Intermediate 2
Sunday Tuesday 18:30-20:00
Your Last Visit: 10:58:05 PM Refresh the Page
The Messages by the Teacher:
Class Activity Grades
95-100 ⇨ Excellent90-94 ⇨ Very Good
85-89 ⇨ Good
75-84 ⇨ Average
25-74 ⇨ Weak
98.0 صادق ملکی ورکی
95.0 محمد طاها گودرزی
93.0 علی نادری
87.0 آرمان بینا
94.0 مانی نجمی طرقدری
25.0 آرش دشتی
72.0 ایلیا نادی شبستری
94.0 عرشیا جباری
86.0 ایلیا پارسایی اقدم
98.0 سینا حاتمی صادق
98.0 علي كريمي
97.0 کیان اصغریان
82.0 سجاد سعید
90.0 شاهرخ پورجهانی
39.0 علی رضایی منش
82.0 مهدی شیروانی
84.0 امیرسالار معمر
93.0 محمد عباس نعمتی
98.0 امیر اشکان ناطقی
95.0 سامیار سبیعات
85.0 علی نوروزی فرامانی
76.0 سید یاسین حسینی روته
81.0 علی هادیان رسنانی
88.0 باربد حافظ القران
84.0 امیر محمد مرادی
85.0 پویا علی زاده
Detailed Report of Class Activity Grades
4 ⇨ Good3 ⇨ OK
2 ⇨ Weak
1 ⇨ Not Ready
Student's ID Number: 99222310
Name: صادق ملکی ورکی
Listening: 4 4 4
Mean = 4.0
Speaking: 4 4 4 4 4
Mean = 4.0
Reading: 4 4 4 4 4
Mean = 4.0
Writing: 4 4 4 4 4
Mean = 4.0
Pronunciation: 3 4 3 4 4
Mean = 3.6
Grammar: 4 4 4 4 4
Mean = 4.0
Vocabulary: 4 3 4 4 4
Mean = 3.8
Orthography: 4 4 4 4
Mean = 4.0
Assignment: 4 4 4 4
Mean = 4.0
Rating Scale = 3.94
Total Score = 98.0
Student's ID Number: 14022495324
Name: محمد طاها گودرزی
Listening: 4
Mean = 4.0
Speaking: 4 4 4
Mean = 4.0
Reading: 4 4 4 3
Mean = 3.75
Writing: 3 3 4 4
Mean = 3.5
Pronunciation: 4 4 3 4 3
Mean = 3.6
Grammar: 4 4 4 3 4
Mean = 3.8
Vocabulary: 3 4 4
Mean = 3.67
Orthography: 4 3 4
Mean = 3.67
Assignment: 4 4 4 4
Mean = 4.0
Rating Scale = 3.81
Total Score = 95.0
Student's ID Number: 9710050698
Name: علی نادری
Listening: 3 4
Mean = 3.5
Speaking: 4 3 4
Mean = 3.67
Reading: 4 4 4 4
Mean = 4.0
Writing: 3
Mean = 3.0
Pronunciation: 4 3 4 3 4
Mean = 3.6
Grammar: 4 3 3 4 4
Mean = 3.6
Vocabulary: 4 4
Mean = 4.0
Orthography: 4
Mean = 4.0
Assignment: 4 4 4
Mean = 4.0
Rating Scale = 3.73
Total Score = 93.0
Student's ID Number: 14019384197
Name: آرمان بینا
Listening: 4
Mean = 4.0
Speaking: 3 3 3 4
Mean = 3.25
Reading: 1 4 4
Mean = 3.0
Writing: 4 3 4 4
Mean = 3.75
Pronunciation: 4 3 4 3 4
Mean = 3.6
Grammar: 3 4 3
Mean = 3.33
Vocabulary: 2 4
Mean = 3.0
Orthography: 4 3 4 4
Mean = 3.75
Assignment: 4
Mean = 4.0
Rating Scale = 3.49
Total Score = 87.0
Student's ID Number: 9613030211
Name: مانی نجمی طرقدری
Listening: 4
Mean = 4.0
Speaking: 4 4
Mean = 4.0
Reading: 3 4
Mean = 3.5
Writing: 4
Mean = 4.0
Pronunciation: 3 4 4
Mean = 3.67
Grammar: 3 4
Mean = 3.5
Vocabulary: 4 4
Mean = 4.0
Orthography: 3
Mean = 3.0
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.77
Total Score = 94.0
Student's ID Number: 140215505655
Name: آرش دشتی
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 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
Student's ID Number: 9614260112
Name: ایلیا نادی شبستری
Listening: 3
Mean = 3.0
Speaking: 3
Mean = 3.0
Reading: 4
Mean = 4.0
Writing: 4 3
Mean = 3.5
Pronunciation: 4
Mean = 4.0
Grammar: 3
Mean = 3.0
Vocabulary: 1
Mean = 1.0
Orthography: 4
Mean = 4.0
Assignment: 1
Mean = 1.0
Rating Scale = 2.89
Total Score = 72.0
Student's ID Number: 9810150463
Name: عرشیا جباری
Listening: 4 4 4
Mean = 4.0
Speaking: 3 4 4 3 4
Mean = 3.6
Reading: 4 3 4 4 4
Mean = 3.8
Writing: 4 4 4 3 4
Mean = 3.8
Pronunciation: 4 3 4 4 4
Mean = 3.8
Grammar: 4 3 3 4 3
Mean = 3.4
Vocabulary: 3 4 4 4
Mean = 3.75
Orthography: 3 4 4 4 4
Mean = 3.8
Assignment: 4 4 4 4
Mean = 4.0
Rating Scale = 3.78
Total Score = 94.0
Student's ID Number: 9810150086
Name: ایلیا پارسایی اقدم
Listening: 3 4 4
Mean = 3.67
Speaking: 3 4
Mean = 3.5
Reading: 3 4 3 3
Mean = 3.25
Writing: 4 3
Mean = 3.5
Pronunciation: 3 3 3 4
Mean = 3.25
Grammar: 3 4 4 3
Mean = 3.5
Vocabulary: 3 3
Mean = 3.0
Orthography: 3 4
Mean = 3.5
Assignment: 3 4 4
Mean = 3.67
Rating Scale = 3.42
Total Score = 86.0
Student's ID Number: 9814270039
Name: سینا حاتمی صادق
Listening: 4
Mean = 4.0
Speaking: 4 4
Mean = 4.0
Reading: 4 4 4 4 4
Mean = 4.0
Writing: 4 4
Mean = 4.0
Pronunciation: 4 3 3 3 4
Mean = 3.4
Grammar: 4 4 4 4
Mean = 4.0
Vocabulary: 4 4
Mean = 4.0
Orthography: 4
Mean = 4.0
Assignment: 4 4 4
Mean = 4.0
Rating Scale = 3.94
Total Score = 98.0
Student's ID Number: 9814270087
