Intermediate 3
Sunday Tuesday 18:30-20:00
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The Messages by the Teacher:
Session 20
Unit 8: Reading
⚓UNIT 8: VOCABULARY STOP
1. c2. f
3. e
4. b
5. a
🔊Unit 8: Listening
Audio Script
Daniel
I gotta admit. I love living in this remote-control world. But it gets a little out of hand. I have five remotes on my coffee table at home right now. I've got one for the TV, one for the VCR, one for the cable, one for the stereo, one for the CD player and last weekend my roommate bought a new air conditioner and guess what? It comes with a remote. So, we've got six remotes sitting on the table. That means there is always one in the couch somewhere. One behind the couch. I mean. It's just amazing. You can never really find the one you need. So, it's just quicker to get up and do it yourself.
Now Rosa
This is something that has bothered me for a long time. And it's when you have a complaint, you call customer service and they give you a recorded message. First, if you press one, you can have this option. If you press two, you can have this option. No, I don't want any options. I want to speak to a person. And then when they switch you over to a person, you get disconnected. Has this ever happened to you? It drives me nuts.
Now Susan
Well, I've got this nifty new cell phone. And let me tell you I love cell phones. I love being able to walk down the street and call anybody. But I've got this cell phone with voice activated dialing. So, all you have to do is say "call home". And it dials it for you. "Call Larry" and it dials the number for you. So last week, I was walking down the street and I said "call home". And it called my mom. And then I said "Call Larry". And it called Harry So, I've stopped using voice activated dialing.
Finally, Fredrick
So, I needed to get some money. So, I went to an ATM with my cash card and I went up to the ATM put the card in, typed in my PIN number to get the money and it said the PIN was wrong. So, I typed it in again. And it said it was wrong again. I couldn't believe it. So, I tried it a third time and the machine ate my card. Well, suddenly I realized that I had put in the wrong card. So obviously the number didn't work. I had the wrong card in the machine. It was so frustrating.
Answer Key
∎Daniel ⇨ Remote control ⇨ There are too many of them. You can never find the one you need.
∎Rosa ⇨ Answering Machine ⇨ You get a recorded message every time you call.
∎Susan ⇨ Cell phone ⇨ The voice activated dialing system dials the wrong number.
∎Frederick ⇨ ATM ⇨ You may put in the wrong card and type in the wrong PIN number.
Summary
Daniel talks about how he loves using remote controls but finds it frustrating to manage six different remotes for various devices. Rosa complains about the annoyance of automated customer service systems that disconnect you when you finally reach a human. Susan shares her experience with a voice-activated cell phone that often misdials, leading her to stop using the feature. Fredrick recounts his frustrating experience at an ATM where he used the wrong card, causing the machine to eat his card.
📖Unit 8: Workbook
EXERCISE A1. legality
2. disconnect
3. genetic
4. privately
5. complaint
6. frustrated
EXERCISE B
1. grateful
2. suing
3. privacy
4. suspected
5. nifty
6. complaint
EXERCISE C
1. portable
2. portable
3. handy
4. handy
5. handy
6. portable
EXERCISE D
1. by
2. until
3. until
4. by
5. By
6. until
EXERCISE E
1. for
2. until
3. for
4. in, on
5. on, at, at
6. by
EXERCISE F
1. how long he had been out of prison
2. if he had worked since then
3. if he had seen him recently
4. who else gave him money
5. how long he had known Steven
6. if his sister gave him money
EXERCISE G
1. Ok
2. humor
3. told
4. Ok
5. Ok
6. Ok
7. until
8. if
9. said
10. laugh/laughing
EXERCISE H
1. Example
2. A: How long will they swim?
B: They will swim until noon.
3. A: How long will Harry stay in bed?
B: He will stay in bed until 10:00.
4. A: When will the car be ready?
B: It will be ready by Tuesday.
5. A: How long will Harriet study?
B: She will study until midnight.
6. A: When must Emma return the books?
B: She must return the books by the end of the week.
✍Homework:
❓Seven Questions on the Reading of Unit 8🗣️Summary of the Reading in Unit 8
📖Workbook (Unit 8)
Session 19
Unit 8: Grammar
8.1
They used to live at 10 Elm Street.
They used to live in Germany.
They used to live in Japan.
They used to live in Esfahan.
They used to live on Palm Avenue.
8.4
You can have them until next Friday.
You can stay out until ten o'clock.
You can work on it until October 1st.
You can study for it until next week.
You can live there until next January.
8.5
That is for four hours.
That is for one day.
That is for two months.
That is for forty-five minutes.
That is for three months.
8.7
He asked me how old I was.
He asked me where I had gotten married.
He asked me how long I had been married.
He asked me how many children I had.
He asked me how much I got paid.
8.8
They were passed out.
It was locked up.
It was used up.
It was broken down.
It was put on.
8.9
But finally, she made him apologize.
But finally, she made him reveal it.
But finally, she made him hold it.
But finally, she made him accept it.
But finally, she made him sue them.
8.10
It's important not to cause bad feelings.
It's important to always tell the truth.
It's important not to hurt their feelings.
It's important not to invade their privacy.
It's important to be polite.
Unit 8: Reading
✍Homework:
❓Five Questions on the Dialog of Unit 8🗣️Summary of the Dialog in Unit 8
Session 18
Unit 7: Workbook
EXERCISE A1. bankruptcy
2. glorious
3. explosion
4. evidence
5. linguistic
6. investment
EXERCISE B
1. causes
2. contrast
3. awarded
4. deserves
5. will
6. fame
EXERCISE C
1. imaginative
2. imaginative
3. imaginary
4. imaginary
5. imaginative
6. imaginary
EXERCISE D
1. be
2. tell
3. sing
4. not arrive
5. talk
6. become
EXERCISE E
l. be allowed
2. mail
3. be
4. be named
5. attend
6. take
EXERCISE F
1. Example
2. John's father insists that he be back home by 8 0'clock.
3. We strongly urge that you not interfere in this matter.
4. The doctor has suggested that the patient take a long vacation.
5. The governor has proposed that a new highway be built.
6. It is absolutely necessary that you not tell anyone about this matter.
EXERCISE G
1. take
2. get
3. that he begin
5. vital
6. follow
7. OK
8. Ok
9. Ok
10. painting
11. possibly
12. Ok
EXERCISE H
1.
Example
2.
A: What is necessary for Emma to do if she wants to get the job?
B: It is necessary that she apply for it as soon as possible.
3.
A: What is necessary for Peter to do if he wants to lose weight?
B: It is necessary that he not eat rich foods.
4.
A: What is necessary for Eileen to do if she wants to get up early?
B: It is necessary that she not stay up late.
5.
A: What is necessary for Chris to do if he doesn't want to make his father angry?
B: It is necessary that he return home sooner.
6.
A: What is necessary for George to do if he wants to run faster?
B: It is necessary that he exercise more.
Unit 8: Vocabulary
Unit 8: Dialog
✍Homework:
❓Seven Questions on the Reading of Unit 7🗣️Summary of the Reading in Unit 7
📖Workbook (Unit 7)
Session 17
Unit 7: Grammar
The Subjunctive Structure
Adjective of Urgency + That-Clause
That-Clause => a noun clause which starts with "that"
Point:
If an adjective of urgency is followed by a that-clause, we should use the simple form of the verb in the that-clause. This simple form of the verb is the subjunctive structure.
Examples:
It is necessary that the students be on time.
It is essential that the students not be late.
It is important that John study hard.
It is vital that we not waste our time.
It was advisable that Michael drive more carefully.
It was desirable that Michael not drive carelessly.
Point:
If other adjectives are followed by a that-clause, we must not use the subjunctive structure.
Examples:
It is clear that John studies hard.
It was obvious that John didn’t waste his time.
Verb of Urgency + That-Clause
Point:
If a verb of urgency is followed by a that-clause, we should use the simple form of the verb in the that-clause. This simple form of the verb is the subjunctive structure.
Examples:
The teacher advised that Tom study hard.
The teacher insisted that the students not be late.
Mr. Roberts recommends that we not put all our eggs in one basket.
The commander ordered that the soldiers attack the enemy.
Point:
If other verbs are followed by a that-clause, we must not use the subjunctive structure.
Examples:
I believe that John studies hard.
I think that John doesn’t waste his time.
7.2
It is vital that we act at once.
vital = necessary
It is advisable that she wait.
It is vital that he study hard.
It is necessary that I study hard.
It is desirable that he make a will.
7.3
Is it necessary that she have experience?
Is it necessary that they wear formal clothes?
Is it necessary that I get a visa?
Is it necessary that he have good credit?
Is it necessary that we be on time?
7.5
It is necessary that he not be late.
It is desirable that she not do it.
It is vital that you not forget it.
It is essential that they not ignore their homework.
It is important that we not fail the course.
7.7
She insisted that he go to the party.
She suggested that they take a vacation.
She insisted that we pay the rent that day.
She suggested that I see a specialist.
She suggested that he take an aspirin.
7.10
No, I insisted that he not become one.
No, I suggest that she not ask for it now.
No, I ordered that his salary not be cut.
No, I recommend that they not sell it.
No, I asked that it not be stopped.
Unit 7: Reading
Alfred Nobel, the great Swedish inventor and industrialist, was a man of many contrasts. He was the son of a bankrupt, but became a millionaire; a scientist with a love of literature, an industrialist who managed to remain an idealist. He made a fortune but lived a simple life, and although cheerful in company, he had a tendency to be sad in private. A lover of mankind, he never had a wife or family to love him; a patriotic son of his native land, he died alone on foreign soil. He invented a new explosive, dynamite, to improve the peacetime industries of mining and road building, but saw it used as a weapon of war to kill and injure his fellow men. During his useful life he often felt he was useless. "Alfred Nobel," he once wrote of himself, "ought to have been put to death by a kind doctor as soon as he entered life." World famous for his works, he was never personally well-known, for throughout his life he avoided publicity. "I do not see," he once confessed, "that I have deserved any fame and I have no taste for it." But since his death, his name has brought fame and glory to others.
