Here are the times written in words and numbers:
ten thirty (10:30)
twelve o'clock (12:00)
half past three (3:30)
a quarter to five (4:45)
seven fifteen (7:15)
nine o'clock (9:00)
two forty-five (2:45)
22
18
Unit
13
Lesson 3
1. Complete the schedule.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
7:00 - 8:00
Breakfast
8:00 - 9:00
9
This document contains instructions and questions for a Bahasa Malaysia writing exam consisting of 3 sections: Section A involves writing 5 sentences based on a picture, Section B involves writing an essay based on a given prompt, and Section C involves identifying 5 values from a passage. The prompts provide topics for the essay such as reporting on a school sports day or writing a dialogue with a friend. The document is 6 pages long including the cover page.
This document contains a Latin exercise with various grammar and vocabulary activities. Students are asked to identify letters in words, match words with their definitions, conjugate verbs, decline adjectives, write out numbers, and complete sentences with provided vocabulary. The exercise covers topics such as professions, places, family relationships, and physical/mental states. The goal is to practice foundational Latin grammar and vocabulary.
1. The document is an exam for an English language class consisting of reading comprehension, vocabulary, grammar and writing exercises.
2. The reading passages discuss the lives of cowboys in the American West and body language customs in the United States.
3. The exam tests the student's ability to understand texts, identify grammar rules, answer questions and write short paragraphs on provided topics.
The document contains exercises to practice using the simple present and present progressive tenses in English. It provides pictures and short texts and asks the reader to complete sentences using the appropriate tense. The exercises focus on using context clues like time expressions, frequency adverbs and actions occurring now to choose between the simple present and present progressive tenses. It also explains when each tense is used and provides practice with positive, negative and interrogative sentence structures.
This document contains 71 sentences that require rewriting to maintain the same meaning in a different structure. The sentences are examples for an English grammar exercise, providing before and after versions to practice rewriting sentences with different grammatical structures like conditionals, passive voice, gerunds, and others. The focus is on rewriting the sentences while keeping the same core meaning.
Here are the answers to the reading comprehension questions:
1. Where was the girl going?
The girl was going to California to visit her favorite aunt, Aunt Helen.
2. Why was she scared during takeoff?
She became scared during takeoff because no one told her that the plane would be so high in the air so fast. All the houses and cars looked like tiny ants from so high up, which scared her.
3. How did the flight attendant help her?
The flight attendant could see that the girl was afraid. She came over and sat next to her in the empty seat. She asked if the girl was okay and reassured her that there was nothing to be afraid of. She
UPSR 2017 - Compilation English 014 (Section B) IMSHA LEARNING
This document contains 6 passages providing instructions and prompts for different sections of an English exam. The passages include pictures, advertisements, notices and other materials for students to reference in answering questions. Some of the key details include:
- Passage 1 asks students to list 3 activities to clean their class and write an email informing a friend about a volunteer opportunity.
- Passage 2 provides information about a hotel and asks students to list 3 things they would enjoy there and write an email telling a pen pal about activities at the hotel.
- Passage 3 gives information about Cameron Highlands and asks students to list 3 places to visit there and write a postcard about 3 activities during their stay.
- Passages
The document provides a lesson on the English vowel sounds [i] and [ɪ]. It introduces the phonetic symbols that represent the vowel sounds in "eat" ([i]) and "it" ([ɪ]). Examples are given to demonstrate the difference between the two sounds. Practice exercises are included for students to transcribe words containing [i] and [ɪ] into phonetic and conventional alphabets. Subsequent lessons cover additional vowel sound pairs such as [e] and [ɛ], [æ] and [a], and review exercises reinforce the concepts taught.
This document contains instructions and questions for a Bahasa Malaysia writing exam consisting of 3 sections: Section A involves writing 5 sentences based on a picture, Section B involves writing an essay based on a given prompt, and Section C involves identifying 5 values from a passage. The prompts provide topics for the essay such as reporting on a school sports day or writing a dialogue with a friend. The document is 6 pages long including the cover page.
This document contains a Latin exercise with various grammar and vocabulary activities. Students are asked to identify letters in words, match words with their definitions, conjugate verbs, decline adjectives, write out numbers, and complete sentences with provided vocabulary. The exercise covers topics such as professions, places, family relationships, and physical/mental states. The goal is to practice foundational Latin grammar and vocabulary.
1. The document is an exam for an English language class consisting of reading comprehension, vocabulary, grammar and writing exercises.
2. The reading passages discuss the lives of cowboys in the American West and body language customs in the United States.
3. The exam tests the student's ability to understand texts, identify grammar rules, answer questions and write short paragraphs on provided topics.
The document contains exercises to practice using the simple present and present progressive tenses in English. It provides pictures and short texts and asks the reader to complete sentences using the appropriate tense. The exercises focus on using context clues like time expressions, frequency adverbs and actions occurring now to choose between the simple present and present progressive tenses. It also explains when each tense is used and provides practice with positive, negative and interrogative sentence structures.
This document contains 71 sentences that require rewriting to maintain the same meaning in a different structure. The sentences are examples for an English grammar exercise, providing before and after versions to practice rewriting sentences with different grammatical structures like conditionals, passive voice, gerunds, and others. The focus is on rewriting the sentences while keeping the same core meaning.
Here are the answers to the reading comprehension questions:
1. Where was the girl going?
The girl was going to California to visit her favorite aunt, Aunt Helen.
2. Why was she scared during takeoff?
She became scared during takeoff because no one told her that the plane would be so high in the air so fast. All the houses and cars looked like tiny ants from so high up, which scared her.
3. How did the flight attendant help her?
The flight attendant could see that the girl was afraid. She came over and sat next to her in the empty seat. She asked if the girl was okay and reassured her that there was nothing to be afraid of. She
UPSR 2017 - Compilation English 014 (Section B) IMSHA LEARNING
This document contains 6 passages providing instructions and prompts for different sections of an English exam. The passages include pictures, advertisements, notices and other materials for students to reference in answering questions. Some of the key details include:
- Passage 1 asks students to list 3 activities to clean their class and write an email informing a friend about a volunteer opportunity.
- Passage 2 provides information about a hotel and asks students to list 3 things they would enjoy there and write an email telling a pen pal about activities at the hotel.
- Passage 3 gives information about Cameron Highlands and asks students to list 3 places to visit there and write a postcard about 3 activities during their stay.
- Passages
The document provides a lesson on the English vowel sounds [i] and [ɪ]. It introduces the phonetic symbols that represent the vowel sounds in "eat" ([i]) and "it" ([ɪ]). Examples are given to demonstrate the difference between the two sounds. Practice exercises are included for students to transcribe words containing [i] and [ɪ] into phonetic and conventional alphabets. Subsequent lessons cover additional vowel sound pairs such as [e] and [ɛ], [æ] and [a], and review exercises reinforce the concepts taught.
The document contains instructions and questions for an English exam consisting of 3 sections - Section A asks students to fill in blanks in a paragraph by choosing answers from pictures, Section B asks students to identify toy prices from pictures and write a message choosing a toy as a gift, and Section C requires answering one of two story writing questions based on provided pictures and words.
