📖 Unit 8: Workbook

EXERCISE A

1. consult
2. mess
3. shoes
4. burning
5. coated
6. collapsed

EXERCISE B

1. doubtful
2. Protective
3. repairable
4. advantageous
5. tidal
6. acceptable

EXERCISE C

1. how
2. How
3. What a
4. What
5. How
6. What a

EXERCISE D

2. How delicious these bananas are! / What delicious bananas they are!
3. How quickly Mary types!
4. What an old car Steve is driving!
5. How difficult this exercise is!
6. How many novels this author has written!

EXERCISE E

1. A: it is!
2. No change
3. A: How fat he is!
4. A: What big teeth you have!
5. A: How strangely
6. A: What long eyelashes Eileen has!

EXERCISE F

2. A: Look how noisily the students are playing!
   B: Yes, they are very noisy students.
3. A: Look how slowly he is running!
   B: Yes, he is a very slow runner.
4. A: Look how well she’s cooking!
   B: Yes, she’s a very good cook.
5. A: Look how hard they are working!
   B: Yes, they are very hard workers.
6. A: Look how seriously the boys are studying!
   B: Yes, they are very serious students!

Page 126: Describe the Picture

This picture shows the consulting room in a doctor's office. The doctor is an old man in a white uniform. He is examining a patient with a spatula and a stethoscope. The patient, who is a middle-aged man, is sticking out his tongue because the doctor wants to look into his throat.

Going to the Doctor

It sometimes strikes me that some people don't approve of seeing a doctor unless they get into trouble. Although I have faith in my doctor's skill, I don't think of myself as an exception. Well, to cut a long story short, I hadn't been feeling very well for some time. I had no appetite, and I was sleeping badly. I had a pain in my chest and rather a bad cough that I couldn’t get rid of. I phoned our family doctor one evening and managed to make an appointment for that evening.

The receptionist opened the door and said Dr. Smith was on his rounds but would be back in a few minutes or so. So, I went into the waiting room and collapsed on a chair.

After about five minutes, she took my file out of the file cabinet, called me, and said that the doctor had arrived and would see me. I followed her into the consulting room, and she left me with him. He told me to sit down and asked me what the trouble was. I told him all about myself.

He looked at my tongue and said it was coated. He took my pulse and listened to my chest after I had unfastened my shirt. He looked at my throat and took my temperature.

After he had finished his examination and asked me a lot of questions, he said that he doubted if there was anything serious the matter with me, but I was thoroughly run-down. "You have been working too hard, so you're exhausted. You can't burn the candle at both ends, and you need a real rest. I'll give you a bottle of medicine that will help. Take a spoonful in water three times a day after meals. Be careful with your diet and have plenty of good plain food. Get plenty of fresh air and sleep. If I were in your shoes, I would get a real change of air and surroundings. Remember, take it easy. Take a long walk along the cliffs or into the country; it would do you a world of good."

I respected what the doctor told me and took his advice. Now everything has changed for the better, and I feel as fit as a fiddle.

Sample Summary

The text is about a person who was feeling unwell and visited his family doctor. The doctor examined him and understood he was run-down because of overwork. The doctor prescribed him some medicine and advised him to rest, eat well, and get some fresh air. The person followed the doctor’s advice and felt much better.

Page 127 - Comprehension Questions

A.

1. They don't see a doctor unless they are sick.
2. He called the doctor's office and made an appointment.
3. The doctor examined the patient and asked him some questions.
4. He advised him to be careful with his diet and get plenty of fresh air and sleep. He also recommended him to take some rest.

Pages 128 & 129

B.

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

Homework

Five Questions on the Dialog of Unit 8

Summary of the Dialog in Unit 8

A Household Emergency

Mrs. Ford: What a mess! I’ve been out of town for a week and there’s water everywhere.

Janitor: Do you know where I can cut off the water?

Mrs. Ford: I think the main valve is in the closet, but what can I do about all the water here?

Janitor: Tell the manager to call a carpet cleaning service.

Mrs. Ford: How much is it going to cost? That’s all I care about at the moment.

Janitor: The owner will cover it, as long as you didn’t cause the problem yourself.

Mrs. Ford: What a way to end my trip!

Janitor: Take it easy Mrs. Ford. Accidents will happen.

Important Points

• household = domestic
• emergency = an urgent situation
• just = very recently
• living room (American) = sitting room (British)
• mess = a dirty and untidy situation
• closet (American) = wardrobe (British)

Sample Summary

Mrs. Ford returns from a trip and finds her apartment flooded. She asks the janitor for help, who tells her to turn off the water and contact the manager. Mrs. Ford worries about the cost of the damage, but the janitor assures her that the owner will pay for it. Mrs. Ford is upset by the situation, but the janitor tries to calm her down.

Exclamations

exclamation = something you say or shout suddenly because of surprise, fear, pleasure, etc.

Situation: You see a very beautiful car on the street.

• What a car!
• What a beautiful car!
• What a beautiful car he has!
• How beautiful!
• How beautiful his car is!

Situation: You see a rabbit with very long ears.

• What ears!
• What long ears!
• What long ears the rabbit has!
• How long!
• How long the rabbit’s ears are!

Situation: You are watching a soccer game and a player is much better than the other players.

• What a soccer player!
• What a skillful soccer player!
• How skillfully he plays the game!
• How many goals he has scored!

Formula

• What + Noun + !
  • What a house!
  • What houses!
• What + Adjective + Noun + !
  • What a beautiful house!
  • What beautiful houses!
• What + Adjective + Noun + Subject + Verb + !
  • What a beautiful house Mr. Williams has bought!
  • What beautiful houses they have!
• How + Adjective + !
  • How beautiful!
  • How big!
• How + Adjective + Subject + the Verb "to be" + !
  • How beautiful his house is!
  • How beautiful their houses are!
• How + Adverb + Subject + Verb Phrase + !
  • How fluently Tom speaks German!
  • How easily they earn money!

! Exclamation Mark

Make-Up Class

Day: Monday

Date: Azar 17

Time: 4:30 pm - 6:00 pm

✍Homework:

Seven Questions on the Reading of Unit 7

Summary of the Reading in Unit 7

Workbook (Unit 7)

Unit 7 Grammar Part B

Adverb Clauses of Reason = Causal Clauses

Adverb clauses of reason begin with the conjunctions because, since, as, or for.

Examples

• Mary was absent last session because she had to go to the dentist’s.
  because = for the reason that
• Since the rate of inflation is high in Iran, you shouldn’t save your money in the bank for a long time.
  since = as = because
• Since we've got a few minutes to wait for the train, let's have a cup of coffee.
• As Mr. Thomas is a careful driver, he hardly ever has an accident.
• Emily didn’t do her homework for she was too tired.
  for = because

Point

It is more usual to use the adverb clauses of reason with since or as at the beginning of the sentence and use the adverb clauses of reason with because or for at the end of the sentence. Of course, this does not always happen in all English sentences.

Examples

• As I was tired, I worked on the project after an hour of taking a rest.
• Since I was tired, I worked on the project after an hour of taking a rest.
• I worked on the project after an hour of taking a rest because I was tired.
• I worked on the project after an hour of taking a rest for I was tired.

Point

In informal and conversational English, the word cause or 'cause /kɑːz/ is sometimes used instead of “because”.

• I'll host the party cause I've got plenty of room at my house.
• I try to practice my French every day cause I'm not very good at it.

Point

In very informal English, cuz (American) or cos (British) /kəz/ is used instead of because or cause.

• You can cook dinner tonight cuz I did it last night.

Page 110 - Picture Description

In this picture, there is a compass inside the brain of a typical person. The compass is a device which shows geographical directions. All in all, the picture indicates that there is a natural navigation device inside the brain of each human being.

A Sense of Direction

You either have it, or you don't — a sense of direction, that is. But why is it that some people could find their way across the Sahara without a map, while others can lose themselves in the next street?

Scientists say we're all born with a sense of direction, but they don't exactly know how it works. One theory is that people with a good sense of direction have simply worked harder at developing it. Research backs this idea and suggests that if we don't use it, we lose it.

Children as young as seven have the ability to find their way around. However, if we do not allow them to go out alone or take them everywhere by car, they never develop their skills.

One very important skill that we need to develop is being able to distinguish left from right. When Andrea Lynch took her driving test recently, the examiner asked her to turn right. She moved into the left-hand side of the road, signaled, and executed a perfect left turn. "I genuinely didn't realize," said Andrea. Fortunately, the examiner overlooked the slip.

Researchers point out that Andrea's mistake is quite understandable. There is nothing in our make-up that tells us which is left or right — most of our body is in pairs, we have two arms, two legs, etc. If we weren't right-or left-handed, we might well have even more trouble.

Few of us get lost somewhere we know well, but it's not a question of familiarity. In an American experiment, people with very poor senses of direction were taken to a strange place. The results showed that people with a good sense of direction either remembered a series of clues to help them get back to where they started, or they remembered the various turns they had gone through.

The good news, then, is that even if you have a poor sense of direction, you can improve it: If you are using a map, turn it so that it relates to the way you are facing. If you leave your car or bike in a strange car park, leave it near something like a big stone or tree. Note landmarks on the routes as you go away from your car or bike.

When you return, reverse the route. Simplify navigation by using lines such as streets in a town, streams, or walls in the countryside to guide you. Count your steps so that you know how far you have gone and orient yourself by looking out for landmarks such as tower blocks, hills, etc.

Comprehension Questions

A.

1. Yes, we are born with a sense of direction.
2. No, they don't know exactly how it works.
3. Yes, we can improve it.
4. Because there is nothing in our make-up to help us distinguish right from left.
5. They remember clues.

B.

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

✍Homework:

Five Questions on the Dialog of Unit 7

Summary of the Dialog in Unit 7

7.3

• I was having lunch when the phone rang.
• I was taking a nap when he came over.
• I was listening to the news when they came in.
• I was writing a report when he called.
• I was entertaining the kids when they walked in.

7.4

• She had already opened the letter before she realized it wasn't hers.
• We got home after the news had started.
• I went outside after it had stopped snowing.
• She has been a good skier since she was ten.
• My roommate has decided to stay here until the rain stops.

7.5

• Yes, I'm going to take classes until I learn English perfectly.
• No, I don't get to class after my teacher does.
• No, I don't blame others whenever I do something wrong.
• Yes, I have lived in Tehran since I was born.
• Yes, I had done my homework before I came to class.

✍ No Homework for Next Session

Enjoy your free time and relax!

Unit 6: Workbook

EXERCISE A

1. entertained
2. recall
3. horror
4. staring
5. scared
6. defense

EXERCISE B

1. attractive
2. defensive
3. instructive
4. distant
5. permanent
6. different

EXERCISE C

1. gave / had missed
2. called / had just gone
3. went / had finished
4. had brushed / went
5. realized / had forgotten
6. had gone / knew

EXERCISE D

2. Tina came top of the class because she had worked really hard.
3. Paul couldn’t get into his house when he came back from school because he had lost his key.
4. Sandy couldn’t buy an expensive camera because she had spent all her money on books.
5. Sophie was feeling sad because she had not received a letter from her parents.
6. Peter found the homework very hard because he had not understood the lesson.

EXERCISE E

1. B: hadn’t eaten
2. No change
3. A: Had
4. No change
5. B: had already started
6. No change

EXERCISE F

2. A: Why did John get burnt?
   B: He had been lying in the sun all day.
3. A: Why was Barbara tired?
   B: She had been studying hard all day.
4. A: Why did Kate have red eyes?
   B: She had been crying all day.
5. A: Why was Mary happy?
   B: She had been watching her favorite program all day.
6. A: Why did they start a fire?
   B: They had been playing with matches all day.

Audio Script

1. Elevators

– You know, I always try to avoid elevators. I’m always afraid I’m going to get stuck in them. I usually take the stairs instead. That’s why I’m in such good shape.

2. Swimming

– If I can’t swim in a swimming pool, I just don’t swim at all. I don’t like swimming in the ocean. The waves are so frightening and, well, you never know if a fish is going to bite you or something.

