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🎥Kinds of Film and their definition

1)A drama-are serious presentations or stories with settings or life situations that portray realistic characters in conflict with either themselves, others, or forces of nature.

2)An action film-is a film genre in which the protagonist is thrust into a series of events that typically involve violence and physical feats.

3)An animation-a cartoon is an animated film, usually a short film, featuring an exaggerated visual style.

4)A comedy-is a category of film which emphasizes humor.

5)A historical film-is a fiction film showing past events or set within a historical period.

6)A horror film-a film in which very frightening or unnatural things happen, for example dead people coming to life and people being murdered.

7)A musical-is a film genre in which songs by the characters are interwoven into the narrative, sometimes accompanied by dancing.

8)A rom-com-abbreviation for romantic comedy: a film or television programme about love that is intended to make you laugh.

9)A science fiction film-are movies which tell stories about the future, outer space, robots, or aliens.

10)A thriller-also known as suspense film or suspense thriller, is a broad film genre that evokes excitement and suspense in the audience.

11)A war film-is a film genre concerned with warfare, typically about naval, air, or land battles, with combat scenes central to the drama.

12)A western-The American Film Institute defines Western films as those "set in the American West that [embody] the spirit, the struggle, and the demise of the new frontier".

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1)Cast-all the people who act in a film.

2)Star-(also verb) the most important actor in a film.

3)Soundtrack-the music of a film.

4)Plot-the story of a film.

5)Scene-a part of a film which happens in one place.

6)Audience-the people who watch a film in a cinema.

7)Sequel-a film which continues the story of an earlier film.

8)Special effects-images often created by a computer.

9)Trailer-a series of short scenes from a film, shown in

advance to advertise it.

10)Script-the words of a film.

11)Extra-a person who is employed to play a very small part

in a film, usually as a member of a crowd.

12)Subtitles-the translation of the dialogue of a film on screen.

13)Review-an article which gives an opinion about a new film.

14)Set-the place where a film is being shot; the scenery

used for a film or play.

15)Critic-a person who writes films reviews for the press.

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1. The film is based on the story of opera singer Florence Foster Jenkins. -The film is an adaptation of a true story.

2. It is set in New York during the 1940s. -It is situated in that place at that time.

3. It is directed by Stephen Frears. -He is the director.

4. Hugh Grant plays the part of Florence's husband and manager. -This is his role in the film.

5. It was shot (or filmed) on location in Liverpool. -It was filmed outside the studio.

6. It is dubbed into other languages. -The words are spoken in a different language by foreign actors.

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Arms-the part between the shoulder and wrist.

Back-the rear surface of the human body from the shoulders to the hips.

Chin-the protruding part of the face below the mouth, formed by the apex of the lower jaw.

Ears-the organ of hearing and balance in humans and other vertebrates, especially the external part of this.

Eyes-each of a pair of globular organs of sight in the head of humans and vertebrate animals.

Face-the front part of the head that in humans extends from the forehead to the chin and includes the mouth, nose, cheeks, and eyes.

Feet-the lower extremity of the leg below the ankle, on which a person stands or walks.

Fingers-each of the four slender jointed parts attached to either hand (or five, if the thumb is included).

Hands-the end part of a person's arm beyond the wrist, including the palm, fingers, and thumb.

Head-he upper part of the human body, or the front or upper part of the body.

Knees-the joint between the thigh and the lower leg in humans.

Legs-each of the limbs on which a person or animal walks and stands.

Lips-either of the two fleshy parts which form the upper and lower edges of the opening of the mouth.

Mouth-the opening and cavity in the lower part of the human face, surrounded by the lips, through which food is taken in and vocal sounds are emitted.

Neck-the part of a person's or animal's body connecting the head to the rest of the body.

Nose-the part projecting above the mouth on the face of a person or animal, containing the nostrils and used for breathing and smelling.

Shoulders-the upper joint of each of a person's arms and the part of the body between this and the neck.

Stomach-the internal organ in which the major part of the digestion of food occurs.

Teeth-each of a set of hard, bony enamel-coated structures in the jaws of most vertebrates, used for biting and chewing.

Thumb-the short, thick first digit of the human hand, set lower and apart from the other four and opposable to them.

Toes-any of the five digits at the end of the human foot.

