The document discusses the topic of mysteries and luck. It includes activities where students are asked to describe mysteries they know of and whether science can explain them. Students are also prompted to discuss what makes someone lucky or unlucky. The document aims to help students practice asking and answering questions, learn new vocabulary related to luck, and discuss their opinions on luck and intuition.
This document provides information on gerunds and infinitives in English. It discusses when to use gerunds and infinitives after certain verbs and prepositions. Some examples of proper usage include using a gerund as the subject of a sentence or after verbs like "like" and "enjoy." Infinitives are used after modal verbs and to express purposes or intentions. The document also provides exercises for learners to practice identifying and using gerunds and infinitives correctly in different contexts.
The document provides vocabulary practice exercises related to health, fitness, and nutrition. It includes exercises where learners must identify true or false statements, choose the correct answers in dialogues, replace words in sentences, complete sentences, and answer questions. The exercises focus on vocabulary related to topics like exercise, diet, illness, and mental and physical well-being.
This document contains vocabulary words and activities for an English lesson about describing people's appearances and personalities. It includes lists of adjectives for students to use in bingo games and when speaking about hypothetical people. The lesson encourages revising past material, checking student understanding, and having students freely speak using picture prompts.
The document provides guidance on the different parts of the IELTS speaking exam. It outlines the types of questions candidates will be asked in Part 1 about their personal information and background. Part 2 involves describing pictures and commenting on each other's pictures. Part 3 has candidates discuss tasks in pairs using opinion expressions. Useful expressions are provided for agreeing, disagreeing, clarifying and more. Part 4 continues the discussion of Part 3 topics between pairs of candidates.
The document provides a written test for 10th year English students. It consists of 3 activities:
1) Identifying common teenage problems and filling in a gap text about peer pressure.
2) Reading a story about a teenage girl named Mandy who fell in love at 16 but broke up with her boyfriend due to peer pressure.
3) Writing a 80-120 word letter of advice to Mandy about dealing with her emotional problems after the breakup. The letter is meant to draw from the information provided in activities A and B.
The document discusses different emotions like happiness, sadness, and anger. It provides strategies for feeling and dealing with each emotion in a positive way. When feeling happy, the most positive option is spending time with good friends. When sad, talking with others or doing an enjoyable activity can help ease the feeling. For anger, counting to ten, taking deep breaths, or walking away are recommended to help control the emotion. The overall message is that emotions are a natural part of life and there are constructive ways of handling what we feel.
The document is a practice English test containing questions on vocabulary, grammar, and reading comprehension. It includes tasks like matching words to form sentences, replacing words in sentences, choosing the correct grammar answers, completing sentences, and summarizing a passage. The test covers topics like verbs, parts of speech, passive voice, and evaluating different perspectives in a short story.
This document provides information on gerunds and infinitives in English. It discusses when to use gerunds and infinitives after certain verbs and prepositions. Some examples of proper usage include using a gerund as the subject of a sentence or after verbs like "like" and "enjoy." Infinitives are used after modal verbs and to express purposes or intentions. The document also provides exercises for learners to practice identifying and using gerunds and infinitives correctly in different contexts.
The document provides vocabulary practice exercises related to health, fitness, and nutrition. It includes exercises where learners must identify true or false statements, choose the correct answers in dialogues, replace words in sentences, complete sentences, and answer questions. The exercises focus on vocabulary related to topics like exercise, diet, illness, and mental and physical well-being.
This document contains vocabulary words and activities for an English lesson about describing people's appearances and personalities. It includes lists of adjectives for students to use in bingo games and when speaking about hypothetical people. The lesson encourages revising past material, checking student understanding, and having students freely speak using picture prompts.
The document provides guidance on the different parts of the IELTS speaking exam. It outlines the types of questions candidates will be asked in Part 1 about their personal information and background. Part 2 involves describing pictures and commenting on each other's pictures. Part 3 has candidates discuss tasks in pairs using opinion expressions. Useful expressions are provided for agreeing, disagreeing, clarifying and more. Part 4 continues the discussion of Part 3 topics between pairs of candidates.
The document provides a written test for 10th year English students. It consists of 3 activities:
1) Identifying common teenage problems and filling in a gap text about peer pressure.
2) Reading a story about a teenage girl named Mandy who fell in love at 16 but broke up with her boyfriend due to peer pressure.
