# data[].attributes.body
https://wordwall.net/es/resource/31568925/simple-past-regular-verbs

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Wordwall - Crea mejores lecciones de forma más rápida

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Ordenar por grupo - Arrastra y suelta cada elemento en su grupo correcto.

# data[].attributes.attachment_link.provider_name
Wordwall - Create better lessons quicker

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Past Simple irregular & regular verbs NEF Ele 5C

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Drag and drop the pins to their correct place on the image.. bought, w ent, wore, looked, couldn't , had, saw, met, danced, didn't get, was, went.

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Exercises Explanation Downloads

Be going to - plans and predictions

Exercise 3

Complete this email with the affirmative, negative or interrogative forms of be going to. Use the words in brackets.

Be going to - Grammar chart

Be going to - Form

Be going to consists of the present continuous of the verb go (I'm going, you are going, etc.) + to infinitive form of the main verb.

When the main verb is go

When the main verb is go, we can exclude it if we want.

I'm going shopping this afternoon. (=I'm going to go shopping this afternoon.)

We are going to Cyprus next summer. (=We are going to go to Cyprus next summer. )

Be going to - use

Predictions

We use be going to to talk about something that we see is going to happen (there is present evidence).

Don't drive like a crazy man. We're going to have an accident!

The doctor said I'm going to have a girl.

Look at those clouds. It's going to rain.

Intentions or plans

We use be going to for intentions or plans (decisions taken before the moment of speaking).

'Why are you undressing?' 'Because I'm going to go for a swim.'

We are going to have a drink after work. Do you want to come?

Future time expressions

We often use be going to with future time expressions ( tomorrow, next week, etc.).

We are going to play cards tonight .

She's going to study biology next year.

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Be going to - plans and predictions - Page 3 of 3 - Test-English

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Be going to. I'm going to do, Are you going to do? We use 'be going to' to talk about predictions and plans. A1 - Elementary English grammar and exercises.

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https://elllo.org/class/A2/A2-07-Past-Tense-Irregular.html

https://wordwall.net/resource/77871794/esol/past-simple-positive-sentences

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Practice Listening English Exercises for Beginner - Past events

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Wordwall - Create better lessons quicker

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Complete the sentence - A cloze activity where you drag and drop words into blank spaces within a text.

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https://view.genially.com/68b767fe0fb40107f5a4d9d5

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Clases de crónica según el enfoque o intención del cronista

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Adverbs of frequency with present simple - Test-English

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Learn how to use adverbs if frequency with present simple. This is an English grammar lesson for beginners or elementary students (level A1 CEFR). In this lesson, you will find three English grammar exercises with answers. There is also a grammar explanation with grammar rules and grammar charts.

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https://test-english.com/grammar-points/a1/comparative-adjectives/3/

https://view.genially.com/60070dc68c059b0d156bfb90

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1......................... (quiet) here, but it's still a big city, with lots of restaurants, museums and famous buildings. The centre of Philadelphia is 2......................... (small) than Manhattan, so you can walk everywhere. I think the people here are 3......................... (friendly) and 4......................... (polite). But I prefer New York. It's 5......................... (interesting) and 6......................... (exciting) than Philadelphia. And public transport is 7......................... (good), so it's 8......................... (easy) to get around.

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English Grammar Exercises for A1 - Comparatives

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https://view.genially.com/69c40bb5456e200600644fae

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Countable & Uncountable Nouns | Genially

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https://test-english.com/grammar-points/a1/past-simple-regular-irregular/

https://test-english.com/listening/a1/what-did-you-do-last-weekend-a1-english-listening-test/

https://wordwall.net/es/resource/78915832/ingl%C3%A9s/present-simple-vs-past-simple

https://test-english.com/grammar-points/a2/past-simple-form-use/

https://www.elllo.org/book/A2/A2-06-Past-Tense-Ed.htm

https://english-practice.net/listening-exercises-b1-past-events/

https://www.liveworksheets.com/worksheet/en/english-second-language-esl/1849617

https://test-english.com/grammar-points/a2/past-simple-form-use/2/

https://www.liveworksheets.com/es/worksheet/en/english-second-language-esl/541931#google_vignette

https://wordwall.net/es/resource/9677319/present-simple-or-past-simple

https://wordwall.net/es/resource/12261691/reading-comprehension

https://english-practice.net/practice-listening-english-exercises-for-a2-the-past/

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LiveWorksheets transforms your traditional printable worksheets into self-correcting interactive exercises that the students can do online and send to the teacher.

# data[].attributes.body
https://www.liveworksheets.com/worksheet/en/english-second-language-esl/5406031

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https://www.liveworksheets.com/worksheet/en/english-second-language-esl/47665

https://wordwall.net/fr/resource/83694134/simple-past-be-was-were-listening-activity-1

https://wordwall.net/resource/70925660/english-a1/past-continuous-listening-comprehension

https://wordwall.net/resource/66080506/esl/past-simple-past-continuous

https://www.liveworksheets.com/node/5342743

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Conversation 2 Conversation 3 Conversation 4
Be Verbs (am, is, are) Simple Present

Point 1: The Be verb has three forms in the present tense: am, is, are. It connects a subject with a noun, adjective, or preposition.
Before Nouns Before Adjectives Before Prepositions
Point 9: For question words, the verb matches the subject.

1. What is your favorite food?

2. When is the meeting?

3. Who are your teachers?

4. Where are the bathrooms?

5. Why is it cold in here?

6. How are you?

7. How is school?

8. How are your classes?

9. Why am I here?

10. Why is she late?

11. Why isn't she here?

12. Why aren't you mad?

Point 10: For Yes/No questions words, the verb matches the subject.

1. Am I late?

2. Is she here?

3. Are my keys on the table?

4. Are you from around here?

5. Is your dad a doctor?

6. Is English easy for you?

Answer these questions about the interview.

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ELLLO - Beginner English - A1 - Be Verbs - Present Simple

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ESL students and teachers can access free listening lessons that come with audio, script, quiz and vocabulary support.

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https://www.liveworksheets.com/worksheet/en/english-language/2250777

https://www.elllo.org/class/A1/A1-22-Was-Were.html

https://english-practice.net/practice-listening-english-exercises-for-a1-past/

https://test-english.com/grammar-points/a1/was-were/

https://www.liveworksheets.com/worksheet/en/english-second-language-esl/326639

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https://view.genially.com/60a2e34ec4725c0d3fa43a0d/interactive-content-be-going-to

https://www.liveworksheets.com/worksheet/en/english-second-language-esl/168195#google_vignette

https://www.soundgrammar.com/lessons/B2-Grammar/B2-04-Was-Going-To.htm

https://www.elllo.org/book/B2/B2-04-Was-Going-To.html

https://www.liveworksheets.com/worksheet/en/english-second-language-esl/7243087

https://english-practice.net/english-listening-exercises-for-a2-the-future/

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Start

the FUTURE

JULY 26TH-30TH.(8thg)

the future

"going to"

objective

use "going to" in different contexts.

ViDEO. Pay attention

To talk about our future intentions and plans. We have usually made our plans before the moment of speaking.

EXAMPLE

(A: We've run out of milk B: I know, I'm going to buy some).

To make a prediction about the future.It's more common to use 'be going to' if we can see evidence in the present.

EXAMPLE

(Look at those boys playing football! They're going to break the window)

(The sky is getting darker and darker. It's going to rain)

uses of "going to"

1. gOING TO AFFIRMATIVE.

going to+ complement

am/is/ are +

subject/ pronoun +

I AM GOING TO GO BACK TO THE GYMSHE IS GOING TO VISIT HER MOM IN 2 MONTHS.HE IS GOING TO LEARN ENGLISH THIS YEAR IT IS GOING TO RAIN. THE SKY IS DARK.YOU ARE GOING TO TRAVEL TO CONCEPCION IN SEPTEMERWE ARE GOING TO READ THIS ANIME BOOK THEY ARE GOING TO SEE THE DOCTOR, THEY ARE SICK.

2. gOING TO NEGATIVE.

going to+ complement

am/is/ are+NOT+

subject/ pronoun +

I AM NOT GOING TO GO BACK TO THE GYMSHE IS NOT GOING TO VISIT HER MOM IN 2 MONTHS.HE IS NOT GOING TO LEARN ENGLISH THIS YEAR IT IS NOT GOING TO RAIN. THE SKY IS DARK.YOU ARE NOT GOING TO TRAVEL TO CONCEPCION IN SEPTEMERWE ARE NOT GOING TO READ THIS ANIME BOOK THEY ARE NOT GOING TO SEE THE DOCTOR, THEY ARE SICK.

3. gOING TO INTERROGATIVE.

going to+ complement ?

am/is/ are +

subject/ pronoun +

AM I GOING TO GO BACK TO THE GYM?IS SHE GOING TO VISIT HER MOM IN 2 MONTHS?IS HE GOING TO LEARN ENGLISH THIS YEAR? IS IT GOING TO RAIN. THE SKY IS DARK?ARE YOU GOING TO TRAVEL TO CONCEPCION IN SEPTEMER?ARE WE GOING TO READ THIS ANIME BOOK ? ARE THEY GOING TO SEE THE DOCTOR, THEY ARE SICK?

Let´s play!

3 click here

2 click here

1 click here

PRACTICE, WRITE ON YOUR COPYBOOK

What are you going to do this weekend?

+ info

+ info

Let´s work together

LET´S PLAY KAHOOT!!

THANKS!

nOW, LETS DO YOUR quiz!

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https://www.elllo.org/book/A1/A1-01-Be-Verbs-Introductions.html

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LiveWorksheets transforms your traditional printable worksheets into self-correcting interactive exercises that the students can do online and send to the teacher.

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https://learnenglishteens.britishcouncil.org/grammar/a1-a2-grammar/present-continuous

https://www.liveworksheets.com/worksheet/en/english-second-language-esl/168498

https://www.liveworksheets.com/worksheet/en/english-second-language-esl/50917

https://avi.cuaed.unam.mx/uapa/avi/ing_5/U_2/ing5_u2_t3/index.html

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Listening present continuous online exercise

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LiveWorksheets transforms your traditional printable worksheets into self-correcting interactive exercises that the students can do online and send to the teacher.

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https://view.genially.com/6516375decdc900011967968/presentation-frequency-adverbs

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Listen to the conversation and do the exercises to practise and improve your listening skills.

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https://test-english.com/reading/a1/daily-routines-sportswoman/

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A day in the life of an airline pilot - A1 English reading test - Test-English

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Discover the daily routine of a pilot with our A1 Elementary reading test. Read, answer the comprehension questions and get instant feedback!

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https://www.elllo.org/grammar/A1-25-Any-Some-Breakfast-Any-Some.htm

https://dictionary.cambridge.org/grammar/british-grammar/much-many-a-lot-of-lots-of-quantifiers

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Little, a little, few, a few - English Grammar Today - a reference to written and spoken English grammar and usage - Cambridge Dictionary

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https://elllo.org/games/02-answer-key-audio/02-AKA-SG-A1-10-Object-Pronouns.htm

https://www.elllo.org/class/A1/A1-10-Object-Pronouns.html

https://www.esl-lab.com/grammar/object-pronouns/#google_vignette

https://avi.cuaed.unam.mx/uapa/avi/ing_3/U_1/ing3_u1_t2/index.html

https://elllo.org/games/02-answer-key-audio/02-AKA-SG-A1-10-Object-Pronouns.htm

https://view.genially.com/607a565613c1610d836a984c

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https://aulasvirtuales.udistrital.edu.co/mod/resource/view.php?id=146193&forceview=1

https://www.liveworksheets.com/worksheet/en/english-second-language-esl/1687984

https://view.genially.com/63860590cb6ed20014db803e/interactive-content-possessive-adjectives

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ELLLO - Beginner English - A1 - Possessive Pronouns and Adjectives

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ESL students and teachers can access free listening lessons that come with audio, script, quiz and vocabulary support.