Name: علي كريمي
Listening: 4 4 4 4
Mean = 4.0
Speaking: 4 4 4 3 4
Mean = 3.8
Reading: 4 4 4 4 4
Mean = 4.0
Writing: 4 4 4 4 4
Mean = 4.0
Pronunciation: 4 3 4 4 4
Mean = 3.8
Grammar: 4 3 4 4 4
Mean = 3.8
Vocabulary: 4 3 4 4 4
Mean = 3.8
Orthography: 4 4 4 4 4
Mean = 4.0
Assignment: 4 4 4 4 4
Mean = 4.0
Rating Scale = 3.91
Total Score = 98.0
Student's ID Number: 9810190265
Name: کیان اصغریان
Listening: 4
Mean = 4.0
Speaking: 4 3 4 4 4
Mean = 3.8
Reading: 3 4 4 4 4
Mean = 3.8
Writing: 4 4
Mean = 4.0
Pronunciation: 4 3 4 3 4
Mean = 3.6
Grammar: 3 4 4 4 4
Mean = 3.8
Vocabulary: 4 4
Mean = 4.0
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: 9611150105
Name: سجاد سعید
Listening: 3 4
Mean = 3.5
Speaking: 3 3 3 3 3
Mean = 3.0
Reading: 3 3 3 3 3
Mean = 3.0
Writing: 3 3 3 4
Mean = 3.25
Pronunciation: 3 3 2 2 3
Mean = 2.6
Grammar: 3 3 4 4 4
Mean = 3.6
Vocabulary: 3 4 3 3 3
Mean = 3.2
Orthography: 3 4 4 4
Mean = 3.75
Assignment: 4 4 4 4 4
Mean = 4.0
Rating Scale = 3.3
Total Score = 82.0
Student's ID Number: 1401213372256
Name: شاهرخ پورجهانی
Listening: 4 4 4 4
Mean = 4.0
Speaking: 3 3 3 3 3
Mean = 3.0
Reading: 3 3 3 3 4
Mean = 3.2
Writing: 3 3 4 4 4
Mean = 3.6
Pronunciation: 3 4 4 3 3
Mean = 3.4
Grammar: 4 4 4 4 3
Mean = 3.8
Vocabulary: 4 4 4 4 4
Mean = 4.0
Orthography: 4 4 3 4 4
Mean = 3.8
Assignment: 4 4 4 4 4
Mean = 4.0
Rating Scale = 3.62
Total Score = 90.0
Student's ID Number: 140025267880
Name: علی رضایی منش
Listening: 3
Mean = 3.0
Speaking: 3
Mean = 3.0
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 = 1.57
Total Score = 39.0
Student's ID Number: 9940520388
Name: مهدی شیروانی
Listening: 3
Mean = 3.0
Speaking: 3 3 3
Mean = 3.0
Reading: 3 3
Mean = 3.0
Writing: 3 3
Mean = 3.0
Pronunciation: 4
Mean = 4.0
Grammar: 4 4 3
Mean = 3.67
Vocabulary: 2 3 4
Mean = 3.0
Orthography: 4
Mean = 4.0
Assignment: 3 4
Mean = 3.5
Rating Scale = 3.3
Total Score = 82.0
Student's ID Number: 1400311111276
Name: امیرسالار معمر
Listening: 3
Mean = 3.0
Speaking: 4
Mean = 4.0
Reading: 4
Mean = 4.0
Writing: 4
Mean = 4.0
Pronunciation: 3
Mean = 3.0
Grammar: 1 4 4
Mean = 3.0
Vocabulary: 1 3
Mean = 2.0
Orthography: 4
Mean = 4.0
Assignment: 4 3
Mean = 3.5
Rating Scale = 3.37
Total Score = 84.0
Student's ID Number: 1400390154449
Name: محمد عباس نعمتی
Listening: 4
Mean = 4.0
Speaking: 4 3 4 3
Mean = 3.5
Reading: 4 4 3
Mean = 3.67
Writing: 4 4 4 4
Mean = 4.0
Pronunciation: 4 3 3 3 4
Mean = 3.4
Grammar: 4 3 3 3
Mean = 3.25
Vocabulary: 4 4
Mean = 4.0
Orthography: 4 3 4 4
Mean = 3.75
Assignment: 4
Mean = 4.0
Rating Scale = 3.73
Total Score = 93.0
Student's ID Number: 9814070126
Name: امیر اشکان ناطقی
Listening: 4
Mean = 4.0
Speaking: 4 4
Mean = 4.0
Reading: 4 4
Mean = 4.0
Writing: 4
Mean = 4.0
Pronunciation: 4 4 3 4
Mean = 3.75
Grammar: 4 4 4
Mean = 4.0
Vocabulary: 4 4 4
Mean = 4.0
Orthography: 4
Mean = 4.0
Assignment: 4 3
Mean = 3.5
Rating Scale = 3.92
Total Score = 98.0
Student's ID Number: 1402400428586
Name: سامیار سبیعات
Listening: 4 4
Mean = 4.0
Speaking: 4 4
Mean = 4.0
Reading: 3 4
Mean = 3.5
Writing: 3 3
Mean = 3.0
Pronunciation: 4 4 4 3
Mean = 3.75
Grammar: 4 4 3 4 4
Mean = 3.8
Vocabulary: 4
Mean = 4.0
Orthography: 4 4
Mean = 4.0
Assignment: 4 4
Mean = 4.0
Rating Scale = 3.81
Total Score = 95.0
Student's ID Number: 1400408124801
Name: علی نوروزی فرامانی
Listening: 3
Mean = 3.0
Speaking: 4 4
Mean = 4.0
Reading: 4
Mean = 4.0
Writing: 3
Mean = 3.0
Pronunciation: 3 4
Mean = 3.5
Grammar: 4 4 3 4
Mean = 3.75
Vocabulary: 3
Mean = 3.0
Orthography: 3
Mean = 3.0
Assignment: 3
Mean = 3.0
Rating Scale = 3.41
Total Score = 85.0
Student's ID Number: 9714150037
Name: سید یاسین حسینی روته
Listening: 4
Mean = 4.0
Speaking: 3 2
Mean = 2.5
Reading: 1 3
Mean = 2.0
Writing: 3
Mean = 3.0
Pronunciation: 3 3 3 3
Mean = 3.0
Grammar: 4 4 3 3 4
Mean = 3.6
Vocabulary: 3
Mean = 3.0
Orthography: 3
Mean = 3.0
Assignment: 3 3 4
Mean = 3.33
Rating Scale = 3.03
Total Score = 76.0
Student's ID Number: 1400415194923
Name: علی هادیان رسنانی
Listening: 3
Mean = 3.0
Speaking: 2 3
Mean = 2.5
Reading: 3
Mean = 3.0
Writing: 4 3
Mean = 3.5
Pronunciation: 4 3 3 4
Mean = 3.5
Grammar: 4 4 3 3
Mean = 3.5
Vocabulary: 4
Mean = 4.0
Orthography: 4 4