The document provides examples of reading comprehension exercises in English for elementary school students. It includes passages with questions about daily routines, family trees, schedules and food groups. The passages are meant to teach students skills like punctuation, matching pictures to text, filling in blanks, circling answers and writing short responses. The overall document covers a range of foundational English language skills for young learners.
The document describes various careers and jobs including waiters, cooks, taxi drivers, architects, factory workers, mechanics, businesswomen, fishermen, doctors, dentists, lion tamers, bank tellers, lawyers, astronauts, farmers, artists, pilots, plumbers, garbage collectors, presidents, gardeners, secretaries, teachers, kings, super heroes, journalists, and police officers. It provides details about what each job or career entails such as their responsibilities and where they work.
Soalan Ujian Bahasa Inggeris Tahun 4 KSSR Kertas 2ar-rifke.com
The document contains a reading comprehension exam for students with 3 sections. Section A asks students to write 5 sentences describing a picture of a school clean-up activity. Section B contains information about various products for sale and questions to complete a table and choose a Father's Day gift. Section C provides pictures of a classroom incident and words to help students write a story about what happened. The exam tests students' abilities to understand information, fill out tables, make choices, and compose written passages.
This document contains a study guide for a test on Ancient China. It includes questions about labeling locations on a map of river valley civilizations, identifying Chinese inventions and dynasties, and matching terms to their definitions. There are also true/false questions testing understanding of key concepts in Chinese history, philosophy, and religion.
This document appears to be instructions for a sentence completion test. It provides 60 incomplete sentences for the test taker to finish by writing the first thing or idea that comes to mind. The test is meant to be completed as quickly as possible. Any unfinished sentences should be marked so they can be returned to later. The sentences cover a range of topics including family, friends, work, fears, ambitions, and past experiences.
The document provides a series of grammar exercises for students to complete. The exercises focus on topics like verb conjugation, affirmative and negative sentence construction, interrogative forms, use of adverbs, and describing daily routines. Students are prompted to fill in blanks, rewrite sentences in different tenses or forms, ask and answer questions, and provide opinions. The goal is for students to practice and demonstrate their understanding of basic English grammar.
Bài tập chuyển đổi câu tiếng anh ( with key)Pigeonrose
This document contains sample sentence transformation questions from standardized tests for junior high school students in Ho Chi Minh City, Vietnam from 2000-2012. It includes 12 tests with multiple choice questions where students must transform the original sentence into the form indicated in parentheses. The goal is to assess students' ability to restructure sentences while maintaining the same meaning.
1. The document provides a study guide for a test on India and Hinduism, including fill-in-the-blank questions and short answer questions about key aspects of Indian civilization, religion, and history. Topics covered include the Indus River valley civilization, Hinduism, the caste system, epic poems like the Ramayana and Mahabharata, and empires like the Mauryan Empire.
2. Students are asked to fill in blanks with terms related to India's climate, economy, languages, mathematics, rivers, size, and social hierarchy. Questions also cover artifacts, cities, writing systems, gods, important buildings, and behavioral teachings from epic poems.
3. The study guide
This document contains a test with three sections. Section A provides 10 two-word prompts and asks the test taker to write a sentence using both words. Section B contains a passage about making orange juice and asks the test taker to fill in 15 blanks with the appropriate words. Section C contains three pictures and prompts the test taker to write descriptions of the pictures using given words. The test is in Bahasa Melayu and provides instructions, word prompts, and space for answers.
This document contains details of 5 quizzes with increasing point values for each question. Quiz 1 covers phonics, speaking prompts, and fill-in-the-blank questions. Quiz 2 includes matching exercises, spelling, grammar, and writing questions about jobs. Quiz 3 has questions about characters in The Simpsons TV show, as well as writing family member relationships. Quiz 4 focuses on vocabulary with matching, speaking, and multiple choice grammar questions. Quiz 5 deals with time, question words, parts of speech, and grammar comparisons. The quizzes test a variety of English language skills.
The document provides information about the daily schedules and activities of several children. It includes passages about Iman getting ready for school in the morning, Azwa's daily schedule which includes lessons, lunch, religious studies and playing football, and the Saturday morning schedules of Zana and Lina which include music lessons, housework, and time in the park. The document also contains exercises matching pictures to activities, filling in blanks with greetings, circling correct answers, and filling out a family tree.
This document contains a series of questions asking for numbers and their translations into Japanese. It asks the respondent to provide numbers, years, and translations for cardinal numbers, ordinal numbers, Roman numerals, fractions, and decimals. The questions cover topics like ages, sports jersey numbers, graduation years, and more. The respondent is asked to spell out numbers and provide both Japanese and Roman numeral translations throughout.
This document provides exercises in Latin involving completing verb forms, answering questions, and translating sentences. It includes a schedule detailing the daily activities of Julius and questions to test comprehension of the schedule. Some key details:
- Students are asked to complete verb forms such as "to ask, to serve, to dress" and "to recline, to wake up".
- The schedule lists Julius' daily activities such as exercise, lunch, leaving work, and playing, broken down by day of the week.
- Comprehension questions test things like what time Julius leaves work each day, what he does at night on Tuesdays, and who he has lunch with on a specified day.
Bài tập tiếng anh lớp 6 bài 9 the body (tự luận)Nguyen Van Tai
The document is a lesson about describing physical appearance and body parts in Vietnamese. It contains exercises where students practice describing people's heights, weights, hair colors, eye colors, facial features, occupations and more using adjectives. Students ask and answer questions about physical descriptions, rewrite sentences, translate sentences to English, find mistakes in descriptions, and arrange descriptive words into categories. The lesson aims to help students learn and practice vocabulary for describing the body and physical appearance in Vietnamese.
This document contains an English worksheet with exercises about making predictions using future tenses.
[1] The first exercise asks students to fill in a table with the correct forms of "be" to make sentences about future plans, and then make the sentences negative and ask questions.
[2] The second exercise has students put scrambled words in the correct order to form questions and statements about future plans.
[3] The third exercise provides prompts for a conversation between two friends, Rosie and Sara, about plans for a barbecue that night. Students must fill in the blanks with the appropriate future tense forms.
This document appears to be an evaluation test consisting of multiple sections assessing vocabulary, grammar, and language skills. It includes exercises involving defining words, completing sentences using different verb tenses, filling in prepositions, identifying parts of speech, and answering short questions. The test covers a range of fundamental language concepts.
This document contains a summary of final term examinations for Al Bahr Al Ahmar International School for the 2013-2014 school year. It includes subjects like English, math, science, religion and Arabic for Kindergarten Grade 3 beginner level. It was prepared by Ms. Book of Red Sea. The document provides practice questions and exercises in each subject to help students prepare for their final exams.
This document contains a practice test for a Malaysian English proficiency exam. It has two sections. Section A contains 10 fill-in-the-blank questions testing conversational exchanges. Section B is a reading comprehension passage followed by 10 true/false and fill-in-the-blank questions about a village doctor who helps patients in need. The test is designed to evaluate an examinee's English language skills in different contexts.