3. Dogs

– I once got bitten by a dog, so it’s the only animal I’m really afraid of. I hate dogs. Now, I always carry a stick with me when I’m out walking, in the case that a dog comes after me or something.

4. Heights

– I don’t mind hotels, but I don’t like staying on the top floors. I’m afraid of heights. So I always call ahead, make sure that they have a room on the ground floor.

5. Rats & Mice

– I hate rats and mice. They really give me a horrible feeling. That’s why I have three cats in my apartment. They keep those rats away.

6. Flying

– I’m terrified of travelling by plane. I know it’s crazy. It’s supposed to be the safest way to travel. But I never go anywhere I can’t get to on foot or by car.

✍ Homework:

• ★ Seven Questions on the Reading of Unit 6
• ★ Summary of the Reading in Unit 6
• ★ Workbook (Unit 6)

Unit 6: Grammar

The Past Perfect Simple

Structure: Subject + had(n’t) + Past Participle + …

Examples:

• He had studied for 3 hours.
• They hadn't bought the factory yet.

The Use of the Past Perfect Tense

An Action Happening before Another Action in the Past

• I had brushed my teeth before I went to bed.
• After I had brushed my teeth, I went to bed.
• Mr. Williams had sold his BMW before he bought a Porsche.
• After Mr. Williams had sold his BMW, he bought a Porsche.

An Action Happening before a Particular Time in the Past

• Sue had cooked the dinner by 8:00 p.m. (by = before)
• The engineers had built the bridge before the arrival of winter.

The Past Perfect Progressive

Structure: Subject + had(n’t) + been + Verb+ing + …

Examples:

• He had been studying for 3 hours.
• They hadn't been wasting their time.
• They had been learning new things.

Point:

The past perfect simple and the past perfect progressive are two verb tenses used to talk about actions or events that happened before another point in the past. The main difference between them is the focus on the result or the duration of the action.

Past Perfect Simple → Focus on Result

• She had finished her homework before she went to bed.
  (The result is that her homework was done.)

Past Perfect Progressive → Focus on Duration

• She had been studying for three hours before she took a break.
  (The duration is three hours.)

Point:

Some verbs, such as know, like, and understand, are not usually used in the progressive form. We use the past perfect simple with these verbs.

• I had known him for a long time before we became friends.
  (Not: I had been knowing him …)

Point:

We also use the past perfect simple with actions that are completed at a single point in time, such as start or stop.

• They had started the meeting when I arrived.
  (Not: They had been starting the meeting …)

Unit 6: Grammar Exercises

6.2

• Had he studied Farsi before he came to Iran?
• Had she cooked Persian dishes before she came to Iran?
• Had she liked Persian art before she came to Iran?
• Had he read Persian poetry before he came to Iran?
• Had she lived in a dormitory before she came to Iran?

6.3

• No, she had sewn it before then.
• No, she had typed it before then.
• No, he had expected them before then.
• No, he had hired them before then.
• No, it had broken out before then.

6.4

• I thought he had done it before.
• I thought they had sold it before.
• I thought he had passed it before.
• I thought they had paid for it before.
• I thought she had taken it before.

6.5

• I drank my coffee after she had drunk hers.
  drink => drank, drunk
• I saw my test results after he had seen his.
• They bought their books after we had bought ours.
• Tom bought a car after Robert had bought one.
• He ate his dinner after they had eaten theirs.

6.8

• No, he hadn't.
• No, I hadn't.
• No, she hadn't.
• No, they hadn't.
• No, he hadn't.

Note: elevator (American) = lift (British)

6.12

• Well, how long had she been complaining?
• Well, how long had he been nagging?
  nag = complain about unimportant things
• Well, how long had you been asking for a raise?
• Well, how long had they been playing tennis?
• Well, how long had you been racing motorcycles?

Description of the Picture on Page 94

There is a man sitting in a wheelchair. It seems that he is handicapped. He is frightened and his hands are outstretched in fear. It's a clear sunny day, but it is a bit cold because he is wrapped up in a blanket. He seems to be inside a garden or a park.

There is a problem with the picture. A wheelchair has four wheels: two big ones and two small ones. The painter forgot to draw the small wheels.

Sudden Fear

David was blind. He had been handicapped ever since he could recall, but now all that was to be changed. He would be able to see. The doctor and the nurse stood by him; he could see them for the first time.

He lay in his bed staring at the ceiling, not daring to move because he was afraid that he might lose this wonderful new thing — this gift of sight. The doctor was speaking to the nurse, and David heard him say what a brave boy he had been, more courageous than anyone could have expected. His heart filled with pride as he heard the doctor's words.

The operation designed to give him his sight had been a very painful one, but David had not shown any fear either before the operation or while the doctor was doing it. Also, he had not been frightened by the world of sight that had opened out to him. He realized that he was not afraid because the nurse had been very kind and described what everything would be like.

"I think he will be all right now," he heard the doctor say. "I'll come and see him again tomorrow. Meanwhile, put him out in the sunshine for a while; it will entertain him and do him good."

The nurse put him in a wheelchair, well-wrapped up, and wheeled him outside into the garden.

For a time, he sat there looking at nothing in particular. Suddenly his heart seemed to stop beating with terror, and he sat, too frightened to move; then he rose up from his chair, his hands outstretched in defense, and his eyes fixed on something huge and black in front of him that danced at his feet. He cried out at the horror of it and fell down. The nurse ran out to him.

When the doctor called the next morning, she said, "So you see doctor, though David was not frightened of anything he saw after the operation, there was still something that scared him a lot, and that was his own shadow! You know, I had forgotten to describe shadows to him."

Important Points

• handicapped = disabled
• was to be changed = was going to be changed
• by him = next to him, beside him
• stare = gaze
• dare = be brave enough to do sth
• gift = God-given ability
• sight = being able to see
• courageous = brave
• his heart was filled with pride = he felt proud
• realize = understand
• meanwhile = during this time
• for a while = for a short time
• entertain = amuse
• in particular = special
• huge = very big
• horror = great fear
• though = although
• scare = frighten

Comprehension Questions: Answer Key

Part A

1. He was able to see.
2. Because he was afraid of losing the gift of sight.
3. He felt proud of himself.
4. Because the doctor believed the sunshine would entertain him.
5. He was frightened by his own shadow which he had never seen before.

Part B

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

Homework

Five questions on the dialog of Unit 6

Summary of the dialog in Unit 6

Workbook: Unit 5

EXERCISE A

1. screamed
2. instantly
3. doubt
4. entirely
5. quit
6. affecting

EXERCISE B

1. voluntary
2. original
3. educational
4. secondary
5. accidental
6. customary

EXERCISE C

1. neither
2. nor
3. both
4. and
5. either
6. or

EXERCISE D

1. Neither Jim nor Carol has a car.
2. I neither like nor dislike Mike.
3. We can leave either today or tomorrow.
4. The man’s name might be either Richard or Robert.
5. Margaret both writes and translates novels.
6. It was both a boring and a long movie.

EXERCISE E

1. B: or playing football…
2. No change
3. B: She is neither a nurse nor…
4. B: He both teaches…
5. No change
6. No change

EXERCISE F

2. A: What can John repair?
   B: He can repair both cars and bicycles.
3. A: How does Jim drive?
   B: He drives both fast and carelessly.
4. A: What animals does Emma keep?
   B: She keeps both fish and birds.
5. A: What languages does Kate speak?
   B: She speaks both English and Farsi.
6. A: How does Bob feel?
   B: He feels both tired and thirsty.

📚 Vocabulary List of Unit 6

• blind – not able to see
  The man is blind, so he uses a stick.
• color-blind – not able to see some colors correctly
  She is color-blind and cannot see red and green clearly.
• cruel – very unkind, hurting others
  It is cruel to hit animals.
• dare – to be brave enough to do something
  I don’t dare to climb that tall tree.
• defense – protection from attack
  The dog barked in defense of its home.
• entertain – to make people happy or interested
  The clown entertains the children at the party.
• fix on – to look at or think about something carefully
  His eyes fixed on the picture.
• frighten – to make someone afraid
  The loud noise frightened the baby.
• furry – covered with soft hair
  The cat is small and furry.
• gentle – kind and soft
  She has a gentle voice.
• ground floor – the floor at street level
  The shop is on the ground floor.
• handicapped – having a physical or mental problem
  The handicapped boy uses a wheelchair.
• hearing aid – a small machine to help people hear
  My grandfather wears a hearing aid.
• horror – great fear or shock
  The movie was full of horror.
• meanwhile – at the same time
  I cooked dinner. Meanwhile, my brother cleaned the room.
• operation – a medical action done by doctors
  She had an operation on her leg.
• outstretched – reaching out fully
  He welcomed me with outstretched arms.
• pride – a feeling of happiness about yourself or others
  She was filled with pride when she won the prize.
• rat – a small animal like a big mouse
  A rat ran across the street.
• recall – to remember
  I can’t recall his name.
• roller coaster – a fast ride with ups and downs
  We screamed on the roller coaster.
• scare – to make someone afraid
  Ghost stories scare me.
• slimy – wet and slippery
  The fish felt slimy.
• stare – to look at something for a long time
  Don’t stare at people.
• stuck – not able to move
  My shoe is stuck in the mud.
• terrified – very afraid
  She was terrified of the dark.
• terror – great fear
  The storm filled the village with terror.
• wheel – a round object that helps things move
  The car has four wheels.
• wheel – to push somebody inside a wheelchair
  The kind nurse wheeled the patient out.
• wrap up – to cover something completely
  She wrapped up the gift in paper.

✨ Expressions

• as if – in a way that looks like something
  He talks as if he knows everything.
• be to – used to show plans or instructions
  The students are to meet at 9 o’clock.
• ever since – from a time in the past until now
  I met her in 2020, and we have been friends ever since.

Unit 6: Dialog

A Miracle

Chris and Stanley are talking about a strange event.

Chris: Did you hear about the guy who was struck by lightning?
Stanley: You mean the one up in Maine?
Chris: That’s it; the blind guy who could see again.
Stanley: Yeah, I read about him in the paper. He’d been blind for about 8 or 9 years.
Chris: Uh-huh. Wasn’t he also able to hear again after the lightning hit him?
Stanley: Right. He didn’t have to wear a hearing aid anymore.
Chris: I think it was a miracle!
Stanley: Me too!

Important Points

• miracle = an extraordinary and unbelievable happening
• Lightning struck the blind man.
  The blind man was struck by lightning.
• strike = hit
  strike → struck, struck
• Maine = a state in the northeast of the USA
• paper = newspaper
• He'd been = He had been (Past Perfect)
• hearing aid = a device that amplifies sounds for people who are hard of hearing

Homework

Seven Questions on the Reading of Unit 5

Workbook: Unit 5

Unit 5: Grammar, Part B

Not only..., but also...

We can use not only ... but also ... to coordinate verbs, objects, adjectives, and adverbs.

Examples

Coordination of verbs

• Mr. Williams not only plays but also composes music.

Coordination of objects

• Mrs. Hamilton plays not only the piano but also the violin.

Coordination of adjectives

• Mr. Andrews is not only handsome but also intelligent.

Coordination of adverbs

• Mrs. Brown teaches music not only at school but also in an institute.

Point

Whenever we use not only at the beginning of the sentence, we should use the structure of a question after it for emphasis.

Examples

• Not only does Mr. Green feed the hungry animals, but also he provides them with a shelter.
• Not only does Mr. Green feed the hungry animals, but he also provides them with a shelter.
• Not only doesn't Rita take Michelle's suggestion, but also she snaps at her all the time.
• Not only doesn't Rita take Michelle's suggestion, but she also snaps at her all the time.
• Not only was it raining all day at the wedding but also the band was late.
• Not only was it raining all day at the wedding but the band also was late.
• Not only did she forget my birthday, but also she didn’t even apologize for forgetting it.
• Not only did she forget my birthday, but she also didn’t even apologize for forgetting it.
• Not only will they paint the outside of the house but also (they will paint) the inside.

Point

As you see in the examples above, it is possible to separate but from also.

5.2

• They study both at home and in the library.
• Both his parents and his grandfather are coming to visit him.
• Both my best friend and his wife are excellent doctors.
• She both practices and plays the piano every day.
• Both he and his brother speak English very well.

