UNIT 10: Student's Book

1. Possible Answers

1. They hope it doesn't rain. / They hope it won't rain.
2. They wish the rain would stop. / They wish it would stop raining.
3. The man hopes the lady will marry him.
4. He wishes she would change her mind.
5. The basketball player wishes she hadn't broken her leg.
6. She hopes she can play basketball again soon. / She hopes she'll be able to play basketball again soon.

2.

Part A

2. If the doctor had arrived sooner, he might have been able to save the boy.
3. If the boy hadn't been doing a man's job, he probably wouldn't have been killed.
4. If the saw had cut the boy's finger instead of his hand, the boy could probably have survived.
5. The boy might not have been cut by the saw if the sister hadn't said "Supped" at a crucial moment.
6. If the work boss had said "Call it a day," the boy would have escaped his fate.

Part B

8. The doctor probably wishes (that) he had arrived sooner.
9. The boy’s parents probably wish (that) they hadn't allowed the boy to work at a man's job.
10. Other parents probably hope (that) this kind of accident doesn't (or won't) happen to their children.

4.

June 4

Dear Diary,
This has been one of those days when I wish I had stayed in bed. It started at 7:30 this morning when Trudy called me up and asked me for "a little favor." She's always asking me to do things for her and never wants to take any responsibility for herself. She acts as if the world owed her a living. I wish she wouldn't do that. Today she wanted me to take her to the mall because she had to get her mother a birthday present. I told her I had to be downtown at ten A.M. for a job interview, and she said it wouldn't take long to drive to the mall and I'd have plenty of time to get downtown. I gave in and agreed to take her, but something told me I shouldn't. If I had listened to my inner voice, I might have a job today. When we were on the freeway, there was a major accident, and traffic was tied up for over an hour. By the time we got to the mall, it was ten-thirty, so I missed the interview. I think I probably would have gotten the job if I had managed to make it to the interview, because my qualifications are good. If only I hadn’t listened to Trudy! I just hope she never asks me to do something like this again, and if she does, I hope I don’t agree.

5.

1. A
2. B
3. B
4. A
5. B
6. A
7. A
8. B
9. A
10. A

6.

Answers will vary.

UNIT 10: Workbook

Vocabulary

A.

1. D
2. F
3. E
4. C
5. B
6. A

B.

1. inkling
2. Frowned
3. half-heartedly
4. Sweltering
5. Merchandise
6. accumulate

Grammar And Writing

C.

1. we'd been able to
2. we'd realized
3. he keeps / he'll keep
4. there's / there will be
5. we could contact
6. weren't
7. we had
8. this won't be / this isn't
9. we knew
10. it is / it will be

D.

1. You look as though you've been unwell.
2. I'd rather you didn't wipe your feet on the carpets.
3. What if they don't accept your explanation?
4. It's time we paid the bill.
5. Suppose I complained to the police?
6. They'd rather we went with them.
7. She acts as if she were a member of the club.
8. It's about time you called your parents.

Writing Note

E.

1. Sentence No. 1
2. and 7
3. 9
4. No
5. Yes. Through the repetition of key words (guilty and innocent) and the use of transitions such as for example, after, whereas, etc.

Multiple-Choice Review

1. D
2. D
3. A
4. C
5. B
6. D
7. B
8. D
9. D
10. A
11. B
12. B
13. B
14. A
15. C

Unit 10 Grammar

Hope vs. Wish

• I hope that you can pass the final exam. ⇒ a real condition
  I believe it is possible for my students to pass.
• I wish that you could pass the final exam. ⇒ an unreal condition
  I believe it is not possible for my students to pass.

Wish + The Verb to Be

• I wish (that) I was at home now. ⇒ temporarily impossible
  Example: a student in a class
• I wish (that) I were at home now. ⇒ absolutely impossible
  Example: a prisoner sentenced to life imprisonment

As though / As if = انگار، گویا

Both "as though" and "as if" are used to compare something to a hypothetical situation. They often introduce a clause that describes how something seems or appears. In many contexts, they can be used interchangeably.

Situations at the Present Time

• The math teacher has written a difficult problem on the board.
• Tom behaves as if he knows the answer. ⇒ We believe he really knows the answer.
• Jack behaves as if he knew the answer. ⇒ We believe he doesn't know the answer. He is just pretending.
• It sounds as though you have a scar on your face. ⇒ We believe you really have a scar.
• It sounds as though you had a scar on your face. ⇒ We believe you don’t really have a scar; it only seems so.

Situations in the Past

• Yesterday the math teacher had written a difficult problem on the board.
• Tom behaved as if he knew the answer. ⇒ He really knew the answer.
• Jack behaved as if he had known the answer. ⇒ He didn't know the answer; he was pretending.
• He behaved as though nothing happened. ⇒ Nothing had really happened.
• He behaved as though nothing had happened. ⇒ Something had happened; he was pretending otherwise.

☕ No Homework for Next Session

Enjoy your free time!

UNIT 9: Student's Book

1

1. let
2. got
3. started
4. were
5. drove

2

1. were she to have stayed
2. otherwise
3. with
4. If so
5. If not
6. if she had stayed
7. if she didn't find work
8. if she had
9. If they were hiring
10. If they weren't hiring

3 - Suggested Answers

• Another man suggested (that) somebody turn off the fan.
• One man is insisting (that) they see The Atomic Mummy.
• A passerby recommends (that) they see Galaxy Wars.
• les time Amy learned how to change a tire.
• She'd rather they didn't go out tonight.

4

December 10
Dear April,
I wanted to write and fill you in on what's been happening since I left Ponders. I finally got a job!
Remember when you suggested I just go walking around, getting a sense of what Atlanta was like? A few weeks ago, I was really getting worried, and I had spent almost all the money I had saved up to tide me over until I found work. I had gotten to the point where it was absolutely essential that I find something or just come. So, I decided to follow your advice. Had I how known easy this would be, I would have tried it in the first week I was here. I started walking around in the downtown area, and before I knew it, I saw a beautiful little florist's shop. I walked right in as if I had courage and experience and asked whether they needed anyone. Can you believe that they did?
I was really happy in my job until my boss hired a new assistant manager who has been making my life miserable. He treats me as if I were his personal slave. I took this job to work with plants, not to serve him coffee. I think it's time I told him where I stand.
I have a few days off for the holidays. What if I came home as a surprise to Mom and Dad? Could we plan some kind of party? Write and let me know, OK?
Love, Helen

5 - Listening 1

Part A

1. five times
2. 10:00 P.M.
3. If you'd known she was going to call / Had you known she was going to call
4. She said she couldn't afford it.
5. be manipulated again
6. You're boiling inside.
7. Lionhearts
8. You'll get your money back.

Part B

1. asked that you baby-sit her children
2. had you known
3. insist that she come and pick up her kids
4. suggested that Mary look into day care
5. treats you as if you were her slave
6. if so
7. with a little bit of practice

Listening 2

1. T
2. F
3. F
4. T
5. F
6. T
7. T
8. F
9. T
10. F
11. F

6

Answers will vary.

Unit 9: Workbook

A.

B.

1. compellingly
2. insistent
3. assersion
4. embarrassed
5. intruder
6. urgently

Grammar And Writing

C.

1. that a driver keep to the right-hand side of the road
2. that he or she drive on the left
3. that people remove their shoes before going inside a house
4. that people not eat pork products
5. that a sick person take vitamin C.
6. that a sick person have a lot of homemade chicken soup
7. that a waiter not be summoned by whistling
8. that a waiter be summoned by whistling

D.

1. we wouldn't be able to open cans
2. we would have to use our fingers to eat
3. not been discovered, we wouldn't have had electric lights, movies, television, and computers
4. existed in the last century, people would have traveled extensively then
5. not available throughout the world, fashions, music, and basic values wouldn't be very similar in many places
6. not been developed, businesses wouldn't be able to obtain the data they need to function in today's competitive world
7. the general public wouldn't have easy access to extensive knowledge

E.

1. Descending order. It starts with the chief reason.
2. Ascending order. It ends with the most important item.

Multiple-Choice Review

1. B
2. B
3. A
4. D
5. C
6. C
7. D
8. A
9. C
10. C
11. C
12. A
13. B
14. D
15. B

Make-Up Class

Day: Monday

Date: Azar 17

Time: 8:30 pm - 10:00 pm

Homework

Exercises of the Student's Book & Workbook in Unit 9

Summary of the Reading in Unit 9

Unit 9 Grammar

The Subjunctive Form of the Verb

• The Base Form of the Verb as the Subjunctive Verb

• Adjective of Urgency + That-Clause

• It is necessary that you be on time.
• It is essential that he study hard.
• It was important that we not waste our time.

Adjectives of Urgency: necessary, urgent, important, desirable, essential, vital, ...

• Verb of Urgency + That-Clause

• The teacher recommended (that) Tom be more active in the class.
• The IMF, the International Monetary Fund, demands (that) Lebanon carry out economic reforms before applying for a loan.
• Mr. Tomlinson insists (that) his son not sell his house.

Verbs of Urgency: insist, recommend, suggest, ask, require, demand, ...

• The Past Form of the Verb as the Subjunctive Verb

• would rather + That-Clause

• I'd rather (that) you didn't smoke in here.
• The customer would rather (that) the waiter served him some soup as an appetizer.

• It's (high/about) time + That-Clause

• It's time (that) we went home. = (It's time to go home.)
• It's high time (that) the Central Bank of Iran controlled the inflation.
• It’s about time (that) you invested your money intelligently.

Inversion of If-Clauses

Inversion = Changing the word order

Type I

• If you study, you will pass.
  (If you should study, you will pass.)
  Should you study, you will pass.
• If it doesn’t rain, we will go on a picnic.
  (If it should not rain, we will go on a picnic.)
  Should it not rain, we will go on a picnic.

Type II

• If I were a bird, I could fly.
  Were I a bird, I could fly.
• If he weren’t ready, he wouldn’t be here.
  Were he not ready, he wouldn’t be here.
• If you studied, you would pass.
  • be to do sth = قرار بودن که کاری را انجام دادن
  If you studied = If you were to study
  If you were to study, you would pass.
  Were you to study, you would pass.
• If you didn’t study, you would fail.
  • If you didn’t study = If you weren’t to study
  Were you not to study, you would fail.

Type III

• If you had studied, you would have passed.
  Had you studied, you would have passed.
• If you hadn’t studied, you would have failed.
  Had you not studied, you would have failed.

Implied Conditionals

implied = indirect, implicit

Implied Conditional: an expression which has been used instead of an if-clause or the main clause of a conditional sentence.

Examples

• You should meet the deadline. If you don't meet the deadline, you will be fined.
• You should meet the deadline. Otherwise, you will be fined.
  otherwise = if not so
• What would happen if I didn't attend the meeting?
• What if I didn't attend the meeting?

Unit 9: Writing

Emphatic Order in a Paragraph

Ascending Order

This means arranging your points, examples, or arguments from the smallest, simplest, or least significant to the largest, most complex, or most significant. Imagine climbing a staircase: each step gets higher and higher until you reach the top. For example, in a paragraph about favorite books, you might start with your least favorite and build up to your most favorite. This creates suspense and a climax at the end.

Example:

Many people choose to study late at night for several reasons. At first, it may simply be because the environment is quieter, with fewer distractions around. A stronger reason is that late hours often allow for uninterrupted focus, as social obligations and daily tasks have already ended. More importantly, the brain tends to process creative ideas better during calm, solitary moments, making night study sessions more productive. Ultimately, the most significant reason is that individuals can align these hours with their personal peak concentration times, ensuring maximum efficiency and deeper learning.

