Unit 1 – Lesson A

Grammar Simple present and present of “be” (review) (Student's Book p. 3.)

This lesson reviews simple affirmative and negative statements, yes-no questions, short answers,
and information questions with “be” and other verbs.

Form
Check the tense chart at the end of this document

Use
The simple present is mainly used for:
• repeated activities and routines (e.g. We usually go out on Thursdays.).
• permanent states, or things that are true all the time (e.g. I have a brother. I'm from Tokyo.) .
• verbs for expressing likes and dislikes (e.g. I hate mornings.) .

Unit 1 – Lesson B

Grammar Responses with too and either (Student's Book p. 4)

The chart in the lesson introduces short responses to affirmative and negative statements using
too and either.

Form
• Use too or Me too to respond to affirmative statements:
A: I'm allergic to horses. B:I am too. / Me too.
A: I watch pro soccer. B: I do too. / Me too.
A: I can shop for hours! B:I can too. / Me too.

• Use either or Me neither to respond to negative statements:

A: I'm not an animal lover. B:I'm not either. / Me neither.
A: I don't watch much television. B:I don't either. / Me neither.
A: I can't afford anything new. B:I can't either. / Me neither.

Use
• These responses show you have something in common with or agree with someone.
 Unit 2 - Lesson A

Grammar Verb forms (Student's Book p. 13.)

This lesson focuses on verb forms after other verbs. The lesson reviews the modal verb can /
can't. It also reviews the verbs following love, like, hate, prefer, would like with to-infinitives
and the use of the Verb–ing form (gerunds) after them. It also presents the Verb-ing form
(gerunds) after prepositions.

Form
• can / can't

subject + can + (V1)

can't

Examples: I can draw. I can't paint.

• love, like, hate, prefer, would like = (’d like)

love
like
subject + hate + to + (V1)
prefer
would like = (’d like)

Examples:
I like / love / hate to spend money.
I prefer to watch TV.
I'd like to learn a new language.

• love, like, hate, prefer, enjoy

love
like
subject + hate + V-ing (gerund)
prefer
enjoy

Example:
I love / like / hate / enjoy swimming.

• Prepositions
After prepositions, use the V-ing (gerund) form.
I'm good at drawing cartoons.
 Unit 2 – Lesson B

Grammar Object pronouns ( Student's Book p. 15.)

The subject pronouns: I you he she it we they

The object pronouns me you him her it us them

• In statements, subject pronouns usually come before the verb; object pronouns usually come
after a verb or preposition.

Grammar Everybody /everyone, nobody / no one

Everybody, everyone, nobody and no one are pronouns. When they are used as subjects, they
take a singular verb:
Example: Everybody likes mysteries.
Nobody is coming tomorrow

They are also used as objects:

Example: He reads his poem to everyone.
 Unit 3 – Lesson A

Grammar Simple present and present continuous ( Student's Book p. 23.)

Form
Present simple

Check the tense chart at the end of this document

Present continuous

Check the tense chart at the end of this document

Use
• The present simple is used to talk about regular or repeated events or routines (e.g. We exercise
six days a week.) and situations that are true all the time (e.g. I eat everything I want.).

The present continuous is used for activities and events that are temporary, or going on "around
now" (e.g. I'm trying to lose weight.). It is also used for activities that are going on at the time of
speaking (e.g. I'm running to class.).

• Verbs such as like, love, know, want, and need – which describe permanent situations, mental
processes, and feelings - are usually not used with the present continuous.( I’m wanting water.)

Unit 3 – Lesson B

Grammar Joining clauses with if and when ( Student's Book p. 25.)

• In this lesson when means whenever or every time (e.g. When I have a sore throat, I drink tea
with honey.).

• If/when clauses can come first in the sentence or after the main clause. If they are first, the two
parts of the sentence are separated by a comma.

Example: If I have a headache , I take an aspirin.

When I have a headache , I take an aspirin.

If they are after the main clause, the two parts of the sentence are not separated by a comma.

Example: I take an aspirin if I have a headache.

I take an aspirin when I have a headache.
 Unit 4 – Lesson A

Grammar Future with going to ( Student's Book p. 35.)

“be” + going to + V1 is one of the most common ways used to talk about the future.

