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TM
Innovation in Learning
Review 1
Lesson code: IUS7-1ZBA-N2H2 ELEMENTARY
2 Possessive adjectives
Complete the dialogue below:
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Review 1
Innovation in Learning
3 Describing people
Work in pairs. Student A, think of a friend or family member. Student B, ask questions:
5 Present simple
Complete the dialogue below with the verbs in brackets.
1
Alan: So, what (you/do) every day?
2
Paul: Well, I (get up) around eight o'clock. and (have) breakfast.
4
Alan: What time (go) to work?
5
Paul: I (leave) home at nine o'clock. It (take) me about 30 minutes
to get to the office.
7
Alan: (go) to work by car?
Paul: No, I (not/have) a car at the moment. I (go) by train.
10
Alan: (the train/arrive) on time?
11
Paul: No, the train (not/always/arrive) on time. Sometimes I'm late
for work.
12
Alan: (you/enjoy) your work?
13
Paul: Yes, I .
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Review 1
Innovation in Learning
6 Jobs
Complete the sentences below with the jobs:
7 Family
Complete the sentences below:
1. George's sister has a son called Rob. Rob is George's . George is Rob's
.
2. Patrick is married to Tatiana. Tatiana is Patrick's . Patrick is Tatiana's .
3. Yianni's son has a daughter called Maria. Yianni is Maria's . Maria is Yianni's
.
4. Hilary's brother has a daughter called Angelina. Angelina is Hilary's . Hilary is
Angelina's .
5. Hilary has a son called Tom. Tom and Angelia are .
8 Adverbs of frequency
Make the sentences below true for you with an adverb of frequency (always, usually, often, sometimes,
rarely, hardly ever, never). Example:
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Review 1
Innovation in Learning
9 The weather
Describe the weather below:
1. 2. 3. 4.
7. 8.
5. 6.
10 Like + verb
Complete the sentences with the verbs below in the correct form:
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Review 1
Innovation in Learning
11 Interview
Work in pairs. Ask and answer the questions below.
Tell me about one of your friends What does he/she look like? What is he/she like?
What's the time?
What do you do every day? (Talk for about 20 seconds)
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Review 1 - Key
Innovation in Learning
In this exercise, students review positive, negative and short answer forms of the verb 'be' as well as countries
and nationalities.
1. Is Barack Obama from Russia? / No, he isn't. He's from the United States.
2. Is sushi from Spain? / No, it isn't. It's from Japan.
3. Is Brad Pitt Japanese? / No, he isn't. He's American.
4. Is tequila French? / No, it isn't. It's Mexican.
5. Are lions from Europe? / No, they aren't. They are from Africa.
6. Is manga from Argentina? / No, it isn't. It's from Japan.
7. Are Rolex watches Greek? / No, they aren't. They are Swiss.
8. Is pizza from Australia? / No, it isn't. It's from Italy.
9. Is Vladimir Putin Italian? / No, he isn't. He's Russian.
2- Possessive adjectives
3- Describing people
If necessary, review the difference between `What does he/she look like?' and `What is he/she like?'
03:30 It's half past three. 15:50 It's ten minutes to four.
13:15 It's a quarter past one. 08:19 It's nineteen (minutes) past eight.
12:00 It's twelve o'clock. 08:51 It's nine (minutes) to nine.
04:45 It's a quarter to five. 05:02 It's two (minutes) past five.
22:45 It's a quarter to eleven. 19:30 It's half past seven.
5- Present simple
6- Jobs
7- Family
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Review 1 - Key
Innovation in Learning
8- Adverbs of frequency
9- The weather
11- Interview
Students take turns to interview each other. In a one-to-one class, the questions can be adapted where appropriate.
LE
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Innovation in Learning
Review 2
Lesson code: JZLS-HT4C-1S7L ELEMENTARY
1 Can/can't
Think about what you can or can't do with your mobile device or smartphone. Make notes using the
phrases below.
2 Social expressions
In pairs, take turns to read sentences below. Choose the best response for each sentence.
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Review 2
Innovation in Learning
3 Past of `be'
Complete the texts with the verbs in brackets.
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Review 2
Innovation in Learning
5 In the home
Answer the questions below with words that you know:
6 Past simple
Complete the sentences below:
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Review 2
Innovation in Learning
8 Interview
Work in pairs. Ask and answer the questions below.