Mean = 4.0
Assignment: 3
Mean = 3.0
Rating Scale = 3.25
Total Score = 81.0
Student's ID Number: 9942343694
Name: باربد حافظ القران
Listening: 4
Mean = 4.0
Speaking: 3 4 4 3
Mean = 3.5
Reading: 3 3
Mean = 3.0
Writing: 3
Mean = 3.0
Pronunciation: 3 3
Mean = 3.0
Grammar: 4 3
Mean = 3.5
Vocabulary: 4 3
Mean = 3.5
Orthography: 4
Mean = 4.0
Assignment: 4 4 4 4
Mean = 4.0
Rating Scale = 3.51
Total Score = 88.0
Student's ID Number: 9816310094
Name: امیر محمد مرادی
Listening: 3
Mean = 3.0
Speaking: 3 3
Mean = 3.0
Reading: 4
Mean = 4.0
Writing: 4
Mean = 4.0
Pronunciation: 3 3
Mean = 3.0
Grammar: 3
Mean = 3.0
Vocabulary: 3
Mean = 3.0
Orthography: 4
Mean = 4.0
Assignment: 4 3
Mean = 3.5
Rating Scale = 3.34
Total Score = 84.0
Student's ID Number: 14001231162771
Name: پویا علی زاده
Listening: 3
Mean = 3.0
Speaking: 2 4 3
Mean = 3.0
Reading: 3
Mean = 3.0
Writing: 3 4 4
Mean = 3.67
Pronunciation: 4 4
Mean = 4.0
Grammar: 2 3 3 2
Mean = 2.5
Vocabulary: 4
Mean = 4.0
Orthography: 4 4
Mean = 4.0
Assignment: 4
Mean = 4.0
Rating Scale = 3.4
Total Score = 85.0
Session 20
Unit 8: Reading
Unit 8: VOCABULARY STOP
1. f2. 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 A1. 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
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
Session 18
Unit 7: Workbook
EXERCISE A1. 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
Paula hasn’t finished her homework yet. She is nagging and comparing herself with her mother.
Paula: Did you use to have a lot of homework when you were at school, Mom?
Mom: Yeah. And I had to do it in a foreign language.
Paula: You used to live in Italy, didn’t you?
Mom: That’s right. When I was your age, I also used to study about sixteen subjects.
Paula: Sixteen! Did you have time for anything else?
Mom: Of course I did. It’s just a question of organizing, you know.
Paula: You’re right. I’d better get on with my homework, or I’ll never finish.
Mom: I’m glad you understand that.
Sample Summary:
The text is a dialogue between Paula and her mom. Paula is nagging about her homework and asks her mom about her school life. Her mom tells her that she had more homework and challenges than Paula, but she managed to do them by being organized. Paula realizes that she should focus on her homework and stop complaining. The text shows the importance of prioritizing and completing one’s tasks.
✍Homework:
❓Seven Questions on the Reading of Unit 7🗣️Summary of the Reading in Unit 7
📖Workbook (Unit 7)
Session 17
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.
✍Homework:
❓Five Questions on the Dialog of Unit 7🗣️Summary of the Dialog in Unit 7
Session 16
Unit 7, Vocabulary
Unit 7, Dialog
Jack and Bruce are talking about smoking.
Jack: I hear that people smoking in public places will be fined.
Bruce: If they start fining smokers, I’ll go broke soon.
Jack: You know, some people think it’s an ugly sight to see a man smoke.
Bruce: Then they shouldn’t watch me smoke.
Jack: They don’t like to. They can smell you smoke.
Bruce: They don’t have to stay around if they don’t like the smell.
Jack: Now, that’s a silly thing to say.
Bruce: Silly or not silly, I won’t quit smoking.
Sample Summary:
The dialog is about the conflict between Jack, who is against smoking, and Bruce, who is addicted to smoking. Jack informs Bruce that smoking in public places is illegal and fined, and tries to persuade him to quit smoking by mentioning the disgust and annoyance of non-smokers. Bruce defends his smoking habit by ignoring the law, dismissing the opinions of non-smokers, and refusing to quit smoking. He shows a lack of concern for the health and social consequences of smoking.
UNIT 7: VOCABULARY STOP
1. e2. b
3. a
4. h
5. f
6. c
7. d
UNIT 7: Get Set
The type of music people expect to hear can vary greatly depending on the setting:Gym: Music at the gym is typically high-energy and motivational. You’ll often hear genres like electronic dance music (EDM), hip-hop, and rock. The goal is to keep people pumped up and energized during their workouts. Playlists might include fast-paced tracks with strong beats to help maintain a high level of intensity.