5.4

• I will see you either at the lecture or in my office.
• You must take either a bus or a taxi.
• She has to be either a doctor or a nurse.
• He either is late for the class or doesn't come to class at all.
• I think she is either Russian or Polish.

5.5

• Either his wife or his children want to throw a party.
• Either my brother or his friends are good at making up stories.
• Either my colleagues or my boss has an argument.
• Either Jane or her brothers want an aisle seat on the plane.
• Either I or my children need a permanent job.

5.7

• I have seen neither a tornado nor an earthquake.
• Sue has neither arrived nor called.
• The baby is neither sick nor tired.
• Neither the money nor the jewelry was missing.
• I study neither English nor Spanish.

5.10

• That book is not only boring but also difficult.
• My sister wants not only to see me but also to stay with me.
• I like not only French food but also Italian food.
• I have met not only many teachers but also many friends.
• I love not only Persian music but also Persian art.

5.11

• Not only do I enjoy living in another country but I also enjoy learning a second language.
• Not only is the Spanish language beautiful but it is also easy.
• Not only are my parents coming but they are also bringing my little sister.
• Not only are the customs different but they are also interesting.
• Not only are the people there friendly but they are also kind.

5.12

• Bob and Mary will have their wedding in either June or July.
• They have invited not only their relatives but also their friends.
• The guests can either watch TV or walk around the garden.
• Both my friend and his wife must have tea in the morning.
• I drink neither tea nor coffee.

The Book of the Future

Will people still read books 100 years from now? A few years ago, many people would have said no. It seemed likely that computers and the Internet would replace books. Now, however, most experts think that books are here to stay.

There are a number of reasons why computers won't replace books entirely. One reason is that books on paper are much cheaper than computers. Books don't need a power source either. You can read a book for as long as you want and wherever you want. You never have to worry about losing power. Also, many people feel more comfortable reading words in a book than reading words on a computer screen. It's less tiring to the eyes.

Will books in the future be similar to the books you can buy today? The answer to that question is NO. In the future, you may only need to buy one book. Within this one book, you will be able to read novels, plays, and even today's newspaper. It will look like today's book. But it will be electronic.

One of the people working on the book of the future is Professor Joseph Jacobson from the Massachusetts Institute of Technology in the U.S. Professor Jacobson's book will have a small button on the side. When you press the button, words will instantly appear on the page. When you want to read a different story, you can push the button again and a new story will quickly appear.

What is the technology behind Professor Jacobson's book? Two important inventions will make this new kind of book possible: electronic ink and radio paper. Electronic ink — or "e-ink" — is a liquid that can be printed on paper, metal, or anything else. E-ink looks and feels like printed words on paper. Unlike regular ink, however, words in e-ink are not permanent. They can be changed by pushing a button. When you push the button, all of the words on the page go away and new words appear.

The other new development is radio paper. This paper looks and feels like a page in a book. In reality, however, radio paper is made of plastic.

Professor Jacobson calls his book of the future the last book. This book, he says, will be the last book you will ever need.

KEY TO THE READING EXERCISES

Part A

1. No, they won't.
2. No, they won't.
3. Because words in e-ink are not permanent and they can be changed.
4. Because e-books in the future will use radio paper that feels and looks like pages of printed books.
5. By pushing a button.

Part B

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

✍ Homework

Five Questions on the Dialog of Unit 5

Summary of the Dialog in Unit 5

Unit 5 – Dialog

A Run-in

Michelle is talking to her friend, Luna, after a run-in with her colleague.

Luna: What’s wrong, Michelle?
Michelle: I can’t stand Rita any longer. Either she acts differently or I’ll quit.
Luna: What happened this time?
Michelle: Not only doesn’t she take my suggestion, but she snaps at me all the time.
Luna: Don’t take things so seriously.
Michelle: I’m just sick and tired of her.
Luna: Why don’t you take it up with her directly?
Michelle: I doubt it would do any good. I’m sure she will either cry or scream!

Important Points

• run-in = argument, quarrel, dispute
• colleague = co-worker, workmate
• stand = tolerate, put up with, bear
• any longer = any more
• act = behave
• quit = give up, resign
• snap at = argue angrily with
• be sick and tired of somebody = be fed-up with somebody
• I doubt = I am not sure
• cry = shout, yell / weep
• scream = shriek

Sample Summaries

Summary 1 (Advanced English Version):
In the conversation, Michelle is expressing her frustration to Luna about their colleague, Rita. Michelle is upset because Rita not only disregards her suggestions but also reacts harshly towards her. Despite Luna’s advice to confront Rita directly, Michelle is hesitant, fearing that it might lead to an emotional outburst from Rita. Michelle is so frustrated that she is considering quitting if Rita’s behavior doesn’t change.

Summary 2 (Simple English Version):
Michelle is talking to Luna and sharing how upset she is with their coworker, Rita. Michelle feels that Rita ignores her ideas and is often mean to her. Luna thinks Michelle should talk to Rita about it, but Michelle is worried that Rita might get too emotional. Michelle is really annoyed and thinks about leaving her job if Rita doesn't start acting differently.

Audio Script

1. Education

Q: How do you think that education is going to change in the future?
A: I think kids are going to have to stay in school until they’re older. Maybe until they’re 20 or 21.
Q: Why?
A: Well, one reason is that there simply won’t be enough jobs for everyone. So it would be necessary to keep kids in school longer.
A: Um, I think that they will have found a way for us to learn without teachers. There’ll be computer learning programs that can instruct you much more quickly than a teacher and they’ll also make learning much more fun.
Q: Are you saying that our teachers weren’t any fun?
A: Well, OK. Maybe some of them were fun.

2. Health

Q: Every day you hear about some new medical breakthrough on the news.
A: Yeah, who knows what they’ll have done in the next 50 years.
A: I hope that in the next 50 years, new drugs will have been discovered that will enable people to stop smoking permanently. Or to lose weight permanently; without dieting.
A: And hopefully they will have found cures for many of the diseases that are around today. So people will live longer.
Q: How much longer do you think?
A: I bet that within the next 50 years most people will live to be over a hundred.

Answer Key

1. Education:

1. Kids are gonna stay in school until they’re older.
2. They will have found a way for us to learn without teachers.

2. Health:

1. New drugs will have been discovered that enable people to stop smoking permanently.
2. They will have found cures for many of the diseases that are around today.

Unit 5, Grammar: Part A

Coordination

Coordinators:

• both … and … = هم ... هم ...
• either … or … = یا ... یا ...
• neither … nor … = نه ... نه ...
• not only … but also … = نه تنها ... بلکه

We use the above-mentioned coordinators to combine two sentences by keeping the parts which are similar and joining the parts which are different.

Examples:

• Jack will be absent tomorrow. Tom will be absent tomorrow. ➨ Both Jack and Tom will be absent.
• Mary is tall. Mary is thin. ➨ Mary is not only tall but also thin.
• They don’t like tea. They don’t like coffee. ➨ They like neither tea nor coffee.

Coordination of Subjects

• Both Tom and Robert will go there.
• Either Tom or Robert will go there.
• Neither Tom nor Robert will go there.

Point: When two subjects are coordinated with “both … and …”, the verb has to be plural.

• Both the teacher and the students are going to talk to the principal.
• Both the students and the teacher are going to talk to the principal.

Point: When two subjects are coordinated with “either … or …” or “neither … nor …”, the verb always agrees with the second subject.

• Either the teacher or the students are going to talk to the principal.
• Either the students or the teacher is going to talk to the principal.
• Neither the teacher nor the students are going to talk to the principal.
• Neither the students nor the teacher is going to talk to the principal.

Coordination of Objects

• Michael teaches both physics and mathematics.
• Michael teaches not only physics but also mathematics.
• Andrew teaches either physics or mathematics.
• Sally teaches neither physics nor mathematics.

Coordination of Verbs

• John both sings and dances at parties.
• John not only sings but also dances at parties.
• Joe either sings or dances at parties.
• Mary neither sings nor dances at parties.

Coordination of Adjectives

• Thomas is both handsome and intelligent.
• Thomas is not only handsome but also intelligent.
• George is always either excited or depressed.
• Monica is neither excited nor depressed now.

Coordination of Adverbs

• Ross drives both carelessly and dangerously.
• Ross drives not only carelessly but also dangerously.
• William drives either too slowly or too fast.
• Rachel drives neither carelessly nor dangerously.

More Examples

both… and…

• She likes both chocolate and vanilla ice cream.
• He can speak both English and Persian fluently.
• They have visited both Tehran and Isfahan during their trip to Iran.
• I enjoy both reading books and watching movies in my free time.
• You need to study both the theory and the practice of mathematics.

either… or…

• You can choose either tea or coffee for your drink.
• She has to decide either to stay or to leave.
• He will either pass or fail the exam.
• They can play either chess or checkers.
• I will go to the park either today or tomorrow.

neither… nor…

• He likes neither cats nor dogs as pets.
• She is neither a doctor nor a lawyer.
• They have neither money nor time to travel.
• I am neither hungry nor thirsty right now.
• You should neither smoke nor drink too much.

Point: As you see in the examples above, “neither… nor…” gives a negative meaning to the sentence. But we use it with a positive verb.

No Homework for Next Session

Unit 4: Workbook

EXERCISE A

1. gain
2. Sensitive
3. situation
4. slight
5. Afford
6. honesty

EXERCISE B

1. grassy
2. ghostly
3. yearly
4. rainy
5. healthy
6. roomy

EXERCISE C

2. What would you do if you had a million dollars?
3. What would you do if you saw a car accident?
4. What would you do if you saw a classmate cheating on an exam?
5. Which places would you visit if you went to London?
6. Who would you prefer to see if you could go back in time?

EXERCISE D

2. If Peter didn’t work in the evening, he’d have time to play with his children.
3. If Mary didn’t buy so many clothes, she’d have some money.
4. If I had a car, I’d give you a ride.
5. If Amanda went to bed early, she wouldn’t be tired in the morning.
6. If Jonathan had a watch, he’d never be late.

EXERCISE E

1. B: if she lived
2. B: unless there are
3. No change
4. No change
5. A: What would you do
6. No change

EXERCISE F

Answers will vary

Pre-Listening Exercise

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

Audio Script

1.

– I like to rent a car for the weekend.
– Sure. What kind of car do you want? We have some great mini-vans on the lot.
– No, something smaller.
– OK, you have a choice between a Chevrolet Corsica or a Toyota Camary.
– Um. I’ll take the Toyota. I like Japanese cars.

2.

– Hi, I like to rent a car. I’m taking the family on vacation.
– Sure. We have some nice campers on the lot. They’re roomy, very comfortable, and kids love them. How many kids do you have anyway?
– Too many.

3.

– I need to rent a really big car in a hurry. Do you have any Limousines?
– Limousines? Are you going to a wedding or something?
– Yeah, my best friend is getting married. How did you guess?
– The tuxedo.
– Oh.

4.

– I’m moving this weekend, and I’d like to rent a van or a truck.
– Well, we have a truck in the parking lot. Would you like to have a look at it?

