Relevant information for the level

For those of you who want to do the workbook online.

Adaptaciones y niveles 

Digital book   

Students' Presentation

In groups from each country, students will go to different classrooms to talk / make a short

presentation about the daily life in their respective schools: ( 10 min.)

Possible points to talk about:

• Weekly schedule of the school (what time do they start / break / have lunch there).

• Subjects taught at the school and more specifically, those of your current course (weekly

• hours, practices of some of them...).

• Different itineraries of compulsory education, higher studies, vocational courses and access

• to University.

• How holidays are distributed throughout the course.

• Any topic that you think is important/interesting...extracurricular activities, school exchanges,

• participation in projects of the highschool...

With this small exhibition it is intended that the Spanish students of the classes, ask, expose,

compare these points with their own, so they could interact with the students.

Each group will be accompanied by an English teacher from IES Mediterraneo as a support,

to introduce them to the classroom and help them.

EXPRESSING WISHES AND PREFERENCES (REVISION)

WISHES  >>>>   I wish my students studied every day.

                               If only my students studied every day.    

PREFERENCES  >>>>  I'd rather do my homework before going to school than go to my football                                                    practice.

                                            I'd rather not got to school without my homework done.

                                            I'd rather students worked every day.

                                            I'd prefer to do my homework before going to school.

wishing (regretting and complaining) exercise     

Exercises to do. Fill in the gaps with PREFER / 'D PREFER / 'D RATHER

1. My cousin __________ playing football to watching it on TV.

2. I ____________ my mother cooked rice pudding for me every day. 

3. We _____________ to go on holiday to Greece rather than staying here in Salobreña.

4. I __________ buy a car which doesn't pollute much, but they are so expensive.

5. Children used to _______________ playing in the streets to stayin indoors.

6. We __________ keep everything tidy in case your parents come.

7. We ___________ Albert wasn't so hard on us! 

8. My parents ________ to travel with daylight than at night.

Write sentences with  'D RATHER for the situations given

9. You don't help much with the housework.   >>>  I ..........................

10. I don't like fizzy drinks.   >>>>  I...........................

11. She loves going shopping.    >>>   She ............. not ......................

12. They feel so uncomfortable sleeping in a tent.    >>>  They...........................than................

Revising RELATIVE CLAUSES

RELATIVE CLAUSES

Defining Relative Clauses

Non-defining relative clauses

Non-Defining Relative Clauses (Extra information)

QUESTIONS. Subject & Object questions and others.

1. Complete the questions according to the answers in bold.

1. What  ____________________________ at parties? I usually wear a short dress.

2. Who _________________ you to school yesterday? My dad drove me to school yesterday.

3. Who ______________________ us? Bill and Adam are calling us.

4. Who _____________________ at the park? I met Liz and Rose at the park.

5. How often ______________________ your bike? I ride it every day.

6. What ____________________ that strange noise? Our dog made that strange voice.

2. Write subject or object questions with the words below. Use the correct tenses. Then answer the questions.

1. Who / ride / a horse / now ?

2. Who / eat / a lot of rice / in your family ?

3. What / fall / on the ground / yesterday ?

4. Where / Laura / go sailing / last week ?

5. Who / you / usually / do / your homework / with ?

3. Write questions according to the answers in bold.

1. _______________?  Emma flies to Paris every summer.

2. ______________ ?  Steve feeds his pets in the morning.

3. _______________ ? My baby sister cries every night.

4. _______________ ? The stormy weather changed our plans.

5. _______________ ? Al left work early because he didn't feel well.

6. _______________ ? I play the piano twice a day.

DO & MAKE

Do and make collocations     see the difference   (ANOTHER EXPLANATION)    Here's an exercise for you to do

Listen to Nature

And remember >>>>

Smart Planet 4 is similar to Smart Planet 3.

4º ESO A students haven't got the same teacher as 4º ESO B.

The compulsory reader for the first term is obviously different from the one for the second term.

Articles to read about the issue we are dealing with at the moment, that is, HEALTH:

ALTERNATIVE MEDICINE IN MY BLOG

EXCLAMATORY SENTENCES + SO / SUCH

• • WHAT is used in exclamatory sentences when it is followed by a NOUN or a NOUN PHRASE. It works exactly the same as SUCH.