Supermarket: In supermarkets, the music is usually more subdued and aimed at creating a pleasant shopping experience. You’ll often hear soft pop, light rock, or instrumental music. The idea is to keep the atmosphere calm and enjoyable, encouraging customers to spend more time shopping without feeling rushed.
Cafe: Cafes often play music that creates a relaxed and inviting atmosphere. This can include genres like jazz, acoustic, indie, or soft pop. The music is typically at a lower volume to allow for conversation and concentration, making it a perfect backdrop for socializing, working, or reading.
🎧UNIT 7: Listening
Audio Script
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.
Summary:
We all get stressed from things like work, school, family, or relationships. Sometimes, we just need a break, but it’s hard to find the time. Did you know that listening to classical music by composers like Mozart, Strauss, or Vivaldi can help you relax and make your work easier? It’s true! Classical music can help you learn better and feel less stressed. Studies show that kids who learn music or play an instrument often do better in school. Don Campbell, who wrote “The Mozart Effect,” says that playing classical music in the background can help students focus and remember things better.
UNIT 7: Grammar (Part A)
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.
☕No Homework for Next Session
Session 15
Unit 6: Workbook
EXERCISE A1. roughly
2. Enrollment
3. sailor
4. declaration
5. quarrelsome
6. estimation
roughly = almost
enrollment = registration
sailor = a person who works on a ship, especially one who is not an officer
navy = the part of a country's armed forces that is trained to operate at sea
declaration = an announcement, often one that is written and official
A quarrelsome person repeatedly argues with other people.
estimation = your opinion of someone or something
EXERCISE B
l. vowed
2. enrolling
3. inviting
4. weary
5. irritate
6. quarreled
currently = now, at the moment
cheerful = very happy
visibly = clearly, obviously
kids = children
EXERCISE C
Inside the engine:
spark plug, gear box, ignition
Inside the body:
steering wheel, emergency brake, rear-view mirror
EXERCISE D
1. had not been
2. building
3. being serviced
4. been produced
5. be picked up
6. been snowing
catering = any job making or serving food
association = a group of people who work together in a single organization for a particular purpose
EXERCISE E
1. was examined
2. called
3. was told
4. had been found
5. have made
6. is being questioned
delighted = glad, happy
at present = now, currently, at the moment
in connection with = about, regarding
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.
treat = to use drugs, exercises, etc. to cure a person of a disease or heal an injury
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. d2. 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 replacedtires ✔️
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.
Summary
Mrs. Perry calls Andy’s Motors about her car’s State Safety Inspection. The mechanic tells her the car has several issues: a hole in the muffler, misaligned headlights, and a leaking radiator. He estimates the repairs will cost around $300-$400, including a possible emergency brake replacement. Mrs. Perry insists on a written estimate before any work begins. The mechanic agrees to provide it by 4 PM.
New Words & Expressions
State Safety Inspection: A mandatory check to ensure a vehicle meets safety standards set by the state.
Muffler: A device on a vehicle’s exhaust system that reduces noise.
Out of whack: Not functioning properly or not aligned correctly.
Radiator: A part of the vehicle’s cooling system that helps to keep the engine from overheating.
Rack: A framework, often in a garage, used to lift vehicles for repairs.
Rough idea: An approximate estimate or guess.
Emergency brake: A brake system used to keep a vehicle stationary, especially when parked.
Written estimate: A detailed written statement of the expected cost of repairs.
✍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
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
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).
The Passive Form of Two-Object Verbs
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.
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.
★Make-Up Class:
❖Thursday (Shahrivar 8)⏰6:30 p.m. - 8:00 p.m.
✍Homework
❓Five Questions on the Dialog of Unit 6🗣️Summary of the Dialog in Unit 6
Session 13
Unit 5: Workbook
EXERCISE AI. 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. army 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
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:
Sample Summary: Ralph and Gary are both impressed by the basketball game they watched on TV last night, 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. In fact, a player “nailed the buzzer beater”, which means the player “had an impressive shot at the end of the game”!
nail the buzzer beater!
A way to describe a dramatic shot that is made right before the end of a quarter or a game.
✍Homework:
❓Seven Questions on the Reading of Unit 5🗣️Summary of the Reading in Unit 5
📖Workbook (Unit 5)
Session 12
Unit 5, Grammar, Part B:
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)
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.
5.7
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.
Interesting Fact
Sure! Cheating in school happens everywhere, but it's more common in some places. For example, students in some East European countries like Bulgaria and Croatia, and in former Soviet Union countries, cheat more often. In Japan, cheating is also quite common. In the United States, a lot of college students admit to cheating, with estimates ranging from 75% to 98%.
Interesting Fact
Many Iranian students cheat on their exams. A study with 310 students showed that cheating is common, and many students don’t think it’s a bad thing. The most common way they cheat is by letting others see their answers during exams.
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.
✍Homework:
❓Five Questions on the Dialog of Unit 5🗣️Summary of the Dialog in Unit 5
Session 11
Unit 5, Dialog
Better Late than Never
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.
Sample Summary: (Simple Version)
In the story “Better Late than Never,” Mrs. Lawrence is worried because her son, Billy, who usually comes home by 5:00 PM, hasn’t arrived yet, and it’s already 5:45 PM. Mr. Lawrence tries to calm her down by saying Billy might be stuck in traffic or visiting a friend. Despite his efforts, Mrs. Lawrence is still anxious, thinking Billy might have had an accident because he’s often careless. The tension eases when they hear the doorbell, hoping it’s Billy coming home safely. The story shows parents’ worry and relief when their child finally arrives.
UNIT 5: VOCABULARY STOP
1. c2. 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 with a hundred-dollar bill inside it ➨ Returned it to the man
Leanne ⇨ A book ➨ Took it home
Summary
Aaron’s Story: Aaron and his eight-year-old son found a wallet with a hundred-dollar bill at the supermarket. They decided to find the owner instead of keeping it. After asking around, they found a man who had lost it. The man was very relieved and gave Aaron’s son ten dollars as a reward.
Leanne’s Story: Leanne found a cheap book under her seat on a train from Washington to New York. She decided to keep it and read it. Now, she sometimes wonders if she should have returned it to the train conductor, but she doesn’t feel too guilty since it wasn’t an expensive book.