Descending Order

This is the opposite, arranging your points from the largest, most complex, or most significant to the smallest, simplest, or least significant. It's like walking down a staircase: each step gets lower and lower until you reach the bottom. For example, in a paragraph about recent achievements, you might start with the most impressive one and then list others in decreasing importance. This grabs attention right at the start and leaves the reader with a solid, comprehensive understanding.

Example:

Many people choose to study late at night primarily because they can align these hours with their personal peak concentration times, ensuring maximum efficiency and deeper learning. Another strong reason is that the brain often processes creative ideas better during calm, solitary moments, making night study sessions especially productive. A less significant but still valuable factor is that late hours provide uninterrupted focus, since social obligations and daily tasks have already ended. Finally, the simplest reason is that the environment is quieter, with fewer distractions around.

☕ No Homework for Next Session

Enjoy your free time!

UNIT 8: Student's Book

Exercise 1

1. Example
2. Subjects: Reg, he.
   Weighing the gravity of the situation, Reg considered whether to stop or speed away.
3. Subjects: they, they.
   Stopping, they risked a potentially deadly confrontation with criminals.
4. Subjects: Reg, he.
   Seeing a police car parked on the shoulder, Reg pulled over to alert the authorities.
5. Subjects: Nicholas, Reg and Maggie.
   Cannot be combined.
6. Subjects: thugs, They.
   TWO Calabrian thugs killed Nicholas, thinking the Greens were jewelers carrying precious stones.

Exercise 2

1. Example
2. He was trying to earn money by selling guidebooks.
3. Not having any money, the tourists were unable to buy a guidebook.
4. Impressed by the boy, they decided to buy a guidebook anyway.
5. They went to a bank to change some money.
6. Having gotten some money and returned to the station, they couldn't find the boy.
7. After asking a policeman, they found out where he was.
8. Having found the boy again, they were able to buy a guidebook.

Exercise 3

A HELPING HAND
by Jim Lamoreux

If you are at all like me, you tire of requests to help others. Barraged by seemingly constant appeals for money to support public television, the Policemen's Benevolent Association, or the Special Olympics, worthy organizations all, I tend to tune out, my brain numbed. It's not that I'm selfish, I don't think. It's just that there are so many of these requests. Subjected to many stimuli, I only remember the crucial ones. By arguing to myself that I don’t have enough money to help others, I am able to ignore the request.

At least that was the way I saw the situation until the magazine I write for sent me to a small village in South America to do a human-interest story on homeless children. Having seen and heard many television requests asking viewers to sponsor a child overseas, I had always said to myself, "I'll bet the money gets pocketed by some local politician." My opinion changed when I saw the reality of the life of a poor child. Having landed in Santa Simona, I took a taxi to my hotel in the center of town, and that’s where I met Elena. Sitting on a dirty blanket on the sidewalk in front of the hotel, she caught my eye. She didn't beg. Instead, she was trying to scratch out a living by selling mangoes. Smiling up at me, she asked, "Mangos, sir?" I bought some mangoes and some other fruit, and we got to talking. Her parents were both dead, and she lived with an elderly great-aunt who had no job and sold firewood for money. I learned from her aunt that Elena had suffered from polio at the age of five and now walked with a distinct limp.

While talking later with a nun at a nearby convent that administers gift money I got from other countries; I got a lot of worthwhile information. She proved to my satisfaction that money from sponsors does indeed get to those who need it. Learning that I could sponsor Elena for less than a dollar a day, I began to feel ashamed. After all, I spend more than that on my dogs. But what remains most vivid in my mind is my vision of Elena. She didn't beg, and she didn't feel sorry for herself. Selling her mangoes, Elena earned a semblance of a living and her spirit shone through in the process. So, I say to you reading this: The next time you hear an ad about sponsoring a child, pay attention.

Exercise 4

1. Example
2. Having been told that vitamin C, vitamin E, and beta-carotene greatly reduce cancer risk, people began buying these nutrients in large quantities.
3. Having been informed that taking one aspirin a day lowers the chances of having a heart attack, people began taking aspirin.
4. Having learned that one glass of wine per day has a beneficial effect on the heart and circulatory system, many people now drink wine for medicinal reasons.
5. Hoping to lower their cholesterol levels, people minimize their intake of animal fats.
6. Knowing that roughage in the diet is excellent for digestion, people are consuming more fresh fruit, vegetables, and whole wheat products.
7. Believing that eating a lot of fish will raise their intelligence level, some people eat a lot of fish.
8. Having known for a long time that too much salt and sugar is unhealthful, people buy a lot of salt-free and sugar-free products.
9. Realizing that they can contribute to their own good health, people eat much more knowledgeably than they used to.

Exercise 5

1. The cease fire has been broken.
2. Amalde declined to commit himself.
3. Success depends on good-faith actions of Mr. Tintor, the country’s president.
4. Mr. Tintor can demonstrate good faith by agreeing to free and unconditional talks.
5. The aide was interviewed on the basis of anonymity.
6. One of the key issues is the return of the 40,000 refugees displaced by the war.
7. They have acknowledged that the current AIDS vaccine is ineffective.
8. WASA has conducted successful repairs and identified flaws.
9. The new telescope will cost a billion dollars.
10. The new nation will need massive infusions of foreign aid in order to be a viable state.

Exercise 6

Answers will vary.

UNIT 8: Workbook

Vocabulary

A.

• 1 D
• 2 F
• 3 A
• 4 E
• 5 C
• 6 B

B.

• 1 limp
• 2 viable
• 3 dawned
• 4 oozed
• 5 donate
• 6 intake

Grammar And Writing

C.

• 1 preparing
• 2 feeling
• 3 As
• 4 commenting
• 5 after / when
• 6 hearing
• 7 who
• 8 when / after
• 9 knowing
• 10 announcing

D.

1. Built by Shah Jahan in the seventeenth century as a mausoleum for his wife, the Taj Mahal in Agra, India, is considered by many to be the most beautiful building in the world.
2. Rising 1,250 feet, the Empire State Building in New York City is one of the highest buildings in the world and a top tourist attraction.
3. Completed in 1914, the Panama Canal allows ships to pass between the Atlantic and Pacific Oceans without having to make the long journey around Cape Horn.
4. Extending over 1,500 miles, the Great Wall of China, which was begun in the third century B.C., was not completed until more than a thousand years later.
5. Hoping to control floods, and supply electricity, Egypt, with Soviet assistance, built the huge Aswan High Dam between 1960 and 1970.
6. Completed by the Emperor Titus in 80 A. D., the Coliseum in Rome was used for gladiatorial contests and wild beast displays.
7. Derided by many when it was finished in 1889, the Eiffel Tower has become a beloved symbol of Paris.
8. Installed in 1856, the bell in the great clock tower of the Houses of Parliament in London was named "Big Ben" for Sir Benjamin Hall, commissioner of works.

Writing Note

E.

1. An Olympic athlete must be strong both physically and mentally. First of all, if he or she hopes to compete in an Olympic sport, he or she must be physically strong. Furthermore, an aspiring Olympian must train rigorously for many years. For the most demanding sports, he or she trains several hours a day, five or six days a week, for ten or more years. In addition to being physically strong, he or she must be mentally tough. This means that he or she has to be totally dedicated to his or her sport, often giving up a normal school, family and social life. Being mentally strong also means that he or she must be able to withstand the intense pressure of international competition with its attendant media coverage. Finally, not everyone can win a medal, so he or she must possess the inner strength to live with defeat.
2. English has almost become an international language. Except for Chinese, more people speak English than any other language. Spanish is the official language of more countries in the world, but more countries have English as their official or unofficial second language. More than seventy percent of the world's mail is written in English. In international business, English is used more than any other language, and it is the language of airline pilots and air traffic controllers all over the world. Moreover, although French used to be the language of diplomacy, English has displaced it throughout the world. Therefore, unless you plan to spend your life alone on a desert island in the middle of the Pacific Ocean, English is a useful language to know.

Multiple-Choice Review

• 1 B
• 2 C
• 3 A
• 4 D
• 5 D
• 6 A
• 7 D
• 8 C
• 9 B
• 10 D
• 11 A
• 12 B
• 13 A
• 14 A
• 15 C

Homework

Exercises of the Student's Book & Workbook in Unit 8

Summary of the Reading in Unit 8

Unit 8 Grammar

Adverb Phrases = Adverbial Phrases

Present Participle = Verb + ing

• Playing soccer, Tom injured his ankle.
  Playing soccer = While he was playing soccer
• Listening to music, I forgot all my problems.
  Listening to music = While I was listening to music

Conjunction / Preposition + Present Participle

• While playing soccer, Tom injured his ankle.
• After filling out the form, I submitted it to the secretary.
• Robert usually meditates by listening to oriental music.

Having + Past Participle

• Having played soccer for 90 minutes, most of the players felt exhausted.
  Having played soccer… = After playing soccer…
• Having filled out the form, I submitted it to the secretary.
  Having filled out… = After filling out…

Past Participle

• Carried away to the wonderland of music, I forgot all my problems.
  Carried away… = Having been carried away…
• Hospitalized for two months, the patient fully recovered from his condition.
  Hospitalized… = Having been hospitalized…

Infinitive of Purpose = (in order) to + Simple Form of the Verb

• Robert usually listens to oriental music (in order) to meditate.
• Sally avoided arguing with her father (in order) not to offend him.

Dangling Adverb Phrases

dangling = not fixed, hanging, suspended

Point:

Whenever the implied subject of the adverb phrase is different from the subject of the sentence, the sentence is grammatically wrong and the adverb phrase is described as a dangling modifier.

Solution:

We should edit and revise the sentence in such a way that two subjects become the same. One useful method is making either the main part of the sentence or the adverbial phrase passive.

Examples:

Wrong: Having scored a very beautiful goal, the spectators applauded Lionel Messi for about ten minutes.
The Implied Subject of the Adverb Phrase ⇒ Lionel Messi
The Subject of the Sentence ⇒ the Spectators

Right: Having scored a beautiful goal, Lionel Messi was applauded by the spectators for about ten minutes.
The Implied Subject of the Adverb Phrase ⇒ Lionel Messi
The Subject of the Sentence ⇒ Lionel Messi

Wrong: Having arrived in the city, a taxi took me to my hotel.
The Implied Subject of the Adverb Phrase ⇒ I
The Subject of the Sentence ⇒ a taxi

Right: Having arrived in the city, I was taken to my hotel by a taxi.
The Implied Subject of the Adverb Phrase ⇒ I
The Subject of the Sentence ⇒ I

Unit 8: Writing

Coherence with Pronouns

The correct use of pronouns can make a paragraph look more coherent because of the following reasons:

1. Pronoun Reference: When you use pronouns to refer back to nouns mentioned earlier, you create a smooth flow. For example, if you start with "Sarah loves cats," followed by "She has three," the sentence maintains its coherence.
2. Avoiding Repetition: Pronouns prevent your paragraph from sounding redundant. Instead of repeating "the book" every time, switch to "it" after the initial mention.
3. Clarifying Relationships: Pronouns help clarify relationships between ideas.
4. Maintaining Focus: By using pronouns consistently, you keep the focus on your main subject without distractions. It keeps the reader's attention anchored to the core idea.

Incoherent Paragraph

"David and his brother went to the park. He played soccer while he watched. When he got tired, he went to get ice cream, and he was happy. Then, he left to go home."

The incorrect use of pronouns makes it unclear who is doing what.

Coherent Paragraph

"David and his brother went to the park. David played soccer while his brother watched. When David got tired, he went to get ice cream, and his brother was happy. Then, they left to go home."

