Steps To English 2 Students

Contents
3 | Unit 1 - Life Events
18 | Unit 2 - TELLING STORIES
31 | Unit 3 - JOBS, JOBS, JOBS ....
44 | Unit 4 - UNFOLDING STORIES
55 | Unit 5 - INTO THE FUTURE
66 | Unit 6 - REVIEW AND CONSOLIDATION
76 | LIST OF IRREGULAR VERBS
77 | GRAMMAR APPENDIX
2 STEPS TO ENGLISH 2
Welcome to unit 1
Life Events
After working in this Unit you will be able to:
• Listen and understand words, sentences and conversations.

• Read and understand texts related to a topic and answer
questions about them.
• Understand how PAST SIMPLE works and how it can be used in
real life contexts..
• Understand how USED TO can help you to achieve
communication in English.
UNIT 1
Topic:
Life events.
Grammar Focus:
Past Simple – Used to.
Core Vocabulary:
Past events in life.
READING
Taken and adapted from:

https://learnenglishteens.britishcouncil.org/magazine/music/music-my-ears
ACTIVITY 1:
a. Find out the meaning of the underlined words.

b. Create short and simple definitions for these words and write this vocabulary
down in your notebook.
Music to my ears
1.Since I was a young girl my favourite style of music has been jazz and
blues. The first ever CD that I bought was Chuck Berry’s Greatest Hits
when I was 11 years old. I absolutely loved it and I used to sing along
and dance to the music around my bedroom. Even now, whenever I hear
one of Chuck Berry’s songs I tap my feet and hum along to the music.
2.Later, I started to listen to other musicians from this genre. I used to listen
to Elvis Presley almost every day after school. I just loved music that made me
want to dance. I started to love soul music too after a friend bought me a Motown
Classics CD for my 15th birthday. My absolute favourite passtime was listening to
Aretha Franklin or Katrina and the Waves. I used to admire a lot of these amazing
artists and performers and still do to this day. As a shy person, hearing these
people perform with such confidence and such talent was inspirational to me.
3.Blues music originated in African-American history in the 19th century

when African slaves and ex-slaves started to sing about their experiences.
The birthplace of the blues is said to be the Mississippi Delta near New
Orleans in the USA. Jazz, which became popular in the 1930s and 40s,
is different from the blues but they have always influenced each other.
4.I think I enjoy music so much because it is a form of escapism from reality
and I find that if I have had a hard day or I’m feeling a little low, listening
to music can turn my mood around and cheer me up. In fact, scientists at the
University of Missouri have shown that people can boost their moods by listening
to upbeat tunes! Moreover, a study made by Herriot-Watt University
here in Scotland even links certain personality traits with musical
preference! Apparently, those who enjoy jazz and blues music are
more likely to be creative, outgoing and have high self-esteem.
ACTIVITY 1:
Multiple Choice.
Read the text again and circle the correct alternative for each statement.
1.Paragraph 1 is about…
a. the author’s favorite singer Chuck Berry.
b. the author’s reasons why she loves music.
c. the reasons why jazz and blues are the best music.
d. how Chuck Berry’s music inspired her musical taste.
2. Paragraph 2 states that…

a. the author didn’t like jazz or blues anymore.
b. the author was not shy anymore thanks to music.
c. the author admired artists and performers at that age.
d. she enjoyed listening to different artists in this kind of music.
3. In Paragraph 3 the author states that…

a. both, the blues and jazz originated together.
b. the blues originated before jazz.
c. jazz and the blues have nothing in common.
d. jazz and the blues originated in New Orleans.
4. In paragraph 4 the main idea is…

a. to establish a link between music and escapism.
b. to say why the author enjoys music so much.
c. to say why music can be beneficial to boost our mood.
d. to provide evidence about the importance of music.
VIDEO WATCHING
https://www.youtube.com/watch?v=g1UV8FGnToo
Work in pairs and answer the following questions:
1. Have you ever heard about Nikola Tesla?

2. Do you know about some of his accomplishments?
3. Share what you know about him with the class.
ACTIVITY 1:
Listen to the following video and work with your classmate to complete these
statements.
1. Nikola Tesla was born in __________.

2. Tesla __________ an important role in the development of electromagnetism and
electricity.
3. He __________ the Technical University of Gratz in __________.
4. In 1882 Tesla went to work for the ______________________________ in Paris.
5. In 1884 he __________ in New York City.
6. George Westinghouse bought the ____________________ for Tesla’s dynamos,
motors and transformers in _________.
7. Tesla started the Tesla Electric Light and Manufacturing Company in __________.
8. He invented the __________ in 1891.
9. Tesla__________ in Colorado Springs from 1899 to the early 1900.
10. He __________ alone in the New Yorker Hotel in __________.
READING
ACTIVITY 1:
a. In pairs, read Jamie Oliver’s profile. Check for meanings with the help of your
teacher.
b. Reread the paragraph and match the headings to the paragraphs.
• An unusual restaurant
• Family
• His early life
• A famous and influential chef
____________________________
Jamie Oliver is one of Britain’s favorite chefs – every week millions of people
watch him on TV and use his recipes.
______________________________
Jamie was born in Essex, England, in 1975. When he was only eight, he started
helping in his parents’ restaurant. He went to catering college when he was
sixteen and then worked at the famous River Café in London for three years.
His first TV program was called The Naked Chef and it was an instant success.
Jamie quickly became famous and in 1993 he prepared lunch for the British
Prime Minister. After three series of Naked Chef programs for the BBC,
Oliver moved to Channel 4 in the United Kingdom, where his first series was
a documentary, Jamie’s Kitchen. In 2005, Oliver initiated a campaign originally
called Feed Me Better to move British schoolchildren towards eating healthy
foods and cutting out junk food. As a result, the British government also pledged
to address the issue.
_________________________
Now Jaime has many restaurants in the UK and other countries, but one of them
isn’t a typical restaurant. The restaurant in London is called Fifteen and that is
because every year Jamie takes fifteen young adults who have a disadvantaged
background to train them for careers in the restaurant business,
_______________________ __
In July 2000, Oliver married Juliette Norton. They have five children: Poppy Honey
Rosie (b. March 2002), Daisy Boo Pamela (b. April 2003), Petal Blossom Rainbow
(b. April 2009), Buddy Bear Maurice (b. September 2010) and River Rocket Blue
Dallas (b. August 2016). Jamie makes sure he spends as much time with his family
as possible when he isn’t working, and recently said that he makes sure that he
has time off at the weekends and to attend his children’s school plays and events.
Jamie always praises his children and wife for helping him through his hard times.
“I go home and see my kids and that always cheers me up,” he said, calling children
an “amazing remedy”.
ACTIVITY 2:
a. You have 20 minutes to create a set of questions about Jamie Oliver’s profile. You
can decide whether the questions will be open or closed questions or multiple
choice questions. Remember to respect the tenses in which the paragraphs are
written.
b. Constantly check your progress with your teacher.
c. After you have finished, exchange your questionnaires with anothergroup in the
class.
d. You have 5 minutes to answer your classmates’ questionnaire correctly.
VIDEO WATCHING AND SPEAKING
https://www.youtube.com/watch?v=AoaRf5jsonM
Jamie Oliver Grilled Cheese Toastie with a crown
ACTIVITY 1:
a. Watch the video about a fabulous grilled cheese sandwich.

b. Talk with your classmate about YOUR favorite cheese sandwich recipe.
c. Share your recipe with the class.
READING
Taken and adapted from: https://learnenglish.britishcouncil.org/articles/

ecotourism
ACTIVITY 1:
a. Find out the meaning of the underlined words.

b. Create short and simple definitions for these words and write this vocabulary
down in your notebook.
I Used To Drive To Work Every Day
Paragraph 1
I used to drive to work every day. The commute took almost 35 minutes each
way, so the total time in the car amounted to over an hour daily. It never used
to bother me until I started to think about how much time and money I spent in
travel expenses. _______________________________________________________
______________________________________________________________________
Paragraph 2
Driving to work was also a daily, nerve-wrecking experience. Traffic congestion
and unsafe driving conditions turned driving during rush hour into a nightmare.
______________________________________________________________________
_____________________ Heavy traffic in the morning forced me to leave early to
get to work on time. Then, on days when it snowed or when there was ice on the
highways, I was worried about losing control of my car and crashing into another
vehicle or driving off of the road completely.
Paragraph 3
So when I changed jobs and found something closer to home, I was happy that I
had good alternatives to driving: I could ride my bike to work, I could take the
bus, or I could walk. ____________________________________________________
Paragraph 4
Now I try to ride my bike or take the bus whenever it’s possible. I also like to
walk. It doesn’t matter if it takes an hour to walk to work. ___________________
___________________________________________________________. Besides, an
hour of walking counts as an hour of exercise, so it’s a good thing after all.
ACTIVITY 2:
1. Fill in the missing lines in each paragraph. Choose the correct line from the box
below.
2. Write down the number of the paragraph.
Text A: Paragraph
I was extremely tired and I was irritable all the time. I was worried that I was
going to be late for work.
Text B: Paragraph
It is also a good alternative when you think of the environment. Nothing is greener
than this.
Text C: Paragraph
And, as we all know, money is always one of the most important aspects to
consider.
Text D: Paragraph
The three of them sounded good, but I have my favorite.
READING
Adapted from: http://comeniusproject-elay.blogspot.com/2009/05/leisure-

activities-in-past-and-now-sara.html
ACTIVITY 1:
Pre-reading conversation.
Work in groups of three and discuss the following questions.
1. What did you use to do in your free time as a child? Do you still do it? Why? Why
not?
2. Do you know what your parents or grandparents used to do in their free time when
they were young kids? Talk about it with your classmates.
ACTIVITY 2:
a. Find out the meaning of new words with the help of your teacher.
b. Put the paragraphs in order by putting the correct number --from 1 to 5-- on the
line next to them.
Text 1
Leisure Time
(By Marsha)
________ My grandparents used to spend a lot of time with their friends, and
when they had money they used to go to the cinema together. Nowadays, my
friends and I hardly ever go to the cinema, because we can download whatever
new film we want to see from the Internet.
________The activities young people used to do in the past are very different
from those we do now, although some of them haven’t changed. My parents,
for example, used to spend more time out of their homes because they didn’t
have access to so many technological devices, such as cellphones, computers and
videogames, as we do now.
________So, I think that although the leisure activities our parents and
grandparents enjoyed are very different from the ones we enjoy these days, we
could say that the new technologies and the access to the Internet have given us
enjoyable and fun ways to spend our free time as well.
________Playing music or listening to music is another leisure activity young