He was born in Stockholm on October 12, 1833 but moved to Russia with his parents in 1842, where his father, Immanuel, evidently made a strong position for himself in the engineering industry. Immanuel Nobel invented the land mine and made a lot of money from government orders for it during the Crimean War but went bankrupt soon after. Most of the family returned to Sweden in 1859, where Alfred rejoined them in 1863, beginning his own study of explosives in his father's laboratory. He had never been to school or university but had studied privately and by the time he was twenty, he was a skillful chemist, and an excellent linguist, speaking Swedish, Russian, German, French, and English. Like his father, Alfred Nobel was imaginative and inventive, but differed from him showing more financial sense. He was quick to see industrial openings for his scientific inventions and invested in over 80 companies in 20 different countries. Indeed, his greatness lay in his outstanding ability to combine the qualities of an original scientist with those of a forward-looking industrialist.
But Nobel's main concern was never with making money or even with making scientific discoveries. Seldom happy, he was always searching for a meaning to life, and from his youth had taken a serious interest in literature and philosophy. Perhaps because he could not find ordinary human love — he never married — he came to care deeply about the whole of mankind. He was always generous to the poor, "I'd rather take care of the stomachs of the living than the glory of the dead in the form of stone memorials," he once said. His greatest wish, however, was to see an end to wars, and thus peace between nations, and he spent much time and money working for this cause until his death in Italy in 1896. His famous will, in which he left the funds from his estate to award prizes for outstanding works in physics, chemistry, physiology, medicine, literature, and peace, is a permanent memorial to his interests and ideals. And so, the man who felt he should have died at birth is remembered and respected long after his death.
Sample Summary:
Alfred Nobel was a Swedish inventor and industrialist known for his many contrasts. He was born into a poor family but became very rich. Despite his success, he lived simply and was often sad in private. Nobel invented dynamite, which was meant to help in construction but was also used in wars. He never married or had children, and although he was very useful, he often felt useless. Nobel was interested in literature and philosophy and wanted to see world peace. He left his fortune to establish the Nobel Prizes, which honor achievements in various fields. He is remembered for his contributions long after his death.
✍Homework:
❓Five Questions on the Dialog of Unit 7🗣️Summary of the Dialog in Unit 7
Session 16
Unit 7: Vocabulary
Unit 7: Dialog
Dove is at a furniture store trying to find a sofa bed for one of her bedrooms.
Dove: Excuse me. I’m looking for a comfortable sofa bed for a guest room.
Salesman: Yes, ma’am. Look at this one. It’s on sale for $400.
Dove: Hmm… it’s pretty comfortable but not exactly what I had in mind.
Salesperson: I can assure you that this is an ideal choice for a guest room.
Dove: Yes, but I’m worried about the color. White gets dirty so easily.
Salesperson: Well, it’s essential that you remove any spots right away.
Dove: Still, I’ll have to think about it. It’s a big purchase.
Salesperson: Sure, I just hope you make the right decision.
Sample Summary:
Dove visited a furniture store in search of a sofa bed for her guest room. A salesman showed her a sofa bed priced at $400, highlighting its suitability for a guest room. Dove found it comfortable but had reservations about the color, expressing concern over the maintenance of a white sofa bed. The salesman advised prompt cleaning for any spots. Despite the salesman's assurances, Dove remained undecided, considering it a significant purchase and needing time to think it over. The salesman respected her decision-making process, hoping she would make a choice that she's happy with.
Sample Summary (Simple Version):
Dove went to a furniture store to find a sofa bed for her guest room. A salesman showed her one that cost $400 and said it would be great for a guest room. Dove thought it was comfortable but worried about keeping a white sofa bed clean. The salesman suggested cleaning any spots quickly. Even with his advice, Dove wasn’t sure and wanted more time to decide because it was an important purchase. The salesman understood and hoped she would make a choice she felt good about.
Unit 7: Vocabulary Stop
1. c2. a
3. b
4. e
Unit 7: Get Set
Alexander Graham Bell invented the telephone.Thomas Edison invented the lightbulb.
Karl Benz invented the first automobile (or car).
Unit 7: Listening
Audio Script
Interview One- Mr. Bell?
- Yes.
- What's this?
- It's called a telephone. It's a new word. "Tele" means long distance, and "Phone" means sound. There are two parts to it. One part you speak into, and the other part you listen to.
- Oh, and how do you use this telephone?
- Well, we don't need to send messages by telegraph anymore. With the telephone, we can actually speak to each other over long distances.
- Can I try it?
- Sure.
- Just go into the other room and pick up the telephone. Then we can continue this interview over the telephone.
- All right, if you are sure it's safe.
- Hello, ...
Interview Two
- So, Mr. Edison tell us about your new invention.
- Well, this is going to make a big difference in people's lives. It's going to make people's homes more pleasant and streets safer.
- Yes, I can see how the streets might be safer. What do you call your inventions?
- I call it an electric light bulb. Look, I'll show you how it works, I turn on the electricity and
- Wow, that's so bright.
- Yes, yes, it is. Now don't touch it.
- And, where will these light bulbs be used?
- Oh, at homes, in streets. They'll replace gas lighting. I am building a machine to make them in a factory. So that the price will not be expensive, soon every home will have them.
- So, the future is bright Mr. Edison.
Interview Three
- Mr. Benz?
- Humm.
- How does this vehicle work?
- Oh, yeah. I'll show you. It's called a motor car or an automobile. This motor in the back pushes the wheels around. The motor uses gasoline.
- And how do you control the direction?
- This handle here turns the front wheel. If you want to go to the right, you push it to the left.
- How fast does it go?
- Its top speed is almost 18 miles per hour.
- Humm, that's fast. Can I have a ride?
- Yes, yes, yes, absolutely. There's room for two people. I just ask my assistant to start the motor. Gustav. Very nice ha?
- Yes.
Answer Key
Alexander Graham Bell:
False
False
True
Thomas Edison:
True
False
True
Karl Benz:
True
False
False
Summaries:
Interview 1
In this interview, Mr. Bell introduces the telephone, explaining that “tele” means long distance and “phone” means sound. He describes the telephone’s two parts: one for speaking and one for listening. He highlights that, unlike the telegraph, the telephone allows people to speak over long distances. The interviewer then tries the telephone, continuing the conversation from another room.
Interview 2
In the interview, Mr. Edison introduces his new invention, the electric light bulb. He explains that it will improve people's lives by making homes more pleasant and streets safer. Edison demonstrates the brightness of the bulb and mentions that it will replace gas lighting in homes and streets. He is also working on a machine to produce the bulbs in a factory, making them affordable for everyone. The interviewer concludes by noting that the future looks bright with Edison's invention.
Interview 3
In this interview, Mr. Benz explains how his motor car works. The vehicle, called an automobile, has a motor in the back that pushes the wheels using gasoline. To control the direction, a handle turns the front wheel. The car can reach a top speed of almost 18 miles per hour. When asked for a ride, Mr. Benz agrees and mentions that the car has room for two people. He then asks his assistant, Gustav, to start the motor.
☕No Homework for Next Session
Session 15
Unit 6: Workbook
EXERCISE A1. potentially
2. vastly
3. expansion
4. dissimilar
5. accessible
6. incompatible
EXERCISE B
1. vital
2. pinpoint
3. Ultimately
4. significant
5. integrates
6. appealing
EXERCISE C
1. enormous
2. vast
3. vast
4. vast
5. enormous
6. enormous
EXERCISE D
1. Example
2. It was a great tragedy for them to lose their only son.
3. It is necessary for you to pinpoint the source of the problem.
4. It is important for a scientist to generate new ideas.
5. It is embarrassing for me to speak in public.
6. It won't be easy for us to get him to come to the meeting.
EXERCISE E
1. Example
2. It is wrong of them to give their children everything they want.
3. It was very generous of Rebecca to give a $100 bill to the poor man.
4. It was wise of Mr. Smith to expand his business by opening two more stores.
5. It was very kind of you to visit me when I was in hospital.
6. It was very intelligent of the little girl to ask the police for help.
EXERCISE F
1. Example
2. It is unfortunate that Emma hasn't been able to make any friends.
3. It is a fact that smoking can cause lung cancer.
4. It is a pity that some women do not earn equal pay for equal work.
5. It is a shame that Irene failed the entrance examination.
6. It is true that English is the language of business community throughout the world.
EXERCISE G
1. that
2. slipped
3. It
4. Ok
5. Ok
6. Ok
7. if
8. It
9. Ok
adrenalin /əˈdren.əl.ɪn/ = a hormone produced by the body, for example when you are frightened, angry, or excited, that makes the heart beat faster and prepares the body to react to danger
EXERCISE H
1. Example
2. A: Is it important to make eye contact when you are talking to someone?
B: Yes, it is important to make eye contact when you are talking to someone in our culture.
3. A: Is it appropriate to stand very close to people when you talk to them?
B: No, it's not appropriate to stand very close to people when you talk to them in our culture.
4. A: Is it customary to take off your shoes when you enter someone's house?
B: Yes, it's customary to take off your shoes when you enter someone's house in our culture.
5. A: Is it acceptable to ask people about how much they earn?
B: No, it's not acceptable to ask people about how much they earn in our culture.
6. A: Is it polite to speak a foreign language in front of people who don't understand it?
B: No, it's not polite to speak a foreign language in front of people who don't understand it in our culture.