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Review 2 - Key
Innovation in Learning
1- Can/can't
In this exercise, students review positive, negative and short answer forms of the modal verb 'can'.
2- Social expressions
Have the students change roles and repeat the exercise so that each student has practised all the expressions.
Demonstrate with a model student.
3- Past of `be'
5- In the home
6- Past simple
8- Interview
Students take turns to interview each other. In a one-to-one class, the questions can be adapted where appropriate.
LE
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Innovation in Learning
Review 3
Lesson code: J1EK-331B-IEZ1 ELEMENTARY
2 Transport
Complete the questions below.
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Review 3
Innovation in Learning
3 Prepositions of place
Look at the picture below and complete the sentences.
A: What's this?
B: That's your nose.
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Review 3
Innovation in Learning
6 Food vocabulary
Write down five things for each category below.
1. Fruits: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
2. Vegetables: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. Meat: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4. Other: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8 Questions
Make questions to ask your partner:
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Review 3
Innovation in Learning
9 At the restaurant
Complete the dialogue below.
1
Claire: Hi. the menu, please?
2
Waiter: Certainly. .
6
Waiter: Here you are. your meal.
Claire: Thank you.
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Review 3 - Key
Innovation in Learning
2- Transport
3- Prepositions of place
In pairs, students write down four places of interest, e.g. a local supermarket, monument, bank, museum, etc.
Student A selects one and asks Student B for directions. Students change roles and repeat the exercise.
You can set a maximum number of body parts or a time limit for this task. Monitor the activity.
8- Questions
Students work individually and check in pairs. Go through the answers. Then have students take turns to ask and
answer the questions in pairs. Model with a strong student.
9- At the restaurant
1. Can I have 2. Here you are 3. I'll have 4. Would you like
5. I'd like 6. Enjoy 7. Just the bill 8. Keep
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Innovation in Learning
Review 4
Lesson code: J2FI-7UN9-L5RD ELEMENTARY
In pairs, ask and answer the questions. In your answers, use expressions like `a lot', `quite a lot', `not
much', `not many', `a little', `a few', `any' and `none'.
2 At the supermarket
What can you ask in the situations below?
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Review 4
Innovation in Learning
3 Time expressions
Complete the questions with `last', `ago', `yesterday' or `in'.
4 At a clothes shop
Now complete the conversation. Listen to check your answers.
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Review 4
Innovation in Learning
5 Clothes
Write down five items of clothing for each category below.
6 Going to
Write down five future plans using `going to' + infinitive. For example:
7 Comparative forms
Compare the things below. Make sentences like in the example.
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Review 4
Innovation in Learning
8 Superlative forms
Make sentences like in the example.
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Review 4 - Key
Innovation in Learning
Demonstrate one question/answer with a strong student, e.g. "How much water do you drink every day?" "I drink
quite a lot of water."/"Quite a lot."
1. How much 2. How many 3. How much
4. How much 5. How many 6. How many
7. How much 8. How many 9. How much
10. How much
2- At the supermarket
Model the first answer with a strong student. This activity can be done around the class if you prefer. Have
each student read a situation for the next student to respond to. The student that answers should read the next
situation in the list. You can also write your own situations on the board. Discourage students from using the same
expressions where relevant.
Possible answers:
1. Can I have 100g of goat's cheese, please?
2. Excuse me, I'm looking for coffee. OR Excuse me, where can I find coffee?
3. Can I have a bag, please?
4. Do you have any salami?
5. Excuse me, I'm looking for apple juice. OR Excuse me, where can I find apple juice?
6. What is that (meat) over there?
7. Excuse me, I'm looking for butter. OR Excuse me, where can I find butter?
8. Can I have another bag, please?
3- Time expressions
In a large class, have the students complete the questions individually or in pairs. Go through the answers.
1. last 2. yesterday 3. ago 4. yesterday 5. in
6. last 7. ago 8. last 9. in 10. last
4- At a clothes shop
Students can complete the dialogue individually and check in pairs. Play the recording or video again.
1. Do you have any 2. What size are you? 3. Where can I try it on?
4. How much are they? 5. Are you paying in cash?
7- Comparative forms
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Review 4 - Key
Innovation in Learning
8- Superlative forms
LE
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Innovation in Learning
Present review
Lesson code: H5EP-H8A9-1UUN PRE-INTERMEDIATE +
1 Review
Complete the review of the present tense with `simple' or `continuous'.