people like doing, just like our parents and grandparents have done generation
after generation. It is fun and enjoyable, and continues to be popular among
people of all ages, although the styles and preferences have changed throughout
the years.
________But there are things that haven’t changed at all. My parents used to
practice sport together, just like we do now. Sport is still a fun way of working
out and spending time with friends, just like it used to be in the old days.
ACTIVITY 3:
Text 2
1. Complete the text with the best option for each missing word or words given in
the box below. Then write them in the text to complete it.
2. Work in couples. Read the text again and discuss Jeff’s conclusions with your
classmate. Do you agree? Why? Why not?
3. Share your answers with the class.
Text 2
Leisure Time
(By Jeff)
1. ________,my parents 2. ________ spend time with their family more than
people do now. They liked, for example, going together for a walk or going on a
picnic, especially at the weekend. They also used to spend more time in the street
walking and talking because they had 3. ____ money. But my grandparents did
different 4. ________ from my parents. They went fishing or hunting because
this was a way of life.
Nowadays, I think that there are more activities to do than in the past and they
are 5. ________ as my parents and grandparents did. I surf the net searching for
information about a topic I’m interested 6. ____ , I visit my favourite websites,
watch video clips and I 7. ________ with my friends using a social network site.
I play computer games 8. ________ or with friends or family. I play the flute and
the piano in a band that I created with my friends. We created it 9. ________
our free time but we are not a serious band; we only want to be together.
I don’t think that these activities are 10. _____ for my parents or grandparents,
because they 11. ___________ the new technologies, they are not used to them.
But for me they are really fun because I learnt how to use them when I was a
child, so it is easy for me to work them.
Today people enjoy life more than in the past because they have more money, so
they can do a lot of things which are expensive, like going abroad. Besides, people
these days have another way of thinking, a different mentality.
In conclusion, we live better than in the past, we enjoy life and we have a great
12. ________ of activities to do.
1.in the past 1.at present 1.now
2.use to 2.used to 2.used
3.more 3.more or less 3. less
4.leisure things 4.leisure 4. leisure activities
5.not the same 5.the same 5. all the same
6.in 6.on 6. about
7.stay away 7. keep in touch 7. lose contact
8.with myself 8. on my own 8. by my own
9.to waste 9. to enjoy 9. to use
10.boring 10.funny 10. fun
11.don’t understand 11.understand 11. are experts on
12.diversity 12.amount 12.variety
LISTENING
https://www.youtube.com/watch?v=z4B43IIq-Sg
ACTIVITY 1:
a. This is a part of a conversation between Mr. Ping and Po from the movie KUNG
FU PANDA. Complete the blank spaces with the correct PAST FORM of the verbs in
brackets.
b. Watch the video and check your answers.
c. In pairs, read and act out the conversation.
Mr. Ping: Oh It’s so good to see you, Po. Have you lost weight? I could almost put
my wings around you.
Po: Ah, well, maybe a little.
Mr. Ping: Oh poor you, you must feel weak. Let me get you some soup.
Po: Oh no, that’s OK dad. I’m not hungry.
Mr. Ping: Not hungry? Po, are you all right?
Po: Yeah, yeah no I’m fine… I just… Earlier today I was fighting these bandits.
Mr. Ping: Aha
Po: Nothing too dangerous. I mean, they were just, you know…
Mr. Ping: Yeah.
Po: And then the strangest thing (1) ________ (happen )… I (2) ______ (have )
this crazy vision. I think I (3) ______ (see ) my mom and me as a baby.
Mr. Ping: Mom? A baby?
Po: Dad?
Mr. Ping: What?
Po: How do I say this? ... Where (4) __________ (come from)?
Mr. Ping: Well, you see, son, baby geese come from a little egg… don’t ask me
where the egg comes from.
Po: Dad, that’s not what I meant.
Mr. Ping: I know it’s not. I think it’s time I told you something I should have told
you a long time ago.
Po: OK
Mr. Ping: You might have been kind of a-a-adopted.
Po: I(5) _________ (know) it!
Mr. Ping: You (6) ________ (know)? Well who (7) ________ (tell) you?
Po: No one, I mean, come on, dad.
Mr. Ping: But if you (8) ________, (know) why (9) ___________ (not ever say)
anything?
Po: Why (10) ________ (you not say) anything? How (11) did I get (I get) here
Dad? Where (12) ________ (I come from)?
Mr. Ping: Actually you came from this. It (13) _____ (be) just another day at
the restaurant. Time to make the noodles. I (14) ________ (go out) to the back
where my vegetables had just been delivered. There (15) ________ (be) cabbages,
turnips, radishes. Only there (16) ________ (be) no radishes, just a very hungry
baby panda. There (17) ________ (be) no note, of course you could have eaten
it. I (18) ________ (wait) for someone to come looking for you, but no one (19)
________ (do)….. I (20) ________ (bring) you inside, (21) ________ (feed) you,
(22) ________ (give) you a bath and (23) ________ (feed) you again… and again.
I (24) ________ (try) to put some pants on you… And then I (25) ________
(make) the decision that would change my life forever: To make my soup without
radishes and to raise you as my own son. Xiao Po, my little panda, and from that
moment on, both my soup and my life have been that much sweeter… and little Po,
that’s the end of the story… Look at me. No, don’t look at me.
Po: That’s it? That can be it. There’s got to be more, Dad.
Mr. Ping: Well, there (26) ________ (be) a time you (27) ________ (eat) my
bamboo furniture. It (28) ________ (be) imported too.
Customer: (Coins sound) One dumpling, please. Dragon Warrior size.
Mr. Ping: Oh Po, your story may not have such a happy beginning, but look how it
(29) ________ (turn out). You (30) ________ (get) me, you (31) ________ (get)
Kung fu and you (32) ________ (get) noodles.
Po: I know I just have so many questions like how (33) ________ (I ever fit) in
this tiny basket? Why (34) ________ (I not like) pants and who am I…?
TEAM WORK
ACTIVITY 1:
1. Work in groups of three.

2. Decide on one historical character that you all find interesting.
3. Google his/her biography.
4. Select some relevant pieces of information.
5. Produce a creative Biography Presentation.
6. Present your work to the class.
Welcome to unit 2
Telling Stories

• Listen and understand words, sentences and conversations.
• Read and understand texts related to a topic and answer
questions about them.
• Understand how PAST SIMPLE and PAST CONTINUOUS work on
their own and together and how they can be used in real life
contexts.
• Understand how the SUPERLATIVE OF ADJECTIVES can help you to
achieve communication in English.
UNIT 2
Topic:
Stories.
Grammar Focus:
Past Simple – Past Continuous.
Core Vocabulary:
Related to all kinds of stories to be told.
READING AND LISTENING
SHAHRAZAD’S STORY
ACTIVITY 1:
a. Pre reading:
In pairs, answer orally the following questions:

1. What do you know about “The Thousand and One Nights”?
2. How old are the stories in that book?
3. Which countries are the stories from?
4. What kind of people were the stories addressed to?
b. Read the introduction and check your answers.
ACTIVITY 2:
Read the first part of Shahrazad’s story and match the paragraphs (1 – 2 – 3) to the
pictures (a – b – c).
1. 2. 3.
ACTIVITY 3:
a. Which ending to Shahrazad’s story is correct, do you think? You can use these
statements or create your own.
1. The King didn’t kill Shahrazad and they lived happily ever after.
2. Shahrazad killed the King and became the Queen.
3. The King killed Shahrazad and married her sister.
Listen to the last part of Shahrazad’s story and answer the following questions:
R2.8
1. Who listened to Shahrazad’s first story?

__________________________________________________________________________
2. Why the King didn’t killed her the morning after the wedding?
__________________________________________________________________________
3. What was Shahrazad’s plan?
__________________________________________________________________________
4. What did the King do in the end? Why?
__________________________________________________________________________
SPEAKING
Note for the Teacher: You will find the pictures in Unit 2 Picture Appendix
• In pairs.
• Work with the set of pictures provided by your teacher.
• One of you picks one picture, looks at it for 20 seconds and tries to memorize
what kind of people were in the picture and what they were doing.
• The other one asks questions to know what was in the picture. The following set
of questions may be useful.
• What did you see in the picture?

• What was in the picture?
• What was/were he/she/they doing?
• Was/were he/she/they doing something interesting/amazing/surprising?
• What was/were he/she/they wearing?
• Where was/were he/she/they?
• Did you like the picture? Why? Why not?
WATCH AND LEARN
Taken from: https://www.youtube.com/watch?v=dacJJGACzvM
I Don’t Believe in Paranormal, but….
ACTIVITY 1:
Warm up Discussion
In groups of three discuss and answer the questions below and then share with the
class. Remember to ask your teacher for help. You are not allowed to write.
a. What does ‘paranormal’ mean?

b. Do you believe in paranormal phenomena?
c. Do you know what a Ouija board is? Have you ever played with one?
Activity 2:
1.Listen to the first 0:53 seconds of the video and predict what will happen next.
Then share with the class.
2. True or False? Justify your answers.
a. ____ The narrator and his brother had just bought a Ouija board.
_______________________________________________________________________

b. ____ The narrator’s brother was willing to play with the board.
_______________________________________________________________________
c. ____ The first time, the narrator’s brother moved the planchette.
_______________________________________________________________________
3. Answer the following questions according to the video.
a. What is the ideal environment for a Ouija board?

__________________________________________________________________________
b. What happened the second time they played with the Ouija board?
__________________________________________________________________________
c. Why did he leave his brother alone in the room?

__________________________________________________________________________
d. What did they do with the Ouija board?

__________________________________________________________________________
Activity 3:
1. Look up the words in the box in your cellphone. Use Online Cambridge English-
English Dictionary. Write the definitions in your notebook.
an apparition, terrified, gloomy, a UFO, desolate, petrified , shuddering, spooky,

an (evil) spirit, frightening, creepy, horrified, supernatural, an entity, abandoned,
trembling, a medium, scary, paralyzed, haunted, a shadow, a hallucination,
2. Classify the words into the categories shown in the box below.
To set the mood To say how you feel To talk about ‘people’
SPEAKING
Vocabulary Practice. 5-minute challenge. You’re not allowed to write.
ACTIVITY 1:
Team work:
a. Get together with two more classmates. Each of you must choose one of the
categories in the chart and select three words or phrases.
b. Each of you create a different simple, short cohesive and coherent text by putting
the words or phrases together.
c. Combine your texts into one meaningful mini story.
d. Ask your teacher to listen to and correct your story.
e. Use your cellphone to record your story.
f. Let the class listen to your story.
VIDEO WATCHING
Video taken from: https://www.youtube.com/watch?v=liDvSzJ-AMM
Family
ACTIVITY 1:
1. Watch the video and listen carefully. Then complete the missing parts in the
script.
2. Check your answers with your teacher.
3. Practice and act it out with your classmate.
Script
Scene 1: Siblings
Andrew: I think your friend Margaret is very _____________________________

Woman: She certainly is. She’s __________________________________________
Andrew: She’s also very _________________. Don’t you think so?
Woman: Absolutely. She’s _________________
Andrew: You know she’s also very _________________
Woman: You’re right. She’s probably __________________________________
Andrew: And she’s very _________________
Woman: I know. Everybody says she’s __________________________________
Woman: Andrew?
Andrew: Yes?
Woman: Do your like Margaret?
Andrew: Well, er… I like everybody.
Woman: Come on, Andrew!
Woman: You know what I mean. Do you like Margaret? I mean, do you really
like her?
Andrew: Well…
Woman: After all, she is__________________________________ person I know.
Andrew: Well, I guess I like her a little.
Woman: I think you like her a lot! I’ll introduce you to her tomorrow.
Andrew: You will?
Woman: Sure! And you know why?
Andrew: Why?
Woman: ‘Cause you’re __________________________________
Scene 2: Grandmother
Man: I think your grandmother is very _________________.

Woman: She certainly is. She’s _________________ person I know.
Man: She’s also very _________________.
Woman. You’re right. She’s the __________________________________!
Man: She’s also very _________________
Woman: Absolutely. My grandmother is probably __________________________
_________________________
(Grandmother gives wallet back)
Man: She’s also very _________________
Woman: She certainly is _________________ person I know.
Man: Your grandmother is incredible.
Woman: She’s _________________
Scene 3: Interview
Interviewer 1: Who’s one of your favorite people?

Interviewee 1: My wife. She’s very ________ and very ________. In fact, she’s
__________________________________ person I know.
Interviewee 2: My husband. He’s a very friendly guy. He’s also very funny. As a
matter of fact, he’s ___________________________________________________.
Interviewee 3: One of my favorite people? My mother. She’s a very kind person,

and she’s very ______________. Come to think of it, she’s probably the kindest
and __________________________________.
Interviewee 4: My English teacher. Like, she’s really smart and she’s so

interesting. Everybody thinks she’s the smartest and ______________________
_____________________________.
Interviewee 5: My favorite person ___________________ is my grandfather.

He’s the most honest, the most generous and _________________ man I know.
He’s really wonderful and I love him a lot.
WATCH AND LISTEN
ACTIVITY 1:
Watch the video about Mr. Bean attending at a wedding and complete the
sentences to retell the story.
https://www.youtube.com/watch?v=5JprkQwsqR0
1. When the father of the bride _________________ (sit down), Mr. Bean _____ (sit) in his
place.
2. When the minister _________________ (speak) about marriage, Mr. Bean _______ (notice)
he _________________ (not have) a rose.
3. When Daniel and Kate __________ (listen) to the minister, Mr. Bea ____ (steal) a rose.
4. While the minister _________________ (ask) if someone opposed to the marriage, Mr.
Bean _________ (sneeze).
5. While the guests _________________ (attend) the ceremony, the alarm clock ____ (ring).
6. While Mr. Bean _________________ (open) the present, he ___ (hit) the mother and the
father of the bride.
7. Mr. Bean _________________ (fall asleep) while the boy _________________ (sing).
8. While the guests were _________________ (kneel down) to pray, Mr. Bean ____ (take) the
father of the bride’s cushion.
9. While the bride and groom ___________ (walk out) of the church Mr. Bean_______ (step)
on the bride’s gown.
READING
Taken and adapted from: https://www.trueghosttales.com/stories/short-ghost-

stories-2.php
ACTIVITY 1:
a. Read the following text.