Examples: What a (big) house he has bought!     >>>   He has bought such a (big) house.

                    What an (easy) exam we had at the Official Language School in Motril!   >>>  We had such an (easy) exam....

                    What (good) basketball players we have in Spain!    >>>   We have such (good) basketball players in Spain.

                    What (good) wine they make in Itrabo!    >>>  They make such (good) wine in Itrabo.

• • HOW is used in exclamatory sentences when it is followed by an ADJECTIVE or an ADVERB. It works exactly the same as SO.

Examples: How expensive it is the car you bought!    >>>  The car you bought is so expensive.

                    How carefully Fernando Alonso drives when it rains!    >>>>   Fernando Alonso drives so carefully when it rains.

• • Remember you can also use SO with NOUNS when talking about quantity. In that case you will need MUCH & MANY depending on the noun.

Examples: We have got so many books to read and so much homework to do this year.

Some sentences to translate into English:

1. ¡Qué bien canta mi primo!

2. ¡Qué canción tan bonita él canto en la fiesta!

3. ¡Qué ejercicio!

4. ¡Qué ejercicio tan fácil estamos haciendo!

5. ¡Qué frío hace en Ítrabo!

6. ¡Qué buen queso hacen en Holanda!

7. ¡Qué buenos futbolistas hay en Holanda!

Complete the exclamatory sentences and then fill in the gaps with SO & SUCH+articles if needed.

1. ___________ unreliable McLaren is! Yes, but Alonso drove ……….… carelessly that he crashed it.

2. __________ tasty ham they have in Trevelez! They have …………. good conditions there.

3. _____________ funny this film is! Well, the actors aren’t ………… funny.

4. _____________ fast Usain Bolt runs! He is ………… fast runner.       

Finally, have a look at this post in my blog Neither trekking nor just climbing... it is actually running in the Alps!!!!  , where you can find a link to a page where there are loads of exercises about this issue.

Do you want to revise the exclamatory  sentences, SO & SUCH?

 HERE you have got some exercises and the self-correction.

Difference between USED TO, BE USED TO + V-ing & GET USED TO V-ing  

I used to walk to school when I was a student.

I am used to playing tennis three or four times a week.

You'll have to get used to keeping your things tidy when you go to university.

COMPARATIVES AND SUPERLATIVES

1. We use more.... for adverbs that end in -ly: more slowly, more quietly

2. You can use -er or more... with some two-syllable adjectives, especially: quiet, clever, narrow, shallow, simple

3. IRREGULAR COMPARATIVES:  good/well  >  better, bad/badly > worse, far > further/farther

4. FURTHER & FURTHEST meaning 'more' or 'additional': Let me know if you hear any further news

5. Before comparatives you can use QUANTIFIERS such as: much, a lot, far, a bit, a little, slightly (He's much / slightly taller than his sister).

6. You can use any, no + adjective in the comparative form. Ex. I'm not waiting any longer.

7. Two comparatives of superiority connected by and meaning 'CADA VEZ MÁS'. Ex. The situation is becoming harder and harder.

8. COMPARATIVE OF EQUALITY: so, as....as....    Fernando Alsonso is as fast as the wind.

9. COMPARATIVE OF INFERIORITY: less....than...    My cousin is less intelligent than my sister.

10. Difference between LESS & FEWER.   Examples: I've got less money than you. A bicycle has got fewer wheels than a bus.

11. Some interesting collocations: the same as, different from, similar to   

12. After superlatives we use in with places (the longest river in the world) and of for a period of time (the happiest day of my life)

13. ABSOLUTE SUPERLATIVE meaning 'very'. The book you lent me was most interesting.

SHOW SURPRISE FIRST. THEN AGREE OR DISAGREE WITH THE STATEMENTS (Have a look at the examples first)

"I bought some mineral water" YOU: "Did you? So did my mother." OR "Did you? My mother didn't"

"I didn't buy any beer" YOU: "Didn't you? Neither / Nor did my mother." OR "Didn't you? My mother did."

1. "My brother is very tired." YOU: "................? ________________ I".