☕ No Homework for Next Session

Enjoy your free time!

UNIT 7: Student's Book

1. Possible Answers

1. if she makes the basket
2. unless she misses the basket
3. Even though (Although / Though) the Blues aren't going to win
4. than there are in the audience
5. as there are in the game
6. so ... that the competition was / had to be canceled.

2. Possible Answers

1. The first adverb clause: As some of the best ... While could replace as.
2. The Quiksilver invitational surfing competition had to be canceled because the waves were just too big.
3. Big-wave rider Greg Russ had to be physically restrained by lifeguards because the waves were 40 feet high.
4. You'll get $50,000 from the surf-equipment manufacturer if you can ride the biggest wave of the year and get it on film.
5. More people are becoming extreme athletes and putting their lives in danger because they want to experience the ultimate rush, earn large prizes, and face big challenges.
6. The adverb clause: Although exact figures on how many extreme athletes exist are hard to come by ... Though or even though could replace although.
7. The first adverb clause: ... when I started doing rescues 20 years ago.
8. The second adverb clause: ... because nobody goes there. The sentence would not make sense.
9. The third adverb clause: ... because nobody goes there. Because could be replaced by since.
10. (Because) Denali National Park's mandatory $150 fee for climbers seeking to ascend Mt. McKinley has funded an educational program, the number of search-and-rescue missions and fatalities has been reduced.

3. Reading Passage

Why Sports? By Jamal Jefferson

A lot of people are criticizing school sports these days. Some say there's too much emphasis on football and basketball and not enough on education. Others say the idea of the scholar—athlete is a joke. Still others say sports are a way of encouraging violence. I think they're all wrong. If anything, school sports help prevent violence, not encourage it. Fortunately, most of the heads of high schools and colleges haven't accepted this concept. Why do I think sports are a positive force?

For one thing, sports are positive because they give students opportunities to be involved in something. Every day on TV we hear that violence is increasing. I think a lot of people get involved in crime because they don't have enough to do to keep themselves busy. After you've played two or three hours of basketball, baseball, or any other kind of sport, you're so tired that it's hard to commit a violent act.

Second, sports teach people a lot of worthwhile things, especially at the high school level. By playing on a team, students learn to get along and work with others. When their team wins, they learn how to be good winners; when their team loses, they find out they have to struggle to improve. They discover that winning a few and losing a few are part of the normal ups and downs of life. Also, there's no doubt that students improve their physical condition by participating in sports.

Finally, sports are positive because they give students who do not have enough money to go to college an opportunity to get a sports scholarship and improve their chances for a successful life. If a young basketball player from a small village in Nigeria can get a scholarship to play for, say, UCLA, he will have a chance to get an education and probably make his life better. If a young woman with little money is accepted on the University of Toronto swim team and gets a scholarship, she'll have the chance to earn a college degree and go on to a high-paying job.

Although school sporting programs have some deficiencies that need to be ironed out, their benefits outweigh their disadvantages. I should know because I'm one of those students. School sports must stay.

4. Sentence Transformations

2. When we turn to certain sports channels on TV, we see athletes jumping, diving, somersaulting over dangerous landscapes, and otherwise contorting themselves.
   OR
   We see athletes jumping, diving, somersaulting over dangerous landscapes, and otherwise contorting themselves when we turn to certain sports channels on TV.
3. On account of the fact that these athletes push themselves to extreme and dangerous levels, this category of "sports" is called "extreme sports."
   OR
   This category of "sports" is called "extreme sports" on account of the fact that these athletes push themselves to extreme and dangerous levels.
4. In spite of the fact that extreme sports are dangerous, they are becoming more and more popular among young people all over the world.
   OR
   They (extreme sports) are becoming more and more popular among young people all over the world in spite of the fact that they (extreme sports) are dangerous.
5. However, these sports are so extreme and dangerous that many people think they should not be encouraged.
6. Although extreme sports are not seen at the Olympic Games yet, there are twice-yearly competitive games showing extreme sports on some sports channels.
   OR
   There are twice-yearly competitive games showing extreme sports on some sports channels, although extreme sports are not seen at the Olympic Games yet.
   OR
   Although there are twice-yearly competitive games showing extreme sports on some sports channels, extreme sports are not seen at the Olympic Games yet.
   OR
   Extreme sports are not seen at the Olympic Games yet, although there are twice-yearly competitive games showing extreme sports on some sports channels.
7. Because "X" represents the word "extreme," these games are called "The X-Games."
   OR
   These games are called "The X-Games" because "X" represents the word "extreme."
8. Since they first appeared on television in 1995, they have been increasingly popular.
   OR
   They have been increasingly popular since they first appeared on television in 1995.
9. In the 1999 Summer X-Games, there were many more different kinds of competition than there were in the 1995 games.
10. Wherever there are young people who want to compete in "real adventure," there will be more and more participants in extreme sports.
    OR
    There will be more and more participants in extreme sports wherever there are young people who want to compete in "real adventure."

5. Possible Answers

1. She became successful because her parents loved and supported her.
2. She learned to swim in the Caribbean when she was four years old and living in Jamaica.
3. They spent a lot of time at the beach because they didn't have a lot of toys, video games, and similar things.
4. It was more difficult to swim in the Caribbean than it was in a pool.
5. They agreed to pay for lessons if she would stick to her swimming and practice daily.
6. She didn't have as much time to have fun and be a kid as her friends did.
7. She can't imagine herself doing anything else because swimming is such a passion for her.

6. Answers

Answers will vary.

Workbook: Unit 7

Vocabulary

A.

1. Unleashed
2. mandatory
3. virtually
4. ultimate
5. summit
6. incentive

B.

1. enthusing
   enthusiasm
   enthusiasts
2. globalize
   globally
   global
3. moderately
   moderation
   moderator
4. margin
   marginally
   marginalizes
5. fatally
   fatalities
   fatal
6. coordination
   coordinator
   coordinate

Grammar and Writing

C.

1. Even though
2. because / since
3. Because / Since / As
4. though
5. as
6. while
7. because / since / as
8. Because

D.

1. such ... I'm going to have to get rid of it
2. so ... he began to shout at the desk clerk
3. so ... he could barely walk
4. so ... everyone in the office heard me
5. such ... he needs to consult a doctor
6. so ... I couldn't help crying for a while
7. so ... She had to give up thinking about it
8. such ... she can't leave it home even for one day

Writing Note

E.

No one was surprised at Jesse Owens's success in the 1936 Olympics because he had done something even more remarkable a year earlier. When he competed in the Big Ten Championship on May 25, 1935, he had the greatest day in the history of modern track competition. He didn't think he would even be able to participate because he had strained his back a few weeks earlier. Although he could not even jog at the warm-up before the meet, he decided to compete in the 100-yard dash. Once he got off to a perfect start, he finished the dash in 9.4 seconds, matching the world record. While his coach had advised Owens to take only a single long jump, he leaped almost 27 feet and beat the world record by nearly a half-foot. Owens also won the 200-yard dash in 20.3 seconds; thus, he set another world record. Besides, he finished the 220-yard low hurdles in 22.6 seconds, and broke an 11-year-old world record.

Multiple-Choice Review

1. a
2. c
3. c
4. b
5. d
6. c
7. a
8. a
9. d
10. c
11. a
12. d
13. b
14. d
15. a

Homework

Exercises of the Student's Book & Workbook in Unit 7

Summary of the Reading in Unit 7

Unit 7 Grammar

Adverb Clauses = Adverbial Clauses

Adverb Clauses of Reason

We use the conjunctions because, as, or since in adverb clauses of reason.

• because = زیرا، چون
• as = since = از آنجایی که

Examples:

• Since it was too cold, everybody was wearing a coat.
• Everybody was wearing a coat because it was too cold.
• As Michael was busy, he couldn't go to work.
• Michael couldn’t go to work because he was busy.
• As Sally felt tired, she took a nap.
• Sally took a nap because she felt tired.

Points:

• In colloquial English, because is sometimes abbreviated into ’cause.
• If the adverb clause is at the beginning of the sentence, use a comma. If at the end, no comma is needed.

Adverb Clauses of Contrast

Adverb clauses of contrast begin with although, even though, or though.

• although = even though = though = اگر چه، هر چند

Examples:

• Though Michael is a rich man, he doesn’t waste his money and economizes a lot.
• Sally decided to become a mathematician even though her parents were against her decision.

Points:

• After an adverbial clause of contrast, don’t use but.
• “Though” is mostly used in conversational English. “Although” and “even though” are more formal.
• We can use in spite of the fact that or despite the fact that = although.

Example: Sally decided to become a mathematician despite the fact that her parents were against her decision.

Adverb Clauses of Condition = If-Clauses

Adverb clauses of condition start with if or unless.

• if = provided that = اگر
• unless = if not = مگر

Point: When the clause begins with unless, use a positive verb even though the meaning is negative.

Correct: The meeting will be called off tomorrow unless the weather conditions are favorable.
Meaning: if the weather conditions aren’t favorable.

Adverb Clauses of Time

Adverb clauses of time begin with when, whenever, as soon as, since, etc.

• I loved history when I was at school.
• The roof leaks whenever it rains.
• Tom bought a small apartment as soon as he got a loan from the bank.
• Cathy hasn't phoned since she went to Berlin.

Adverb Clauses of Place

Adverb clauses of place begin with where or wherever.

• Sit where I can see you.
• We will camp out wherever we find a river.

Adverb Clauses of Comparison

Adverb clauses of comparison begin with than and follow comparative adjectives or adverbs.

• The house which I bought is bigger than the one which you bought.
• It was much better than I'd expected.

Adverb Clauses of Result

Adverb clauses of result start with that, but we need such or so in the main clause.

• such + Noun Phrase
• so + Adjective/Adverb

Examples:

• Mr. Williams is such a rich man that he can buy a penthouse in Manhattan.
• Mr. Williams is so rich that he can buy a penthouse in Manhattan.
• Andrew is investing his money so wisely that he will become a millionaire in five years.
• This issue was of such importance that we could not afford to ignore it.
• This issue was so important that we could not afford to ignore it.

Note: could not afford to = were not able to

Unit 7: Writing

Coherence

Definition: Coherence in a paragraph means that all the sentences are logically connected and work together to support a single idea or topic. A coherent paragraph allows the reader to easily follow the writer’s train of thought without confusion.

Key Elements of Coherence

1. Clear Topic Sentence: States the main idea and guides the rest of the paragraph.
2. Logical Order: Ideas are arranged in a logical sequence (chronological, spatial, or importance).
3. Transitions: Use words like "firstly," "in addition," "however," "therefore" to link sentences.
4. Consistent Point of View: Maintain the same subject or focus throughout the paragraph.
5. Repetition of Key Words or Phrases: Reinforces the main idea and keeps the paragraph unified.

Example of an Incoherent Paragraph

The cat slept on the mat. The sun was shining brightly. I had a sandwich for lunch. I love reading books about history. Dogs are loyal animals.

Example of a Coherent Paragraph

The cat slept on the mat, basking in the bright sunlight. After having a sandwich for lunch, I decided to read a book about history. As I read, my loyal dog lay by my side.

How Coherence Was Achieved

• Logical Order: Sentences flow naturally, creating a clear and organized narrative.
• Transitions: Phrases like "basking in the bright sunlight" and "after having a sandwich for lunch" connect ideas smoothly.
• Consistent Point of View: Focus remains on the narrator’s activities and experiences.
• Repetition of Key Words: Words such as "slept," "sunlight," "sandwich," and "book" reinforce the main idea.

By applying these elements, the coherent paragraph becomes more engaging and easier for the reader to understand.

Unit 7: Reading Passage

Going to Extremes?