The document provides instructions for a supplementary module based on a textbook and scope of work (SOW). It includes exercises for students to complete, such as reading and coloring a picture correctly based on descriptions of hair and eye colors, writing about their family, finding friends with certain items or hobbies, solving math word problems, and completing grammar exercises using verbs like "have got". The module is broken into lessons with topics like descriptions of people, timetelling, reading comprehension, spelling, verb conjugations, and identifying correct/incorrect sentences.
This document contains exercises to practice using expressions like "would rather", "had better", and "it's (high/about) time". The exercises provide situations and ask the student to respond using one of the expressions. For example, one exercise asks the student to complete the sentence "You had better ______" to advise someone to see a doctor about an infected cut. The document aims to help students practice using conditional expressions to express preferences, give advice, or indicate that it is time to do something.
The document contains instructions and questions for an English exam consisting of 3 sections - Section A asks students to fill in blanks in a paragraph by choosing answers from pictures, Section B asks students to identify toy prices from pictures and write a message choosing a toy as a gift, and Section C requires answering one of two story writing questions based on provided pictures and words.
The document provides examples of reading comprehension exercises in English for elementary school students. It includes passages with questions about daily routines, family trees, schedules and food groups. The passages are meant to teach students skills like punctuation, matching pictures to text, filling in blanks, circling answers and writing short responses. The overall document covers a range of foundational English language skills for young learners.
The document describes various careers and jobs including waiters, cooks, taxi drivers, architects, factory workers, mechanics, businesswomen, fishermen, doctors, dentists, lion tamers, bank tellers, lawyers, astronauts, farmers, artists, pilots, plumbers, garbage collectors, presidents, gardeners, secretaries, teachers, kings, super heroes, journalists, and police officers. It provides details about what each job or career entails such as their responsibilities and where they work.
Soalan Ujian Bahasa Inggeris Tahun 4 KSSR Kertas 2ar-rifke.com
The document contains a reading comprehension exam for students with 3 sections. Section A asks students to write 5 sentences describing a picture of a school clean-up activity. Section B contains information about various products for sale and questions to complete a table and choose a Father's Day gift. Section C provides pictures of a classroom incident and words to help students write a story about what happened. The exam tests students' abilities to understand information, fill out tables, make choices, and compose written passages.
This document contains a study guide for a test on Ancient China. It includes questions about labeling locations on a map of river valley civilizations, identifying Chinese inventions and dynasties, and matching terms to their definitions. There are also true/false questions testing understanding of key concepts in Chinese history, philosophy, and religion.
This document appears to be instructions for a sentence completion test. It provides 60 incomplete sentences for the test taker to finish by writing the first thing or idea that comes to mind. The test is meant to be completed as quickly as possible. Any unfinished sentences should be marked so they can be returned to later. The sentences cover a range of topics including family, friends, work, fears, ambitions, and past experiences.
The document provides a series of grammar exercises for students to complete. The exercises focus on topics like verb conjugation, affirmative and negative sentence construction, interrogative forms, use of adverbs, and describing daily routines. Students are prompted to fill in blanks, rewrite sentences in different tenses or forms, ask and answer questions, and provide opinions. The goal is for students to practice and demonstrate their understanding of basic English grammar.
Bài tập chuyển đổi câu tiếng anh ( with key)Pigeonrose
This document contains sample sentence transformation questions from standardized tests for junior high school students in Ho Chi Minh City, Vietnam from 2000-2012. It includes 12 tests with multiple choice questions where students must transform the original sentence into the form indicated in parentheses. The goal is to assess students' ability to restructure sentences while maintaining the same meaning.
1. The document provides a study guide for a test on India and Hinduism, including fill-in-the-blank questions and short answer questions about key aspects of Indian civilization, religion, and history. Topics covered include the Indus River valley civilization, Hinduism, the caste system, epic poems like the Ramayana and Mahabharata, and empires like the Mauryan Empire.
2. Students are asked to fill in blanks with terms related to India's climate, economy, languages, mathematics, rivers, size, and social hierarchy. Questions also cover artifacts, cities, writing systems, gods, important buildings, and behavioral teachings from epic poems.
3. The study guide
This document contains a test with three sections. Section A provides 10 two-word prompts and asks the test taker to write a sentence using both words. Section B contains a passage about making orange juice and asks the test taker to fill in 15 blanks with the appropriate words. Section C contains three pictures and prompts the test taker to write descriptions of the pictures using given words. The test is in Bahasa Melayu and provides instructions, word prompts, and space for answers.
This document contains details of 5 quizzes with increasing point values for each question. Quiz 1 covers phonics, speaking prompts, and fill-in-the-blank questions. Quiz 2 includes matching exercises, spelling, grammar, and writing questions about jobs. Quiz 3 has questions about characters in The Simpsons TV show, as well as writing family member relationships. Quiz 4 focuses on vocabulary with matching, speaking, and multiple choice grammar questions. Quiz 5 deals with time, question words, parts of speech, and grammar comparisons. The quizzes test a variety of English language skills.
The document provides information about the daily schedules and activities of several children. It includes passages about Iman getting ready for school in the morning, Azwa's daily schedule which includes lessons, lunch, religious studies and playing football, and the Saturday morning schedules of Zana and Lina which include music lessons, housework, and time in the park. The document also contains exercises matching pictures to activities, filling in blanks with greetings, circling correct answers, and filling out a family tree.
This document contains a series of questions asking for numbers and their translations into Japanese. It asks the respondent to provide numbers, years, and translations for cardinal numbers, ordinal numbers, Roman numerals, fractions, and decimals. The questions cover topics like ages, sports jersey numbers, graduation years, and more. The respondent is asked to spell out numbers and provide both Japanese and Roman numeral translations throughout.
This document provides exercises in Latin involving completing verb forms, answering questions, and translating sentences. It includes a schedule detailing the daily activities of Julius and questions to test comprehension of the schedule. Some key details:
- Students are asked to complete verb forms such as "to ask, to serve, to dress" and "to recline, to wake up".
- The schedule lists Julius' daily activities such as exercise, lunch, leaving work, and playing, broken down by day of the week.
- Comprehension questions test things like what time Julius leaves work each day, what he does at night on Tuesdays, and who he has lunch with on a specified day.
Bài tập tiếng anh lớp 6 bài 9 the body (tự luận)Nguyen Van Tai
The document is a lesson about describing physical appearance and body parts in Vietnamese. It contains exercises where students practice describing people's heights, weights, hair colors, eye colors, facial features, occupations and more using adjectives. Students ask and answer questions about physical descriptions, rewrite sentences, translate sentences to English, find mistakes in descriptions, and arrange descriptive words into categories. The lesson aims to help students learn and practice vocabulary for describing the body and physical appearance in Vietnamese.
This document contains an English worksheet with exercises about making predictions using future tenses.
[1] The first exercise asks students to fill in a table with the correct forms of "be" to make sentences about future plans, and then make the sentences negative and ask questions.
