didn't move?
✔️Why didn't David move?
✔️Why did David not move?
❌What did the doctor told the nurse?
✔️What did the doctor tell the nurse?
Unit 6: Workbook
EXERCISE A1. entertained
2. recall
3. horror
4. staring
5. scared
6. defense
EXERCISE B
1. attractive
2. defensive
3. instructive
4. distant
5. permanent
6. different
EXERCISE C
1. gave/had missed
2. called/had just gone
3. went/had finished
4. had brushed/went
5. realized/had forgotten
6. had gone/knew
EXERCISE D
2. Tina came top of the class because she had worked really hard.
3. Paul couldn’t get into his house when he came back from school because he had lost his key.
4. Sandy couldn’t buy an expensive camera because she had spent all her money on books.
5. Sophie was feeling sad because she had not received a letter from her parents.
6. Peter found the homework very hard because he had not understood the lesson.
EXERCISE E
1. B: hadn’t eaten
2. No change
3. A: Had
4. No change
5. B: had already started
6. No change
EXERCISE F
2. A: Why did John get burnt?
B: He had been lying in the sun all day.
3. A: Why was Barbara tired?
B: She had been studying hard all day.
4. A: Why did Kate have red eyes?
B: She had been crying all day.
5. A: Why was Mary happy?
B: She had been watching her favorite program all day.
6. A: Why did they start a fire?
B: They had been playing with matches all day.
Unit 6: Listening
Audio SCRIPT
1.– You know, I always try to avoid elevators. I’m always afraid I’m going to get stuck in them. I usually take the stairs instead. That’s why I’m in such good shape.
2.
– If I can’t swim in a swimming pool, I just don’t swim at all. I don’t like swimming in the ocean. The waves are so frightening and, well, you never know if a fish is going to bite you or something.
3.
– I once got bitten by a dog, so it’s the only animal I’m really afraid of. I hate dogs. Now, I always carry a stick with me when I’m out walking, in the case that a dog comes after me or something.
4.
– I don’t mind hotels, but I don’t like staying on the top floors. I’m afraid of heights. So I always call ahead, make sure that they have a room on the ground floor.
5.
– I hate rats and mice. They really give me a horrible feeling. That’s why I have three cats in my apartment. They keep those rats away.
6.
– I’m terrified of travelling by plane. I know it’s crazy. It’s supposed to be the safest way to travel. But I never go anywhere I can’t get to on foot or by car.
Answer Key
1. Elevators – He takes the stairs instead.2. Oceans – She swims in a swimming pool.
3. Dogs – He carries a stick with him.
4. Heights – He tries to have a room on the ground floor.
5. Rats and mice – She has three cats in her apartment.
6. Plane travel – She tries to travel by car.
Unit 7: Vocabulary
✍Homework:
★ Seven Questions on the Reading of Unit 6★ Summary of the Reading in Unit 6
★ Workbook (Unit 6)
Session 14
The Past Perfect Simple
Examples:
He had studied for 3 hours.
They hadn't bought the factory yet.
The Use of the Past Perfect Tense
★ An Action Happening before Another Action in the Past
I had brushed my teeth before I went to bed.
After I had brushed my teeth, I went to bed.
Mr. Williams had sold his BMW before he bought a Porsche.
After Mr. Williams had sold his BMW, he bought a Porsche.
★ An Action Happening before a Particular Time in the Past
Sue had cooked the dinner by 8:00 p.m.
by = before
The engineers had built the bridge before the arrival of winter.
The Past Perfect Progressive
Subject + had(n’t) + been + Verb+ing + …
Examples:
He had been studying for 3 hours.
They hadn't been wasting their time.
They had been learning new things.
Point:
The past perfect simple and the past perfect progressive are two verb tenses that are used to talk about actions or events that happened before another point in the past. The main difference between them is the focus on the result or the duration of the action.
We use the past perfect simple to emphasize the result of a completed action that happened before another past action or situation. For example:
She had finished her homework before she went to bed.
(The result is that her homework was done.)
We use the past perfect progressive to emphasize the duration of a continuous action that was in progress before another past action or situation. For example:
She had been studying for three hours before she took a break.
(The duration is three hours.)
Point:
Some verbs, such as know, like and understand, are not usually used in the progressive form. We use the past perfect simple with these verbs. For example:
I had known him for a long time before we became friends.
(Not: I had been knowing him …)
Point:
We also use the past perfect simple with actions that are completed at a single point in time, such as start or stop. For example:
They had started the meeting when I arrived.
(Not: They had been starting the meeting …)
6.2
Had he studied Farsi before he came to Iran?
Had she cooked Persian dishes before she came to Iran?
Had she liked Persian art before she came to Iran?
Had he read Persian poetry before he came to Iran?
Had she lived in a dormitory before she came to Iran?
6.3
No, she had sewn it before then.
No, she had typed it before then.
No, he had expected them before then.
No, he had hired them before then.
No, it had broken out before then.
6.4
I thought he had done it before.
I thought they had sold it before.
I thought he had passed it before.
I thought they had paid for it before.
I thought she had taken it before.
6.5
I drank my coffee after she had drunk hers.
drink => drank, drunk
I saw my test results after he had seen his.
They bought their books after we had bought ours.
Tom bought a car after Robert had bought one.
He ate his dinner after they had eaten theirs.
6.8
No, he hadn't.
No, I hadn't.
No, she hadn't.
No, they hadn't.
No, he hadn't.
6.12
Well, how long had she been complaining?
Well, how long had he been nagging?
nag = complain about unimportant things
Well, how long had you been asking for a raise?
Well, how long had they been playing tennis?
Well, how long had you been racing motorcycles?