2. "I always study before dinner." YOU: ".................? ________ my sister."

3. "I've missed my bus to Motril" YOU: "............? ________ my parents."

4. "I'm not very good at English." Víctor: "...................? I __________"

5. "I can't speak German" YOU: ".....................? _____________ we."

6. "I can't find any photos for my tourist brochure." YOU: "..........................? My English teacher _________"

7. "We are going to Edinburgh at the end of March." YOU: "..................? _________________ Albert's students."

8. "She has got a new boyfriend." YOU: "................? I _____________"

9. "I don't smoke Havana cigars." YOU: ".............? __________ smurfs."

10. "I was born in Salobreña." YOU: "..........? Albert ____________. I think he was born in Colone, Germany."

SHOW SURPRISE & HOUSEHOLD ACTIVITIES

Example: 'My parents go out every Friday evening.' 'Do they? Mine don't. They just stay at home and watch TV'

1. Mi hermana limpia el polvo dos veces a la semana.

2. Los domingos por la mañana yo me encargo de la colada.

3. Por la noche mi padre se encarga de la cena y yo de fregar los platos.

4. Todos los viernes mi madre se encarga de la plancha.

SURPRISE + AGREE / DISAGREE

1. The market is open everyday. >> ¿Sí? Y también la tienda de discos. / Pues la carnicería no.

2. Hanif often wears hats. >> ¿Sí? Y nosotros también. Pues su hermana no.

3. Rachel thinks relationships are easy. >> ¿Sí? Y también Dan. Pues Hanif no.

4. They are coming with us. >> ¿Sí? Y también mis padres. Pues mi tía no.

5. He looked upset. >> ¿Sí? Y yo también. Pues su novia no.

6. I can speak German. >> ¿Sí? Y también tú. Pues yo no.

7. I've got a pencil. >> ¿Sí? Y también mi compañero. Pues el profesor no.

8. It isn't sunny in Salobreña. >> ¿No? Ni tampoco en Motril. Pues en Granada sí.

9. I don't usually wear hats. >> ¿No? Ni tampoco mi madre. Pues mi padre sí.

10. Mary didn't come to the party. >> ¿No? Ni yo tampoco. Pues mi primo sí.

11. We haven't got any classroom on Monday. >>> ¿No? Ni ella tampoco. Pues mi tío sí.

12. She shoudn't speak like that. >> ¿No? Ni tampoco su madre. Pues yo sí.

13. Djokovic didn't win Wimbledon this year. >> ¿No? Ni tampoco Nadal. Pues Federer sí.

How to express the part of a whole

• • Nine out of ten....    >  Example: Nine out of ten students have filled in Albert's form.

  • Percentages   >   Example: 90% of the students have filled in Albert's form.

  • Most of them, A few of them, half of them, a quarter of them....  >   Example: Most of them have filled in Albert's form,

  • Two thirds, three quarters, three fifths....  >   Example: Two thirds of the class have filled in Albert's form.

As part of this last way of expressing the part of a whole we have   >>>>>

BOTH OF THEM (ambos) //  NEITHER OF THEM (ninguno de ellos - 2)

Both José Antonio and Vicente...       live in Molvizar                Neither José Antonio nor Vicente live in Motril

Both of them...                                                                                    Neither of them lives in Motril

They both...

ALL OF THEM (todos ellos - más de 2), NONE OF THEM...  (ninguno de ellos - refiriéndose a grupo superior a 2)

All of you study... at IES Mediterraneo                                           None of you studies in Motril

You all...

CORRELATIVOS:   neither...nor  (ni...ni...), both...and  (tanto... como...), either...or   (o bien.... o bien ....)

You can eat either meat or fish

Complete the sentences  with appropriate phrases.

1. ____________ Messi __________ Higuain play football, but ____________________ plays for the Spanish national team.

2. _________________________ the Spanish football players won the  UEFA Best Player in Europe Award in  2010 even if ___________________ were world champions that year and they had won twice the European Championship previously.

3. ____________ Mihail __________ Anabel will have to do the exercise on the blackboard because they can do it orally.

4. The Callejón Bros. are ____________ footballers. _______________________ are from Motril, but _____________________________ will ever play for FC Barcelona.