The passage introduces the concept of extreme sports through the example of bungee jumping. A group of people prepare on a bridge, attaching elastic cords to their harnesses before jumping off, demonstrating the thrill and danger of such activities.

Main Ideas

• Sports and Human Spirit: Since the first Olympic Games in 776 B.C., sports have challenged and entertained people.
• Rise of Extreme Sports: In the last 10–20 years, new sports have emerged that push participants to dangerous limits.
• Motivation: Extreme athletes, like Mark Musgrave, emphasize attitude, individuality, and freedom from rules as reasons for participation.
• Examples: Windsurfing with flips, mountain biking down steep rocky paths, skiing off cliffs, sky surfing, and in-line skating.
• Debate: While some argue these sports are too dangerous, others see them as personal choices and a way to seek unique experiences in a globalized world.

Key Vocabulary

• Bungee jumping: Jumping from a high place with an elastic cord attached.
• Extreme sports: Sports involving high risk and pushing physical limits.
• Attitude: A person’s mindset or approach to challenges.
• Homogenized world: A world where experiences and places feel the same everywhere.
• Counterrevolution: A reaction against sameness, seeking individuality.

Summary

Extreme sports such as bungee jumping, mountain biking, and sky surfing have grown in popularity because they offer challenge, individuality, and freedom. Athletes like Mark Musgrave highlight that these sports are not about mass participation but about personal attitude and unique experiences. In a globalized world where sameness dominates, extreme sports provide a way for people to reclaim individuality and excitement, even if the risks are high.

☕ No Homework for Next Session

Enjoy your free time!

UNIT 6: Student's Book

1

2. which I find somewhat amazing
3. which bothers me
4. which is what everyone likes about him
5. which is mystifying

2

2. which is why
3. the other prisoners looked up to
4. he's been working for
5. the psychiatrists considered
6. which is why
7. who has been in trouble
8. a fact which / that makes me
9. whom the other prisoners respected
10. for which he has been working
11. whom the psychiatrists considered
12. evidence which / that makes me

3

2. who(m) ... stayed
3. when ... was
4. which had
5. which OR that ... wanted
6. where ... were
7. who(m) ... take care of
8. which ... put
9. which OR that ... find

4

Dear Mom and Dad,
September 28

Well, the first week of college has been hectic but it's turned out OK. My advisor is a lady who is also from Winnipeg, so we had something we could talk about. Since I haven't decided on a major, she had me take one of those tests that show you what you're most interested in. She also had me do one of those personality inventories that tell you what kind of person you are.

According to these tests, I'm a person who is an extrovert. I also found out that I'm most interested in things that involve being on the stage and performing in some way, which doesn't surprise me a bit. I always liked being in school plays, remember? I signed up for two drama courses. Classes start on Wednesday, and I'm getting to know the other guys who live in my dormitory. It’s pretty exciting being here. Not much else. I’ll call in a week or so.

Love,
Al

5

1. both of whom are thinkers
2. neither of whom is extroverted
3. both of whom are feelers
4. one of whom is a perceiver
5. all of whom are good examples of extroverts

6

Listening 1

1. A
2. B
3. B
4. A
5. B

Listening 2

1. A
2. B
3. A
4. B
5. B
6. A

7

Answers will vary.

UNIT 6: Workbook

Vocabulary

A.

1. discussion
2. murder
3. complaint
4. marriage
5. proposal
6. Issue

B.

1. • a. perceptible
   • b. perception
   • c. perceptive
2. • a. validity
   • b. validated
   • c. validly
3. • a. restricted
   • b. restriction
   • c. restrictive
4. • a. introverted
   • b. introvert
   • c. introversion
5. • a. correlative
   • b. correlates
   • c. correlation
6. • a. mystifying
   • b. mystifies
   • c. mystification

C.

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

D.

1. most of which comes from processed food
2. most of which could have been avoided
3. half of which are longer than 40 days
4. 71 percent of whom think people in power take advantage of others
5. 14 percent of whom achieve scores of over 130 on IQ tests
6. more than half of whom are under 64 years of age
7. all of which yield more nutrients when lightly cooked than when raw
8. much of which is junk food

Writing Note

E.

1. • a. In fact, house construction in different parts of the world is related to the building materials that are available.
   • b. In conclusion, depending on their availability, different building materials such as snow and ice, mud or clay, wood or tough, fibrous plants are used for house construction.
2. • a. Finally, if you drive carefully and keep your car well, the gas consumption in your car can be reduced.
   • b. To sum up, you can decrease gas consumption in your car by not speeding, avoiding fast stops and starts, checking your tire pressure, and getting your tune-up regularly.

Multiple-Choice Review

1. a
2. d
3. c
4. a
5. b
6. d
7. b
8. c
9. a
10. a
11. a
12. c
13. a
14. a
15. c

Homework

• Summary of the Reading in Unit 6
• Exercises of the Student's Book and Workbook in Unit 6

Unit 6 Grammar: Adjective Clauses

Classification of Adjective Clauses Based on the Function of the Relative Pronoun

Relative Pronoun = Conjunction (WH words such as who, what, which, how, where, when and the conjunction "that")

Relative Pronoun as the Subject of the Adjective Clause

People: He is the man who lives next door. / He is the man that lives next door.

Things: This is the photo which shows my house. / This is the photo that shows my house.

Possession: He is the man whose car was stolen.

Relative Pronoun as the Object of the Adjective Clause

People: He is the man who(m) I met. / He is the man that I met. / He is the man ∅ I met.

Things: This is the photo which I took. / This is the photo that I took. / This is the photo ∅ I took.

Possession: It was an agreement the details of which could not be changed. (= of which the details could not be changed)

Relative Pronoun as the Adverb of the Adjective Clause

Time: Winter is the time when we go skiing.

Place: This is the restaurant where you can eat delicious steaks.

The Omission of the Relative Pronoun

We can omit objective relative pronouns "that", "which", or "who(m)".

Examples:

• Robert Jackson is the man whom/that they killed. → Robert Jackson is the man ∅ they killed.
• This is the car which/that my neighbor bought last week. → This is the car ∅ my neighbor bought last week.

Common Mistakes

• Don't Say: She is the woman who she has won a gold medal in the Olympics.
  Say: She is the woman who has won a gold medal in the Olympics.
• Don't Say: This is the house which it has a big swimming pool.
  Say: This is the house which has a big swimming pool.
• Don't Say: The man who his car is a Porsche comes from Chicago.
  Say: The man whose car is a Porsche comes from Chicago.
• Don't Say: The man whom you met him is a very famous businessman.
  Say: The man whom you met is a very famous businessman.
• Don't Say: The house which you bought it last year is a treasure for your future.
  Say: The house which you bought last year is a treasure for your future.

Preposition + Relative Pronoun

It is possible to use a preposition before "whom" and objective "which".

• The man whom you talked to has promised to donate $1000 to the charity. → The man to whom you talked has promised to donate $1000 to the charity.
• The hotel which we are staying at was built in the 1940's. → The hotel at which we are staying was built in the 1940's.

Essential & Non-Essential Adjective Clauses

Essential adjective clauses are necessary and cannot be omitted.

Nonessential adjective clauses provide additional information and are set off with commas.

Examples:

• The man who is my neighbor works in a factory. (Essential)
• Mr. Jackson, who is my neighbor, works in a factory. (Non-Essential)

Points:

• Use commas to set off non-essential clauses.
• Do not use "that" in non-essential clauses; use "which" instead.
• Some grammarians call essential clauses “defining” and non-essential clauses “non-defining”.

Non-Essential Adjective Clause Modifying the Whole Sentence

These clauses modify the whole sentence rather than a single noun and must be set off with commas. "That" cannot be used; "which" must be used.

• The top student of the class got a low grade on the exam, which surprised the teacher and the other students.
• Barcelona couldn’t defeat the weakest team of La Liga, which disappointed even the most optimistic fans of the team.

Sample Question

Mr. Thomas invested all his savings in the stock market …………….. surprised all the members of his family.

a) that    b) , that    c) which    d) , which

The Right Answer: d

Unit 6: Writing - Concluding Sentence

A concluding sentence in a paragraph wraps up the main idea and provides closure. It's the final sentence that ties everything together and reinforces the point you were making. Think of it as the grand finale of your paragraph, leaving the reader with a sense of completion.

grand finale /ˌɡrænd fɪˈnɑː.li/ /ˌɡrænd fɪˈnæl.i/ = the last part of something such as a musical or theatre performance, especially when this is very exciting or emotional

Example: If your paragraph was about the benefits of regular exercise, a concluding sentence might be: "In summary, regular exercise not only improves physical health but also boosts mental well-being, making it an essential part of a balanced lifestyle."

Two Methods for Crafting Effective Concluding Sentences

1. Restatement Method

Restate the main idea or topic sentence using different words. This reinforces the central point without sounding repetitive. Capture the essence of the topic in a fresh way.

Example:

• Main Idea: "Regular exercise improves mental health by reducing stress and anxiety."
• Restated Conclusion: "In essence, maintaining a consistent exercise routine can greatly alleviate mental stress and anxiety."

2. Summarization Method

Summarize the key points discussed in the paragraph. This helps encapsulate the main ideas and provide closure.

Example:

• Paragraph Content: "Regular exercise boosts physical health, improves cardiovascular function, and enhances mental well-being."
• Summary Conclusion: "Overall, engaging in regular physical activity offers comprehensive benefits for both body and mind."

Both methods ensure that your concluding sentence ties together the paragraph's content and leaves the reader with a clear understanding of your main point.

Useful Expressions for Concluding Sentences

Restating the Main Idea:

• "In essence, ..."
• "To sum up, ..."
• "Ultimately, ..."

Summarizing Key Points:

• "Overall, ..."
• "In summary, ..."
• "In conclusion, ..."

Offering Final Thoughts or Implications:

• "Therefore, ..."
• "Thus, ..."
• "Hence, ..."

Highlighting Importance:

• "Most importantly, ..."
• "Above all, ..."
• "Significantly, ..."

Encouraging Further Thought or Action:

• "As a result, ..."
• "Consequently, ..."
• "For these reasons, ..."

Using these expressions can help your concluding sentences be impactful and engaging.

✍ Homework

Summary of the Reading in Unit 5

UNIT 5: Student's Book Exercises

Exercise 1

Possible answers:

2. It appears that the Brands don't have a TV set.
3. It appears that the Brands like plants / flowers.
4. It's clear that the Brands are a musical family / like music.
5. It's apparent that they like to read.
6. It's possible that they aren't rich / don't have a great deal of money.
7. It's evident that they like animals.
8. It's likely that they're fond of art / paintings.

Exercise 2

2. It is necessary that time be taken to do a job right. (c)
3. It is advisable that you not criticize others for faults you have, too. (f)
4. It is essential that things be done in the right order. (h)
5. It is advisable that problems be taken care of before they get worse. (b)
6. It is important that you not be upset over what already happened. (i)
7. It is desirable that a person stick with what he or she already has rather than going after other things. (g)
8. It is vital that a person enjoy life as well as work. (a)
9. It is essential that a person get an early start to beat the competition. (d)
10. It is necessary that precautions be taken before there is trouble. (j)

Exercise 3 – NIGHT AND DAY

I'm in college now, and the other day I was in a discussion about whether I was satisfied with my high school education and whether high school had been a happy time for me. I thought about it for a while and then remembered two classes I took in my senior year that typify my feelings about high school. The two classes were ancient history and Spanish. My motivations for signing up for these two were quite different. I enrolled in history because it was reputed to be a "Mickey Mouse" course that anyone could breeze through. I took Spanish only because it was a requirement. The two classes were as different as night and day.