Form
• Statements

subject + “be” + going to + V1

We're going to go out for dinner.

• Yes-No questions
be + subject + going to + V1?
Are you going to have a big wedding?
• Information questions
question word + be + subject + going to + V1 V1?
What are you going to do for Bid?

Use
• Be + going to is used to talk about personal plans and intentions, especially when a person has
already made a decision to do something.
I'm going to buy Mom something special.

• Be + going to is used to make predictions about future actions or events, especially when the
person has reasons or evidence to predict them.
She's going to be a great lawyer.
It's going to rain.

****************************
Grammar Indirect objects ( Student's Book p. 35.)
The chart on page 35 shows the word order for sentences with two objects: a direct object and an
indirect object.
Example: I'm going to buy my mother a necklace
indirect object + direct object

• In the sentence I'm going to buy my mother a necklace, the indirect object is my mother; the
direct object is a necklace. The indirect object comes first. The indirect object is often the name
of the person who receives the action.

• The person receiving the action (indirect object) can come after the direct object, but a
preposition is used in this case (e.g. to or for).

Example: I'm going to buy a necklace for my mother

direct object + preposition + indirect object
Form
Object pronouns are used for indirect objects.
I'm going to give my parents a card.
I'm going to send them a card.

The school is going to give our class a graduation party.

The school is going to give us a graduation party.

Unit 4 – Lesson B

Grammar Present continuous for the future; going to ( Student's Book p. 37.)

This lesson introduces another way of talking about the future: using the present continuous.

• People often use the present continuous to talk about arrangements that they have already made.
What are you doing for National Day? = What arrangements have you made?

• Going to suggests the idea of intentions.

What are you going to do for National Day? = What do you intend or plan to do?

• Going to, but not the present continuous, can also be used to talk about predictions of events.
It's going to snow. = prediction
It's snowing. = ongoing action
 Unit 5 – Lesson A

Grammar be born ( Student's Book p. 45.)

The expression be born is used to review the past of be.

Subject+ was/were+ born

Example: I was born in 1990.
They were born in Jeddah.

Grammar Simple past (review)( Student's Book p. 45.)

This lesson reviews simple past affirmative and negative statements, yes-no questions, and
information questions with be and other verbs.

Form
Check the tense chart at the end of this document

Use
The simple past is generally used:
• to talk about single or repeated actions, events, and situations in a definite, finished time in the
past.
Example: As a child, I spoke Chinese at home.

• with a past time expression.

Example: I lived there from 1997 to 1999 / until I was five.

Grammar Time expressions ( Student's Book p. 45.)

The time expressions in the chart express the duration of events and points in time in the past.

Form
• for
for + a period of time (e.g. six years / a long time)
Example: I lived there for six years / a long time.

• in
in + a specific point in time (e.g. month / year)
Example: We moved in May / in 2004.

• from __ to __
from __ to __ + specific points in time (e.g. months / years)
Example: I taught there from May to July. / We lived in Brazil from 1986 to 1992.

• ago
time expression + ago (e.g. ten years ago, three days ago)
Example: My family moved to the United States ten years ago.
• until
until + clause with a specific point in time
Example: We lived there until I was six.

• until
until + a specific point in time (e.g. year / month)
Example: We lived there until 1992 / February.

• then / (and then)

(and) then + a sentence / clause
Example: We lived in Brazil. Then we moved to the U.S.
Example: We lived in Brazil, and then we moved to the U.S.

• when
when + clause with a specific point in time
Example: We left when I was six.

Use
• (for) long
(For) long is used in questions and negative sentences, but not in affirmative sentences. In
affirmative sentences, (for) a long time is used.

Examples: Did you live there (for) long?

We didn't live there (for) long.
We lived there (for) a long time.

Unit 5 – Lesson B

Grammar Determiners ( Student's Book p. 46.)

The determiners all, most, a lot of, some, few, no, and none are also called "quantifiers." They
are used before nouns to say how much or how many of something we are talking about.

Form
• General statements (determiner + noun)
When all, most, some, and a few are used to talk about people or things in general, they are used
without of :all / most / a lot of /some / a few / no + plural noun

Examples:

All high schools have math teachers.