b. Identify new words and find out their meanings with the help of your teacher.
c. Write a title for it.
Title: _________________________
(By Myles Howard)
1. When I was only 8 years old a strange ghost changed my life. I saw it in
this very house where I am writing now and it, brings chills down my spine.
2. It was a normal day. I went to school, came home, ate dinner, watched TV,
then went to bed. I shared a bedroom with my parents and my sister because
I lived at my grandma’s house. I lay down to go to bed and just couldn’t get
to sleep. The wind started blowing ferociously. I looked out the window and
saw something that I would never forget, a black robed figure wearing a black
hood. I could hardly see his face but beneath the cloak was a strange eerie
glow and he seemed to be holding a long object in his hand that looked as if it
were a walking stick.
3. Oh, you don’t believe me, do you? My family and I seem to have many
paranormal encounters, and I’m not the only one in my family who has seen this
figure.
4. My grandma was driving home from work one night. It was raining and it
was pitch black out as she describes it, and just like my story the wind picked
up until it seemed to rattle the truck, and then she saw Him, no, It, on the side
of the road. It seemed to be watching her. When she got home she was given
the dreadful news that her uncle had died.
5. This is TRUE and though I may have been young I KNOW for sure that
what I saw was the ‘grim reaper’. Whether why he showed himself to me was
bad or not I still remain unsure about today.
ACTIVITY 2:
Multiple Choice.
Circle the best alternative for each question.
1. The expression ‘brings chills down my spine’ underlined in paragraph 1 is used by

Miles to…
a. say he gets very sad as he remembers.
b. say he gets scared as he remembers.
c. convince the reader the story is true.
d. tell the reader the story is fictitious.
2. According to Miles, the ‘black robed figure wearing a black hood’ was…
a. a man standing outside his room.
b. a strange figure that looked like an eerie glow.
c. the grim reaper.
d. a strange eerie glow in the shape of a man in a hood.
3. We could say that paragraph 3 …
a. adds credibility to the story.
b. shows a different perspective of the story.
c. explains why this figure appears.
d. none of the above.
4. In paragraph 4 Miles…
a. explains why the entity killed his uncle.
b. describes how the entity attacked his grandmother.
c. describes his grandmother’s encounter with this entity.
d. explains how his uncle died.
5. In the last paragraph Miles DOES NOT state that…

a. he’s unsure the figure he saw was good or bad .
b. he’s sure he saw a figure but doesn’t know what it was.
c. he saw something that was not good or bad.
d. He saw the grim reaper.
TEAM WORK
ACTIVITY 1:
a. Create a story for children using the following template. Feel free to change
what you find necessary to make your story better.
The _______________________Story
Once upon a time there was a/an _________________. The ____________

lived in ___________________. There, he/she (verb) ___________________
and had (noun)______________________.
One day, the ______________ was _____________________ when suddenly a
_______________________ appeared and ___________________________.
It was a ______________________ situation because the _________________

felt _________________.
Finally the ________________ could ____________________ and so, he/ she

lived happily ever after.
The End
b. Create a book in a power point presentation. Use pictures to illustrate your

story.
c. Tell your story to the class.
Welcome to unit 3
Jobs, Jobs, Jobs…
• Listen and understand words, sentences and

conversations.
• Read and understand texts related to a topic and
answer questions about them.
• Understand how the Modal Verb MUST and the semi
modal HAVE TO work for obligation and how the Modal
verb CAN works for permission, ability and request.
• Use the MODAL VERBS in real lifelike conversations.
UNIT 3
Topic:
Different kinds of jobs.
Grammar Focus:
Modals Must, Have to and Can.
Core Vocabulary:
Related to all kinds of jobs.
VIDEO WATCHING
ACTIVITY 1:
https://www.youtube.com/watch?v=sU4W36_5oiM
a) Watch and listen to the video about “The knowledge”.

b) Complete the following statements about the video.
1. All cabbies in London have to pass a very __________ called The Knowledge.
2. Peter Allen has been a ____________________ for nine years.
3. The knowledge is the ______________________________.
4. The __________ is considered the taxi driver’s Bible.
5. A cabbie in London has to know ____________________ and roads.
6. The exam has an oral part in which the applicant has to
______________________________ to get the shortest distance between two
points.
7. On average, it takes between __________ to learn The Knowledge.
8. According to Abbas Ekta, the best way to learn the Knowledge is to
______________________________.
9. ____________________ applicants actually passes The Knowledge.
LANGUAGE LEARNING
ACTIVITY 1:
Read about Gary’s training for the Knowledge and fill in the gaps with the correct
form of Have to.
“You (1) (not) __________ go to university, but you probably learn more facts
than a university student – at least that’s what people say. A London taxi
driver (2) __________ know 25,000 streets and all the places in the city. This
is called “The Knowledge” a taxi driver (3) __________ pass written and oral
tests. You (4) __________ pass these before you get a licence. In the oral test
you (5) __________tell the examiner all the streets you drive down to get from
one place to another – and you can’t use a map. I (6) __________ do twelve oral
tests before I got my licence. Others do a lot more.
After I got my licence I (7) __________ borrow £ 60,000 from the bank to buy
my taxi. Then I (8) __________ work day and night to pay the money back. I’m
really pleased I (9) (not) __________ do that now. My son got his licence last
year, then he got a job in a taxi company so he (10) (not) __________ buy his
own taxi. He (11) __________ work when the company tells him to – but at least
he (12) (not) __________ pay lots of money back to the bank.”
LISTENING
Melissa, a vet and Nigel, a pilot are talking about their experiences in learning their
trades.
R3.4
ACTIVITY 1:
a. Pre – listening. Create questions about Melissa and Nigel using have to. Follow
the prompts.
b. Listen to the audio and answer the questions.
PROMPTS:
1. What / Melissa / do in the holidays?
2. How many final exams / a student vet / do?
3. How much / Melissa / pay for the course?
4. How much / pilots / pay for their training now?
5. How many written exams / Nigel / pass?
6. What / he / do when he started working?
QUESTIONS AND ANSWERS:
1.____________________________________________________________________?
______________________________________________________________________
2.____________________________________________________________________?
______________________________________________________________________
3.____________________________________________________________________?
______________________________________________________________________
4.____________________________________________________________________?
______________________________________________________________________
5.____________________________________________________________________?
______________________________________________________________________
6.____________________________________________________________________?
______________________________________________________________________
ACTIVITY 2:
Read the conversation about Melissa and create a new conversation about Nigel.
Use the same structure. All the underlined parts in the conversation can be changed.
S1: Hi Jane (Greeting)

S2: Hi Michael (Greeting)
S1: Did you hear about Melissa? (Question about another person)
S2: No, I didn’t. (Negation) What about her? (Question)
S1: She graduated as a Vet. (Response)
S2: Oh, really? That’s fantastic! (Positive reaction)
S1: Yes, she had to do three exams before she graduated. (Adding extra
information)
S2: Three exams! That’s a lot! (exclamation)
S1: And she had to work with vets and farmers every weekend and in the
holidays. (Adding extra information)
S2: She is very hardworking. (Positive comment)
S1: Yes, she is. (Confirmation)
S2: Was her course expensive? (Asking for more details)
S1: She had to pay £ 13,000 a year for her course. (Response)
S2: That’s fair if you take into account that she’ll make good money as a vet.
(Comment)
S1: That’s right. (Agreeing)
SPEAKING
Odd Jobs

file:///F:/Project/Book%20Project%20Unit%203/Odd-jobs.pdf
https://www.providr.com/now/25-weird-jobs/
https://www.thebalancecareers.com/top-weird-and-interesting-jobs-2060110
ACTIVITY 1:
Warm up.
Work in couples. Find out about an odd job and then talk about it by using the
questions below. You are not allowed to write.
1. How do you get this job?

2. What kind of people do it?
3. What qualifications do you need?
4. What are the good points?
5. What are the downsides?
6. Where do these people work?
7. What do they wear?
8. Do they have to be strong?
9. Do they get paid well?
10. Do they have to have a good education?
11. Do they work with other people?
12. Do they work in a company or is it individual work?
ACTIVITY 2:
ACTIVITY 3:
Work in pairs. Ask your teacher to help you with the new vocabulary.
You are not allowed to write.
An Unusual Job: Blind Interview
Your teacher will provide you with a set of Unusual Jobs Cards.
Student A: You are a manager looking to hire someone for a very unusual job.
Take one of the cards DO NOT show it to your classmate.
Answer your classmate’s questions, but DO NOT give direct answers, so that he/she
makes at least 5 questions and tries to guess the job you are offering.
You may also ask your classmate questions about him/her as a candidate for the
position: his/her qualifications, age, family, schedule, hobbies, health, education,
etc.
Student B: You are looking for a job and have attended a blind interview, which
means that you don’t know exactly what job you have applied for. The only thing you
know is that it is an unusual job.
You must try to guess the job you have applied for, so ask your classmate (the
manager of the company) some of the questions in the box. You may include others.
1. Is it a part-time or a full time job?
2. Do I have to wear a uniform?
3. Do I have to work on weekends?
4. Am I supposed to deal with people?
5. Is it an office job? / Do I have to work in an office?
6. Must I be able to speak other languages?
7. Does the job have special requirements?
8. Do I have to work shifts?
9. Do I have to work nightshifts?
10. Does this position require a college degree?
11. Am I supposed to work in teams, or is it an individual job?
12. Do I have to work indoors or outdoors?
13. Am I supposed to deal with computers/machines?
14. Do I need to be strong to do this job?
15. Do I need special training to do this job?
16. Which talents or skills does this job require?
17. Do I have to deal with (exotic) animals?
18. Is this job dangerous?
19. Is this job fun/ boring-dull/challenging?
20. Is this job well paid?
LISTENING

http://learnenglishteens.britishcouncil.org/skills/listening/upper-intermediate-
b2-listening/best-job-world
ACTIVITY 2:
Match the jobs with the descriptions.
1. Tourism Australia is offering six jobs, for six _______.

2. If you want one of these jobs, you have to make a ______________.
3. The job of outback ________ is for someone with a passion for ________________.
4. The job is for someone to find out the best adventures and jobs for
________________ on ________________.
5. Job number two is a park ________ in _______.
6. Here your duties would include ________________ native plants and animals.
7. You’d get paid to ________________ of Lizard Island and live a life most people
can only ________________.
8. You’d need to be pretty ________ since you might come face to face with great
________________.
The wildlife ________ job on ________ Island is for someone who loves
________________________.
9. If you’re not an outdoor person, the next job is for someone whose talents
are________________.
10. You can apply for the position of lifestyle ________ for Time Out in ________.
11. The ________ will need to know about food as well as __________ it.
12. Your job would be to promote ________________, pubs, ________________.
13. The final job is based in ________. This job would ________ to someone
interested in ________: sports, the arts, entertainment, food.
ACTIVITY 2:
Match the jobs with the descriptions.
Jobs Description
1. Wildlife caretaker a. Take care of nature and culture in a large sta-
te with varied geography.
2. Lifestyle photojournalist b. Find interesting adventures and work oppor-
tunities for young people.
3. Taste master c. Produce magazine articles on free time and
entertainment activity.
4. Park ranger d.Take care of nature on a small island.
5. Outback adventurer e. Promote the food and beverage industry.
1. 2. 3. 4. 5.
READING
Top 8 Most Unusual Jobs Ever!

http://learnenglishteens.britishcouncil.org/skills/listening/upper-intermediate-
b2-listening/best-job-world
ACTIVITY 1:
a. Read the following text.

b. Identify new words and find out their meanings with the help of your teacher.
c. Look up the underlined words in the text. You may consult any online English-
English Dictionary.
d. Match the pictures with the extracts taken from the text.
There are a lot of people out there who are not satisfied or just plain bored
with their office work. There is also a small group of people who are doing
jobs you will never believe exist —Get ready to see jobs that obliterate* the
concept of a 9-5.
Obliterate*: to make something disappear completely.
• Professional Snuggler
If you need to be hugged, cuddled, and snuggled, but you’re all alone, then
your answer is a professional snuggler. You’ll be surprised to find a number
of companies offering the most enjoyable and relaxing professional cuddling
experience. You get to hug somebody, and you get paid between $60 and $80
an hour! Bear in mind: nothing more than hugs.
• Golf Ball Diver

If you enjoy scuba diving and being outdoors, then you are a perfect candidate
for this unusual job. Golf ball divers are responsible for collecting all the golf
balls from the bottom of ponds on courses. Sounds easy and enjoyable! Well,
the truth is that many ponds are not well taken care of, and you can find a lot
of nasty mud, algae, and even snakes down there. Gross.
• Bed Tester
As the title suggests, there are people who test beds (mattresses and pillows)
for companies and hotels. That’s right, you are paid to sleep at work. Sounds
like a dream job! In reality, it’s hard work. A good bed tester knows how to lie
down to check that the mattress has no dips and that the edges of the bed
are strong enough to sit on.
• Line Stander
If you don’t like queuing, there is a perfect solution. Just hire a professional
line stander, a person who will queue for you for a fee. Sometimes you have to
line up for 19 hours to get a newly launched product or a sample sales item. It’s
a hard and boring job that can be well paid.
• Water Slide Tester