UNIT 5: Grammar, Part A
Could have + Past Participle
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 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.
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?
☕No Homework for Next Session
Session 10
Workbook: Unit 4
EXERCISE A1. 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. d2. f
3. g
4. c
5. a
6. h
7. e
UNIT 4: Get Set
1. b2. e
3. f
4. d
5. d
6. c
7. a
8. c
9. e
10. d
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. b2. 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 4Summary of the Reading in Unit 4
Workbook (Unit 4)
Session 9
Unit 4: Grammar
Should have
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.
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
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.
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
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
✍Homework:
📖Five Questions on the Dialog of Unit 4🗣️Summary of the Dialog in Unit 4
Session 8
Workbook (Unit 3)
EXERCISE A1. 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. old-fashioned
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
Mel usually arrives at the office in time. Today they have a meeting and she hasn’t arrived yet. Her colleague Liz calls her to see what the problem is.
Liz: Mel! It’s me, Liz, here. Why aren’t you here at the meeting?
Mel: I’m awfully sorry. But I’m not feeling very well.
Liz: Is that all? We thought you might have had an accident or something.
Mel: No, I was sick all night. It must have been for the bologna I ate last night.
Liz: I think you should at least have phoned us.
Mel: Yeah, I suppose I should have done it. I’m so sorry about that.
Liz: OK. Well, take care and don’t eat any more bologna.
Mel: Sure, I won’t. And thanks for your call.
poisoning (n.) = an illness caused by eating, drinking, or breathing a dangerous substance
Mel usually arrives at the office in time. Today they have a meeting and she hasn’t arrived yet. Her colleague Liz calls her to see what the problem is.
colleague = workmate, co-worker
to see what the problem is = in order to see what the problem is
in order to = so as to
Liz: Mel! It’s me, Liz, here. Why aren’t you here at the meeting?
Mel: I’m awfully sorry. But I’m not feeling very well.
awfully = terribly, very, too, so
Liz: Is that all? We thought you might have had an accident or something.
Mel: No, I was sick all night. It must have been for the bologna I ate last night.
or something = or something like that; or a similar thing
sick = ill
sick = nauseous
nausea = a feeling that you want to throw up the food that you have eaten
be/feel sick = be/feel nauseous
It must have been for … = I’m sure it was because of …
bologna /bəˈloʊ.ni/ = a cooked smoked sausage that is sliced and eaten cold
Liz: I think you should at least have phoned us.
Mel: Yeah, I suppose I should have done it. I’m so sorry about that.
at least ≠ at (the) most
You should have phoned us. = We expected you to phone us, but you didn't.
Mel apologizes to Liz for not phoning the office.
Liz: OK. Well, take care and don’t eat any more bologna.
Mel: Sure, I won’t. And thanks for your call.
Liz accepts Mel's apology.
Sample Summary:
Mel, who usually arrives at the office on time, is absent for a meeting. Her colleague Liz calls to inquire about the delay. Mel explains that she’s feeling unwell due to food poisoning from the bologna she ate the previous night. Liz suggests that Mel should have at least phoned them to inform about her absence. Mel acknowledges this and apologizes, promising not to eat any more bologna.
✍Homework:
Seven Questions on the Reading of Unit 3Summary of the Reading in Unit 3
Workbook (Unit 3)
Session 7
Unit 3: Grammar (Part B)
Changes in Demonstrative Adjectives
Demonstrative Adjectives = This, That, These, Those
this => that
that => the
these => those
those => the
Examples:
Tom said, “This desk is made of wood.”
Tom said (that) that desk was made of wood.
Point:
In the sentence above, the first “that” is a relative pronoun and the second “that” is a demonstrative adjective and they have different meaning.
Tom said, “That desk is made of iron.”
Tom said (that) the desk was made of iron.
Tom said, “These desks are made in Italy.”
Tom said (that) those desks were made in Italy.
Tom said, “Those desks are made in China.”
Tom said (that) the desks were made in China.
Changes in Adverbs of Time
now => then, at that moment
today => that day
yesterday => the day before, the previous day
tomorrow => the next day, the following day
last ……. => the ……. before, the previous …….
Examples:
Sally said, “My father is working now.”
Sally said (that) her father was working then.
Sally said (that) her father was working at that moment.
George said, “I am free today.”
George said (that) he was free that day.
Mary said, “I was busy yesterday.”
Mary said (that) she had been busy the previous day.
Mary said (that) she had been busy the day before.
Robert said, “I will go tomorrow.”
Robert said (that) he would go the following day.
Robert said (that) he would go the next day.
Sue said, “I went to London last month.”
Sue said (that) she had gone to London the previous month.
Sue said (that) she had gone to London the month before.
Changes in Adverbs of Place
here => there
Thomas said, “I am here.”
Thomas said (that) he was there.
Changes in Verbs
bring => take
come => go
Rebecca said, “I will bring my dog with me to the party.”
Rebecca said (that) she would take her dog with her to the party.
John said, “I will come back home in half an hour.”
John said (that) he would go back home in half an hour.
Reporting Facts
Point:
We don’t need to change the tense when we are reporting a fact.
Example:
The geography teacher said, “The Caspian Sea is the biggest lake in the world.”
The geography teacher said (that) the Caspian Sea is the biggest lake in the world.
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 go 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
The policeman walked up the avenue on his beat. He looked as impressive as he always did. It was only about ten o'clock at night, but the cold gusts of wind had made nearly everyone stay indoors.
on his beat = in the area under his control
impressive = (of things or people) making you admire them, because they are very large, good, skillful, etc.
gust = sudden and strong amount of wind
He checked the locks of the doors as he passed by, swinging his club with practiced movements. He turned now and then to glance down the main road. The area was one where shops closed early except for a few places like all-night carryouts.
as = when, while
now and then = sometimes
glance = look
except for = other than
carryout (American) = carryout restaurant => takeaway (British)
When he was about halfway down one particular block of buildings, he suddenly slowed his walk. Leaning in a darkened doorway was a man with an unlighted cigar in his mouth. "It's alright, officer," said the man reassuringly, "I'm waiting for a friend. We arranged to meet here twenty years ago." He lit his cigar, and in the light of the match, the officer saw a pale-faced, bright-eyed man with a white scar near his right eyebrow. His scarfpin had a large diamond.
lean = to (cause to) slope in one direction, or to move the top part of the body in a particular direction:
She leaned forward and whispered something in my ear.