5. Albert has brought exams for ______________________ us, but ___________________ is happy with this surprise exam.

6. ________________ Lobres _______________ Molvízar is on the coast.

And now translate these sentences into English.

7. Tanto mi padre como mi madre fueron a la universidad. De hecho, ambos trabajan en la misma oficina que tu padre, aunque a ninguno de los dos les gusta trabajar en Madrid.

8. Todos mis amigos salen los sábados por la noche porque ninguno de sus padres les dice nada.

9. Sin embargo, ni mi padre ni mi madre me dejan salir por la noche porque dicen que todas las calles son muy peligrosas cuando oscurece.

10. Entonces, si quieres venir a mi fiesta de cumpleaños, o bien te quedas a dormir en mi casa o bien vienen tus padres a recogerte.

Some extra-exercises for you to do:   1    2    3  

Present Perfect Simple and Continuous  

>>   exercises to do    1    2   3  

MAKING SUGGESTIONS (Analyse different ways how to suggest first)

YOU: "I don't know what to do at Easter"    

ALBERT:     - "Why don't we go to Edinburgh?"

                           - "Let's go to Edinburgh"     "Let's not go to Edinburgh"

                            - "Shall we go to Edinburgh?"

                            - "How about going to Edinburgh?

                            - "What about going to Edinburgh?"

YOU:     "Great. I'd love to"      "That's a great idea!"    "Fantastic!"

                "I'm afraid I can't."      "I'm sorry, but I have to take care of my little sister."

                "All right, but you'll have to lend me some money."   "OK, but can you help me with my English homework?"   

Complete the sentences using the correct FUTURE TENSE form.

1. I booked our summer holiday last week. We (go) _____________________ to France in July.

2. I think our team (win) ______________________ tonight. I’m feeling lucky.

3. I (have) _____________________ an orange juice, please.

4. I’ve just started a new diet. I (not eat) ______________________ any more chocolate.

5. It’s 8.30, you (be) __________________ late for school.

6. I (be) ____________________ 17 on my next birthday!     

7. We (play) ____________________ tennis tomorrow if it doesn't rain.

8. In our trip around Scandinavia we (visit) __________________ 

REAL CONDITIONALS

Further information about REAL CONDITIONALS (New That's English IV.2 a/b)

IF- clause                                                       ,                                               MAIN CLAUSE

If it rains (PRESENT SIMPLE) ,  .......                           ..... (FUTURE SIMPLE)   I will not play tennis

                                                                                                ..... (MODAL VERB)    we can play video games at home.

                                                                                                ...... (IMPERATIVE)     come to my house and we'll watch TV.

CONDITIONAL SENTENCES - MIXED

A. Put the verbs in brackets into the suitable tense, but first think which type of Conditional Sentence it is (...), that is: ZERO, REAL, HYPOTHETICAL & IMPOSSIBLE/UNREAL.

1. Sue has lost her watch, so (let) _______________ me know if you (find) __________ it. ...................................

2. Let's dream! What (you, do) ___________________ if you (find) ___________________ a wallet full of money? ............................................

3. Albert (be) __________________ really angry if I (not bring) _____________________ a composition every three weeks. That’s why I do it. ......................................

4. What (you, do) _______________________ if you (be) _____________________ bitten by a snake when you were in the jungle? ..............................................

5. According to Newton's law, if you (let) _____________________ an object loose in the air, it (fall) _____________. ..............................................

6. If my brother were offered a job, I think he (accept) _________________ it. .................................

7. I (lend) ___________________ her the money if she had asked me for it. ...............................

8. You will go to her wedding if you (buy) _____________________ a new suit. ................................

9. I would make adventure films if I (be) _________________ an actor. .........................................

10. (not get) ________________ scared if you come across a bear. Just (be) _________________ quiet and it (go) _________________ away. .............................

GIVING ADVICE to a friend who has got a problem  (link)

YOU: "I have failed my English exam."    

ALBERT:    - "You should study everyday"

                       - "You ought to study everyday" 

                       - "Why don't you  study everyday?"

                       - "How about studying everyday?" and other suggesting structures

                       - "If I were you, I would  study everyday."