2
We use the present to talk about things that are happening now or around this time:
I'm learning English at the moment.
He isn't working right now. He's away.
3
We use the present to talk about plans and future arrangements:
I'm going on a business trip tomorrow.
4
Remember that some verbs are NEVER used with the present . These are called
state verbs, e.g. love, like, know, need, want, hate, understand, etc.
I like her very much. (NOT I'm liking her.)
2 Practice I
Match the two columns to form phrases.
1. work on a. a computer
2. commute to b. book
3. cook c. breakfast
4. talk d. call
5. make a e. on the phone
6. read a f. work
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Present review
Innovation in Learning
Now do the same with the verbs and nouns below. More than one answer may be possible.
1. do a. buildings
2. sell b. contracts
3. hire c. market research
4. prepare d. new employees
5. design e. potential customers
6. call f. products and services
Answer the questions below. Play the video to answer the second of each pair of questions like in the
example. To access the video, scan the code on the right with your mobile device or click the link:
http://linguahouse.com/r/2K.
2. Duncan is lawyer.
What does he do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What is he doing? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. Daniel is a salesman.
What does he do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What is he doing? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4. Ariel is an architect.
What does he do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
What is he doing? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5. Maria is an HR manager.
What does she do? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Present review
Innovation in Learning
3 Practice II
Complete the sentences with the verbs in the correct form:
4 Practice III
Make true sentences about you using the phrases below. Compare with a partner.
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Present review
Innovation in Learning
Ask and answer the questions with a partner like in the example below:
Dialogue
A: Do you eat breakfast every morning?
B: Yes, I do. / No, I don't.
5 Flashcard review
Don't forget the words from today's lesson! Go to www.linguahouse.com/ex and enter Lesson code:
H5EP-H8A9-1UUN
LE
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Present review - Key
Innovation in Learning
1- Review
1. simple
2. continuous
3. continuous
4. continuous
2- Practice I
1. a 2. f 3. c 4. e 5. d 6. b
1. c 2. f 3. d 4. b 5. a 6. e
Also possible: sell buildings/contracts, call new employees, prepare new employees (for a meeting, etc.)
Play the video. To scan the QR code, you will need a QR code reader app installed on your mobile device and an
Internet connection. Alternatively, click the video link or play the downloaded file. Students can work individually
and check in pairs if done in the classroom.
2. He prepares contracts. He is cooking breakfast.
3. He sells products and services. He's making a call.
4. He designs buildings. He's talking on the phone.
5. She hires new employees. She's working on a computer.
6. She calls potential customers. She is commuting to work.
3- Practice II
4- Practice III
If done in class, students work individually and compare with a partner. Monitor the activity. If done for homework,
students can ask and answer the questions at the beginning of the next lesson. Students can use `holiday' or
`vacation' depending on which variety of English they are learning, British or American.
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Innovation in Learning
A A A A ENGLISH GRAMMAR
1 Presentation
The past simple and the past continuous tenses are used to talk about the past.
We use the past simple to talk about a completed event in the past:
Yesterday, I had breakfast.
Last summer, I went to Italy.
We use the past continuous to talk about a past activity that was in progress at a particular time in the
past:
At 8 am, I was eating breakfast.
`Where were you last night?' `I was sleeping.'
We use the past simple and past continuous to talk about a completed past event that happened when
another activity was in progress.
It started to rain while I was walking in the park.
I was watching TV when the phone rang.
What were you doing when he arrived?
For a list of irregular verb forms, go to http://linguahouse.com/r/1 or use your mobile device to read
the code below:
Dialogue
A: I called you earlier, but you didn't answer.
B: I'm sorry, I was playing the guitar when the phone rang.
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Past simple vs. past continuous
Innovation in Learning
A A A A ENGLISH GRAMMAR
2 Practice 1
Complete the sentences using the correct form of the past continuous tense of the verbs in brackets:
3 Practice 2
Self-study: Make sentences about you using the past continuous.
Class activity: Work in pairs. Ask your partner what he or she was doing at the specific times mentioned
below:
4 Practice 3
Complete the sentences using the correct form of the past continuous or past simple tense of the verbs
in brackets:
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Past simple vs. past continuous
Innovation in Learning
A A A A ENGLISH GRAMMAR
10. I (not/have) time to email you because I (study) for my French exam.
11. When Abdul (arrive) home, his brother (listen) to some music.
12. Mario (have) an accident while he (ski). Fortunately it
(not/be) serious.