[2] The second exercise has students put scrambled words in the correct order to form questions and statements about future plans.
[3] The third exercise provides prompts for a conversation between two friends, Rosie and Sara, about plans for a barbecue that night. Students must fill in the blanks with the appropriate future tense forms.
This document appears to be an evaluation test consisting of multiple sections assessing vocabulary, grammar, and language skills. It includes exercises involving defining words, completing sentences using different verb tenses, filling in prepositions, identifying parts of speech, and answering short questions. The test covers a range of fundamental language concepts.
This document contains a summary of final term examinations for Al Bahr Al Ahmar International School for the 2013-2014 school year. It includes subjects like English, math, science, religion and Arabic for Kindergarten Grade 3 beginner level. It was prepared by Ms. Book of Red Sea. The document provides practice questions and exercises in each subject to help students prepare for their final exams.
This document contains a practice test for a Malaysian English proficiency exam. It has two sections. Section A contains 10 fill-in-the-blank questions testing conversational exchanges. Section B is a reading comprehension passage followed by 10 true/false and fill-in-the-blank questions about a village doctor who helps patients in need. The test is designed to evaluate an examinee's English language skills in different contexts.
The document provides instructions for a supplementary module based on a textbook and scope of work (SOW). It includes exercises for students to complete, such as reading and coloring a picture correctly based on descriptions of hair and eye colors, writing about their family, finding friends with certain items or hobbies, solving math word problems, and completing grammar exercises using verbs like "have got". The module is broken into lessons with topics like descriptions of people, timetelling, reading comprehension, spelling, verb conjugations, and identifying correct/incorrect sentences.
This document contains exercises to practice using expressions like "would rather", "had better", and "it's (high/about) time". The exercises provide situations and ask the student to respond using one of the expressions. For example, one exercise asks the student to complete the sentence "You had better ______" to advise someone to see a doctor about an infected cut. The document aims to help students practice using conditional expressions to express preferences, give advice, or indicate that it is time to do something.
This document appears to be an English assessment test for third year students consisting of 6 sections with multiple choice, sentence rearrangement, paragraph writing, sentence ordering, punctuation, and verb tense questions. It tests students on basic grammar, vocabulary and comprehension related to topics like personal details, family, possessions, animals and daily routines. The assessment contains 35 total questions worth 50 marks to evaluate students' English language skills.
The document contains a final workshop for sixth grade students. It includes exercises on completing questions with wh- words, asking wh- questions based on sentences, completing sentences with verbs like is/are/has/have, describing people, choosing opposite adjectives, using prepositions, matching words to pictures, answering questions using yes/no phrases, reading and answering questions about short stories, and filling in a crossword puzzle with clues. The passages are about butterflies going through different life stages and a family.
The document is an English workshop for 6th grade students divided into a first and second term. It provides instructions for students to complete grammar and vocabulary exercises in both terms, including answering questions, writing sentences in different tenses, completing charts, and reading comprehension activities. The exercises are designed to help students practice and reinforce their English grammar and language skills.
This document is an English worksheet that contains questions asking students to describe objects in their home, the number of rooms in their house, complete sentences about an astronaut's daily routine in space, and imagine what daily life would be like on Mars. Students are asked to describe their imagined daily routine on Mars in 50-60 words.
This document contains an exercise with multiple parts about verbs in Spanish. The exercise includes filling in forms of verbs like "to be" and "have" in affirmative, negative, and interrogative forms. It also contains sentences to complete and questions to answer about people's characteristics, occupations, locations, possessions and more. The goal is to practice using different verb forms and tenses in Spanish.
This document contains instructions and activities for Spanish language lessons for 6th grade students over 4 weeks. It includes activities matching greetings with pictures, completing dialogues, classifying expressions, answering questions, expressing feelings, and using sequence adverbs. The activities focus on practicing vocabulary and language structures related to greetings, feelings, questions, and sequencing through exercises like matching, filling in blanks, reordering words, and more.
This document is a chapter from an English textbook for 6th grade students in Brazil. It covers greetings, the alphabet, expressions, personal pronouns, the verb "to be" in affirmative, negative and interrogative forms, numbers, days, months, family members and other basic vocabulary. Each chapter includes explanations of grammar points, exercises for students to practice the new language items, and short reading comprehension passages.
This document contains a practice worksheet on parts of speech for students. It includes questions to identify nouns, proper nouns, common nouns, plural nouns, gender opposites, pronouns and conjunctions. Students are asked to identify parts of speech in sentences, pictures, and stories. They are also asked to change words between singular and plural forms and masculine and feminine genders. The worksheet is designed to help students practice and improve their understanding of key parts of speech.
This document provides practice exercises on forming and using comparatives and superlatives of adjectives and adverbs in English. It includes examples of comparative and superlative forms, fill-in-the-blank questions to test these forms, and prompts for class surveys comparing attributes of students using comparatives and superlatives. The goal is to help English language learners practice one of the key areas of English grammar.
The document provides worksheets and exercises for students to practice forming comparatives and superlatives of adjectives and adverbs in English. It includes examples of comparative and superlative forms, fill-in-the-blank questions to complete with the correct forms, and questions for students to ask each other about comparative concepts. The worksheets cover a wide range of common adjectives and adverbs and allow students to practice this English grammar concept in several different ways.
This document provides exercises to practice using the future tense "going to". It includes a table to fill in with the correct forms of "be" and to make sentences negative and questions. There are also sentence rearrangement exercises and a conversation to complete using prompts with "going to". The purpose is to practice using "going to" to talk about future plans and intentions.
This document provides strategies and sample worksheets for teaching problem solving in mathematics to grades 2-5. It discusses common errors students make in solving word problems and strategies to address them, including critical reading, questioning, visualization, and guided practice. Sample worksheets demonstrate using these strategies through multi-step word problems involving operations on measurements in different units. Hints help students understand which operation and conversion rule to apply at each step. The goal is to build students' ability to set up and solve real-world math problems systematically.
Modals are helping verbs that express the manner or mode of the main verb such as ability, possibility, permission, obligation, etc. The most commonly used modals in English are shall, should, will, would, can, could, may, might, must, ought to, used to, need and dare. Modals are used to ask permission, make requests, express possibilities, give advice, express necessity, prohibition, promises, intentions, and wishes. A modal does not change based on number or person. It is always used with the main verb in its basic form. Modals can be used alone in response to questions and when joined with "not" they can be contracted.
The document contains exercises from the New English Point book 2. It includes pre-unit exercises where students are asked to complete sentences, answer questions, and fill in dialogs. The exercises get progressively more difficult through the six units, covering topics like possessions, days, months, sports, daily routines, frequency of actions, food countables and uncountables. Exercises include filling in blanks, rewriting sentences, forming questions, and other language practice.
Apptitude1 no restrictionLOYOLA JESUIT, ABUJA PAST QUESTIONS PAPERS verbal pa...Philip Alabi
The document contains 10 logic and reasoning puzzles involving tasks like filling in missing letters, words, or numbers; arranging items according to rules; and dividing shapes. The puzzles cover a range of topics from measuring water to sharing inheritance among family members. The goal is to apply logical thinking to determine the missing information needed to solve each puzzle.