Answer Key – Car Rental Conversations

1. For the weekend – Toyota
2. To take his family on vacation – Camper
3. To go to his friend’s wedding – Limousine
4. To move this weekend – Truck

Unit 5: Vocabulary

• advance
• affect
• breakthrough
• cancer
• convince
• development
• disadvantage
• doubt
• drug
• education
• enable
• entirely
• go away
• instantly
• instruct
• invention
• navigation
• permanent
• press
• print
• replace
• run-in
• scream
• simply
• snap
• source
• stand
• tiring
• unlike
• within

Expressions

• be behind something
• I bet
• in reality
• sick and tired of somebody or something
• take somebody or something seriously
• take something up with somebody

Unit 5: Vocabulary

• advance – to move forward.
  Example: The soldiers advance towards the town.
• affect – to change something.
  Example: The rain can affect our plans.
• breakthrough – an important new discovery.
  Example: The new medicine was a breakthrough in science.
• cancer – a serious illness when bad cells grow in the body.
  Example: The doctor helps people with cancer.
• convince – to make someone believe or agree.
  Example: She convinced her friend to try the new restaurant.
• development – growth or progress.
  Example: The city has seen a lot of development in the last 10 years.
• disadvantage – a bad point or problem.
  Example: A disadvantage of living far away is the long travel time.
• doubt – not sure about something.
  Example: I have doubt about the answer.
• drug – medicine or a harmful substance.
  Example: The doctor gave him a drug to stop the pain.
• education – learning in school or training.
  Example: Education is important for children.
• enable – to make something possible.
  Example: The new app enables students to learn online.
• entirely – completely.
  Example: The room was entirely dark.
• go away – to leave.
  Example: The dog went away after we fed it.
• instantly – very quickly, at once.
  Example: She answered instantly when I called her name.
• instruct – to teach or tell someone what to do.
  Example: The teacher instructed the class to open their books.
• invention – something new that someone creates.
  Example: The telephone was a great invention.
• navigation – finding the way to a place.
  Example: The ship used navigation to cross the sea.
• permanent – lasting forever.
  Example: The tattoo is permanent.
• press – to push something.
  Example: Press the button to start the machine.
• print – to make words or pictures on paper.
  Example: I printed my homework on the computer.
• replace – to put something new instead of old.
  Example: I replaced my broken phone with a new one.
• run-in – a small fight or argument.
  Example: He had a run-in with his neighbor.
• scream – to shout loudly.
  Example: She screamed when she saw the spider.
• simply – in an easy way.
  Example: You can simply press the button to start.
• snap – to break with a quick sound.
  Example: The stick snapped in two pieces.
• source – where something comes from.
  Example: The sun is the source of light.
• stand – to be on your feet.
  Example: He stood near the door.
• tiring – making you feel tired.
  Example: Running all day is tiring.
• unlike – different from.
  Example: Unlike his brother, he is very quiet.
• within – inside or not later than.
  Example: Please finish the work within two days.

✨ Expressions

• be behind something – to be the reason or support for something.
  Example: She was behind the idea of starting the club.
• I bet – I am sure.
  Example: I bet he will be late again.
• in reality – the truth, not imagination.
  Example: In reality, the job was harder than I thought.
• sick and tired of somebody or something – very bored or annoyed.
  Example: I am sick and tired of waiting for the bus.
• take somebody or something seriously – to think something is important.
  Example: You should take your studies seriously.
• take something up with somebody – to discuss a problem with someone.
  Example: I will take the issue up with my teacher.

Homework

• Seven Questions on the Reading of Unit 4 — to be uploaded on eili.ir
• The Summary of the Reading in Unit 4 — to be presented in the class
• Workbook (Unit 4) — to be uploaded on eili.ir

Unit 4 Grammar: Part A

Unless

unless = if not, except if

Examples:

• You won’t pass unless you study.
  unless you study = if you don’t study.
• You wouldn’t pass unless you studied.
  unless you studied = if you didn’t study
• They wouldn't succeed unless they tried hard.
  unless they tried hard = if they didn't try hard.

❌ He won't pass unless he doesn't study.
✔️ He won't pass if he doesn't study.
✔️ He won't pass unless he studies.

Point:

When the if-clause begins with "unless", the verb in the if-clause should be positive but the overall meaning of the if-clause is negative. In other words, don’t use a negative verb after “unless”.

More Examples:

• You can't get a job unless you have experience.
  (you can only get a job if you have experience).
• Unless you call me to say you're not coming, I'll see you at the theatre.
  (I will see you there if you do not call to say you are not coming).
• They threatened to kill him unless he did as they asked.
  unless he did as they asked = if he didn’t do as they asked
• Most wild animals won't attack unless they are provoked.
  unless they are provoked = if they are not provoked
• I can't let you in unless you give the password.
  unless you give the password = if you don’t give the password
• Students are not allowed to handle these chemicals unless they are under the supervision of a teacher.
  unless they are under the supervision of a teacher = if they are not under the supervision of a teacher

Unit 4 Grammar: Part B

Ellipsis in Conditional Sentences

Ellipsis: a situation in which words are left out of a sentence but the sentence can still be understood.

In a conditional sentence, when the verb phrase in the if-clause is the same as the verb phrase in the main clause, it is possible to omit the second verb phrase and just keep the auxiliary verb or add an auxiliary verb if there isn’t any.

Examples:

• If you ate ice cream, I would eat ice cream, too.
  If you ate ice cream, I would, too. Ellipsis
• If you didn’t eat ice cream, I wouldn’t eat ice cream, either.
  If you didn’t eat ice cream, I wouldn’t, either. Ellipsis
• I would eat ice cream if you ate ice cream, too.
  I would eat ice cream if you did, too. Ellipsis
• I wouldn’t eat ice cream if you didn’t eat ice cream, either.
  I wouldn’t eat ice cream if you didn’t, either. Ellipsis

4.4

• If I weren't free, I couldn't join you.
• If I didn't have the information, I couldn't write a report.
• If I didn't learn more, I couldn't improve.
• If I didn't have a license, I couldn't drive.
• If I didn't have time, I couldn't explain it.

4.5

• I could tell them if I saw them.
• She could tell you if she knew.
• We could take you if we had a car.
• He could get the job if he spoke English.
• They could help if they had time.

4.8

1. Yes, you do.
   Yes, you can.
2. No, you don't.
   No, you can't.
3. Yes, you are.
   No, you can't.
4. No, you don't.
   No, you can't.
5. Yes, it is.
   Yes, he can.

4.10

• Unless she invites me herself, I won't go to her party.
• Unless you speak slowly, he won't understand you.
• Unless they offer me more money, I'm going to look for another job.
• Unless he helps me, I won't finish the job.
• Unless I get a loan, I won't be able to buy that apartment.

4.12

• I'd stay inside if it rained.
• I'd go if I had my own money.
• I'd know if he told me.
• I'd enjoy it if they came along.
• I'd go if they invited me.

Unit 4: Reading

Description of the Picture on Page 62

The picture has two parts:

In the first part, a man in a blue shirt shows his empty pockets to another person. This means he has no money. There is a clock on the wall showing 3:00.

In the second part, the same man is holding and counting a lot of money. His clothes and the background are the same, so it looks like some time has passed and now he has money.

It shows how his situation changed—from having no money to having money.

Does Honesty Always Pay?

What exactly is a lie? Is it anything we say which we know is untrue? Or is it something more than that? For example, suppose a friend wants to borrow some money from you. You say, “I wish I could help you but I'm short of money myself.” In fact, you are not short of money, but your friend is in the habit of not paying his debts and you don't want to hurt his feelings by reminding him of this. Is this really a lie?

Professor Jerald Jellison of the University of Southern California has made a scientific study of lying. According to him, women are better liars than men, particularly when telling a “white lie”, such as when a woman at a party tells another woman that she likes her dress when she really thinks it looks awful. However, this is only one side of the story. Other researchers say that men are more likely to tell more serious lies, such as making a promise which they have no intention of fulfilling. This is the kind of lie politicians and businessmen are supposed to be particularly skilled at: the lie from which the liar hopes to profit or gain in some way.

Research has also shown the way people's behavior changes in a number of small, apparently unimportant ways when they lie. It has been found that if they are sitting down at the time, they tend to move about in their chairs more than usual. To the trained observer, they are saying, “I wish I were somewhere else now.” They also tend to touch certain parts of the face more often, in particular the nose. One explanation of this may be that lying causes a slight increase in blood pressure. The tip of the nose is very sensitive to such changes and the increased pressure makes it itch.

Another gesture which gives liars away is what the writer Desmond Morris in his book Manwatching calls “the mouth cover”. He says there are several typical forms of this, such as covering part of the mouth with the fingers, touching the upper lip or putting a finger of the hand at one side of the mouth. Such a gesture can be interpreted as an unconscious attempt on the part of the liar to stop himself or herself from lying.

Of course, such gestures as rubbing the nose or covering the mouth, or squirming about in a chair cannot be taken as proof that the speaker is lying. They simply tend to occur more frequently in this situation. It is not one gesture alone that gives the liar away but a whole number of things, and in particular the context in which the lie is told.

Comprehension Questions

1. What is a lie?
2. Why do people tell white lies?
3. According to the passage, in what ways are women better than men?
4. Does people's behavior change when they lie?
5. What are some gestures that give liars away?

Comprehension Questions and Answers

1. What is a lie?
   A lie is something a person says that they know is not true, though sometimes it can be more complex, such as when someone hides the truth to avoid hurting another person’s feelings.
2. Why do people tell white lies?
   People tell white lies to be polite or to avoid hurting someone’s feelings, such as complimenting a dress they actually dislike.
3. According to the passage, in what ways are women better than men?
   According to research, women are better at telling “white lies,” which are small lies told for social reasons.
4. Does people's behavior change when they lie?
   Yes, people’s behavior changes in small ways when they lie. They may move around more in their chairs or touch their faces more often.
5. What are some gestures that give liars away?
   Some gestures that can give liars away include rubbing or touching the nose, covering the mouth, touching the upper lip, or putting a finger near the mouth.

Section B – Answers

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

Sample Summary

The concept of lying is explored in the text. Is a lie simply saying something untrue, or is it more complex? For instance, consider a situation where a friend asks to borrow money, and you claim you’re short on funds even though you’re not. In this case, you avoid hurting your friend’s feelings. Is this still considered a lie?

Research suggests that women are better at telling “white lies,” such as complimenting someone’s dress even if they dislike it. On the other hand, men tend to tell more serious lies, often related to promises they don’t intend to keep. Politicians and businessmen are skilled at such lies, hoping to gain something from them.

Interestingly, when people lie, their behavior changes subtly. For example, they may fidget in their chairs or touch their faces more frequently. These actions might be unconscious attempts to cope with the lie. However, no single gesture alone can definitively identify a liar; it’s the overall context that matters.

Homework:

• Five Questions on the Dialog of Unit 4 → To be uploaded on eili.ir
• The Story of the Dialog in Unit 4 → To be presented in the class

Workbook: Unit 3

EXERCISE A

1. persevere
2. priority
3. designing
4. discourage
5. circle
6. wedding

EXERCISE B

1. scientific
2. athletic
3. famous
4. poetic
5. practical
6. dangerous

EXERCISE C

1. don’t get back
2. were
3. will buy
4. I will go
5. I would feel
6. doesn’t rain

EXERCISE D

1. If Chris works hard, he’ll pass his exams.
2. If Sue had a bike, she’d ride it to school.
3. If Ali practices, his English will improve.
4. If Rita liked swimming, she’d go to the beach.
5. If Paul takes his medicine, he’ll get better.
6. If John ate a lot, he’d be fat.

EXERCISE E

1. No change
2. B: I would go
3. No change
4. A: If you met
5. No change
6. B: Well, I wouldn’t work so hard if I were you.

EXERCISE F

2. A: What would Peter do if he were rich?
   B: He would help the poor if he were rich.
3. A: What would the boys do if they had a ball?
   B: They would play football if they had a ball.
4. A: What would Helen do if she were in Alaska?
   B: She would see the Eskimos if she were in Alaska.
5. A: What would Toshi do if he knew English well?
   B: He would read English newspapers if he knew English well.
6. A: What would Nancy do if she were a nurse?
   B: She would help the patients if she were a nurse.