# data[].attributes.body
https://www.elllo.org/class/A2/A2-01-Present-Simple.html

# data[].attributes.attachment_link.description
LiveWorksheets transforms your traditional printable worksheets into self-correcting interactive exercises that the students can do online and send to the teacher.

# data[].attributes.attachment_link.description
LiveWorksheets transforms your traditional printable worksheets into self-correcting interactive exercises that the students can do online and send to the teacher.

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2 Arrived 4th Will leave 13th

3 Arrived 2nd Will leave 10th

4 Arrived 5th Will leave 15th

5 Arrived 3rd Will leave 31st

6 Arrived 6th Will leave 16th

A: Have you been here long?

B: No, we arrived a few days ago, on the first of the month.

A: And how long are you staying?

B: We're staying exactly two weeks. We leave on the 14th.

A: When did you get here?

A: Will you be here long?

B: Until the 13th. Not long enough, really.

B: I arrived on July 2nd.

A: Are you enjoying your vacation?

B: Oh, yes. But it's too short. I leave on the 10th.

A: How long are you staying?

B: We're leaving on the 15th. We're just staying ten days.

B: We got here on the 3rd.

A: And do you plan to stay long?

B: Yes, we're not leaving until the end of the month.

A: And when are you leaving?

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Practice Listening English Exercises for A1 - Dates

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2 Arrived 4th Will leave 13th 3 Arrived 2nd Will leave 10th 4 Arrived 5th Will leave 15th 5 Arrived 3rd Will leave 31st 6 Arrived 6th Will leave 16th A: Have you been here long? B: No, we arrived a few days ago, on the first of the month.

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https://www.educaplay.com/learning-resources/8041336-this_that_these_those.html

https://portalacademico.cch.unam.mx/ingles1/the-ideal-outfit/this-one

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Demonstratives- one, ones. interactive worksheet

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LiveWorksheets transforms your traditional printable worksheets into self-correcting interactive exercises that the students can do online and send to the teacher.

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Wordwall - Crea mejores lecciones de forma más rápida

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Completar la frase - Una actividad “cloze” en la que se arrastran y sueltan palabras en espacios en blanco dentro de un texto.

# data[].attributes.attachment_link.provider_name
Wordwall - Crea mejores lecciones de forma más rápida

# data[].attributes.attachment_link.description
Completar la frase - Una actividad “cloze” en la que se arrastran y sueltan palabras en espacios en blanco dentro de un texto.

# data[].attributes.attachment_link.provider_name
Wordwall - Crea mejores lecciones de forma más rápida

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Cuestionario - Una serie de preguntas de opción múltiple. Pulsa la respuesta correcta para continuar.

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This is a complete guide to describing a photograph (or any kind of image!) in English.

If you want to go straight to the practice exercise, click here. There is also slideshow presentation of this class in the "Materials" tab above.

Describing a photograph is a fantastic way to practise speaking English and is part of many assessments (such as the Cambridge FCE or the Duolingo English Test ).

There are various aspects of the language which are useful to describe pictures well. This guide will describe and give examples of each of them in the context of describing photographs and pictures.

Contents

Describing the parts of a photograph or picture

Knowing how to describe the parts of an image is essential when describing a photo or picture. These images show common names for different areas of an image.

Describing a Photograph or Picture with "There is / are".

Use "There is" / "There are" to say what is in the picture.

Use

"there is" for singular things lists, and uncountable things.

"there are" for plural things.

Using prepositions of place / location to describe a photograph or picture.

Prepositions of location or place describe where objects are in relation to other objects. These images describe where the red can is in relation to the box.

Examples of There Is / There Are & Prepositions of Place in Context

The image below is described using "there is" and "there are" and prepositions of place / location.

In the centre of the photo there is a woman.

In the foreground there is a plant pot surrounded by soil.

There are some plants in pots in the background .

Order of Adjectives

When a noun is described by multiple adjectives, the adjectives are typically ordered in a specific way. The order of adjectives is as follows;

If the adjective order is wrong it won't usually change the meaning of the sentence, but will make your sentence sound less natural.

"There is a nice, white, ceramic plant pot."
Correct use of adjective order.

Describing a Picture: Present Continuous

Use the Present Continuous tense to describe actions in a photo as if they are happening now.

The present continuous is formed using the verb "to be" and the present participle (-ing) form of the verb, as shown in the table below.

Be careful with non-action verbs / states. Verbs like have, want, need describe states and not actions. We generally avoid using these verbs in the continuous tenses. leave them in the present simple.

The image below is described using the present continuous, except for one sentence (which uses the non-action verb "have") which is left in the present simple.

"There is a woman is sitting on the floor."

"The woman is holding a plant in a pot."

"She is wearing an apron."

"The woman has long, dark hair."

To revise the present continuous check out the complete lesson and exercises here.

Verbs of the Senses. (Looks)

We can use the verb "look" to describe what we think we can see in a picture or photograph. This table shows how to use "look" with adjectives, nouns and clauses to describe a photograph.

Seem / appear + infinitive

Seem and appear are also useful verbs to describe images. They can both be followed by an infinitive.

"She seems to be the boss."

"It seems to be somewhere quite cold."

"It appears to be late at night."

To study or revise sense verbs & "appear" / "seem" check out the complete lesson with interactive exercises here.

Modal verbs are really useful for speculation and deduction when talking about images. We can indicate how certain we are of things and give logical conclusions. The table below gives some examples.

Using past modal verbs to speculate about the context of a picture or photograph.

Similarly, past modals are can be used to speculate about the context of a picture or photograph.

Sure that something is impossible / untrue

Unsure / Uncertain

Sure that something is true

To learn more about modal verbs and how to use them for speculation, check out the complete lesson and exercises here.

Describing photographs using relative & participle clauses.

Participle clauses can be useful for describing the characteristics of something in an image or what something is doing.

Participle clauses begin with one of two types of participle;

A present participle (seeing, working, knowing, etc..) which has an active meaning.

A past participle (described, studied, known, etc...) which has a passive meaning.

A participle clause can replace a relative pronoun and verb in a sentence.

Present Participle Clauses with Active Meaning

Description with relative clauses.

There is a woman who is using a computer. She is waving at the screen.

Description with present participle clauses.

There is a woman using a computer, waving at the screen.

Past Participle Clauses for Passive meaning.

Description with relative clauses.

There is a baby who is dressed in a white rabbit costume. The baby is surrounded by leaves.

Description with past participle clauses.

There is a baby dressed in a white rabbit costume surrounded by leaves.

To learn more about or to revise relative clauses and participle clauses, check out this full lesson and exercises.

Example of everything in this lesson in context

The following image is described using all of the elements described in this lesson.

Practise describing a photo or picture with these exercises.

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Describing a Photograph or Picture. - Onlearn

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Describing a photograph or picture using prepositions of place, there is / are, sense verbs, participle clauses & modal verbs with examples.

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Wordwall - Crea mejores lecciones de forma más rápida

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Steps Plus - V - Unit 2 - My School - How much/many

# data[].attributes.attachment_link.description
Ordenar por grupo - Arrastra y suelta cada elemento en su grupo correcto.

# data[].attributes.body
https://assets.super.so/dd14dfd7-0d06-4d3e-b02a-ef523ae7da6b/files/8da541fe-880b-44e4-9cdb-f2b0b00ee4bf.pdf

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Other, others, the other or another | Genially

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https://view.genially.com/6077459ce5e3830d188bd7e1/learning-experience-didactic-unit-like-vs-as

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A Genially by N. Michiels, A.R.Ath

Time for super grammar!

start

The passive voice

Let's have a look at the first point: the active voice!

index

Exercise 3

Exercise 2

4. From active to Passive sentences

5. All the tenses

Exercise 1

3. comparing active and passive

2. passive voice

1. active voice

time adverbial

Next

object

verb

subject

This sentence is in the active voice. Click on each word group to discover its function in the sentence.

Look at this sentence:

Gustave Eiffel built the Eiffel tower in 1881.

01

time adverbial

verb

subject

agent

Next

This sentence is in the passive. Click on each word group to discover its function in the sentence.

Look at this sentence:

This tower was built by Gustave Eiffel in 1881.

02

Next

If we know who did the action, we use an agent ("by the Joker"). If we don't know that, we don't mention the agent.

Example: The Metropolis bank was broken into yesterday evening, and $5 million was stolen.

Example: The Joker broke into the Metropolis bank yesterday evening and stole $5 million.

active voice

When we use an active verb, we say what the subject does.

When we use a passive verb, we say what happens to the subject.

Passive voice

Next

The Joker was stopped by Batman.

The Joker was stopped ...

The Joker ...

1. Find the object in the active sentence

2. This will become the subject of the passive sentence.

3. Use "be + past participle" to add the verb. Respect the tenses (here, "be" must be used in the past simple)

4. the subject of the active sentence becomes the agent in the passive sentence

Batman stopped the Joker.

Follow these steps

From active to passive

These computers were produced by Lenovo.

Lenovo produced these computers.

These computers are produced by Lenovo.

Lenovo produces these computers.

03

04

Next

02

01

Past simple passive

Past simple active

Present simple passive

Present simple active

Tenses (1)

These computers were being produced by Lenovo.

Lenovo was producing these computers.

These computers are being produced by Lenovo.

Lenovo is producing these computers.

07

Next

08

06

05

Past continuous passive

Past continuous active

Present continuous passive

Present continuous active

Tenses (2)

These computers had been produced by Lenovo.

Lenovo had produced these computers.

These computers have been produced by Lenovo.

Lenovo has produced these computers.

11

Next

12

10

09

Past perfect simple passive

Past perfect simple active

Present perfect simple passive

Present perfect simple active

Tenses (3)

These computers must be produced by Lenovo.

Lenovo must produce these computers.

These computers will be produced by Lenovo.

Lenovo will produce these computers.

15

Next

16

14

13

Modals in the passive voice

Modals in the active voice

Futur simple passive

Futur simple active

Tenses (4)

Well done!

-> next

Try again...

No!

1) 200 people are employed by the company. 2) Somebody cleans this room every day. 3) The thief was finally arrested last week. 4) The ennemy will be defeated. 5) The White House was built in 1792. 6) I am tall and I have blond hair. 7) Many accidents are caused by careless driving. 8) We were woken up by a loud noise during the night. 9) The Harry Potter series, by J.K. Rowling, was a best seller. 10) Harry Potter and the Philosopher's stone was published in 1997.

check

Exercise 1

Do you recognise the passive voice? Tick only on the passive sentences!

Choose the correct proposition for each sentence.

Exercise 2

QUESTION 1 OF 5

These smartphones ..... in Hong Kong

didn't make

made

were made

RIGHTANSWER!

NEW SUPERPOWER!

NEXT

QUESTION 2 OF 5

The book ... by all the students.

was reading

has been read

were read

RIGHTANSWER!

NEW SUPERPOWER!

NEXT

QUESTION 3 OF 5

His office ... yesterday morning.

was cleaned

doesn't be cleaned

has been cleaned

RIGHTANSWER!

NEW SUPERPOWER!

NEXT

QUESTION 4 OF 5

How ... this word ...?

have... been translated

is...translated

was... translate

RIGHTANSWER!

NEW SUPERPOWER!

NEXT

QUESTION 5 OF 5

I can't print the homework for tomorrow as my printer ... for the moment.

has been repaired

is repairing

is being repaired

RIGHTANSWER!

NEW SUPERPOWER!

NEXT

WRONGANSWER!

TRY AGAIN?

Next

CONGRATULATIONS!

YOU HAVE Gathered ALL THE POWERS in this exercise!

Well done!

Next

Try again...

No!

1) In the USA, elections for president every four years.2) ... we by a lot of cars.3) ... it by trees.4) Most of the earth's surface by water.5) The situation is serious. Something before it is too late.6) I didn't realise that we !7) A new hospital near the airport.8) Look! My bike right now!9) When we got to the stadion, we found that the game 10) Our roof by a storm

1) In the USA, they hold elections for president every four years.2) Although we were driving fast, a lot of cars overtook us.3) You can't see the old house from the road: trees hide it.4) Water covers most of the earth's surface.5) The situation is serious. We must do something before it is too late!6) I didn't realise that somebody was recording us!7) They have built a new hospital near the airport.8) Look! Somebody is stealing my bike right now!9) When we got to the stadion, we found that they had cancelled the game.10) A storm damaged our roof last night.