UNIT 6: VOCABULARY STOP
1. d2. g
3. e
4. b
5. f
6. c
UNIT 6: Get Set
1. a, d, h2. b
3. e
4. c, g
5. f
6. i
Audio Script
John: Well, I love to watch TV. So, I'd like to see an invention that would allow us to watch programs anytime, you know what I mean? We wouldn't have to wait until the show is broadcast. Each TV screen would have a list on it, and you would order the program you want to watch, like ordering from a menu. You could watch any program at any time of the day. And I often fall asleep late at night while I'm watching TV. Then I miss the end of my program! It would be great if the TV could somehow have a system that would wake you up when you start to fall asleep. You know, you'd hear this voice from the TV shouting. "Wake up! You're falling asleep!" And the TV would somehow know that you were falling asleep. Well, on second thought, maybe some people wouldn't like this invention. They wouldn't be able to enjoy their nap with the TV screaming at them.Sandra: My car is always breaking down. I have so much trouble with it! I wish there were some kind of device that would monitor the different parts of your car. You know, some kind of machine that would tell you when the engine is not working well or if there are problems with the brakes. That way I wouldn't have to worry about my car. I could just take it to the garage right away and get it fixed. Oh, another idea: I drive to work. And I'm always sitting in traffic jams. I sometimes wish I had a special car, you know, one that could rise up ten or twenty feet in the air and just roll over the other cars. You know, everyone else would be sitting there, and I'd be gliding by overhead. Isn't that a weird thought? Well, uh.... these are the kinds of things I think about when I'm sitting in traffic!
Ted: My idea would be useful for when you get home hungry. Well, if you got home from work or school and you didn't want to cook, you'd have this cooking robot. You could program certain menus into the robot — each menu would have a number — and you could punch in that number. Then the robot would start cooking.... I mean, the robot would do everything! Oh yeah, and you could call the robot from an outside phone — from school or work, from your car, wherever — and the robot would start cooking. The meal would be ready by the time you got home. Wouldn't that be great? I'd probably stop filling up on junk food after school if I had a robot like that! Oh, I've got to go! I think my dinner's ready.
Answer Key
John
an invention for ordering TV programs
It would allow you to watch a program anytime, without having to wait for the show to broadcast.
a system on the TV to wake you up when you start to fall asleep.
A voice from the TV would wake you up if you fall asleep
Sandra
device to monitor car parts
It would tell you if the engine was not working well, or if there were problems with the brakes, so that you could get them fixed right away.
a car that could roll over other cars
It would rise up 20 feet in the air and roll over the other cars.
Ted
a cooking robot
It would cook for you while you were at work or school so that the meal would be ready by the time you got home.
Summary
John wishes for a TV that allows viewers to watch any program at any time, like ordering from a menu, and a feature that wakes you up if you fall asleep while watching. Sandra dreams of a device that monitors car issues and alerts you to problems, as well as a car that can rise above traffic jams. Ted imagines a cooking robot that can prepare meals when you call it from anywhere, ensuring a ready meal when you get home.
✍Homework:
❓ Seven Questions on the Reading of Unit 6🗣️ Summary of the Reading in Unit 6
📖 Workbook (Unit 6)
Session 14
6.3
It's her responsibility to look after the children.
It's his job to monitor the situation.
It's her duty to set the dinner table.
It's my goal to get good grades.
It's our plan to study medicine.
6.4
It's nice to pass the exam.
It's bad to have an accident.
It's bad to lose one's money.
It's nice to win the prize.
It's bad to get a ticket for speeding.
6.5
It was relaxing for Ted to take a vacation.
It was necessary for me to consult a doctor.
It will be exciting for Lorna to visit her teacher.
It is appealing for her to watch TV.
appealing = interesting
It will be easy for Jane to pass this class.
6.6
It was rude of them to ignore me.
It was foolish of me to drive fast.
It was nice of her to support me.
It was wrong of him to tell a lie.
It was stupid of me to believe him.
6.8
It made me happy that he told the truth.
It worried me that they were late.
It made me angry that she was selfish.
It shocked me that he said such things.
It upset me that I lost my ring.
6.10
Isn't it pleasing that they won?
Isn't it annoying that they went?
Isn't it amusing that they found out?
Isn't it upsetting that they got lost?
Isn't it disappointing that they left?
✍Homework:
❓Five Questions on the Dialog of Unit 6🗣️Summary of the Dialog in Unit 6
Session 13
Unit 5: Workbook
EXERCISE A1. minimize
2. incomprehensible
3. leadership
4. extensively
5. inflexible
6. persuasive
EXERCISE B
1. tendency
2. enhanced
3. impact
4. overbearing
5. accustomed
6. ambitious
EXERCISE C
1. domineering
2. dominant
3. dominant
4. domineering
5. domineering
6. dominant
EXERCISE D
1. b
2. a
3. a
4. b
5. a
6. b
EXERCISE E
1. have (get), done
2. have (get), cleaned
3. have (get), looked at
4. to have (to get), painted
5. had (got), designed
6. have (get), delivered
EXERCISE F
1. Example
2. I can have (get) them dry-cleaned.
3. you had (got) it serviced.
4. he had (got) his back teeth taken out.
5. I would have (get) them fixed properly.
6. I have (get) my shirts ironed by my housekeeper.
EXERCISE G
1. Ok
2. Ok
3. built
4. spirits
5. Ok
6. was
7. done
8. Ok
9. work
10. Ok
EXERCISE H
1. Example
2. A: Where can Tom have someone repair his bicycle?
B: He can have it repaired at the Miracle Garage.
3. A: Where can Amanda get someone to clean her carpet?
B: She can get it cleaned at the Carpet World.
4. A: Where can Sheila have someone dry-clean her dress?
B: She can have it dry-cleaned at the Dream Clean.
5. A: Where can Mary have someone tell her fortune?
B: She can have it told at Madame Vava's.
6. A: Where can Helen get someone to mend her shoes?
B: She can get them mended at the Kwik Fix.
Unit 6: Dialog
Jackie and Nancy Poe are talking about their bills that have been piling up.
Nancy: Look at all these bills. How can we ever pay them?
Jackie: You're right. It's difficult to make ends meet these days.
Nancy: It really is. What do we do now?
Jackie: Apparently, we'll have to do without something.
Nancy: Ok, but what's on your mind?
Jackie: Well, we can sell the car and use public transportation or walk.
Nancy: Isn't there any other way we can cut down on expenses?
Jackie: Let's sleep on it. Things always look better in the morning!
Sample Summary:
Jackie and Nancy Poe are worried about their bills. Nancy asks how they can pay them, and Jackie suggests selling their car and using public transportation or walking. Nancy wonders if there are other ways to save money, and Jackie says they should think about it and decide in the morning.
✍Homework:
❓Seven Questions on the Reading of Unit 5🗣️Summary of the Reading in Unit 5
📖Workbook (Unit 5)
Session 12
5.3Maybe to have her teeth checked.
Maybe to have his hair cut.
Maybe to have her clothes ironed.
Maybe to have her dress made.
Maybe to have his body checked.
5.5
He went there to have his suit made.
He went there to have his watch mended.
They took their radio there to have it repaired.
He went there to have his hair cut.
I went there to have a ring made.
5.7
I got the dinner prepared.
I got the letter sent.
I got the elevator repaired.
I got the report typed.
I got the sweater made.
5.8
I got the newsreader to read the news.
I got him to wash my car.
I got the painter to paint the house.
I got her to arrange the workshop.
I got the watchmaker to mend my watch.
mend = repair, fix
5.9
No, she is going to get them made.
No, she is going to get it serviced.
No, they are going to get it cut.
No, he is going to get it mended.
No, they are going to get them cleaned.
5.10
Won't you get it filled?
Won't you get them fixed?
Won't you get it repaired?
Won't you get them typed?
Won't you get it cut?
📖Unit 5: Reading
What is your birth rank? = Where do you stand in your family?
Psychologists have long been aware that birth order generally creates certain personality traits. Big brothers and sisters usually develop leadership tendencies early in life, mainly because of the responsibilities for younger siblings given to them by their parents. The danger, experts on family and child psychology report, is that if the older sibling takes that role to an extreme, he or she can become an overbearing and tyrannical adult.
be aware = know
personality = character
trait = characteristic
tend (v.) = incline
tendency (n.) = inclination, what you generally like to do or be
sibling = brother or sister
on = about
role = part
take sth to an extreme = go beyond the normal limits
overbearing = dictatorial
tyranny (n.) = oppression = unfair treatment of other people because of being more powerful than them
tyrannical (adj.) = oppressive = using, showing, or relating to the unfair and cruel use of power over other people in a country, group, etc.
Studies of nearly 3,000 people conducted by Walter Toman, former professor of psychology at Brandies University in Massachusetts, have found that, under normal circumstances, firstborns are usually the most strongly motivated toward achievement. This, he maintains, is mainly a result of parental expectations.
conduct = do, perform, carry out
former = previous
circumstance = condition
motivated (adj.) = very enthusiastic or determined because you really want to do something
achievement = accomplishment
maintain = insist, emphasize
This and other research suggest that firstborn children generally become more conservative than their siblings because they receive most of the parental discipline. Used to caring for others, they are more likely to move toward such leadership professions as teaching and politics. Less social and flexible because they became accustomed in the very early years to acting alone, they may have difficulty making close friends.
conservative ≠ liberal
Conservative people are usually against changes.
discipline (n.) = the system of rules and punishments to control a person or oneself
used to = accustomed to, in the habit of
care = look after, take care of
profession = job, career, occupation, vocation
politics = the art and science of governing a country
flexible ≠ inflexible
By contrast, researchers say later children are more likely to be more relaxed and sociable, and less inhibited than the eldest child because their parents were more relaxed. However, later children are often less ambitious and are uncomfortable making decisions for others, and will seek work that fits such needs. This, according to researchers, may help explain why younger siblings tend to favor the creative fields such as music, art, or writing.