Unit 6, Reading:
Sudden Fear
handicapped = disabled
ever since = since the time
recall = remember
all that was to be changed = all that was going to change
by = near
He lay in his bed staring at the ceiling, not daring to move because he was afraid that he might lose this wonderful new thing — this gift of sight. The doctor was speaking to the nurse, and David heard him say what a brave boy he had been, more courageous than anyone could have expected. His heart filled with pride as he heard the doctor's words.
lie => lay, lain
lie = be located
stare = gaze
afraid = scared
the gift of sight = the God-given ability to see
gift = blessing
courageous (adj.) = brave
His heart filled with pride = He felt proud
as = when, while
The operation designed to give him his sight had been a very painful one, but David had not shown any fear either before the operation or while the doctor was doing it. Also, he had not been frightened by the world of sight that had opened out to him. He realized that he was not afraid because the nurse had been very kind and described what everything would be like.
the operation designed = the operation which was designed
realize = understand
"I think he will be all right now," he heard the doctor say. "I'll come and see him again tomorrow. Meanwhile, put him out in the sunshine for a while; it will entertain him and do him good."
meanwhile = during this time
for a while = for a short time
entertain = amuse
The nurse put him in a wheelchair, well-wrapped up, and wheeled him outside into the garden.
well-wrapped up = covered completely with warm clothes or a blanket
wheel = push
For a time, he sat there looking at nothing in particular. Suddenly his heart seemed to stop beating with terror, and he sat, too frightened to move; then he rose up from his chair, his hands outstretched in defense, and his eyes fixed on something huge and black in front of him that danced at his feet. He cried out at the horror of it and fell down. The nurse ran out to him.
nothing in particular = nothing special
terror = fear
rise up => rose up, risen up
outstretched = extended
huge = very big, immense
cry out = shout, yell
When the doctor called the next morning, she said, "So you see doctor, though David was not frightened of anything he saw after the operation, there was still something that scared him a lot, and that was his own shadow! You know, I had forgotten to describe shadows to him."
though = although
still = yet
forget => forgot, forgotten
The Difference between Shade and Shadow
shade => for fixed things
• I sat in the shade of the tree.
• Mr. Rafael parked his car in the shade of a wall.
shadow => for moving things
• Sally saw her dad’s shadow on the floor.
• The hunter saw the shadow of a big lion on the ground from his ambush.
Sample Summary:
The text is a short story titled “Sudden Fear”. It tells the story of David, a boy who was born blind and undergoes a surgery to restore his sight. He is very brave and curious about the new world he can see, and he is praised by the doctor and the nurse for his courage. The nurse takes him outside to the garden, where he can enjoy the sunshine and the colors. However, he is suddenly terrified by something he sees on the ground: his own shadow. He does not know what it is, and he thinks it is a monster that wants to attack him. He screams and falls down, and the nurse realizes that she had forgotten to explain shadows to him. The story ends with the irony of David being scared by his own shadow, after being fearless of everything else.
✍Homework:
Five Questions on the Dialog of Unit 6Summary of the Dialog in Unit 6
Session 13
❌Books are very cheaper than computers.✔️Books are much cheaper than computers.
✔️Books are a lot cheaper than computers.
Workbook: Unit 5
EXERCISE A1. screamed
2. instantly
3. wonder
4. entirely
5. quit
6. affecting
EXERCISE B
1. voluntary
2. original
3. educational
4. secondary
5. Accidental
6. customary
EXERCISE C
1. neither
2. nor
3. both
4. and
5. either
6. or
EXERCISE D
1. Neither Jim nor Carol has a car.
2. I neither like nor dislike Mike.
3. We can leave either today or tomorrow.
4. The man’s name might be either Richard or Robert.
5. Margaret both writes and translates novels.
6. It was both a boring and a long movie.
EXERCISE E
1. B: or playing football…
2. No change
3. B: She is neither a nurse nor…
4. B: He both teaches…
5. No change
6. No change
EXERCISE F
2. A: What can John repair?
B: He can repair both cars and bicycles.
3. A: How does Jim drive?
B: He drives both fast and carelessly.
4. A: What animals does Emma keep?
B: She keeps both fish and birds.
5. A: What languages does Kate speak?
B: She speaks both English and Farsi.
6. A: How does Bob feel?
B: He feels both tired and thirsty.
Unit 6, Vocabulary
Unit 6, Dialog
A Miracle
Chris and Stanley are talking about a strange event.
strange = unusual, odd
event = happening, incident
Chris: Did you hear about the guy who was struck by lightning?
Stanley: You mean the one up in Maine?
guy = person
Lightning struck the blind guy. = The blind guy was struck by lightning.
Maine = a state in the northeast of the United States of America
Chris: That’s it; the blind guy who could see again.
Stanley: Yeah, I read about him in the paper. He’d been blind for about 8 or 9 years.
He'd been = He had been
Chris: Uh-huh. Wasn’t he also able to hear again after the lightning hit him?
Stanley: Right. He didn’t have to wear a hearing aid anymore.
The blind guy was not deaf. He was hard of hearing.
hearing aid = a device which amplifies the sounds for people who are hard of hearing
Chris: I think it was a miracle!
Stanley: Me too!
Sample Summary:
In this conversation, Chris and Stanley discuss a remarkable event. Chris mentions a man who was struck by lightning, and Stanley confirms that it’s the same person in Maine. This man had been blind for nearly a decade, but after the lightning strike, he regained his sight. Additionally, his hearing improved, and he no longer needed a hearing aid. Both Chris and Stanley consider this occurrence a miracle.
✍Homework:
Seven Questions on the Reading of Unit 5Summary of the Reading in Unit 5
Workbook (Unit 5)
Session 12
❌Michelle have a wrong with her colleague.✔️Michelle has a problem with her colleague.
❌It doesn't possible to come back to this work.
✔️It isn't possible for her to go back to work.
❌Who is Michelle tired to?
✔️Who is Michelle tired of?
Unit 4, Grammar, Part B:
not only ... but also ...
Examples:
Coordination of Verbs:
● Mr. Williams not only plays but also composes music.
Coordination of Objects:
● Mrs. Hamilton plays not only the piano but also the violin.
Coordination of Adjectives:
● Mr. Andrews is not only handsome but also intelligent.
Coordination of Adverbs:
● Mrs. Brown teaches music not only at school but also in an institute.
Point:
Whenever we use “not only” at the beginning of the sentence, we should use the structure of a question after it for emphasis.
Examples:
Not only does Mr. Green feed the hungry animals, but also he provides them with a shelter.
Not only does Mr. Green feed the hungry animals, but he also provides them with a shelter.
5.2
They study both at home and in the library.
Both his parents and his grandfather are coming to visit him.
Both my best friend and his wife are excellent doctors.
She both practices and plays the piano every day.
Both he and his brother speak English very well.
5.4
I will see you either at the lecture or in my office.