The history class was taught by Mr. Bolt, the soccer coach. From the start of the semester, it was obvious that the class was going to be a total waste of time. Mr. Bolt made it clear right away that the soccer players were going to be his special pets. Just about all we ever did was watch him diagram soccer plays on the chalkboard and listen to him tell jokes. To pass the course, there were only two things that were necessary: be present every day to laugh at his jokes, and turn in a take-home midterm and final exam copied mostly out of the textbook. At first, I was happy in ancient history because I wanted to slide. The fact that I wasn't learning anything eventually got to me, however.

Mrs. Arellano's Spanish class was 180 degrees away from Mr. Bolt's class. Starting on the first day, Mrs. Arellano made it clear that we were there to learn Spanish. I can still remember what she told us: "If students are going to learn Spanish, or any language, it's absolutely essential for them to speak it. We're going to be doing a lot of speaking in this class." Well, we did speak. We also read, wrote, listened to Spanish music, learned the geography of the Spanish-speaking countries, and even taught our own mini-lessons. The class was hard and at first some of the students didn't like the fact that Mrs. Arellano kept us active for the whole fifty minutes every day. But by the end of the year, most of us could carry on a decent conversation in Spanish. I didn't think I'd like Spanish very much, but I did. I'm happy that I took Mrs. Arellano's class, and I'm not really very happy that I took Mr. Bolt's. It's obvious that schools need more teachers like Mrs. Arellano.

Exercise 4

Possible Answers

1. It's obvious that this conversation is taking place in a restaurant.
2. It's evident that Mike is going to ask Carol to marry him.
3. Mike is sure that Carol is going to accept his proposal.
4. It's clear that Mike is in love with Carol.
5. It appears that Carol didn't expect Mike to propose marriage.
6. It's clear that Carol doesn't love Mike as much as he loves her.
7. It's likely that Mike and Carol won't get married, at least for a while.

Exercise 5

Parts A—C

Answers will vary.

UNIT 5

Vocabulary

A.

1. cry (f)
2. throw (b)
3. dull (d)
4. Save (c)
5. bush (e)
6. built (a)

B.

1. pursuit
2. elusive
3. invader
4. enrollments
5. devastation
6. Irritability

Grammar and Writing

C.

1. that you are all concerned students
2. a lot of the teachers do not want to teach
3. that we are there to learn
4. that he or she is there to teach
5. that she would not tolerate any nonsense
6. that she was there to help us as much as she could
7. that the whole system needs to be changed

D.

1. that Peter S. stop smoking
2. that Ramona T. take an X-ray
3. that Greg A. apply a cold pack
4. that Samantha C. apply cortisone cream
5. that Matthew L. be immediately hospitalized
6. that Ronnie P. drink less coffee

Writing Note

E.

1. 7
2. 4, 5, 7

Multiple-Choice Review

1. d
2. a
3. c
4. c
5. b
6. a
7. d
8. d
9. b
10. c
11. d
12. a
13. d
14. c
15. c

✍ Homework: Unit 5

🗣️ Task 1: Prepare a summary of the reading passage in Unit 5.
➤ Be ready to present it in class.

📖 Task 2: Complete all exercises from the Student's Book and Workbook for Unit 5.
➤ Upload your answers to eili.ir.

Unit 5 Grammar

The Subjunctive Structure in That-Clauses Following the Adjectives of Urgency

Adjectives of Urgency: necessary, essential, important, advisable, recommended, desirable, crucial

Point

If an adjective of urgency is followed by a that-clause, we have to use the simple form of the verb inside the that-clause. This simple form of the verb is called the subjunctive structure.

Adjective of Urgency + That-Clause (with the Simple Form of the Verb)

• It is important that Tom study hard.
• It is advisable that Tom not waste his time.
• It is necessary that we be on time.
• It is crucial that we not be late.
• It was essential that they work hard.
• It was desirable that they get a raise.

Point

The subjunctive structure is more common in American English. British speakers usually use "should" + the simple form of the verb instead.

• It is important that we should succeed in marketing. (British)
• It is important that we succeed in marketing. (American)
• It is necessary that they shouldn't dissatisfy their customers. (British)
• It is necessary that they not dissatisfy their customers. (American)

Point

The subjunctive structure is used only in that-clauses. We can also use adjectives of urgency with infinitives.

Adjective of Urgency + for sb + Infinitive (to + Simple Form of the Verb)

• It is important for us to learn all the grammatical points for the IELTS exam.
• It was necessary for them to finance the project as soon as possible.

Point

We don't use the subjunctive structure with common non-urgency adjectives.

• It is clear that most of the stocks are undervalued at the moment.
• It is obvious that a professional investor usually avoids overvalued stocks.

Unit 5: Writing

Unity

In paragraph development, unity means that all the sentences in the paragraph work together to support one single main idea. Unity means every sentence in a paragraph contributes to the same single main idea. There is nothing extra, nothing off-topic.

Why it matters

A unified paragraph is easy to follow, makes a strong point, and doesn’t confuse the reader.

If a paragraph has unity

• It starts with a topic sentence that clearly expresses the main point.
• Every other sentence explains, gives examples, or provides details about that main point — no unrelated ideas sneak in.
• Nothing in the paragraph drifts off-topic or introduces a new idea that should belong in another paragraph.

Example of unity (good)

Many people prefer reading e-books because they are convenient. You can store thousands of books in a single device. They are lightweight and easy to carry. You can even adjust the font size for comfortable reading…
(All sentences talk about why e-books are convenient.)

Example of poor unity (bad)

Many people prefer reading e-books because they are convenient. You can store thousands of books in a single device. My favorite color is blue. They are lightweight and easy to carry…
(“My favorite color is blue” has nothing to do with the main idea — it breaks unity.)

How to Check if a Paragraph Has Unity

1. Identify the main idea
     • Look for the topic sentence (usually the first sentence, but not always).
     • Ask yourself: What is the one thing this paragraph is about?
2. Examine each sentence
     • Does it explain, describe, or support the main idea?
     • If it changes the subject, it breaks unity.
3. Spot “off-topic” ideas
     • Any sentence that doesn’t connect directly to the main point should be removed or moved to a different paragraph.
4. Read it as a whole
     • Does it feel focused from beginning to end?
     • Or do you feel a “mental bump” where the topic suddenly changes?

Quick Unity Checklist

• ✅ One clear main idea (expressed or implied).
• ✅ A topic sentence that signals the main idea.
• ✅ All supporting sentences relate to that one idea.
• ✅ No irrelevant details or side stories.
• ✅ Smooth logical flow without topic shifts.

Happiness is …?

Singers sing about it: Dorothy, for example, sang about what she hoped to find "Over the Rainbow" in The Wizard of Oz. Bobby McFerrin's advice to us in song was "Don't worry, be happy." Filmmakers often make movies with happy endings. Fairy tales typically end with "And they all lived happily ever after." People go to psychiatrists and psychologists to find out if they've got it or to get it if they haven't. There's a common belief that it's essential for us to be happy in life. The American Declaration of Independence says people are entitled to "life, liberty, and the pursuit of happiness." It's clear that happiness is central to human existence. But what is it? How can we get it, and how can we keep it?

It was difficult for me to come up with answers to these questions, so I went to The American Heritage Dictionary and looked up "happy." Here's the main definition I found: "Enjoying, showing, or marked by pleasure, satisfaction, or joy." OK. That seems like a reasonable definition. But the concept of happiness is nonetheless elusive. We tend to say things like, "If only I could find someone I could really love, I'd be happy forever," or "I'd be so happy if I just had enough money to buy the things I want and need." That things and even people are not the key to happiness is quite clear, however. How many times have we gone all out to get something we really wanted, only to discover that it wasn't so great once we had it? I decided to do some additional research about happiness. I found out some interesting things.

1. The Difference Between Expected and Actual Happiness

The first thing I learned about happiness is that there's a big difference between what we think will make us happy and what actually does. According to psychologist Daniel Gilbert of Harvard University, we human beings are very good at describing our feelings and emotions at the moment of a significant experience. What we're not so good at is predicting what our feelings will be like in the future and how long we'll have those feelings. This is because feelings are produced by certain brain chemicals right after we've had an experience. The feelings are recorded in our memory, but the specific chemicals associated with the experience fade rather soon. When we look back on emotional experiences, we still feel the emotions we once felt but not as strongly as before. It's evident that some force in our brain seeks to keep our emotions on an even keel. When we have a humiliating or irritating experience, for example, our brain takes steps to lessen the impact of this experience in order to maintain mental equilibrium. Gilbert likens this process to the way an oyster produces a layer of pearl around an invading grain of sand. It appears that the brain reduces the emotional impact of very positive experiences as well. A few weeks after a positive experience, we've gotten over the "high" and our feelings have returned to "normal."

Psychological experiments bear out this notion that humans are not good at predicting their future happiness. In one case, a number of lottery winners who had won large jackpots were interviewed after they had won. They expected to feel happy for a long time afterwards. They did, in fact, feel euphoria for a short time, but this feeling faded, and their level of happiness was soon back to its usual state. In another experiment, students were interviewed about where they thought they would feel happier attending school, in a warm climate like that in California or in a colder climate. Most predicted that they would be happier in warm California, but later interviews showed that students felt equally happy in warm and cold climates. In a third case, people who had been tested for Huntington's disease or AIDS expected that they would be devastated if they got bad news. Most of them, however, were not. It was those who decided not to be tested who suffered the greatest anxiety.

2. Happiness and Adaptation

The second thing I learned about happiness is that it apparently centers around our ability to adapt to a situation and live through it, especially under adverse circumstances. For example, a professor recounted an experience he'd had with his wife regarding which curtains they should buy for their bedroom. The professor's wife wanted some brown curtains with vertical stripes. The professor hated them and was sure he would always hate them. His wife was adamant, however, and the professor felt it was important that he not get into an argument with her. They went ahead and bought the brown curtains. In time, he got used to them. In fact, not only did he adapt to them, but he also came to like them. It may be the same with most of our experiences. It's not things or people or relationships in themselves that make us happy; it's the process of experiencing and adapting to them that brings us joy and satisfaction. So it appears that the secret to happiness lies not in thinking about what makes us happy but in just "doing it." Perhaps Bobby McFerrin had it right when he said, "Don't worry, be happy."

Sample Summary

The text explores the elusive nature of happiness, beginning with its cultural prominence in music, film, and foundational ideals like those in the American Declaration of Independence. Despite its importance, happiness is difficult to define and attain, as people often mistakenly believe external things—like money, possessions, or relationships—will bring lasting joy. Research shows that humans are poor at predicting what will make them happy and how long that happiness will last, as emotions tend to normalize over time due to the brain’s effort to maintain emotional balance. Psychological studies, including those on lottery winners, students, and patients facing health diagnoses, demonstrate this phenomenon. Furthermore, true happiness seems more connected to our ability to adapt to life’s situations, even unpleasant ones, rather than the specific circumstances themselves. In essence, happiness may stem more from acceptance and adaptability than from acquiring desired outcomes—echoing the sentiment, “Don’t worry, be happy.”