By contrast = In contrast = On the other hand
likely = probable
inhibited = limited
ambitious = having a strong wish to be successful, powerful, or rich
seek = look for
favor (v.) = prefer
Later children often make good salespeople because persuasion may have been the only tool they had to counteract the power of the eldest. Younger children tend to remain forever "the baby", enjoyable to be around, and inspiring compassion; but they can become overdependent on others.
persuasion = the ability to convince other people
counteract = deal with, confront
compassion = kindness
over-dependent = much too dependent
dependent (on sb/sth) ≠ independent (of sb/sth)
While birth order is clearly only one of the many factors that affect development, its impact should not be underestimated. When people understand how their birth order causes them to react, they do not find change so threatening, says Lucille Forer, a clinical psychologist in Malibu, California, who has written extensively on the subject.
development = growth
impact = influence, effect
underestimate = think of sth less than what it really is
clinical = related to treating patients
extensively = a lot
An understanding of birth order can sometimes help a marriage work. Not long ago, Dr. Forer was working with a woman who had become so domineering that her marriage was in trouble. Once she understood her tendencies, Dr. Forer said, she could begin to modify her behavior.
domineering = bossy
modify = improve; correct
Maida Webster, a family therapist and school consultant in Norwich, Connecticut, recently conducted a workshop called "Birth Order Factor". She told of a husband and wife who complained bitterly about being let down by the other. Neither, it seemed, had taken over the leadership role that each had expected the other to assume. When it was pointed out that this was probably because each had been a younger sibling, they began to comprehend the problem.
therapy = treatment, cure
therapist = a person who treats people
psychotherapist = a psychologist who treats psychological disorders
consultant = adviser, counselor
Connecticut = a state in the USA => /kə`netikət/
bitterly = painfully, resentfully
let sb down = disappoint sb
neither = neither of them
assume = take over, adopt
point out = explain
comprehend = understand
"Is there an ideal combination for marriage?" Mrs. Webster was asked. Both at work and in personal relationships, she said, people seem to get along best when they repeat the patterns of childhood, which means that it helps to marry someone in a complementary position. In contrast, two people who were the eldest children can expect conflict.
get along with = have a good relationship with
pattern = a particular way in which something is done, is organized, or happens
complementary = different but useful or attractive when used together
conflict = fight
"Is there any best position in birth order?" asked someone else. Mrs. Webster said no, that there were benefits and disadvantages to all. However, she went on, recognizing tendencies can enhance opportunities to make the most of positive traits and minimize negative ones.
benefit = advantage
go on = continue
recognize = identify, know
enhance = improve
make the most of = make the best use of
minimize ≠ maximize
Sample Summary
Birth order can affect personality. Older siblings often become leaders because they have responsibilities early in life, but they can also become too bossy. Firstborns are usually ambitious because of high parental expectations. They are often conservative, disciplined, and like leadership roles, such as teaching or politics. They might find it hard to make friends because they are used to being independent. Younger siblings are usually more relaxed, sociable, and creative, as they face less pressure and discipline. They may not be as ambitious and often prefer jobs that don’t require leading others, excelling in creative fields or sales. Understanding birth order can help with personal growth and relationships. For example, in marriages, partners with different birth order positions get along better, while two firstborns might have conflicts. Recognizing and working with birth order tendencies can help people use their strengths and deal with weaknesses.
Unit 6: Vocabulary
access (n., v.)accessible (adj.)
appealing (adj.)
appliance (n.)
balance (n.)
boardroom (n.)
built-in (adj.)
CD-ROM (n.)
chip (n.)
complex (adj.)
compute (v.)
concept (n.)
connectivity (n.)
critical (adj.)
currently (adv.)
data (n.)
database (n.)
desktop (adj.)
device (n.)
diagnosis (n.)
the disabled (n.)
distance learning (n.)
DNA fingerprinting (n.)
do without (v.)
edutainment (n.)
endure (v.)
ensure (v.)
expand (v.)
flow (n.)
generate (v.)
glide (v.)
handheld (adj.)
identify (v.)
incompatible (adj.)
the information superhighway (n.)
integrate (v.)
interaction (n.)
interactive (adj.)
interpersonal (adj.)
inventory (n.)
meet (v.)
monitor (v.)
multimedia (adj., n.)
network (n.)
organization (n.)
organizer (n.)
otherwise (adv.)
PC (n.)
pile up (v.)
pinpoint (v.)
potential (n.)
prescribe (v.)
proliferate (v.)
range (v.)
site (n.)
sleep on something (v.)
store (v.)
take over (v.)
telecommute (v.)
traffic jam (n.)
transform (v.)
ultimately (adv.)
value (n.)
vast (adj.)
videoconferencing (n.)
vital (adj.)
Idioms and Expressions
in the red
make ends meet
✍Homework:
❓Five Questions on the Dialog of Unit 5🗣️Summary of the Dialog in Unit 5
Session 11
The Dialog of Unit 4 (Audio File)
Andy is going to run some errands on his lunch hour. He asks his friend if he needs anything.
Andy: I’m going downtown. Can I get you anything while I’m out?
Bob: Do you think you might go by a drugstore?
Andy: I could. What would you like?
Bob: Please have this prescription filled for me.
Andy: Sure, I’d be glad to. Is that all?
Bob: No, just one more thing. Please drop off this film at a camera shop.
Andy: Ok, should I have it developed?
Bob: Yeah, I’d really appreciate it. I’ve been meaning to take it for a month.
Sample Summary:
Andy plans to run errands during his lunch break. He is going downtown. He asks his friend Bob if he can do anything for him there. Bob wants Andy to have a prescription filled at a drugstore. He also asks him to drop off a film at a camera shop to be developed. Andy agrees to do them for Bob.
Unit 4: VOCABULARY STOP
1. d
2. c
3. b
4. e
🎧Unit 4: Listening
Audio Script
Norm: Sandy, before I go out, could I go over the list and see if there's anything else you need?
Sandy: Mm, yes. OK ... looks good, that's about everything. Now, you're sure you don't mind going?
Norm: Nah, I don't mind at all. Matter of fact, I like grocery shopping. This'll give me a chance to get a little exercise.
Sandy: OK, good. I really do appreciate it.
Norm: Oh, nothing to it. Let me just check this list. Uh.... first thing is...loaf of bread. (Mmhmm) OK. Let's see... where do I get the bread, at the supermarket?
Sandy: Actually, no. I would like you to go to Cantor's Bakery. They have wonderful baked goods!
Norm: Sounds great! How do I get there?
Sandy: Well, it isn't far from here. None of these stores are. You just walk down my street, Willow, about a block and a half, until you get to Main Street. Then you turn right. Now, don't cross Main
Norm: Don't cross Main
Sandy: Right, because it's on this side, almost at the corner where Willow and Main meet.
Norm: OK, I got it. (OK.) Next on the list says, uh... three pounds of apples.
Sandy: Mm-hmm. Now, there's a place called Farmer's Market on Main Street, where most of these stores are. It's about a block farther down from Cantor's (Farther down from Cantor’s. ...) just, yeah, just before Bay Street. So, if you go to Bay Street, you'd know you've gone too far.
Norm: Is it on the same side of the street as Cantor's?
Sandy: Right. Yeah.
Norm: OK, I got it. Now, let's see... list says... you need a pound of cheddar cheese. Sandy: Yes, you can get that at Farmer's Market, too, or you can just go down the street to the supermarket and get the rice, coffee, rest of the things that are on the list there. Norm: Tell me how I get to the supermarket.
Sandy: OK. Now, that's two blocks farther up on Main Street from the Farmers Market, on the opposite side of the street.
Norm: On the other side.
Sandy: Right. You can't miss it. It takes up almost the entire block.
Norm: OK, I got that.
Sandy: Good, Oh, um... did I put toothpaste on the list?
Norm: Wait a minute, let me see... .um... um... Yeah. Tube of toothpaste is on the list.
Sandy: Oh, good. Now, you can get that at the supermarket, too.
Norm: Hey, Sandy, you mentioned you wanted a registered letter picked up at the post office...
Sandy: Oh yes. Uh.. .here's the receipt. Now, from the supermarket you should go back to Bay, then turn left, and go over on Bay one block.
Norm: One block. Uh-huh.
Sandy: Yeah. On the right is the post office. It's on the corner of Bay and Fulton.
Norm: Hey, that sounds easy. I think I've got it straight. See you in an hour or so.
Norm: Sandy: OK, good, and thanks, Norm. See you later. No problem. See you.
Answer Key
1. Loaf of bread: Cantor's Bakery
2. Apples: Farmer's Market
3. Cheddar cheese: Farmer's Market
4. Rice: Supermarket
5. Coffee: Supermarket
6. Milk: Supermarket
7. Toothpaste: Supermarket
8. Registered letter: The post office
Summary of the Listening Exercise
Norm asks Sandy if there’s anything else needed before he goes out. Sandy checks the list and says everything looks good. Norm doesn’t mind going shopping and likes it for the exercise. Sandy appreciates it. Norm checks the list: he needs to get bread from Cantor’s Bakery, apples from Farmer’s Market, and other items like rice and coffee from the supermarket. Sandy gives directions to each place. Norm also needs to pick up a registered letter from the post office. Sandy gives directions to the post office as well. Norm feels confident about the tasks and leaves. Sandy thanks him.
A Short Story Using Mainly the Causative Structure:
The Magic Pen
Lily had a magic pen that could make anything happen. One day, she made her brother clean his room. Then, she had her dog fetch the newspaper. Feeling adventurous, she got her friends to join her for a treasure hunt. They found a map that led them to a hidden cave. Inside, Lily made the pen reveal a chest full of gold. She let everyone take a piece, making them all very happy.