You must take either a bus or a taxi.
She has to be either a doctor or a nurse.
He either is late for the class or doesn't come to class at all.
I think she is either Russian or Polish.
5.5
Either his wife or his children want to throw a party.
Either my brother or his friends are good at making up stories.
Either my colleagues or my boss has an argument.
Either Jane or her brothers want an aisle seat on the plane.
Either I or my children need a permanent job.
5.7
I have seen neither a tornado nor an earthquake.
Sue has neither arrived nor called.
The baby is neither sick nor tired.
Neither the money nor the jewelry was missing.
I study neither English nor Spanish.
5.10
That book is not only boring but also difficult.
My sister wants not olny to see me but also to stay with me.
I like not only French food but also Italian food.
I have met not only many teachers but also many friends.
I love not only Persian music but also Persian art.
5.11
Not only do I enjoy living in another country but I also enjoy learning a second language.
Not only is the Spanish language beautiful but it is also easy.
Not only are my parents coming but they are also bringing my little sister.
Not only are the customs different but they are also interesting.
Not only are the people there friendly but they are also kind.
5.12
Bob and Mary will have their wedding in either June or July.
They have invited not only their relatives but also their friends.
The guests can either watch TV or walk around the garden.
Both my friend and his wife must have tea in the morning.
I drink neither tea nor coffee.
✍Homework:
Five Questions on the Dialog of Unit 5Summary of the Dialog in Unit 5
Session 11
Unit 5, Dialog
A Run-in
Michelle is talking to her friend, Luna, after a run-in with her colleague.
colleague = workmate, co-worker
Michelle’s colleague ➨ Rita
Michelle’s friend ➨ Luna
Michelle is talking to Luna about Rita.
Luna: What’s wrong, Michelle?
Michelle: I can’t stand Rita any longer. Either she acts differently or I’ll quit.
stand = tolerate, put up with, bear
any longer = any more
act = behave
quit = give up, resign
either …… or …… ➨ used to show a choice of two things
Well, I think she's either Italian or Spanish.
I'm going to buy either the blue one or the red one—I can't decide.
Luna: What happened this time?
Michelle: Not doesn’t she take my suggestion, but she snaps at me all the time.
not only …… but (also) …… ➨ used to emphasize that something else is also true
She not only wrote the text but also selected the illustrations.
He not only read the book, but also remembered what he had read.
snap at = argue angrily with
Luna: Don’t take things so seriously.
Michelle: I’m just sick and tired of her.
be sick and tired of somebody/something = be fed up with somebody/something
Luna: Why don’t you take it up with her directly?
Michelle: I doubt it would do any good. I’m sure she will either cry or scream!
I doubt = I’m not sure
cry (1) = shout, yell
cry (2) = weep = be in tears
scream = shriek
Sample Summary:
Michelle is talking to Luna and sharing how upset she is with their coworker, Rita. Michelle feels that Rita ignores her ideas and is often mean to her. Luna thinks Michelle should talk to Rita about it, but Michelle is worried that Rita might get too emotional. Michelle is really annoyed and thinks about leaving her job if Rita doesn't start acting differently.
Unit 5, Listening
Audio Script
1. Education
– How do you think that education is going to change in the future.
– I think kids are going to have to stay in school until they’re older. May be until they’re 20 or 21.
– Why?
– Well, one reason is that there simply won’t be enough jobs for every one. So it would be necessary to keep kids in school longer.
– Um, I think that they will have found a way for us to learn without teachers. There’ll be computer learning programs that can instruct you much more quickly than a teacher and they’ll also make learning much more fun.
– Are you saying that our teachers weren’t any fun?
– Well, OK. Maybe some of them were fun.
2. Health
– Every day you hear about some new medical breakthrough on the news.
– Yeah, who knows what they’ll have done in the next 50 years.
– I hope that in the next 50 years, new drugs will have been discovered that will enable people to stop smoking permanently. Or to lose weight permanently; without dieting.
– And hopefully they will have found cures for many of the diseases that are around today. So people will live longer.
– How much longer do you think?
– I bet that within the next 50 years most people will live to be over a hundred.
KEY TO THE LISTENING EXERCISES
1. Education:
1. Kids are gonna stay in school until they’re older.
2. They will have found a way for us to learn without teachers.
2. Health:
1. New drugs will have been discovered that enable people to stop smoking permanently.
2. They will have found cures for many of the diseases that are around today.
Unit 5, Grammar, Part A
Coordination
either … or … = يا ... يا ...
neither … nor … = نه ... نه ...
not only … but also … = نه تنها ... بلکه ...
We use the above-mentioned coordinators to combine two sentences by keeping the parts which are similar and joining the parts which are different.
Jack will be absent tomorrow.
Tom will be absent tomorrow.
-------------------------------------
Both Jack and Tom will be absent.
Mary is tall.
Mary is thin.
----------------
Mary is not only tall but also thin.
They don’t like tea.
They don’t like coffee.
----------------------------
They like neither tea nor coffee.
Point:
When two subjects are coordinated with “both … and …”, the verb has to be plural.
Examples:
• Both the teacher and the students are going to talk to the principal.
• Both the students and the teacher are going to talk to the principal.
Point:
When two subjects are coordinated with “either … or …” or “neither … nor”, the verb always agrees with the second subject.
Examples:
• Either the teacher or the students are going to talk to the principal.
• Either the students or the teacher is going to talk to the principal.
✍No Homework for Next Session
Session 10
❌Woman are better liars than men.✔️Women are better liars than men.
✔️A woman is a better liar than a man.
Unit 4: Workbook
EXERCISE A1. gain
2. sensitive
3. situation
4. slight
5. afford
6. honesty
EXERCISE B
1. grassy
2. ghostly
3. yearly
4. rainy
5. healthy
6. roomy
EXERCISE C
2. What would you do if you had a million dollars?
3. What would you do if you saw a car accident?
4. What would you do if you saw a classmate cheating on an exam?
5. Which places would you visit if you went to London?
6. Who would you prefer to see if you could go back in time?
EXERCISE D
2. If Peter didn’t work in the evening, he’d have time to play with his children.
3. If Mary didn’t buy so many clothes, she’d have some money.
4. If I had a car, I’d give you a ride.
5. If Amanda went to bed early, she wouldn’t be tired in the morning.
6. If Jonathan had a watch, he’d never be late.
EXERCISE E
1. B: if she lived
2. B: unless there are
3. No change
4. No change
5. A: What would you do
6. No change
EXERCISE F
Answers will vary
Unit 4: Listening
Pre-Listening1. d
2. f
3. e
4. b
5. c
6. a
Audio SCRIPT
1.