Tongue-the fleshy muscular organ in the mouth of a mammal, used for tasting, licking, swallowing, and (in humans) articulating speech.

Possessive pronouns with parts of the body

In English, we use possessive pronouns (my, your, etc.) with parts of the body.

Give me your hand. NOT Give me the hand.

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to bite-use the teeth to cut into or through something.

to clap-strike the palms of (one's hands) together repeatedly, typically in order to applaud someone or something.

to kick-strike or propel forcibly with the foot.

to nod-lower and raise one's head slightly and briefly, especially in greeting, assent, or understanding, or to give someone a signal.

to point is to direct to someone

to smell-emit an odour or scent of a specified kind.

to smile-orm one's features into a pleased, kind, or amused expression, typically with the corners of the mouth turned up and the front teeth exposed.

to stare-look fixedly or vacantly at someone or something with one's eyes wide open.

to taste-the sensation of flavour perceived in the mouth and throat on contact with a substance.

to touch-come into or be in contact with.

to whistle-a clear, high-pitched sound made by forcing breath through a small hole between partly closed lips, or between one's teeth.

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THE SCHOOL SYSTEM IN THE UK AND US📌

Boarding school- a school that provides accommodation and meals for pupils during term time.

Degree- degree, also called academic degree, in education, any of several titles conferred by colleges and universities to indicate the completion of a course of study or the extent of academic achievement.

Head teacher- the teacher in charge of a school.

Nursery school- a school for young children, particularly those between the ages of three and five.

Primary school- a school usually including the first three grades of elementary school but sometimes also including kindergarten.

Private school- an independent school supported wholly by the payment of fees.

Pupils-a person who is taught by another, especially a schoolchild or student in relation to a teacher.

Secondary school-a school for students above elementary or grammar school level and below college level.

State-a school that is funded and controlled by the state and for which no fees are charged.

Student-a person who is studying at a university or other place of higher education.

Term-a portion of an academic year, the time during which an educational institution holds classes.

College-an educational institution or establishment, in particular one providing higher education or specialized professional or vocational training.

Elementary school-a primary school for the first six or eight grades.

Grades-a level of study in an elementary, middle, or secondary school that is completed by a student during one year.

High school-a secondary school

Kindergarten-a class or school that prepares children, usually five- or six-year-olds, for the first year of formal education.

Semesters-a half-year term in a school or university, especially in North America, typically lasting for fifteen to eighteen weeks.

Twelfth grade- is the twelfth year of formal or compulsory education.

DISCIPLINE AND EXAMS📌

Not be allowed to-when something is prohibited, it's not allowed.

Be expelled-to force out : eject. expelled the smoke from her lungs.

Be punished-inflict a penalty or sanction on (someone) as retribution for an offence, especially a transgression of a legal or moral code.

To cheat-act dishonestly or unfairly in order to gain an advantage.

To let-not prevent or forbid; allow.

To make-form (something) by putting parts together or combining substances; create.

To misbehave-(of a person, especially a child) fail to conduct oneself in an acceptable way; behave badly.

To fail-be unsuccessful in achieving one's goal.

To pass-having received a passing grade on an examination or test or successfully completed a school course, year, or program of study.

Result-a thing that is caused or produced by something else; a consequence or outcome.

To revise-examine and make corrections or alterations to (written or printed matter).

To take(or do)-to have one's knowledge or ability tested formally, often in writing.

UK VS US

5-11y.o primary elementary

11-18y.o secondary middle school

terms semesters

pupils students

🔎make, let, and allow

My French teacher made me do extra homework.

Our IT teacher lets us play games every Friday.

The head doesn't allow us to take our phones to school.

We use make and let with an object pronoun and the infinitive without to. We use allow with an object pronoun and the infinitive + to.

let and allow have a similar meaning. We often use allow in the passive, e.g. We're allowed to play games every Friday, but we can't use let in the passive NOT We're let play games...

