Unit 4-a
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This document provides an example recipe for making spicy salsa. The recipe lists the ingredients as half an onion, 5 tomatoes, salt and pepper, 2 chili peppers, and a small bunch of cilantro and 1 lemon. The instructions are to first chop the onions, chili peppers, tomatoes, and cilantro and put them in a bowl. Next, add salt and pepper, then squeeze fresh lemon juice into the bowl. After mixing everything together, refrigerate the salsa for one hour before enjoying it with tortilla chips.
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Unit 6-a
The document provides 6 guidelines from the tenant association of an apartment building. The guidelines ask residents to use the bike rack instead of parking bicycles on the sidewalk, keep the laundry room clean by picking up after themselves, and not pick the flowers in the garden so that everyone can enjoy them. Residents can contact Joseph in apartment #205 or Tina in apartment #634 if they have any questions.
Unit 7-a
A student is sick and unable to attend class, so they have asked a classmate for help. In the message to their classmate, the student thanks them for their help and provides 5 instructions - to give their homework to the teacher, which is attached to the message, and not to forget 3 additional unspecified tasks. The student signs off by asking if their classmate can help with these requests.
Unit 5-a
This letter provides suggestions for sightseeing activities in Santiago for a visiting friend named Josh. It recommends bringing a camera to capture the beauty of the city and comfortable shoes for walking around sights. The letter also mentions other activities but does not provide details.
Unit 3-a
This document provides an activity where the reader imagines moving to a new apartment and writes a letter to a friend comparing their old home to the new one. An example letter is given where the writer tells their friend about their move to a new apartment, noting that the old one didn't have enough space while the new one is brighter but the bedrooms are too dark since there aren't enough windows.
Unit 6
This document provides a summary of unit 6, which focuses on two-part verbs such as "turn down" and "pick up", as well as making requests using modals and "Would you mind...". It gives examples of two-part verbs used with nouns and pronouns, examples of requests and responses using modals and "Would you mind...", and the grammar focuses on these structures.
Unit 8
This document provides an overview of grammar topics related to relative clauses of time and adverbial clauses of time. It introduces examples of relative clauses of time using the words "when" to describe Thanksgiving, Valentine's Day, and New Year's Eve. It also gives examples of adverbial clauses of time using "when", "after", and "before" to describe parts of a wedding ceremony in Japan.
Unit 7
This document discusses infinitives and gerunds, as well as imperatives and infinitives. It provides examples of using infinitives and gerunds to express uses and purposes, such as "I use my computer to send emails" and "I use my computer for sending emails". The document also gives examples of imperatives paired with infinitives for giving suggestions, such as "Be sure to press these keys" and "Try not to be late for the party".
Unit 8-a
The annual fireworks festival in Yenshui, Taiwan occurs on the last day of the New Year celebration, which is the first full moon of the new lunar year. During the festival, people explode fireworks in the streets, paint their faces, and dress up in armor as they get close to the fireworks. Visitors should see the "cannon wall" display of fireworks that is lit to thank the gods for their blessings.
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Unit 6-a
The document provides 6 guidelines from the tenant association of an apartment building. The guidelines ask residents to use the bike rack instead of parking bicycles on the sidewalk, keep the laundry room clean by picking up after themselves, and not pick the flowers in the garden so that everyone can enjoy them. Residents can contact Joseph in apartment #205 or Tina in apartment #634 if they have any questions.
Unit 7-a
A student is sick and unable to attend class, so they have asked a classmate for help. In the message to their classmate, the student thanks them for their help and provides 5 instructions - to give their homework to the teacher, which is attached to the message, and not to forget 3 additional unspecified tasks. The student signs off by asking if their classmate can help with these requests.
Unit 5-a
This letter provides suggestions for sightseeing activities in Santiago for a visiting friend named Josh. It recommends bringing a camera to capture the beauty of the city and comfortable shoes for walking around sights. The letter also mentions other activities but does not provide details.
Unit 3-a
This document provides an activity where the reader imagines moving to a new apartment and writes a letter to a friend comparing their old home to the new one. An example letter is given where the writer tells their friend about their move to a new apartment, noting that the old one didn't have enough space while the new one is brighter but the bedrooms are too dark since there aren't enough windows.
Unit 6
This document provides a summary of unit 6, which focuses on two-part verbs such as "turn down" and "pick up", as well as making requests using modals and "Would you mind...". It gives examples of two-part verbs used with nouns and pronouns, examples of requests and responses using modals and "Would you mind...", and the grammar focuses on these structures.
Unit 8
This document provides an overview of grammar topics related to relative clauses of time and adverbial clauses of time. It introduces examples of relative clauses of time using the words "when" to describe Thanksgiving, Valentine's Day, and New Year's Eve. It also gives examples of adverbial clauses of time using "when", "after", and "before" to describe parts of a wedding ceremony in Japan.
Unit 7
This document discusses infinitives and gerunds, as well as imperatives and infinitives. It provides examples of using infinitives and gerunds to express uses and purposes, such as "I use my computer to send emails" and "I use my computer for sending emails". The document also gives examples of imperatives paired with infinitives for giving suggestions, such as "Be sure to press these keys" and "Try not to be late for the party".