– I like to rent a car for the weekend.
– Sure. What kind of car do you want? We have some great mini-vans on the lot.
– No, something smaller.
– OK, you have a choice between a Chevrolet Corsica or a Toyota Camary.
– Um. I’ll take the Toyota. I like Japanese cars.
2.
– Hi, I like to rent a car. I’m taking the family on vacation.
– Sure. We have some nice campers on the lot. They’re roomy, very comfortable, and kids love them. How many kids do you have anyway?
– Too many.
3.
– I need to rent a really big car in a hurry. Do you have any Limousines?
– Limousines? Are you going to a wedding or something?
– Yeah, my best friend is getting married. How did you guess?
– The tuxedo.
– Oh.
4.
– I’m moving this weekend, and I’d like to rent a van or a truck.
– Well, we have a truck in the parking lot. Would you like to have a look at it?
Answer Key
1. For the weekend – Toyota
2. To take his family on vacation – Camper
3. To go to his friend’s wedding – Limousine
4. To move this weekend – Truck
Unit 5, Vocabulary
The Vocabulary of Unit 5 in American English
The Vocabulary of Unit 5 in British English
✍Homework:
Seven Questions on the Reading of Unit 4Summary of the Reading in Unit 4
Workbook (Unit 4)
Session 9
Unit 4: Grammar
Unless
Examples:
You won’t pass unless you study.
unless you study = if you don’t study.
You wouldn’t pass unless you studied.
unless you studied = If you didn’t study
They wouldn't succeed unless they tried hard.
unless they tried hard. = If they didn't try hard
Point:
When the if-class begins with "unless", the verb in the if-clause should be positive but the overall meaning of the if-clause is negative. In other words, don’t use a negative verb after “unless”.
❌He won't pass unless he doesn't study.
✔️He won't pass if he doesn't study.
✔️He won't pass unless he studies.
Ellipsis in Conditional Sentences
Point:
In a conditional sentence, when the verb phrase in the if-clause is the same as the verb phrase in the main clause, it is possible to omit the second verb phrase and just keep the auxiliary verb or add an auxiliary verb if there isn’t any.
Examples:
If you ate ice cream, I would eat ice cream, too.
If you ate ice cream, I would, too.
If you didn’t eat ice cream, I wouldn’t eat ice cream, either.
If you didn’t eat ice cream, I wouldn’t, either.
I would eat ice cream if you ate ice cream, too.
I would eat ice cream if you did, too.
I wouldn’t eat ice cream if you didn’t eat ice cream, either.
I wouldn’t eat ice cream if you didn’t, either.
4.4
If I weren't free, I couldn't join you.
If I didn't have the information, I couldn't write a report.
If I didn't learn more, I couldn't improve.
If I didn't have a license, I couldn't drive.
If I didn't have time, I couldn't explain it.
4.5
I could tell them if I saw them.
She could tell you if she knew.
We could take you if we had a car.
He could get the job if he spoke English.
They could help if they had time.
4.8
1.
Yes, you do.
Yes, you can.
2.
No, you don't.
No, you can't.
3.
Yes, you are.
No, you can't.
4.
No, you don't.
No, you can't.
5.
Yes, it is.
Yes, he can.
4.10
Unless she invites me herself, I won't go to her party.
Unless you speak slowly, he won't understand you.
Unless they offer me more money, I'm going to look for another job.
Unless he helps me, I won't finish the job.
Unless I get a loan, I won't be able to buy that apartment.
4.12
I'd stay inside if it rained.
I'd go if I had my own money.
I'd know if he told me.
I'd enjoy it if they came along.
I'd go if they invited me.
The Reading of Unit 4:
Does Honesty Always Pay?
What exactly is a lie? Is it anything we say which we know is untrue? Or is it something more than that? For example, suppose a friend wants to borrow some money from you. You say, “I wish I could help you but I'm short of money myself.” In fact, you are not short of money, but your friend is in the habit of not paying his debts and you don't want to hurt his feelings by reminding him of this. Is this really a lie?
suppose = imagine, think
borrow ≠ lend
short of = low on, in need of
debt = the money that you owe
Professor Jerald Jellison of the University of Southern California has made a scientific study of lying. According to him, women are better liars than men, particularly when telling a “white lie”, such as when a woman at a party tells another woman that she likes her dress when she really thinks it looks awful. However, this is only one side of the story. Other researchers say that men are more likely to tell more serious lies, such as making a promise which they have no intention of fulfilling. This is the kind of lie politicians and businessmen are supposed to be particularly skilled at: the lie from which the liar hopes to profit or gain in some way.
particularly = especially
white lie = a lie about unimportant matters ≠ serious lie
likely = probable
be supposed to = be expected to
Research has also shown the way people's behavior changes in a number of small, apparently unimportant ways when they lie. It has been found that if they are sitting down at the time, they tend to move about in their chairs more than usual. To the trained observer, they are saying, “I wish I were somewhere else now.” They also tend to touch certain parts of the face more often, in particular the nose. One explanation of this may be that lying causes a slight increase in blood pressure. The tip of the nose is very sensitive to such changes and the increased pressure makes it itch.
apparently = seemingly
It has been found (by the scientists) = The scientists have found
in particular = particularly
Another gesture which gives liars away is what the writer Desmond Morris in his book Manwatching calls “the mouth cover”. He says there are several typical forms of this, such as covering part of the mouth with the fingers, touching the upper lip or putting a finger of the hand at one side of the mouth. Such a gesture can be interpreted as an unconscious attempt on the part of the liar to stop himself or herself from lying.
typical = usual, common
Such a gesture can be interpreted as... = We can interpret such a gesture as...
Of course, such gestures as rubbing the nose or covering the mouth, or squirming about in a chair cannot be taken as proof that the speaker is lying. They simply tend to occur more frequently in this situation. It is not one gesture alone that gives the liar away but a whole number of things, and in particular the context in which the lie is told.