                       - "You'd better  find some private tuition."

                       - "I'd rather you  didn't go out so much and study everyday."

Exercises on the RELATIVE CLAUSES:  1  2   3  

RELATIVE CLAUSES  

What do you need a relative clause for?

1. to specify which person, thing or place you are talking about such as in these examples:

The teacher who teaches us English at school was born in Colone (Germany)

The unit which we are going to see next is also about the Present Perfect tense.

This is the classroom where we have most of the classes.

2. to give some extra information about a person, a thing or a place  such as in these examples:

Albert,  who teaches us English at school, was born in Colone (Germany)

Unit 4, which we are going to see next, is also about the Present Perfect tense.

This is the English Department, where we have class once a week.

This is the difference between Defining Relative Clauses and Non-defining relative clauses. Now let's think about the differences:

DRC provide you with relevant and essential information >< N-DRC provide you with some extra information which is not essential for the understanding of the message.

For example, do you understand the sentences: Let's do the exercise! or This is the girl or This is the place?

The answer is NO. However, if I say: Let's do the exercise which is on page 77 // This is the girl who studied at the British School in Almuñecar // This is the place where I left my CD player, you understand what I mean.

Therefore, if DRC provide you with relevant and essential information, THEY CANNOT BE OMITTED.  On the contrary, if N-DRC provide you with some extra information which is not essential for the understanding of the message, THEY CAN BE OMITTED and they go in between COMMAS (or a comma and a full stop or something similar). As a result, the intonation is obviously different in the DRC from the intonation you have in the N-DRC.

Talking about the antecedent and the connection between the antecedent and the relative clause. And remember that the relative pronoun substitutes the antecedent in the relative clause.

If the antecedent is a person, you use the relative pronoun who.

If the antecedent is a thing or an animal, you use the relative pronoun which.

If the antecedent is a place and has the function of adverbial of place in the relative clause, you use the relative pronoun where.

You can use these three relative pronouns both in the Defining Relative clauses and in the Non-Defining Relative clauses. Both who  and which  can be substituted by that , which cannot be used in the Non-Defining Relative clauses

When can you omit the relative pronoun in the Defining Relative Clauses? You can omit it when the antecedent is the direct object of the relative clause, as in the example. Remember that this is optional, so you would have 3 possibilities:

This is the boy (who / that / -) I saw at the supermarket.

The pet (which / that / -) my mother bought me for my birthday is really cute.

Exercises to do:  1   2   3    

How to make a Spanish potato omelette (using the passive voice and relative clauses)

Here's the recipe to make the Spanish potato omelette that my mother gave to me.

Some eggs, potatoes and some oil are needed to make this omelette. An onion is also often used. The cooking tools that you need are a spatula and a frying pan.

First, the potatoes and the onions are chopped and some salt is added to them. Then the frying pan, where you put some olive oil, is used to fry the potatoes and the onion. When they are cooked/fried, some eggs are beaten in a bowl and poured into the frying pan where the fried potatoes and onions are. Cook until the eggs are done/set and turn the omelette over so that it is done on both sides.

This is the omelette my mother used to do for us. It can be served on a plate with some fresh tomatoes which you slice. I hope you'll like it!!!

IMPOSSIBLE or UNREAL CONDITIONALS

They are based on impossible situations which we cannot change at all.

SITUATION: Kennedy was murdered.

If + PAST PERFECT......            >>> CONDITIONAL PERFECT

If John Fitzgerald Kennedy had not been murdered, he would have been a great president for many years.   BUT he was murdered and so he couldn't be president of the USA for many years.

However, before we begin explaining how it works, we must say that the reported speech we will be talking about is a very artificial one as we suppose the situation in which the words were said and the situation in which the words were reported are completely different, but this is not always true. Actually, they may be exactly the same, as in the following example:

- "I have brought you here these exercises" (SITUATION: the teacher is speaking and the students are listening)

- One students raises his hand and says: "Pardon. What did you say?"

- "I have just said that I have brought you here these exercises." (There are no changes at all because the situation is exactly the same: the teacher is speaking and the students are listening at the same time and in the same place.)