I sat down next to Bernard, who leaned over to me and said "You're late."
Lean your head back a little.
That fence is leaning to the right.
cigar = a tube made from dried and rolled tobacco leaves that people smoke
reassuringly = persuasively
light => lit, lit (Irregular Forms)
light => lighted, lighted (Regular Forms)
unlighted = not lighted, not lit
light ≠ put out
"Twenty years ago tonight," said the man, "I had a meal with Jimmy Wells in the restaurant that used to be opposite here. He was my best friend; we grew up together like brothers here in New York. The next morning I was going West to make my fortune, but Jimmy was going to stay in New York. We agreed that after twenty years we would both have made our fortunes and decided to meet back here then."
"Did you make your fortune?' asked the policeman.
"Of course! I had to work hard for it, though. I have lost track of Jimmy, but I hope he's done half as well."
used to be here = in the past, it was here, but it is no longer here
opposite = across from
fortune = a lot of money
make one’s fortune = become rich
Point:
"Though" at the end of the sentence = "But" at the beginning of the sentence
I had to work hard for it, though. = But I had to work hard for it.
lose track of sb = to be no longer in touch with sb
in touch = in contact
The policeman started to leave.
"I must go now. Hope your friend turns up. Are you going to wait long for him?"
"Oh, I'll wait for at least half an hour. If Jimmy's alive, he'll be here by then. It'll be a shame if he doesn't come. Good night, officer."
"Good night, sir," said the officer continuing on his beat.
Hope = I hope
turn up = show up, appear
alive ≠ dead
by then = before that time
shame = pity
It was now raining lightly, and the wind had gotten stronger. Just a few people hurried down the street with their collars turned up tightly and their hands in their pockets. After twenty minutes, a tall man in a long overcoat crossed the street toward the waiting man.
"Is that you, Bob?" he asked.
"Is that you, Jimmy Wells?" asked the man in the doorway.
hurry = move in a hurry, rush
collar = the part around the neck of a shirt, blouse, jacket or coat, either upright or turned over
"Bob! It's so good to see you after all this time. I wish the restaurant were still here. We could go and have another meal together. How did the West treat you?"
"Very well. Now I have everything I ever wanted. You've changed a lot, Jimmy. You seem to be taller."
"Oh, I grew a bit more after you left."
"Are you doing well in New York, Jimmy?"
"Not bad. I work for one of the city departments. Let's go to a place I know and talk about old times."
The two men began to walk along the street. The man from the West began to describe how he had made his fortune. The other man listened. At the corner, there was a brightly lit drugstore, and as they passed it by, they simultaneously turned and gazed at each other.
simultaneously = at the same time
gaze = stare
The man from the West stopped suddenly.
"You're not Jimmy Wells," he shouted. "Many things can change in twenty years, but not the shape of your nose".
"Twenty years sometimes turns a good man into a bad one," said the tall man. "You've been under arrest for ten minutes, Bob. By the way, here's a note I was asked to give you. It's a pity, but that's the way it is. It's from patrolman Wells."
The man from the West began to read the note. His hand was steady first, but it was trembling with shock by the time he'd finished. The note was rather short:
patrol = watching an area
patrolman = a police officer who watches an area
steady = fixed, not moving
tremble = shake
he’d finished = he had finished
rather = quite, fairly
Bob, I was there at the time we’d arranged. When you lit your cigar, I saw the face of a man with a bad reputation who is wanted for burglary in Chicago. Somehow I couldn’t take you to prison myself, so I got a plainclothesman to do this job.
we’d arranged = we had arranged
wanted = looked for by the police
plainclothesman = a police officer not wearing a uniform
Sample Summary:
The story “After Twenty Years” is about two friends, Bob and Jimmy, who plan to meet after 20 years. Bob waits for Jimmy at the agreed spot. A policeman talks to Bob, who says he’s waiting for his friend Jimmy and that he’s made his fortune in the West. The policeman leaves, and later, a man approaches Bob, claiming to be Jimmy. They talk, but Bob realizes this man isn’t Jimmy because his nose is different. The man reveals he’s a plainclothes policeman, and Bob is under arrest. He gives Bob a note from the real Jimmy, who saw Bob earlier and recognized him as a wanted criminal. Jimmy couldn’t arrest his old friend himself, so he arranged for another officer to do it.
✍Homework:
Five Questions on the Dialog of Unit 3Summary of the Dialog in Unit 3
Session 6
Unit 3: Dialog
The Important Points
Mike and Jerry are going to go to the mountains with their friends. It’s early in the morning and…
Point:
Mountain climbing is an activity, but the mountain is a place.
go + Activity (Verb + -ing)
• Go mountain climbing
• Go shopping
• Go swimming
go + to + Place
• Go to the mountain(s)
• Go to the shop
• Go to the swimming pool
❌They are going to mountain climbing.
✔️ They are going mountain climbing.
✔️They are going to the mountains.
Mike: Come on, hurry up! It’s time to go!
Jerry: Oh, no. I just went to bed, Mike!
Come on = Hurry up
I just went to bed. = I went to bed a few minutes ago.
Different Meanings of “Just”:
1. Just = very recently, not long ago
Sally has just come back from her trip.
2. Just = really ➨ emphatic
I'm just fine.
3. Just = only
Tom has just one brother.
4. Just = Exactly
It’s just the right size.
Mike: You shouldn’t have stayed up so late watching TV. I told you we had to get an early start.
Jerry: I know, but the movie was just too good.
You shouldn’t have stayed up so late watching TV. = You were expected not to stay up late watching TV, but you did.
The movie was just too good. = The film was really good.
Mike: I’ll give you five more minutes, then I’m leaving without you!
Jerry: Now, hold your horses, Mike! What’s your hurry anyway?
then = after that
Hold your horses = wait
What’s your hurry? = Why are you in a hurry?
Mike: Don’t you remember? Those who get to the top last will have to pay for lunch.