Such gestures as... cannot be taken as proof that... = We cannot take such gestures as... as proof that...
occur = happen, take place
context = situation
the lie is told = somebody tells a lie
Sample Summary:
The concept of lying is explored in the text. Is a lie simply saying something untrue, or is it more complex? For instance, consider a situation where a friend asks to borrow money, and you claim you’re short on funds even though you’re not. In this case, you avoid hurting your friend’s feelings. Is this still considered a lie?Research suggests that women are better at telling “white lies,” such as complimenting someone’s dress even if they dislike it. On the other hand, men tend to tell more serious lies, often related to promises they don’t intend to keep. Politicians and businessmen are skilled at such lies, hoping to gain something from them.
Interestingly, when people lie, their behavior changes subtly. For example, they may fidget in their chairs or touch their faces more frequently. These actions might be unconscious attempts to cope with the lie. However, no single gesture alone can definitively identify a liar; it’s the overall context that matters.
✔️John and Alec want to go to the beach.
❌John says him...
✔️John says to him...
✔️John tells him...
❌Where are they want to go?
✔️Where do they want to go?
❌What are they want to going by?
✔️What do they want to go by?
✔️How do they want to go?
❌Are they want to borrow his mother car?
✔️Do they want to borrow his mother's car?
✍Homework:
Five Questions on the Dialog of Unit 4
Summary of the Dialog in Unit 4
Session 8
Workbook: Unit 3
EXERCISE A
1. persevere
2. priority
3. designing
4. discourage
5. circle
6. wedding
EXERCISE B
1. scientific
2. athletic
3. famous
4. poetic
5. practical
6. dangerous
EXERCISE C
1. don’t get back
2. were
3. will buy
4. I will go
5. I would feel
6. doesn’t rain
EXERCISE D
1. If Chris works hard, he’ll pass his exams.
2. If Sue had a bike, she’d ride it to school.
3. If Ali practices, his English will improve.
4. If Rita liked swimming, she’d go to the beach.
5. If Paul takes his medicine, he’ll get better.
6. If John ate a lot, he’d be fat.
EXERCISE E
1. No change
2. B: I would go
3. No change
4. A: If you met
5. No change
6. B: Well, I wouldn’t work so hard if I were you.
EXERCISE F
2. A: What would Peter do if he were rich?
B: He would help the poor if he were rich.
3. A: What would the boys do if they had a ball?
B: They would play football if they had a ball.
4. A: What would Helen do if she were in Alaska?
B: She would see the Eskimos if she were in Alaska.
5. A: What would Toshi do if he knew English well?
B: He would read English newspapers if he knew English well.
6. A: What would Nancy do if she were a nurse?
B: She would help the patients if she were a nurse.
❖❖❖
Unit 4, Dialog
Going to the Seaside
plan (noun) = program; what you want to do
plan for something (verb) = organize an activity
Alec: Oh, boy! It’s awfully hot today.
John: Yeah, it’s been hot this summer. How about going to the beach this weekend?
awfully = terribly, too, extremely
It’s been = It has been
How about going to the beach this weekend? = What do you think about going to the beach this weekend? = What is your idea about going to the beach this weekend?
beach = seaside
Alec: Mmm...We could go there if we had a car.
John: Let’s borrow my father’s car and go there.
A Conditional Sentence Type II:
If we had a car, we could go there. = We don’t have a car; therefore, we can’t go there.
borrow ≠ lend
borrow = get something from somebody for a short time
lend = give something to somebody for a short time
Alec: What if he doesn’t lend it to us?
John: Then we can hire one from a car agency.
what if = what will happen if
then = if so, in that case
hire = rent
Alec: That’s too expensive! Do you think we can afford it?
John: Yeah, I think we can. Don’t worry.
expensive ≠ cheap, inexpensive
expensive = costly
afford to do something = to have enough money to do something
afford something = to have enough money for something
Examples:
● Tom can’t afford a big house.
● Tom can’t afford to buy a big house.
● John and Alec can afford to hire a car from a car agency.
Sample Summary:
John and Alec want to go to the beach because it's very hot. They think about using John's dad's car to get there. If they can't use the car, John says they can rent one. Alec worries it will cost too much, but John tells him not to worry because they have enough money.
Unit 4, Dialog: Going to the Seaside (PDF)
❖❖❖
❌When Bill Bowerman discovered Nike?
✔️When did Bill Bowerman form Nike?
✔️When did Bill Bowerman establish Nike?
Homework:
Seven Questions on the Reading of Unit 3
Summary of the Reading in Unit 3
Workbook (Unit 3)
Session 7
❌He want to watch the championship football game.
✔️He wants to watch the championship football game.
❌What is the subject of the dialogue about?
✔️What is the subject of the dialogue?
✔️What is the dialog about?
❌does Matthew drop the Liz dress today?
✔️Does Matthew drop Liz's dress today?
❌Why Liz want to clean the dress?
✔️Why does Liz want to clean the dress?
❌Whose wedding they want to go?
✔️Whose wedding do they want to go to?
✔️Whose wedding do they want to attend?
❌What happened on the day was Sylvia getting married?
✔️What was going to happen on the day when Sylvia was getting married?
❌Liz want to Matthew to drop the dress off the drycleaner today.
✔️Liz wants Matthew to drop the dress off at the drycleaner's today.
❌Sylvia gonna get married once.
✔️Sylvia's gonna get married once.
❌Did Matthew forgot about the wedding?
✔️Did Matthew forget the wedding?
❌What did Matthew chose?
✔️What did Matthew choose?
3.4
If he were a teacher, he could teach in a school.
If he were an astronaut, he could go to the moon.
If he were a librarian, he could work in a library.
If he were a photographer, he could take pictures.
If he were a soccer player, he could play soccer.
3.6
If the weather were cold, we would not take a tour.
If I had more time, I would read more books.
If we had a lot of practice, we would speak better.
If he prepared his lessons, he would make good progress.
If I didn't have to work, I would go to the park.
3.11
I could ask the teacher if I didn't know.
I would stay for three weeks if I went to Rome.
I would travel by plane if I went to London.
I could borrow my uncle's car if I went.
I might go there twice a week if I had the chance.
3.12
If it rained, we wouldn't go.
If he complained, I wouldn't help him.