3) Writing a 80-120 word letter of advice to Mandy about dealing with her emotional problems after the breakup. The letter is meant to draw from the information provided in activities A and B.
The document discusses different emotions like happiness, sadness, and anger. It provides strategies for feeling and dealing with each emotion in a positive way. When feeling happy, the most positive option is spending time with good friends. When sad, talking with others or doing an enjoyable activity can help ease the feeling. For anger, counting to ten, taking deep breaths, or walking away are recommended to help control the emotion. The overall message is that emotions are a natural part of life and there are constructive ways of handling what we feel.
The document is a practice English test containing questions on vocabulary, grammar, and reading comprehension. It includes tasks like matching words to form sentences, replacing words in sentences, choosing the correct grammar answers, completing sentences, and summarizing a passage. The test covers topics like verbs, parts of speech, passive voice, and evaluating different perspectives in a short story.
The document provides exercises involving the future tense. It includes questions and statements about plans, predictions, promises, and scheduled events using future forms like "will", "going to", and "be + -ing". The exercises cover a range of topics and scenarios to practice forming sentences in the future tense.
The document provides exercises involving the future tense. It includes questions and statements about plans, predictions, promises, and scheduled events using future forms like "will", "going to", and "be + -ing". The exercises cover a range of topics and scenarios to practice forming sentences in the future tense.
The document provides useful phrases for speaking in English organized into four parts:
Part 1 contains phrases for introducing oneself and one's interests and perspectives. Part 2 includes phrases for comparing and analyzing photographs. Part 3 gives phrases for discussing problems and opinions. Part 4 offers phrases for building on others' comments in a discussion. The document aims to expand one's vocabulary for speaking in various contexts.
This document provides a grammar exercise with 16 sections testing various grammar concepts like parts of speech, verb tenses, prepositions, word order, and vocabulary. The exercises include tasks like underlining correct options, filling in blanks, rearranging words, and identifying true/false statements. The document covers a wide range of fundamental grammar rules and vocabulary.
This document provides examples of expressions used to ask for and give opinions in English. It lists common phrases for asking others their opinions on various topics. It then lists phrases for expressing one's own opinions, including agreeing, disagreeing, and disagreeing politely with others. It also provides examples of dialogues where people discuss their opinions on different topics. Finally, it includes an assignment to create sample dialogues based on opinion-seeking prompts.
This document contains an English vocabulary exercise with questions about completing dialogues, matching quotes and words, forming collocations, and completing sentences. There are also grammar exercises involving using conditionals to complete sentences, writing new sentences based on given ones, and correcting sentences with errors. The document provides practice with various English vocabulary and grammar topics.
The document contains a vocabulary exercise with multiple choice questions and sentence completions focusing on words related to achievement, challenges, strengths, and competitions. It also includes a grammar exercise with questions about verb tenses including the present perfect and past simple. The exercises are designed to test understanding of word meanings and grammatical concepts.
The document describes a trivia game called "Truth or Choice" that presents players with hypothetical scenarios requiring moral decisions about honesty, integrity, and decision-making. Players draw scenario cards, privately choose a response card of either "tell the truth" or "make a different choice," and give brief justifications for their choices. Players then reveal and discuss their responses, with the option to vote on the most compelling argument. The goal is to engage players in thoughtful discussions about ethics in everyday situations. The document provides several example scenarios and response phrases to prompt these discussions.
The document contains vocabulary and grammar exercises. For the vocabulary section, students are asked to replace bold words with synonyms, complete sentences to demonstrate understanding of word meanings, provide examples that fit descriptions, and complete mini-dialogues using provided vocabulary words. For grammar, students rewrite sentences in reported speech using reporting verbs, change questions to reported speech, and complete sentences using reporting verbs. The exercises focus on improving English vocabulary and grammar skills.
This document provides a lesson on the present simple and present continuous tenses in English. It compares how these two tenses are used and provides examples. Key points include:
- Present continuous is used for temporary actions happening now while present simple is used for permanent or repeated actions.
- Certain verbs like "think" have different uses depending on the tense.
- Exercises are provided to practice using these tenses correctly in sentences.
This document provides a lesson on the present simple and present continuous tenses in English. It compares how the two tenses are used and provides examples. The present continuous is used for temporary actions happening now, while the present simple is used for permanent or repeated actions. Some verbs like "think" and "feel" can be used with both tenses depending on their meaning in the sentence. Exercises are included to practice using the tenses correctly.