Most Canadians speak English.
A lot of people don't like math.
A few people get scholarships.
No students like exams.

(Note: No can also be - followed by a singular noun [e.g. No student likes exams.] .)
• Specific statements (determiner + of + determiner + noun)
When they refer to more specific people or things; before other determiners such as the, my, you,
this, that; or before object pronouns such as us or them.

all (of) / most of / a lot of /some of / a few of /none of + other determiner + plural noun

Example: All of / Most of / A few of / None of my friends go to the library after school.

All is the exception because it can be used with or without of before determiner + noun.
Example: All of my friends go to the library after school OR
All my friends go to the library after school.

• Specific statements with object pronouns (determiner + of + object pronoun)

all of /most of / a lot of /some of / a few of /none of + object pronoun

Examples: All of us enjoyed the art classes.

Some of them joined a study group.

• The exceptions are a lot of, which is a fixed expression.

With all, of is optional before determiners, but not before object pronouns.

All my friends study English.

All of my friends study English.
All of us study English.

• No is not followed by of or by a determiner.

No students like exams.
No students completed the exam in the time allowed.
 Unit 6 – Lesson A

Grammar Is there? Are there? ( Student's Book p. 55.)

Is there and Are there are used to ask questions about the existence of places.

Form
• Questions with Is there . .. ?
Is there + a / an + singular countable noun?
Example: Is there a bank around here?

• Affirmative and negative answers to Is there . .. ?

Examples: Yes, there is. / Yes, there's one on Main Street.
No, there isn't (one).

• Questions with Are there . .. ?

Are there + any + plural countable noun?
Example: Are there any pay phones around here?

• Affirmative and negative answers to Are there . . . ?

Example: Yes, there are. / Yes, there are some on Main Street.
No, there aren't (any).

• With Is there, one can be used in the answer to avoid repeating the noun in the question.
A: Is there a cafe around here?
B: No, there isn't one. [one = a cafe around here]

• With Are there, some or any can be used in the answer to avoid repeating the noun in the question.
A: Are there any restaurants around here?
B: Yes, there are. There are some on the next block. [some = restaurants around here]
or
B: No, there aren't any. [any = restaurants around here]

Note: Some and any can also be used with the noun in the answers (e.g. Yes, there are some
restaurants on the next block. No, there aren't any restaurants around here.) .

Unit 6 – Lesson B

Grammar Offers and requests with Can and Could ( Student's Book p. 57.)

Can is used in requests (e.g. Can you help me?) and in offers (e.g. How can I help?).
Could also is used to make polite requests (e.g. Could you give me directions?) .

Form
Can / Could + Subject + V1
 Unit 7 – Lesson A

Grammar Infinitives for reasons ( Student's Book p. 67.)

Form ( to +V1 )

Main clause + infinitive for reason (to + V1)

Examples: I have to go online to find a flight.
I'm going to Puerto Rico to see my relatives.
He has to go to the bank to change some money.
Use
The infinitive with to can be used to give a reason or purpose or to answer the question why.

****************************

Grammar It's + adjective + to ... ( Student's Book p. 67.)

Form
• Affirmative statements
Examples: It's + adjective + to + infinitive
It's easy to find cheap flights online.
It's fun to meet new people.
It's good to know a little of the language.

• Negative statements
It's + not + adjective + to-infinitive
Example: It's not hard to do.

• Questions with Is it . . . ?
Is it + adjective + to-infinitive?
Example: Is it easy to find bargains online?

Unit 7 – Lesson B

Grammar Advice and suggestions ( Student's Book p. 69.)

There are many ways to give advice and make suggestions. Here are some of them.

Form
• Should (not)
subject + should (not) + V1
Example: You should take some insect repellent.
You shouldn't carry a lot of cash with you.
• Could (not)
subject + could (not) + V1
Example: You could borrow your dad's hat. She couldn't eat her meal.
• Need to
subject + need to + V1
Example: You need to take a hat.

• Questions with Why don't you + V1 ? and Do you want to + V1?

Examples: Why don't you take my jacket?
Do you want to pack some other shoes?

• The expression It's a good idea to ...

It's a good idea to + V1
Example: It's a good idea to have something warm.