If I had a meeting, I wouldn't join you.
If you spoke very fast, they wouldn't understand.
If he asked silly questions, I wouldn't answer him.
Unit 3, Reading: Silly Questions, Brilliant Answers (PDF)
Unit 4: Vocabulary (PDF)
The Vocabulary of Unit 4 in American English
The Vocabulary of Unit 4 in British English
Homework:
Five Questions on the Dialog of Unit 3
Summary of the Dialog in Unit 3
Session 6
Unit 3: Dialog
Unit 3, Dialog: Priorities in Life (PDF)
The Listening of Unit 3
Audio SCRIPT
1.
– Good afternoon, may I help you?
– Yeah, I’m going camping. And I need something to keep the insects away.
– How about these? They’re new. They’re insect guards.
– I’ve never seen anything like them.
– You can use them to keep the insects off you. Flies, mosquitoes, any insect.
– These will keep insects off me? How?
– They cover you. You know, like a net. You put one on your head, one on each hand, and one on each foot. You just put them over your body. The insects can’t bite you.
– Right…actually, I think I just want some insect spray.
– You don’t want to try the guards?
– No, thanks. Just a can of insect spray, please.
– I see.
2.
– What’s this?
– Oh, I just bought it. It’s an electric spaghetti fork.
– An electric spaghetti fork?
– Yeah, you can use it to eat spaghetti.
– I don’t understand.
– You put it in the spaghetti, then you turn it on.
– The fork moves in a circle. It pulls the spaghetti around the fork.
– Does this really help you to eat spaghetti?
– Well, um, I haven’t tried it yet. I just bought it. But it looked interesting.
– Better living through technology.
3.
– OK. You’ve got cat food and a brush.
– Anything else for your cat?
– I don’t think so.
– Have you seen our new cat-mop?
– No.
– Oh, it’s the cutest thing. You can use it to have your cat clean the floor.
– I don’t think my cat wants to clean the floor.
– Oh, he doesn’t have a choice. You put these shoes on the cat. On the bottom of each one, there’s a little mop. As the cat runs it cleans the floor.
– I can use it to have my cat clean the floor? I don’t think so.
– I think they’re going to be very popular.
– Do cats like them?
– Well, I think so. I haven’t actually tried them out on a cat.
4.
– Look what I made?
– It looks like a child swing, but with hooks. What’s it for?
– You know how crowded the subway is in the morning?
– Yeah.
– Well, you can use this to sit down on the train.
– Use it to sit down on the train? I don’t understand.
– When you can’t find a seat, you just put the hooks over those bars on top of the train.
– I don’t get it.
– When there are no seats on the train, you can sit down on this. Put the hooks over the bars. It makes a little seat.
– You’ve been working really hard lately, haven’t you?
Summaries
1.
In this conversation, a customer visits a store to find insect protection for an upcoming camping trip. The salesperson introduces new insect guards, which cover the body like a net to prevent insect bites. However, the customer ultimately decides to stick with traditional insect spray instead.
2.
In this conversation, a person shows off her recent purchase: an electric spaghetti fork. The fork is designed to automatically twirl the spaghetti around itself, making it easier to eat. Although the practicality of this gadget remains untested, the individual found it intriguing. As they say, “Better living through technology!”
3.
In this amusing conversation, a customer discusses pet supplies with a store employee. The customer has already purchased cat food and a brush. When the salesperson introduces the new cat-mop, which consists of shoes with little mops on the bottom, the customer remains skeptical. Despite the promise of a cleaner floor, the customer doubts his cat’s enthusiasm for this novel cleaning method. Perhaps the feline world awaits a verdict on these trendy cat-mops!
4.
In this conversation, someone proudly presents her creation: a contraption resembling a child swing with hooks. The purpose of this invention becomes clear when she explains that it’s designed for crowded subway rides. When seats are scarce, one can attach the hooks to the overhead bars on the train, creating a makeshift seat. Despite initial confusion, the practicality of this solution shines through. And yes, it seems our inventor has been putting in some serious effort lately!
3 1
2 4
3 Cat Mops ➨ To have your cat clean the floor.
1 Insect Guards ➨ To keep insects off you.
2 Electric Spaghetti Fork ➨ To eat spaghetti.
4 Swing ➨ To sit down on the train.
Unit 3, Grammar: Conditional Sentences Type II (PDF)
★No Homework for Next Session
Session 5
Unit 1: WORKBOOK EXERCISES
EXERCISE A
1. essential
2. journeys
3. amazing
4. argument
5. firmly
6. push yourself
EXERCISE B
1. frightening
2. relaxing
3. surprised
4. embarrassing
5. bored
6. confused
be bored with something
be tired of something
EXERCISE C
1. ourselves
2. myself
3. themselves
4. itself
5. yourselves
6. herself
EXERCISE D
1. fixed it myself
2. do it herself
3. call him yourself
4. told me/us himself
5. look after themselves
6. solve it yourselves
EXERCISE E
1. B: herself
2. No change
3. B: with me
4. B: what I need
5. B: they told me
6. A: the man whose children
EXERCISE F
1. Example
2. A: Did anyone help Jim paint the room?
B: No, he painted it by himself.
3. A: Did anyone help Alice and Linda do the dishes?
B: No, they did them by themselves.
4. A: Did anyone help Tom do his homework?
B: No, he did it by himself.
5. A: Did anyone help Miss Jones type the report?
B: No, she did it by herself.
6. A: Did anyone help Little John drink the milk?
B: No, he drank it by himself.
drink ⇨ drank, drunk
Workbook: Unit 2
EXERCISE A
1. outcome
2. damage
3. ruined
4. thoroughly
5. likely
6. broke out
EXERCISE B
1. painful
2. thoughtless
3. dreadful
4. wonderful
5. tasteless
6. useless
EXERCISE C
1. would change her mind
2. won’t come
3. will win
4. will feel
5. would keep
6. wouldn’t drive
EXERCISE D
1. had
2. were
3. would snow
4. could drive
5. were
6. lived
EXERCISE E
1. B: I could
2. A: will
3. No change
4. No change
5. No change
6. you would listen
EXERCISE F
2. A: What does Bob wish?
B: He wishes he were taller. Then he could play basketball.
3. A: What does David wish?
B: He wishes he had a car. Then he could drive to work.