Apart from this, remember that there are indirect ways of speaking like in the following sentences:

- I don't know what time it is (instead of 'What time is it?')

- I wonder where I can buy some bread (instead of 'Where can I buy some bread?')

- I don't know if Dad is at home. (instead of 'Is Dad at home?')

- Tell me how fast you can run. (instead of 'How fast can you run?')

Anyway, we will make all the possible changes in our examples and all these transformations are what we call the BACKSHIFT, which is a change that we make backwards. This BACKSHIFT affects three main areas:

1. TENSES.- The changes are similar to the ones made in our language and the try to express the time gap there is between the moment of speaking and the time when the words were reported. Just remember to keep the time gap. For example, the past simple can stay the same or change into the past perfect. (Jane: "I arrived at 7"  >>  She said that she arrived / had arrived at 7"), but in the following example it is better to have it in the past perfect to keep the mentioned time gap: 'This is the present my boyfriend gave me yesterday', said Jane  >>   Jane said that was the present her boyfriend had given her the day before.)

2. PERSONS.- The speaker is represented by the first person and the listener by the second person, while there are no changes in the third person. So there may be changes in the personal pronouns, possessive adjectives and pronouns...

3. OTHER WORDS CONNECTED WITH TIME AND PLACE, which have to be learned by heart, although most of them are similar to our language.

Let's begin with this third area:

Reported statements

Peter: "Money is the only thing I live for."   >>>  Peter said money was the only thing he lived for.

Reported questions

We've got two types of questions: WH-questions and Yes/No questions. Remember to undo the inversion because the reported question is actually a statement.

Pam: "Do you like my dress?"    Jim: "Yes, I do"   >>>  Pam asked if/whether he liked her dress and he answered he did.

Albert: "When are you going to read this book?"    >>>    Albert asked the students when they were going to read that book.

Reported orders and requests

A TO-INFINITIVE structure is required.

Mother: "Would you buy some bread for dinner, please?"   >>>  My mother asked me to buy some bread for dinner.

Students: "Don't give us any homework for tomorrow.">They asked Albert not to give them any homework for the next day.

FOR FURTHER INFORMATION ON THE REPORTED SPEECH YOU CAN HAVE A LOOK HERE!!!!

Exercises on Reported Speech:

A. Transform these sentences into Reported Speech.

1. "I can't stop laughing", the student to the teacher.

2. "They're laughing at me now", said Mary.

3. "I can't afford to buy your car", Albert to Fernando Alonso.

4. "FC Barcelona will win the King's Cup tomorrow", said Messi in the press conference.

5. "We don't like this exercise", said the students.

6. "I'm afraid of spiders", said my mum.

B. Fill in the gaps with 'said' or 'told' and then transform these sentences into Direct Speech.

1. They ....... that they couldn't find a cash machine in that city.

2. Mary ........  them that the fish tasted awful.

3. Fernando Alonso ........ Albert that he was saving for a new car then.

4. My parents ..... my aunt that they wanted to borrow her house in the mountains.

5. Nadal ......... that his elbow was very painful.

6. She ...... me that her coat was made of leather.

C. Rewrite the sentences using REPORTED SPEECH. First, decide which verb to use: ‘said’ or ‘told’

1. The student to the teacher: “I don't think it is made of glass”   

The student ....................... ___________________________________________

2. The children: “We collected lots of cans in this river”. 

They .................. ______________________________

3. Jane to her father: “I have invented a new tyre”.  Jane .................. ______________________

4. The students to the robotics teacher: “We are building a smart house.” 

They .................. _______________________________

5. Maria to her boyfriend: “I’ll help you, Tom”. She ................... _________________________

6. My parents: “We must save more energy”. They ................... _________________________

D. REPORTED SPEECH. Have a look at the sentences, decide the appropriate verb to use ( ask , tell , offer, suggest ) and finish the sentence in REPORTED SPEECH.

“Shall we have a picnic?”   //  “Shall I open the window?”  //  “Bring me the newspaper”  //  “Could I have another biscuit, please?”  //  “Will you drive now?”