Vocabulary List of Unit 4

afford (verb)

Definition: To have enough money to buy something.
Example: I can’t afford a new phone right now.

apparently (adverb)

Definition: Used when something seems true, but you are not sure.
Example: Apparently, it will rain tomorrow.

beach (noun)

Definition: A place with sand or stones next to the sea or ocean.
Example: We went to the beach to swim and relax.

behavior (noun)

Definition: The way someone acts.
Example: His behavior in class was very good today.

camper (noun)

Definition: A special vehicle with a bed and kitchen that people use for traveling and sleeping.
Example: We drove our camper to the mountains and slept inside it.

context (noun)

Definition: The situation or words around something that help you understand it.
Example: I didn’t understand the word, but the context helped me guess.

explanation (noun)

Definition: The reason or meaning of something.
Example: The teacher gave a clear explanation of the rules.

fulfill (verb)

Definition: To do something that you promised or planned.
Example: She fulfilled her dream of becoming a doctor.

gain (verb)

Definition: To get something useful or good.
Example: He gained a lot of experience at his new job.

give away (phrasal verb)

Definition: To show or tell something that was meant to be a secret.
Example: His face gave away how nervous he was.

hire (verb)

Definition: To give someone a job.
Example: The company hired five new workers.

honesty (noun)

Definition: The quality of telling the truth.
Example: I like his honesty—he always tells the truth.

increase (verb)

Definition: To become more or bigger.
Example: Prices increased last year.

increase (noun)

Definition: A rise in number, amount, or level.
Example: There was an increase in students this year.

interpret (verb)

Definition: To explain or understand the meaning of something.
Example: She interpreted the poem for the class.

itch (verb)

Definition: To feel like scratching your skin.
Example: My arm itches after the mosquito bite.

liar (noun)

Definition: A person who doesn’t tell the truth.
Example: Don’t trust him—he’s a liar.

mileage (noun)

Definition: The number of miles a vehicle can travel.
Example: This car has good mileage and uses less fuel.

pay (verb – “have a good result”)

Definition: To be worth the effort or cost.
Example: Studying hard will pay in the end.

pickup truck (noun)

Definition: A small truck with an open back.
Example: He drives a red pickup truck to work.

politician (noun)

Definition: A person who works in government.
Example: The politician gave a speech on TV.

pressure (noun)

Definition: A feeling of stress or being forced to do something.
Example: She felt pressure before the exam.

profit (verb)

Definition: To get money or benefit from something.
Example: We profited from selling lemonade at the fair.

recreational vehicle / RV (noun)

Definition: A large vehicle with a bed and kitchen for travel.
Example: They traveled across the country in their RV.

roomy (adjective)

Definition: Having a lot of space.
Example: This car is very roomy inside.

sensitive (adjective)

Definition: Easily hurt or affected.
Example: He is sensitive and cries easily.

short (of) (phrase)

Definition: Not having enough of something.
Example: We are short of money this month.

squirm (verb)

Definition: To move around because you feel uncomfortable.
Example: The child squirmed in his seat during the long speech.

tend (verb)

Definition: To usually do something.
Example: I tend to wake up early on weekends.

train (verb)

Definition: To practice or learn to do something well.
Example: She trains every day to become a better runner.

tuxedo (noun)

Definition: A black suit worn for special events.
Example: He wore a tuxedo to the wedding.

unconscious (adjective)

Definition: Not awake and not aware of what is happening.
Example: He fell and was unconscious for a few minutes.

be supposed to do or be something

Definition: To be expected or required to do something.
Example: You’re supposed to do your homework before class.

in particular

Definition: Especially; more than others.
Example: I like fruit, in particular, I love strawberries.

Unit 4: Dialog

Going to the Seaside

John and Alec are planning for a trip to the seaside.

Alec: Oh, boy! It’s awfully hot today.

John: Yea, it’s been hot this summer. How about going to the beach this weekend?

Alec: Mmm...We could go there if we had a car.

John: Let’s borrow my father’s car and go there.

Alec: What if he doesn’t lend it to us?

John: Then we can hire one from a car agency.

Alec: That’s too expensive! Do you think we can afford it?

John: Yeah, I think we can. Don’t worry.

Vocabulary Notes

• awfully = extremely, too, so, very
• it's been = it has been
• What if = What will happen / what will we do
• lend ≠ borrow
• hire = rent

Sample Summary:
John and Alec discuss the possibility of going to the seaside to escape the summer heat. Alec is concerned about the lack of a car, but John suggests borrowing his father's car. If that's not an option, John proposes hiring a car, despite Alec's worry about the cost. John reassures Alec that they can afford it and not to worry.

Sample Summary:
John and Alec want to go to the beach because it's very hot. If they had a car, they could go there. They think about borrowing John's father's car to get there. If they can't use his car, John says they can rent one from a car agency. Alec worries it will cost too much, but John tells him not to worry because they have enough money.

Homework

• Seven Questions on the Reading of Unit 3 ⇒ To be uploaded on eili.ir
• The Summary of the Reading in Unit 3 ⇒ To be presented in the class
• Workbook (Unit 3) ⇒ To be uploaded on eili.ir

Unit 3: Exercises of Grammar

3.4

• If he were a teacher, he could teach in a school.
• If he were an astronaut, he could go to the moon.
• If he were a librarian, he could work in a library.
• If he were a photographer, he could take pictures.
• If he were a soccer player, he could play soccer.

3.6

• If the weather were cold, we would not take a tour.
• If I had more time, I would read more books.
• If we had a lot of practice, we would speak better.
• If he prepared his lessons, he would make good progress.
• If I didn't have to work, I would go to the park.

3.11

• I could ask the teacher if I didn't know.
• I would stay for three weeks if I went to Rome.
• I would travel by plane if I went to London.
• I could borrow my uncle's car if I went.
• I might go there twice a week if I had the chance.

3.12

• If it rained, we wouldn't go.
• If he complained, I wouldn't help him.
• If I had a meeting, I wouldn't join you.
• If you spoke very fast, they wouldn't understand.
• If he asked silly questions, I wouldn't answer him.

silly = stupid, foolish

Description of the Picture on Page 46:
🧳✈️ Fred Smith as a Student with a Big Idea

In this cartoon, we imagine Fred Smith when he was a young student. He’s carrying a huge pile of bags, almost falling over! Each bag could stand for a problem he wants to fix—like slow mail or hard delivery. Even though it looks heavy, he’s thinking about something exciting: an airplane flying with packages. That’s his big idea—sending mail overnight using planes.

While others see a mess, Fred sees a chance to change the world. This picture shows how hard it is to carry a big dream, but also how powerful it can be.

Unit 3: Reading
Silly Questions, Brilliant Answers

Several years ago, Masaru Ibuka, the chairman of Sony, was at a company planning meeting. Suddenly he had a brilliant idea. He stopped the meeting and asked everyone present what would happen if Sony removed the recording function and speaker and sold headphones with a tape player instead. Almost everyone thought he was crazy. Still, Ibuka kept thinking about his idea and worked at refining it. The result, of course, turned out to be the wildly successful Sony Walkman.

Good ideas often start with a really silly question. Bill Bowerman was making breakfast one day. As he stood there making waffles for his son, he wondered what would happen if he poured rubber into his waffle iron. Later, he tried it and the result looked something like the bottom of most sports shoes we see today. Still, when he took this idea to several existing shoe companies, he was literally laughed at. In fact, every single company turned him down. Though rather discouraged, Bowerman persevered and went on to form his own company, making NIKE athletic shoes.

Sometimes good ideas grow out of frustration. When Fred Smith was a student at Yale University, he had some paperwork that he needed to have delivered across the country the next day. Smith was amazed to find out that overnight delivery was impossible. He sat for a long while wondering why. Why couldn't there be a reliable overnight mail delivery service? He decided to design one. Smith did just that and turned his design into a class project. His business professor gave him only a "C" for his efforts. However, Smith was not through. He refined the ideas in that class project and eventually turned them into one of the first and most successful overnight mail services in the world — FedEx.

We know today, of course, that each of these ideas led to an incredibly successful product or service that has changed the way many of us live. The best questions are usually open-ended and are often silly. Children aren't afraid to ask such questions, but adults frequently are. Think how different the world might be if people never asked "silly" questions!

Comprehension Questions – A.

1. What was Ibuka's job?
   Ibuka was the chairman of Sony.
2. Why did Ibuka stop the meeting?
   He had a brilliant idea about selling headphones with a tape player and wanted to share it.
3. What did Bowerman invent?
   He invented the sole design for athletic shoes and later founded NIKE.
4. What did Fred Smith invent?
   He created the concept for a reliable overnight mail delivery service, which became FedEx.
5. How do silly questions help us?
   Silly questions often lead to creative and innovative ideas that can change the way we live.

Comprehension Questions – B. Multiple Choice

1. Which statement is NOT true?
   a. Ibuka stopped the meeting to ask a question.
   b. Ibuka gave up thinking about his idea.✅
   c. Peole in the meeting did not ask his idea.
   d. Ibuka invented Sony Walkman.


2. The second paragraph suggests that some inventions come into existence
   a. when you have silly ideas ✅
   b. when you are frustrated
   c. when you are hungry
   d. when you are discouraged


3. Bowerman
   a. was a shoemaker
   b. became a cook later
   c. made a shoe company later ✅
   d. was a chairman


4. Fred Smith was frustrated because ...
   a. his professor gave him a "C"
   b. he had not finished his paperwork
   c. he was not able to deliver his paperwork ✅
   d. he didn’t know how to refine his idea


5. The article suggests that
   a. adults should not be afraid to ask silly questions ✅
   b. only professors can ask silly questions
   c. silly questions cannot become ideas
   d. professors should give better grades


6. 6. __________ liked Bowerman's new idea.
   a. Several companies
   b. His son
   c. Only one company
   d. None of the companies ✅


7. 7. FedEx is __________.
   a. the title of Fred Smith's class project
   b. the title of Fred Smith's paper
   c. a department of Yale University
   d. an overnight mail service ✅


8. 8. Which statement is TRUE?
   a. Fred Smith improved his new ideas ✅
   b. Fred Smith was a professor at Yale University
   c. Fred Smith gave up his idea out of frustration
   d. Fred Smith improved his class project to get a better grade


9. 9. In line 6, "wildly" means __________.
   a. naturally
   b. extremely ✅
   c. rapidly
   d. strangely


10. 10. Usually questions that are silly __________.
    a. have no answers
    b. are discouraging
    c. are the worst questions
    d. can be discussed ✅

Sample Summary 1

The text “Silly Questions, Brilliant Answers” highlights how seemingly absurd questions can lead to groundbreaking innovations. It recounts three instances:

1. Masaru Ibuka, chairman of Sony, proposed the idea of a tape player without recording capabilities or speakers, leading to the creation of the Sony Walkman.
2. Bill Bowerman, while making waffles, pondered the idea of pouring rubber into his waffle iron, which eventually led to the distinctive sole design of NIKE athletic shoes.
3. Fred Smith, frustrated by the lack of reliable overnight mail delivery, designed a system for it as a class project at Yale University, which was the foundation for FedEx.

These stories illustrate that innovative ideas often begin with questions that defy conventional wisdom. The narrative encourages embracing curiosity and the willingness to ask “silly” questions, as they can lead to significant advancements and changes in our lives.

Sample Summary 2

The story “Silly Questions, Brilliant Answers” tells us that sometimes, asking a strange question can lead to a great new invention. Here are three examples:

1. Masaru Ibuka from Sony thought about making a music player without the parts to record or play out loud. This idea became the Sony Walkman.
2. Bill Bowerman was cooking waffles and wondered what would happen if he put rubber in the waffle maker. This experiment helped create the special soles for NIKE shoes.
3. Fred Smith was a student who needed to send papers quickly. He couldn’t find a fast mail service, so he made a plan for one. His teacher didn’t like it much, but he didn’t give up. His plan started FedEx.

The story says that asking simple or “silly” questions is good because it can lead to big changes and new things that help us in many ways.

Homework

• Five Questions on the Dialog of Unit 3 — to be uploaded on eili.ir
• The Summary of the Dialog in Unit 3 — to be presented in the class

Priorities in Life

Matthew is going out. Liz is asking him to do something for her on his way to work.

Liz: Would you drop this dress off at the dry cleaner’s for me?

Matthew: Okay, but it’s a little out of my way. Can I do it tomorrow?

Liz: Well, if you take it today, I’ll have it in time for the wedding.

Matthew: Wedding? What wedding?

Liz: Don’t you remember? Your niece Sylvia is going to get married on Saturday.

Matthew: Oh, no! That’s the day of the championship football game.

Liz: But, isn’t the wedding more important?

Matthew: I guess you’re right, and Sylvia is going to get married only once – we hope.

New Words

priority

A thing that is more important than the other things.

niece

Brother's daughter or sister's daughter.

nephew

Brother's son or sister's son.

football (American)

American football (British).

soccer (American)

Football (British).

game (American)

Match (British).