This unit introduces clothing vocabulary. Students learn to describe clothes and ask about prices. A conversation has two friends discussing shoes - their color, cost, and sale price. Grammar focuses on the present continuous tense and possessive adjectives and pronouns. Students practice identifying whose clothing items belong to whom. The unit concludes with a phonics lesson on the short 'o' sound and a summary of the unit's key grammar points.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Article: https://pecb.com/article
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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Answers about how you can do more with Walmart!"
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
5. Unit
9
Lesson 1
1. Colour the pictures. Then, complete the sentences.
My brother is wearing a clown's costume.
a. He's wearing ___________ trousers and ___________ shirt.
b. His shoes are ____________ and his socks are ___________ .
c. His hair is four different colours ; ___________ , __________ ,
___________ and ___________ .
2. Write sentences about the clothes you have in your closet.
Use colours.
a . ___________________________________________________________
In my closet there is a black scarf.
b . ___________________________________________________________
c . ___________________________________________________________
d . ___________________________________________________________
e . ___________________________________________________________
f . ___________________________________________________________
3. Describe the pictures.
Write what the people are doing and what they are wearing.
a. Arwa
b. Ahmad
a. _________________________
Arwa is cooking.
c. Zakia
b. _______________________________
__________________________________
She is wearing an apron and a scarf.
_____________________
c. ________________________________
_________________________________
1
6. My Clothes 2
1. Make sentences, using the given adjectives.
expensive, old, big, small, beautiful
a. ________________________________________.
b. ________________________________________.
c. ________________________________________.
d. ________________________________________.
e. ________________________________________.
2. Write a question for each answer.
a.
b.
c.
d.
A: __________________________?
B: It’s black.
A: ____________________________________________?
B: It’s seventeen riyals.
A: ____________________________________________?
B: They’re size 32.
A: ____________________________________________?
B: It’s long.
2
7. My Clothes 3
1. Complete the table.
Subject Pronouns
Possessive Adectives Possessive Pro ouns
j
n
I
My
You
Mine
Yours
He
She
Its
We
Our
Their
2. Complete the dialogue with possessive adjectives or possessive pro ouns.
n
A: Excuse me. Is this ________________ camera?
B: No, it’s not ________________.
A: What’s your camera like?
B: ________________ camera is small and automatic.
A: Ah. I think this is ________________.
B: Yes. That’s ________________. Thank you very much.
3. Choose the right word.
a. This is an expensive bag. Is it ( your - yours )?
b. It’s not ( my - mine) bag. ( My - Mine ) is white.
c. Can we borrow ( your - yours ) white bag ? ( Our - Ours ) is at home.
d. Sameera has a white bag, too. Take ( her - hers ).
3
8. My Clothes 4
1. Write the colours.
- blue + yellow = __________
- white + red
- black + white = __________
= __________
- green + blue = __________
2. Look at the picture. Write what the people are doing.
a. _____________________________________
b. _____________________________________
c. ______________________________________
d. _____________________________________
e. _____________________________________
3. You want to buy some new clothes for Eid. Draw your new clothes and describe them.
Use as many adjectives as you can.
___________________________________________
___________________________________________
___________________________________________
___________________________________________
4. Complete the dialogue with the words in the box.
its / our / your / her / hers
Nader
Hatim
Friend
Hatim
Nader
Hatim
: Hatim, we want to buy _____________ mom a gift.
: What shall we get her?
: Why don’t you buy her a jacket? Do you know _______________ size?
: Yes, we do. How about this red jacket?
: I’m not so sure. Red is ______________ favourite colour, not____________.
: That blue jacket is nice, isn’t it?
Nader : Yes, but let’s check ________________ price.
Self Check : Go to page 33 and check your progress
4
9. 0 Lesson 1
1
Unit
1. Write how tall they are?
150
140
130
120
110
Sami
Ahmed
Yasser
Hassan
Ali
a. ____________________________________________________________________
Ali is 110 centimetres .
b. ____________________________________________________________________
c. ____________________________________________________________________
d. ____________________________________________________________________
e. ____________________________________________________________________
2. A. Complete the questions with the most suitable words from the box.
Answer for yourself.
tall - old - much
Q : How _____________ are you?
A : I’m _____________ years old.
Q : How _____________ are you?
A : ________ ________ ________ centimetres.
Q : How _____________ do you weigh?
A : ________ ________ ________ kilos.
B. Complete the sentences with body parts.
She has got ___________ .
She _______________________
She has got black hair
_________ .
She ____________________
She has got a small ________ .
She ____________________
___________
She ___________
She ____________________
She ____________________
5
10. My Body 2
1. Describe the people in the pictures.
_____________
They are young.
_____________
_____________
_____________ _____________
_____________
They have got
_____________
_____________
_____________ _____________
_____________
short hair.
_____________
_____________
_____________ _____________
2. A. Read the paragraph and check the right answer.
My younger sister Rania has got a weight problem because she eats lots of sweets.
My father took her to the doctor. He asked her, “ How much sugar do you
put in a glass of milk? ” She said, “ Two spoons. ” He told her,
“ Rania,you shouldn’t take so much sugar. Sugar is an ‘ empty ’ food.
It gives you energy quickly, but it doesn’t help you stay healthy.
I know it’s not easy to stop taking sugar, but you can try it.
Eat fruit instead of biscuits, cakes and chocolates. You’ll soon
become healthy. ”
B. What is the paragraph about?
a.Why Rania needs sugar.
b.Rania is eats too much sugar.
c.How sugar helps children grow.
C. The word ‘ take ’ in line 4, means ( give - eat ).
10
6
11. My Body 3
1. Choose an illness. Write three to five sentences about it .
Describe what happens to your body. What do you do?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. Write the words under the correct column.
arm - fat - fair - headache - hair - tall - stomach - nose - cough
thin - fever - ears - old - sore throat - short - flu - head - cold
illness
body parts
description
_____________________ _____________________ _____________________
_____________________ _____________________ _____________________
_____________________ _____________________ _____________________
_____________________ _____________________ _____________________
_____________________ _____________________ _____________________
_____________________ _____________________ _____________________
3. Match the advice to the problem.
a. Stay in bed.
sore throat
b. Take some aspirin.
fever
c. Drink hot tea with lemon.
stomachache
d. See the doctor.
flu
e. Get enough sleep.
headache
f. Go to see a dentist.
toothache
Dentist = a doctor for teeth.
11
7
12. Unit
11
Lesson 1
1. Choose.
Manager : ( How much - How many ) sugar do you take in your coffee?
Abbas : Two spoons, please. ( How much - How many ) people .
do you think come to this mall everyday?
Manager : About two to three hundred people visit us daily.
Abbas : ( How much - How many ) shops are there in the mall?
Manager : It has twenty shops on each floor.
Abbas : ( How much - How many ) bookstores do you have? I’d like to open
a stationery .