Complete the missing verb in the right tense (do not use weak forms) so that the passive sentence has the same meaning as the active sentence.

check?

Exercise 3

thanks!

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Explanation and exercises on the passive voice in English

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https://view.genially.com/64faab481bf7600012839d58/presentation-past-simple-tense

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https://view.genially.com/61f547e47d337e00122bfef2/interactive-content-some-or-any

https://view.genially.com/627219fc07b6f4001162d7e2/interactive-content-some-and-any

https://view.genially.com/673d576f0c3e7db5604d7dcc/presentation-indefinite-pronouns

https://view.genially.com/64ea34ff56e5f200111f3b32/interactive-content-indefinite-pronouns-escape-room

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Mixed Conditionals

Conditional Zero

First Conditional

Second Conditional

Third Conditional

Conditionals

"If you can dream it, you can do it". Unknown

If/when you play with fire, you get burnt. When I am nervous, I get hungry.IF or + SIMPLE PRESENT, + SIMPLE PRESENTWHEN

We use Conditional Zero to express a fact. We use simple present in both clauses.

Conditional Zero

(a consequence in future)

We use the First Conditional to talk about actions and their consequences in the Future.We normally use the auxiliaries will, can or may.

If I work hard, I will get that promotion.I can improve at work.I may set an example to my peers.IF + SIMPLE PRESENT + SIMPLE FUTURE

First Conditional

(a supposition about the present)

If I were an astronaut, I would go to the moon.If I had a lot of money, I could buy a house.If I didn't have allergies, I might adopt more pets.IF + SIMPLE PAST + WOULD COULD MIGHT

Second Conditional

We use the Second Conditional to express a supposition about the present.In order to suppose we use the past tense in the condition clause.We normally use the auxiliaries would, could, and might in the result clause.

Back to concepts

(a supposition about the past)

We use the Third Conditional to talk about suppositions in past.We use Past Perfect in the condition, and would+have, could+ have and might+have + verb in past participle.If I had woken up early, I wouldn't have arrived late.I could have eaten breakfast.I might have been the first one in class.IF + PAST PERFECT + WOULD HAVE + VERB IN PAST PARTICIPLE COULD HAVE MIGHT HAVE

Exercises

Third Conditional

Next

Back to concepts

The two most common mixed conditional structures are: If I had woken up early, I would be on the plane right now.If + past perfect, would + infinitive (present unreal consequence of a past unreal situation) If I were more punctual, I could have caught my flight.If + simple past, would have + past participle (past unreal consequence of a present unreal situation)

Exercises

Mixed Conditionals

Conditional Zero

Exercise 1: affirmative

Exercise 4

Exercise 3

Exercises

You can practice the conditionals with these exercises.

First Conditional

Exercise 2

Second Conditional

Third Conditional

Mixed Conditionals

You've finished!

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https://wordwall.net/es/resource/30332387/ingl%c3%a9s/choose-am-is-are-the-present-continuous-tense

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PRESENT CONTINUOUS

I am listening to lesson.You are listening to lesson.He is listening to lesson.She is listening to lesson.It is listening to lesson.They are listening to lesson.We are listening to lesson.

be + Verb+ingbe: am/is/are

We use the present continuous to talk about:- activities at the moment of speaking:

nowadays

currently

TIME EXPRESSIONS

today

at the moment

now

I am studying English.

What are you doing now?

What is she doing now?

She is eating dinner.

What is she doing now?

What is he doing now?

He is watching TV at the moment.

What is he doing at the moment?

What is it doing at the moment?

It is barking at the moment.

What is it doing at the moment?

What are they doing currently?

They are currently having meeting.

What are they doing currently?

Is she waving hands?

- Yes, she is. (short answer)- Yes, she is waving hands.

Is she waving hands?

Is he still waiting?

- Yes, he is.- Yes, he is waiting.

Is he still waiting?

Are you going to work now?

- No, I am not. I am eating lunch.

Are you going to work now?

I am watching TV this night.You are watching TV this night.He is watching TV this night.She is watching TV this night.It is watching TV this night.They are watching TV this night.We are watching TV this night.

be + Verb+ingbe: am/is/are

We use the present continuous to talk about:- future plans or arrangements:

next year

tonight

TIME EXPRESSIONS

next week

next week

tomorrow

What are you doing tonight?

I am going to a party tonight.

What are you doing tonight?

What are you doing next week?

He is travelling to Paris next week.

What is he doing next week?

Where are you going next summer?

I am going to Antalya next summer.

Where are you going next summer?

Hasan: Hello, I am Hasan. Who is calling?

Zeynep: Hi Hasan, I am Zeynep.

Hasan: Hi Zeynep, how are you?

Zeynep: Thanks Hasan, I am fine and you?

Hasan: Thanks, I'm also fine. What are you doing tonight?

Zeynep: I am watching movie with my children. What are you doing?

Hasan: I am going out with my friends.

Zeynep: Have fun! Where are you now?

Hasan: I am at work. I am working. What are you doing now?

Zeynep: I am cooking dinner. Don't be late.

Hasan: I am coming home tonight after meeting my friends.

Zeynep: See you at dinner!

Hasan: See you!

Phone conversation:

I go to work every day. I am going to work now.I usually listen to music. I am listening to music now.He always brushes his teeth. He is currently brushing his teeth. We don't often sing. We aren't singing at the moment.When do you read a book? Are you reading a book now? What do you do on Sundays? What are you doing on Sunday?

Present Simple & Present Continuous

I _______ (wake) up at 6 a.m. every day.

I wake up at 6 a.m. every day.

He _______ (run) at the moment.

He is running at the moment.

It _______ (drink) water now.

It is drinking water now.

We ________ (travel) to Germany next week.

We are travelling to Germany next week.

EXCELLENT!

# data[].attributes.attachment_link.description
PRESENT CONTINUOUS I am listening to lesson.You are listening to lesson.He is listening to lesson.She is listening to lesson.It is listening to lesson.They are listening to lesson.We are listening to lesson. be + Verb+ingbe: am/is/are We use the present continuous to talk about:- activities at the moment of speaking: nowadays currently TIME EXPRESSIONS today at the moment now I am studying English.

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Wordwall - Crea mejores lecciones de forma más rápida

# data[].attributes.attachment_link.title
Personal pronouns, object pronouns, possessive adjectives

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Completar la frase - Una actividad “cloze” en la que se arrastran y sueltan palabras en espacios en blanco dentro de un texto.

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https://wordwall.net/resource/23822070/english/the-future-conversational-questions

https://wordwall.net/es/resource/34931246/ingl%c3%a9s/fce-speaking-part1

https://wordwall.net/es/resource/19359535/speaking

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Wordwall - Crea mejores lecciones de forma más rápida

# data[].attributes.attachment_link.description
What do you think the weather will be this winter? Give your prediction., What are you going to do this weekend? Describe your plans to the class..

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Wordwall - Create better lessons quicker

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If you could change one thing about yourself, what would you change?, If you could stay one age forever, what age would it be?, If you won the lottery, what would you do? , If you woke up suddenly because your house was on fire, what item would you save first?, If you could only eat one food for the rest of your life, what would you choose?, If you meet anyone, dead or alive, who would you choose to meet?, If you changed your name, what name would you choose?, If you were the world's best at something, what would you like to be the world's best at?, If you could travel in time, would you prefer to see the future or the past?, If you had a choice to have no children or ten children, what would you choose?, If you could have any job, what job would you like to have?, If you didn't need sleep, how would you spend your nights?, If we could live 300 years, how would life be different?, If you could choose your sex, what sex would you choose-male or female?, If you saw a rat in your house, what would you do?, If you had the choice to be stuck on an island alone or with someone you hate, what would you choose?, If you could go back in time and relive your life, what would you do differently?, If you could stop a bad habit that you have, what habit would you stop?, If you could change one thing about the world today, what would you change?, If you were invisible for a day, what would you do?, If you could give yourself one skill, what skill would it be?.

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Unit 6.1 - Second Conditional Conversation questions

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If you could change one thing about yourself, what would you change?, If you could stay one age forever, what age would it be?, If you won the lottery, what would you do?

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https://wordwall.net/es/resource/18177237/used-to-simple-past

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Wordwall - Crea mejores lecciones de forma más rápida

# data[].attributes.attachment_link.description
Yesterday, I ____ a lot because I ____ an exam today. Leo always ____ the piano on Mondays, but last Friday, he ____ the violin.

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https://wordwall.net/es/resource/22409976/had-better-situations

https://wordwall.net/es/resource/6583511/would-should-could-missing-words

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Wordwall - Crea mejores lecciones de forma más rápida

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Would you rather have more money or more time?, Would you rather be able to talk with animals or speak all foreign languages?, Would you feel worse if no one showed up to your birthday or to your funeral?, Would you rather be without Internet for a week or without your phone?, Would you rather become someone else or just stay you?, Would you rather be Batman or Spiderman?, For your birthday, would you rather receive money or gifts?, Would you rather go to a movie or to dinner alone?, Would you rather go into the past and meet your ancestors or go into the future and meet your great-great grandchildren?, Would you rather always say everything on your mind or never speak again?, Would you rather make a phone call or send a text?, Would you rather read an awesome book or watch a good movie?, Would you rather be the most popular person at school or the smartest?, Would you rather put a stop to war or end world hunger?, Would you rather spend the night in a luxury hotel room or camping surrounded by beautiful scenery?, Would you rather explore space or the ocean?, Would you rather be a kid your whole life or an adult your whole life?, Would you rather have x-ray vision or magnified hearing?, Would you rather work in a group or work alone?, Would you rather be too hot or too cold?, Would you rather be stuck on an island alone or with someone who talks incessantly?, Would you rather be the youngest or the oldest sibling?, Would you rather hear the good news or the bad news first?, Would you rather be too busy or be bored?, Would you rather spend the day with your favorite athlete or you favorite movie star?, Would you rather be a little late or way too early?, Would you rather wear a uniform to school or clothing of their choice?, Would you rather have many good friends or one very best friend?, Would you rather be poor and work at a job you love, or rich and work at a job you hate?, Would you rather be gossiped about or never talked about at all?.

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Would you rather have more money or more time?, Would you rather be able to talk with animals or speak all foreign languages?.

# data[].attributes.body
https://wordwall.net/es/resource/35296397/in-on-at-prepositions-of-time

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Wordwall - Crea mejores lecciones de forma más rápida

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1) Do you have lunch ___ home during the week? a) AT b) IN c) ON d) TO 2) Do you get up ___ 7:00 ___ Saturday mornings? a) AT b) IN c) ON d) TO 3) Where do you go on holidays ___ the summer? a) AT b) IN c) ON d) TO 4) What time do you go ___ bed ___ Fridays? a) AT b) IN c) ON d) TO 5) What do you usually do ___ Christmas? a) AT b) IN c) ON d) TO 6) How do you relax ___ the weekend? a) AT b) IN c) ON d) TO 7) Do you do your English homework ___ the evening? a) AT b) IN c) ON d) TO 8) Do you drink coffee ___ the morning? a) AT b) IN c) ON d) TO 9) Do you go shopping ___ Saturday mornings? a) AT b) IN c) ON d) TO 10) Do you have a shower ___ the morning or ___ night? a) AT b) IN c) ON d) TO 11) Do you go ___ the cinema ___ the weekend? a) AT b) IN c) ON d) TO 12) Do you go ___ a restaurant for dinner ___ Friday nights? a) AT b) IN c) ON d) TO

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1) Do you have lunch ___ home during the week? 2) Do you get up ___ 7:00 ___ Saturday mornings? 3) Where do you go on holidays ___ the summer?