A perfect water park has fun (for kids) and safety (for adults). A water slide
tester’s responsibility lies in taking multiple trips down the slide to see how
much water it needs, how quickly you can reach the bottom, and how safe and
fun it is. What a hard job!
• Snake Milker
Snake venom (poison) can be used for many things, but the most important
is its use in medical research or to produce “antivenom.” As a result, there is
a high demand for snake poison every year. Snake milkers spend their days
pushing snakes (certain types only) into a plastic container to extract or milk
the snake. These true heroes literally save lives by milking snakes.
• Stunt Tester
You’ve probably seen shows like X-Factor or Fear Factor, where one of the
challenges is to eat live bugs or insects. To make sure that disgusting food is
suitable for eating, companies hire stunt testers. They try obscure or terrible
food to make sure that nobody will get hurt...except them. As high risk is
involved, they are highly paid.
• Armpit Sniffer
Armpit sniffers work for deodorant manufacturers to ensure the quality of
the product. How does a quality check happen? Sniffers spend their days in a
hot room or outdoors, sometimes sniffing up to 60 armpits an hour. Their goal
is to determine how effective the deodorant is. They write up reports and help
the world to smell better.
1 A. What a hard job!
B. Sometimes you have to line up for 19 hours

2 to get a newly launched product or a sample
sales item.
C. To make sure that disgusting food is suitable

3
for eating, companies hire them
D. They spend their days in a hot room or out-

4 doors, sometimes smelling up to 60 armpits an
hour.
E. Sounds easy and enjoyable! Well, the truth

5 is that many ponds are not well taken care of…
gross!
F. Sounds like a dream job! In reality, it’s hard

6
work.
G. These true heroes literally save lives by

7
doing this job.
H. You’ll be surprised to find a number of com-

8 panies offering the most enjoyable and relaxing
professional experience.
1. 2. 3. 4. 5. 6. 7. 8.
TEAM WORK
ACTIVITY 1:
• In groups of three, think about your ideal job. As they might be different, agree
on one.
• Decide everything that your ideal job must have in terms of benefits and make
a list of them.
• Create a presentation about the job.
• Present it to the class.
Welcome to unit 4
Unfolding stories

conversations.
• Understand how the PAST SIMPLE and the PAST PERFECT
work on their own and together to help us in achieving
communication.
UNIT 4
Topic:
Stories and past events.
Grammar Focus:
Past Simple and Past Perfect.
Core Vocabulary:
Related to all kinds of past events.
SPEAKING
Telling Stories: The Football Game
Taken from: https://www.britishcouncil.org/voices-magazine/classroom-activities-

teach-narrative-tenses
ACTIVITY 1:
Work with a classmate. The cards below tell a short story when combined
together. Put them in order in the box below.
____. Sam sat ____. He was abo-
____. Sam changed
____. James said back in his seat ut to pay when he
his mind and deci-
he wanted to play at the table and realized he had
ded he wanted to
football anyway and looked forward to forgotten to take
play too, and left
he didn’t care about having his lunch. his wallet when he
the house to join
the rain. He was having a had left the ho-
James in the park.
great day. use.
____. After the
____. While he ____. While he was
game, Sam went ____. It was raining
was walking to the waiting for a re-
home. On the way, outside when Sam
park, James met ply, Sam brushed
he stopped at a got out of bed and
two of his other his teeth, had a
shop to buy so- looked out of the
friends and invi- shower and got
mething for his window.
ted them along. dressed.
lunch.
____. When they
____. He picked ____. While they
all arrived, they ____. After he
up his phone and were playing fo-
saw that James finished getting
sent a text to his otball, it stopped
had found some ready, he checked
friend James: ‚No raining anyway and
other kids to play his phone and saw
football today. Sam was really hap-
with, and they had that James had
How about going py he hadn’t gone to
enough people for replied.
to the cinema?’ the cinema.
a full match.
____. He was ____. She saw him ____. He apologi-

walking home, and stopped the car zed and left the ____. When they
thinking about the to give him a ride shop. Sam felt arrived, Sam’s
goals he had sco- home. She had been hungry but he mom cooked lunch
red that day, when working all morning, knew that he had for the whole
he saw his mum but she was in a plenty of food at family.
drive past. good mood. home.
ACTIVITY 1:
1. Work together with another student to put the story in the right order.
2. Check your answer with the teacher.
3. Flip all of the cards face-down and try to retell the story in your own words.
READING AND LISTENING
ACTIVITY 1:
a. Work in pairs.
b. Read the story and fill in the blank spaces using all the Past Tenses.
c. After reading the story give an appropriate title to it.
Title: ___________________________________________
Last night I _______ (1. walk) home next to the river Thames, when something
strange _______ (2. happen) to me. It was late at night and I’_______ (3.
have) a long and difficult day at work. There was a large full moon in the sky
and everything was quiet. I _______ (4. be) tired and lonely and I’_______(5.
just have) a few pints of beer in my local pub, so I _______ (6. decide) to stop
by the riverside and look at the moon for a while.
I _______ (7. sit) on some steps very close to the water’s edge and _______
(8. look) up at the big yellow moon and _______ (9. wonder) if it really _______
(10. be) made of cheese. I _______ (11. feel) very tired so I _______ (12.
close) my eyes and after a few minutes, I _______ (13. fall asleep). When I
_______ (14. wake up), the moon _______ (15. move) behind a cloud and it
_______ (16. be) very dark and cold. The wind _______ (17. blow) and an owl
_______ (18. hoot) in a tree above me.
I _______ (19. rub) my eyes and _______ (20. start) to get up, when suddenly
I _______ (21. hear) a splash. I _______ (22. look) down at the water and
_______ (23. see) something. Something terrible and frightening, and unlike
anything I’_______ (24. ever see) before. Something _______ (25. come)
out of the water and _______ (26. move) towards me. Something green and
strange
and ugly. It was a long green arm and it _______ (27. stretch) out from the
water to grab my leg. I was so scared that I _______ (28. cannot move).
I_______ (29. never be) so scared in my whole life.
The cold green hand _______ (30. move) closer and closer when suddenly
there _______ (31. be) a blue flash and a strange noise from behind me.
Someone _______ (32. jump) onto the stairs next to me. He _______ (33.
wear) strange clothes and he _______ (34. have) a crazy look in his eyes. He
_______ (35. shout) “Get back!” and _______ (36. point) something at the
monster in the water. There _______ (37. be) a bright flash and the monster
_______ (38. hiss) and _______. (39. disappear)
I _______ (40. look) up at the man. He _______ (41. look) strange, but kind.
“Don’t fall asleep by the river when there’s a full moon”, he said “The Moon
Goblins will get you.” I’_______ (42. never hear) of moon goblins before. I
_______ (43. not know) what to do. “Who… who are you?” I _______ (44. ask)
him. “You can call me… The Doctor.” He _______ (45. say). I _______ (46. try)
to think of something else to say when he _______ (47. turn) around and said,
“Watch the stars at night, and be careful of the full moon”. I _______(48.
try) to understand what he _______ (49. mean), when there _______ (50.
be) another blue flash and I _______ (51. close) my eyes. When I _______
(52. open) them again, he _______ (53. go).
I _______ (54.cannot believe) what _______ (55. happen). What on earth
were Moon Goblins, and who _______ (56. be) the mysterious Doctor? And
why _______ me? (57. he save) I was determined to find the answers to these
strange questions. I _______ (58.stand up), _______ (59. look) at the moon
and quickly _______ (60. walk) home.
ACTIVITY 1:
https://www.youtube.com/watch?v=Hza_paZrYw0
Listen to the story and check your work with the verbs. Correct your mistakes.
ACTIVITY 3:
a. Work in pairs. You are not allowed to write.

b. What was the story about?
c. Take turns to retell the story in your own words.
SPEAKING
Taken from:
https://www.teachingenglish.org.uk/sites/teacheng/files/Telling%20a%20story%20
student%20worksheet_0.pdf
Telling a Story
ACTIVITY 1:
Read the following questions then use your own answers to invent a story. (Answers
will depend on student’s creativity).
(These questions are based around the short story ‘A very Old Man with Enormous
Wings’ by Gabriel Garcia Marquez.)
1. How long had it been raining?

_______________________________________________________________.
2. What was Paul doing when he first saw the old man?
_______________________________________________________________.
3. Was he surprised to see a man with wings?

_______________________________________________________________.
4. What did Paul’s wife say when he told her about the old man with wings?
_______________________________________________________________.
5. What did the people of their village do when they saw the old man with wings?
_______________________________________________________________.
6. Why didn’t the priest believe that he was an angel?

_______________________________________________________________.
7. Where did Paul and his wife keep the old man?
_______________________________________________________________.
8. How much money did they charge people to look at him?

_______________________________________________________________.
9. How long did he stay with them?

_______________________________________________________________.
10. What was Paul doing when he saw the old man fly away?
_______________________________________________________________.
ACTIVITY 2:
1. Re-read your story in silence.

2. Tell your story to your classmate. Do not read your notes.
3. Listen to your classmates’ story.
4. Discuss the differences and similarities in the stories.
ACTIVITY 3:
Concept checking.
Match the concepts to the sentences.
Sentences Concepts
1. It had been raining for many days. a. A finished action that is followed
by another action.
2. Paul was walking home from work b. An action that happened before
when he saw the old man. a time in the past.
3. When he told his wife about the man c. An action that was interrupted
with wings she said he was mad. by a second action.
1. 2. 3.
LANGUAGE LEARNING
ACTIVITY 1:
Past tense review.

Complete these sentences in any way that you like, using the PAST SIMPLE, PAST
CONTINUOUS and PAST PERFECT.
1. Jenny was coming home from work when ___________________________________

____________________________________________________________.
2. Jason had been studying all night, so_______________________________________

________________________________________________________.
3. Rashid arrived at work two hours late yesterday. ____________________________

___________________________________________________________.
4. I was so hungry when I got home because_______________________

_____________________________________________________________
5. __________________________________________________________________ when
the police knocked at the front door.
6. Johnny missed his plane because ___________________________________.
ACTIVITY 2:
Match the first parts of the sentences with their corresponding ending. Write down
the number in the space below.
1. I went to the shop for some bread, but he had already arranged to
do something else.
2. The meeting had finished but I had already booked a holi-
day in Italy.
3. I invited Tim to dinner, I hadn’t seen him in ages!
4. When I got to the airport, I realized but they had sold out.
5. Erika asked me to go to Spain with her, I had forgotten my passport.
6. I saw Gary when I was in town. by the time I got there.
READING
Taken and adapted from: https://esol.britishcouncil.org/content/learners/grammar-

and-vocabulary/grammar-lessons/one-those-days-past-perfect
ACTIVITY 1:
Anticipating and predicting. Before reading the text answer the following questions.
Then, read the text and check if you have prediction powers.
1. Why was Anne excited about the party?

a. She was bored.
b. She was late.
c. She wanted to meet someone there.
2. Why did she have to go back to change her clothes?

a. It was raining.
b. She had a hole in her tights.
c. Her shoes were dirty.
3. Why did her car stop?

a. It had run out of petrol.
b. It had a flat tire.
c. It broke down.
4. Where was her mobile phone?

a. In her handbag.
b. On the floor.
c. Next to her bed.
5. How late was she for the party?

a. 45 minutes.
b. More than 3 hours.
c. About 2 hours.
6. When she finally arrived at the party, where was the person she wanted to meet?
a. He had just gone.
b. He was eating all the food.
c. He had just arrived too.
ACTIVITY 2:
Read the following text and check meaning with the help of your teacher.
One of those days…
Hi, have you ever had one of those days when everything seemed to go wrong?
You probably have, I know you have. I remember one particular day, I’d been
invited to a party and there was someone going who I’d never met but I really
wanted to meet, so I was quite excited about going to this party, and I maybe
spent too long getting ready and I was a bit late when I was leaving the house,
but not too late. But then I looked down and saw I had a hole in my tights! So
I had to go back inside, change my tights, come out again, so I was getting a
little bit late for the party, but not too bad.
I got in my car, started driving, about half way to the party my car stopped. I
couldn’t understand what the matter was until I looked at the petrol gauge: it
had run out of petrol! Why? Because I’d lent my car to my son the day before
and he’d used the petrol and he hadn’t filled the car up! So I thought I’d ring
the AA. I looked in my handbag to find my mobile phone, but I couldn’t find
it. Why? Because I’d left it next to my bed, charging. So even though it was
pouring with rain, I had to get out of my car, in my party clothes, walk to the
petrol station and come back with petrol. By which time I was nearly 2 hours
late.
So, I was so flustered about being late, I started to drive and I just took a
wrong turn and I ended up on this one-way system, totally lost, driving round
and round for at least 45 minutes before I managed to get my bearings. So
finally, I arrived at the party over 3 hours late and when I arrived the person
I wanted to meet had just left, all the food had gone, and my host was horribly
drunk. I was so disappointed that I just turned around and went back home.
Have you ever had a terrible day like that, when everything went wrong? If you
have, write and tell us about it.
ACTIVITY 3:
Complete the following sentences using the Past Perfect.