Manager : We have two.
Abbas : ( How much - How many ) is the rent ?
Manager : Each shop costs around 30,000 Riyals per year.
Abbas : It’s too expensive.
Manager : ( How much - How many ) do you want it for ?
Abbas : I can only pay 20,000 Riyals.
2. Choose the correct answer.
a - How many books do you have ?
b - How much is the bicycle?
a. She has eight riyals.
a. It's one.
b. I have six books.
b. It's 200 riyals.
c. You have two pencils
c. It's beautiful.
c - How much are the dresses?
d - How many sandwiches are there?
a. They are 75 riyals.
a. They are three.
b. They are five dresses.
b. They are seven riyals.
c. There are two.
c. There are three sandwiches.
12
8
13. Lesson 2
1. Complete the crossword puzzle. Find the hidden word.
Across
1. A place where you can buy books.
2. A place where you can buy flowers.
3. A place where you can buy food.
4. A place where you can buy medicine.
5. A place where you can buy paper, pencils
and pens.
Down
6. A place where you buy clothes.
2. Match the sentences in A with the sentences in B.
A.
B.
1. I always go to the bookstore to get
some new books.
2. I’ll buy one from the dress shop next
to our house.
3. I need some aspirin.
4. I’m going to work in a flower shop.
5. We’re going to the furniture shop to
buy a new one.
6. I’ll buy some from the supermarket.
Are you going to the pharmacy?
We don’t have any milk.
I like to read a lot.
I love flowers.
Our sofa is old.
I need a new dress for the party.
13
9
14. Lesson 2
1. Where should they go? Write sen enc s.
t
e
a.
shoe shop.
My hair is too
_____________
long.
c.
Go to the
sandals.
b.
I need new
_____________
I want to buy a gift
1
_____________
for my little brother.
I have headache. I
_____________
need some aspirin.
d.
_____________
_____________
e.
_____________
I need some cash.
_____________
14
10
15. Unit
11 Lesson 3
1. Read.
My favourite mall is Al-Huda shopping centre. It is in Al-Khobar. I like shopping
there because it is very big and has many shops. It also has a large
supermarket. In the mall, there are many places that sell tasty food. Shopping
in Al-Huda is easy.
2. Write a similar paragraph about a shopping centre you like.
a. What is the shopping centre called?
b. Where is it?
c.Why do you like it?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
15
11
16. Unit
11
Lesson 4
1. Write the names in the correct window.
- The baker’s is next to the clothes shop.
- The clothes shop is beween the baker’s
t
and the jewelry store.
- The flower shop is the first door on the right
on the first floor.
- The coffee shop is under the baker’s and
Jewelry Store
Clothes Shop
Shoe Shop
above the flower shop.
Pharmacy
- The bookstore is between the flower shop
and the furniture store.
- The shoe shop is directly under the jewelry
store and above the furniture shop.
Coffee Shop
- The pharmacy is between the shoe
shop and the coffee shop.
Furniture Shop
Book Store
Flower Shop
2. Where do they go?
a - Maryam wants to buy a pair of earrings.
How many floors up must she go?
_____________________________________________________
b - Ahmad wants a cup of coffee. Where should he go?
_____________________________________________________
c - What is the nearest store to the furniture shop?
_____________________________________________________
d - Norah is at the bakery buying a loaf of bread. Then, she wants to buy a book.
How many floors down must she go?
_____________________________________________________
e - Norah wants a medicine for her cold. Where should she go?
_____________________________________________________
16
12
18. Unit
12
Revision
1. a. Read these newspaper advertisements.
Jazeera
Market
Location
Mousa Bin Nasser str.
Al Akariya
West
Prince Sultan str.
South
Panda
North
Tahlia str.
East
Olaya str.
King Fahad Road
For Res r ation please call 217 - 1459
ev
18
14
19. Revision
Now, with every purchase of HM A/C, you win
instant prizes. Collect your points and choose your
gifts! For more information, visit our showroom or
any of our authorized dealers!
b. Read the advertisements again. Find the following :
-The name of a restaurant.
________________________________
-The name of an air-con iioning company.
dt
_______________________________
_
-The name of a meeting during a meal time.
________________________________
c. Find words in the advertisements which mean the following :
-A thing that cools the air.
________________________________
-A thing that you win.
________________________________
-A place where you buy baby clothes ( things ). ________________________________
15
19
21. Unit
13 Lesson 1
1. Write the time.
________________
eleven o’clock
________________
________________
________________
2. look at the pictures and complete the questions, then answer.
a. What ____________________________
time does Sami get up?
________________________________ .
He
b. What ____________________________ ?
_______________________________ .
c. What ____________________________ ?
_______________________________ .
d. What ____________________________ ?
_______________________________ .
3. Complete the sentences, then do the puzzle.
Down
1. Mr. Smith has ________ at a restaurant every night.
Across
1. His wife has ____________ at two o’clock.
2. They eat ____________ at 7 o’clock a.m.
4. Put the words below in the correct column.
Wednesday / the morning / the evening / Sunday / night / 6 : 00 a.m
two o’clock / Monday / the afternoon
At
In
21
17
On
22. Unit
13
Lesson 2
1. Match the time to the clock face.
a. half past one ( 1:30 )
b. half past eleven ( 11:30 )
c. a quarter past eight ( 8:15 )
d. a quarter to seven ( 6:45 )
2. Write the time in words and numbers.
_______________
_______________
_______________
_______________
_______________
10: 30
_______________
_______________
_______________
3. Read the notes. Complete the table.
morning
afternoon
evening
study
visit a friend
Tahani
Moudi
Nawaf
watch T.V.
Noura
22
18
23. Unit
13 Lesson 3
1. Write one thing you do on each of these days. Use the expressions in the box or
your own information.
I get up early on Saturday.
Saturday _________________________________________
Sunday __________________________________________
Monday __________________________________________
Tuesday __________________________________________
Wednesday _______________________________________
Thursday _________________________________________
Friday ___________________________________________
eat in a restaurant
get up early
go to school
go to the sea
play
listen to Qura’an
read the newspaper
take a walk
watch television
2. Write about Jehan’s weekend.
read
Thursday morning
wake up
Friday morning
write
visit
Thursday afternoon
read
Thursday evening
sleep
Friday afternoon
Friday night
a. ________________________________________
Jihan reads a book on Thursday morning.
b. ________________________________ c. ________________________________
d. ________________________________ e. ________________________________
f. _________________________________________
23
19
24. Unit
13
Lesson 4
a. Draw
in front of the things you like to do.
b. Draw
in front of the things you do not like.
c. Write the time that you usually do each thing.
At _____ : ______
1. ___________________________________________________
At _____ : ______
2. ___________________________________________________
At _____ : ______
3. ___________________________________________________
At _____ : ______
4. ___________________________________________________
At _____ : ______
5. ___________________________________________________
At _____ : ______
6. ___________________________________________________
Self check
Go to page 34 and check your progress.
24
20
25. Unit
14 Lesson 1
1. a. Mrs. Al-Bassam is at the supermarket.