☕No Homework for Next Session
Session 10
Workbook: Unit 4
EXERCISE A1. weaken 2. collision 3. unlikely 4. inefficiency 5. concentration 6. penetration
EXERCISE B
1. liable 2. pampered 3. breath 4. insured 5. annual 6. further
EXERCISE C
1. both 2. clean 3. pure 4. pure 5. both 6. pure 7. pure 8. clean 9. pure
EXERCISE D
1. have 2. makes 3. got 4. get 5. make 6. had
EXERCISE E
1. feel 2. set 3. come 4. work 5. to say 6. send
EXERCISE F
1. Example
2. Daniel got some kids to clean out his garage.
3. My boss made me rewrite the report because he wasn't satisfied with it.
4. We had a professional photographer take our wedding photographs.
5. I got my twin brother to go to class for me because I had a headache.
6. Nancy had a painter paint her house before she went on a journey.
EXERCISE G
1. to wear 2. wear 3. Ok 4. Ok 5. Ok 6. suffer 7. brilliant 8. Ok 9. Ok 10. expand 11. forgotten
EXERCISE H
1. Example
2. A: Jim's shoes are dirty. What do you think he should do?
B: He should have a shoemaker polish them.
3. A: Bill's hair is too long. What do you think he should do?
B: He should have a barber cut it.
4. A: Sue's eyes are weak. What do you think she should do?
B: She should have an oculist examine them.
5. A: Mark's trousers are long. What do you think he should do?
B: He should have a tailor shorten them.
6. A: Mary's watch has stopped. What do you think she should do?
B: She should have a watchmaker mend it.
🔊Listening: Unit 4
VOCABULARY STOP1. f 2. g 3. h 4. e 5. a 6. b 7. c 8. i 9. j 10. d
Get Set
1. C 2. A 3. D 4. B
LISTEN TO IT
A. 3 B. 5 C. 6 D. 1 E. 2 F. 4
Audio Script
One
There has been an accident on North Bound Route 101. A truck is overturned and the traffic is very congested. So, keep away from 101 North until further notice.
Two
Traffic is moving smoothly today on the Kennedy Bridge. Traffic is unusually light. There are very few cars on the bridge at this time.
Three
The new Harbor Bridge is very busy today. Traffic is moving very slowly across the bridge. It's bumper to bumper. So, avoid the bridge if you can.
Four
There has been a traffic accident on Water Gate Drive. It looks like two cars had a head-on collision. There are also a couple of ambulances there. So keep away from Water Gate Drive.
Five
Highway 25 is closed for repairs today. So better stay away from there. No traffic will be allowed on Highway 25 all day.
Six
Don't forget. It's the annual Marathon today. Right now there are hundreds of runners on the road. Pine Street and all the streets from Pine through Oak are closed until 2 P.M.
New Words and Expressions:
1. North Bound: In the direction towards the north.
2. Overturned: Flipped over onto its side or roof.
3. Congested: Overcrowded with traffic, causing slow movement.
4. Smoothly: Without any problems or delays.
5. Bumper to bumper: Very close together, with little space between vehicles, often causing slow movement.
6. Head-on collision: An accident where two vehicles hit each other directly from the front.
7. Annual Marathon: A yearly long-distance running race.
8. Pine through Oak: Refers to all the streets between Pine Street and Oak Street.
Unit 5: Vocabulary
accustomed (adj.)achievement (n.)
ambitious (adj.)
assume (v.)
bitterly (adv.)
circumstance (n.)
compassion (n.)
complementary (adj.)
comprehend (v.)
conduct (v.)
conflict (n.)
conservative (adj.)
consultant (n.)
counteract (v.)
coupon (n.)
develop (v.)
discipline (n.)
domineering (adj.)
dye (v.)
enhance (v.)
entire (adj.)
errand (n.)
expectation (n.)
extensive (adj.)
favor (v.)
fill (v.)
firstborn (n.)
flexible (adj.)
get along (v.)
impact (n.)
inhibited (adj.)
inspiring (adj.)
leadership (n.)
maintain (v.)
minimize (v.)
modify (v.)
motivated (adj.)
over (prefix)
overbearing (adj.)
parental (adj.)
pattern (n.)
persuasion (n.)
persuasive (adj.)
point out (v.)
registered (adj.)
relationship (n.)
schedule (v.)
sibling (n.)
social (adj.)
tendency (n.)
therapist (n.)
tool (n.)
trait (n.)
tyrannical (adj.)
underestimate (v.)
workshop (n.)
Idioms and Expressions
by contrast
by contrast
get sth straight
nothing to it
there's nothing to it
Point
Please use Microsoft's copilot or Chat-GPT and extract the meanings, synonyms, antonyms, and examples.The Vocabulary of Unit 5 in American English
The Vocabulary of Unit 5 in British English
✍Homework:
❓ Seven Questions on the Reading of Unit 4🗣️ Summary of the Reading in Unit 4
📖 Workbook (Unit 4)
Session 9
4.2
So they had him study medicine.
So they had him study botany.
botany = the scientific study of plants
So they had her study philosophy.
So they had him study physiology.
physiology = the scientific study of human body and its organs
So they had her study biology.
4.3
He had us write our names on the answer sheets.
He had us listen carefully during the oral test.
He had us follow directions closely.
He had us begin every sentence with a capital letter.
He had us make up titles for our compositions.
4.6
They made her make a vow.
They made her work for them.
They made her insure her house against fire.
They made her study biology.
They made him graduate earlier.
4.8
They got her to study physics.
They got me to overwork.
They got us to insure our car.
They got him to take drugs.
They got me to appoint a new secretary.
4.10
You will never get him to understand.
He should get Mr. Poe to sign the documents.
I can't get her to talk at all.
I will get Andrew to give you a call.
I can't get the car to start.
✍Homework:
📖 Five Questions on the Dialog of Unit 4🗣️ Summary of the Dialog in Unit 4
Session 8
Unit 3: Workbook
EXERCISE A1. determination
2. practical
3. unskilled
4. merely
5. appointment
6. honorable
EXERCISE B
1. sturdy
2. spectacles
3. mounted
4. possess
5. pupils
6. ridiculous
EXERCISE C
1. search
2. seek
3. seek
4. search
5. search
6. seek
EXERCISE D
1. over
2. over
3. into
4. out, on
5. into
6. out
EXERCISE E
l. found out
2. left out
3. passed out
4. throw away
5. put off
6. go on / keep on
EXERCISE F
I. Example
2. All right, I'll turn it off.
3. All right, I'll look it up.
4. All right, I'll look after them.
5. All right, I'll throw them away.
6. All right, I'll call them off.
EXERCISE G
1. Ok
2. up
3. it over
4. Ok
5. Ok
6. Ok
7. Ok
8. Ok
9. Ok
10. them together
11. it in
12. erupt
13. Ok
14. up
15. Ok
EXERCISE H
1. Example
2. A: Is Martin looking for his glasses?
B: Yes, he's looking for them.
3. A: Is Sheila thinking about her trip to Paris?
B: Yes, she's thinking about it.
4. A: Is Joe trying on a new suit?
B: Yes, he's trying it on.
5. A: Is Mrs. Collins passing out the exam papers?
B: Yes, she's passing them out.
6. A: Is Betty waking up her father?
B: Yes, she's waking him up.
List of the New Words in Unit 4
accumulation (n.)
announcement (n.)
annual (adj.)
ban (v.)
bend (n., v.)
breath (n.)
breathe (v.)
caption (n.)
chew (v.)
collision (n.)
concentrate (v.)
congested (adj.)
congestion (n.)
cop (n.)
cut down on something (v.)
document (n.)
Drive (n.)
drug (n.)
gull (v.)
emphysema (n.)
enjoyment (n.)
evil (n.)
further (adj.)
gum (n.)
head-on (adj.)
illegal (adj.)
impurity (n.)
inefficiency (n.)
inefficient (adj.)
inhale (v.)
insure (v.)
irritate (v.)
liable (adj.)
license plate (n.)
light (adj.)
likelihood (n.)
lining (n.)
march (v.)
membrane (n.)
off (adv.)
on (prep.)
overturn (v.)
overwork (v.)
pamper (v.)
passage (n.)
penetrate (v.)
penetration (n.)
pose (v.)
respiratory (adj.)
rock (n.)
sinus (n.)
slippery (adj.)
smoothly (adv.)
subsequent (adj.)
supply (v.)
switch (v.)
tar (n.)
weaken (v.)
Idioms and Expressions
in turn
Point
Please use Microsoft's copilot or Chat-GPT and extract the meanings, synonyms, antonyms, and examples.The Vocabulary of Unit 4 in American English
The Vocabulary of Unit 4 in British English
The Dialog of Unit 4
A traffic cop follows Paul and orders him to pull over.
Paul: Why did you stop me, officer?
Policeman: You know why? You were driving without a front license plate.
Paul: I’m sorry, it fell off. I haven’t had time to have someone fix it.
Policeman: Could I see your driver’s license, please?
Paul: Well… er… it’s at home, I’m afraid.
Policeman: Mmm. Your insurance? Is the car insured?
Paul: Yes, but I don’t have my insurance documents on me.
Policeman: Then bring your license and documents to the police station within seven days.
The traffic police tows the car away.
Sample Summary:
Paul gets pulled over by a traffic cop for not having a front license plate. When asked for his driver’s license and insurance documents, Paul admits he doesn’t have them with him. The policeman instructs Paul to present his license and insurance at the police station within a week. Ultimately, the traffic police tow Paul’s car away due to the missing documents and license plate.
Homework:
❓ Seven Questions on the Reading of Unit 3🗣️ Summary of the Reading in Unit 3
📖 Workbook (Unit 3)
Session 7
Unit 3: Grammar Exercises
3.2John filled out the form.
The students are talking about their plans.
Janet gave back my book.
The plane took off.
I couldn't get up.
3.3
He went over them.
She ran into her.
We thought of it.
He never thinks about them.
I pointed to it.
3.4
He told me not to listen to him.