1. The car stopped because it _______ _______ petrol (run out of).
2. Anne’s car ran out of petrol because her son _______ it _______(not fill up).
3. Anne didn’t have her phone because she _______ it next to her bed (leave).
4. By the time she got to the party, the interesting guest ______________ (go).
READING
ACTIVITY 1:
Read about the first women to walk to the North Pole and fill in the blank spaces
with the verbs in PAST SIMPLE or PAST PERFECT to complete the story.
On March 1st 2003, Ann Daniels, Caroline Hamilton and Pom Oliver _______
(1. fly) from England to Canada to walk to the North Pole. They _______
(2. be) all experienced explorers and they _______ (3. already walk) to the
South Pole two years earlier. By the time they _______ (4. leave) the UK they
_______ (5. train) for months with the British army and they _______ (6.
put on) 16 kilos in weight. However, as soon as they _______ (7. set off) they
_______ (8. start) having problems because of bad weather and temperatures
of – 50°C. Pom soon _______ (9. get) frostbite and by the day 47 her feet
_______ (10. become) so painful that she couldn’t continue. By the time Ann
and Caroline _______ (11. arrive) at the North Pole they _______ (12. walk)
750 miles in 81 days. When they arrived back in England they _______ (13.
receive) a hero’s welcome. No other women _________ (14. ever walk) to both
Poles before.
TEAM WORK
• Work in teams of three students.

• Talk about your most amazing/surprising/memorable/shocking/terrible
National holiday celebration (September 18th).
• Pick one of the stories to retell to the class.
• Prepare an outline and ask for your teacher’s checking.
• Remember to use Past Simple and Past Perfect in your story.
• Present your story to the class. Be creative!
Welcome to unit 5
Into the Future

conversations.
• Understand how the FUTURE WILL and the FUTURE
BE GOING TO work and how they can be used in real
lifelike conversations
• Understand how the Modals MAY and MIGHT can help
you to express future.
UNIT 5
Topic:
Predicting the future.
Grammar Focus:
Will, be going to, may and might.
Core Vocabulary:
Related to all kinds of future events.
READING
Taken and adapted from: https://medium.com/predict/predictions-about-the-

future-1-of-6-robots-ba7738989144
ACTIVITY 1:
Pre-reading
Work in groups of three. You are not allowed to write.
Discuss the questions below.
1. Is it a good idea to have robots replacing humans?

2. What are some of the jobs that should be performed by robots?
3. What jobs should be exclusively performed by humans?
4. Will there be new jobs for humans to perform in the future?
ACTIVITY 2:
1. Read the text below and complete the missing words with the best synonym
from the box below. Only one fits the text.
2. Write a proper title for it and compare with your classmates.
Text 1.
Title: ___________________________________________________
By 2038 robots will be able to work and (1) ________ with human workers.
They will also have humanoid form and the (2) ______ to communicate. An
area where they will soon be used will be lifting (3) ______, transporting
objects, and storing things in (4) ________. They will be basically human
mules in (5) ______ handling.
The armed forces will be another area where (6) ______ will be used. Atlas,
the latest (7) ______, is able to walk in the snow and get up off the ground.
Imagine a group of advanced (8) ______ of the Atlas robot with a machine
gun, designed to (9) ______ a perimeter from the enemy. The image that
comes to mind are the T2 robots from the Terminator (10) ______.
For many decades robots will not be able to work (11) ______. They will be
quiet electricians, plumbers and related professionals, so for those who are
afraid of robots replacing (12) ______, you should consider the facts that
according to (13) ______, machines will never be able to do the activities that
require intuition, (14) ______, empathy and above all (15) ______-- which are
purely human--, or so we hope.
1. a. interact b. connect
2. a. power b. ability
3. a. mass b. weights
4. a. warehouses b. barns
5. a. cargo b. burden
6. a. robots b. cyborgs
7. a. structure b. model
8. a. copies b. versions
9. a. protect b. look after
10. a. authorization b. franchise
11. a. independently b. freely
12 a. mortals b. humans
13 a. experts b. professionals
14. a. delicacy b. sensitivity
15 a. creativity b. inspiration
ACTIVITY 3:
a. Read the text below and answer the questions. Then compare your answers
with your classmate.
b. Give an appropriate title to the paragraph.
c. Answer the questions in full.
Title: _____________________________________________________
The now famous Google’s autonomous car / automobile navigation will change
the way people move around: Be careful, truck drivers, taxi drivers, and
chauffeurs: within 20 years your work will disappear, with a probability of
90%.
In the first stages you will see the first generations of cars in assistive driving
and then the fully autonomous driving. In the first case, the car still has the
controls for the driver, while in the second case the car will change its shape
and distribution of space: it will be a kind of moving living-room without a front
or a back.
A prototype of Volkswagen and the Volvo 360°
The giants of the Gig Economy just today are spending fortunes to realize
the vision of an automatic traffic: Google, Facebook, Apple and Amazon are
interested in freeing up the time that Americans spend in traffic: they need
them to entertain themselves with their content and devices.
1. Why does the author say that the jobs that truck drivers, taxi drivers and chauffeurs
do will disappear?
____________________________________________________________
2. What does the phrase ‘In the first case’ in paragraph 2 refer to?
____________________________________________________________
3. Why do you think that cars won’t have a front or a back in the future?
____________________________________________________________
4. According to the text the Gig Economy giants are investing a lot of money in the
development of assisted cars, why is that so? Explain.
____________________________________________________________
5. What does the Volkswagen 360° Volvo in the picture look like to you?
____________________________________________________________
ACTIVITY 4:
Text 4.
A. Read the text below and say if the statements are true or false. Justify your
answers if they are false.
B. Put a title to Text 3.
Title: _____________________________________________________
The real introduction of robots in the workplace has not started yet. Experts
believe that it will initially cause a lot of unemployment, but many agree on
the fact that in the long run the result will be positive or neutral, and that in
the end, many of the most dangerous jobs, or dirty jobs, will be assigned to
machines so that humans can do other tasks. Schools, for example, have already
introduced robots to assist both teachers and students in the classroom, and
they seem to have adapted quite well to them. The same has happened in
hospitals where androids help sick children with their school subjects.
1. __ According to the text, the introduction of robots in the workplace will inevitably
cause unemployment.
____________________________________________________________
2. __ Robots will not be assigned dangerous jobs or dirty jobs if they are introduced
in the workplace.
____________________________________________________________
3. F Students have adapted to robots assisting them in the classroom, but teachers
haven’t.
____________________________________________________________
LISTENING AND READING
Taken and adapted from: http://www.bbc.co.uk/learningenglish/thai/features/6-

minute-english/ep-151015
Will robots take our jobs?
Introduction:
If you are sitting at a desk, driving a taxi or answering the phone, stop for
a moment and ask: could a robot or machine do this job better? The answer,
unfortunately for you, might well be yes. These days more and more jobs are
done more efficiently by a machine.
ACTIVITY 1:
Discussion:
A. Before listening to the audio, discuss the following questions with your classmate.
You are not allowed to write.
What makes a job more likely to be done by robots? Is it whether a job involves…
a) manipulating small objects?
b) working in open spaces?
c) social and emotional skills?
B. Compare your answer with the answer given in the audiotape at the end of the
conversation.
ACTIVITY 2.
Vocabulary:
Match the words in Column A with their corresponding meanings in Column B.
Column A Column B
1. automation a. good with your hands.
2. susceptible to b. using your mind to perform a task.
3. keeping your fingers c. head (informal).
crossed
4. manual dexterity d. likely to be affected by.
5. artificial intelligence e. a job you do at an office rather than a
(AI) factory.
6. cognitive labor f. a computer’s ability to copy intelligent hu-
man behavior.
7. white collar g. the use of machines to do work that people
do or used to do.
8. noggin h. hoping that things are going to turn out
the way you want them to.
1. 2. 3. 4. 5. 6. 7. 8.
ACTIVITY 1. Part 1.
Complete the first part of the conversation.
Neil: Hello and welcome to 6 Minute English. I’m Neil…
Finn: … and I’m Finn. Hello.
Neil: Hello there, Finn. Now, ______________________________?
Finn: Robots? Well, they talk ____________________… like that!
Neil: Yes. You sound quite convincing there ____________________, Finn.
Finn: Do you like it?
Neil: Yes, I do. Is there ____________________ you know about robots?
Finn: Well, there are… there are a couple of good ones in the ______________,
aren’t there?
Neil: Oh, yes. _______________. C-3PO talks in quite a _____________.
Finn: He does. But of course that’s ____________________ not real life.
Neil: No. But things have moved on in _______. The use of _______ to do
work that people do or used to do is called _______ and that’s the subject of
today’s show.
ACTIVITY 2. Part 2.
Complete what the speakers say using the parts in the box below.
(1) Well, maybe you, Neil. Not me, no. ----
(2) …now that means being good with your hands. ----
(3) …how susceptible to automation each job is based on some key skills ----
(4) Manipulating small objects, I think ----
(5) intelligent machines could replace us?----
(6) 35% of existing UK jobs are being automated in the next 20 years.
(7) What makes a job more likely to be done by robots?
CONVERSATION
Finn: But before we talk more about this, l’d like you, Neil, to answer today’s
quiz question. ____________________________ Is it if a job involves…
a) manipulating small objects?

b) working in open spaces? Or
c) social and emotional skills?
Neil: Hmm… OK. Well, I’m going to guess. ____________________________
Finn: Interesting. OK, we’ll find out if you’re right or wrong later on. Now,
two UK academics have calculated how susceptible to – that means likely to
be affected by – _____________________________________________
____ And these include negotiation, persuasion, caring for others, originality,
and manual dexterity – ___________________________________
Neil: So do you think ___________________________________
Finn: ____________________________ I have all the key skills you know

– I’m original… persuasive… of course very caring and very good with my hands
as well, I think.
Neil: Well I’m very glad that you’re safe, Finn!
Finn: Thank you.
Neil: However, a study from Oxford University has suggested that _______
_________________________________________________ Let’s listen
to Michael Osborne from Oxford University talking about this.
ACTIVITY 3. Part 3.
Listen to part 3 of the audio (insert 1) and answer True or False accordingly.
1. T Michael Osborne says that computers are now able to perform many more tasks
than in the past.
2. T Michael Osborne says that the danger is that now computers could replace us in
cognitive tasks as well as manual labor.
3. F According to the audio computers will never be able to get smarter on their own.
4. F According to the audio white collar jobs cannot be replaced by computers.
ACTIVITY 4. Part 4.
Listen to part 4 (insert 2) and answer the questions below.
1. What are Mr Whalley and Leighton Paisnner’s job?

_________________________________________________________
_________________________________________________________

2. In their opinion, how would they benefit from the use of robots in their workplace?
What would robots do?
_________________________________________________________
_________________________________________________________

3. Do Whalley and Leighton Paisner think that their job could be done by robots?
Why? Why not? Explain.
_________________________________________________________
_________________________________________________________
4. What does Finn fear will happen in his workplace one day?
_________________________________________________________
_________________________________________________________
5. Explain why he says his cognitive skills are still functioning. Why does he say
that?
_________________________________________________________
_________________________________________________________
TEAM WORK
ACTIVITY 1:
• Work in groups of three.

