Created on June 21, 2023
OUTCOMES UPPER units 1-5
five habits about now and the past, using five different structures.
Vocabulary builder: his later paintings are quite *** -some of the language is a bit *** -I think she was being deliberately *** -the interpretation of this *** phrase led to a serious argument
say eight words and two expressions to describe films and music.
Developing conversations your partner will say three films they like. You must disagree politely and say why
Say three sentences about places where you live, using relative clauses.
Vocabulary builder: -*** colours are softer and more delicate -the *** flavour of green tea -the walls were painted a *** shade of blue
Vocabulary builder: -overcome a*** -tackle a *** -a serious/tough/major *** -face a *** -___ presents a serious ***
say eight adjectives to describe areas and buildings.
Vocabulary builder: -the hero ***s the monster for the first time -never *** a burglar alone if possible -riot police were **** ed by angry protestors -we need to **** the problem more directly
DESCRIBE A PAINTING
Make an adverb: Sad Hard Fortunate Luck Friendly
Vocabulary builder: suburbneighbourhoodarealifestylefamilyresidents
Vocabulary builder: actorpeoplearea
Developing conversations Agree using a synonym
Grammar say six things about the future, using three different structures and without using will.
Grammar What adjectives do we often use to speak about the future?
Carnival vocab: 1foat 2mask 3sound system
Carnival vocab: 1costume 2bonfire 3band
Vocabulary builder: -a fact which lends a disturbing ***to the portrait -it gave the show a certain *** -the presence of his ex wife gave the meeting an extra ***
Vocabulary builder: buildingsschoolinner city areaparts of the cityareas
Carnival vocab: 1firewords display 2parade 3confetti
Vocabulary builder: areaschoolstreetsneighbourhood
Vocabulary builder: childhoodbackgroundareaschoolchildren
Vocabulary builder: -an impulse *** (something you buy suddenly without planning to buy it) -the receipt shows the date of *** -local restaurants offer delicious food for ***
Vocabulary builder: -he sorted the rubbish into *** -a *** of books - a *** of junk in the corner of the room
Vocabulary builder: -come with a *** -be under *** the washing machine came with a three-year *** -it’s a good idea to keep the *** -it’s still under *** -it was expensive, but has a lifetime ***
describe four things in the classroom. Say what they are used for. Your partner must guess the object.
Developing conversations Explaining and checking
Name things you use… -to tie things together? -to put up a poster or a notice? -to wash and hang up your clothes to dry? -if there's a crack in your roof and it's leaking? -so you can mend a rip in your clothing? -to keep papers together? -to put up a picture on the wall? -to make holes in the wall? -if you knock over a cup and it smashes on the floor? so you can see better in dark places?
Vocabulary builder: -surrounded by *** of old newspapers -my clothes were all folded up in ***
What can be wrong with a thing Finding fault
What can a shop do if there's something wrong with the idem you bought
Grammar use should have x 3 to say what you did badly last week, and should x 3 to say what you can do better
Vocabulary builder: -my shoes are *** because they’re too old -an old book that was *** -their relationship *** (failed)
-the new regulations have serious*** for British agriculture -in this blog post he examines the *** of the delay
-I realised the kettle had a *** -engineers found a *** in the oil tank
Vocabulary say eight of the words to describe the economy, etc.
Say all the nouns he's obsessed - have an *** they tried to evict him - face *** he’s cautious - show great *** I'm afraid - overcome my *** of flying he’s well-intentioned - have good *** I'm very optimistic - be full of *** he’s really mean - it's pure *** he's pessimistic - despite the ***
-the paint was *** off the walls -the label had *** off the bottle
if you put ***, you make it by joining all its different pieces to each other
Vocabulary builder: -the hero ***ed a problem -the idea has *** ed fierce opposition -we ***ed a few problems -United Nations forces ***ed some resistance
Grammar say three sentences about the situation in your country, using so and such.
Developing conversations You must agree and disagree in four ways. Add your own further comment. I don't know how people can make ends meet The pace of life is so fast here They haven't done anything to boost tourism The job market is so competitive at the moment There's so much crime, you can't go out at night! This country is so bureaucratic! _______________________________________________ -if you agree: I know! Tell me about! (+ a comment) -if you dissagree: I know what you mean, but…/ Yeah, I guess. Mind you…(+ a comment)
Developing conversations Respond by checking what you heard.
Vocabulary tell your partner about the health and fitness of people you know, using five of the words or expressions.
Grammar say four the … the comparatives about: coffee, the economy, cars / roads, school / education.
Vocabulary say ten words connected to football and tennis.
Vocabulary builder: -*** challenge -*** a problem/an issue
Make sentences using: ***be so far in debt *** are concerned with ***vote for/against ***be busy doing something ***cut back on sth ***be well-intentioned ***(sth) shot up recently ***do controvercial things
Let’s talk: 1)films featuring characters seeking revenge which presents an obstacle to them 2)Name films that features characters in disguise 3)films that show characters living in poverty which reveals issues of inequality and social injustice in our society? 4)What problems do characters usually encounter? ...encounter the (injustice) problems 5)What insights have you gained from your fav book/film? 6)films where characters get away with bad deeds
Vocabulary builder: -be out of ***-be short of ***-get your *** back
Vocabulary builder: -I ***ed my knee on the table-I fell down and ***ed my nose-I got a *** on the head
Vocabulary builder: -I'm always ***ing over and bumping into things-I ***ed up on the carpet and fell over
Vocabulary builder: one after another, without anything different happening in between he scored 2 goals ***
The game can be played by 2 to 4 players. Each player has 4 tiles of the same color (yellow, blue, red, or green) and a starting zone or "house" corresponding to their color on the board. Each starting zone or "home" has a starting square in the same color. On the board, there are also 8 squares (gray with a symbol) where the pieces are safe. The object of the game is to get the 4 pieces from the home to the goal (the final square in the center of the board) before the other players by going all the way around the board. All players start the game with the 4 pieces in their respective homes. Before starting the game, each player will roll the die (just click on the digital die and wait for it to stop). The player who gets the highest number will go first. The players will be able to remove the pieces from their homes only when they get a 5. The players will move the pieces they have in play by rolling the die. They must move one of the pieces forward as many squares as the die indicates, if possible. If a player rolls a 6, they may take another turn. If you have all your pieces out, the 6 will be worth 7. A blockade is formed when two pieces of the same color coincide in the same square. The blockades prevent the passage of any other pieces. If in a square there are two non-bridging pieces (of different colors), any piece can jump over them but never occupy a place in that position. When a player has some of their pieces forming a blockade and on their turn they roll a 6, they will be obliged to open the barrier, that is, to move one of the pieces forming the blockade, if possible. If more than one blockade is available, the player can break whichever one they want. To capture an opponent's piece, you need to land on the same square, as long as it is not a "safe" square. The captured piece will return home and the player who has managed to capture it must advance one of their pieces 20 squares, if possible. If a piece has managed to go all the way around the board, it can enter the goal. To get a piece into the goal, the player must roll the exact number on the die. In the arrival corridor (row of the same color before the goal), a piece cannot be captured by the opponent. If a piece reaches the goal, the player must advance 10 spaces with any other of their pieces, where possible. The winner is the player who manages to get their 4 pieces into the goal first.