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A graduate- bachelor’s degree

Post-graduate- Master’s degree

First-year-> freshman(ice-cream)

Second-year-> sophomore

Third-year-> junior

Fourth-year-> senior

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Sometimes the same word can have two completely different meanings, e.g

She has a degree in economics. (=a university qualification)

It was only four degrees this morning. (=temperature)

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WHERE PEOPLE LIVE🪴

1. I live in the country, surrounded by fields.

2. I live on the outskirts of Oxford, about three miles from the centre.

3. I live in a village (a town/a city).

4. I live in Cromer, a small town on the east coast.

5. I live on the second floor of a large block of flats.

6. I live in Croydon, a suburb of London about 15 miles from the city centre.

DESCRIBING A HOUSE OR FLAT🏡

Made of stone- made of stone material

Ceiling-the upper interior surface of a room or other similar compartment.

An open fire-a fire in which material is burned in an open, outdoor area or in a receptacle without a stack or chimney.

Cosy-giving a feeling of comfort, warmth, and relaxation.

Modern-relating to the present or recent times as opposed to the remote past.

Spacious-(especially of a room or building) having ample space.

Light-the natural agent that stimulates sight and makes things visible.

Wooden floors-any flooring product that contains real wood as the top-most, wearable surface of the floor.

🔎chimney or fireplace?

In English, chimney only refers to the structure on the roof of the house.

Fireplace is the place where you burn wood or coal.

For some nationalities, chimney is a "false friend'.

🔎roof or ceiling?

Roof is the top part of a house. Ceiling is the top part of a room.

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1) Attic- a space or room inside or partly inside the roof of a building.

2)Balcony- a platform enclosed by a wall or balustrade on the outside of a building, with access from an upper-floor window or door.

3)Basement- the floor of a building which is partly or entirely below ground level.

4)Chimney- a vertical channel or pipe which conducts smoke and combustion gases up from a fire or furnace and typically through the roof of a building.

5)Entrance- an opening, such as a door, passage, or gate, that allows access to a place.

6)Gate-a hinged barrier used to close an opening in a wall, fence, or hedge.

7)Ground floor-the floor of a building at ground level.

8)Path- a way or track laid down for walking or made by continual treading.

9)Roof- the structure forming the upper covering of a building or vehicle.

10)Steps- an act or movement of putting one leg in front of the other in walking or running.

11)Terrace- a level paved area next to a building; a patio.

12)Top floor-the highest level of a building.

13)Wall- a continuous vertical brick or stone structure that encloses or divides an area of land.

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VERB PHRASES📚

Applied for- She replied to an advert and sent in her CV.

Do- They need to learn how to use the new software.

Do overtime- He has to work extra hours.

Got promoted- He was given a more important job.

Resign-(to quit)He has decided to leave his job.

Retire- She's 65 and she's going to stop working.

Run- They employ six teachers, who teach English to foreign

students.

Set up- She had the idea and has started doing it.

Was made redundant- He lost his job because the company didn't need him any more.

Was sacked-(was fired)The boss told him to leave.

Work shifts- Sometimes they work during the day and sometimes at night.

SAYING WHAT YOU DO👷‍♀👩‍💻

📌talking about people

1. I am unemployed. (without a job)

2. He's self-employed. (working for himself)

3. He's a freelance designer. (working for different companies)

📌talking about a job or work

4. It’s a part-time job. (opp. permanent) only a short contract, e.g. for six months.

5. It’s a temporary job. (opp. full-time) only a few hours a day

1)I work for (in) a multinational company.

2)I am in charge of the Marketing Department.

3)I'm responsible for customer loans.

4)I am at school (university).

5)I'm in my third year at university.

WORD-BUILDING🏫

Make nouns from the verbs by adding -ment,-ion, or -ation, Make any other necessary changes.

1. Promote-promotion

2. Apply-application

3. Retire-retirement

4. Employ-employment

5. Qualify-qualification

6. Resign-resignation

Make nouns for the people who do the jobs

by adding -er, -or, -ian, or -ist. Make any other

necessary changes.

1. Science-scientist

2. Law-lawyer

3. Music-musician

4. Pharmacy-pharmacist

5. Farm-farmer

6. Translate-translator

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🔎Adjective prefixes and suffixes

We often make adjectives from nouns by adding

a suffix. Some common suffixes are:

-y, e.g. sun sunny;

-ate, e.g. passion - passionate;

-able / -ible, e.g. fashion - fashionable;

-ful, e.g. use - useful.

Nouns which end in -ence often make the adjective

with -ent, e.g. violence - violent.