He told me to get over it.
He told me not to talk about them.
He told me to refer to him/her.
He told me not to wait for it.
3.5
The lesson was gone over.
My ankle was looked at.
Betty was laughed at.
The case was looked into.
I was counted on.
3.6
Yes, he tried them on.
Yes, they gave it away.
Yes, she turned it down.
Yes, he/she handed them out.
Yes, he put it out.
3.7
She threw it away.
He put it out.
We looked them up.
She put them on.
She passed them out.
3.8
Was the red bicycle picked out?
Were the children brought up?
Was the dictionary picked up?
Were the errors left out?
Was the meeting called off?
3.9
John talked about it.
Mrs. Smith woke her up.
The students waited for it.
Mary is calling her up.
They all laughed at her.
3.10
I don't know who is putting it on.
I don't know who has used it up.
I don't know who is talking to him/her.
I don't know who called it off.
I don't know who has learned about it.
✍Homework
❓ Five Questions on the Dialog of Unit 3🗣️ Summary of the Dialog in Unit 3
Session 6
The Dialog of Unit 3 (Audio File)
On the Plane
There is a very nervous teenage girl on the plane. It must be her first flight as she seems unusually worried.
Teenager: Oh, my God! Why has this sign been turned on?
Flight Attendant: It’s the seat belt sign. Please return to your seat and fasten your belt.
Teenager: Ooh! Is the plane going to crash??
Flight Attendant: Of course it isn’t. This is simply a routine procedure.
Teenager: Are you just trying to make me feel better?
Flight Attendant: No, really, there isn’t any problem. We’ve just run into a little bad weather.
Teenager: Oh, well, when can I take off my seat belt?
Flight Attendant: You can take it off as soon as the light overhead goes off.
Teenager: Thank you. This isn’t so bad after all.
Sample Summary:
In this dialog, a very nervous teenage girl on a plane expresses her concern about the seat belt sign being turned on. The flight attendant reassures her that it’s routine and not a cause for alarm. The teenager questions whether the plane is going to crash, and the flight attendant explains that they’ve encountered some bad weather. The teenager eventually feels better and asks when she can remove her seat belt, to which the flight attendant responds that she can do so once the overhead light goes off. The reassurance helps ease the teenager’s anxiety during her first flight.
UNIT 3: VOCABULARY STOP
1. d
2. c
3. e
4. f
5. a
Unit 3: Listening
Audio Script
Pencorder
- Thank you, thank you, ladies and gentlemen and welcome to great ideas. The show where we find out about incredible products. But first, let's say hello to our old friend, Bob London. Hi, Bob.
- Hi, Stan.
- Hey, that's a nice pen you have there.
- Yes, it is, isn't it? But it's not just a pen. It's a pencorder.
- A what?
- It's called a pencorder. It's a pen and a voice recorder. Here, let me show you what I mean. Now, I'm going to press this red button at the top of the pen.
- OK.
- Now, you tell us the phone number that viewers have to call to order a product from great ideas.
- Sure, it's 1800-555-1234.
- OK, now listen.
- It's 1800-555-1234.
- Wow, it recorded my voice.
- Right. Now, every time I have to remember a phone number or an address, I just record it on my pencorder. It records up to 20 seconds of messages and if I wanna write something down. The pencorder also works as a pen.
- Wow. Bob what a great idea. Hey just one more question Bob. How much is the pencorder?
- Well, usually the pencorder is $29.95. But today it's on sale for $19.95.
That's incredible.
Safe-T-Man
- Thank you. Thank you, ladies and gentlemen. Here is Melisa.
- Hi, Melisa. (crowd)
- Hi, Melisa. Do you have another great idea for us?
- Yes, I do Stan.
- Good, Good. But first of all, can you tell who's that guy sitting over there by the window.
- Oh, he is my Safe-T-Man.
- Your Safe-T-Man.
- Safe-T-Man. He may look human but he is not. He is an artificial man. He weighs less than 10 pounds.
- And just what does he do?
- He just sits there and keeps me safe. You know I live alone and my neighborhood isn't very safe. Well, burglars will go away when they see my Safe-T-Man sitting by the window. They'll think someone is with me. When I'm home alone, I feel safe.
- That certainly is a great idea.
- Mm. He is available in three styles. Light skin with blond hair. Light skin with gray hair. And dark skin with dark hair.
- Fantastic.
- And he comes with two sets of clothes: a jogging suit and a business suit.
- So, tell us Melisa. How much is this amazing product?
- Well, you can get Safe-T-Man for just $99.95 by calling the number that's on your television screen now.
- That's an incredibly low price for such a great idea, Melisa.
- It sure is.
TV Remote Control Locator
- Well, thank you very much ladies and gentlemen. Thank you, indeed. Now, it's time for me to watch my favorite show on TV. Oh, no, wait a minute. Oh, no, I can't find the remote control.
- Hi, ken.
- Need a little help, Stan.
- Oh, yeah. Hi Ken. I sure do. You can help me find the remote control.
- Well, I can't. But TV Remote Control Locator can. It finds your remote control for you. It does?
- Yes, it does. Press that red button on the TV.
-OK. Here it goes.
- Hear that sound.
- Yeah. It's coming from under that couch.
- Well, take a look.
- Yeah, here it is. Here's the remote control.
- Thanks Ken.
- Hey don't thank me Stan. Thank the TV Remote Control Locator.
- What a great idea!
- Isn't it?
- I'm always losing my remote control.
- Well, you won't anymore. The TV Remote Control Locator has a 75-foot range and it works through walls, windows and luckily furniture cushions. Luckily for me, right? - That's amazing. What is the cost?
- Well, Stan, the TV Remote Control Locator is only 24.95. That's right only 24.95.
- Wow. That's sure a great idea. Isn't it, folks? Thanks a lot Ken.
Summary
The show "Great Ideas" introduces three products. Bob London introduces the Pencorder, a pen that records voice messages. It costs $19.95. Melisa presents the Safe-T-Man, an artificial man that prevents burglars by appearing as a real person. It is priced at $99.95. Ken showcases the TV Remote Control Locator, which helps find lost remote controls. It is available for $24.95. Each product is highlighted for its unique benefits and affordability.
Answer Key
Pencorder => a pen and a voice recorder => records up to 20 seconds of messages => $ 19.95
Safe-T-Man => keeps the burglars away => looks like a human => $ 99.95
TV Remote Control Locator => helps find the remote control => has a 75-foot range => $ 24.95
☕ No Homework for Next Session
Session 5
Workbook: Unit 2
1. relief
2. sensitivity
3. irritating
4. stimulation
5. basically
6. nervously
EXERCISE B
1. ease
2. tender
3. lessen
4. breeze
5. shivering
6. recurring
EXERCISE C
internal parts: liver, vessel, kidney, nerve
external parts: scalp, toe, temple, thumb
EXERCISE D
1. would
2. if, had
3. asked, was
4. was
5. told, that
6. say, asked
EXERCISE E
1. They asked him what he was doing there.
2. They asked him why he was carrying a camera.
3. They asked him if he had seen the signs warning people not to enter the area.
4. They asked him if he had been taking photos of the army base.
5. They asked him how long he had been walking around.
6. They asked him if they could see some proof of his identity.
EXERCISE F
1. Example
2. What did you do yesterday, Ann?
3. How many American movies have you seen?
4. Why is your finger bleeding?
5. Does the medicine have any side effects?
6. What time will your mother arrive home tomorrow, Rita?
EXERCISE G
1. Ok
2. had
3. I had
4. Ok
5. separated
6. how long I had
7. was
8. had
9. Ok
10. had
11. Ok
EXERCISE H
1. Example
2. A: What did Nick ask?
B: He asked which airline they would be traveling with.
3. A: What did Bob and Nancy ask?
B: They asked how they could find out about the area.
4. A: What did Mr. Lawrence ask?
B: He asked where they were going to stay.
5. A: What did Bill and Tony ask?
B: They asked what shows there were.
6. A: What did Mrs. Williams ask?
B: She asked who was going to be their tour guide.
UNIT 1: VOCABULARY STOP
1.h2.e
3.g
4.i
5.a
6.c
7. d
8. f
Audio Script
First Phil- Phil, what do you remember about being 12 years old?
- Well, when I was 12 years old, my family was very poor and we lived in this tiny apartment downtown with three older sisters and one older brother and we all slept in the same bedroom on bump beds. I was a big collector of comic books when I was 12. I used to collect all the Superman and Batman comic books. I used to run to the store every Thursday when they came out and it cost about ten cents back then. And then all the friends would get together and we'd go to the corner store buy comic books and then hit back for the playground and spend the next hour reading comics and exchanging them and just talking about them.
- What was the best thing about being 12?
- Well, my mother would spoil me because I was the baby and I'd always get more toys than they ever did. I would also get to eat whatever I wanted to. There was also a time when I knew that if I got into any kind of trouble in the neighborhood that my older sisters and brother come and protect me.
Now Wanda
- Tell us what you remember about when you were 12 years old.
- I remember playing endlessly. I used to love to play tag and hopscotch and jump rope, double-dutch, chase boys. Best thing about being 12 was being carefree and not really having any responsibilities, having lots of friends and playing. I love to tell stories. I love to make up stories and act them out and play dress-up. That was always a lot of fun.
- Do you remember any special things that happened to you at the year you were 12?
- Yeah, me and my girlfriend decided that we wanted to sleep in the museum one night to see if like any of the exhibits moved so we hid behind a wall and the museum closed and it was really creepy because it was like 8 0'clock at night and we could just hear footsteps around. We didn't know it was a security guard. We got really scared and gave ourselves up then. That was a good memory.