• Imperatives
Examples: Take a hat.
Don't forget to pack a jacket.
 Unit 8 – Lesson A

Grammar Whose ... ? ( Student's Book p. 77.)

Form
• Whose + singular / plural noun + is/are + pronoun?
Examples: Whose coat is this?
Whose earrings are they?

whose is NOT who's (= Who is).

****************************
Grammar Possessive pronouns ( Student's Book p. 77.)

Possessive adjectives are (my, his, her, your, our, their).

Possessive pronouns are (mine, , his, hers, yours, ours, theirs).

Possessive pronouns allow the speaker to avoid repeating the name of a noun already mentioned.

Form
• Possessive pronouns are used after verb “be”:
Example: The coat is mine. / It's mine.

• They are also used as subjects.

Example: Mine is red. Yours is blue. His is over there.

Unit 8 – Lesson B

Grammar Order of adjectives ( Student's Book p. 79.)

Before a noun, the usual order of types of adjectives is: opinion (beautiful); size (big); color
(blue); shape (square); nationality (Thai); material (wool).

Example: She bought a beautiful big blue square Persian wool rug.

****************************
Grammar Pronouns one and ones ( Student's Book p. 79.)

• One(s) is used to avoid repeating a noun that was mentioned earlier in the conversation.

Form
• One can replace a singular noun.
A: I like the green rug. Which one do you like?
B: I like the blue one in the middle.
• Ones can replace a plural noun.
A: Those speakers are cool. Which ones do you like?
B: I like the silver ones.

• One(s) is often used after adjectives.

I like the blue one(s).

• One(s) is also used with prepositional phrases.

I like the one(s) in the middle.

• One(s) can be used after which, this / that, these / those:

A: I like this rug. Which (one) do you like?
B: I like that (one).

Unit 8 – Lesson C

Do you mind . .. ? and Would you mind . .. ? are used to make polite requests and ask permission,
especially if the speaker does not know the other person very well.

Form
• Do you mind + if + subject + V1+ object ?
Do you mind if I use your phone?

• Would you mind + V -ing (gerund)?

Would you mind helping me in the kitchen?

Use
• The forms can be used to ask permission to do something.
Do you mind if I open the window?

• They can also be used to ask someone to do something.

Would you mind giving me a pencil?

• To agree with requests with mind (answering no), the following expressions can be used:

No, go (right) ahead.

No, not at all.
Oh, no. No problem.

Examples:
A: Do you mind if I use your phone? B: No, go (right) ahead.

A: Would you mind chopping the onions? B: No, not at all.

 Unit 9 – Lesson A

Grammar Past continuous statements ( Student's Book p. 87.)

Form
• Affirmative statements
subject + was / were + V-ing
Examples: I was talking.
They were watching TV.

• Negative statements
subject + wasn't / weren't + present participle
Examples: I wasn't paying attention.
We weren't looking.

Use:
• The past continuous is used to talk about actions and events in progress in the past.

• It is also used to set the background for a story, telling about longer actions and events.
Example: I was going to work, and I was talking to my wife.

• Simple past with past continuous

The simple past is often used for shorter actions that happened during the time of another,
longer one (past continuous).
Example: A friend of mine deleted all my files (short action) when she was using my
computer (background, longer action).
 Unit 9 – Lesson B

Grammar Past continuous questions ( Student's Book p. 89.)

Form
• Yes-No questions
Was / Were + subject + V-ing?
Examples: Was he skiing by himself?
Were they skiing on the weekend?

• Affirmative short answers

A: Was he skiing by himself? B: Yes, he was.
A: Were they skiing on the weekend? B: Yes, they were.

• Negative short answers

A: Was he skiing by himself? B: No, he wasn't.
A: Were they skiing on the weekend? B: No, they weren't.

• Information questions
question word + was / were + subject + V-ing?
Examples: What was he doing?
What were you doing on the weekend?

****************************

Grammar Reflexive pronouns ( Student's Book p. 89.)

Reflexive pronouns are: (myself, himself, herself, yourself, ourselves, themselves, yourselves)

• Reflexive pronouns are used when the subject and the object of the verb refer to the same person.
Examples: I hurt myself
He cut himself

• They are also used with by to mean "alone" or "with no one else."
Examples: I went by myself
He did it by himself
 Unit 10 – Lesson A

Grammar Comparative adjectives ( Student's Book p. 99.)