To make a negative adjective, we usually add a prefix,

e.g. un-, im-, etc.

However, some adjectives that end in -ful

make the negative by changing the suffix -ful to -less,

e.g. useful - useless, hopeful - hopeless.

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An adaptor-a device for connecting pieces of equipment that cannot be connected directly.

A charger-a device for charging a battery or battery-powered equipment.

A keyboard-a panel of keys that operate a computer or typewriter.

A memory stick-a type of memory card.

A mouse-a small handheld device which is moved across a mat or flat surface to move the cursor on a computer screen.

A plug-a part at the end of an electric cord that has two or three metal pins that connect the cord to a source of electricity.

A printer-a machine for printing text or pictures, especially one linked to a computer.

A remote control-a device that controls an apparatus by means of radio or infrared signals.

A router-a device that forwards data packets to the appropriate parts of a computer network.

A socket-an electrical device receiving a plug or light bulb to make a connection.

A speaker-an output hardware device that connects to a computer to generate sound.

A switch-a device for making and breaking the connection in an electric circuit.

A USB cable-(Universal Serial Bus)USB cable assemblies are some of the most popular cable types available, used mostly to connect computers to peripheral devices such as cameras, camcorders, printers, scanners, and more.

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🔎Separable phrasal verbs

Remember that many phrasal verbs are separable, i.e. the object can go between the verb and particle, e.g. switch the TV on, or after the particle, e.g. switch on the TV. However, if the object is a pronoun, it must go between the verb and particle, e.g. switch it on NOT switch on it.

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paper back

book cover

child prodigy

car manufacturer

desk lamp

song writer

phone box

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📌1)We often use the passive (be + past participle) when it isn't said, known, or important who does an action.

Andy's bike has been stolen. (- somebody has stolen Andy's bike, but we don't know who). In passive sentences, the object of the verb becomes the new subject.

📌2)If we want to say who did the action, we use by.

• We can often say things in two ways, in the active or in the passive. Compare:

Gladiator was directed by Ridley Scott.(we want to focus more on the film)

Ridley Scott directed Gladiator.(we want to focus more on the director)

• We form negatives and questions in the same way as in active sentences.

Some films aren't shot on location.

Is your car being repaired today?

• We often use the passive to talk about processes, for example, scientific processes, and in formal language, such as news reports.

Then the water is heated to 100 degrees.

Many buildings in the city have been damaged by the earthquake.

📝EXAMPLES:

A lot of films are shot on location.

When is our car being repaired?

Andy's bike has been stolen.

The director died when the film was being made.

You'll be picked up at the airport by one of our staff.

This bill must be paid tomorrow.

I love being given a massage.

The new concert hall will be opened by the Queen.

Gladiator was directed by Ridley Scott.

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🔎Differences between might, can`t and must

✏might (when you think something is possibly true)

Tony's phone is switched off. He might be on the plane now, or just boarding.

Laura might not like that skirt, It's not really her style.

✏can't (when you are sure something is impossible / not true)

Nigel can't earn much money in his job. He's still living with his parents.

That woman can't be Jack's wife. Jack's wife has dark hair.

✏must (when you are sure something is true)

The neighbours must be out. There aren't any lights on in the house.

Your sister must have a lot of money if she drives a Porsche.

We often use might, can't, or must to say how sure or certain we are about something (based on the information we have).

In this context, the opposite of must is can't. Compare: The neighbours must be out. There aren't any lights on in the house.

The neighbours can't be out. All the lights are on in the house. NOT The neighbeurs mustn't be out.

We can use may instead of might and we can use could in positive sentences.

Jack could (or may) be at the party - I'm not sure.

We don't use can instead of might / may. NOT He can be on the plane now.

We often use be + gerund after might / must / can`t. They must be having a party - the music's very loud.

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Unit 7A|First conditional and Future time clauses + when,until,etc.

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Unit 7A|First conditional and Future time clauses + when,until,etc.

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Formula of the First conditional sentences: if + present simple, will / won't + infinitive.

We use first conditional sentences to talk about a possible / probable future situation and its consequence.

1)We use the present tense (NOT the future) after if in first conditional sentences. NOT If you'll work hard, you'll pass all your exams.

2)We can also use an imperative instead of the will clause.