Sample Summaries

Summary 1

In this dialogue, Liz asks Matthew to drop off her dress at the dry cleaner’s on his way to work. Matthew hesitates, but Liz emphasizes that if he does it today, she’ll have it in time for a wedding. Matthew is initially unaware of the wedding, but when Liz mentions that it’s their niece Sylvia’s wedding, he realizes it conflicts with the championship football game. Ultimately, he acknowledges that the wedding is more important, as Sylvia will only get married once.

Summary 2

In this dialogue, Liz asks Matthew to drop off her dress at the dry cleaner’s on his way to work. Matthew does not want to do it today because it's a little out of his way, but Liz says that if he does it today, she’ll have it in time for a wedding. At first, Matthew does not remember the wedding, but when Liz mentions that it’s his niece Sylvia’s wedding, he understands it is at the same time as the championship football game. Finally, he admits that the wedding is more important because Sylvia will only get married once.

Dialogue 1: Insect Guards

Clerk: Good afternoon, may I help you?

Customer: Yeah, I’m going camping. And I need something to keep the insects away.

Clerk: How about these? They’re new. They’re insect guards.

Customer: I’ve never seen anything like them.

Clerk: You can use them to keep the insects off you. Flies, mosquitoes, any insect.

Customer: These will keep insects off me? How?

Clerk: They cover you. You know, like a net. You put one on your head, one on each hand, and one on each foot. You just put them over your body. The insects can’t bite you.

Customer: Right…actually, I think I just want some insect spray.

Clerk: You don’t want to try the guards?

Customer: No, thanks. Just a can of insect spray, please.

Clerk: I see.

Dialogue 2: Electric Spaghetti Fork

Person A: What’s this?

Person B: Oh, I just bought it. It’s an electric spaghetti fork.

Person A: An electric spaghetti fork?

Person B: Yeah, you can use it to eat spaghetti.

Person A: I don’t understand.

Person B: You put it in the spaghetti, then you turn it on.

Person B: The fork moves in a circle. It pulls the spaghetti around the fork.

Person A: Does this really help you to eat spaghetti?

Person B: Well, um, I haven’t tried it yet. I just bought it. But it looked interesting.

Person A: Better living through technology.

Dialogue 3: Cat-Mop

Clerk: OK. You’ve got cat food and a brush.

Clerk: Anything else for your cat?

Customer: I don’t think so.

Clerk: Have you seen our new cat-mop?

Customer: No.

Clerk: Oh, it’s the cutest thing. You can use it to have your cat clean the floor.

Customer: I don’t think my cat wants to clean the floor.

Clerk: Oh, he doesn’t have a choice. You put these shoes on the cat. On the bottom of each one, there’s a little mop. As the cat runs it cleans the floor.

Customer: I can use it to have my cat clean the floor? I don’t think so.

Clerk: I think they’re going to be very popular.

Customer: Do cats like them?

Clerk: Well, I think so. I haven’t actually tried them out on a cat.

Dialogue 4: Subway Swing

Person A: Look what I made?

Person B: It looks like a child swing, but with hooks. What’s it for?

Person A: You know how crowded the subway is in the morning?

Person B: Yeah.

Person A: Well, you can use this to sit down on the train.

Person B: Use it to sit down on the train? I don’t understand.

Person A: When you can’t find a seat, you just put the hooks over those bars on top of the train.

Person B: I don’t get it.

Person A: When there are no seats on the train, you can sit down on this. Put the hooks over the bars. It makes a little seat.

Person B: You’ve been working really hard lately, haven’t you?

Matching Activity

Match the Numbers to the Items

• 3 ➨ Cat Mops
• 1 ➨ Insect Guards
• 2 ➨ Electric Spaghetti Fork
• 4 ➨ Swing

Item Functions

• Cat Mops ➨ To have your cat clean the floor.
• Insect Guards ➨ To keep insects off you.
• Electric Spaghetti Fork ➨ To eat spaghetti.
• Swing ➨ To sit down on the train.

Summary

People talk about strange new products. One person wants insect spray for camping and says no to wearing insect nets. Another buys a fork that spins to help eat spaghetti but hasn’t used it yet. A store clerk shows shoes with mops for cats to clean the floor, but the customer doesn’t think cats would like them. Someone makes a swing seat to hang on subway bars when there are no seats, but others find it confusing. Most of the ideas are funny or weird, and people aren’t sure they really work.

Unit 3 Grammar

Conditional Sentences Type II

In the if-clause of a conditional sentence type II, we use the past form of the verb. In the main clause, we use “would”, “could”, or “might” followed by the simple form of the verb.

Examples:

• If you invested your money wisely, you would become rich.
• If you invested your money wisely, you could become rich.
• If you invested your money wisely, you might become rich.
• You would become rich if you invested your money wisely.
• You could become rich if you invested your money wisely.
• You might become rich if you invested your money wisely.

These sentences describe an unreal situation: you don’t invest your money wisely, so it’s impossible for you to become rich.

Point:

Conditional sentences type II are about unreal situations at the moment that seem to be impossible.

More Examples:

• If I had more time, I would read more books.
  • I don’t have enough time.
  • It is not possible for me to read more books.
• She would travel around the world if she won the lottery.
  • It seems improbable for her to win the lottery.
  • It is unlikely for her to travel around the world.
• If I had wings, I could fly.
  • I don’t have wings.
  • Flying is impossible for me.
• If Tom were rich, he would help the poor.
  • Tom isn’t rich.
  • He can’t help the poor.

Point:

In standard English, we shouldn't use "was" in the if-clause of a conditional sentence type II. We should use “were” instead.

Example:

• ❌ If I was the mayor of the city, I would improve public transportation.
• ✔ If I were the mayor of the city, I would improve public transportation.

Comparison of Type I and Type II

• If I become rich, I will buy a big house in New York City. Type I: Real
  • It is possible for me to become rich.
  • It is possible for me to buy a big house in New York City.
• If I became rich, I would buy a big house in New York City. Type II: Unreal
  • It is impossible for me to become rich.
  • It is impossible for me to buy a big house in New York City.

Homework Notice

No Homework for Next Session

Workbook: Unit 2

EXERCISE A

1. outcome
2. Damage
3. ruined
4. thoroughly
5. likely
6. broke out

EXERCISE B

1. painful
2. thoughtless
3. dreadful
4. wonderful
5. tasteless
6. useless

EXERCISE C

1. would change her mind
2. won’t come
3. will win
4. will feel
5. would keep
6. wouldn’t drive

EXERCISE D

1. had
2. Were
3. would snow
4. could drive
5. were
6. lived

EXERCISE E

1. B: I could
2. A: will
3. No change
4. No change
5. No change
6. you would listen

EXERCISE F

2. A: What does Bob wish?

   B: He wishes he were taller. Then he could play basketball.

3. A: What does David wish?

   B: He wishes he had a car. Then he could drive to work.

4. A: What do the children wish?

   B: They wish they had dolls. Then they could play with each other.

5. A: What does Sue wish?

   B: She wishes she had some money. Then she could buy a bicycle.

6. A: What does Fred wish?

   B: He wishes it were sunny. Then he could go fishing.

Audio Script

Reporter: Once again tornado season is just around the corner. Michael Levenson, an expert on tornadoes, is here to tell us what to do during a tornado. Michael, what’s your advice?

Michael: Well, the most important thing is to stay calm, and to find shelter immediately. If you’re at home, just stay there.

Reporter: OK. Which part of the house is the safest?

Michael: Well, the safest place would be the basement. If you don’t have a basement, go into a closet near the center of your home. Cover yourself with a blanket, and be sure to stay out of rooms with windows, because if the glass breaks, it’s really dangerous.

Reporter: And what if you’re at the office?

Michael: Well, again don’t stay in rooms with windows. Get to the middle of the building. You must be far away from flying glass and metal.

Reporter: And how about if you’re out in the countryside, and there are no buildings around? What then?

Michael: Well, in a situation like that, if you’re outdoors, you find a low point. Lie face down and cover your head to protect yourself from any flying objects.

Reporter: OK. And what if you’re in a car? Should you try to drive away quickly?

Michael: Well, a car is probably the most dangerous place to be. Get out of your car and get under a bridge. Cover your head to protect yourself, and remember never ever try to drive away from a tornado. It’s just too dangerous.

Reporter: Aha…thanks for the good advice, Michael.

The Answers

• If you are at home, just stay there.
• If you are at an office, don’t stay in rooms with windows and get to the middle of the building.
• If you are outdoors, find a low point, lie face down and cover your head.
• If you are in a car, get out of your car and get under a bridge.

Summary

Tornado expert Michael Levenson advises staying calm and finding shelter immediately during a tornado. At home, the safest place is the basement, or if unavailable, a closet near the center of the house— away from windows and covered with a blanket. In an office, avoid rooms with windows and move to the middle of the building to stay safe from flying debris. If you're outdoors with no buildings nearby, lie face down in a low spot and cover your head. If you're in a car, get out and take shelter under a bridge, covering your head, and never try to drive away from a tornado, as it's extremely dangerous.

Unit 3 Vocabulary

• astronaut
• athletic
• ATM
• bar
• bite
• brilliant
• cute
• deliver
• discourage
• drop something off
• eventually
• existing
• frustration
• function
• guard
• hook
• lead to
• literally
• mop
• mosquito
• open-ended
• overnight
• paperwork
• persevere
• popular
• priority
• refine
• reliable
• remove
• rubber
• swing
• through
• turn down
• waffle
• wildly
• wonder

Unit 3 Vocabulary with Definitions and Examples

Astronaut

A person trained to travel and work in space. Example: The astronaut floated inside the space station.

Athletic

Physically strong, fit, and active. Example: She’s very athletic and runs every morning.

ATM

A machine that lets people take out or deposit money using a bank card. Example: I used the ATM to get some cash.

Bar

A long narrow piece of metal. Example: It's an old house with iron bars on the windows.

Bite

To use your teeth to cut into something. Example: He took a big bite of the apple.

Brilliant

Very smart or impressive. Example: That was a brilliant idea!

Cute

Attractive in a sweet or charming way. Example: That puppy is so cute!

Deliver

To bring something to a person or place. Example: They deliver pizza to our house.

Discourage

To make someone feel less confident or motivated. Example: Don’t let failure discourage you.

Drop something off

To take something to a place and leave it there. Example: I’ll drop the package off at the post office.

Eventually

After a period of time or delay. Example: He eventually found his lost keys.

Existing

Already present or in use. Example: We need to improve the existing system.

Frustration

The feeling of being upset or annoyed. Example: She sighed with frustration when the computer froze.

Function

The purpose or job of something. Example: The function of the heart is to pump blood.

Guard

A person or a thing that protects a place or people. Example: The security guard checked our bags.

Hook

A curved tool or piece used to hang or catch things. Example: He hung his coat on the hook.

Lead to

To cause something to happen. Example: Too much stress can lead to health problems.

Literally

Exactly as stated; not figuratively. Example: He literally jumped out of his seat.

Mop

A tool for cleaning floors. Example: She used a mop to clean the kitchen.

Mosquito

A small insect that bites and can carry diseases. Example: I got bitten by a mosquito last night.

Open-ended

Without a fixed limit or clear answer. Example: The teacher asked an open-ended question.

Overnight

During the night or very quickly. Example: We stayed overnight at a hotel.

Paperwork

Documents or forms that need to be filled out. Example: I spent the afternoon doing paperwork.

Persevere

To keep trying even when it’s hard. Example: She persevered through many challenges.

Popular

Liked by many people. Example: That song is very popular right now.

Priority

Something that is more important than others. Example: Safety is our top priority.

Refine

To improve something by making small changes. Example: He refined his speech before presenting it.

Reliable

Can be trusted to do what is expected. Example: She’s a reliable friend who always shows up.

Remove

To take something away. Example: Please remove your shoes before entering.

Rubber

A stretchy material used in many products. Example: The tires are made of rubber.

Swing

A seat tied by two ropes. Example: The child was playing on the swing.

Through

From one side to the other. Example: We walked through the tunnel.

Turn down

To reject or say no to something. Example: He turned down the job offer.