Comparative adjectives can be used to talk about the differences between two things, people, or
events. The comparative form is often used with than.

Form
• For most one-syllable and some two-syllable
adjectives, add -er.
quick  quicker
easy easier
Examples: E-mail is quicker than regular mail.
It's easier to solve problems on the phone than in e-mails.
BUT
fun more fun
Example: Bowling is more fun than golfing.

• For most other adjectives of two or more syllables, use more + adjective.
personal  more personal
Example: Letters are more personal than e-mail.

• Less is also used with adjectives in comparisons. It expresses the opposite of more.
less + adjective
personal  less personal
Example: E-mail is less personal than letters.

• Some adjectives have irregular forms for the comparative.

good  better
Example: Real cards are better than e-cards.

bad  worse
Example: Spam is worse than regular junk mail

Spelling rules
Here are the spelling rules for adding -er.
• For adjectives ending in -e, add -r.
nice  nicer

• For adjectives ending in a consonant + y, change the y to -i and add -er.

busy  busier

• For most adjectives ending in a vowel + consonant, double the final consonant and add -er.
big  bigger thin  thinner

However, do not double the consonant in words ending in –w:

slow  slower
 Unit 10 – Lesson B

Grammar More, less, fewer ( Student's Book p. 10l.)

This lesson teaches you how to make comparisons with nouns and verbs.

Form
• With countable nouns
more / fewer + countable noun
Examples: I get more calls than you (do).
You get fewer calls than I do.

• With uncountable nouns

more / less + uncountable noun
Examples: I spend more time on the phone; you spend less time.
She gets less mail than he does.

• With verbs
verb + more / less + than
Examples: She talks more than he does.
He talks less than she does.

• Do / Does after than

Do / does is often used after than so that the verb isn’t repeated.
Example: I talk more than you do. (than you do = than you talk)
 Unit 11 – Lesson A

Grammar Describing people ( Student's Book p. 109.)

Describing people
There are a number of expressions used to ask and answer questions to describe people.

Form and Use

• Look like
What + do / does + subject + look like? is used to ask about someone's physical appearance.
A: What does he look like? B: He's tall and thin and wears glasses.

Who + do / does + subject + look like? is used to ask about whom someone resembles
A: Who does he look like? B: He looks like his father.

• Look alike
Do + subject + and + subject + look alike? is used to ask if two people are similar in appearance
A: Do Bill and Stewart look alike? B: No. They look totally different.

• Yes-No questions with have

Do / Does + subject + have + described feature?
A: Does he have curly hair? B: No, he has straight hair.

• How + adjective questions with be

How + adjective + “be” + subject?
A: How tall is he? B: He's six foot three.

****************************

Grammar have got ( Student's Book p. 109.)

The verb have got is another way of saying have => have got = have / has go = has

I've got red hair. = I have red hair.

He's got short hair. = He has short hair.
 Unit 11 – Lesson B

Grammar Phrases with V-ing and prepositions ( Student's Book p. 111.)

The following can be used to identify people or things:

• A phrase beginning with a V-ing to describe what someone is doing or wearing

He's the man standing by the table.

• A preposition after the noun:

He's the guy with the curly hair.
He's the guy next to the window.

• The pronoun one or ones followed by a preposition or a V-ing

He's the one with the curly hair.
They're the ones standing next to the window.
He's the one with the green sweater.
 Unit 12 – Lesson A

Grammar Future with will, may, and might ( Student's Book p. 119.)

Form
Subject + will / may / might + V1
School will end in June.
I may travel to Italy this summer.
He might buy a car next year.

• The negative is formed by placing not after the modal verb.

The negative short form for (will + not) is (won't)

Short forms are not usually used for (may + not) and (might + not)
I won't decide until next month about the trip.
I may not be able to afford a trip.
I might not go on a trip this summer.

Use
• Will / won't is used to give simple facts about the future.
I'll be 65 in June.

• Will / won't is used to make predictions based on your opinions.

It won't be easy to get a new job.