• You are scientists and business people who have created the best robot to help
humans.
• Think about the characteristics that this useful and practical robot must have.
Agree on five of them.
• Create an advertising poster to promote your robot.
• Present your poster to the class.
Welcome to unit 6
REVIEW AND CONSOLIDATION
READING
ACTIVITY 1:
Read the following text and put the verbs in brackets into their correct form of PAST
SIMPLE TENSE.
From Prison to President
Nelson Mandela (1) ______ (be) born in South Africa on 18th July 1918. He
(2) ______ (start) university in 1938 and (3) ______ (study) law. After he (4)
______ (finish) university in 1943, he (5) ______ (live) and (6) ______ (work)
in Johannesburg.
He (7) ______ (be) very interested in politics and (8) ______ (want) to change
the political system of his country. Mandela (9) ______ (become) actively
involved in the anti-apartheid movement, joining the African National Congress
in 1942. He (10) ______ (become) President of the ANC (African National
Congress) in the Transvaal (a South African province) in 1952.
For 20 years, Mandela (11) ______ (direct) peaceful, nonviolent acts of

defiance against the South African government and its racist policies. He
(12) ______ (found) the law firm Mandela and Tambo, partnering with Oliver
Tambo. The law firm (13) ______ (provide) free and low-cost legal counsel to
unrepresented blacks.
In 1956, Mandela and 150 others (14) ______ (be) arrested and (15) ______
(charge) with treason for their political advocacy. He (16) ______ (spend) 27
years in prison, from November 1962 until February 1990. And he (17) ______
(be) incarcerated on Robben Island for 18 of his 27 years in prison. During this
time, he (18) ______ (contract) tuberculosis and, as a black political prisoner,
(19) ______ (receive) the lowest level of treatment from prison workers.
But the world never (20) ______ (forget) Nelson Mandela. And in 1994, only four
years after he (21) ______ (leave) prison, he (22) ______ (become) President
of South Africa. During his presidency Mandela also (23) ______ (work) to
protect South Africa’s economy from collapse. Through his Reconstruction
and Development Plan, the South African government (24) ______ (fund)
the creation of jobs, housing and basic health care. In 1996, Mandela (25)
______ (sign) into law a new constitution for the nation, establishing a strong
central government based on majority rule, and guaranteeing both the rights
of minorities and the freedom of expression.
In his latest years, he (26) ______ (write) a book about his life called Long
Walk to Freedom. Nelson Mandela (27) ______ (die) on December 5, 2013, at
the age of 95 in his home in Johannesburg, South Africa.
LISTENING
ACTIVITY 1:
Complete the lyrics of Brandi Carlile’s song “The story” with the correct form of the
verbs in the PAST SIMPLE TENSE.
The Story
All of these lines across my face
Tell you the story of who I am
So many stories of where I’ve been
And how I (1) ______ (get) to where I am
But these stories don’t mean anything
When you’ve got no one to tell them to
It’s true, I was made for you
I (2) ______ (climb) across the mountain tops
(3) ______ (swim) all across the ocean blue
I (4) ______ (cross) all the lines, and I (5) ______ (break) all the rules
But, baby, I (6) ______ (break) them all for you
Oh because even when I (7) ______ (be) flat broke
You (8) ______ (make) me feel like a million bucks
You do
I was made for you
For you
You see the smile that’s on my mouth
It’s hiding the words that don’t come out
And all of my friends who think that I’m blessed
They don’t know my head is a mess
No, they don’t know who I really am
And they don’t know what
I’ve been through like you do
And I was made for you
And all of these lines across my face
Tell you the story of who I am
So many stories of where I’ve been
And how I got to where I am
But these stories don’t mean anything
When you’ve got no one to tell them to
It’s true, I was made for you
It’s true that I was made for you
Songwriters: Phillip John Hanseroth
The Story lyrics © Warner/Chappell Music, Inc
ACTIVITY 2:
a. Listen to the song and check your answers.
b. Sing along.
LANGUAGE LEARNING
ACTIVITY 1:
Complete the following exercises with the correct form of the superlative
adjectives.
1. My mum is _________(good) cook in the world.

2. December is _________ (cold) month of the year in my country.
3. Ethan is _________ (happy) boy that I know.
4. She bought _________ (big) cake in the shop.
5. This story is __________________ (interesting) I have ever heard.
6. Peter is ______________ (handsome) boy in the office.
7. This movie is ______________ (funny) one I have ever watched.
8. This football match is ______________(bad) we have ever played.
9. Whales are ______________ (heavy) animals in the world.
10. Mice are ______________(cute) animal in the world.
11. My bedroom is ______________ (comfortable) room in my house.
12. For English people, Japanese is ______________(difficult) language to learn.
13. That was __________(sad) film I’ve ever seen.
14. My sister is __________ (tidy) person I know.
15. That was __________ (strange) story I’ve ever read.
16. __________ (far) I’ve ever travelled is from London to San Francisco.
17. Spain is __________ (sunny) country in Europe.
ACTIVITY 2:
Complete and answer the following questions. They are about you and about your
opinion.
1. Who is __________ (tall) person in your family?

_______________________________________________________________.
2. What’s __________ (dangerous) animal in the world?

_______________________________________________________________.
3. Where are __________ (nice) beaches in your country?

_______________________________________________________________.
4. Who is ____________ (famous) actor in your country?
_______________________________________________________________.
5. What’s __________ (hot) place you’ve ever visited?

_______________________________________________________________.
6. What’s __________ (late) you’ve ever stayed up at night?

_______________________________________________________________.
7. What’s ______________ (expensive) thing you’ve ever bought?

_______________________________________________________________.
SPEAKING
ACTIVITY 1:
Check the descriptions of the following jobs and pick one to tell your classmate
about. Remember to tell what those people MUST/ HAVE TO do and just make up
what they DON’T HAVE TO do.
1. Vermiculturist:
A Vermiculturist is someone who is a worm farmer (who breeds worms), and
uses the worms to convert waste products such as uneaten food, feces, grass
clippings, and spoiled fruit and vegetables into healthy, nutrient-rich soil and
organic fertilizer.
2. Professional sleeper:
A hotel in Finland hired a member of staff as a ‘professional sleeper’ to test
the comfort of their beds. The individual sleeps in a different bed of the hotel
each night and writes a review about their satisfaction with each one.
3. Professional line stander:

If you don’t like queuing, there is a perfect solution. Just hire a professional
line stander, a person who will queue for you for a fee. Sometimes you have to
line up for 19 hours to get a newly launched product or a sample sales item. It’s
a hard and boring job that can be well paid.
4. Full-time Netflix viewer:

Imagine being paid to watch TV all day! Well for one lucky employee this dream
has become reality. Netflix has hired someone to watch all of their content
before it is available to the public and their role is to review and assign each
program its correct tag, which helps us viewers find exactly what we’re after.
5. Snake milker:
Not for the light-hearted. The job of a snake milker is to collect the venom
of poisonous snakes in jars for use in anti-venoms and other medication. Thank
God someone’s brave enough!
6. Dog food taster:

The dog food tester’s job is to taste new dog food products, including bones,
tinned meat, and biscuits. They do this to test for flavor and texture in
comparison to rival dog food brands and human food. Hmm…tasty?
Examples:
• A Professional Netflix viewer has to …………, but he doesn’t have to
……………..
• A Vermiculturist must …………., but he doesn’t have to………
LISTENING
R5.1
ACTIVITY 1:
Listen to an interview with Dr. Dylan Evans, a robotics expert who predicted the
future a long time ago…
ACTIVITY 2:
Work in pairs to answer the following questions.
1. What do you think about his predictions for the year 2020? Did they happen?
2. Do you think that his predictions for the year 2050 will happen as he foretold?
Why?
ACTIVITY 3:
Listen again and mark with an X the things Dr. Evans talks about:
things robots can do now

robots and sports
intelligent robots
his own robots
robots in the home
robots in 2020
robot toys for children
robots animals
robots on TV
LANGUAGE LEARNING
ACTIVITY 1:
Watch the Grammar show video:
https://www.youtube.com/watch?v=05HXVE05vjg&pbjreload=10
ACTIVITY 2:
After watching the video, correct the mistakes in the following sentences.
Remember to figure out which action happened first.
1. It had started to rain after we got to the station.

_________________________________________________________
2. We had visited the village where we lived as children.
_________________________________________________________
3. By the time we had reached the inn all the guests left.
_________________________________________________________
4. Nobody had known where she went.
_________________________________________________________
5. We had wanted to know how many novels he wrote.
_________________________________________________________
6. She spent all her money before her father had come.
_________________________________________________________
7. Your letter had arrived five minutes after he left.
_________________________________________________________
8. I had thanked him for the flowers he sent me.
_________________________________________________________
9. She had begun to cry after the lights went out.
_________________________________________________________
10. By the time I had met him he already finished his studies.
_________________________________________________________
CONGRATULATIONS!
You have finished level 2
YOU ARE ONE STEP FORWARD TO BECOMING BILINGUAL:

These are some more of the advantages of being bilingual
• It improves certain aspects of the brain.

• It helps develop higher levels of cognitive control.
• It slows down the aging process.
• It makes you smarter.
• It helps you make better decisions.
• It helps you avoid distractions.
LIST OF IRREGULAR VERBS
Infinitive Past simple Past participle Infinitive Past simple Past participle
be was/were been leave left left
become became become lose lost lost
begin began begun make made made
break broke broken meet met met
bring brought brought pay paid paid
buy bought bought put put put
can could been able read read read
catch caught caught ride rode ridden
choose chose chosen run ran run
come came come say said said
cost cost cost see saw seen
cut cut cut sell sold sold
do did done send sent sent
drink drank drunk sing sang sung
drive drove driven sit sat sat
eat ate eaten sleep slept slept
fall fell fallen speak spoke spoken
feel felt felt spell spelled/spelt spelt
find found found spend spent spent
fly flew flown stand stood stood
forget forgot forgotten swim swam swum
get got got/gotten take took taken
give gave given teach taught taught
go went gone/been tell told told
have had had think thought thought
hear heard heard understand understood understood
hold held held wear wore worn
know knew known win won won
learn learned/learnt learned/learnt write wrote written
Book 2: Grammar Appendix
Unit 1
• https://www.ef.com/wwen/english-resources/english-grammar/simple-past-
tense/
• https://web2.uvcs.uvic.ca/elc/studyzone/330/grammar/pasted.htm
• https://www.myenglishpages.com/site_php_files/grammar-lesson-spelling-ed-
forms.php
• https://www.lawlessenglish.com/learn-english/grammar/simple-past-regular-
verbs/
The Past SimpleTense
In this section you will learn about The Past Simple in:
• its forms
• its uses
THE PAST SIMPLE
The SIMPLE PAST is used to describe an action that occurred and was
completed in the past. The time of the action can be in the recent past or the
distant past, and action duration is not important.
Examples:
• John Cabot sailed to America in 1498.

• My father died last year.
• He lived in Fiji in 1976.
• We crossed the Channel yesterday.
THE FORM FOR REGULAR VERBS
Affirmative
The affirmative form of the Past Simple of regular verbs is extremely easy in English.
It is formed by adding –ed to the base form of the verb (the infinitive without ‘to’)
and it is the same for all persons.
Here are example sentences of the PAST SIMPLE with the verb work.
Subject Verb +ed Time phrase+ Complement
I
You
He/She/It
worked yesterday
We
You
They
Negative
The negative form of the past of regular verbs is formed by placing an auxiliary
called ‘DID + NOT’ followed by the infinitive form of the verb without ‘to’. Note that
the auxiliary is usually contracted in spoken and informal written English.
Subject DID + not Infinitive without ‘to’ Complement+ Time

phrase
I
You
He/She/it
did not (didn’t) work yesterday
We
You
They
Interrogative
The interrogative form of the past of regular verbs is formed by inverting the position
DID Subject Infinitive without Complement+ Time Question Mark

‘to’ phrase
I
you
Did he/she/it work yesterday ?
we
you
The Spelling
With most verbs, the PAST SIMPLE is created simply by adding -ed. However,
with some verbs, you need to add -d or change the ending a little. Here are the
rules:
Verbs ending in
1. silent –e, ADD -d

• close = closed
• die = died
• phone = phoned
2. vowel + w and + y, ADD –ed

• play = played
• destroy = destroyed
• show = showed
3. consonant + y, DELETE the ‘y’ and ADD -ied

• marry = married
• carry = carried
• study = studied
4. verbs ending in consonant sound like the ones below, ADD -ed
• visit = visited
• miss = missed
• watch = watched
• finish = finished
• fix = fixed
• buzz = buzzed
Special cases of the spelling of the -ed forms
1. If there is a consonant after a stressed vowel at the end of the word,

double the consonant:
• stop – stopped
• ban - banned
• swap – swapped
2.If the vowel is not stressed, do not double it:
• open - opened (Here the stress is on ‘o’, not the ‘e’.)