Waffle

A breakfast food with a grid pattern. Example: I had a waffle with syrup for breakfast.

Wildly

In an uncontrolled or extreme way. Example: The crowd cheered wildly.

Wonder

Want to know. Example: I wonder what’s inside the box.

Homework

• Seven Questions on the Reading of Unit 2 ⇒ To be uploaded on eili.ir
• Workbook (Unit 2) ⇒ To be uploaded on eili.ir
• The Summary of the Reading in Unit 2 ⇒ To be presented in the class

Unit 2: Grammar Exercises

2.3

• We hope that we'll learn English soon.
• She hopes that she'll get a good grade.
• I hope that I'll see her soon.
• He hopes that he'll make more progress.
• They hope that they'll improve.

2.6

• I wish it were repairable.
• I wish it were payable.
• I wish it were forgettable.
• I wish it were controllable.
• I wish they were adjustable.

2.9

• I hope he is comfortable.
• I wish he were comfortable.
• I hope they are free now.
• I wish they were free now.
• I hope she is working now.
• I wish she were working now.
• I hope they are ready now.
• I wish they were ready now.
• I hope she is going to join us.
• I wish she were going to join us.

2.11

• I wish he wouldn't fight so much.
• I wish he wouldn't smoke so much.
• I wish he wouldn't complain so much.
• I wish he wouldn't bother us so much.
• I wish he wouldn't say it so much.

2.12

• I wish it wouldn't. (or it didn't)
• I wish she wouldn't. (or she didn't)
• I wish she wouldn't. (or she didn't)
• I wish he wouldn't. (or he didn't)
• I wish he/she wouldn't. (or he/she didn't)

Reading, Unit 2: Description of the Picture

This picture shows a big flood in a city. The water is very high and strong.

It covers houses, cars, and streets. People are in the water, holding onto broken pieces of wood and furniture to stay safe.

A house is filled with water, and the windows and doors are broken. Power poles are falling down.

Everything looks messy and dangerous. The flood is causing a lot of damage and trouble for the people.

Floods

An unusual amount of rain or the quick melting of snow on the mountains, in a warm spring, may cause floods. The rivers overflow their banks, and the flood waters and liquid mud cause tremendous damage. In some countries like Egypt, floods come down the rivers regularly every year. In such places, people know how to control them by building high, strong banks or by cutting more channels for the water to flow along.

In other countries where floods come unexpectedly, as in India and China, there is often widespread destruction and dreadful loss of life. With no high ground for the people to escape to, and the water rising above the roofs of their houses, or washing their houses away, the unfortunate people cling to what they can. But the floods bear away even the strongest swimmers.

Floods caused by the sea are also fearful. Sometimes the tides driven by the winds are much higher than usual, and the salt water may come far up on the land, making it impossible for crops to grow; or owing to an earthquake under the sea, a great tidal wave may ruin everything in its path.

Sudden floods, however, have also saved a country. Once when war broke out and an enemy was advancing to conquer a country, some bold patriots decided to break down the great walls of earth and stone which in low countries keep out the sea. Such an action might have caused the death of many of their fellow countrymen, but it thoroughly destroyed the enemy.

Among what are called the forces of nature — heavy rain or snow, lightning, high winds, tidal waves, earthquakes, etc. — floods probably cause the greatest loss of life. As time goes on, man is learning to be more prepared for these events, specially by finding out when and where they are likely to happen. Although man is gradually conquering nature, we have a lot to do before we can bring floods under control.

Sample Summary (Advanced)

Floods can occur due to excessive rainfall or rapid snowmelt and can cause significant damage. Countries like Egypt experience regular floods and have developed methods to manage them, such as building strong banks or creating additional channels for water. However, in places like India and China, unexpected floods lead to widespread destruction and loss of life, with people often having nowhere to escape. Sea floods, driven by high tides or earthquakes, can also be devastating, destroying crops and landscapes.

Interestingly, floods have also played a role in saving a nation during war by breaking barriers and stopping the enemy, despite the risk to locals. Overall, floods are one of the deadliest natural forces, and while humans are learning to predict and prepare for them, much work remains to effectively control and mitigate their impact.

Sample Summary (Simple)

Floods happen when it rains a lot or snow melts quickly. They can break things and hurt people. Some places, like Egypt, get floods every year, but they know how to deal with them by making strong walls or extra paths for the water. In other places, like India and China, floods can surprise people and cause a lot of damage and people can die because there’s no safe place to go. Floods from the sea are scary too. They can come in and stop plants from growing or destroy things if there’s an earthquake.

Sometimes, floods have helped people by stopping enemies in a war. But usually, floods are very dangerous and can kill many people. People are trying to learn more about floods so they can be ready and stop them from causing so much trouble. We’re getting better at this, but we still have a lot to learn to control floods.

A. Answer the following questions.

1. What causes floods?
2. How do people try to control floods?
3. What are the countries in which floods cause widespread destruction?
4. What may happen owing to an earthquake under the sea?
5. What are some of the things we call "forces of nature"?

A. Answer the following questions.

1. What causes floods?
   Floods are caused by an unusual amount of rain or the quick melting of snow on the mountains in a warm spring.
2. How do people try to control floods?
   People try to control floods by building high, strong banks along rivers or by cutting more channels for the water to flow through.
3. What are the countries in which floods cause widespread destruction?
   Floods cause widespread destruction in countries like India and China.
4. What may happen owing to an earthquake under the sea?
   An earthquake under the sea may cause a great tidal wave that can ruin everything in its path.
5. What are some of the things we call "forces of nature"?
   Some of the things we call “forces of nature” are heavy rain or snow, lightning, high winds, tidal waves, earthquakes, and floods.

B. Answer the following questions. Choose a, b,c, or d.

1. Something caused by an unusual amount of rain is called a(n)

   • a. earthquake
   • b. tide
   • c. flood ▸
   • d. tidal wave

2. According to the text,

   • a. rivers overflow due to the melting of snow in spring ▸
   • b. floods are useful for farming in Egypt
   • c. floods don’t come down the rivers in spring
   • d. floods occur regularly

3. The outcome of a flood is often a great

   • a. loss of life
   • b. melting of snow
   • c. earthquake ▸
   • d. lightning

4. When there is a big flood in India and China, people try to

   • a. escape only
   • b. go to high places ▸
   • c. build high, strong banks
   • d. hold on to what they can to save their lives

5. As the article states, floods occur regularly in

   • a. China and India
   • b. China and India regularly ▸
   • c. don’t occur regularly
   • d. Egypt regularly

6. Floods caused by the sea are _______.

   • a. less fearful than other floods
   • b. more fearful than other floods
   • c. as fearful as other floods
   • d. do nothing to worry about

7. Great tidal waves are caused by _______.

   • a. a strong wind
   • b. strong winds and sudden rain
   • c. strong winds and floods
   • d. an earthquake far out in the sea

8. Floods have sometimes been useful in _______.

   • a. creating great force for a country
   • b. bringing about big changes in the defense of a country
   • c. preventing a powerful enemy from attacking
   • d. making a country more powerful

9. According to this text, a flood _______.

   • a. is the only way to stop the enemy
   • b. is not one of the ways to stop the enemy
   • c. might not be one of the ways to stop or destroy the enemy
   • d. can completely destroy the enemy

10. According to the passage, as time goes on, _______.

    • a. nature is being thoroughly conquered
    • b. floods are coming completely under control
    • c. man is learning to prepare himself for floods
    • d. man is never able to prepare himself for floods.

Exercise Answers

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

Homework

• Five Questions on the Dialog of Unit 2 ⇒ To be uploaded on the website eili.ir
• The Summary of the Dialog in Unit 2 ⇒ To be presented in the class

Unit 1: WORKBOOK EXERCISES

EXERCISE A

1. essential
2. Journeys
3. amazing
4. argument
5. firmly
6. push yourself

EXERCISE B

1. frightening
2. Relaxing
3. surprised
4. embarrassing
5. bored
6. confused

EXERCISE C

1. ourselves
2. Myself
3. themselves
4. itself
5. yourselves
6. herself

EXERCISE D

1. fixed it myself
2. do it herself
3. call him yourself
4. told me/us himself
5. look after themselves
6. solve it yourselves

EXERCISE E

1. B: herself
2. No change
3. B: with me
4. B: what I need
5. B: they told me
6. A: the man whose children

EXERCISE F

1. Example

2. A: Did anyone help Jim paint the room?

   B: No, he painted it by himself.

3. A: Did anyone help Alice and Linda do the dishes?

   B: No, they did them by themselves.

4. A: Did anyone help Tom do his homework?

   B: No, he did it by himself.

5. A: Did anyone help Miss Jones type the report?

   B: No, she did it by herself.

6. A: Did anyone help Little John drink the milk?

   B: No, he drank it by himself.

Unit 2: Vocabulary

Basement

A room or set of rooms located below the ground level of a building.
• They turned their basement into a cozy home theater.

Bear away

To carry away
• Floods can bear away even the strongest swimmers.

Bold

Showing a willingness to take risks; confident and courageous.
• His bold initiative paid off and led to a successful venture.

Break out

To suddenly start, as in a conflict or disease.
• A fight broke out in the middle of the crowded market.

Bridge

A structure built to span a physical obstacle, such as a body of water.
• The new bridge connected the two previously isolated riverbanks.

Conquer

To overcome and take control of a place or people by use of military force.
• Alexander the Great conquered many lands during his reign.

Continent

One of the main landmasses on the globe.
• Asia is the largest continent by both area and population.

Damage

Physical harm that impairs the value, usefulness, or normal function of something.
• The storm caused significant damage to the coastal buildings.

Dreadful

Causing or involving great suffering, fear, or unhappiness; extremely bad or serious.
• They received dreadful news about the accident.

Earthquake

A sudden and violent shaking of the ground, sometimes causing great destruction.
• The earthquake rattled the city, leaving many structures in ruins.

Escape

Break free from confinement or control.
• The prisoner managed to escape through a tunnel dug over months.

Extreme

Reaching a high or the highest degree; very great.
• The extreme temperatures made the expedition very challenging.

Hurricane

A storm with a violent wind, typically tropical.
• The hurricane caused evacuation orders for coastal areas.

Likely

Such as well might happen or be true; probable.
• It’s likely that the event will be postponed due to the rain.

Liquid

A substance that flows freely but is of constant volume, having a consistency like that of water or oil.
• Water is the most commonly consumed liquid.

Loan

A thing that is borrowed, especially a sum of money that is expected to be paid back
• They took out a loan to buy their first home.

Loss

The state of no longer having something or as much of something.
• The team felt the loss deeply after their star player moved to another club.

Melt

To change from a solid to a liquid state usually by heat.
• As the sun rose, the frost began to melt away.

Mud

Soft, sticky matter resulting from the mixing of earth and water.
• After the rain, the playground was covered in mud.

Outcome

The way a thing turns out; a consequence.
• The outcome of the election was surprising to many.

Overflow

To flow over the brim of a receptacle.
• The river began to overflow its banks during the heavy rain.

Owing to

Because of, or on account of.
• Owing to the storm, the event was postponed.

Patriot

A person who vigorously supports their country and is prepared to defend it.
• She was considered a patriot for her service during the war.

Ruin

Destroy
• Floods can destroy everything on their path.

Shelter

A place giving temporary protection from bad weather or danger.
• They found shelter from the storm in an old barn.

Smog

Fog or haze combined with smoke and other atmospheric pollutants.
• The city was covered in a thick layer of smog.

Strike

Hit
• The tree was struck by lightning.

Thoroughly

In a thorough manner; completely, perfectly, utterly.
• She cleaned the house thoroughly before the guests arrived.

Tidal Wave

An exceptionally large ocean wave, especially one caused by an underwater earthquake or volcanic eruption.
• The coastal town was devastated by a massive tidal wave.

Tornado

A mobile, destructive vortex of violently rotating winds.
• The tornado tore through the countryside, leaving destruction in its wake.

Tremendous

Very great in amount, scale, or intensity.
• The support from the crowd was tremendous.

Typhoon

A tropical storm in the region of the Indian or western Pacific oceans.
• The typhoon caused widespread damage to the coastal areas.