The document provides useful phrases for an oral English test in several categories:
1. Giving opinions, apologizing, disagreeing with people, refusing ideas, asking for opinions and help from others, expressing dislikes, and praising good ideas.
2. When working with a partner, it is important to collaborate, listen to each other, politely express disagreements, allow time for thinking, and ask clarifying questions if something is not understood.
EF4PI Unit 6A - will (Predictions) (2 classes).pptxPremLearn
The document outlines the schedule and activities for an English language class, including pictures and discussions about opposites, vocabulary exercises on opposite verbs, readings and discussions about optimists and pessimists, grammar exercises on predictions using will/won't, and speaking practices describing photos and situations from an optimistic or pessimistic point of view. It also includes pronunciation practice on 'll and won't and quizzes to review vocabulary from the class.
The document provides information about the structure and expectations of the different parts of the Cambridge English: Advanced Speaking exam. It discusses the types of questions that may be asked in Part 1 (an introductory interview), how to prepare for Part 2 (a longer discussion based on images), the interactive nature of Part 3, and how Part 4 involves a more in-depth discussion on a given topic. Key advice includes giving clear answers, comparing and contrasting ideas, speculating, justifying opinions, and showing the ability to discuss topics and interact with a partner. Sample questions and prompts are also provided for each part to demonstrate the format and expected responses.
This presentation is an interactive lesson about the left and right brain and how to exercise our creative brain with some games and a creative writing activity. In additional, the participants will learn adjectives using to describe personality traits.
This document provides a lesson plan for teaching secondary school students about how computers work. The lesson aims to teach students the differences between input and output peripherals, what the binary system is, and how to convert between binary and decimal numbers. It also aims to develop students' vocabulary related to computers and powers. The lesson plan outlines learning outcomes, content, language skills, thinking skills, developmental aims, and assessment methods. It describes the materials that will be used, including a vocabulary sheet, pictures, and whiteboards. Justifications are provided for the topics covered and the hands-on activities planned.
This document contains an English exercise with multiple sections:
- Section I asks students to fill in missing letters to form words
- Section II uses provided words to complete sentences
- Section III asks students to write suggestions or questions using phrases like "Let's..."
- Section IV rearranges words to form complete sentences
- Section V asks questions about after school activities and provides answer prompts
- Section VI asks "How often" questions and provides answer prompts
This document provides a review of grammar and vocabulary exercises. It contains 15 sections testing various grammar and vocabulary skills through exercises involving verbs, parts of speech, sentence structure, and more. The exercises cover topics such as verb tenses, parts of speech, synonyms, prefixes/suffixes, idioms, and word formation. The document is designed to help students practice and improve their grammar and vocabulary.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
The document provides exercises involving the future tense. It includes questions and statements about plans, predictions, promises, and scheduled events using future forms like "will", "going to", and "be + -ing". The exercises cover a range of topics and scenarios to practice forming sentences in the future tense.
The document provides exercises involving the future tense. It includes questions and statements about plans, predictions, promises, and scheduled events using future forms like "will", "going to", and "be + -ing". The exercises cover a range of topics and scenarios to practice forming sentences in the future tense.
The document provides useful phrases for speaking in English organized into four parts:
Part 1 contains phrases for introducing oneself and one's interests and perspectives. Part 2 includes phrases for comparing and analyzing photographs. Part 3 gives phrases for discussing problems and opinions. Part 4 offers phrases for building on others' comments in a discussion. The document aims to expand one's vocabulary for speaking in various contexts.
This document provides a grammar exercise with 16 sections testing various grammar concepts like parts of speech, verb tenses, prepositions, word order, and vocabulary. The exercises include tasks like underlining correct options, filling in blanks, rearranging words, and identifying true/false statements. The document covers a wide range of fundamental grammar rules and vocabulary.
This document provides examples of expressions used to ask for and give opinions in English. It lists common phrases for asking others their opinions on various topics. It then lists phrases for expressing one's own opinions, including agreeing, disagreeing, and disagreeing politely with others. It also provides examples of dialogues where people discuss their opinions on different topics. Finally, it includes an assignment to create sample dialogues based on opinion-seeking prompts.