3)We can use unless + present simple(+) instead of if...not in conditional sentences. Compare: Alison won't get into

university if she doesn't get good grades.

      🔎Future time clauses

We'll have dinner when your father gets home.

As soon as you get your exam results, call me.

I won't go to bed until you come home.

I'll have a quick lunch before I leave.

After I finish university, I'll probably take a year off and travel.

We use the present tense (NOT the future) after when, as soon as, until, before, and after to talk about the future.

📝EXAMPLES:

If you work hard, you'll pass your exams.

The teacher won't be very pleased if we're late for class.

Come and see us next week if you have time.

Alison won't get into university unless she gets good grades.

I won't go unless you go too.

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Formula of the Second conditional sentences: if + past simple, would / wouldn't + infinitive

We use the second conditional to talk about a hypothetical /imaginary present or future situation and its consequence.If I had a job... (I don't have a job, I'm imagining it)

1)We use the past simple after if and would/ wouldn't + infinitive in the other clause.

We can also use could instead of would in the other clause.

2)After if, we can use was or were with I, he, and she.

3)We often use second conditionals beginning If I were you,

l'd... to give advice. We don't normally use If I was you...

🔎Choosing between the first or second conditional

Using a first or second conditional usually depends on how probable you think it is that something will happen.

If I have time, I'll help you. (this is a real situation, it's possible that I'll have time - first conditional)

If I had time, I'd help you. (this is a hypothetical / imaginary situation, I don't have time - second conditional)

🔎would / wouldn't + infinitive

We also often use would / wouldn't + infinitive (without an if clause) when we talk about imaginary situations.

My ideal holiday would be a week in the Bahamas.

I'd never buy a car as big as yours.

📝EXAMPLES:

1. If I had a job, l'd get my own flat.

If David spoke good English, he could get a job in that new hotel.

I would get on better with my parents if I didn't live with

them.

I wouldn't do that job unless they paid me a really good

salary.

2. If your sister were here, she'd know what to do.

If it was warmer, we could have a swim.

3. If I were you, I'd buy a new computer.

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Unit 8A|Choosing between Gerunds and Infinitives

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Unit 8A|Choosing between Gerunds and Infinitives

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📚Gerund (verb + -ing)

1)I'm not very good at working in a team.

Katie's given up smoking.

2)Looking for a job can be depressing.

Shopping is my favourite thing to do at weekends.

3)I hate not being on time for things.

I don't mind getting up early.

We use the gerund (verb + -ing)

1 after prepositions and phrasal verbs.

2 as the subject of a sentence.

3 after some verbs, e.g. hate, don't mind.

Common verbs which take the gerund include: admit, avoid, deny, dislike, enjoy, feel like, finish, hate, keep, like, love, mind, miss, practise, prefer, recommend, spend time, stop, suggest, and some phrasal verbs, e.g. give up, go on, etc.

The negative gerund = not + verb + -ing.\

🔎like, love, and hate

In American English, like, love, and hate are followed by the infinitive with to. This is becoming more common in British English too, e.g. I like to listen to music in the car.

📚The infinitive with to

1)My flat is very easy to find.

2)Liam is saving money to buy a new car.

3)My sister has never learned to drive.

Try not to make a noise.

We use the infinitive + to:

1 after adjectives.

2 to express a reason or purpose.

3 after some verbs, e.g. want, need, learn.

Common verbs which take the infinitive include: (can't) afford, agree, decide, expect, forget, help, hope, learn, need, offer, plan, pretend, promise, refuse, remember, seem, try, want, would like. More verbs take the infinitive than the gerund.

The negative infinitive - not to + verb.

These common verbs can take either the infinitive or gerund with no difference in meaning: start, begin, continue.It started to rain. It started raining.

🔎Verb + person + infinitive with to

We also use the infinitive with to after some verbs + person, e.g. ask, tell, want, would like.

Can you ask the manager to come?

She told him not to worry.

I want you to do this now.

We'd really like you to come.

📚The infinitive without to

1)I can't drive.

We must hurry.

2)She always makes me laugh.

My parents didn't let me go out last night.

We use the infinitive without to:

1 after most modal and auxiliary verbs.

2 after make and let.