1. My friends ______________  _________ing  ______________________

2. The little boy _______________ for _________________________

3. Her boyfriend ______________ her to ____________________________

4. The student _____________  to ______________________________

5. My father ____________ me to ____________________________                         

60. Put the following sentences into REPORTED SPEECH:

1. "I'm going out now", he said.

2. "I'll be home by nine", he said.   

3. "My young brother wants to be a football player", said Mary.   

4. "Who has been using my typewriter?", said my mother.   

5. "Don't do anything dangerous", said his wife.  

6. "Do you want to see the cathedral?", said the guide.

7. "Close the door", said Albert to Nick.

8. "Take these dictionaries to the English Department", said the teacher to the student.

61. REPORTED SPEECH. Put this dialogue into reported speech:

Arthur‑ What's the matter? Don't cry. Do you want to borrow my handckerchief?

Mary ‑ I'm sorry to be so boring. I haven't seen Bruce for the whole weekend. Did you see him?

Arthur ‑ Yes, I did.

Mary ‑ Where did you see him?

Arthur ‑ I saw him at the dentist's last Thursday.

Mary ‑ He didn't come for me on Thursday. There must be quite a simple explanation.

Arthur ...... and told her ..... . Finally he asked her .....

Mary ......  , but  ....    and asked him .....

Arthur answered .....

Then Mary asked him ....

And Arthur said ......

Mary said .... , but that .....

DIFFERENT USES OF GET:  

• 1. GET as a synonym of 'become' + ADJ. >>  get... tired, better, upset, dark

  2. GET as a synonym of 'obtain, receive, buy' + NOUN/NOUN PHRASE  >>  get... a job, a present for/from, a driving licence, a goal (score)

  3. GET as a phrasal verb  >>  get... away (escape), together (meet), up

  4. Other uses of GET   >>   get... home, to school (arrive), the flu (an illness), a bus (use transport)

Do you want to revise the TENSES? Click HERE.

EXPRESSING QUANTITY IN ENGLISH

How to ask for quantity:

How much milk is there in the bottle?

How many apples are there in the bowl?

How to answer:

• • There is A LOT OF milk in the bottle.          There are A LOT OF apples in the bowl.

There isn't  MUCH milk in the bottle. Is there MUCH milk in the bottle?     >>>>> UNCOUNTABLE NOUNS

There aren't MANY apples in  the bowl. Are there MANY apples in the bowl?    >>>>> COUNTABLE NOUNS

• • There is  TOO MUCH milk in the bottle.      >>>>> UNCOUNTABLE NOUNS   You can also use SO MUCH

There are TOO MANY apples in  the bowl.    >>>>> COUNTABLE NOUNS   You can also use SO MANY

Remember that TOO can also go with adjectives and adverbs

He is too shy to speak in public.         Students speak too loudly, so nobody can hear the video.

• • There is  SOME / A LITTLE milk in the bottle.      >>>>> UNCOUNTABLE NOUNS

There are SOME / A FEW apples in  the bowl.    >>>>> COUNTABLE NOUNS

• • ENOUGH can be used both with countable and uncountable nouns  >>>

There are ENOUGH apples in  the bowl.    >>>>> COUNTABLE NOUNS

There is  ENOUGH milk in the bottle.      >>>>> UNCOUNTABLE NOUNS

Remember ENOUGH goes before nouns and after adjectives and adverbs.

He is tall enough to play basketball.         He doesn't drive fast enough to be in the Formula 1.

Now write some other sentences using other words connected with QUANTITY and presented above.

Translate these sentences into English:

1. ¿Cuántos exámenes nos quedan antes de Semana Santa? Nos quedan unos pocos, al menos 2.

2. ¿Cuánto dinero te llevas a York? No me llevo mucho dinero, sólo unas pocas libras, pero es suficiente dinero para comprarm una sudadera.

3. Hay demasiadas cosas que hacer en mi lista.

4. ¿De verdad? Pero yo tengo tanto que estudiar.

5. Hay poco respeto hoy en las clases y demasiado ruido.

6. No nos queda suficiente comida para el fin de semana y él es demasiado vago para ir al supermercado ahora.

7. La gente hoy en día pide demasiada comida porque no cocinan lo bastante bien.

8. ¿Sí? Pero ellos ven demasiados programas de cocina en televisión.