This document contains an English vocabulary exercise with questions about completing dialogues, matching quotes and words, forming collocations, and completing sentences. There are also grammar exercises involving using conditionals to complete sentences, writing new sentences based on given ones, and correcting sentences with errors. The document provides practice with various English vocabulary and grammar topics.
The document contains a vocabulary exercise with multiple choice questions and sentence completions focusing on words related to achievement, challenges, strengths, and competitions. It also includes a grammar exercise with questions about verb tenses including the present perfect and past simple. The exercises are designed to test understanding of word meanings and grammatical concepts.
The document describes a trivia game called "Truth or Choice" that presents players with hypothetical scenarios requiring moral decisions about honesty, integrity, and decision-making. Players draw scenario cards, privately choose a response card of either "tell the truth" or "make a different choice," and give brief justifications for their choices. Players then reveal and discuss their responses, with the option to vote on the most compelling argument. The goal is to engage players in thoughtful discussions about ethics in everyday situations. The document provides several example scenarios and response phrases to prompt these discussions.
The document contains vocabulary and grammar exercises. For the vocabulary section, students are asked to replace bold words with synonyms, complete sentences to demonstrate understanding of word meanings, provide examples that fit descriptions, and complete mini-dialogues using provided vocabulary words. For grammar, students rewrite sentences in reported speech using reporting verbs, change questions to reported speech, and complete sentences using reporting verbs. The exercises focus on improving English vocabulary and grammar skills.
This document provides a lesson on the present simple and present continuous tenses in English. It compares how these two tenses are used and provides examples. Key points include:
- Present continuous is used for temporary actions happening now while present simple is used for permanent or repeated actions.
- Certain verbs like "think" have different uses depending on the tense.
- Exercises are provided to practice using these tenses correctly in sentences.
This document provides a lesson on the present simple and present continuous tenses in English. It compares how the two tenses are used and provides examples. The present continuous is used for temporary actions happening now, while the present simple is used for permanent or repeated actions. Some verbs like "think" and "feel" can be used with both tenses depending on their meaning in the sentence. Exercises are included to practice using the tenses correctly.
The document provides useful phrases for an oral English test in several categories:
1. Giving opinions, apologizing, disagreeing with people, refusing ideas, asking for opinions and help from others, expressing dislikes, and praising good ideas.
2. When working with a partner, it is important to collaborate, listen to each other, politely express disagreements, allow time for thinking, and ask clarifying questions if something is not understood.
EF4PI Unit 6A - will (Predictions) (2 classes).pptxPremLearn
The document outlines the schedule and activities for an English language class, including pictures and discussions about opposites, vocabulary exercises on opposite verbs, readings and discussions about optimists and pessimists, grammar exercises on predictions using will/won't, and speaking practices describing photos and situations from an optimistic or pessimistic point of view. It also includes pronunciation practice on 'll and won't and quizzes to review vocabulary from the class.
The document provides information about the structure and expectations of the different parts of the Cambridge English: Advanced Speaking exam. It discusses the types of questions that may be asked in Part 1 (an introductory interview), how to prepare for Part 2 (a longer discussion based on images), the interactive nature of Part 3, and how Part 4 involves a more in-depth discussion on a given topic. Key advice includes giving clear answers, comparing and contrasting ideas, speculating, justifying opinions, and showing the ability to discuss topics and interact with a partner. Sample questions and prompts are also provided for each part to demonstrate the format and expected responses.
This presentation is an interactive lesson about the left and right brain and how to exercise our creative brain with some games and a creative writing activity. In additional, the participants will learn adjectives using to describe personality traits.
This document provides a lesson plan for teaching secondary school students about how computers work. The lesson aims to teach students the differences between input and output peripherals, what the binary system is, and how to convert between binary and decimal numbers. It also aims to develop students' vocabulary related to computers and powers. The lesson plan outlines learning outcomes, content, language skills, thinking skills, developmental aims, and assessment methods. It describes the materials that will be used, including a vocabulary sheet, pictures, and whiteboards. Justifications are provided for the topics covered and the hands-on activities planned.
This document contains an English exercise with multiple sections:
- Section I asks students to fill in missing letters to form words
- Section II uses provided words to complete sentences
- Section III asks students to write suggestions or questions using phrases like "Let's..."