# data[].attributes.attachment_link.provider_name
Wordwall - Crea mejores lecciones de forma más rápida

# data[].attributes.attachment_link.readable_text
1) break-broke a) broken b) seen c) had d) swum 2) be-was/were a) gone b) come c) swum d) been 3) buy-bought a) taken b) given c) broken d) bought 4) come-came a) come b) drunk c) got d) broken 5) do-did a) done b) come c) seen d) eaten 6) drink-drank a) read b) drunk c) given d) got 7) take -took a) taken b) been c) gone d) eaten 8) eat-ate a) bought b) eaten c) come d) known 9) get-got a) made b) done c) gone d) got 10) give-gave a) taken b) seen c) run d) given 11) go-went a) gone b) taken c) bought d) written 12) have-had a) had b) made c) come d) woken 13) know-knew a) known b) taken c) got d) been 14) wake-woke a) woken b) read c) had d) swum 15) write-wrote a) known b) bought c) written d) had 16) see-saw a) gone b) known c) bought d) seen 17) swim-sawm a) swum b) come c) woken d) seen 18) make-made a) gone b) seen c) got d) made 19) run-ran a) made b) read c) gone d) run 20) read-read a) given b) read c) eaten d) run

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1) break-broke 2) be-was/were 3) buy-bought 4) come-came 5) do-did 6) drink-drank 7) take -took 8) eat-ate 9) get-got 10) give-gave 11) go-went 12) have-had

# data[].attributes.attachment_link.provider_name
Wordwall - Crea mejores lecciones de forma más rápida

# data[].attributes.attachment_link.description
Cuestionario - Una serie de preguntas de opción múltiple. Pulsa la respuesta correcta para continuar.

# data[].attributes.attachment_link.provider_name
Wordwall - Crea mejores lecciones de forma más rápida

# data[].attributes.attachment_link.title
SIMPLE PAST & PAST CONTINUOUS - WHEN / WHILE

# data[].attributes.attachment_link.description
Cuestionario - Una serie de preguntas de opción múltiple. Pulsa la respuesta correcta para continuar.

# data[].attributes.attachment_link.provider_name
Wordwall - Crea mejores lecciones de forma más rápida

# data[].attributes.attachment_link.readable_text
I'm a ____ player, but Steve is ____ than me, and Jane is the ____ player in the school! Question 1 was ____. Question 4 was ____ than Question 1, and Question 6 was the ____ of all. Last night's match was ____, but Saturday's match was ____ than last night's match, and Sunday's match was the ____ I've ever seen. Yesterday was a ____ day for me, but Thursday was ____ than yesterday, and Friday was the ____ day of my life! They ran home ____. I can't understand you. Can you speak ____ please? I did yesterday's test ____ than the test last month.

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Completar la frase - Una actividad "cloze" en la que se arrastran y sueltan palabras en espacios en blanco dentro de un texto.

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Have you ever... (Experiences) - A2 English listening test - Test-English

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Boost your listening skills with our A2 pre-intermediate English listening test on experiences (Have you ever...?). Transcription included!

# data[].attributes.body
https://wordwall.net/es/resource/6838872/used-to

https://wordwall.net/es/resource/18177237/used-to-simple-past

https://wordwall.net/es/resource/53797042/ingl%c3%a9s/speaking-past-simple-regular-verbs

https://wordwall.net/es/resource/45003194/ingl%c3%a9s/simple-past-and-continuous

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Wordwall - Crea mejores lecciones de forma más rápida

# data[].attributes.attachment_link.readable_text
1) Before my sister had children, she used to ... for eight hours every night. a) slept b) sleeping c) sleep 2) When we moved to Britain from Poland, we weren't used to ... on the left. a) drive b) driving 3) Chris got divorced last year but he soon got used to ... on his own. a) living b) live c) lived 4) I ... her, but we lost touch years ago. a) used to knew b) use to know c) used to know d) didn't used to know 5) My parents are slowly ... being retired a) used to b) being used to c) getting used to 6) My new job is exhausting. I ... working so hard. a) don't use to b) am not used to working c) am not used to work d) am used to work 7) Did you ... a musical instrument at school? a) used to play b) get used to play c) use to play 8) When Bill was a student, he ... eat pizza every day. a) used to b) was used to c) got used to

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1) Before my sister had children, she used to ... for eight hours every night. 2) When we moved to Britain from Poland, we weren't used to ... on the left.

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https://wordwall.net/resource/57076469/inglese/object-pronouns-pronomi-personali-complemento

https://wordwall.net/resource/57076469/inglese/object-pronouns-pronomi-personali-complemento

https://view.genially.com/601b3be9d11e490d77953cd2/presentation-object-pronouns

https://view.genially.com/639093eca8319900106c48f4/interactive-content-object-pronouns

# data[].attributes.attachment_link.provider_name
Wordwall - Create better lessons quicker

# data[].attributes.attachment_link.readable_text
1) Today's my mum's birthday! I want to buy _____ some flowers. a) her b) she c) it 2) Our teacher never gives _____ lots of homework. a) we b) us c) our 3) My sister likes Brad Pitt. I don't like ____ . a) him b) he c) his 4) Where are my books? I can't find _______! a) it b) they c) them 5) The window is open and it is cold today. Can you close ____. a) it b) Its c) him 6) Helen is my favorite aunt. I meet _____ at the weekend. a) he b) she c) her 7) This is your Maths homework for today. Do ____! a) their b) it c) them 8) He is thirsty. Can you give _____ some water, please? a) his b) he c) him 9) Sam and Jack are going to the concert! Do you want to go with _____? a) them b) they c) their 10) Where is my cat? I can't find ______ anywhere! a) it b) its c) he

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1) Today's my mum's birthday! I want to buy _____ some flowers. 2) Our teacher never gives _____ lots of homework.

# data[].attributes.body
https://wordwall.net/es/resource/17503067/past/chinca-past-simple-past-continuous

https://wordwall.net/es/resource/9677319/present-simple-or-past-simple

https://wordwall.net/es/resource/10840686/angielski/past-simple-tom-yesterday-50-english-sentences-to

https://view.genially.com/607627d87691330dcb34dc8a

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Wordwall - Crea mejores lecciones de forma más rápida

# data[].attributes.attachment_link.description
1) Yesterday, I .... to school. 2) Yesterday, I.... a hamburger. 3) Yesterday, I .... a dinosaur. 4) Yesterday, we ...... Science.

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https://www.liveworksheets.com/w/en/english-second-language-esl/212806

https://www.liveworksheets.com/w/en/english-second-language-esl/1717202

https://test-english.com/listening/a1/what-did-you-do-last-weekend-a1-english-listening-test/

https://wordwall.net/es/resource/30417333/english/simple-past-regular-and-irregular-verbs

https://test-english.com/listening/a1/what-did-you-do-last-summer-listening-test/

https://test-english.com/listening/a1/my-last-holiday-listening-test/

https://wordwall.net/es/resource/4063451/comparative-and-superlative-adjectives

https://test-english.com/listening/a1/sports-and-exercise-listening-test/

https://test-english.com/listening/a1/my-family-listening-test/

https://english-practice.net/practice-listening-english-exercises-for-b1-past-events/

https://www.liveworksheets.com/w/en/english-second-language-esl/1070912

https://www.liveworksheets.com/w/en/english-second-language-esl/212806

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Past Simple - Listening Exercise worksheet

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Liveworksheets transforms your traditional printable worksheets into self-correcting interactive exercises that the students can do online and send to the teacher.

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1. Here's a picture of my five grand-children. Aren't they darling? Here's James. He's 16 now, and he's the oldest.

2. His brother Billy has the most beautiful dark brown hair. It's really long in this picture.

3. And here are the three little girls. Jessica is getting so tall. I think she's over 160 centimeters already.

4. Catherine has the most beautiful blond hair. It's very straight and looks like gold!

5. And the there's little Melissa. She just had a birthday last week. She's three years old now. Have you ever seen such beautiful children?

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Listening Exercises A1 - Describing People

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1. Here's a picture of my five grand-children. Aren't they darling? Here's James. He's 16 now, and he's the oldest. 2. His brother Billy has the most beautiful dark brown hair. It's really long in this picture. 3. And here are the three little girls. Jessica is getting so tall.

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https://test-english.com/listening/a1/free-time-listening-test/

https://test-english.com/listening/a1/daily-routines-listening-test/

# data[].attributes.attachment_link.description
Liveworksheets transforms your traditional printable worksheets into self-correcting interactive exercises that the students can do online and send to the teacher.

# data[].attributes.body
https://wordwall.net/es/resource/22610036/practice-personal-and-object-pronouns

# data[].attributes.attachment_link.provider_name
Wordwall - Crea mejores lecciones de forma más rápida

# data[].attributes.attachment_link.description
Cuestionario - Una serie de preguntas de opción múltiple. Pulsa la respuesta correcta para continuar.

# data[].attributes.body
https://www.liveworksheets.com/w/en/esl/223507

https://www.elllo.org/class/A2/A2-05-Going-To.html

https://www.esl-lounge.com/student/listening/1L7-coming-to-town.php

https://test-english.com/listening/a1/weekend-plans-listening-test/

https://www.liveworksheets.com/w/en/english-second-language-esl/269834

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Listening activities related to Going to worksheet

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Liveworksheets transforms your traditional printable worksheets into self-correcting interactive exercises that the students can do online and send to the teacher.

# data[].attributes.body
Past simple

https://learnenglishteens.britishcouncil.org/skills/speaking/b1-speaking/talking-about-your-weekend

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Sam's looking for some new trainers. Time for a visit to the shoe shop!

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https://view.genial.ly/60d6b780c787900d663e9b9f/dossier-quantifiers

https://wordwall.net/es/resource/20745814/comparative-adjectives

https://wordwall.net/es/resource/24653737/quantifiers-quiz

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Bautista Ramos

QUANTIFIERS

We use quantifiers when we want to give someone information about the number of something: how much or how many. The most common quantifiers are: much, many, (a) little, (a) few, a lot (of), some, any, no, none, most.

QUANTIFIERS:

Quantifiers

Much

Many

Countable

A lot of

Any

(a) Little

(a) Few

Any

Some

A lot (of)

Uncountable

Quantifiers

We use the quantifiers much, many, a lot of, lots of to talk about quantities, amounts and degree. Click on the pictures to understand the differences:

A LOT (OF)

MANY

MUCH

Much, Many, A lot of

+ Vowels

+ Consonants

An

A vs An

A is used before singular, countable nouns which begin with consonant sounds: * He is a teacher * I have a car

An is used before singular, countable nouns which begin with vowel sounds: * I am eating an apple * He is an actor

Any

Some

Some vs Any

Some is generally used with affirmative sentences both with countable and uncountable nouns. For example: * There is some cheese in the fridge. * There are some bottles on the table. We can also use "Some" with questions with the expression "would you like...". For example: *Would you like some coffee?

Any is always used with negative sentence and questions both with plural countable .nouns and with uncountable nouns. Let's examine these examples: * There isn't any wine left. * There aren't any bottles left * Is there any milk? * Are there any chairs here?

(A) few

(A) Little

(A) little vs (A) few

"Little" and "A little"are used with uncountable nouns, meaning "a small quantity". The difference between them is that "little" is used with negative meaning while "A little" is used with positive meaning. *Study the following examples: *She saves a little money every month. * I am not very happy because I've got little time

" Few" and "A few"are used with plural countable nouns, meaning "a small quantity". The difference between them is that "few" is used with negative meaning while "A few" is used with positive meaning. *Study the following examples: *Few people knew the answer. * I have got a few oranges.

Other quantifiers

Other quantifiers

"Most" meaning more than the half of something. We can also use "most of" if we refer to a specific group: * Most of our students are under 18 years old. If we are talking about two people or things, we can use the quantifiers "both", "either" and "neither". *Both students had a great mark. * There are two supermarkets in our village, but neither of them are open today. * Either of the two exams were really easy. "None" meaning not one of a group of people or things: *None of these pens work.