🔎Verbs that can take a gerund or an infinitive, but the meaning is different

Try to be on time. (= make an effort to be on time)

Try doing yoga. (= do it to see if you like it)

Remember to phone him. (= don't forget to do it)

I remember meeting him years ago. (= I have a memory of it)

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We use reported speech to report (i.e. to tell another person) what someone said.

When the reporting verb (said, told, etc.) is in the past tense, the tenses in the sentence which is being reported usually change like this:

📌present -> past

📌will -> would

📌past simple / present perfect -> past perfect

🔎When tenses don't change

When you report what someone said very soon after they said it, the tenses often stay the same as in the original sentence.

Adam 'I can't come tonight.'

I've just spoken to Adam and he said that he can't come tonight.

Jack I really enjoyed my trip.

Jack told me that he really enjoyed his trip.

Some modal verbs change, e.g. can -> could, may -> might, must -> had to. Other modal verbs stay the same, e.g. could, might, should, etc.

`I might come back next week.' He said he might come back next week.

We usually have to change the pronouns.

I like jazz. Jane said that she liked jazz.

Using that after said and told is optional.

If you report what someone said on a different day or in a different place, some other time and place words can change, e.g. tomorrow -> the next day, here -> there, this -> that, etc. I'll meet you here tomorrow. He said he'd meet me there the next day.

🔎say and tell

Be careful - after said, don't use a person or an

object pronoun.

Sarah said that she was tired. NOT Sarah said

me that she was tired.

After told, you must use a person or object

pronoun.

Sarah told me that she was tired. NOT Sarah

told that she...

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When we report a question, the tenses change as in reported statements.

When a question doesn't begin with a question word, we add if (or whether).

'Do you want a drink?' He asked me if / whether

I wanted a drink.

We also have to change the word order to subject + verb and not use do / did.

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We normally use third conditional sentences to talk about hypothetical / imaginary situations in the past, i.e. how things could have been different in the past. 🔎Compare:Yesterday I got up late and missed my train. (= the real situation)

If I hadn't got up late yesterday, I wouldn't have missed my train. (= the hypothetical or imaginary past situation)

To make a third conditional, we use if + past perfect and would have + past participle. NOT If I would have known you had a problem..

The contraction of both had and would is 'd. If l'd have known you had a problem, I'd have helped you.

We can use might or could instead of would to make the result less certain. If she'd studied harder, she might have passed the exam.

📝EXAMPLES:

If I'd known you had a problem, I would have helped you.

If Paul hadn't gone to Brazil, he wouldn't have met his wife.

Would you have gone to the party if you'd known Lisa was there?

You wouldn't have lost your job if you hadn't been late every day.

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📚large quantities

1)My daughter has a lot of apps on her phone.

Nina has lots of clothes.

I've been there loads of times,

2)James eats a lot.

3)There aren't many cafés near here.

Do you have many close friends?

Do you watch much TV?

I don't eat much chocolate.

4)Don't run. We have plenty of time.

1 We use a lot of or lots of in (+) sentences. We can also use loads of, but it's more informal.

2 We use a lot when there is no noun, e.g. He talks a lot.

NOT He talks a lot of.

3 much / many are normally used in (-) sentences and (?), but a lot of can

also be used.

4 We use plenty of in (+) sentences. (=more than enough)

📚small quantities

1) A: Do you want some more ice cream?

B: Just a little.

The town only has a few cinemas.

2) I'm so busy that I have very little time for myself.

Sarah isn't popular and she has very few friends.

3) l have less free time than I used to have.

There are fewer flights in the winter than in the summer.

1 We use little + uncountable nouns, few + plural countable nouns.

a little and a few = some, but not a lot.

2 very little and very few = not much/many.

3 The comparative of little is less and the comparative of few is fewer.

📚more or less than you need or want

1)I don't like this city. It's too big and it's too noisy.

You're speaking too quietly - I can't hear you.

2)There's too much traffic and too much noise.

There are too many tourists and too many cars.

3)There aren't enough parks and there aren't enough trees.

The buses aren't frequent enough.

The buses don't run frequently enough.

1 We use too + adjective or adverb.

2 We use too much + uncountable nouns and too many + plural countable nouns.

3 We use (not) enough before a noun, e.g. (not) enough eggs / milk, and after an adjective, e.g.

It isn't big enough, or an adverb, e.g. You aren't walking fast enough.