- Section IV rearranges words to form complete sentences
- Section V asks questions about after school activities and provides answer prompts
- Section VI asks "How often" questions and provides answer prompts
This document provides a review of grammar and vocabulary exercises. It contains 15 sections testing various grammar and vocabulary skills through exercises involving verbs, parts of speech, sentence structure, and more. The exercises cover topics such as verb tenses, parts of speech, synonyms, prefixes/suffixes, idioms, and word formation. The document is designed to help students practice and improve their grammar and vocabulary.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
2. 1. What is unusual about the tree
in the photo?
Something unusual is
that______________
2. Can scientists explain the
mystery?
I think scientists can/can't
explain it because__________
3. What other mystery do you
know about? Can science
explain it?
I know about _______
I'm not sure if science can
explain it, but I think __________
Ask & Answer
3. 1. Say how likely something
is
2. Talk about states and
feelings
3. Say if something is
possible or impossible
4. Explain a mystery
Unit Goals
5. Ask & Answer
Who is a
lucky/unlucky
person?
In my opinion, a
lucky/unlucky person
is a person that.....
6. He is considered the luckiest
unlucky man to ever live
because____________________
What lucky thing happened
to Frane in 2003?
In 2003, ________________
Why is Frane the luckiest
unlucky man to ever live?
Explain in your own words.
Ask and answer
7. If I won the lottery, I would …
Ask & Answer
What lucky/unlucky thing happened to you or someone you know?
I remember that …
What would you do if you won the lottery?
9. Do you believe in luck?
Yes, I do. For example, …
No, I don’t. For example, …
What is your opinion about lucky
items?
I think lucky items are …
Ask & Answer
10. My friend is so lucky, she won one thousand
soles the first time she went to a casino.
She is a lucky person.
She has good luck.
She won the money by chance.
11. A lot of people think that broken mirrors
and black cats bring bad luck.
I'm just a
cat! I don't
bring bad
luck!
12. I hit him by accident! I was just trying
to catch the ball. I feel really sorry.
Oh no! I spilled some yogurt! I have to clean it before my
mom comes. I didn’t do it on purpose.
14. 1.
• I think I'm lucky/unlucky for the following reasons; first......... then...........finally.........
2.
• I usually …...... for good luck and I ….......... to avoid bad luck.
3.
• The other day..................... I think it happened by chance/ I did it on purpose because.........
4.
• I make decisions based on facts/ my intuition because I beleive that ...............
5.
• I know that ….......... can bring you good luck. I have/don't have .............. I keep it
…...........It helps me when..............
6.
• I agree/disagree with the statement since I think that.............................
Write your answers. Use complete sentences
and provide extra information.
15. Ask & Answer
Do you do anything to avoid
bad luck? People say that breaking a
mirror brings you bad luck, so I
am very careful with mirrors.
Use the questions in activity A.
Use the vocabulary.
16. Do you think rainbows are
lucky signs?
Well, I'm not sure. Rainbows don't
happen every day, so I believe they
are special. However, I won't
consider them as a lucky sign.
Ask other questions about good /
bad luck using the new vocabulary.
17. 1. I don't believe in ________. Using your feelings isn't a good way to
make decisions.
2. Some people think that seeing a rainbow is a ___________sign.
3. What are the ____________? Tell me what happened and the things you
saw.
4. Yoshi is an________person. Bad things just happen to him.
5. I don't think there's anything you can do to avoid___________. If
something terrible is going to happen, it will.
6. I gave Jim my favorite necklace for __________. I hope he wins the
basketball game tomorrow.
Complete facts intuition good luck
bad luck unlucky lucky
18. A: I think I'm an________person. Bad things keep happening to me.
B: Really? What happened?
A: Last week I failed two tests.
B: Did you study hard for them??
A: No, I used my ________. Usually, if I think an answer is correct, it is.
B: So, you didn't get bad grades ________. It happened__________.
You didn't study!
A: But I even had my special pen with me for _________.
B: You need to work harder. People who get good grades aren't
just________. Good things happen to people who try their best!
Complete on purpose intuition good luck
by chance unlucky lucky
20. What do you think
about luck?
I think that luck is
.......................
Do you or someone you
know have a lucky
charm? What is it?
Explain how it works.
Yes, I have a/an
…..............., I consider it
as my lucky charm
because................Also,
….........................
Ask & Answer
A Good luck charm or Lucky
charm is an item that is believed to
bring luck.