Look at the picture and write her shopping list.
U Juice
______
______ ______
______ ______
______ ______
______ ______
______ ______
b. Mark the items in the list with ‘ C ’ for countable nouns and ‘ U ’ for un ountable
c
nouns.
2. Look at the pictures, then write sentences about yourself.
I like ...
I don’t like
25
21
26. Unit
14
Lesson 2
1. Circle the odd words.
a. butter - cheese - meat - milk
b. flour - bread - rice - eggs
c. beef - lemon - fish - chick n
e
d. cup - tea - glass - bottle
2. Complete the dialogue with some or any :
Mother : Layla, Have we got _________ eggs?
Layla : No, I don’t think so.
Mother : Look in the fridge.
Layla : Oh, there are _________ eggs here.
Mother : What about milk?
Layla : No, there isn’t _________ milk. We finished
it last night.
Mother : And I suppose there isn’t _________ sugar, either.
Layla : What do you want to make?
Mother : I want to make a cake.
Layla : I don’t think you can. Why don’t you make a sandwich instead?
3. Match the food below with the places you can buy each from.
cheese / carrots / beef / orange juice / meat / chicken / tuna / apples / tomato
ketchup / chips / oranges / banana / cake / onion / bread / milk / dates
ice cream / coffee / meat
Butcher’s ____________________________________________________________
meat
Baker’s ______________________________________________________________
Supermarket _________________________________________________________
Grocer’s _____________________________________________________________
26
22
27. Unit
14 Lesson 3
1. Check if your eating habits are good or bad.
Put in never, sometimes, usually or always.
a. I _________________ drink milk in the morning.
b. I _________________ take enough vitamins.
c. I _________________ cook with fat.
d. I _________________ eat lots of cake.
e. I _________________ have two servings of dairy products everyday.
My eating habits are _________________ .
2. Complete the conversation.
Waiter : Good evening. Can I help you?
Customer : Good evening. May I have the menu, please?
Waiter : Certainly. What _______________________?
Customer : I’d like ______________________________ .
Waiter : A chicken sandwiches only! Would you like _________________________?
Customer : Yes, a cup of tea, please.
Waiter : Sure. Would you like some dessert with it?
Customer : _____________________________________________________________
3. Rewrite the phrases using the correct word.
a. a glass of cake.
_______________________________________
a piece of cake. a glass of water.
b. a cup of juice.
_______________________________________
c. a piece of water.
_______________________________________
d. a glass of bread.
_______________________________________
e. a bottle of tea.
_______________________________________
f. a glass of coffee.
_______________________________________
27
23
28. Food
4. Write a paragraph about eating habits. Use the answers in your student’s book
page 58. Be sure to use the rules of paragraph writing.
Rules of paragraph writing
1. Begin each sentence with a capital letter.
2. End each sentence with a full stop.
3. Do not start each sentence on a new line.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
28
24
29. Unit
14 Lesson 4
1. Ameer is going grocery shopping. Look at the picture below and answer the
questions.
a. Where is Ameer?
- In a department store.
- In a shopping mall.
- In a supermarket.
b. Ameer is carrying his grocery in
- A shopping bag.
- A shopping hat.
- A shopping cart.
c. Which of the following do you NOT see in the picture?
- A jar of jam.
- A loaf of bread.
- A can of tomatoes.
d. Which of the following is TRUE?
- Ameer is carrying some eggs.
- Ameer isn't buying milk.
- Ameer is counting his money.
e. Ameer has finished shopping. Where will he go to pay for his groceries?
______________________________________________________________
2. Complete the dialogue. Write who the speakers are in front of each sentence.
Shopkeeper : Can I help you?
Customer : Yes, ___________ like
___________ rice please.
___________: ___________ do you
want?
___________: Five kilos. Do you
have ___________ apples?
___________: Yes, we do.
___________: How many kilos do you need?
___________: Three kilos, please.
___________: Do you need anything
else today?
___________: No, thank you.
___________: That’ll be _____ Riyals.
___________: Okay. Here are One Hun
dred Riyals.
___________: Thirty riyals is your
change. Thank you and have a nice day.
Self check
Go to page 35 and check your progress.
25
29
30. Unit
15
Lesson 1
1. Look at the maps. Name the capital.
a.
b.
Country Saudi Arabia
Country Kuwait
Capital city __________
c.
Capital city __________
d.
Country U. A. E
Country Oman
Capital city __________
Capital city __________
2. Match the countries with the nationalities.
Italy
Bahraini
France
Kuwaiti
Bahrain
American
Egypt
Chinese
Britain
Italian
China
Egyptian
America
British
Kuwait
French
3. a. Look at the map on page 66 in your student’s book.
Complete the sentences with north - south - east or west.
Morocco lies ____________ of Egypt.
Britain lies ____________ of France.
Japan lies ____________ of China.
Australia lies ____________ of New Zealand.
b. In which part of Saudi Arabia do you live?
4. Complete the dialogue.
Taha : Where ________________ you ____________ , Ali ?
Ali : _______________ from Al - Jubail .
Taha : ____________ is ____________? My geography ____________ not very good.
Ali : Al - Jubail _______________ in the Eastern region of Saudi Arabia.
30
26
31. Unit
1. Write an adjective to describe each picture.
a.
b.
c.
d.
________
________
15 Lesson 2
f.
g.
e.
________ ________ ________
________ ________
2. Read and complete.
I come from Riyadh. In summer, it is always
winter, it is always very
never
and dry. During
but, there isn’t much
. It
in Riyadh during winter.
3. Name the seasons :
a. When is it hot?
_________________________________________
b. When do flowers begin to grow?
_________________________________________
c. When does it snow?
_________________________________________
d. When are the trees yellow, red and gold?
_________________________________________
4. Listen to tomorrow’s weather forecast on TV or radio. Then, write the weather for
four cities in the box.
City
Weather
31
27
32. Unit
15
Lesson 3
1. Re arrange the months.
October
a. ___________________
July
b. ___________________
January
1. ___________________
April
c. ___________________
3. ___________________
d. ___________________
December
4. ___________________
January
e. ___________________
5. ___________________
February
f. ___________________
6. ___________________
September
g. ___________________
7. ___________________
June
h. ___________________
8. ___________________
August
i. ___________________
9. ___________________
March
j. ___________________
10. ___________________
2. ___________________
November
k. ___________________
11. ___________________
May
l. ___________________
12. ___________________
2. Answer the questions.
a. When is Eid Al - Adha? _________________________________________________
b. When is the Saudi National Day? _________________________________________
3. Complete the sentences with ordinal numbers.
a. February is the ___________________ month of the Gregorian year.
b. August is the ___________________ month.
c. Tuesday is the ___________________ day of the week.
d. Sunday is the ___________________ day of the week.
4. Write sentences about the weather in these places. Use these adverbs of
frequency never / sometimes / usually / always
a. Jeddah / cloudy / January. In Jeddah, it is sometimes cloudy in January.
_____________________________________________
b. London / rainy / April.