Don't Worry, Be Happy

Song by Bobby McFerrin

Here's a little song I wrote
You might want to sing it note for note
Don't worry, be happy

In every life we have some trouble
But when you worry, you make it double
Don't worry, be happy
Don't worry, be happy now

Don't worry
(Ooh-ooh-ooh-ooh) Be happy
(Ooh-ooh-ooh) Don't worry, be happy
(Ooh, ooh-ooh-ooh-ooh-ooh-ooh-ooh-ooh) Don't worry
(Ooh-ooh-ooh-ooh) Be happy
(Ooh-ooh-ooh) Don't worry, be happy

Ain't got no place to lay your head
Somebody came and took your bed
Don't worry, be happy

The landlord say your rent is late
He may have to litigate
Don't worry, be happy (look at me, I'm happy)

Don't worry
(Ooh-ooh-ooh-ooh) Be happy
(Ooh-ooh-ooh) Hey I give you my phone number
When you worry, call me, I make you happy

Ain't got no cash, ain't got no style
Ain't got no gal to make you smile
But don't worry, be happy
'Cause when you worry your face will frown
And that will bring everybody down
So don't worry, be happy
Don't worry, be happy now

Now there is this song I wrote
I hope you learned it note for note, like good little children
Don't worry, be happy
Now listen to what I said, in your life expect some trouble
But when you worry, you make it double
But don't worry, be happy, be happy now

Don't worry
(Ooh-ooh-ooh-ooh) Be happy
(Ooh-ooh-ooh) Don't worry, be happy
(Ooh, ooh-ooh-ooh-ooh-ooh-ooh-ooh-ooh) Don't worry
(Ooh-ooh-ooh-ooh) Be happy
(Ooh-ooh-ooh) Don't worry, be happy

(Ooh, ooh-ooh-ooh-ooh-ooh-ooh-ooh-ooh) don't worry, don't worry
(Ooh-ooh-ooh-ooh) Don't do it, be happy
(Ooh-ooh-ooh) Put a smile in your face, don't bring everybody down like this
(Ooh, ooh-ooh-ooh-ooh-ooh-ooh-ooh-ooh) Don't worry
(Ooh-ooh-ooh-ooh) It will soon pass, whatever it is
(Ooh-ooh-ooh) don't worry, be happy
(Ooh, ooh-ooh-ooh-ooh-ooh-ooh-ooh-ooh) I'm not worried
(Ooh-ooh-ooh-ooh) I'm happy

☕ No Homework for Next Session

Enjoy your free time!

Student's Book

1

1. A: What is a pun?

   B: I don't know what a pun is.

2. A: What does hyperbole mean?

   B: I have no idea what hyperbole means.

3. A: What is the humor of the unexpected happening?

   B: I'm not entirely sure what the humor of the unexpected happening is.

4. A: How does repetition work in humor?

   B: I don't know how repetition works in humor.

5. B: What is the humor of the incongruous situation?

   A: I have no idea what the humor of the incongruous situation is.

6. B: How does sarcasm differ from other humor?

   A: I don't really know how sarcasm differs from other humor.

7. B: Why is it impossible to tickle yourself?

   A: I don't have a clue why it is impossible to tickle yourself.

8. B: What are endorphins?

   A: I don't know what endorphins are.

2

1. a
2. d
3. c
4. a
5. b
6. b
7. c
8. a
9. d

3

1. Make sure the joke you're telling is funny.
2. The best jokes are broad enough so that everyone can enjoy them. Be certain that everyone can enjoy them. Be certain that no one will be embarrassed by what you tell.
3. Also make certain that whatever you're saying won’t embarrass anyone.
4. Ask yourself if the joke you want to tell is vulgar. If it is, don't tell it.
5. Before you begin, be certain you remember what the key details are. Run through them in your mind before you start speaking.
6. Make sure that you have everybody's attention when you're ready to start.
7. Be certain that you remember what the punch line of the joke is. Nothing is worse than listening to a joke when the teller can't remember the punch line.
8. The fact you can remember a joke doesn't guarantee success. You have to make the experience a performance. Be animated and dramatic.
9. Don't panic if you get interrupted. Let whoever is talking finish what he or she is saying. Then say something like, "OK, folks, listen up. I want to finish the joke I was telling you."
10. Many comedians are criticized because they laugh at their own jokes. Don't laugh at what you're saying. Let others do the laughing.

4

1. Greg thinks jokes are too stimulus-response.
2. The expectation is that you will laugh whether you think the joke is funny or not.
3. Everyone thinks you're no fun.
4. He often doesn't get what the point of a joke is.
5. He feels like he's stupid.
6. They were leaving lip prints of lipstick on the bathroom mirror.
7. The principal decided something had to be done about the problem.
8. She had the custodian clean the mirror with a squeegee and water from the toilet.

5

1. What this is referring to is the fact that insurance companies pay money to car owners whose cars have been hit in accidents.
2. What's funny about this is the fact that someone who is illiterate could not read the bumper sticker and thus would not be able to honk.
3. What the humor depends on is the image of a car driving on the sidewalk and hitting the inconsiderate, complaining pedestrians.
4. The person who wrote this believes that life is sometimes difficult and not easily understandable.
5. What's funny about this is the fact that the writer seems more concerned about finding her dog than finding her husband.
6. What the humor depends on is the two meanings of change: alternatives and extra money given back in a purchase. It also depends on the fact that vending machines sometimes malfunction and don't give change.
7. What this is referring to is the fact that too many college students don't know correct grammar.
8. What this means is that the state of Oregon wants people to visit but not to move in.
9. What the humor depends on here is the meanings of the words eschew and obfuscation. Obfuscation means "trying to make things unclear." Eschew means "avoid."

Unit 4: Workbook

A.

• Pun
  Meaning: Humorous use of a word with...
  Example: When you decide to give her...
• Hyperbole
  Meaning: Making something appear better, ...
  Example: There were millions of people...
• Irony
  Meaning: The use of words that are...
  Example: "I can't give you any help." "Well, thank you very much."
• Paradox
  Meaning: A statement containing two parts.
  Example: When my love swears that she is made...
• Alliteration
  Meaning: The use of the same letter or sound...
  Example: It rains into the sea, and still the...
• Metaphor
  Meaning: A way of describing something by comparing...
  Example: Talent is a cistern; genius is a fountain.

B.

1. retorted
2. eschewed
3. vulgar
4. lessen
5. chagrin
6. inevitable

Grammar and Writing

C.

1. What the boss told Charlie
2. Who talked to the boss about Charlie
3. Where Charlie is now
4. When Charlie is going to be arrested
5. When the money was stolen
6. What will happen to Charlie
7. Whether Charlie is a thief or not
8. we have a big-time embezzler in our company
9. What I think about this news

D.

1. that sports are important to the development of young people
2. that a school's curriculum should include a story sports program
3. What students can do to become part of a team
4. Whoever is interested in a sport and tries
5. Whatever training is necessary
6. that the training is difficult
7. What he has to do
8. Where he belongs
9. What it feels like to be a team player

Writing Note

E.

1.

1. Topic sentence
2. Major support 1
3. Minor support 1
4. Minor support 2
5. Major support 2
6. Minor support 1
7. Minor support 2
8. Major support 3
9. Minor support 1
10. Minor support 2

2.

1. Topic sentence
2. Major support 1
3. Minor support 1
4. Minor support 2
5. Major support 3
6. Major support 2
7. Minor support 1
8. Minor support 2
9. Minor support 3
10. Minor support 4

Multiple-Choice Review

1. A
2. D
3. D
4. B
5. C
6. A
7. C
8. A
9. D
10. B
11. D
12. A
13. D
14. B
15. A

✍ Homework: Unit 4

🗣️ Task 1: Prepare a summary of the reading passage in Unit 4.
➤ Be ready to present it in class.

📖 Task 2: Complete all exercises from the Student's Book and Workbook for Unit 4.
➤ Upload your answers to eili.ir.

☕ No Homework for Next Session

Enjoy your free time!

UNIT 3: Student's Book

1

• 2. a one-paragraph assignment OR a paragraph-long assignment
• 3. a 300-page book OR a 300-page-long book
• 4. a six-year ordeal
• 5. a stress-related problem
• 6. an eyesight-related problem
• 7. a ten-gallon hat
• 8. performance-induced anxiety
• 9. a two-month program

2

• 2. my new silk tie
• 3. that ugly purple denim shirt
• 4. any suitable dress-up clothes
• 5. a lot of important business people there
• 6. a good, intelligent impression
• 7. a sloppy, unstylish dresser
• 8. my round blue sapphire earrings
• 9. the oval green emerald ones
• 10. our first two guests
• 11. some excellent tomato and fresh mozzarella cheese sandwiches
• 12. an elegant, dress-up party
• 13. that beautiful purple denim shirt

3

Dear Diary:
It’s 12:00 midnight, the end of a long day. My two first weeks of medical school are over, and I'm exhausted but exhilarated! I'm so glad I decided to go to medical school. It was definitely the right decision. I'm not completely sure yet, but I think I want to go into clinical child psychiatry because I love working with children.

Yesterday our child psychology class visited a local hospital where many disturbed children go for treatment. I expected to see a lot of boys and girls acting out, but most of them were pretty quiet and relaxed. They just looked like they needed some personal attention.

Today in our medical surgery class we had a student teacher, a young male intern who was filling in for our usual professor. It was really interesting to get a student viewpoint on things. The only thing I don’t like about medical school is the tasteless cafeteria food! I’m going to have to start taking my own brownbag lunch. Well, Diary, it's time for me to get some sleep. I hope this new computer program works correctly. I'll write again soon.

4

• 2. local convenience store
• 3. Students’ ethics council
• 4. intonational student activities
• 5. old, dilapidated houses
• 6. attention deficit disorder
• 7. Four-year Service Award
• 8. Five-Star Volunteerism Award

5

Comprehension

• 1. True
• 2. False
• 3. True
• 4. False
• 5. True
• 6. True
• 7. I don't know
• 8. I don't know
• 9. True

Optional Dictation

• 2. a brain breaker
• 3. a total, complete idiot
• 4. an ugly, high-pitched, squeaky voice
• 5. an adolescent growth spurt
• 6. a lot of twelve-year-old boys
• 7. fear-of-oral-reading problem
• 8. a short, easy-to-remember phrase
• 9. an icy, dark, stormy evening
• 10. those legendary three-dog nights
• 11. a three-dog night
• 12. three large, warm, furry dogs

6

Answers will vary.

UNIT 3: Workbook

Vocabulary

A

• 1. ethical behavior
• 2. profound influence
• 3. immense power
• 4. fragile glass
• 5. elegant restaurant
• 6. awesome view

B

• 1. raving
• 2. lisp
• 3. sloppy
• 4. spurts
• 5. manifests
• 6. enhance

Grammar and Writing

C

• 1. Two ninety-five-year-old silver candlesticks
• 2. One two-hundred-year-old dining table
• 3. Eight velvet-covered dining room chairs
• 4. Two century-old Tiffany lamps
• 5. One silver-plated samovar
• 6. Two hand-carved mahogany beds
• 7. Two one-hundred-(and)-fifty-year-old rocking chairs
• 8. One hand-woven Persian carpet
• 9. One hand-written manuscript
• 10. Four hand-painted serving dishes

D

• 1. In picture 1 there's a large, modern house, but in picture 2 there's a small, old house.
• 2. In picture 1 there's a tall, thin man, but in picture 2 there's a short, fat man.
• 3. In picture 1 the man's wearing a long, thin tie, but in picture 2 the man's wearing a short, wide tie.
• 4. In picture 1 there's a short, wooden fence, but in picture 2 there's a tall, metal fence.
• 5. In picture 1 there's a short, old woman, but in picture 2 there's a tall, young woman.
• 6. In picture 1 there's a small, white dog, but in picture 2 there's a big, black dog.
• 7. In picture 1 the woman has a small, black, leather bag, but in picture 2 the woman has a large, white, plastic bag.
• 8. In picture 1 there are two tall pine trees, but in picture 2 there are two small oak trees.

E

Answers will vary.