THE END

THE END

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Bautista Ramos QUANTIFIERS We use quantifiers when we want to give someone information about the number of something: how much or how many. The most common quantifiers are: much, many, (a) little, (a) few, a lot (of), some, any, no, none, most.

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https://english-practice.net/listening-exercises-a1-directions/#google_vignette

https://www.esl-lab.com/basic-english/directions-1/

https://english-practice.net/practice-listening-english-exercises-for-beginner-every-day/

https://english-practice.net/practice-listening-english-exercises-for-a1-describing-people/

https://english-practice.net/practice-listening-english-exercises-for-a1-routines/

https://www.examenglish.com/A2/A2_listening_daily_routine.htm#google_vignette

https://english-practice.net/practice-listening-english-exercises-for-a2-hobbies-and-pastimes/

https://learnenglishteens.britishcouncil.org/skills/speaking/a1-speaking/shop

https://english-practice.net/practice-listening-english-exercises-for-a1-sports-and-exercise/

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Do the preparation exercise before you listen. Then, look at the map and listen to the directions while you do the other exercises.

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Grammar and
Vocabulary 024

SÉRIE GRAMMAR AND VOCABULARY COM A PROFESSORA ERIKA BELMONTE

mairovergara

Hair Salon
(For Men / Women)
GRAMMAR & VOCAB

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

1 Hair Salon mairovergara

Professionals:
Hairdresser
Hairstylist
Stylist
Barber

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

1 Hair Salon mairovergara

Places:
Hair salon
Beauty salon
Beauty parlor
Barber shop

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

2 Making An Appointment mairovergara

- Can I make an appointment for a haircut today?

- When is your next opening?
- Do you have any openings today?
- Is there anyone free who can cut my hair now?
- Is Michelle available tomorrow for a haircut?
- What times do you have open for appointments today?

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

3 Hair Styling Products mairovergara

SCISSORS CLIPPERS / TRIMMERS ELECTRIC RAZOR

HAIR DRYER STRAIGHTENER

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

3 Hair Styling Products mairovergara

HAIR CURLERS CURLING IRONS GEL

MOUSSE WAX HAIR LACQUER

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

3 Hair Styling Products mairovergara

HAIR SPRAY HAIR CLIPS BOBBY PIN

SHAMPOO CONDITIONER MASK

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

4 Neckline Options Vocabulary mairovergara

BLOCKED NECKLINE
ROUNDED NECKLINE
TAPERED NECKLINE

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

5 Sideburns Vocabulary mairovergara

TOP OF THE EAR

MID-EAR
BOTTOM OF THE EAR

(MAINTAIN THE
LENGTH / CLEAN
THEM UP)

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

6 Men's Hairdressing Vocabulary mairovergara

GRADE 1 (3MM) UNDERCUT BUZZ CUT / FAUX HAWK

GRADE 2 (6MM) MILITARY CUT (MOHAWK)
GRADE 3 (9MM)
GRADE 4( 12MM)

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

6 Men's Hairdressing Vocabulary mairovergara

FADE CREW CUT TAPER

TAPER X FADE

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

7 Men/Women Hairdressing Vocabulary mairovergara

FOILS HIGHLIGHTS HIGHLIGHTNING CAP

BALAYAGE PERM BRAZILIAN BLOWOUT

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

7 Men/Women Hairdressing Vocabulary mairovergara

WASH, CUT AND BLOW DRY LAYERS CUT DRY TRIM

TRIM BLOW DRY

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

8 Hair Styles mairovergara

LONG LENGTH MEDIUM LENGTH SHORT LENGTH

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

8 Hair Styles mairovergara

STRAIGHT CURLY WAVY RINGLETS

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

8 Hair Styles mairovergara

BANGS BOB COLORED LAYERED

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

8 Hair Styles mairovergara

SIDE CENTER PIXIE CUT BUN

PARTING PARTING

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

8 Hair Styles mairovergara

PONYTAIL PIGTAIL BRAID

BUNCHES TOP KNOT

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

9 Verbs mairovergara

GET GET/HAVE MY HAIR COLORED

GET/HAVE MY HAIR STRAIGHTENED
HAVE GET/HAVE A HAIR PERM
GET/HAVE A TRIM
GET/HAVE A HAIRCUT

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

10 What A Hairstylist May Say To You: mairovergara

- Would you like to make an appointment?

- When did you last have your haircut?
- How do you want it cut?
- Do you want a wash/shampoo?
- Do you want any layers?
- Do you want a particular style?
- How much do you want off (the ends)?

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

10 What A Hairstylist May Say To You: mairovergara

- How short would you like it?

- Where do you part your hair?
- Would you like it blow-dried?
- Do you want it styled straight or wavy?
- You have some split ends.
- Would you like anything on it (gel, hair spray or any other
finishing product).

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

11 What You May Want To Ask Or Say: mairovergara

- I'd like a haircut, please.

- How much do you charge to wash, cut and blow dry?
- Do I need to make an appointment?
- I would like a new style / bangers / dry trim / perm.
- I'd like some highlights.
- Just a trim, please.
- I'd like it straightened.

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

11 What You May Want To Ask Or Say: mairovergara

- Just an inch off the ends, please.

- Can I have some hair spray, please?
- Just a bit of gel.
- A little wax.
- Will it cost extra?

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

12 What Men Usually Ask Or Say: mairovergara

- Just a bit of gel.

- A little wax.
- Grade 2, please (men).
- I'd like short at the sides, please (men).
- Tapered at the back, please.
- Not too short / very short / completely shaven.

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

13 Describing mairovergara

Common Positive Words

Shiny / Thick / Good Condition
/ Strong / Lustrous / Soft /
Manageable

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

13 Describing mairovergara

Common Negative Words

Dry / Split Ends/ Poor
Condition / Rough / Weak /
Fragile / Unmanageable /
Tangled / Matted

GRAMMAR AND VOCABULARY | COM ERIKA BELMONTE

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No Text Content!

Cambridge University Press 978-1-316-63174-4 - English Vocabulary in Use Upper-Intermediate Book with Answers and Enhanced eBook Michael McCarthy , Felicity O'Dell Frontmatter More Information © in this web service Cambridge University Press www.cambridge.org ENGLISH VOCABULARY IN USE Vocabulary reference and practice with answers and ebook Fourth Edition Upper-intermediate Michael McCarthy Felicity O'Dell

Cambridge University Press 978-1-316-63174-4 - English Vocabulary in Use Upper-Intermediate Book with Answers and Enhanced eBook Michael McCarthy , Felicity O'Dell Frontmatter More Information © in this web service Cambridge University Press www.cambridge.org University Printing House, Cambridge CB2 8BS, United Kingdom One Liberty Plaza, 20th Floor, New York, NY 10006, USA 477 Williamstown Road, Port Melbourne, VIC 3207, Australia 4843/24, 2nd Floor, Ansari Road, Daryaganj, Delhi - 110002, India 79 Anson Road, #06-04/06, Singapore 079906 Cambridge University Press is part of the University of Cambridge. It furthers the University's mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/elt © Cambridge University Press 2017 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1994 Fourth Edition 2017 Printed in XXXX by XXXX A catalogue record for this publication is available from the British Library ISBN 978-131663174-4 Edition with answers and ebook ISBN 978-131663175-1 Edition with answers ISBN 978-131663177-5 ebook Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.

Cambridge University Press 978-1-316-63174-4 - English Vocabulary in Use Upper-Intermediate Book with Answers and Enhanced eBook Michael McCarthy , Felicity O'Dell Frontmatter More Information © in this web service Cambridge University Press www.cambridge.org English Vocabulary in Use Upper-intermediate 3 Contents 31 Travel 68 32 Holidays 70 33 Science and technology 72 34 Computers 74 35 Communications and the Internet 76 36 Social media 78 37 The press and the media 80 38 Politics and public institutions 82 39 Crime 84 40 Money 86 41 Describing objects 88 Feelings and actions 42 Belief and opinion 90 43 Pleasant and unpleasant feelings 92 44 Like, dislike and desire 94 45 Speaking 96 46 The six senses 98 47 What your body does 100 48 Praising and criticising 102 49 Emotions and moods 104 50 Commenting on problematic situations 106 Basic concepts 51 Number, quantity, degree and intensity 108 52 Numbers and shapes 110 53 Time 112 54 Distances and dimensions 114 55 Obligation, need, possibility and probability 116 56 Sound and light 118 57 Possession and giving 120 58 Movement and speed 122 59 Texture, brightness, weight and density 124 60 Success, failure and dificulty 126 Thanks 5 Enhanced ebook 5 Introduction 6 Efective vocabulary learning 1 Learning vocabulary 8 2 Organising a vocabulary notebook 10 3 Using your dictionary 12 4 Guessing and explaining meaning 14 Topics 5 Countries, nationalities and languages 16 6 The weather 18 7 Describing people: appearance 20 8 Describing people: personality 22 9 Idioms describing people 24 10 Relationships 26 11 At home 28 12 Everyday minor problems 30 13 Global problems 32 14 Education 34 15 Higher education 36 16 Work 38 17 Business 40 18 Sport 42 19 Art and literature 44 20 Theatre and cinema 46 21 Music 48 22 Food 50 23 Physical geography 52 24 Environmental problems 54 25 Towns 56 26 The natural world 58 27 Clothes 60 28 Health and medicine 62 29 Medicine and technology 64 30 Health and lifestyle 66

preposition 158 77 Binomials 160 78 Abbreviations and acronyms 162 79 Multi-word expressions 164 Words and pronunciation 80 Words commonly mispronounced 166 81 Onomatopoeic words 168 82 Homophones and homographs 170