• May, might, and will with I think, I guess, maybe, probably, etc., are used to talk about future
activities, facts, situations, and predictions when the speaker is less than 100% sure about them.

I may go on for a master's degree.

It might rain.
We'll probably move to Arizona.

• Going to is used to talk about plans or decisions already made.

I'm going to retire in June.

• Going to is used to talk about events that are already in progress or on the way.
We're going to have a baby.

• Going to is used to talk about predictions based on current evidence or knowledge.

It's going to snow tonight.

• The present continuous (am/is/are + V-ing) is used to talk about planned events and activities.
It is often used to talk about fixed arrangements with times and places.
What are you doing this weekend? = What arrangements have you made?
I'm graduating in June. = This is a fixed date
 Unit 12 – Lesson B

Grammar Present tense verbs with future meaning ( Student's Book p. 121.)

This lesson presents a common pattern for sentences with clauses beginning with if, when, before,
or after that refer to the future. In these clauses, a present tense verb is used even when the verb
has a future meaning.

if + Verb present simple

before
when I /we /they /you + V1
after he/she/it + V1+s

If I get good grades, I will / may / might go to law school.

(not If I will get)

I need to decide before he goes on vacation.

(not before he'll go)

What are you going to do when you graduate?

(not when you will graduate)
 The Tense Chart
Examples Examples Examples
Tense Signal words Use Form
affirmative negative question
every day
always - something happens
sometimes repeatedly (routine) I work. I don't work. Do I work?
Simple usually - how often something He works. He doesn't work. Does he work?
I /we /they /you + V1 he/she/it + V1+s
Present often happens I go. I don't go. Do I go?
hardly - one action follows another He goes. He doesn't go. Does he go?
never - things in general
first ... then
I'm working. I'm not working. Am I working?
Now I am He's working. He isn't working. Is he working?
These days - something is happening at We’re working We aren’t working Are we going home?
Present
At the moment the same time of speaking or he/she/it is + V-ing
Continuous
Look! around it I'm going home I'm not going home. Am I going home?
Listen! we/they/you are He's going home. He isn't going home Is he going home?
We’re going home We aren’t going home Are we going home?

Subject + V2
last ... action took place in the past, I worked. I didn't work. Did I work?
--------------------------
Simple ... ago connected with an expression He worked. He didn't work. Did he work?
V2 = (* regular: V1+ ed)
Past in 1990 of time (no connection to the I went. I didn't go. Did I go?
V2= (* irregular: Look at the table
yesterday present) He went. He didn't go. Did he go?
of irregular verbs)

I was working. I was not working. Was I working?

- an action happened in the I was He was working. He was not working. Was he working?
middle of another action We were working We were not working Were we going home?
Past
while - someone was doing he/she/it was + V-ing
Continuous
something at a certain time I was going home I was not going home. Was I going home?
(in the past) - you don't know we/they/you were He was going home. He was not going home Was he going home?
whether it was finished or not We were going home We were not going home. Were we going home?
 The verb “be” can be an auxiliary verb (helping verb) or a main verb in English.

“be” as a main verb in the Simple Present (am, are, is) “be” as a main verb in the Simple Past (was, were)
affirmative negative yes/no question affirmative negative yes/no question
I: I:
I am from England. I am not from England. Am I from England? I was here. I was not here. Was I here?
he, she, it: he, she, it:
He is from England. He is not from England. Is he from England? He was here. He was not here. Was he here?
we, you, they: we, you, they:
We are from England. We are not from England. Are we from England We were here. We were not here. Were we here?

“be” as a helping verb in the Present Continuous (am, are, is) +Ving
affirmative negative yes/no question
I:
I am reading a book. I am not reading a book. Am I reading a book?
he, she, it:
He is reading a book. He is not reading a book. Is he reading a book?
we, you, they:
We are reading a book. We are not reading a book. Are we reading a book

“be” as a helping verb in the Past Continuous (was, were) +Ving

affirmative negative yes/no question
I:
I was reading a book. I was not reading a book. Was I reading a book?
he, she, it:
He was reading a book. He was not reading a book. Was he reading a book?
we, you, they:
We were reading a book. We were not reading a book. Were we reading a book