Examples

• Losing weight: Topic sentence: Losing weight quickly through a strict diet plan can improve your overall health.
• Basketball players: Topic sentence: Professional basketball players often follow rigorous training schedules to maintain peak performance.
• Crossword puzzles: Topic sentence: Daily crossword puzzles can enhance your vocabulary and sharpen your memory.
• Country music: Topic sentence: Modern country music often tells stories of love, hardship, and everyday life.
• Rainy days: Topic sentence: Rainy days in the spring can be refreshing and perfect for indoor hobbies.
• Riding a motorcycle: Topic sentence: Riding a motorcycle on scenic mountain roads can be an exhilarating experience.
• Good students: Topic sentence: Good students actively participate in class discussions and complete assignments on time.
• Owning more than one car: Topic sentence: Owning more than one car can be convenient for large families but expensive to maintain.

Multiple-Choice Review

• 1. c
• 2. A
• 3. B
• 4. D
• 5. C
• 6. D
• 7. B
• 8. A
• 9. C
• 10. C
• 11. C
• 12. D
• 13. A
• 14. B
• 15. C

✍ Homework: Unit 3

🗣️ Task 1: Prepare a summary of the reading passage in Unit 3.
➤ Be ready to present it in class.

📖 Task 2: Complete all exercises from the Student's Book and Workbook for Unit 3.
➤ Upload your answers to eili.ir.

📘 Grammar Point: Noun Modifiers & Adjective Order

Point 1:

A noun can be modified by another noun.

Examples:

• the classroom window → The noun “classroom” is modifying the noun “window”.
• the school yard → The noun “school” is modifying the noun “yard”.
• air pressure → The noun “air” is modifying the noun “pressure”.

Point 2:

When two nouns modify a head noun, the noun which shows the function should be closer to the head noun than the noun which shows the material. In other words, the material precedes the function.

Examples:

the cotton summer shirt

• Function: summer
• Material: cotton

Sample Questions:

1. He bought a …………….. shirt.
   a) large beautiful blue    b) blue large beautiful    c) beautiful large blue    d) beautiful blue large
   The Right Answer: c
   beautiful → general quality adjective
   large → size
   blue → color
2. Tom is interested in …………… cars.
   a) big fast American    b) fast big American    c) big American fast    d) fast American big
   The Right Answer: b
   fast → general quality adjective
   big → size
   American → origin & nationality
3. In this shop, we sell ………………….. carpets.
   a) hand-woven silk Turkish    b) hand-woven Turkish silk    c) Turkish silk hand-woven    d) Turkish hand-woven silk
   The Right Answer: d
   Turkish → origin & nationality
   hand-woven → past participle
   silk → material

Point 3:

If two general quality adjectives precede a head noun, a comma should separate them, and the adjective which is more important should be closer to the head noun. The comma functions like the word “and”.

Examples:

• a handsome, intelligent student
• a stylish, powerful computer

Point 4:

Ordinal numbers precede cardinal numbers in the modification of nouns.

Examples:

• the first three lessons
• the second two cars
• the third ten soldiers

Compound Modifiers

Point:

If there is a cardinal number in a compound modifier, the noun which follows it has to be singular.

Examples:

• ❌ a fifteen-years-old boy → ✔ a fifteen-year-old boy
• ❌ a four-stories building → ✔ a four-story building

Sample Summary 1

Jessica Taylor's article, The Expectation Syndrome: I Hope for It, but I Don't Expect It, explores the impact of expectations on outcomes, illustrated by two contrasting examples. Olympic speed skater Dan Jansen initially fails under pressure but wins gold when he lets go of his expectations and focuses on the process. Similarly, the heightened anticipation for a reissued Star Wars film leads to disappointment when reality doesn't align with inflated hopes. Psychiatrist Robert Stevens explains how excessive focus on expectations can "short-circuit" brain functions, causing outcomes like focal dystonia in athletes. He advocates for shifting focus from goals to the process, emphasizing that it's better to hope for outcomes than to let rigid expectations dictate experiences.

Sample Summary 2

Jessica Taylor talks about how expectations can influence outcomes in life. She shares two examples: Olympic speed skater Dan Jansen succeeded when he stopped worrying about winning and just focused on skating, while a highly praised Star Wars movie felt disappointing because of high expectations. Psychiatrist Robert Stevens explains that focusing too much on goals can cause physical and mental issues, like athletes performing poorly under pressure. Instead, he suggests focusing on the process and hoping for good results, rather than expecting them.

☕ No Homework for Next Session

Enjoy your free time!

UNIT 2: Student's Book

1. Part A

1. —
2. the
3. no article
4. a
5. no article
6. no article
7. a
8. the
9. the
10. no article
11. no article
12. the
13. the

2.

1. A
2. The
3. An
4. The
5. The
6. the
7. No article
8. No article
9. the
10. a
11. the
12. the
13. the
14. No article
15. the
16. No article
17. an
18. the
19. the
20. the
21. No article
22. the
23. No article
24. the
25. the
26. No article
27. No article
28. No article
29. No article
30. the
31. the
32. the
33. the
34. the
35. the
36. the
37. the
38. the
39. the
40. the
41. the
42. the
43. the
44. the

3. Genetic Engineering and the Environment

People say we are now able to perform genetic engineering. I am against this for several reasons.

First, it is dangerous to tamper with nature because we don't know what will happen. We could upset the balance of nature. For example, people are against the mosquito because it carries malaria. Suppose we change the DNA of the mosquito so that it will die off. That will stop malaria, but it will upset the balance of nature because certain other species depend on the mosquito. If we destroy it, these other species won't be able to survive. This will have a serious effect on the environment.

Second, genetic engineering will take away people's control over their own lives. Suppose scientists develop the capability to isolate the gene for violent behavior and they eliminate this gene from future generations. This may eliminate violence, but I believe that behavior is a matter of choice, and this type of genetic engineering will eliminate choice. It will make people behave as someone else has determined, not as they have determined, and it will take away individual responsibility.

Third, genetic engineering will remove chance from our lives. Part of what makes life interesting is unpredictability. We never know exactly how someone, or something, is going to turn out. It's fun to see what happens. As far as I am concerned, we should leave genetic engineering to the Creator.

4.

1. B
2. B
3. A
4. B
5. B
6. B
7. A
8. B
9. A
10. B

5.

Answers will vary.

UNIT 2: Workbook

Vocabulary

A.

1. F
2. F
3. T
4. T
5. T
6. F

B.

1. intervene
2. consecutive
3. soar
4. vicinity
5. evacuated
6. inundate

Grammar and Writing

C.

1. A 5
2. B 3
3. C 1
4. D 4
5. E 6
6. F 2

D.

1. He thought it was a plane
2. The sun was shining
3. He picked up the key
4. (no article) plastic bottles and cardboard boxes
5. She was carrying a large shopping bag
6. (no article) cows in Hindu temples
7. The coffee room will not be available
8. the dress I was wearing yesterday
9. getting me a banana
10. I'm the Managing Director of the company

Writing Note

E.

1. a. Too general

   b. Too specific

   c. Just right

2. a. Just right

   b. Too general

   c. Not complete

Multiple-Choice Review

1. B
2. D
3. A
4. D
5. C
6. A
7. D
8. B
9. C
10. A
11. D
12. A
13. D
14. A
15. C

✍ Homework: Unit 2

🗣️ Task 1: Write a summary of the reading passage in Unit 2.
➤ Be ready to present it in class.

📖 Task 2: Complete all exercises from the Student's Book and Workbook for Unit 2.
➤ Upload your answers to eili.ir.

Unit 2: Grammar

Articles

There are three types of articles in English:

• Definite Article ⇒ the
• Indefinite Article ⇒ a/an
• Zero Article ⇒ ∅ (Lack of Article)

the + Singular Countable Noun
a/an + Singular Countable Noun

Point:
It is not possible to use the zero article before a singular countable noun.

Don't Say: Book is on table.
Say: The book is on the table.

the + Uncountable Noun ⇒ definite meaning
∅ + Uncountable Noun ⇒ general meaning

Examples:

• The water in the glass is from the springs of Mount Everest. ⇒ Some water we know
• Water is essential for life. ⇒ Water in general

the + Plural Countable Noun ⇒ definite meaning
∅ + Plural Countable Noun ⇒ general meaning

Examples:

• The students of Jefferson High School are dissatisfied with the quality of their education. ⇒ The students we know
• Students are dissatisfied with the quality of education. ⇒ Students in general

Generic Nouns

Generic Noun = a noun with a general meaning

Point:
The article “the” can sometimes precede a singular or plural countable noun and give a general meaning to it.

Examples:

• The tiger is a wild animal. ⇒ “The tiger” can be a generic noun depending on the context.
• The tigers are wild animals. ⇒ “The tigers” can be a generic noun depending on the context.

Point:
The zero article preceding a plural countable noun always gives the noun a general meaning. In other words, lack of article before a plural countable noun indicates the generic nature of the noun.

Example:

Tigers are wild animals. ⇒ Under any conditions, “Tigers” is a generic noun.

The + Proper Noun

Point:
Normally, we don't use “the” before a proper noun.

Don't Say: The David is from the London.
Say: David is from London.

Exceptions:

the + Names of Rivers, Seas, Oceans, Mountains, and Canals

• the Nile (River), the Amazon (River), the Mississippi (River)
• the Caspian Sea, the Red Sea, the Mediterranean Sea, the Persian Gulf
• the Atlantic (Ocean), the Pacific (Ocean), the Indian Ocean
• the Himalayas, the Alps, the Rockies, the Andes, the Alborz Mountains
• the Panama Canal, the Suez Canal

Point:
Before names of mounts, “the” shouldn't be used: Mount Everest, Mount Damavand

the + Plural Countries

• the Netherlands
• the Bahamas
• the Philippines

the + Names of Some Cities

There are a few city names that are commonly preceded by the definite article “the.” Here are some examples:

• The Hague: The seat of government in the Netherlands.
• The Bronx: A borough of New York City, USA.
• The Vatican: Refers to Vatican City, an independent city-state enclaved within Rome, Italy.
• The Valley: Short for the San Fernando Valley, part of Los Angeles, California, USA.
• The Woodlands: A master-planned community and census-designated place in Texas, USA.

These city names often have unique historical or geographical reasons for including the article “the” before them. Words for other cities cannot be preceded by the definite article “the”.

the + Unique Monuments

• the Eiffel Tower
• the Great Wall of China
• the Persepolis
• the Acropolis
• the Milad Tower
• the Taj Mahal

the + Names of Ships

• the Titanic
• the Sunchi
• the Mary Celeste

the + Regions of World

• the Middle East
• the Far East

the + Proper Noun Modified by an Adjective Phrase or Clause

• The Tehran of fifty years ago was a better city to live in.
• The London which you see today is different from the London which you visited forty years ago.

Point:
Before the names of languages, we don’t normally use an article.

Examples:

• I am studying German.
• English is so important in international business.
• Most of people in Iran speak Persian.

Point:
If the word “language” follows the name of a particular language, the article “the” is required before the name of the language.

Examples:

• I am studying the German language.
• The English language is so important in international business.
• Most of people in Iran speak the Persian language.

Unit 2: Writing

The Topic Sentence

A paragraph has 3 parts:

• The Topic Sentence
• The Body = the supporting sentences which develop the topic sentence
• The Concluding Sentence

Topic Sentence = the first sentence of a paragraph which usually includes the main idea of that paragraph

The Qualities of an Acceptable Topic Sentence

• The topic sentence has to be a complete sentence. It can't be a phrase or a title.
• The topic sentence should be neither too broad nor too narrow.

broad = general
narrow = specific

Developing a well-organized and informative topic sentence is an art. If we come up with an appropriate topic sentence, developing the rest of the paragraph will become very easy for us.