📚zero quantity

1)There isn't any milk in the fridge.

We don't have any eggs.

2)There's no milk in the fridge. We have no eggs.

3)A: How many eggs do we have?

B: None. I've used them all.

1 We use any + uncountable or plural noun for zero quantity with a (-)verb.

2 We use no + uncountable or plural noun with a (+)verb.

3 We use none (without a noun) in short answers.

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✨defining relative clauses (giving essential information)

1)Harper Lee is the woman who (that) wrote To Kill a Mockingbird.

I'm looking for a book which (that) teaches you how to relax.

That's the house where I was born.

2)Is Frank the man whose brother plays for Manchester United?

It's a tree whose leaves change colour in autumn.

3)I've just had a text from the girl (who / that) I met on the flight to Paris.

This is the phone (which / that) I bought yesterday.

We use a defining relative clause (= a relative pronoun + verb phrase) to give essential information about a person, place, or thing.

1 We use the relative pronoun who for people, which for things / animals, and where for places.

We can use that instead of who or which.

2 We use whose to mean 'of who' or 'of which.

3 In some relative clauses, the verb after who, which, or that has a different subject, e.g. She's the girl who I met on the train (the subject of met is I). In these clauses, who, which, or that can be omitted. She's the girl I met on the train.

where and whose can never be omitted. NOT is that the woman dog barks?

We can't omit who / which / that / where if it's the same subject in both clauses. NOT Julia's the woman works in the office with me.

✨non-defining relative clauses (giving extra non-essential information)

This painting, which was painted in 1860, is worth millions of pounds.

Last week I visited my aunt Jane, who's nearly 90 years old.

Burford, where my grandfather was born, is a beautiful little town.

My neighbour, whose son goes to my son's school, has just remarried.

We use a non-defining relative clause to give extra (often non-essential information) in a sentence. If this clause is omitted, the sentence still makes sense.This painting, which was painted in 1860, is worth millions of pounds.

Non-defining relative clauses must go between commas (or a comma and a full stop).

In these clauses, we can't leave out the relative pronoun(who, which, etc.).

In these clauses, we can't use that instead of who / which.NOT This painting, that was painted in 1860, is worth millions ef pounds.

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📚Gerund (verb + -ing)

1)I'm not very good at working in a team.

Katie's given up smoking.

2)Looking for a job can be depressing.

Shopping is my favourite thing to do at weekends.

3)I hate not being on time for things.

I don't mind getting up early.

We use the gerund (verb + -ing)

1 after prepositions and phrasal verbs.

2 as the subject of a sentence.

3 after some verbs, e.g. hate, don't mind.

Common verbs which take the gerund include: admit, avoid, deny, dislike, enjoy, feel like, finish, hate, keep, like, love, mind, miss, practise, prefer, recommend, spend time, stop, suggest, and some phrasal verbs, e.g. give up, go on, etc.

The negative gerund = not + verb + -ing.\

🔎like, love, and hate

In American English, like, love, and hate are followed by the infinitive with to. This is becoming more common in British English too, e.g. I like to listen to music in the car.

📚The infinitive with to

1)My flat is very easy to find.

2)Liam is saving money to buy a new car.

3)My sister has never learned to drive.

Try not to make a noise.

We use the infinitive + to:

1 after adjectives.

2 to express a reason or purpose.

3 after some verbs, e.g. want, need, learn.

Common verbs which take the infinitive include: (can't) afford, agree, decide, expect, forget, help, hope, learn, need, offer, plan, pretend, promise, refuse, remember, seem, try, want, would like. More verbs take the infinitive than the gerund.

The negative infinitive - not to + verb.

These common verbs can take either the infinitive or gerund with no difference in meaning: start, begin, continue.It started to rain. It started raining.

🔎Verb + person + infinitive with to

We also use the infinitive with to after some verbs + person, e.g. ask, tell, want, would like.

Can you ask the manager to come?

She told him not to worry.

I want you to do this now.

We'd really like you to come.

📚The infinitive without to

1)I can't drive.

We must hurry.

2)She always makes me laugh.

My parents didn't let me go out last night.

We use the infinitive without to:

1 after most modal and auxiliary verbs.

2 after make and let.