Cambridge University Press 978-1-316-63174-4 - English Vocabulary in Use Upper-Intermediate Book with Answers and Enhanced eBook Michael McCarthy , Felicity O'Dell Frontmatter More Information © in this web service Cambridge University Press www.cambridge.org You can buy this book with or without an ebook. e ebook has the same vocabulary explanations as the book. ebook Upper-intermediate How to get your ebook Follow the instructions in the inside front cover of this book. Make notes Bookmark pages Listen to examples Highlight text Using the ebook You can use your ebook on an iPad, Android tablet, PC or Mac. You can listen to the text on the left-hand page to help you with your listening and pronunciation. Using the ebook, you can: Enhanced ebook 18 English Vocabulary in Use Upper-intermediate 6 Cold weather In Northern Europe, daytime1 temperatures are o en quite mild, even in late2 autumn. The days are o en misty3 , foggy and damp4 . Soon, winter arrives, with frost5 , icy roads and severe6 weather, including heavy snow. As people expect the weather to be bad, they try and keep warm so they don't freeze! Freezingweather may continue in the far north until May or even June, when the ground starts to thaw /θɔ/7 and the ice melts8 again. 1 during the day 2 towards the end of a period of time 3 with clouds of small drops of water in the air, making it di‰ icult to see things in the distance 4 slightly wet, and not pleasant or comfortable 5 thin, white layer of ice on surfaces when the weather is very cold 6 extremely bad 7 change from hard, frozen state to so er state 8 change from solid to liquid under heat Warm/hot weather 1 very hot, as in countries near the Equator 2 hot, uncomfortable, you can hardly breathe 3 very warm and a little damp 4 hot and damp, makes you sweat a lot 5 extremely hot 6 very hot, dry periods Wet weather shower heavy pour torrential flood rain down rain This wet weather scale gets stronger from le to right. shower (noun) → heavy rain → pour down (verb) / downpour (noun) → torrential rain → flood (noun and verb) This rain won't last long; it's only a shower. [short period of rain] There was quite heavy rain during the night. / It rained heavily during the night. It was absolutely pouring down yesterday. / There was a real downpour. In Malaysia there is usually torrential rain most days, and the roads sometimes get flooded. / There are sometimes floods on the roads. The sky's a bit overcast; I think it's going to rain. [very cloudy] We had a drought /draυt/ last summer. It didn't rain for six weeks. Wind There was a gentle breeze on the beach, just enough to cool us. There was a very strong/high wind and my umbrella blew away. There was a gale that day, so we didn't go sailing. [very high wind] People stayed indoors because there was a hurricane on the way. [extremely high, dangerous wind] A B In a tropical1 climate, the weather is o en stifling2 , muggy3 and humid4 . In other hot climates, there may be boiling5 hot days, and heatwaves6 may be common. C D Common mistakes The noun weather is uncountable. We say: We had bad weather that day. (NOT We had a bad weather.) The weather English Vocabulary in Use Upper-intermediate 19 Answer the questions about the words in A opposite. 1 Which adjective could you use to describe something that is wet, but not very wet? 2 Which adjective would you use before 'summer' to refer to the end part of it? 3 Which verb means the temperature has gone up and there is no longer frost or ice? 4 Which word can be used to describe something that happens in the day? 5 What happens to ice cream on a very hot day? 6 If you see a thin, white covering on everything on a cold day, what is it? 7 If you can't see things in the distance, what is the weather probably like? 8 Which two adjectives could you use to describe a wind that blows very hard? 9 Which adjective can you use to describe very bad weather? What types of weather do these pictures suggest? 1 2 3 4 Rewrite the words in bold using words from B opposite. 6.1 damp 6.2 hurricane 6.3 Exercises What kinds of weather do you think caused the following to happen? Write a sentence which could go before each of these. Use words from the opposite page. 1 We had to use the air-conditioning every a‚ ernoon. 2 The sweat was pouring out of us. 3 It just cooled us nicely on the hot beach. 4 Cars were sliding everywhere out of control. 5 The postman had to use a boat to get around. 6 You couldn't really see the trees in the distance. 7 The earth became rock hard and a lot of plants died. 8 It blew the newspaper right out of my hands. 9 My hair and clothes got soaking wet. 10 It looked as if it would rain at any minute. 6.4 The weather was stifl ing . 6.5 Over to you This chart shows anyone who wants to visit the West of Ireland what weather they can expect at diŠ erent times of the year. Make a similar chart for your country or home region. Dec-Mar April-June July-Aug Sept-Nov coldest months; usually wet; heavy rain; snow on high ground generally cool, o‚ en wet and windy but getting warmer warmest months; sunny, with showers; cool sea breezes o‚ en mild, becoming cold; damp, misty and foggy, o‚ en overcast I think it would be interesting to live in a hot climate. However, I don't like weather that is hot and damp and makes you sweat . I even dislike the days that are slightly warm and damp which we get in the UK. Some people love extremely hot days, and I don't mind very hot, dry periods occasionally, but when it's hot and uncomfortable and you can hardly breathe , it's just impossible. Maybe I should stay at home and forget about moving to a hot climate! tropical English Vocabulary in Use Upper-intermediate 5 Thanks Sabina Ostrowska wrote two new units for the Fourth Edition: Unit 15, Higher Education, and Unit 36, Social Media. The publishers would like to thank Sabina for her contribution to this new edition.

Cambridge University Press 978-1-316-63174-4 - English Vocabulary in Use Upper-Intermediate Book with Answers and Enhanced eBook Michael McCarthy , Felicity O'Dell Frontmatter More Information © in this web service Cambridge University Press www.cambridge.org 6 English Vocabulary in Use Upper-intermediate Introduction To the student This book has been written to help you learn new vocabulary. You already know a large number of English words, but to express yourself more fully and in a more sophisticated way at the upperintermediate level, you will ideally need about 4,000 words, so increasing your vocabulary is very important for your general progress in English. In this book, there are over 2,500 new words and phrases for you to learn. You will find them on the let-hand page of each unit. Every new word or phrase is used in a sentence, or in a conversation, or is in a table, or has a picture with it, or has some explanation of what it means. On the right-hand page there are exercises and other activities to help you practise using the words and to help you to remember them. The book has been written so that you can use it yourself, without a teacher. You can do the units in any order you like, but we believe it is a good idea if you do Units 1 to 4 first, as they will help you to work with the rest of the book in the best possible way. The Answer key at the end of the book is for you to check your answers to the exercises ater you do them. The Answer key sometimes has more than one answer. This is because oten there is not just one correct way of saying something. Where you are asked to talk about yourself, in the Over to you exercises, we do not generally provide answers, since this is your opportunity to work completely independently and in a very personal way, so everyone's answers will be very diferent. The Index at the end of the book has all the important words and phrases from the let-hand pages. The Index also tells you how to pronounce words. There is a table of phonemic symbols to help you understand the pronunciation on page 258. You should also have a dictionary with you when you use the book. You can use a paper dictionary or an electronic one, or you can go to Cambridge Dictionaries Online at http://dictionary.cambridge.org. Access to a dictionary is useful because sometimes you may want to check the meaning of something, or find a word in your own language to help you remember the English word. Sometimes, you will also need a dictionary for the exercises; we tell you when this is so. To learn a lot of vocabulary, you have to do two things: 1 Study each unit of the book carefully and do all the exercises. Check your answers in the Answer key. Repeat the units ater a month, and then again ater three months, and see how much you have learnt and how much you have forgotten. 2 Develop ways of your own to study and learn new words and phrases which are not in this book. For example, every time you see or hear an interesting phrase, write it in a notebook, and write who said it or wrote it, and in what situation, as well as what it means. Making notes of the situations words are used in will help you to remember them and to use them at the right moment. We hope you like this book. When you have finished it, you can go to the next book in the series, English Vocabulary in Use Advanced. Along with this book, you can also use the more specialised titles: English Idioms in Use, English Phrasal Verbs in Use and English Collocations in Use, all of which are available at intermediate and advanced levels. Find out more at http://www.cambridge.org/elt

Cambridge University Press 978-1-316-63174-4 - English Vocabulary in Use Upper-Intermediate Book with Answers and Enhanced eBook Michael McCarthy , Felicity O'Dell Frontmatter More Information © in this web service Cambridge University Press www.cambridge.org English Vocabulary in Use Upper-intermediate 7 To the teacher This book can be used in class or as a self-study book. It is intended to take learners from a lower-intermediate level of vocabulary to an upper-intermediate level. The vocabulary has been chosen for its usefulness in everyday situations, and we consulted the Cambridge International Corpus (now known as the Cambridge English Corpus), a written and spoken corpus of presentday English, including a huge learner corpus, to help us decide on the words and phrases to be included for students at B2 (CEFR) level. The new vocabulary (on average 25-30 items per unit) is presented with illustrations and explanations on the let-hand page, and there are exercises and activities on the right-hand page. There is an Answer key and an Index with pronunciation for the target vocabulary. The Answer key at the end of the book is for students to check their answers to the exercises ater they do them. The book focuses not just on single words, but on useful phrases and collocations, and the vocabulary is illustrated in natural contexts. The book is organised around everyday topics, but also has units devoted to basic concepts such as time, number and movement, linking words, word formation, multi-word expressions, pronunciation and varieties and style, as well as a set of initial units concerned with ways of learning vocabulary. Typical errors are indicated where appropriate, based on information from the Cambridge Learner Corpus, and the most typical meanings and uses are focused on for each item. The units in the book can be used in any order you like, but we would advise doing the initial units (Units 1 to 4) first, as these lay the foundations for the rest of the book. The right-hand pages ofer a variety of diferent types of activities, with some traditional ones such as gap-filling, but also more open-ended ones and personalised activities which enable learners to talk about their own lives. Although the activities and exercises are designed for selfstudy, they can easily be adapted for pairwork, groupwork or whole-class activities in the usual way. The Answer key sometimes gives alternative answers to the exercises. This is because oten there is not just one correct way of saying something. Where students are asked to talk about themselves, in the Over to you exercises, we do not generally provide answers, since these exercises give learners the opportunity to work completely independently and in a very personal way, so everyone's answers will be very diferent. When the learners have worked through a group of units, it is a good idea to repeat some of the work (for example, the exercises) and to expand on the meaning and use of key words and phrases by extra discussion in class, and find other examples of the key items in other texts and situations. This can be done at intervals of one to three months ater first working on a unit. This is important, since it is usually the case that learners need five to seven exposures to a word or phrase before they can really begin to know it, and no single book can do enough to ensure that words are always learnt first time. When your students have finished all the units in this book, they will be ready to move on to the higher-level books in this series: English Vocabulary in Use Advanced, and the advanced levels of English Idioms in Use, English Phrasal Verbs in Use and English Collocations in Use, by the same authors as this book. Find more resources for teachers at http://www.cambridge.org/elt We hope you enjoy using the book.

Cambridge University Press 978-1-316-63174-4 - English Vocabulary in Use Upper-Intermediate Book with Answers and Enhanced eBook Michael McCarthy , Felicity O'Dell Table of Contents More Information © in this web service Cambridge University Press www.cambridge.org English Vocabulary in Use Upper-intermediate 3 Contents 31 Travel 68 32 Holidays 70 33 Science and technology 72 34 Computers 74 35 Communications and the Internet 76 36 Social media 78 37 The press and the media 80 38 Politics and public institutions 82 39 Crime 84 40 Money 86 41 Describing objects 88 Feelings and actions 42 Belief and opinion 90 43 Pleasant and unpleasant feelings 92 44 Like, dislike and desire 94 45 Speaking 96 46 The six senses 98 47 What your body does 100 48 Praising and criticising 102 49 Emotions and moods 104 50 Commenting on problematic situations 106 Basic concepts 51 Number, quantity, degree and intensity 108 52 Numbers and shapes 110 53 Time 112 54 Distances and dimensions 114 55 Obligation, need, possibility and probability 116 56 Sound and light 118 57 Possession and giving 120 58 Movement and speed 122 59 Texture, brightness, weight and density 124 60 Success, failure and dificulty 126 Thanks 5 Enhanced ebook 5 Introduction 6 Efective vocabulary learning 1 Learning vocabulary 8 2 Organising a vocabulary notebook 10 3 Using your dictionary 12 4 Guessing and explaining meaning 14 Topics 5 Countries, nationalities and languages 16 6 The weather 18 7 Describing people: appearance 20 8 Describing people: personality 22 9 Idioms describing people 24 10 Relationships 26 11 At home 28 12 Everyday minor problems 30 13 Global problems 32 14 Education 34 15 Higher education 36 16 Work 38 17 Business 40 18 Sport 42 19 Art and literature 44 20 Theatre and cinema 46 21 Music 48 22 Food 50 23 Physical geography 52 24 Environmental problems 54 25 Towns 56 26 The natural world 58 27 Clothes 60 28 Health and medicine 62 29 Medicine and technology 64 30 Health and lifestyle 66

preposition 158 77 Binomials 160 78 Abbreviations and acronyms 162 79 Multi-word expressions 164 Words and pronunciation 80 Words commonly mispronounced 166 81 Onomatopoeic words 168 82 Homophones and homographs 170

prepositions, e.g. at a loss for words, in particular. * Notice special grammatical characteristics of new words. For example, note irregular verbs, e.g. undertake, undertook, undertaken; uncountable nouns, e.g. luggage; or nouns that are only used in the plural, e.g. scissors. * Notice any special pronunciation problems with new words. * Check if the word is particularly formal or informal in character, in other words if it has a particular register. How can you help yourself to memorise words? Research suggests that some students find it easier to learn words if they (a) learn them in groups and (b) make use of pictures, as shown here. You can group words in any way you like - topic, grammatical feature, word root, and so on. The unit titles in this book might give you some ideas. How can you help yourself learn more words? This book will help you to learn vocabulary in a systematic way. However, you can also help yourself to learn more words and expressions by reading and listening to as much English as possible. Here are some ideas about things you can read or listen to: A B C D R E L E C T A N G websites recipes newspapers TV films podcasts songs fiction magazines academic or professional literature YouTube sports reports tweets audio books poetry blogs reference material (dictionaries, encyclopedias) conversations with native speakers radio, e.g. BBC World Service