13. I (see) you this morning on the street, but I (can/not) say hello to you
because you (walk) too fast.
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Past simple vs. past continuous - Key
Innovation in Learning
A A A A ENGLISH GRAMMAR
2- Practice 1
1. was making
2. was doing
3. was still shining
4. Were you taking
5. wasn't doing; was playing
6. was driving; was talking
3- Practice 2
4- Practice 3
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Innovation in Learning
A A A A ENGLISH GRAMMAR
1 Presentation
The present perfect is used to talk about past actions or situations that have a connection with the present.
It is formed from the verb have + past participle, e.g. I've (= I have) never met him before.
For a list of irregular verb forms, go to http://linguahouse.com/r/1 or use your mobile device to read
the code below:
1) We often use the present perfect to give `new' information, for example when we want to report an
event that happened a short time ago:
Ouch! I've hurt my leg. Has Michael arrived yet? Spain have won the World Cup!
2) We use the present perfect to talk about a repeated past event that may happen again in the future:
Brazil have won the World Cup five times. The doctor has saved many lives.
When there is no possibility that the event will happen again in the future, we use the past simple:
The English King Henry VIII got married six times.
3) We often use the present perfect to talk about a situation that began in the past and continues up to
the present or future. It is often used with time expressions such as since, for, never, etc.:
I've been married for nearly ten years. John hasn't lived alone since 2001.
4) We often use the present perfect to talk about a past event that has a connection with the present:
Look! Masa has had a hair cut! (His hair is different now.)
I've forgotten my dictionary at home. Can I borrow yours? (My dictionary is at home at the moment.)
NOTE: If we say when something happened in the past, we cannot use the present perfect. We use the
past simple: Yesterday, I forgot my dictionary at home, so I borrowed one from a classmate.
Dialogue
A: You look different. Have you been on holiday again ?
B: Yes, I've just got back from Italy.
A: Really? But you've been on holiday five times this year!
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Tense review: The present perfect 1
Innovation in Learning
A A A A ENGLISH GRAMMAR
1. My aunt has just arrived/just arrived at the airport. I have to go and pick her up.
2. My cousin is staying with me at the moment. He has arrived/arrived yesterday.
3. Guess what? I've got/I got a new job!
4. Have you heard/Did you hear the news? Juliette has passed/passed all her exams.
5. Spain have won/won the last World Cup.
6. I'm not hungry. I've already eaten/I already ate .
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Tense review: The present perfect 1
Innovation in Learning
A A A A ENGLISH GRAMMAR
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Tense review: The present perfect 1 - Key
Innovation in Learning
A A A A ENGLISH GRAMMAR
1. MM 2. NK 3. both 4. NK 5. MM 6. NK 7. both 8. NK
1. has changed
2. has stopped
3. has put on
4. has become
5. has lost
6. has grown
Note: the past participle of `go' is `been' or `gone'. If the meaning is `visit', we use `been', e.g. `I've been to Tokyo
five times this year.' If the meaning is `leave', we use `gone', e.g. `Mark is not here now. He has gone home.'
1. saw
2. hasn't rained
3. graduated
4. didn't earn
5. has improved
6. learnt; 've forgotten
7. sent; have you read
8. has stolen
9. 've never been;went
10. Have you seen; bought
11. Did you see; was
12. has just left; was
13. never met; died; was
14. attended; 've worked
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Innovation in Learning
A A A A ENGLISH GRAMMAR
1 Presentation
The past perfect simple (had + past participle) is used to talk about past actions or situations that
happened before a specific time in the past.
I arrived at Jack's house at 11am this morning. When I arrived, he had already left.
For a list of irregular verb forms, go to http://linguahouse.com/r/1 or scan the code on the right.
1) We often use the past perfect with the past simple to talk about something that happened before an
event in the past:
I tried to call Anne but she had lost her phone. Tom was late because he had been stuck in traffic.
When I turned on the TV, the match had already started.
2) The past perfect is the past of the present perfect (have/has + past participle). We use the present
perfect to talk about actions or situations that happened before or up to now:
Jack isn't at home right now. He has already left.
3) We often use the past perfect with time expressions such as already, just, since, for, never, etc.:
We got divorced last year. We'd been married for nearly ten years.