Unit 8-a
The annual fireworks festival in Yenshui, Taiwan occurs on the last day of the New Year celebration, which is the first full moon of the new lunar year. During the festival, people explode fireworks in the streets, paint their faces, and dress up in armor as they get close to the fireworks. Visitors should see the "cannon wall" display of fireworks that is lit to thank the gods for their blessings.
Unit 5
This document is a unit on going to places that focuses on grammar related to the future and modals for necessity and suggestion. It provides examples of using "be going to" to discuss plans that have been decided and "will" for possible plans before a decision. It also gives examples of modals like "must", "need", "have to", and "should" for describing necessity or giving suggestions. Sample sentences are provided to illustrate the use of these grammar points in the context of travel plans and recommendations.
Unit 4
This document provides an overview of the differences between the simple past and present perfect tenses, as well as how to use sequence adverbs to describe a series of events. It focuses on grammar patterns for talking about experiences at specific times in the past using simple past tense versus experiences within a time period up to the present using present perfect tense. Example conversations demonstrate asking and answering questions following these patterns, such as trying snails yesterday in simple past tense versus eating at a Thai restaurant earlier today in present perfect tense.
Unit 3
This document provides a grammar focus on evaluations, comparisons, and using wish with adjectives and nouns. It discusses comparing and evaluating apartments and houses using adjectives like big, small, convenient. Examples are given using comparisons like as...as and not as...as. The use of wish is explained, including using wish + past tense for present wishes and were with all pronouns after wish. Examples wish sentences express a desire to not live with parents and to be able to move out.
Unit 2 a
The document discusses traffic in a city from a community message board post. It states that a few years ago it took 10 minutes to get downtown but now during rush hour it takes over 30 minutes due to increased traffic. The post suggests there should be improvements to address the worsening traffic situation.
Unit 2
This document provides a grammar focus on expressions of quantity with count and non-count nouns, as well as indirect questions formed from wh-questions. It includes examples of expressions of quantity like "there are too many cars" and indirect questions using wh-words like "where", "what", and "can" followed by examples of indirect questions using those wh-words with verbs like "be", "do", and "can".
Unit 5
This document provides an overview of topics and grammar covered in Unit 5, which includes discussing future plans using "be going to" and discussing necessity and suggestions using modals. It focuses on using "be going to" to discuss decided plans and "will" for possible plans. For modals, it gives examples of using words like "must", "need", "have to" for necessity and "should", "ought to", "had better" for suggestions. Sample sentences are provided to illustrate the target grammar structures.
Unit 3 a
This document provides an activity and example for a letter comparing an old home to a new apartment. The activity asks the reader to imagine moving to a new apartment and write a letter to a friend describing how the new home compares to the old one. The example letter mentions that the new apartment has more space but darker bedrooms due to a lack of windows, when compared to the writer's old apartment.
Unit 1
This document is an English lesson about using past tense and the expression "used to" to talk about things in the past. It provides examples of questions and responses using "was/were" to talk about places someone was born or moved from, and "did" to talk about past actions like taking English classes. It defines "used to" as referring to something done regularly in the past but no longer.
Unit 1 a
The document provides an example paragraph about childhood memories for a writing activity. It describes moving to Australia at age four and living in an old two-story house with a big yard. The writer recalls playing many games with their older brother in the yard and spending time outside in the summer.
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The document discusses traffic in a city from a community message board post. It states that a few years ago it took 10 minutes to get downtown but now during rush hour it takes over 30 minutes due to increased traffic. The post suggests there should be improvements to address the worsening traffic situation.
Unit 2
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Unit 5
This document provides an overview of topics and grammar covered in Unit 5, which includes discussing future plans using "be going to" and discussing necessity and suggestions using modals. It focuses on using "be going to" to discuss decided plans and "will" for possible plans. For modals, it gives examples of using words like "must", "need", "have to" for necessity and "should", "ought to", "had better" for suggestions. Sample sentences are provided to illustrate the target grammar structures.
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This document is an English lesson about using past tense and the expression "used to" to talk about things in the past. It provides examples of questions and responses using "was/were" to talk about places someone was born or moved from, and "did" to talk about past actions like taking English classes. It defines "used to" as referring to something done regularly in the past but no longer.
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The document provides an example paragraph about childhood memories for a writing activity. It describes moving to Australia at age four and living in an old two-story house with a big yard. The writer recalls playing many games with their older brother in the yard and spending time outside in the summer.
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Unit 4-a
- 1. UNIT 4- I’VE NEVER HEARD OF THAT! ACTIVITY: Write a recipe. Think of something you know how to make and describe how to do it. Follow this example: SPICY SALSA Half an onion 5 tomatoes Salt and pepper 2 chili peppers A small bunch of cilantro 1 lemon First, chop the onion, chili peppers, tomatoes, and cilantro. Put in a bowl. Next, add salt and pepper. Then squeeze some fresh lemon juice in the bowl. After that, mix everything together and refrigerate for one hour. Enjoy with tortilla chips.