LISTEN TO IT
Who?slept in the same room as his/her brother/and sisters ➨ Phil
loved playing games ➨ Wanda
loved comic books ➨ Phil
loved making up stories ➨ Wanda
hid in the museum with a friend ➨ Wanda
was spoiled because he/she was the youngest ➨ Phil
Summary
Phil's Interview:
At 12, Phil lived in a small apartment with his siblings. He loved collecting Superman and Batman comics and would buy them every Thursday for ten cents. He enjoyed reading and exchanging comics with friends. Being the youngest, he was spoiled with toys and food, and his older siblings would protect him.
Wanda's Interview:
Wanda remembers playing games like tag and hopscotch and not having responsibilities at 12. She loved making up and acting out stories. A memorable event was when she and her friend hid in a museum at night to see if exhibits moved, only to get scared and give themselves up when they heard footsteps.
Unit 2: Vocabulary Stop
1. c2. e
3. b
4. d
Unit 2: Listening
Audio Script
-Hi. I'll have the fish. Oh, that's white fish, right? And I guess for the vegetable. I'd like broccoli. Now, let's see. Should I have a potato or rice? I'll have the rice.
-Well, Miss Wilson I really did mean to do the homework. I was going to read the chapter and write a report but first I lost my book. I couldn't find it all week. Then yesterday someone found it for me. I guess I left it in the cafeteria. I was going to do it last night but when I got home, my sister was sick. So I had to take care of her and she was really sick...
-Good morning. These letters need to be typed right away? Oh, and after you type them, make two copies of each. Can you do that before 11 0'clock. I'd like to sign them before my meeting. Also, if you could fax our Manilla office, and ask when we can expect their report. Also, could you bring the file on the RX accounts. I'd appreciate that file right away, thanks.
-My back really hurts. I thought you should look at it. I was feeling fine till about a week ago. Then I started feeling this pain. Oh, it's in my lower back. I haven't been doing anything that difficult, really like physical exercise or work or anything. Then the pain started. It doesn't hurt all the time. Mostly in the mornings when I get up, I can hardly move.
-I wanna buy some traveler's checks. $800 worth. Can I have $450 checks, the rest in twenties. These are American expense traveler's checks. Good. And I'd like to withdraw the money from my savings account to pay for them.
-Eighty, eighty miles an hour. Oh, come on I wasn't going eighty. I couldn't have been driving that fast. I must have been driving a lot slower than that only about sixty miles an hour. Sixty at the most. No, no, please listen. Please don't give me a ticket. If I get one more speeding ticket, my license, I'll lose my license. Really, please I'm really sorry. I really will drive slower, please.
Unit 2, Listening: Answer Key
1. a waiter or waitressfish vegetable rice
2. a teacher
homework chapter report
3. a secretary
letters type fax
4. a doctor
hurt pain back
5. a bank teller / clerk
traveler's check money savings account
6. a police officer
mile drive speeding
New Words in Unit 3
advanced (adj.)appoint (v.)
bell tower ( n.)
buzz (v.)
chance (v.)
concave (adj.)
content (adj.)
convex (adj.)
crash (v.)
dealer (n.)
desire (v.)
detector (n.)
determined (adj.)
doge (n.)
duke (n.)
feature (n.)
folk(s)
(n.)
food processor (n.)
function (n.)
go off (v.)
harbor (n.)
honorable (adj.)
lean (v.)
locate (v.)
location (n.)
magnify (v.)
mere (adj.)
mount (v. )
mouth (n.)
musician (n.)
nickname (v.)
nobleman (n.)
opponent (n.)
palace (n.)
phobia (n.)
pipe (n.)
possess (v.)
practical (adj.)
professor (n.)
pupil (n.)
question (v.)
resolve (v.)
ridiculous (adj.)
routine (adj.)
run into (v.)
sail (n.)
spectacles (n.)
spy (out)
(v.)
sturdy (adj.)
summon (v.)
taste for something (n.)
temper (n.)
theory (n.)
upside down (adv.)
version (n.)
wrangle (v.)
Idioms and Expressions
after all
be at odds with somebody/something
for life
make a name for oneself
on the point of doing something
seek one's fortune
take a dislike to somebody/something
the right/wrong way around/round/up
think for oneself
Point
Please use Microsoft's copilot or Chat-GPT and extract the meanings, synonyms, antonyms, and examples.The Vocabulary of Unit 3 in American English
The Vocabulary of Unit 3 in British English
✍Homework:
❓ Seven Questions on the Reading of Unit 2🗣️ Summary of the Reading in Unit 2
📖 Workbook (Unit 2)
Session 4
2.3
I asked him which car he was going to drive.
I asked him which method he was going to use.
I asked him which chapter he was going to read.
I asked him which course Fred was going to take.
I asked him which research the teacher was going to explain.
2.4
I asked Ali whose birthday he had celebrated.
I asked Ali whose cousin he had invited.
I asked Ali whose coat he had brought.
I asked Ali whose lecture notes he had used.
I asked Ali whose glasses he had fixed.
2.5
He asked him how deep the lake was.
He asked him how much that ring cost.
He asked him how long he would live here.
He asked him how big his apartment had been.
He asked him how far he had walked that day.
2.6
She wanted to know how the pain had been lessened.
She wanted to know when the children had been seen.
She wanted to know how the bleeding had been stopped.
She wanted to know where his story had been published.
She wanted to know when the house had been rented.
2.8
Didn't you ask her whom she was helping?
Didn't you ask them what they were seeking?
seek = try hard to find something
Didn't you ask him whom he was supporting?
Didn't you ask them what they were rebuilding?
Didn't you ask her whom she was talking to?
2.10
Do you know why they called?
Do you know why they phoned?
Do you know why they stopped?
Do you know why they left early?
Do you know why they printed an ad?
Unit 2: Reading
When you have a headache, do you rush to your medicine cabinet or to the drugstore for a pain reliever? If so, you're not alone. People in the United States spend over $2 billion a year on nonprescription pain relievers. Although effective, these pain relievers are not without problems. First of all, which should you choose? There are over 100 brands, and most come in various forms (for example, tablets or capsules) and various strengths (such as regular and extra strength). Choosing a pain reliever can be enough to make anyone's headache worse! Second, the 100-plus brands fall into three types of pain relievers — aspirin, acetaminophen, and ibuprofen — and each of these can have serious side effects. Aspirin and ibuprofen can cause stomach irritation and gastrointestinal bleeding; acetaminophen can cause liver damage in some people.
So, next time you have a headache, instead of rushing to the drugstore, you might want to try one of these natural headache remedies:
1. Eat something soon. Preferably, eat something high in protein, a substance necessary for growth. The "hungry headache", caused by a drop in the blood-sugar supply, can be a real problem for people not eating enough at mealtimes. Why protein? Because it rebuilds your blood-sugar supply little by little. Sugary foods cause the blood sugar to go up rapidly and then drop again just as fast.
2. Wash it away. "At the first sign of headache pain, get in the shower," advises Dr. Augustus S. Rose of the UCLA (University of California at Los Angeles) School of Medicine. First, take a hot shower even if the pain gets worse. This will make the blood vessels open wide. Follow it immediately with a cold shower. Stay in until you shiver. Repeat this procedure if necessary. This process works well for a migraine headache. In a migraine headache, the blood vessels of the head first contract then dilate and press against the nerves. This pressure causes pain. Cold water makes the blood vessels contract, which eases this pressure on the nerves.
3. Think it away. Sit down or lie down and close your eyes. Imagine that it is summer and you are on the beach. An ocean breeze cools your face and your hands and arms grow warmer and warmer in the hot sun. Your hands are really soaking up the sun. They become hot to the touch. Minutes pass, and when you open your eyes, you are left with very warm hands... and no headache. Thinking warmth into your hands sends blood toward them and away from the head.
4. Massage it out. Get to your head through your feet. Massaging the lower part of your big toe and the area under all your toes will lessen tension in the neck. This tension can often cause a headache.
5. Press it away. Some headaches can be cured by a sensitive finger-pressure massage. The massage should be given on sensitive "trigger" points. There are three pairs of points: one at each temple, one under each shoulder blade, and a pair at the back of the neck. Press each point for 15 to 30 seconds at a time. Remember to press both points in a pair at the same time, not just one side. Doing this will help the body's natural painkillers start working. If you are alone, press the thumb of one hand against the tender spot in the "V" formed by the thumb and forefinger of the other hand.
6. Brush it away. “Find a hairbrush with fairly stiff natural bristles,” says biophysicist Harry C. Ehrmantraut . Then use the following procedure, first on one side of your head and then on the other: Starting a little above your temple, just above your eyebrow, brush your hair in small circles. Move the brush first up and then back before moving it down and forward to complete your circle. This way the upper part of the circle goes toward the back of the head. Then brush down to the base of your skull. After you repeat this procedure on the other side of your head, brush the hair in the center of your scalp, first on the right and then on the left. Make small circles as you start at the top of your head and move down toward the base of your skull. Brushing stimulates the skin and the tissues underneath, so blood can flow more easily and more oxygen can reach the brain. Always see a doctor for continuous or recurring head pain.
Sample Summary:
People in the U.S. spend a lot on pain relievers for headaches, but choosing among the many options can be confusing. Aspirin, acetaminophen, and ibuprofen all have potential side effects. Instead, consider natural remedies like eating protein-rich food, taking alternating hot and cold showers, visualization techniques, foot massage, finger-pressure massage, and brushing your hair to improve blood flow. Always consult a doctor for persistent headaches.