22. Make a list
Lucky Charms:
- Ekeko
- ……..
- ……..
What lucky charms
do you know?
I know the …….
Also,………
Where are they
from?
How do people use
them?
The….. is from…..
and the…… is
from……..
People usually
………………..
24. How many jelly
beans are there?
Maybe there are …..
I bet there are …..
Perhaps there are
…...
I don’t think so! I
doubt there are ……
Yes, you are right!
Guess
100
250
250
125
25. I doubt that he
forgot her birthday.
Perhaps they failed
their English exam.
I bet she is angry
because he forgot
her birthday.
Use the expressions to describe the picture
Maybe they are
siblings and he
broke her cell
phone on a fight.
26. I doubt that ……
I bet ….
Use the expressions to describe the picture
Maybe/perhaps
….
He probably……
27. I doubt that ……
I bet ….
Use the expressions to describe the picture
Maybe/perhaps
….
They
probably……
28. I doubt that ……
I bet ….
Use the expressions to describe the picture
Maybe/perhaps
….
She probably……
30. I think the first/second
statement is incorrect
because…..
I want ice-cream.
I am wanting ice-cream.
Which statement is
incorrect? Why?
31. Describe states and feelings (not actions).
He believes in God.
I love hamburgers.
Stative Verbs
Usually, they are not used in the
present continuous tense.
He is seeming like a nice guy.
He seems like a nice guy.
32. Some stative verbs, however, can be used in the continuous. When
used this way, their meaning changes.
Stative Verbs
I think he is lucky. She is thinking about it.
think = believe think = consider
He looks happy.
look = appear
look = direct
eyes toward
She is looking at the window.
33. Some stative verbs, however, can be used in the continuous. When
used this way, their meaning changes.
Stative Verbs
She has a lucky hat. They are having fun.
have = own,
possess
have =
experience
She is having coffee.
have = drink
He is having lunch.
have = eat
34. Some stative verbs, however, can be used in the continuous. When
used this way, their meaning changes.
Stative Verbs
She can’t see without
her glasses.
He is seeing her for
coffee tomorrow.
see = view with
my eyes
see = meet
I see what you mean!
see = understand
35. When you ask about how someone feels, you can use either form
with no change in meaning
Stative Verbs
How do you feel? How are you feeling?
37. Work in pairs
Use your questions to
ask and answer.
Ask follow up questions
to get more
information.
Take notes.
38. My partner was
_____ and he
doesn’t like to eat
pizza, he prefers to
eat hamburger.
My partner was
______ and he
knows a person
from Colombia.
This person is his
neighbor.
…
…
Report
39. Ask & Answer
Winning the lottery seems like
good luck. Do you agree with this
statement?
I agree/ disagree with the statement
because……
Do you think money can buy
happiness?
Do you need a certain amount of
money to live?
I think that money can/can’t buy
happiness since………..for example…
Yes, I need…………….to live because
I have to pay……………….
What do you do to appreciate every
day?
Well, to appreciate every day, I
usually…………….
40. Would you like to be a
millionaire?
Yes/No, because I
think that ………
Imagine you have a lot of
money. Would you share
it with poor people?
Ask & Answer
Yes / No, if I had a lot of
money… ………
41. 1.Right now, the cat _______ at a bird
in the yard.
a)looks
b)is looking
2.That cake _______ delicious.
a)looks
b)is looking
3.I _______ that Venice is the most
beautiful city.
a)think
b)am thinking
4._______ some coffee and cake?
a)Do you want
b)Are you wanting
5.You _______ sad. Is something wrong?
a)seem
b)are seeming
6.You’re very quiet. What
_______ about?
a)do you think
b)are you thinking
7.Marc _______ his doctor tomorrow.
a)sees
b)is seeing
8._______ that woman over there?
That’s my aunt Tracy.
a)Do you see
b)Are you seeing
Choose the correct answer
43. Discuss
How did Corina know that
something was wrong?
She knew that something was
wrong because…
Some people think that
mothers have special
abilities. Do you believe in
“mother’s intuition”?
I believe/don’t believe in
mother’s intuition for the
following reasons………..
44. Work in Pairs
Use your notes and tell your partner what was the
most interesting story you heard in your group.
For me the most
interesting story came
from……. First, ………
Then, …………….
Finally…………
Use your notes