4. A: What do the children wish?
B: They wish they had dolls. Then they could play with each other.
5. A: What does Sue wish?
B: She wishes she had some money. Then she could buy a bicycle.
6. A: What does Fred wish?
B: He wishes it were sunny. Then he could go fishing.
smog = a mixture of smoke, gases, and chemicals, especially in cities, that makes the atmosphere difficult to breathe and harmful for health
Antarctica = the South Pole
🔊The Listening of Unit 2
The Answers
If you are at home, just stay there.
If you are at an office, don’t stay in rooms with windows and get to the middle of the building.
If you are outdoors, find a low point, lie face down and cover your head.
If you are in a car, get out of your car and get under a bridge.
Audio Script
– Once again tornado season is just around the corner. Michael Levenson, an expert on tornadoes, is here to tell us what to do during a tornado. Michael, what’s your advice?
– Well, the most important thing is to stay calm, and to find shelter immediately, if you’re at home, just stay there.
– OK. Which part of the house is the safest?
– Well, the safest place would be the basement. If you don’t have a basement, go into a closet near the center of your home. Cover yourself with a blanket, and be sure to stay out of rooms with windows, because if the glass breaks, it’s really dangerous.
– And what if you’re at the office?
– Well, again don’t stay in rooms with windows. Get to the middle of the building. You must be far away from flying glass and metal.
– And how about if you’re out in the countryside, and there are no buildings around? What then?
– Well, in a situation like that, if you’re outdoors, you find a low point. Lie face down and cover your head to protect yourself from any flying objects.
– OK. And what if you’re in a car? Should you try to drive away quickly?
– Well, car is probably the most dangerous place to be. Get out of your car and get under a bridge. Cover your head to protect yourself, and remember never ever try to drive away from a tornado. It’s just too dangerous.
– Aha…thanks for the good advice, Michael.
Summary of the Interview
Michael Levenson, a tornado expert, emphasizes the importance of staying calm and seeking immediate shelter during a tornado. If you’re at home, it’s best to stay put and head to the basement or a central closet, covering yourself with a blanket for protection, especially from the danger of broken glass. In an office setting, you should move away from windows and find safety in the building’s core. For those caught outdoors in open areas, finding a depression in the ground to lie down face-first, while protecting your head, is advised. Lastly, if you’re in a car, it’s crucial to exit the vehicle and take cover under a bridge, protecting your head, and never attempting to outrun a tornado, as it poses significant risk. Michael’s guidance serves as a vital reminder of the precautions necessary to ensure safety during such severe weather events.
The Vocabulary of Unit 3 (American)
The Vocabulary of Unit 3 (British)
Unit 3: Vocabulary (PDF)
❌In some countries look like Egypt,...
✔️In some countries like Egypt,...
❌some natural disasters look like floods and tsunamis
✔️some natural disasters like floods and tsunamis
Homework:
Seven Questions on the Reading of Unit 2
Summary of the Reading in Unit 2
Workbook (Unit 1)
Workbook (Unit 2)
Session 4
❌They wish had a new car.
✔️They wish they had a new car.
✔️They wish that they had a new car.
❌What do Mrs. and Mr. Parker think if they had a new car?
✔️What do Mrs. and Mr. Parker think would happen if they had a new car?
❌What does Mrs. Parker think about to buy a new car?
✔️What does Mrs. Parker think about buying a new car?
Point:
"About" is a preposition. If you want to use a verb after a preposition, you should add -ing to the verb.
❌Currently Mrs. and Mr. Parker they had a modern car?
✔️Did Mrs. and Mr. Parker have a modern car at that time?
✔️Do Mrs. and Mr. Parker have a modern car currently?
❌They spend a lot of money on repairment.
✔️They spend a lot of money on repairs.
❌She suggests that her husband gets a loan.
✔️She suggests that her husband should get a loan.
❌What did the bank said to Mr. Parker?
✔️What did the bank say to Mr. Parker?
❌They have to spend so much on repairs their car.
✔️They have to spend so much on the repairs of their car.
✔️They have to spend so much on repairing their car.
❌He wish they had a new car.
✔️He wishes they had a new car.
❌The Parker's car is old.
✔️The Parkers' car is old.
Point:
If a noun ends in plural s, we just add an apostrophe for its possessive form.
❌She suggested to get a loan from the bank.
✔️She suggested getting a loan from the bank.
✔️She recommended getting a loan from the bank.
✔️She recommended her husband to get a loan from the bank.
✔️She suggested that her husband should get a loan from the bank.
✔️She recommended that her husband should get a loan from the bank.
Point:
suggest/recommend doing something
recommend somebody to do something
suggest/recommend that somebody should do something
❌Are the Parker's rich?
✔️Are the Parkers rich?
❌Did their car need to repair?
✔️Did their car need repairs?
✔️Did their car need to be repaired?
✔️Did they need to repair their car?
Unit 2, Grammar: Hope vs. Wish (PDF)
Grammar Exercises
2.3
We hope that we'll learn English soon.
She hopes that she'll get a good grade.
I hope that I'll see her soon.
He hopes that he'll make more progress.
They hope that they'll improve.
2.6
I wish it were repairable.
I wish it were payable.
I wish it were forgettable.
I wish it were controllable.
I wish they were adjustable.
2.9
I hope he is comfortable.
I wish he were comfortable.
I hope they are free now.
I wish they were free now.
I hope she is working now.
I wish she were working now.
I hope they are ready now.
I wish they were ready now.
I hope she is going to join us.
I wish she were going to join us.
2.11
I wish he wouldn't fight so much.
I wish he wouldn't smoke so much.
I wish he wouldn't complain so much.
I wish he wouldn't bother us so much.
I wish he wouldn't say it so much.
2.12
I wish it wouldn't. (or it didn't)
I wish she wouldn't. (or she didn't)
I wish she wouldn't. (or she didn't)
I wish he wouldn't. (or he didn't)
I wish he/she wouldn't. (or he/she didn't)
Unit 2, Reading: Floods (PDF)
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
Workbook (Unit 2)
Session 3
❌I travel with car.
✔️I travel by car.
✔️I travel in my father's car.
❌What did he feel when he borrow some dollars from a clerk at a hotel?
✔️How did he feel when he borrowed some dollars from a clerk at a hotel?