When I called Josie, she'd just finished her homework.
I sold my car yesterday. I'd had it since 2005.
NOTE: We normally say 'd had instead of had had.
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The past perfect
Innovation in Learning
A A A A ENGLISH GRAMMAR
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The past perfect - Key
Innovation in Learning
A A A A ENGLISH GRAMMAR
1. had become
2. had dyed
3. had changed
4. had been married
5. had received
6. had earned
Note: the past participle of `go' is `been' or `gone'. If the meaning is `visit', we use `been', e.g. `I'd been to Tokyo
five times before that year.' If the meaning is `leave', we use `gone', e.g. `Mark was not there. He'd gone home.'
1. had already started
2. had hardly ever rained
3. graduated
4. came across
5. was
6. 'd never been
7. 've never visited
8. 'd just finished
9. haven't cleaned
10. hadn't cleaned
11. Did you see
12. 'd eaten
13. 've eaten
14. didn't want
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Innovation in Learning
A A A A ENGLISH GRAMMAR
Past perfect 2
Lesson code: BBHK-KM5D-CBPG INTERMEDIATE
1 Presentation
When we talk about things that happened before or up to a specific point in the past, we often use the past
perfect simple (had + past participle) and past perfect continuous (had + been + -ing).
Dialogue
A: I got engaged to my boyfriend last month. We'd been living together for about a year.
B: Really? How many people had you told?
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Past perfect 2
Innovation in Learning
A A A A ENGLISH GRAMMAR
argue with someone bake cookies cycle in the forest rain all morning
swim in the sea walk in the park work out in the gym
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Past perfect 2
Innovation in Learning
A A A A ENGLISH GRAMMAR
1. I loved Paris. I'd visited/I'd been visiting the city three times before then.
2. When I met Carlos, he was a student. He'd been studying/He'd studied in London for nearly two years.
3. Alison was very excited. That was the first time she'd ever travelled/she'd ever been travelling abroad.
4. Joseph seemed very stressed. I think he'd been working/he'd worked too much.
5. I'd emailed/I'd been emailing Jack five times. Until then, he hadn't replied/he hadn't been replying.
6. Until 2002, Brazil had won/had been winning the world cup four times.
7. I saw Pedro yesterday in the park. I hadn't seen/hadn't been seeing him for ages! I wondered what he
had done/had been doing with himself all that time.
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Past perfect 2 - Key
Innovation in Learning
A A A A ENGLISH GRAMMAR
Note: the past participle of `go' is `been' or `gone'. If the meaning is `visit', we use `been', e.g. `I'd been to Tokyo
five times before then.' If the meaning is `leave', we use `gone', e.g. `Mark wasn't there. He'd gone home.'
1. I'd visited
2. He'd been studying
3. she'd ever travelled
4. he'd been working
5. I'd emailed; he hadn't replied
6. had won
7. hadn't seen; had been doing
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Innovation in Learning
1 Review - Predictions
Complete the grammar review with `will' or `going to'.
1
We can use going to + infinitive and also + infinitive to say something that you
think or know about the future:
Our company is going to hire a new marketing manager. I'm certain.
I think he'll come to the meeting.
2
We often use + infinitive to say something that we are sure about the future because
of something that we see or know now. There is a present feeling that a future event will happen:
Look at those clouds! I think it's going to rain.
The boss looks angry. I think he's going to shout at somebody.
3
We often prefer to use + infinitive to say something that we think about the future
when there is no present feeling that the event will happen:
I think it will rain next week.
In the future, I think people won't write emails anymore.
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Future review (business version)
Innovation in Learning
1. It s going to rain.
2. The plane . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3. The secretary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
4. They . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
5. The IT technician . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
6. The man . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
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Future review (business version)
Innovation in Learning
1
We can use + infinitive to talk about plans or decisions for the future:
What are you going to do this weekend?
I'm going to visit an important client next week.
2
We also use the to talk about plans for the future:
What are you doing this weekend?
I'm meeting a client later for lunch.
With the verb go, many English speakers prefer to avoid going to go because it sounds repetitive:
I'm going out tonight. (I'm going to go out tonight.)
3
We use + infinitive when we don't have a plan and to express a spontaneous
decision:
The phone is ringing. I'll answer it.
It's cold here. I'll close the window.
5 Practice 1
Make true sentences about your plans using the verbs below in the correct form. Compare with a
partner.