🔎Verbs that can take a gerund or an infinitive, but the meaning is different

Try to be on time. (= make an effort to be on time)

Try doing yoga. (= do it to see if you like it)

Remember to phone him. (= don't forget to do it)

I remember meeting him years ago. (= I have a memory of it)

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🔎Adjective prefixes and suffixes

We often make adjectives from nouns by adding

a suffix. Some common suffixes are:

-y, e.g. sun sunny;

-ate, e.g. passion - passionate;

-able / -ible, e.g. fashion - fashionable;

-ful, e.g. use - useful.

Nouns which end in -ence often make the adjective

with -ent, e.g. violence - violent.

To make a negative adjective, we usually add a prefix,

e.g. un-, im-, etc.

However, some adjectives that end in -ful

make the negative by changing the suffix -ful to -less,

e.g. useful - useless, hopeful - hopeless.

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WORD-BUILDING🏫

Make nouns from the verbs by adding -ment,-ion, or -ation, Make any other necessary changes.

1. Promote-promotion

2. Apply-application

3. Retire-retirement

4. Employ-employment

5. Qualify-qualification

6. Resign-resignation

Make nouns for the people who do the jobs

by adding -er, -or, -ian, or -ist. Make any other

necessary changes.

1. Science-scientist

2. Law-lawyer

3. Music-musician

4. Pharmacy-pharmacist

5. Farm-farmer

6. Translate-translator

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Найдётся всё

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https://www.canva.com/design/DAF_OB5Bcn4/E4bPGQEaeLXa9heXaa7XUg/edit?utm_content=DAF_OB5Bcn4&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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improve my speaking skills

try to find new friends

actively participate in classes

enrich my vocabulary

enjoy study process

surround myself with a light and cheerful atmosphere

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Firstly I would like to thank my English teacher,Aruzhan Altynbekova,for all the things that she taught me during this course. My first class with Miss Aruzhan was during the “add-drop week” in the beginning of a term. I remember then that we were studying passive voice and how it is used in newspapers and magazines, and everything that Miss Aruzhan told us was not in the book, but it was obvious that we needed to know this topic. After the lesson, I was convinced that I had made the right decision when choosing a teacher. But there were problems with the work schedule, and I had to choose another teacher due to inconsistencies. After a few days, I find out that Miss Aruzhan has become my teacher, and I thought maybe this is how it should be; maybe this is fate. And I don't regret my choice.

My goals for the B1 course were improving my speaking skills,

finding new friends,

actively participating in classes,

enriching my vocabulary,

enjoying study process,

surrounding myself with a light and cheerful atmosphere.

During this course I dedicated time to engage in conversations, joined speaking clubs, and sought feedback from peers. Through consistent practice and determination, I witnessed tangible progress in articulating my thoughts confidently and eloquently. I embraced opportunities to ask questions, contribute ideas, and collaborate with classmates. I delved into literature, engaged in word games, and expanded my reading repertoire. I prefer when my study process is surrounded with my friends and cheerful atmosphere because I`d like to study in my comfort zone. I hope that I was able to help my classmates and my friends in some way.

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Work, studies, family, and even friends are now on our phones. No matter what people claim about the harm of the phone, they physically cannot give it up. After all, now is the age of technology, where if you don't have a phone, then you don't exist in society. Even teenagers have noticed that they are obsessed and addicted to the phone, and now the term digital detoxification is trending.

With the digital diet, people feel empty because they do not learn anything new and feel that they are behind the world. It's as if others are getting better than them, as if other people's lives are more interesting than their own. That's what it is: a digital detox. Now that we learn what's new for us, it's ordinary, and when there's nothing new, it starts to seem like the whole day is wasted. At least take the last Met Gala. There are people who are vital to knowing the costumes of the stars while sitting in Almaty, and we cannot force them to undergo digital detoxification. But there are also advantages, because a person begins to recognize himself only in solitude. He starts noticing the details and rejoicing at the usual butterfly he didn't notice when he was online. Living offline means you won’t look at notifications on your phone every time; it means you may not know something important, and you’ll need to talk face-to-face with your friends instead of simply reacting to their Instagram stories.

In conclusion, as people of the 21st century, we can't completely give up gadgets, but we can take a break.And spend this wonderful free time in silence on your own or in harmony with your family.