Cambridge University Press 978-1-316-63174-4 - English Vocabulary in Use Upper-Intermediate Book with Answers and Enhanced eBook Michael McCarthy , Felicity O'Dell Excerpt More Information © in this web service Cambridge University Press www.cambridge.org English Vocabulary in Use Upper-intermediate 9 Study Exercises 1 unit Here are some aspects of grammar to be aware of when learning new vocabulary. Give two examples of words that reflect this aspect of grammar. 1 a noun only used in the plural 2 an uncountable noun 3 an irregular verb 4 a noun with an irregular plural What aspect of pronunciation should you notice about the following words? 1 subtle the b is silent (not pronounced) 2 catastrophe 3 chemistry 4 answer 5 a record / to record 6 photograph / photographer / photographic Read the text. Use words from the box to complete each 'collocations fork'. coincidence dif erence family likeness palace a phrase range shade suggestion a term welcome new words range 1 a remarkable likeness coincidence Write i by the words that are informal and f by those that are formal. 1 guys 2 a minor 3 Awesome! 4 to alight (from a bus) 5 to feel gutted 6 a felon 7 to bug someone 8 to zone out i A student learnt each of these sets of words as a group. What is the unifying factor for each group? Can you add one more word to each group? 1 king, queen, prince, princess 2 sunshade, shady, shadow, shade, to shadow, shadowy 3 articulate, communicate, convey, express, put across 4 noun, verb, adjective, adverb 5 subtle, comb, lamb, crumb, debt, plumber Draw a picture to help you remember each of the following vocabulary items. 1 circle 2 to coin new words 3 screwdriver 4 to drip 1.1 1.2 1.3 2 to coin 3 a royal 4 a subtle 1.4 1.5 1.6 C I R C L E Over to you Look at the suggestions in D. Can you think of any other ideas to add to the list? Think about the ways of learning vocabulary that you use now, and think about ways you could use more in the future. 1.7 English has a remarkable range of words. Thanks to periods of contact with foreign languages and its readiness to coin new words out of old elements, English has a particularly large vocabulary. For example, as well as kingly (from Anglo-Saxon) we find royal (from French) and regal (from Latin). There are many such sets of words, which make it possible to express subtle shades of meaning. scissors royalty - duke

Cambridge University Press 978-1-316-63174-4 - English Vocabulary in Use Upper-Intermediate Book with Answers and Enhanced eBook Michael McCarthy , Felicity O'Dell Excerpt More Information © in this web service Cambridge University Press www.cambridge.org 10 English Vocabulary in Use Upper-intermediate Study unit 2 Organising words by meaning Try dividing your notebook into diferent broad sections, with sections for words for feelings, words to describe places, words for movement, words for thinking, etc. Charts and tables of various kinds can help you organise your vocabulary. Here is an example for words connected with music: guitar cello piano claical (n claic) folk (n folkloric) world play strum (a guitar) perform practice (n) practise (vb) track release (an album) Instruments Types music Verbs Related words Building networks of meaning A network diagram is useful. It can grow in whatever direction you want it to. Collocations and fixed phrases It is important to know how a word combines with other words (its collocations). Always record the common collocations of a word as you meet them, e.g. win (prize, award, medal) earn (money, a high salary) gain (time, an advantage) Where a word is oten used in a fixed phrase, always record the whole phrase, e.g. in a hurry out of touch to and fro now and again Synonyms and antonyms When you find a synonym (same meaning) or an antonym (opposite meaning) of a word you already have in your book, enter it next to that word with a few notes, e.g. urban ≠ rural stop = cease (cease is very formal) Organising by word class Make a note of the word class of a new word (whether it is a noun, verb, adjective, etc.). Record words from the same word family together, e.g. produce (verb or noun) product (noun) productive (adjective) Stress Record where the stress falls on a multi-syllable word, especially if the stress changes between word classes, e.g. produce (verb) produce (noun) productive (adjective) A B C D E F Organising a vocabulary notebook Language help Note any typical errors you make or which your teacher has mentioned. THE WEB unfriend someone junk mail spam email post download upload (verbs) security identity thet virus password social networks sign up tweet surfing forward homepage pop-up link

Cambridge University Press 978-1-316-63174-4 - English Vocabulary in Use Upper-Intermediate Book with Answers and Enhanced eBook Michael McCarthy , Felicity O'Dell Excerpt More Information © in this web service Cambridge University Press www.cambridge.org English Vocabulary in Use Upper-intermediate 11 Study Exercises 2 unit Organise the words into the topics below. Use a dictionary if necessary. tabloid stress hang out with sb exhaustion podcast overwork upload a video burnt out blogosphere journalist snowed under with work casual acquaintance blog be close to sb count on sb be under pressure topic words working too much / too hard stress friendship media Here is a list of words a learner of English made in a vocabulary notebook in class. Organise them in a more eficient way, using the chart. rush oversleep latecomer alarm clock set a clock deep sleep fast asleep out of breath heavy sleeper in a hurry breathless nightmare dash yawn exhausted nouns verbs adjectives collocations fixed phrases latecomer Change the sentences using a synonym (S) or antonym (A) of the words in bold using words from the box. glad spicy deprive sb of sth shot dissatisfied chilly 1 I was pleased to hear you'd passed your exam. (S) 2 I got some excellent photos of the Grand Canyon on my trip to the US. (S) 3 She was happy with the conditions they ofered her in the new job. (A) 4 The prisoners were supplied with food and medical care. (A) 5 I don't like mild curries. (A) 6 It's a cold day today. (S) Fill in the missing word forms. Then mark the word stress for each item. noun verb adjective person perfection perfect perfect perfectionist information inform politics economics * * Give two adjectives. 2.1 2.2 2.3 2.4 2.5 Over to you Think about your own learning style and which ways of organising vocabulary would work best for you. glad

clause (not an infinitive) - I suggest you ring her right away. (NOT I suggest you to ring her right away.) Additional information * Synonyms (words of similar meaning) and antonyms (opposites), e.g. mislay and misplace (synonyms), friend ≠ enemy/foe (antonyms). * Collocations (how words go together), e.g. the adjective firm is oten used in these collocations: firm commitment, firm grip, firm believer. * Whether a verb is transitive or intransitive: catch is transitive and must have an object, e.g. He caught the ball and threw it back to me; laugh is intransitive and does not need an object, e.g. She laughed when I told her the news. * Whether a word is used for people and/or things. In this entry for the adjective hurtful in the Cambridge Advanced Learner's Dictionary online, we can see that hurtful can be used about what someone says or about someone: * Word class (oten as abbreviations n noun, adj adjective, etc.), and whether a noun is countable or uncountable. * Information about how words are related to one another through meaning. The Cambridge Advanced Learner's Dictionary online allows you to see a visual display of the networks of meaning for a word, as in this display for the adjective fascinating. The Visual Thesaurus shows related adjectives. A B 3 Using your dictionary hurtful /h:[email protected]/ adjective causing emotional pain: That was a very hurtful remark! How can you be so hurtful? The adjectives are grouped according to meaning. This can be very useful when you are writing. If you want to vary your use of adjectives, you can look up the related adjectives to see which one(s) most closely express(es) the meaning you need. fascinating enthralling captivating enchanting entrancing bewitching absorbing riveting engrossing gripping

-ing verb] Neil denies breaking the window. The Minister denied to have received any money from the oil company. (two answers) Put a tick ( ) if these adjectives can be used about a person, or a thing (which could be an event, an object, a fact, an idea, etc.) or both. Use your dictionary if necessary. person thing person thing sad damp lucky awkward content compulsory A typical dictionary abbreviation for a noun is (n) and for an adjective (adj). What do you think these abbreviations mean? (adv) (pron) (conj) (prep) UK noun [C] verb [T] noun [U] verb [I or T] 3.1 3.2 3.3 Brazil supplies coffee to many countries. 3.4 3.5 adverb 3.6 Over to you Go to Cambridge Dictionaries Online at http://dictionary.cambridge.org, select the Cambridge Advanced Learner's Dictionary and look up the adjective damp. Click on the Visual Thesaurus. How many of the words do you know? Choose four words you don't know and look them up. Record them in your notebook. education

Cambridge University Press 978-1-316-63174-4 - English Vocabulary in Use Upper-Intermediate Book with Answers and Enhanced eBook Michael McCarthy , Felicity O'Dell Excerpt More Information © in this web service Cambridge University Press www.cambridge.org 14 English Vocabulary in Use Upper-intermediate Study unit Working out meaning from context There are a number of clues you can use to help you understand the meaning of an unfamiliar word. The context in which the word is used * Visual clues: for example, a picture in a book or film footage in a TV news broadcast. * Your own background knowledge about a situation: for example, if you already know that there has just been an earthquake in a big city, then you will find it easy to understand the word 'earthquake' when you hear a news broadcast about it. * The words around the unfamiliar word: for example, 'Tara picked one tall yellow gladiolus to put in her new vase.' Even if you have never seen or heard the word 'gladiolus', it is clear from the context that it is a type of flower. * Grammatical clues: for example, it is clear that 'superstitious' must be an adjective in the sentence 'Alejandro is very superstitious and would never walk under a ladder', or that 'gingerly' is an adverb in 'Mike came gingerly down the stairs, trying to avoid all the broken glass.' Similarity to other words you already know in English A large number of words in English are made up of combinations of other words. You may never have seen the word 'headscarf', for example, but it is easy to work out that it is a scarf worn on the head. Units 74-76 will help you improve your skills in understanding how English uses everyday words to build up new concepts. Structure A prefix or suf ix may give you a clue: for example, Units 70-72 focus on dif erent aspects of word formation in English and should help you use those clues to make sense of unfamiliar words. Similarity to a word you know in your own (or some other) language If your first language is of Latin or of Germanic origin, you will come across many words in English that resemble words in your own language. However, English has taken many words from many other languages too. So make use of any other languages you know. But remember that some words are false friends - they sound as if they mean the same but in fact they have a dif erent meaning. For example, git in English means a present but in German Git means poison. Explaining unknown words The following expressions are useful when you are trying to explain what a word or expression means: It's probably something (a bit) like (a chair) ... It's got to be something you use for (painting pictures / cleaning the kitchen floor) ... It's a kind of (bird / musical instrument / building) ... I think it must / could mean ... A B 4 Guessing and explaining meaning

Cambridge University Press 978-1-316-63174-4 - English Vocabulary in Use Upper-Intermediate Book with Answers and Enhanced eBook Michael McCarthy , Felicity O'Dell Excerpt More Information © in this web service Cambridge University Press www.cambridge.org English Vocabulary in Use Upper-intermediate 15 Study Exercises 4 unit Look at the following text. Before you read it, see if you know what the underlined words mean. 4.1 4.2 4.3 4.4 Which of the underlined words can you guess from the context or using any other clues? First make a guess and then check your guesses in the Answer key. Use the context to work out what the underlined words mean. Explain them using one or other of the expressions in B on the opposite page. 1 Above the trees at the edge of the meadow, a buzzard hangs for a moment on the wind before soaring towards the hills. I think a buzzard must be a kind of bird. 2 According to some sources, the water vole is one of the most rapidly declining creatures in Britain and a new survey is now being carried out to determine how serious the threat of extinction really is. 3 Using a large chisel and a hammer, Jack managed to knock down the old garden wall. 4 Kate carried in a delicious chicken and noodle soup in a large tureen and we enjoyed several bowls each. 5 We oten used to walk up to the clif top where we would clamber over the farmer's gate and go right to the edge where the view was better. 6 Some people get really ratty when they haven't had enough sleep. Use your knowledge of other basic English words to help you work out the meanings of the underlined words and expressions. Rewrite them using simpler words or explanations for the underlined words and phrases. 1 It says on the can that this drink is sugar-free. 2 I find Caitlin a very warm-hearted person. 3 I've been up to my eyes in work ever since I got back from holiday. 4 We walked down a tree-lined street towards the station. 5 The little boys were fascinated by the cement-mixer. 6 More and more shops now have their own special store cards and ofer you a discount if you use one of them. Use your knowledge of prefixes and sufixes to suggest what these phrases mean. 1 to redirect a letter 2 uncontrollable anger 3 pre-dinner drinks 4 bi-monthly report 5 my ex-boss 6 anti-tourist feelings 7 to disconnect the telephone 8 undelivered letters to send it to a different address A tortoise is a shelled reptile famed for its slowness and longevity. The Giant Tortoise of the Galapagos may attain over 1.5 metres in length and have a lifespan of more than 150 years. Smaller tortoises from Southern Europe and North Africa make popular pets. They need to be tended carefully in cool climates and must have a warm place in which they can hibernate. this drink doesn't contain sugar