• offer - offered ( Here the stress is on ‘o’, not the ‘e’.)
3.In British English we double the last ‘l’ even though the last vowel is
not stressed. Here are some examples:
• travel - travelled
• cancel - cancelled
• level - levelled
• marvel – marvelled
THE FORM FOR IRREGULAR VERBS
Affirmative
In English, the affirmative form of the PAST SIMPLE of regular verbs is easy provided
that you know the form of each verb in the past form. It is formed by the subject
followed by the past form of the irregular verb (the infinitive without ‘to’), which is
the same for all persons. Finally, put the time phrase and /or complement at the end
of the sentence.
Here are example sentences of the PAST SIMPLE with the verb go:
Subject Irregular Verb ‘buy’ Complement+ Time phrase

I
You
He/She/It
went to Peru last year.
We
You
They
Negative
The negative form of the past of regular verbs is formed by placing the auxiliary ‘DID
+ NOT’ followed by the infinitive form of the verb without ‘to’. Note that the auxiliary
Infinitive form of verb Complement+ Time

Subject DID+not
without ‘to’ phrase
I
You
He/She/It
did not (didn’t) go to Peru last year.
We
You
They
Interrogative
The interrogative form of the past of irregular verbs is formed by inverting the
position of the subject and the auxiliary ‘DID’.
Infinitive without Complement +Time

DID Subject Question Mark
to phrase
I
you
he/she/it
Did go to Peru last year. ?
we
you
they
The USE
REMEMBER:
We always use the PAST SIMPLE when you say WHEN something happened,
so it is associated with certain past time expressions:
•A definite point in time: last week, when I was a child, yesterday, six
weeks ago
Examples:
We saw a good film last week.
Yesterday, I arrived in Geneva.
She finished her work at seven o’clock.
I went to the theatre last night.
•An indefinite point in time: the other day, ages ago, a long time ago
Examples:
People lived in caves a long time ago.
She played the piano when she was a child.
Note: the word ‘ago’ is a useful way of expressing the distance into the
past. It is placed after the period of time:
Examples: a week ago, three years ago, a minute ago.
Unit 2
https://www.thoughtco.com/how-to-teach-past-continuous-1212108
http://www.focus.olsztyn.pl/en-grammar-past-continuous-diagram.html
http://www.focus.olsztyn.pl/en-grammar-past-continuous-spelling.html
In this section you will learn about PAST CONTINUOUS:
• its forms
• its uses
THE USE
We use PAST CONTINUOUS in English when we talk about situations and

activities which were taking place in some period of time in the past. Example:
I was watching TV at 5 p.m. yesterday.
This tense can be used together with the PAST SIMPLE when during the
activity expressed in PAST CONTINUOUS another activity interrupted. The
other activity is expressed in PAST SIMPLE. Example: I was watching TV
when my brother called me.
The PAST CONTINUOUS is also used to describe two activities which

happened simultaneously in the past. Example: I was watching TV while my
wife was reading a book.
THE FORM
Affirmative
The form USED TO is only found in the past tense. When affirmative, it is formed by
a subject followed by USED TO and the infinitive form of the main verb without ‘to’.
The time phrase for this form must refer to a more distant past in which an action
was done repeatedly or as a habit.
Infinitive verb without Complement +Time
Subject USED TO
to phrase
I
You
He/She/It
used to like fish as a child
We
You
They
Note! With this ‘USED TO’ there is no verb ‘be’. We CAN’T say ‘I am used to have long
hair’.
Negative
The negative form of the USED TO structure is formed by placing an auxiliary ‘DID
+ NOT’ followed by the INFINITIVE FORM OF USED TO and the infinitive form of the
verb without ‘to’. Note that the auxiliary is usually contracted in spoken and informal
written English.
Note: It is a common mistake to use the form ‘USED TO’ in negative or interrogative
sentences. Remember that the auxiliary ‘DID’ already states that the sentence is in
past tense. Example:
• Incorrect: I didn’t used to like fish when I was a child.

• Correct: I didn’t use to like fish when I was a child.
Infinitive verb Complement +Time

Subject DID + not USE TO
without to phrase
I
You
He/She/It
did not (didn’t) use to like fish as a child
We
You
They
Interrogative
The interrogative form of USED TO is formed by inverting the position of the

subject and the auxiliary ‘did’, followed by the INFINITIVE FORM OF USED TO and
the infinitive form of the main verb without ‘to’.
Infinitive wi- Time phrase+

DID Subject USE TO Question Mark
thout ‘to’ Complement
I
you
he/she/it
Did use to like fish as a child ?
we
you
they
The USE
1. USED TO is used to describe an activity or a state that happened

many times in the past.
Examples:
• Gerry used to go for a run before breakfast when he was young.

• Peter didn’t use to say things like that when I knew him.
2. USED TO is also used to refer to an activity or state that was true

in the past but is no longer true.
• I used to like rock climbing when I was younger.

• You didn’t use to be so stressed when you were in school!
Important: Do not confuse USED TO + BASE FORM with be used to+ present
participle, Here, used to means ‘accustomed to’.Example:
• They are used to eating spicy food because they lived in India for a long time.
(= They are accustomed to eating spicy food).
Vocabulary Appendix
Unit 1
genre – performers – talent – up beat tunes – escapism – accomplishments

– patent rights – instant success – recipe – catering college – documentary –
heathy/ junk food – disadvantaged backgrounds – remedy – profile – commuter
– (travel) expenses – traffic congestion – rush hour – highways – vehicle – style
– on one’s own – variety.
sing along – tap ones feet – hum along – perform – cheer up – turn somebody’s
mood around – boost somebody’s mood – originate – attend – become (famous) –
cut out (junk food) – praise – commute – bother – crash into – drive off – ride
(a bike) – keep in touch – feed – make a decision – turn out – fit.
inspiring – unusual – influential – healthy – grilled – nerve-wrecking – unsafe

(driving) – heavy (traffic) – green – leisure – enjoyable
Unit 2
https://www.thoughtco.com/how-to-teach-past-continuous-1212108
http://www.focus.olsztyn.pl/en-grammar-past-continuous-diagram.html
http://www.focus.olsztyn.pl/en-grammar-past-continuous-spelling.html
PAST CONTINUOUS
In this section you will learn about PAST CONTINUOUS:
• its forms
• its uses
THE USE
We use PAST CONTINUOUS in English when we talk about situations and

activities which were taking place in some period of time in the past. Example:
I was watching TV at 5 p.m. yesterday.
This tense can be used together with the PAST SIMPLE when during the
activity expressed in PAST CONTINUOUS another activity interrupted. The
other activity is expressed in PAST SIMPLE. Example: I was watching TV
when my brother called me.
The PAST CONTINUOUS is also used to describe two activities which

happened simultaneously in the past. Example: I was watching TV while my
wife was reading a book.
THE FORM
The PAST CONTINUOUS is built in the way presented below.
Pronoun Be+ Verb ING Predicate

I-He-She It was writing a report yesterday at 5 pm.
You-We-They were writing a report yesterday at 5 pm.
Affirmative
Pronoun Be + not + Verb ING (con- Predicate

tracted)
I-He-She It wasn’t writing a report yesterday at 5 pm.
You-We-They weren’t writing a report yesterday at 5 pm.
Negative
Be Pronoun Verb ING Predicate + Question Mark

Was I-he-she-it writing a report yesterday at 5 pm?
Were You-We-They writing a report yesterday at 5 pm?
SPELLING RULES FOR PAST CONTINUOUS
• Verbs ending with -e

make making
write writing
drive driving
• Verbs ending with –ee

agree agreeing
see seeing
• Verbs ending with a consonant preceded by a vowel

hit hitting
let letting
put putting
run running
sit sitting
• Two-syllable verbs: The last consonant is doubled when the last
syllable is stressed
forget forgetting
prefer preferring
upset upsetting
• Verbs ending with -ie

lie lying
tie tying
• Verbs ending with -c

picnic picnicking
• Verbs ending with -y
carry carrying
enjoy enjoying
hurry hurrying
• Exceptions!
age ageing
dye dyeing
SIGNAL WORDS
The PAST CONTINUOUS is often used in the sentences containing the

following words:
• WHILE
When we talk about situations happening simultaneously.
Example:
While I was reading my wife was taking a shower.
• WHEN
Example:
When we talk about situations or activities which happened at the moment in
which another situation was in progress.
She was watching TV when somebody knocked at the door.
Unit 2
https://www.englishclub.com/grammar/adjectives-superlative.htm
http://blog.sproutenglish.com/spelling-rules-for-superlative-adjectives/
In this section you will learn about The Superlative:
• its forms
• its uses
THE FORM
As with comparative adjectives, there are two ways to form a SUPERLATIVE

ADJECTIVE:
short adjectives: add “-est”: The tallest boy in the class is Jason.
long adjectives: use “most”: The most famous mountain is the Everest.
SHORT ADJECTIVES.
Short adjectives are those one-syllable adjectives (old, fast) and two-syllable
adjectives ending in -y(happy, easy).
LONG ADJECTIVES.
Long adjectives are those two-syllable adjectives not ending in –y (modern,
pleasant) and
all adjectives of three or more syllables (expensive, intellectual)
Exception: The following adjectives have irregular forms:
good -> the best

bad -> the worst
far -> the farthest/furthest
THE USE
A SUPERLATIVE ADJECTIVE expresses the extreme or highest degree of

a quality. We use a superlative adjective to describe the extreme quality of
one thing in a group of things. We can use superlative adjectives when talking
about three or more things (not two things).
We almost always add ‘the’ at the beginning: The most
Note: When we compare one thing with itself, we do not use “the”:
• England is coldest in winter. (not the coldest)
• My boss is most generous when we get a big order. (not the most generous)
In the example below, “the biggest” is the superlative form of the adjective
“big”:
• A is big, B is bigger than A and C is the biggest.
Take a look at these examples:

• John is 1m75. David is 1m80. Chris is 1m85. Chris is the tallest.
• Canada, China and Russia are big countries. But Russia is the biggest.
• Mount Everest is the highest mountain in the world.
If we talk about the three planets Earth, Mars and Jupiter, we can use
superlative adjectives as shown in the table below:
Earth Mars Jupiter

Diameter (km) 12,760 6,790 142,800 Jupiter is the
biggest.
Distance from 150 228 778 Jupiter is the
Sun (million most distant
km) from the Sun.
Length of day 24 25 10 Jupiter has
(hours) the shortest
day.
Moons 1 2 16 Jupiter has
the most mo-
ons.
Surface temp. 22 -23 -150 Jupiter is the
(degrees Cel- coldest.
cius)
THE SPELLING RULES
Here are four easy spelling rules for adding -est to the end of adjectives.
• Rule 1: If the adjective ends in -e, add -st. Use for one-syllable adjectives.
Examples:
close > the closest

late > the latest
strange > the strangest
wide > the widest
cute > the cutest
• Rule 2: If the adjective ends in a consonant-vowel-consonant (CVC) pattern,

double the final consonant and add -est. Use for one-syllable adjectives.
Examples:
big > the biggest

hot > the hottest
thin > the thinnest
dim > the dimmest
flat > the flattest
• Rule 3: If the adjective ends in -y, change -y to -i and add -est. Use for two-
syllable adjectives that end in -y.
Examples:
happy > the happiest

silly > the silliest
busy > the busiest
hungry > the hungriest
lucky > the luckiest
• Rule 4: For all other cases, add -est. Use for one-syllable adjectives.
Examples:
calm > the calmest

high > the highest
brief > the briefest
quick > the quickest
gray > the greyest (or “grey > the greyest” outside the US)
Vocabulary Appendix
Unit 2
wedding – phenomena – planchette – environment – candle – apparition – UFO –
entity - (evil) spirit – medium – shadow – hallucination – ghost (ghostly figure)
– bride – gown – chill – spine – wind – robe – hood – cloak – glow – walking stick
– encounter – truck
skip – fall in love – light – notice – steal – sneeze – ring – hit – fall asleep – kneel
down – step on – go to bed – share – lie down – blow – hold – pick up – rattle –
seem – remain – appear
paranormal – gloomy – terrified – desolate – terrified – panic-stricken – gloomy

– desolate – petrified – shuddering – spooky – frightening – creepy - horrified
– supernatural – abandoned – trembling – scary – paralyzed – haunted – eerie
– pitch black – dreadful – unsure – scared – fictitious -
steps to english 2 unit 2
picture appendix
SPEAKING ACTIVITY:
Unit 3
The Modal Verb CAN
This section will present the Modal Verb CAN in
• its forms
• its uses
The Modal Verb CAN
The modal verb can is very common verb form the English language. It has
different meanings and it goes together with another verb which keeps its
form.
Ex: George can draw very well.
Not, George can draws very well.
The forms of the Modal Verb CAN
Affirmative forms of the Modal Verb CAN
Subject Pronouns Modal verb CAN Main Verb

I
You
He/She /It can drive
We
You
Negative Forms of the Modal Verb CAN
Subject Pronouns Modal verb CAN Main Verb

I
You
He/She /It can`t drive
we
you
Interrogative Forms of the Modal Verb CAN
Modal Verb CAN Main Verb

Can I
you
he/she /it drive ?
we
you
Examples
• Can you play a musical instrument?

• No, I can’t.
• What about your brother Allan? Can he play the guitar?
• Yes, he can. He’s in a band.
• Can they come and play at the university?
• No, they can’t now. They are on tour.
TThe uses of the Modal Verb CAN
This modal verb is used to express ability, and possibility, to ask for permission
and to request something. Examples:
• Ability: I can drive very well.

• Possibility: The band can play on Saturday
• Asking for permission: Can I come in, please?
• Request: Can you help me, please?
Remember:
• The modal verb CAN never changes; it doesn’t carry an‘s’ with ‘he’, ‘she’,
or ‘it’.
Ex: She can drive. √

NOT She cans drive ×
• The verb that follows CAN, called ‘main verb’, never carries a ‘to’.
Ex: I can drive √

NOT: I can to drive×
The Modal Verb MUST and the Semi-modal verb HAVE TO
https://learnenglish.britishcouncil.org/intermediate-grammar/modals-1
https://www.gymglish.com/en/english-grammar/must-vs-have-to
HAVE TO and MUST are both used to express obligation; but there’s a slight
difference in the way they are used.