Jerry: Gosh! Why didn’t you say that first? I’ll be ready in a jiffy.
top = summit; peak
Gosh = Oh My God; Gee
in a jiffy = quickly, immediately
Sample Summary:
Mike and Jerry, along with their friends, are going on a mountain adventure. It’s early in the morning, and they’re in a hurry. Mike insists they need to leave, but Jerry, who just woke up, protests. Mike scolds Jerry for staying up late watching TV and emphasizes the importance of starting early. Jerry admits the movie was too good to resist. Mike warns he’ll leave without Jerry if he doesn’t hurry. Jerry finally realizes that those who reach the top last will have to pay for lunch. Alarmed, Jerry quickly gets ready, and their mountain adventure begins with a mix of excitement and grogginess.
scold = blame
grogginess = confusion
UNIT 3: Listening
VOCABULARY STOP
1. e2. f
3. c
4. a
5. d
6. g
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.
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.
★No Homework for Next Session
Session 5
Workbook: Unit 2
EXERCISE A1. 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 STOP1. 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.Summary of the Story in Simple English
Many years ago, there was a poor woodcutter in China. Once he was walking him. Suddenly he found a big pot. He put his ax in the pot and pulled it home. When he arrived home, he was surprised to see two axes in the pot. His wife told him that the pot was magical. They put some coins in the pot and the coins doubled. They added more coins until their house was full of coins. In his excitement, the man dropped his wife and he had two wives. Then he understood he couldn't have two wives, so he jumped into the pot and there were two men. They divided the money in halves and they built a new house near their house for the new husband and wife. People in the village thought the new husband and wife were their rich 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 2Summary of the Reading in Unit 2
Workbook (Unit 2)
Session 4
Unit 2, Grammar, Part A: Reported Speech (PDF)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.
✍Homework:
Five Questions on the Dialog of Unit 2 => Upload the file on the website eili.irThe summary of the Dialog in Unit 2 => Present it in the class
Session 3
The Exercises of Workbook in Unit 1
EXERCISE A1. 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 Dialog of Unit 2
Military Service
Tom and Alex are having a snack at a coffee shop. A soldier passes by, and they start talking about doing military service.
❌Men have to go to military service at the age of 18.
✔️Men have to do military service at the age of 18.
Tom: You know, I don’t think men should be forced to do military service.
Alex: No, I think you are wrong if you don’t mind my saying so.
Tom believes military service should be optional, not compulsory.
mind = get upset about
if you don't mind my saying so = if you don’t get annoyed because of what I said
Tom: Why do you say that?
Alex: My father says military service teaches a boy how to look after himself.
look after = take care of
Tom: That may be so, but that’s what schools are for.
Alex: Well, I think it also teaches him how to work with other people.
That may be so = Perhaps it is true
Tom: Personally, I don’t see any point in wasting two years of a boy’s life on it.
Alex: Well, we obviously have different opinions.
personally = in my opinion; as far as it regards me
point = purpose
obviously = clearly
opinion = idea, point of view
✍Homework:
Seven Questions on the Reading of Unit 1 => Upload the file on the website eili.irThe summary of the Reading in Unit 1 => Present it in the class
Workbook Exercises (Unit 1)
Session 2
❌Because he transferred from a city to a small town.✔️Because he was transferred from a city to a small town.
✔️Because he has been transferred from a city to a small town.
1.6
She was doubtful.
He was successful.
He was powerful.
He was hopeful.
She was beautiful.
1.7
Onions taste awful.
Peaches smell pleasant.
This cheese tastes salty.
This rice smells delicious.
This food tastes sour.
1.8
Do you think that he really looks overweight?
Do you think that they really seem tricky?
Do you think that it really feels damp?
Do you think that it really sounds noisy?
Do you think that they really appear cheerful?
1.9
He went crazy.
I got thin.
She got angry.
He went blind.
They got hopeless.
1.10
She tried desperately.
I watched TV drowsily.
He listened disappointedly.
It worked effectively.
He thought creatively.
The Advertising of a Product
Advertising informs consumers about new products available on the market. It gives us information about everything from shampoo and toothpaste to computers and cars. But there is one serious problem with this. The "information" is actually very often misinformation. It tells us the products' benefits but hides their disadvantages. Advertising not only leads us to buy things that we don't need and can't afford, but it also confuses our sense of reality. "Zoom toothpaste prevents cavities and gives you white teeth!" the advertisement tells us. But it doesn't tell us the complete truth: that a healthy diet and a good toothbrush will have the same effect.
Advertisers use many methods to get us to buy their products. One of their most successful methods is to make us feel dissatisfied with ourselves and our imperfect lives. Advertisements show us who we aren't and what we don't have. Our teeth aren't white enough. Our hair isn't shiny enough. Our clothes aren't clean enough. Advertisements make us afraid that people won't like us if we don't use the advertised products.
If fear is the negative motive for buying a product, then wanting a good self-image is the positive reason for choosing it. Each of us has a mental picture of the kind of person we would like to be. For example, a modern young woman might like to think that she looks like a beautiful movie star. A middle-aged man might want to see himself as a strong, attractive athlete. Advertisers know this. They write specific ads to make certain groups of people choose their product. Two people may choose different brands of toothpaste with the identical price, amount, and quality; each person believes that he or she is expressing his or her personality by choosing that brand.
Advertisers get psychologists to study the way consumers think and their reasons for choosing one brand instead of another. These experts tell advertisers about the motives of fear and self-image. They also inform them about recent studies with colors and words. Psychologists have found that certain colors on the package of an attractive product will cause people to reach out and take that package instead of buying an identical product with different colors. Also, certain words attract our attention. For example, the words "new", "improved", "natural", and "giant size" are very popular and seem to draw our eyes and hands toward the package.
Many people believe that advertising does not affect them. They feel that they have freedom of choice, and they like to think they make wise choices. Unfortunately, they probably don't realize the powerful effect of advertising. They may not clearly understand that advertisers spend billions of dollars each year in aggressive competition for our money, and they are extremely successful. Do you believe that ads don't influence your choice of products? Just look at the brands in your kitchen and bathroom.