Unfortunate

Having or marked by bad fortune; unlucky.
• It was unfortunate that the picnic coincided with the thunderstorm.

Volcano

A mountain or hill, typically conical, having a crater or vent through which lava, rock fragments, hot vapor, and gas are being or have been erupted from the earth’s crust.
• The volcano had been dormant for centuries before its sudden eruption.

War

A state of armed conflict between different countries or different groups within a country.
• The war lasted for four long years.

Widespread

Extensive / Found or distributed over a large area or number of people.
• There was widespread support for the new policy.

The Parkers’ Wish

The Parkers’ car is old, and they wish they had a new one.

Mr. Parker: You know what I wish?

Mrs. Parker: I have no idea, what?

Mr. Parker: I wish we had a new car.

Mrs. Parker: Yeah, then we wouldn’t have to spend so much on repairs.

Mr. Parker: That’s exactly what I was thinking.

Mrs. Parker: Can’t we get a loan from the bank?

Mr. Parker: Actually, I asked them the other day.

Mrs. Parker: What did they answer?

Mr. Parker: They said I didn’t have enough credit with the bank.

Sample Summary

Mr. and Mrs. Parker are having a conversation about their old car and their wish for a new one. Mr. Parker expresses his desire for a new car to avoid the high costs of repairs. Mrs. Parker agrees and suggests that they could get a loan from the bank to buy a new car. Mr. Parker then reveals that he has already asked the bank for a loan, but unfortunately, the bank declined his request because he did not have enough credit with them.

Vocabulary Notes

then

if so, in that case

repairs

fixing

the other day

two or three days ago; the day before yesterday

credit

the ability to pay back a loan

Unit 2 Grammar

Hope

Hope = want something to happen or be the case

Hope + Infinitive

Infinitive = to + Simple Form of the Verb

• Robert hopes to earn a lot of money by working hard.
• The engineer hopes to design a new robot.

Hope + that-clause

• Robert hopes (that) he will earn a lot of money by working hard.
• The teacher hopes (that) all his students will pass the final exam.

Student's Examples

• I hope that I can pass the exam.
• I hope that all Iranians can have great lives.
• I hope that I will see France and Spain.
• I hope to see France and Spain.
• I hope that our team will win the game.

Unit 2 Grammar

Wish

Wish + Infinitive

wish = want, would like

• I wish to talk with you after the class.
• They wish to go on a trip as soon as possible.

Wish + that-clause

wish = want something to happen or to be true even though it is unlikely or impossible

Point:

If there is a that-clause after wish, we have to use the past form of the verb inside the that-clause.
Our wish is about the present time, but we use the past tense to show it is impossible.

• Mary wishes (that) she had a Porsche.
  She doesn’t have a Porsche. Having a Porsche is her dream.
• I wish (that) I were a billionaire.
  I am not a billionaire. Being a billionaire is my dream.

Point:

We make a wish about something that is impossible, but we hope about possible things.

• I hope (that) Liverpool can win the game tonight.
  I believe it is possible for my favorite team to win.
• I wish (that) Liverpool could win the game tonight.
  I believe it is impossible for them to win.
• Tom hopes that he can become rich.
  Tom believes it is possible for him to become rich in the future.
• John wishes that he could become rich.
  John believes it is not possible for him to become rich in the future.

Point:

• I wish (that) I was at home. → Temporarily Impossible
• I wish (that) I were a bird. → Totally Impossible

temporarily = for a short time
totally = absolutely

Using “Wish” to Make a Complaint

Someone is smoking near you:

• I wish (that) you didn’t smoke in here.
• I wish (that) you wouldn’t smoke in here.

The above-mentioned sentences mean: “Please don’t smoke in here!”

Someone is speaking in a high voice in a library:

• I wish (that) you didn’t speak loudly.
• I wish (that) you wouldn’t speak loudly.

The above-mentioned sentences mean: “Please don’t speak loudly!”

Student's Sentences

• I wish (that) I had a BMW.
• I wish (that) I could play football with you this afternoon.
• I wish (that) I had a big house in the USA.

Homework:

Seven Questions on the Reading of Unit 1

Summary of the Reading in Unit 1

Unit 1: Workbook

Pre-Listening (Unit 1):

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

Audio Script

The Answers

1. Put your seat forward.
2. Fill out this customs form.
3. Put out your cigarette.
4. Fasten your seatbelt.
5. Pass the headsets to me.
6. Put the bag in the overhead compartment.

Grammar Point

We can’t use a reflexive pronoun after the prepositions “with” and “on”. We should use an object pronoun instead.

Examples:

• ❌ I took my laptop with myself to school.
  ✔ I took my laptop with me to school.
• ❌ They brought some food with themselves.
  ✔ They brought some food with them.
• ❌ Sally didn’t have any money on herself.
  ✔ Sally didn’t have any money on her.

1.8

• No, I have bought it for myself.
• No, I'm looking at myself in the mirror.
• No, I will blame myself if I fail.
• No, she is paying for herself.
• No, he looks after himself. look after = take care of

1.9

• Why doesn't he type them himself?
• Why don't you change it yourselves?
• Why don't they repair it themselves?
• Why don't you translate them yourself?
• Why doesn't she wash them herself?

1.10

• Danny himself prepared his lecture.
• Did Michelle and Karen themselves take those amazing photos?
• Jasmin and I ourselves put out the fire.
• Benny himself finished this project.
• Melissa herself lifted the dining table. dine = eat, dining = eating, dining table = a table for eating food

1.12

• No, I found it by myself.
• No, they make it by themselves.
• No, I painted them by myself.
• No, he corrects them by himself.
• No, she washed it by herself.

Unit 1: Reading

Travel Wisely, Travel Well

A businessman who travels all over the world gives a little advice on “wise traveling”.

I have learned, often the hard way, that there are a few simple rules about how to make life easier both before and after your journey.

1. Check Departure Times

Always check and double-check departure times. It’s amazing how few people do this carefully. Once, I arrived at the airport a few minutes after ten. My secretary had got the ticket for me, and I thought she said the plane left at 10:50. I walked calmly to the departure desk, thinking I still had time. I didn’t bother to look at the ticket. The clerk told me politely but firmly that the departure time was 10:15 and the flight was “now closed”. I had to wait three hours for the next one and missed an important meeting.

2. Carry Local Currency

Even in this age of credit cards, it’s important to have at least a little of the local currency when you arrive. This is essential if you’re flying to a place few tourists visit. A few years ago, I flew to Oklahoma from London via Dallas. I arrived at midnight and the airport bank was closed. The only way to get to my hotel was by taxi, and I had no dollars. I offered to pay in pounds.

“Listen, buddy! I only take real money!” the driver said angrily.

Luckily, I borrowed a few dollars from a hotel clerk, but it was very embarrassing.

3. Check the Weather

Find out as much as you can about the weather at your destination before you leave, especially if you’re packing light. I feel sorry for colleagues who travel in heavy suits and raincoats in May from cool London or Manchester to warm places like Athens, Rome, or Madrid. Few people understand how important it is to have the right clothes in this age of rapid air travel.

The Answer to the Questions (Part A)

1. He is a businessman.
2. He suggests 3 rules.
3. Check and double-check the departure time. / Have some local currency with you / Take suitable clothes with you
4. Because he wants to help us travel wisely and well.
5. He has learned these rules the hard way.

The Answer to the Questions (Part B)

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

Homework: Unit 1

Five Questions on the Dialog

Summary of the Dialog

Recap! Choose the correct answer.

If it (1) rained / rains / will rain, people usually (2) will stay at home / stay at home / stayed at home.

If it (3) will rain / rains / rain tomorrow, we (4) will cancel / cancel / cancelled the picnic.

Students (5) should wears / must wear / to have wear a uniform at this school.

I don’t know when (6) will we have a test / we will have a test / do we have a test next week.

My best friend is a person (7) who helps me / which helps me / where helps me with homework.

I have a notebook (8) whom I use / what I use / that I use in every lesson.

Let’s check!

If it rains, people usually stay at home.

If it rains tomorrow, we will cancel the picnic.

Students must wear a uniform at this school.

I don’t know when we will have a test next week.

My best friend is a person who helps me with homework.

I have a notebook that I use in every lesson.

Can’t help + verb + ing means:

You cannot stop yourself from doing something. It happens naturally or automatically.

• I can’t help laughing at his jokes.
  → I laugh and cannot control myself.

• She can’t help crying during sad movies.
  → She cries even if she tries not to.

Fill in the blanks with the correct word or phrase:

1. I try to stay calm, but sometimes I ............ and shout.

2. It’s better to stay out of this problem. It’s ............

3. She had an ............ with her brother about the TV.

4. I ............ feeling nervous before exams.

5. If you want to do well, you have to ............ a little more.

6. His ............ is short; he gets angry very fast.

7. He kept ............ at his friend for making a mistake.

Word Bank:

• a. can’t help
• b. blowing up
• c. lose my temper
• d. argument
• e. push yourself
• f. temper
• g. none of my business

Let's check the answers:

1. I try to stay calm, but sometimes I lose my temper and shout.

2. It’s better to stay out of this problem. It’s none of my business.

3. She had an argument with her brother about the TV.

4. I can’t help feeling nervous before exams.

5. If you want to do well, you have to push yourself a little more.

6. His temper is short; he gets angry very fast.

7. He kept blowing up at his friend for making a mistake.

Listen and answer the questions!

1. What's the matter with Howard these days?
2. How has he been behaving toward his kids?
3. Can Howard sleep well?
4. What does Jack think Howard should do?
5. What may happen to Howard if he keeps pushing himself too hard?

Listen and answer the questions!

1. What's the matter with Howard these days?
   He has not been in a good mood recently.

2. How has he been behaving toward his kids?
   He has been getting into arguments with his kids over nothing.

3. Can Howard sleep well?
   No, he can't. He can't sleep well.

4. What does Jack think Howard should do?
   Jack thinks Howard should not push himself too hard.

5. What may happen to Howard if he keeps pushing himself too hard?
   He may get sick.

Can’t Help Blowing Up!

Howard has not been in a good mood recently.

Jack: Maybe it’s none of my business, but you haven’t been yourself lately.

Howard: What do you mean?

Jack: I mean, you’ve been losing your temper over nothing.

Howard: I don’t know what came over me. I’ve been getting into arguments with kids, too.

Jack: Have you been doing anything besides working?

Howard: Not really. I don’t get much sleep, either.

Jack: Well, you’d better not push yourself too hard, or you’ll get sick.

Howard: I guess you’re right.

Vocabulary Notes

• I can't help blowing up = I can't control my anger
• recently = lately
• lose one's temper = get angry
• over nothing = about unimportant things
• what came over me = what happened to me
• kids = children
• argument = dispute, quarrel
• besides = in addition to, on top of
• you'd better not = you shouldn't

Reflexive Pronouns

We use reflexive pronouns when the subject and the object of a sentence are the same person.

• Reflexive pronouns are words ending in -self or -selves.
• They are used to refer back to the subject of a sentence and can act as either objects or indirect objects.

Reflexive Pronouns

Examples of Reflexive Pronouns

• He made himself a sandwich. (indirect object)
• I hurt myself while I was playing tennis. (object)
• They introduced themselves to the new teacher. (object)
• We enjoyed ourselves at the beach. (object)

Reflexive Pronouns for Emphasis

Structure:

• Subject + verb + object + reflexive pronoun
• Subject + reflexive pronoun + verb + object
• Examples: I bought the car myself. / I myself bought the car.

Function:

Used to emphasize that you, not someone else, performed the action.

Examples of Reflexive Pronouns for Emphasis

• I bought the car myself.
  → Emphasizing that I, not someone else, bought the car.
• She cleaned the entire house herself.
  (not anyone else)
• We built the website ourselves.

“By + Reflexive Pronoun” = Alone or Without Help

Structure:
By + reflexive pronoun

Function:
Used to show that someone did something alone or without assistance.

Examples:

• I bought the car by myself.
  → I was alone when I bought it. No one accompanied me.
• He traveled to Japan by himself.
  (alone)
• She solved the problem by herself.
  (without help)