The forms of the Modal Verb MUST
Affirmative forms of the Modal Verb MUST
Subject Pronouns Modal verb MUST Predicate

Main Verb
I
You
He/She /It must call dad today
We
You
Negative Forms of the Modal Verb MUST
NOTE: The negative form of MUST for obligation is DON’T/DOESN’T HAVE TO which
means NOT NECESSARY or NOT OBLIGATORY. The form MUSTN’T means PROHIBITION.
Subject Pronouns Aux DO/DOES+NOT Main Verb Predicate

I-You-We-They
do not (don’t) have to
drive fast
does not (doesn’t)
have to
He/She /It
Interrogative Forms of the Modal Verb MUST
Modal Verb
Predicate Question Mark
MUST Main Verb
I
you
Must he/she /it dress formal tonight ?
we
you

The forms of the Modal Verb HAVE TO
Affirmative forms of the Semi-Modal Verb HAVE TO
Subject Pronouns HAVE TO Main Verb Predicate

I
You
He/She /It have to work late
We
You
Negative forms of the Semi-Modal Verb HAVE TO
Subject Pronouns Aux DO/DOES+NOT Main Verb Predicate

I-You-We-They
do not (don’t) have to
work late
does not (doesn’t)
have to
He/She /It
Interrogative forms of the Semi-Modal Verb CAN
Question
Auxiliary Pronoun Have to Main Verb Predicate
Mark
I
you
Do/Does he/she /it have to work late ?
we
you

MUST and HAVE TO
• HAVE TO shows us that the obligation comes from somebody else. It’s
a law or a rule and the speaker can’t change it.
Do you HAVE TO wear a uniform at your school?

John can’t come because he HAS TO work tomorrow.
In Britain you HAVE TO buy a TV license every year.
• MUST shows us that the obligation comes from the speaker. It isn’t a
law or a rule.
Examples:
I MUST call my dad tonight.

You MUST hand in your homework on Tuesday or your mark will be zero.
You MUST come and visit us the next time you come to London.
We use DON’T HAVE TO to show that there is no obligation. You can do

something if you want to but it’s not compulsory.
Examples:
You don’t HAVE TO wear a tie in our office. You can wear a tie if you want to
but it’s OK if you don’t.
It’ll be nice if you do but you don’t HAVE TO come with me if you don’t want
to.
You don’t HAVE TO dress up for the party. Wear whatever you feel
comfortable in.
MUSN’T is used to show that something is prohibited – it is not allowed.
You MUSTN’T speak when the teacher is speaking.

You MUSTN’T speed up in this area.

Vocabulary Appendix
Unit 3
knowledge – roads – applicant – fact – examiner – training – vet – qualifications –
downside – blind – schedule – requirements – shifts – college degree – indoors/
outdoors - skills – demand – quality.
pass – borrow – graduate – apply for – deal with – require – obliterate – bear in
mind – collect – take care of – ensure.
toughest – hard working – odd (job) – blind – unusual – indoor/outdoor (activities)

– dull – challenging.

Unit 4
https://www.really-learn-english.com/past-perfect-rules.html
https://www.englishpage.com/verbpage/pastperfect.html
The Past Perfect Tense
In this section you will learn about PAST PERFECT:
• its forms
• its uses
THE USE
1. Completed Action Before Something in the Past
The PAST PERFECT expresses the idea that something occurred before
another action in the past. It can also show that something happened before
a specific time in the past.
Examples:
• I had never seen such a beautiful beach before I went to Kauai.

• She only understood the movie because she had read the book.
• Kristine had never been to an opera before last night.
• We were not able to get a hotel room because we had not booked in advance.

2. Duration Before Something in the Past (Non-Continuous Verbs)
With non-continuous verbs and some non-continuous uses of mixed verbs,

we use the PAST PERFECT to show that something started in the past and
continued up until another action in the past.
Examples:
• We had had that car for ten years before it broke down.
• By the time Alex finished his studies, he had been in London for over eight
years.
• They felt bad about selling the house because they had owned it for more
than forty years.
Although the above use of PAST PERFECT is normally limited to non-continuous

verbs and non-continuous uses of mixed verbs, the words “live,” “work,” “teach,”
and “study” are sometimes used in this way even though they are NOT non-
continuous verbs.
THE FORM
The PAST PERFECT is formed using had + past participle. Questions are
indicated by inverting the subject and HAD. Negatives are made with NOT.
Examples:
Affirmative: You had studied English before you moved to New York.
Negative: You had not studied English before you moved to New York.
Interrogative: Had you studied English before you moved to New York?
Affirmative Form
Past Participle of Time phrase+ Com-

Pronoun HAD
Main verb plement
I You He She It by the time she
HAD left
We They arrived

Negative Form
Past Participle of Time phrase+ Com-

Pronoun HAD+ NOT (hadn’t)
Main verb plement
I You He She It by the time she
hadn’t left
We They arrived
Interrogative Form
Past Participle of Time phrase +

HAD Pronoun
Main verb Complement+?
I you he she it we by the time she
Had left
they arrived ?

Vocabulary Appendix
Unit 4
wallet – tooth/teeth – pints (of beer) – riverside – water’s edge – priest –
village – tights –petrol gauge.
realize – reply – score (a goal) – brush – wonder – apologize – blow – hoot – rub
– grab – stretch – hiss – shout – miss – arrange – book – fill something up – run
out of – ring – get (one’s bearings) – take a turn – end up – set off – go wrong
– get (frostbite) – put on weight.
whole – bored – flat (tire)– excited – flustered – disappointed – experienced –

memorable.

Unit 5
https://medium.com/predict/predictions-about-the-future-1-of-6-robots-
ba7738989144
https://prezi.com/rdhhef3h-p6m/predictions-with-will-may-and-might/
Will Might and May for Prediction
In this section you will learn about Expressing Prediction with

WILL, MAY, MIGHT and GOING TO in
• its forms
• its uses
The forms
Predictions Based on Experience or Opinion (No Evidence)
WILL+INFINITIVE (without ‘to’) is used to make predictions with no

evidence about the future.
Affirmative-Negative Form
Main Verb (bare

Subject Pronouns Predicate
infinitive)
I
You at 6.00
WILL/WILL NOT
He/She /It call
(WON’T)
We
They

Wh Question Form
Personal Pro- Main Verb

Wh Word Will Predicate+ ?
noun (bare infinitive)
I-you-he-she-it- in 20 years’
Where WILL be
-we-they time?
Yes-No Question Form
Main Verb (bare

Will Personal Pronoun Predicate+ ?
infinitive)
I-you-he-she-it-we- here in 20 years’
WILL be
-they time?
Possibility in the Future
MAY /MIGHT +INFINITIVE (without ‘to’) is used to refer to future

possibility or probability in the future.
Affirmative and Negative Forms
Subject Pro- Main Verb (bare

Predicate
nouns infinitive)
I
You at 6.00
He/She /It MAY/MIGHT (NOT) call
We
They
Note: Interrogative forms are not used with MAY or MIGHT as main
verbs. If you want to ask a question with MIGHT / MAY, use an indirect
question:
• How do you think the weather might be tomorrow? (Not how might be the
weather tomorrow?)
• Do you think it may rain tomorrow? (Not may it rain tomorrow?)
Predictions Based on Evidence
The Future Tense Form BE GOING TO + INFINITIVE is used to make

predictions based on evidence. It’s NOT an opinion. It’s form is as follows:

Affirmative and Negative Forms
Main Verb (Infi-

Subject Verb to Be GOING TO Predicate
nitive)
It is /isn’t going to rain tomorrow
Interrogative Form
Main Verb (Infi-

Verb to Be Subject GOING TO Predicate
nitive)
Is it going to rain tomorrow?
The Uses
Will, May, Might and Going to for Prediction
WILL, MAY and MIGHT
We use these forms when we want to make a prediction or refer to a possibility

in the future. WILL is used when a person predicts or says what they think
will happen in the future. This is what we call a prediction based on opinion:
• “It will rain later.”

• “It may rain later.”
• “It might rain later.”
Every day, newspapers print horoscopes telling people what will happen in their
lives that day. Horoscopes make predictions about peoples jobs and careers,
relationships, health and finances. However, when you read a horoscope you
are reading a prediction about yourself, but this is not based on any evidence.
This is simply guessing what your future is going to be.
Example:
• “Today you will get a phone call. The person who telephones you will offer you
the job of your dreams. Later this afternoon you will win a lot of money on the
lottery.”

We use MAY or MIGHT interchangeably in popular usage and speech when
referring to possibility and probability in the future, but there is a slight
difference between the two.
MAY is used to express what is possible, factual.

For example:
• He may lose his job.

• We may go on vacation.
• I may have dessert after dinner.
MIGHT is used to express what is hypothetical or remotely possible.

For example:
• If you hurry, you might get there on time.

• If I win the lottery, I might buy a Ferrari.
BE GOING TO
We use BE GOING TO if we make a prediction about the future because we

have evidence now that supports us in making that prediction. This means that
something now (in the present) tells us what is going to happen in the future.
• “I think it’s going to rain.” (I can see black clouds.)
• “I think we are going to have a storm.” (The temperature is hot, there’s no

wind, and I can see black clouds.)
If you asked a weather forecaster to make a prediction about the weather

he/she might say:
• ‘It is going to be sunny tomorrow.”

• “Temperatures are going to be between 20 and 22 degrees Celsius.”
• “It is going to rain on the east coast in the evening.”
• “Tomorrow night is going to be cloudy.”

Vocabulary Appendix
Unit 5
Ability – expert – creativity – intuition – empathy – (assistive) driving – prototype
– device – navigation – unemployment – tasks – android – automation – manual
dexterity – cognitive labor.
Interact – free up (time) – entertain oneself – assist – adapt.
Humanoid – autonomous – efficient – susceptible.

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Contents

3 | Unit 1 - Life Events

18 | Unit 2 - TELLING STORIES

31 | Unit 3 - JOBS, JOBS, JOBS ....

44 | Unit 4 - UNFOLDING STORIES

55 | Unit 5 - INTO THE FUTURE

66 | Unit 6 - REVIEW AND CONSOLIDATION

76 | LIST OF IRREGULAR VERBS

After working in this Unit you will be able to:

• Listen and understand words, sentences and conversations.

Taken and adapted from:

a. Find out the meaning of the underlined words.

3.Blues music originated in African-American history in the 19th century

2. Paragraph 2 states that…

3. In Paragraph 3 the author states that…

4. In paragraph 4 the main idea is…

Work in pairs and answer the following questions:

1. Have you ever heard about Nikola Tesla?

1. Nikola Tesla was born in __________.

b. Reread the paragraph and match the headings to the paragraphs.

a. Watch the video about a fabulous grilled cheese sandwich.

Taken and adapted from: https://learnenglish.britishcouncil.org/articles/

a. Find out the meaning of the underlined words.

I Used To Drive To Work Every Day

Adapted from: http://comeniusproject-elay.blogspot.com/2009/05/leisure-

________Playing music or listening to music is another leisure activity young

3. Share your answers with the class.

1. Work in groups of three.

After working in this Unit you will be able to:

READING AND LISTENING

In pairs, answer orally the following questions:

b. Read the introduction and check your answers.

1. Who listened to Shahrazad’s first story?

• What did you see in the picture?

Taken from: https://www.youtube.com/watch?v=dacJJGACzvM

I Don’t Believe in Paranormal, but….

a. What does ‘paranormal’ mean?

a. What is the ideal environment for a Ouija board?

c. Why did he leave his brother alone in the room?

d. What did they do with the Ouija board?

an apparition, terrified, gloomy, a UFO, desolate, petrified , shuddering, spooky,

Vocabulary Practice. 5-minute challenge. You’re not allowed to write.

Video taken from: https://www.youtube.com/watch?v=liDvSzJ-AMM

Andrew: I think your friend Margaret is very _____________________________

Man: I think your grandmother is very _________________.

Interviewer 1: Who’s one of your favorite people?

Interviewee 3: One of my favorite people? My mother. She’s a very kind person,

Interviewee 4: My English teacher. Like, she’s really smart and she’s so

Interviewee 5: My favorite person ___________________ is my grandfather.

WATCH AND LISTEN

Taken and adapted from: https://www.trueghosttales.com/stories/short-ghost-

a. Read the following text.

Circle the best alternative for each question.

1. The expression ‘brings chills down my spine’ underlined in paragraph 1 is used by

5. In the last paragraph Miles DOES NOT state that…

Once upon a time there was a/an _____. The

It was a ______ situation because the _

Finally the could ____ and so, he/ she

. He was . She saw him . He apologi-