Examples

• Subject: Inflation in Iran
  Topic Sentence: The rate of inflation is high in Iran due to the budget deficit of the government and lack of economic growth.
• Subject: Injury among Athletes
  Topic Sentence: There are several factors which can decrease injury among athletes.

Once Upon a Time

Transcript

ONCE UPON A TIME there was a green and beautiful planet. It was the third planet out from a yellowish sun in a stellar system in a relatively remote part of the galaxy. Members of the Galactic Council knew that the planet was between 4 and 5 billion years old, but no one was sure exactly how long life had existed there.

The Galactic Council had been watching Green, as they called it, for millennia. It was a responsibility of the Council to observe and monitor all planets that harbored life in an effort to predict which ones might destroy themselves. Thus the Council could intervene if it had to. Each planet had its own watcher, and Planet Green's was Ambassador Gorkon. His job was to visit Green and investigate thoroughly. On this occasion Gorkon was making his report to Mr. Xau, the president of the Galactic Council.

President Xau: "Well, Gorkon, you're late getting back. There must have been something serious happening to keep you on Green for so long."

Gorkon: "Yes, sir. I had to stay longer to be absolutely sure of my calculations. Affairs are not going well there. I'm afraid that if Green doesn't change its ways immediately, the planet won't be able to support life, and life won't endure there. Green is now on a destructive path. There used to be clean air and water, but now there's pollution everywhere. The acid rain that's caused by the pollution in the atmosphere has killed plants and some animals. In some large cities you can hardly see the sky, and the land is full of garbage and toxic waste dumps."

"They're cutting down beautiful rain forests in the southern hemisphere. They've been releasing some very dangerous chemicals—fluorocarbons, we would call them—into the atmosphere, and a hole in the ozone layer has developed over the southern polar cap. You're aware how dangerous ultraviolet radiation can be. If something isn't done, the amount of radiation in the atmosphere will be very dangerous and even lethal within twenty or thirty years. It could happen even sooner."

President Xau: "Is that the only serious problem?"

Gorkon: "Unfortunately not. Several individual nations on Green have developed the bomb and other deadly weapons. So far they've avoided using the weapons against each other, and right now there's a sort of uneasy peace, but there's no guarantee it's going to last. The saddest thing that's happening on Green, though, is the extinction of species. Some have already died off entirely, and many more species are endangered—like wolves and tigers. Environmentalists are making efforts to save the whale and the panda, but it's mostly a case of too little too late. You know what happens to a planet when its species start to die off."

President Xau: "Yes, of course. We've got to stop that. Well, shall I call the Council into executive session?"

Gorkon: "Yes, Mr. President."

President Xau: "Right away. I'm afraid we're going to have to interfere. If we don't, Green may not last much longer. We wouldn't want to see them suffer the same fate as Earth did."

Sample Summary

"Once Upon a Time" tells the story of the Galactic Council monitoring a planet called Green, which is on the brink of environmental collapse due to pollution, deforestation, and species extinction. Ambassador Gorkon reports to President Xau that the planet's atmosphere is becoming toxic, and several nations have developed deadly weapons, leading to an uneasy peace. The Council decides to intervene to prevent Green from suffering the same fate as Earth, emphasizing the urgency of immediate action to save the planet.

UNIT 1 Workbook

Vocabulary

Exercise A

1. came up
2. show up
3. point out
4. talked...over
5. blow up
6. throw...away

Exercise B

1. grown up
2. ended up
3. put together
4. turned on
5. pushed up
6. found out
7. come up with
8. brought out
9. caught on

Grammar and Writing

Exercise C

1. pick up
2. get out
3. ends up
4. pushes up
5. set off
6. goes off
7. jumps up
8. comes off

Exercise D

1. think it over
2. call it off
3. carry it out
4. switched it on
5. get along with him
6. keep away from them
7. put it back
8. taken them off
9. wake her up
10. work them out

Writing Note – Exercise E

1. Concluding sentence
2. Undoubtedly, the Russels' kitchen is one of the pleasantest and best planned that I have ever seen.
3. Topic sentence
4. Thus, the computer has really speeded up the check-out process in stores.

Multiple-Choice Review

1. A
2. B
3. D
4. C
5. C
6. B
7. B
8. A
9. D
10. C
11. C
12. D
13. A
14. C
15. C

✍ Homework:

📖 Workbook: Unit 1

Unit 1: Student's Book Exercises

2. think back on
3. grew up
4. dropped out of
5. set up
6. filled up
7. carry out
8. keep away
9. broke out
10. paid ... back
11. carry on
12. finding out
13. broken down
14. brought about
15. set up
16. came up with
17. carried out
18. gave up
19. kept on

2. figure it out
3. fill them out
4. handed it out
5. do it over
6. turned it off
7. turn them in
8. left them on

2. following it through
3. Pick one out
4. Think up uses for the object
5. throw any ideas away
6. Write them down
7. talk them over
8. Find out about a problem
9. work a solution out
10. coming up with one
11. stick with it
12. look information up
13. different materials out
14. get something out of
15. go after customers
16. put it together
17. get this across
18. pass an opportunity up
19. show your product off
20. to give samples away
21. Stick to your plan

✍ Homework: Unit 1

🗣️ Task 1: Write a summary of the reading passage in Unit 1.
➤ Be ready to present it in class.

📖 Task 2: Complete all exercises from the Student's Book and Workbook for Unit 1.
➤ Upload your answers to eili.ir.

Unit 1 Grammar: Phrasal Verbs

A phrasal verb is a combination of a verb and one or more particles (prepositions or adverbs) that together create a meaning different from the original verb.

Key Points:

• A phrasal verb has two parts: the main verb and the particle.
• The particle is a preposition or an adverb such as up, in, to, at, of, on, off, over, away, across, etc.

Types of Phrasal Verbs:

➤ Intransitive Phrasal Verbs

Intransitive = not requiring an object

• come back – He came back at 10 o’clock.
• catch on – His idea caught on. (= become popular)
• fall off – His license plate fell off. (= get detached)
• lie down – He lay down on the couch. (= recline)

➤ Transitive Phrasal Verbs

Transitive = requiring an object

▪ Inseparable Transitive Phrasal Verbs

The verb and particle cannot be split by the object. The object must come after the entire phrasal verb.

• call on sb – I called on my parents. / I called on them. (= visit sb)
• insist on sth – The teacher insisted on being on time. / The teacher insisted on it.
• listen to sb/sth – They listened to the radio program carefully. / They listened to it carefully.
• look forward to sth – I look forward to hearing from you. / I look forward to it.

▪ Separable Transitive Phrasal Verbs

The verb and particle can be split by the object. The object may appear between the verb and particle or after the full phrasal verb.

• put sth on – I put on the shirt. / I put the shirt on. / I put it on.
• bring sb up – They brought up the children. / They brought the children up. / They brought them up. (= raise)
• call sb up – She called up her parents. / She called her parents up. / She called them up. (= phone)
• turn sth in – Ted turned in the reports. / Ted turned the reports in. / Ted turned them in. (= submit)
• call sth off – Mr. Roberts called off the meeting. / Mr. Roberts called the meeting off. / Mr. Roberts called it off. (= cancel)

Using Object Pronouns with Transitive Phrasal Verbs

Point:
Whenever a transitive phrasal verb is separable, we must place the object pronoun between the main verb and the particle.
But when it is inseparable, we must place the object pronoun after the particle.

Examples:

• ❌ He talked over it.
  ✔ He talked it over.
  talk sth over = discuss sth
  talk sth over → separable transitive phrasal verb
• ❌ We looked them for.
  ✔ We looked for them.
  look for = search for
  look for → inseparable transitive phrasal verb

Dual-Function Phrasal Verbs

Point:
Some phrasal verbs can be intransitive or transitive depending on their meaning and usage.

Examples:

• I woke up at 6 o’clock today.
  wake up → intransitive phrasal verb
• Mary’s mom woke her up this morning.
  wake sb up → separable transitive phrasal verb
• The airplane took off at the expected time.
  take off → intransitive phrasal verb
• I took off my shirt.
  take sth off → separable transitive phrasal verb

Note:
At the end of the student’s book, there is a categorized list of:

• Intransitive phrasal verbs
• Inseparable transitive phrasal verbs
• Separable transitive phrasal verbs

Eureka!

Who put together the first personal computer? You may think that it was scientists working in a lab. In fact, two college dropouts working in a garage came up with this invention that changed the world. Inventors are often elementary schoolchildren, homemakers, or the guy next door working on his car. They dream up ideas in classrooms, kitchens, and home workshops.

How do inventors come up with new ideas? What is the key to invention if it isn't education, age, or a laboratory? It's creativity, and everyone has it. This ability to think up something new seems like magic to many people, but in fact, anyone can develop the qualities that go along with creativity.

Curiosity comes first. Inventors are people who want to find out why things happen the way they do. For example, when George de Mestral, a Swiss inventor, took his dog for walks in the mountains, burrs would get stuck in the dog's coat. De Mestral wondered why they were so hard to remove. Acting on his curiosity, he examined the burrs through a microscope. When he saw the many tiny hooks on each burr, he realized that he was looking at the perfect fastener. Years later, de Mestral developed this idea into Velcro, now used to fasten everything from sneakers to space suits.

Imagination is also crucial for an inventor. This quality helps inventors put things together in a new way. One U.S. sixth grader invented a solar-powered bicycle light by combining solar cells and his bicycle. When he rides his bike during the day, the sunlight charges up two batteries. Then at night, when he needs the light, he switches it on. Imagination can also mean seeing a new use for a common object. The original Frisbee was a pie pan that two truck drivers were tossing to each other in a parking lot. As he watched the two men playing around, Walter Morrison came up with his idea for a new toy that became popular all over the world.

Inventors are often problem solvers. When fifteen-year-old Chester Greenwood's ears got frostbitten during Maine's bitter winters, he didn't give up and stay indoors. Instead, he attached fur cups to the ends of a piece of wire, and wrapped the wire around his head. His friends made fun of him at first, but soon the idea caught on, and they wanted earmuffs too. The Greenwood family had to work hard to keep up with the orders. Chester patented his invention when he was only nineteen.

After an inventor says "Eureka!" (Greek for "I've found it!") there's still a lot of work to do. Another quality found in successful inventors is tenacity—the ability to stick with a project until it is completed. This usually involves looking up information related to the idea. George Eastman, inventor of the Kodak camera and film, spent years researching chemicals and photography. Tenacity also involves trying out different materials and designs. De Mestral experimented with many kinds of materials before he perfected Velcro.

Finally, inventors need a lot of self-confidence. They have to believe in their ideas and be willing to learn from failures. Gail Borden developed a process for condensing and canning milk, but the government turned down his first application for a patent. He kept on trying to perfect his method and after years he finally succeeded. His invention probably saved many lives at a time when there was no way to refrigerate milk. Borden's motto is engraved on his tombstone: "I tried and failed; I tried again and again and succeeded."

Sample Summary: “Eureka!”

The text highlights that inventors can come from all walks of life—not just scientists in labs—but ordinary people with creativity, curiosity, and determination. Key qualities of successful inventors include curiosity, imagination, problem-solving skills, tenacity, and self-confidence.

Examples such as George de Mestral's invention of Velcro, a student’s solar-powered bicycle light, Chester Greenwood’s earmuffs, and Gail Borden’s canned milk process show how real-life challenges and everyday observations can lead to innovative solutions.

Ultimately, invention is driven more by creative thinking and perseverance than by formal education or resources.