❌... to not miss the flight.
✔️... not to miss the flight.
❌What where the three rules about?
✔️What were the three rules about?
❌I go to trip in holidays.
✔️I go on a trip on holidays.
❌What is important to bring with ourselves in a journey?
✔️What is important to bring with us on a journey?
Point
We can't use a reflexive pronoun after the preposition "with".
Pre-Listening (Unit 1):
1. h
2. g
3. d
4. e
5. c
6. b
7. f
8. a
Unit 1: Listening
AUDIO SCRIPT
1.
– Could you put your seat forward, now, sir? We’ll be landing shortly.
– So soon, great.
2.
– Could you fill out this customs form before you arrive, please?
– Sure.
– Thank you.
3.
– I’m sorry, sir. Please put out your cigarette. This is the non-smoking section.
– Oh, but I asked for the smoking section.
– Well, this is non-smoking. I’ll see if I can move you.
4.
– Would you fasten your seat-belt, sir.
– Excuse me?
– The pilot’s turned on the fasten seat-belt sign. We may be having some turbulence.
– Oh, really. Nothing serious, I hope.
– I hope not, … whoops.
5.
– I’m collecting the headsets. We’ll be landing in a few minutes. Would you mind passing them
to me, please?
– No problem, here you go.
6.
– Excuse me, ma’am.
– Yes.
– Let me put that bag in the overhead compartment for you. It’s too big to leave under your seat.
– Oh, OK. Thanks.
The Answers
1. Put your seat forward.
2. Fill out this customs form.
3. Put out your cigarette.
4. Fasten your seatbelt.
5. Pass the headsets to me.
6. Put the bag in the overhead compartment.
Unit 2: Vocabulary (PDF)
Unit 2: Vocabulary (American)
Unit 2: Vocabulary (British)
Unit 2: Dialog (Audio File)
Unit 2: Dialog (PDF)
Homework:
Seven Questions on the Reading of Unit 1 => to be uploaded on eili.ir
Summary of the Reading in Unit 1 => to be presented in the class
Session 2
❌He has not in a good recently.
✔️He has not been in a good mood recently.
❌Jack recommended him to not push himself too hard.
✔️Jack recommended him not to push himself too hard.
❌Howard was agree with Jack.
✔️Howard agreed with Jack.
❌He told (that) he was so busy.
✔️He said (that) he was so busy.
✔️He told him (that) he was so busy.
Point
After "tell", we need to use a personal object. But after "say", a personal object is not needed.
❌What was it reason?
✔️What was its reason?
❌He haven't been himself lately.
✔️He hasn't been himself lately.
❌He isn't been in a good mood recently.
✔️He hasn't been in a good mood recently.
❌I arguments with kids, too.
✔️I argue with kids, too.
✔️I have been getting into arguments with kids, too.
❌He say...
✔️He says...
✔️He said...
❌Has Howard in a good mood?
✔️Has Howard been in a good mood?
❌Has Howard doing anything beside working?
✔️Has Howard been doing anything besides working?
beside = next to
besides = in addition to
Unit 1, Grammar: Reflexive Pronouns (PDF)
Grammar Exercises
1.1
They told me to put out my cigarette.
They told me not to lose my temper.
They told me to get plenty of exercise.
plenty of = a lot of
They told me never to speak Farsi in class.
They told me never to interrupt anyone.
tell sb to do sth
tell sb not to do sth
tell sb never to do sth
1.2
Do you know where the baggage compartment is?
Do you know whose sister was a flight attendant?
Do you know when they arrived?
Do you know how much she has spent?
Do you know what has been bothering him?
1.4
The animal they are looking at must be a tiger.
The movie he is going to see must be exciting.
The people she has invited must be her colleagues.
The house they want to rent must be on Elm Street.
The bed he is sleeping in must be soft.
1.5
You don't have to take your coat.
You mustn't park your car along such a narrow road.
narrow # wide
You don't have to wash your hands.
You mustn't drive that slowly on this highway.
that slowly = so slowly
You don't have to hurry.
1.6
..., and we had to stand.
..., and we had to walk up the stairs.
..., and I had to buy another one.
..., and he had to change it.
..., and I had to pay customs.
1.8
No, I have bought it for myself.
No, I'm looking at myself in the mirror.
No, I will blame myself if I fail.
No, she is paying for herself.
No, he looks after himself.
look after = take care of
1.9
Why doesn't he type them himself?
Why don't you change it yourselves?
Why don't they repair it themselves?
Why don't you translate them yourself?
Why doesn't she wash them herself?
1.10
Danny himself prepared his lecture.
Did Michelle and Karen themselves take those amazing photos?
Jasmin and I ourselves put out the fire.
Benny himself finished this project.
Melissa herself lifted the dining table.
dine = eat
dining = eating
dining table = a table for eating food
1.12
No, I found it by myself.
No, they make it by themselves.
No, I painted them by myself.
No, he corrects them by himself.
No, she washed it by herself.
Unit 1: Reading (PDF)
Homework:
Five Questions on the Dialog of Unit 1
The Summary of the Dialog in Unit 1
Session 1
Unit 1: Vocabulary (PDF)
Unit 1: Dialog (PDF)
Homework:
Oral Homework:
★The Summary of each Dialog
★The Summary of each Reading
Written Homework:
★Five Questions on each Dialog
★Seven Questions on each Reading
★The Exercises of Workbook in each Unit
Point:
You should upload your written homework as images or pdf files or text files on the website eili.ir through the student's panel.
Point:
You don't need to send me your oral homework. You should present your oral homework during the class if the teacher wants to evaluate you.
Point:
If for any reason you can't upload your written homework on the website, you can share it with me on Telegram or Soroush Plus through the phone number 09900909701.
Books:
Download the Books
Introduction:
Mohammad Rajabpur
Qualifications:
Master's Degree in Computational Linguistics from Sharif University of Technology
Master's Degree in English from Shahid Beheshti Universities
Email: mr@anglophone.ir
Tel: 09900909701
The Webpage of the Class:
anglophone.ir/classes/0311pre3
The Webpage of Pre3:
anglophone.ir/pre3
The Calendar of the ILI in the Spring Term of 1403
Going to the Seaside
The Calendar of the ILI in the Spring Term of 1403