Cambridge University Press 978-1-316-63174-4 - English Vocabulary in Use Upper-Intermediate Book with Answers and Enhanced eBook Michael McCarthy , Felicity O'Dell Excerpt More Information © in this web service Cambridge University Press www.cambridge.org Countries, nationalities and languages Using 'the' Most names of countries are used without 'the', but some countries and other names have 'the' before them, e.g. the United States / the US(A), the United Kingdom / the UK, the Netherlands, the Philippines, the United Arab Emirates / the UAE, the European Union / the EU, the Commonwealth. Adjectives referring to people, countries and languages With -ish: British Irish Flemish Polish Danish Turkish Spanish With -(i)an: Canadian Brazilian Latvian Korean Russian Australian With -ese: Japanese Chinese Vietnamese Portuguese Maltese Taiwanese With -i: Israeli Iraqi Kuwaiti Pakistani Yemeni Bangladeshi With -ic: Icelandic Arabic Slavonic Some adjectives are worth learning separately, e.g. Swiss, Thai, Greek, Dutch, Cypriot. Nationalities Some nationalities and cultural identities have nouns for referring to people, e.g. a Finn, a Swede, a Turk, a Spaniard, a Dane, a Briton, an Arab, a Pole. For most nationalities we can use the adjective as a noun, e.g. a German, an Italian, a Belgian, a Catalan, a Greek, an African, a European. Some need woman/man/person added to them (you can't say 'a Dutch'), so if in doubt, use them, e.g. a Dutch man, a French woman, an Irish person, an Icelandic man. World regions North America The Arctic The Atlantic Scandinavia The Mediterranean The Far East Antarctica Australia The Pacic The Antarctic Asia East Asia The Middle East The Indian Ocean Southern Africa North Africa Europe The Caribbean South America Central America Regional groups and ethnic groups People belong to ethnic groups and regional groups such as African-Caribbean, Asian, Latin American, North African, Scandinavian, Southern African, European, Arabic. These can be used as countable nouns or as adjectives. Many Europeans enjoy travelling to the Far East to experience Asian cultures. Arabic culture extends across a vast region of North Africa and the Middle East. People speak dialects as well as languages. Everyone has a native language or first language (sometimes called mother tongue); many have second and third languages. Some people are expert in more than one language and are bilingual or multilingual. People who only know one language are monolingual. A B C D E 5 16 English Vocabulary in Use Upper-intermediate

Cambridge University Press 978-1-316-63174-4 - English Vocabulary in Use Upper-Intermediate Book with Answers and Enhanced eBook Michael McCarthy , Felicity O'Dell Excerpt More Information © in this web service Cambridge University Press www.cambridge.org English Vocabulary in Use Upper-intermediate 17 Write the related adjectives in the correct columns. Ireland Iceland Thailand Latvia Israel Switzerland China Pakistan Turkey Arabia Brazil the Netherlands Korea Denmark -(i)an -ic -ish -i -ese (other) Latvian Irish Match the countries with their world regions. 1 Sweden c a the Middle East 2 Cambodia b Southern Africa 3 Nicaragua c Scandinavia 4 Tunisia d East Asia 5 Saudi Arabia e Central America 6 Botswana f North Africa Correct the mistakes in these newspaper headlines. New James Bond to be played by a Swedish! 1 MALTISH PRIME MINISTER VISITS WASHINGTON 3 BRITAIN'S HAVE HIGHEST TAX RATE IN EUROPE 2 Swede Iraqian delegation meets Pakistanian President Police arrest Danish on smuggling charge 4 5 Famous names. Can you name a famous ... 1 Argentinian sportsman or woman? 5 Italian opera singer? 2 Spanish actor? 6 Irish rock-music band? 3 South African political leader? 7 American golfer? 4 Australian singer? 5.1 5.2 5.3 5.4 Lionel Messi Exercises 5.5 Over to you Complete the sentences so that they are true for you. 1 I am . (nationality) 2 My first language is . 3 I speak (number) language(s) fluently, so I am . 4 My ethnic/regional group is . 5 I have visited these countries: . 6 I would like to travel to . 7 One language I would like to learn is . 8 I've never been to these two countries: and .

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english vocabulary in use upper-intermediate

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English Vocabulary in Use Upper-intermediate

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Check Pages 1-19 of English Vocabulary in Use Upper-intermediate in the flip PDF version. English Vocabulary in Use Upper-intermediate was published by Клет България on 2022-06-14. Find more similar flip PDFs like English Vocabulary in Use Upper-intermediate. Download English Vocabulary in Use Upper-intermediate PDF for free.

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https://es.scribd.com/document/49458399/english-Vocabulary-for-a-safe-workplace

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y Vocabulary ars attaFa ESL for Job Success mC Mire oY aca PSYC evi T te. aaa Now you can help ESL learners understand the essential language of workplace safety and provide them with the tools they need to prevent or reduce accidents and injuries on the job. Vocabulary is introduced in an accessible picture-dictionary format that helps students quickly recognize even complicated or technical terms and relate them to their own workplace. Students then transition to practice and application activities that link core vocabulary with related terms and phrases. Learners are continually encouraged to relate what they learn to personal experi- ence and create their own workplace-specific safety vocabulary lists. Key Vocabulary for a Safe Workplace is organized into four main units: + warning signs and first aid items safe use of tools and machinery + health and ergonomics + safety information on labels and tags A Safety Tool Kit appendix supplements the main body of the text and focuses on Material Safety Data Sheets (MSDS), health and injury terms, health and safety policies, Lockouts and Tagouts (LOTO), and helpful exercises for the workplace. Key Vocabulary for a Safe Workplace is highly flexible. It can be used as part of a prevocational or general ESL course for students preparing to enter the workforce, a class at a work site, or a handy reference tool to refresh or expand understanding of safety terms. Lessons can be used in any order and adapted to individual, pair, or group settings. COMPONENTS Student Book All instructional and reference material Teacher's Guide Lesson activity guidelines and applications Photocopy Masters Reproducible activities to reinforce and extend lessons or to personalize learning New Readers Press SENS GS2021 150) Divison of ProLiterac- Worle smite ww 200-448-0078 'wor: nowreaderspress.com oMerseal201751Key Vocabulary for a Safe Workplace

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y Vocabulary ars attaFa ESL for Job Success mC Mire oY aca PSYC evi T te. aaa Now you can help ESL learners understand the essential language of workplace safety and provide them with the tools they need to prevent or reduce accidents and injuries on the job.

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🇬🇧 ENGLISH | Vocabulary 2: Everyday Life (Lesson 5)

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El panorama del aprendizaje de inglés en Colombia

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Material PDF 10 - Environmental consciousness.

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Material PDF 10 - Environmental consciousness.

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Material PDF 6 - Was-Were - Simple Past.

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Material PDF 6 - Was-Were - Simple Past.

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Material PDF 2.1 - There is - are - Quantifier.

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Material PDF 2.1 - There is - are - Quantifier.

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Material PDF 1 - To be Verb - Personal Pronouns

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Material PDF 1 - To be Verb - Personal Pronouns

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Unit 1 https://view.genial.ly/5edd1daf3d8e990d8ecb3024/learning-experience-didactic-unit-unit-1-grammar-builder

Unit 2 https://view.genial.ly/5ee7e81327314d0d8e21cabd

Unit 3 https://view.genial.ly/5ef1cad5ec27120d9bbf310e

Unit 4 https://view.genial.ly/5efaecb198d19c0d73b726cb

Unit 5 https://view.genial.ly/5f02d039462f080d9ff0427d

Unit 6 https://view.genial.ly/5f0b728ac56d720d861b7424

Unit 7 https://view.genial.ly/5f0b84ac63b7ef0dac72f1c6

Unit 8 https://view.genial.ly/5f0b853bb860cd0d82723122

Unit 9 https://view.genial.ly/5f0b86046497f30da56ef10a

Unit 10 https://view.genial.ly/5f0b86aef10fd40d8982cabf

GET:

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To be:

https://view.genial.ly/6092da95c9c42d0ce2ce9f22/presentation-presentacion-tiza-y-pizarra

Adjectives- comparatives

https://view.genial.ly/60070dc68c059b0d156bfb90/presentation-comparatives-vs-superlatives

Object Pronouns

https://wordwall.net/es-ar/community/object-pronouns-games

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Adjectives

Comparative& superlative

PRESENTACIÓN

ÍNDICE

INDEX

Click on the number

02. Superlative

01. Comparative

Comparative adjectives are used to compare differeces between objects, nouns or places.

01

Comparative Adjectives

one syllable adjectives -er

one syllable adjectives

WATCH OUT!

HOT- HOTTER

DRY - DRIER

BIG - BIGGER

LARGE - LARGER

Rules: one-syllable

IF AN ADJECTIVE (ONE OR TWO SYLLABLES) ENDS IN A CONSONANT AND -Y, WE CHANGE -Y TO -I AND ADD -ER

IF AN ADJECTIVE ENDS IN CONSONANT + VOWEL + CONSONANT, WE DOUBLE THE CONSONANT.

FOR ONE-SYLLABLE ADJECTIVES ENDING IN -E, WE ADD -R

RULES

DON'T GIVE UP

Livia is taller than Saúl

When we compare two things, we use comparative form of the adjective + than.

Let's sing the song

more +adjective

two or more syllable adjectives

:)

DON'T GIVE UP

English is more interesting than Maths.

Remember: when we compare two things, we use the comparative form of the adjective + than

Irregular adjectives

IRREGULAR

DON'T GIVE UP

London is further than Paris

Remember: when we compare two things, we use the comparative form of the adjective + than

Watch the video

Let's play some games!

GAMES

SECCIÓN

Superlative adjectives indicate that the quality or the quantity is at its highest.

02

Superlative Adjectives

-est

one- syllable adjectives

TEXTO

IF AN ADJECTIVE ENDS IN CONSONANT + VOWEL+ CONSONANT, WE DOUBLE THE CONSONANT

FOR ONE SYLLABLE ADJECTIVES ENDING IN -E, WE ADD -ST

DRY - DRIEST

BIG - BIGGEST

LARGE - LARGEST

Rules: one-syllable

IF AN ADJECTIVE (ONE OR TWO SYLLABLES) ENDS IN A CONSONANT AND -Y, WE CHANGE -Y TO -I AND ADD -EST

DON'T GIVE UP

Burj Khalifa is the tallest tower in the world.

Remember: when we are using the superlative to say thet something is the most, we have to use THE + SUPERLATIVE FORM

Irregular adjectives

IRREGULAR

DON'T GIVE UP

My parents arethe best!

Remember: when we are using the superlative to say thet something is the most, we have to use THE + SUPERLATIVE FORM

Watch the video

Let's play some games!

PROCESO

THANKS!

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Adjectives Comparative& superlative PRESENTACIÓN ÍNDICE INDEX Click on the number 02. Superlative 01. Comparative Comparative adjectives are used to compare differeces between objects, nouns or places. 01 Comparative Adjectives one syllable adjectives -er one syllable adjectives WATCH OUT!

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Unit 1: Hello! How Are You?

Unit 2: This Is My Family

Unit 3: Big or Small? Short or Tall?

Unit 4: Welcome To My Home

Unit 5: Everyday Life

Unit 6: Around Town

Unit 7:  Let's Eat!

Unit 8: Let's Go Shoppping

Unit 9: At Work

Unit 10: What Do You Feel Like Doing?