✍Homework:
❓ Five Questions on the Dialog of Unit 2 => Upload the file on the website eili.ir🗣️ The summary of the Dialog in Unit 2 => Present it in the class
Session 3
Workbook: Unit 1
EXERCISE A1. facilitate
2. capability
3. monetary
4. supportive
5. insecure
6. emergence
EXERCISE B
1. involvement
2. executive
3. adequate
4. glory
5. portrays
6. established
EXERCISE C
with physical activity:
tag, hide and seek, hopscotch, double-dutch
without physical activity:
tick-tack-toe, snakes and ladders
EXERCISE D
1. asked
2. told
3. asked
4. asked
5. tell
6. ask
EXERCISE E
1. She asked if I had seen the horror movie the night before.
2. They asked whether I was the breadwinner of the family or not.
3. She wondered whether I had been born in an extended family.
4. He asked if she preferred the news on television or on the radio.
5. They asked me whether I was willing to support my family or not.
6. I wondered whether he was happy with his income or not.
EXERCISE F
1. The boy asked if/whether he could have some more pocket money.
2. Bernard asked James if/whether he would carry his briefcase for him.
3. Dick wondered if/whether his wife had seen the car keys.
4. I wonder if/whether he had brought the book back or not.
5. Mary asked if/whether I liked classics or westerns.
6. Bill wanted to know if/whether she had been capable of handling the matter or not.
EXERCISE G
1. Ok
2. had
3. Ok
4. Ok
5. Ok
6. said
7. if
8. told
9. would
10. Ok
11. relative
12. himself
EXERCISE H
1. Example
2. A: Did she ask him any questions about his university degree?
B: Yes, she asked him if he had a university degree.
3. A: Did she ask him any questions about his work experience?
B: Yes, she asked him if he had any work experience.
4. A: Did she ask him any questions about his creativity?
B: Yes, she asked him if he had ever invented something new.
5. A: Did she ask him any questions about his personality?
B: Yes, she asked him if he would like to meet new people.
6. A: Did she ask him any questions about his ability to speak foreign languages?
B: Yes, she asked him if he could speak German.
List of New Words in Unit 2
account (n.)acupuncture (n.)
base (n.)
biophysicist (n.)
bleeding (n.)
breeze (n.)
bristle (n.)
chapter (n.)
contract (v.)
dilate (v.)
drop (n.)
ease (v.)
fall into (v.)
forefinger (n.)
form (v.)
gastrointestinal (adj.)
give up (v.)
infection (n.)
irritation (n.)
lessen (v.)
live up to (v.)
liver (n.)
mathematician (n.)
mealtime (n.)
medicine cabinet (n.)
migraine (n.)
nerve (n.)
nonprescription (adj.)
plus (adj.)
primary (adj.)
process (n.)
rapidly (adv.)
rebuild (v.)
recurring (adj.)
relieve (v.)
scalp (n.)
screenwriter (n.)
sensitive (adj.)
set (v.)
shiver (v.)
shoulder blade (n.)
side effect (n.)
similarity (n.)
soak up (v.)
stimulate (v.)
tablet (n.)
temple (n.)
tender (adj.)
thumb (n.)
tissue (n.)
toe (n.)
trigger (n.)
vessel (n.)
warmth (n.)
Idioms and Expressions
at a time
at most
at the most
to somebody's face
to the touch
Point
Please use Microsoft's copilot or Chat-GPT and extract the meanings, synonyms, antonyms, and examples.The Vocabulary of Unit 2 in American English
The Vocabulary of Unit 2 in British English
The Dialog of Unit 2 (Audio File)
Unit 2, Dialog: Don't Give Up! (PDF)
✍Homework:
❓ Seven Questions on the Reading of Unit 1 ➨ Upload the file on the website eili.ir
🗣️ The summary of the Reading in Unit 1 ➨ Present it in the class
📖 Workbook Exercises (Unit 1)
Session 2
Unit 1: Grammar
Unit 1, Grammar: Reporting Yes/No Questions (PDF)1.1
Linda says the weather was terrible yesterday.
Linda said the weather had been terrible the day before.
Linda says that food looks inviting.
Linda said the food looked inviting.
Linda says this boy seems quarrelsome.
Linda said that boy seemed quarrelsome.
Linda says these problems appear impossible.
Linda said those problems appeared impossible.
Linda says she feels disgusted now.
Linda said she felt disgusted at that moment.
1.2
They could have smoked.
I should have attended the class.
She could have used the library.
He should have unloaded the car.
They should have calculated the cost.
1.3
They might have caught the plane.
He must have won.
He must have survived the operation.
They might have beaten Australia.
She must have gotten a raise.
1.5
Andy wants to know if I have eaten lunch.
Andy wants to know if I punished my son.
Andy wants to know if I like pineapples.
Andy wants to know if I will take a bus or taxi.
Andy wants to know if it was hot yesterday.
1.6
Saeed asked me whether that purse was mine.
Mary asked John whether that money was his.
Kate asked us whether that classroom was ours.
John asked Tom whether that tie was his.
Rita asked Betty whether that coffee was hers.
1.8
wonder = want to know
He wondered if I had read it yet.
He wondered if I had discussed it yet.
He wondered if I had claimed back my travel expenses yet.
He wondered if I had tried to change the situation yet.
He wondered if I had occupied the position yet.
1.9
He wondered whether she had read it or not.
He wondered whether she had done them or not.
He wondered whether she had spoken to them or not.
He wondered whether she had forgotten it or not.
He wondered whether she had liked it or not.
1.10
She asked whether the meeting would be over soon.
She asked whether they would contact us by the following week.
She asked whether the meeting would last long.
She asked whether the lecture would be over soon.
She asked whether the exam would take more than an hour.
Unit 1: Reading
Sample Summary:
More women around the world are working outside the home. In the U.S., over 70% of women with children under 18 have jobs. Many work in traditional female roles like clerical and sales, but more are now in careers like engineering, politics, and medicine. Financial needs often drive women to work, and many families need both parents to earn money.
In the past, women were expected to stay home and raise children, but this has changed. Now, only 7% of U.S. families have a stay-at-home mom and a working dad.
With both parents working, child care is a big concern. Options include day-care centers, informal care in private homes, workplace day care, and hiring nannies. Some parents also share child-care duties by working different shifts to ensure one parent is always home. This helps save money and provides a stable environment for the family. Fathers are also taking on more household chores and child-care responsibilities.
Recently, more husbands and wives are sharing child-care duties. They often work different hours so one parent is always home, which saves money on child-care costs. Husbands and wives also share household chores, and many fathers are just as good at tasks like cooking and bathing the baby.
In some families, the mother earns enough to support the family, and the father stays home as a “house husband,” though this is still uncommon. Fathers are spending more time with their children, and a survey showed that 41% of children spend equal time with both parents. This change is significant, according to Dr. Leon Hoffman, who has seen fathers become more involved in their children’s lives over the past 30 years.
✍Homework
❓ Five Questions on the Dialog of Unit 1🗣️ Summary of the Dialog in Unit 1
Session 1
Unit 1: List of New Words
account for (v.)adequate (adj.)
backward (adj.)
bathe (v.)
breadwinner (n.)
break through (v.)
capable (adj.)
carefree (adj.)
chore (n.)
clerical (adj.)
combine (v.)
creepy (adj.)
day care (n.)
double-dutch (n.)
emerge (v.)
establish (v.)
exclusive (adj.)
executive (adj.)
expenses (n.)
extended family (n.)
facility (n.)
factor (n.)
fair (adj.)
female (n.)
flextime (n.)
former (adj.)
give oneself/sb up (v.)
glass ceiling (n.)
glory (n.)
growing (adj.)
homemaker (n.)
hopscotch (n.)
immediate (adj.)
income (n.)
Industrial Revolution, the (n,)
involvement (n.)
job-sharing (n.)
judgement (n.)
make for (v.)
millennium (n.)
monetary (adj.)
nanny (n.)
necessitate (v.)
occupy (v.)
oral (adj., n.)
portray (v.)
practice (n.)
productive (adj.)
psychoanalytic (adj.)
radically (adv.)
responsibility (n.)
sample (v.)
secure (adj.)
seek (v.)
significant (adj.)
single-parent family (n.)
so-called (adj.)
spoil (v.)
support (v.)
tag (n.)
traditional (adj.)
trend (n.)
variation (n.)
varied (adj.)
wealthy (adj.)
take it for granted
Point
Please use Microsoft's copilot or Chat-GPT and extract the meanings, synonyms, antonyms, and examples.The Vocabulary of Unit 1 in American English
The Vocabulary of Unit 1 in British English
Unit 1: Dialog
Stephen and Carlos, both studying Italian as a foreign language, are about to take their final oral exam. Stephen is unprepared. Carlos has already finished the exam and shares that Ms. Kimble asked him basic questions about his name, other languages he speaks, and even showed him a picture to describe. Stephen is nervous and asks Carlos to wish him luck.
Assignments during the Term:
❖ Summary of each Dialog & each Reading
❖ 5 Questions on each Dialog & 7 Questions on each Reading
❖ The Exercises of Workbook
Point:
You should send your written homework to the teacher through the student's panel on the website eili.ir. If for any reason the website doesn't work, you can send me your homework in PV on Telegram. Don't forget to include your name and level each time.
Point:
You don't need to send the teacher your oral homework (the summaries). You should present the summary in the class.
Point:
Please don't read your summary from a piece of paper. Please talk and present your summary in simple English. Your summary should be brief (approximately 1 minute) and should not be too long.
Introduction
Mohammad RajabpurLanguage Teacher, Computer Programmer, & Web Developer
✆ 09900909701
✉ mr@anglophone.ir
Telegram: @anglophone_ir
Instagram: https://www.instagram.com/mohammad.rajabpur?igsh=OHRzamU1Mjd6NGdi
🌐 www.anglophone.ir
🌐 www.netnak.ir
🌐 www.pythonize.ir
Qualifications
Master's Degree in Computational Linguistics from Sharif University of Technology
Master's Degree in English Language & Literature from Shahid Beheshti University
Webpage of the Class
www.anglophone.ir/classes/0331inter3/
Telegram Group
https://t.me/+Pl2KGHZOibw2ZTA0
The Calendar of the ILI in the Fall Term of 1403