Sample Summary:
The text says that ads make us want to buy things. Even if many products are the same, ads make us choose one over another. Ads tell us good things about products but not the bad things. This can make us buy things we don't need. Ads also try to make us feel bad about ourselves, like we need to be better or have more. They use colors and words to make us want to buy things. Even though we think ads don't change what we buy, they really do. Companies spend a lot of money on ads to get us to spend our money. The text asks us to think about if ads change what we buy by looking at what we have at home.
✍Homework:
Five Questions on the Dialog of Unit 1 => Upload the file on the website eili.irThe summary of the Dialog in Unit 1 => Present it in the class
Session 1
The Word List of Unit 1
advertise (v.)attention (v.)
bald (adj.)
benefit (n.)
brand (n.)
calculate (v.)
calculator (n.)
cavity (n.)
characteristic (n.)
commercial (n.)
competition (n.)
consumer (n.)
designer (adj.)
detergent (n.)
dissatisfied (adj.)
funny (adj.)
hospitable (adj.)
hospitality (n.)
identical (adj.)
imperfect (adj.)
indeed (adv.)
influence (v.)
lead (v.)
leave out (v.)
mall (n.)
method (n.)
middle-aged (adj.)
misinformation (n.)
motive (n.)
movie star (n.)
opportunity (n.)
perfume (n.)
pick (v.)
please (v.)
product (n.)
quality (n.)
reach out (v.)
reality (n.)
record (v.)
self-image (n.)
sense (n.)
stylish (adj.)
thrift store (n.)
transfer (v.)
truth (n.)
zip up (v.)
go out of one's way to do something
on the market
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 1: Vocabulary (American):
Unit 1: Vocabulary (British):
Unit 1: Dialog:
Hospitality and Friendly Behavior
Phil: James, I know you’re new in town. What’s your impression of us?
James: As a matter of fact, people here go out of their way to be friendly.
Phil: I’m glad to hear it. Do you have any problems adjusting to life here?
James: No, there are no real problems and it seems a nice place.
Phil: Well, I thought you might feel funny in a small town.
James: Not really. In New York, I was used to living by myself.
Phil: Anyway, we don’t want you to feel left out.
James: Don’t worry, Phil. I’ve already made quite a few friends.
James Willis, who has recently moved from New York to a small town, is having a conversation with Phil at a local restaurant. Phil inquires about James’ first impressions of the town and whether he’s facing any challenges adjusting. James responds positively, noting the friendliness of the locals and expressing that he hasn’t encountered any significant problems. Despite Phil’s concerns that James might find the transition to a smaller community difficult, James reassures him that he’s accustomed to independence and has already begun forming friendships in the town.
Sample Summary:
James moved from a big city, New York, to a small town. He talks with Phil in a restaurant. Phil asks James if he likes the town and if he's okay. James says yes, people are very nice, and he's doing fine. Phil worries James might find the small town strange, but James says he's used to being on his own and has made new friends already.
UNIT 1: VOCABULARY STOP
1. c2. e
3. b
4. g
5. d
6. a
🎧UNIT 1: Listening
Audio Script
Conversation One:- It's cheaper here than at home.
- No. ... I don't know... once you calculate the exchange rate it may not be as cheap as you think.
- Yeah. I guess you're right.
- Oh, here, smell this.
- Oh, that's really nice. Is that for Rachal? Because we really should get her something special.
- Yeah. She'll like this, I'm sure. The bottle is pretty, too... uh... Excuse me.
- ...Yes...
- We'd like this, please.
- Sure. Is that all?
- Uh... Yeah.
- OK. May I see your boarding pass, please?
- Yes, here it is. Uh.... Do you need any other form of ID?
Conversation Two:
- Is this the right floor? I think electronic goods are on the fifth floor.
- Oh, this is the fourth floor. Look.
- Oh, you know. You could get lost in this place.
- Uh... Do you know which one you are looking for?
- Yes. There is a new small one that you can use to record your voice. Some of the very small ones only play back.
- Uh,...ls this it? MD 44.
- Oh, yes, and look. It's on sale. I'm going to get one.
- Well, lucky you. Now all you need is some batteries...
Conversation Three:
- OK. These over here are nice and they are half price today.
- Oh, yeah. They are nice. But you know what? I was looking for a black pair.
- Black pair. OK, let's see, oh, here. These will keep your hands warm and they go very nicely with your coat.
- Yeah, you're right. Yeah, they fit OK, too.
- They do.
- And they're very warm. My fingers feel warmer already.
- Well, they're 100% wool.
- Oh, great. Are these half price, too?
- Yes, they are. And today's price is only seven dollars and 50 cents.
Conversation Four:
- Are you sure it's real leather?
- Yeah, it must be. Feel it.
- Oh, it is. How do you think it looks?
- It looks good. And the sleeves are just the right length for you. Go ahead. Zip it up.
- Well?
- Uh... Very stylish. And you know it doesn't matter that it's used because leather looks much nicer when it is older.
- Yeah. A new one like this will cost an arm and a leg. You know I think I'll get it. ... uh... Could you lend me a few bucks? I'm a little short this week...
- I should have seen this coming. ... ha... ha.... ha
LISTEN TO IT
1. perfume2. a Mini Disc recorder
3. gloves
4. a jacket
Download the Student's Book & Workbook (Zipped File)
Homework during the Term:
Written Homework:Five Questions on each Dialog
Seven Questions on each Reading
Workbook Exercises of each Unit
Oral Homework:
The Summary of each Dialog
The Summary of each Reading
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.
Mohammad Rajabpur
Language Teacher, Computer Programmer, & Website Designer
Qualifications:
Master's Degree in Computational Linguistics from Sharif University of Technology
Master's Degree in English Language and Literature from Shahid Beheshti University
Contact Information:
Tel: 09900909701
Email: mr@anglophone.ir
Websites:
www.anglophone.ir
www.netnak.ir
www.pythonize.ir
Webpage of the Class:
www.anglophone.ir/classes/0322inter2
The Group of the Class on Telegram:
t.me/+tZ6G9vYDq-Y3Nzk0
The Channel of Inter1 on Telegram:
t.me/mr_inter2
The Calendar of the ILI in the Summer Term of 1403