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Future review (business version)
Innovation in Learning
Ask and answer the questions with a partner like in the example below:
Dialogue
A: Are you going on holiday next month?
B: Yes, I am. / No, I'm not.
1
John: What (you/do) later? Would you like to go for lunch?
2
Susan: I'm afraid I (work) on a project all day. I don't have time to go out for lunch.
3
John: Really? So what ? (eat)
4
Mary: I think I (probably/buy) a sandwich from the local supermarket.
5
And where (have) lunch?
6
John: I don't know. Maybe I (try) that new Japanese restaurant.
Susan: Oh yes, I've heard it's really nice. They have great sushi. This Saturday
7
I (try) their dishes. Would you like to join me?
8
John: Umm....I (let) you know later. I don't know my plans yet.
9
Susan: Okay, we (talk) about it tomorrow.
7 Flashcard review
Go to www.linguahouse.com/ex and enter Lesson code:
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Future review (business version)
Innovation in Learning
HBT2-R7RD-LQZC
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Future review (business version) - Key
Innovation in Learning
1- Review - Predictions
1. will
2. going to
3. will
Go through the phrases and check meaning. Play the video. To scan the QR code, you will need a QR code
reader app installed on your mobile device and an Internet connection. Alternatively, click the video link or play the
downloaded file. Students can work individually and check in pairs if done in the classroom.
2. The plane is going to take off.
3. The secretary is going to send an email.
4. They are going to go shopping/are going shopping.
5. The IT technician is going to check the server.
6. The man is going to inspect the cargo.
1. going to
2. present continuous
3. will
5- Practice 1
If done in class, students work individually and compare with a partner. Monitor the activity. If done for homework,
students can ask and answer the questions at the beginning of the next lesson.
1. are you doing 2. 'm going to work 3. are you going to eat
4. will probably buy 5. are you going to have 6. 'll try
7. 'm going to try 8. 'll let 9. 'll talk
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Innovation in Learning
A A A A ENGLISH GRAMMAR
1 Presentation
When we talk about plans or decisions for the future, we can use the present continuous, going to or will
+ infinitive.
Future plans
We use the present continuous to talk about plans or arrangements for the future:
I'm meeting an old friend for lunch tomorrow.
I'm flying to France next Wednesday.
Are you going on holiday this summer?
We do not use will to talk about future plans. We can use will + infinitive to talk about something that
is possible in the future:
`Where are you going on holiday this summer?' `I don't know. Perhaps I'll go to Italy'
Maybe I will see you at the party next week.
will + infinitive is often used with I think, I don't think, I'm sure, probably, perhaps, maybe, etc.
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Future plans and decisions
Innovation in Learning
A A A A ENGLISH GRAMMAR
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Future plans and decisions
Innovation in Learning
A A A A ENGLISH GRAMMAR
4 Practice 3
Self-study: Write down your plans and intentions for next week.
Classroom activity: Work in pairs. Take turns to talk about your plans and intentions for next week.
Write down your partner's plans in the weekly planner below. Find a new partner and tell him/her what
your old partner is doing next week.
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Future plans and decisions - Key
Innovation in Learning
A A A A ENGLISH GRAMMAR
4- Practice 3
Monitor the classroom activity. Students should write down their partners' plans in note form, e.g. "I'm having
lunch with friends." - `lunch with friends'.
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Innovation in Learning
A A A A ENGLISH GRAMMAR
Future perfect
Lesson code: BBHK-HHA8-QEE2 INTERMEDIATE
1 Presentation
The future perfect simple (will have + past participle) is used to talk about actions or situations that will
be complete before a specific time in the future.
Jack is planning to leave his house at 10pm tonight. If I arrive at 11pm, he'll have already left.
The future perfect is the future of the present perfect (have/has + past participle). We use the present
perfect to talk about actions or situations that happened before or up to now:
Jack isn't at home right now. He has already left.
We often use the future perfect with time expressions such as by and by the time, by this time next ...:
By this time next year, we'll have been married for nearly ten years.
By the time you get there, she'll have gone home.
Compare the future perfect simple with the future perfect continuous (will have + been + verb -ing):
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Future perfect
Innovation in Learning
A A A A ENGLISH GRAMMAR
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Future perfect - Key
Innovation in Learning
A A A A ENGLISH GRAMMAR
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P H OT