_____________________________________________
c. Cairo / hot / July.
_____________________________________________
d. Australia / cold / July.
_____________________________________________
e. Amman / snowy / February. _____________________________________________
32
28
33. Unit
15 Lesson 4
1. Look at the map. Write the names of the cities in Saudi Arabia.
a.Write the capital city.
______________________________________________________________________
______________________________________________________________________
b. Bring pictures of famous places in each of the Middle Eastern countries
and make your own map.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
33
34. Countries 4
2. Write the name of each city under the country it is in.
Washington Damascus
Paris
Rabat
___________ ___________ ___________ ___________
Kenya
Syria
France
United States
___________ ___________ ___________ ___________
Canada
Morocco
Iraq
Algeria
___________ ___________ ___________ ___________
Ottawa
Baghdad
Algiers
Nairobi
___________ ___________ ___________ ___________
3. Complete the dialogue.
A: Hello! My ___________ is Nataly Brown. ______________ yours?
B: Hi. I ______________ Khadeeja Soharto.
A: _______________________ you from?
B: ____________________ from Indonesia.
A: ________ this your first trip to the States?
B: Yes, it is. I arrived two days ago.
A: What language do you speak in your country?
B: We speak ___________________.
A: How is the weather in Indonesia at this time of the year?
B: Oh, in September, it’s __________________________________
A: That’s great! I hope ________________ enjoy your stay here.
B: Thanks.
34
35. Unit
16
Revision
1. Read the dialogue. Write four more suitable sentences to complete it.
Dina : Hi, Mona. How was your holiday?
Mona : Not bad. How about yours?
Dina : Fantastic!
Mona : What did you do?
Dina : _______________________________________________________________
Mona : _______________________________________________________________
Dina : _______________________________________________________________
Mona : _______________________________________________________________
Dina : _______________________________________________________________
Mona : ________________________________________________________________
2. Choose the correct word.
Last Wednesday, the weatherman forecasted a warm sunny Thursday, so we planned a
fishing trip. We took ( some, any ) food and drinks for ourselves along with ( much, many )
cans of worms to use as bait. We even rented ( a , an ) fishing boat . We arrived at the
fishing spot ( on , at ) 8 o’clock ( in , on ) the morning. When we settled down, everything
seemed to be fine. Suddenly, it started to rain. In a few minutes, we all got wet and did not
know ( when , where ) to go. Finally, we had to pack and drive back home. It was all the
weather man’s fault! ( Always , Never ) believe the weatherman!
35
36. 3. Complete these sentences with some or any.
A : What's there to eat?
B : There's ________________ cheese, if you like.
A : Is there ________________ bread?
B : Yes, it's in the cupboard.
A : There isn't ________________ juice left.
B : I'll get some later.
A : There aren't ________________ oranges.
B : Yes, there are. They're in the fridge.
A : Are there ________________ eggs?
B : Sorry, we haven't got ________________ more.
4. A. Look at the table. Complete with information about Tabouk and Najran.
City
Description
Location
Weather
Cairo
lovely / old
north
cold / cloudy / winter
large / beautiful
west
sunny / spring
east
cold / rainy / autumn
Capetown
New York
noisy
Tokyo
modern / attractive
south
hot / summer
Tabouk
Najran
B. Write sentences, describing some cities in the table.
1. ____________________________________________________________________
2. ____________________________________________________________________
3. ____________________________________________________________________
4. ____________________________________________________________________
36
37. Unit 9
Self Check
I can
Name colours.
_____
_____
_____
Describe people’s clothes
_____
_____
_____
Ask and answer about sizes and prices.
_____
_____
_____
Say what people are doing.
_____
_____
_____
In groups, I worked
_____
_____
_____
In this unit, I like ________________________________________________
In this unit, I do not like ___________________________________________
Unit 10
Self Check
I can
Name parts of the body.
_____
_____
_____
Describe peolpe.
_____
_____
_____
Say what the matter with someone is.
_____
_____
_____
Give advice.
_____
_____
_____
Read a short paragraph.
_____
_____
_____
In groups, I worked
_____
_____
_____
In this unit, I like _________________________________________________
In this unit, I do not like ____________________________________________
37
38. Unit 11
Self Check
I can
Name different shops.
_____
_____ _____
Ask for and give directions.
_____
_____ _____
Read actively.
_____
_____ _____
In groups, I worked
_____
_____ _____
In this unit, I like ________________________________________________
In this unit, I do not like ___________________________________________
Unit 13
Self Check
I can
Ask and tell time.
_____
_____ _____
Describe daily activities.
_____
_____ _____
Write a short descriptive paragraph
about daily activities.
_____
_____ _____
Read for main ideas.
_____
_____ _____
In groups, I worked
_____ _____
_____
In this unit, I like _________________________________________________
In this unit, I do not like ____________________________________________
38
39. Unit 14
Self Check
I can
Name different foods.
_____
_____
_____
Talk about the food I like.
_____
_____
_____
Order from a menu.
_____
_____
_____
_____
_____
_____
In groups, I worked
In this unit, I like ________________________________________________
In this unit, I do not like ___________________________________________
Unit 15
Self Check
I can
Name cities, countries, languages and nationalities. _____
_____ _____
Ask “ Where are you from?”.
_____
_____ _____
Say the months of the year.
_____
_____ _____
Describe the weather.
_____
_____ _____
Recognize the main ideas.
_____
_____ _____
In groups, I worked
_____ _____
_____
in this unit, I like ____________________________________________________
In this unit, I do not like ______________________________________________
39
41. C Ministry of Education, 1998
King Fahd National Library Cataloging-in Publication Data
Saudi Arabia. Ministry of Education
Say it in English-First year intermediate ‘‘Work Book’’ - Riyadh
44p. , 21x26 cm
ISBN : 9960-19-111-7
1 - English language - Study and teaching (intermediate)
Saudi Arabia - Arabic speakers
2 - English language - Textbooks
1 - Title
428.241 dc
0635/19
لهذا الكتاب قيمة مهمة وفائدة كبرية فلنحافظ عليه
ّ
...ولنجعل نظافته ت�شهد على ح�سن �سلوكنا معه
�إذا مل نحتفظ بهذا الكتاب يف مكتبتنا اخلا�صة يف �آخر العــام
...لال�ستفادة فلنجعل مكتبة مدر�ستنا حتتفظ به
موقع الوزارة
www.moe.gov.sa
موقع اإلدارة العامة للمناهج
www.moe.gov.sa/curriculum/index.htm
الربيد اإللكرتوين لإلدارة العامة للمناهج
curriculum@moe.gov.sa
حقوق الطبع والنرش حمفوظة
لوزارة الرتبية والتعليم
باململكة العربية السعودية
42. Kingdom of Saudi Arabia
Ministry of Education
Educational Development
Say It In English
First Year Intermediate
Work Book
Term 2
All rights reserved
No part of this book may be reproduced or transmitted,
in any form or by any means, without permission
of the Ministry of Education
1429H - 1430H. Edition
2008G - 2009G. Edition