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Tom went back to his old school to tell them about his trip. Look at these extracts, then read the report and choose the correct form of the verbs.

'I've always wanted to travel as much as possible.'

I already have plans for my next trip because I didn't have enough time.'

We're interested in glaciers.'

'It was the best part of my trip.'

'Next time, I'll take more comfortable boots.'

'Nothing is impossible.'

'You can do anything you really want to do.'

'Old boy' Tom Chambers returned to school last week to talk about his amazing trip to Kazhakstan.

He told us he 'always wanted / had always wanted to travel as much as possible, and he said that he already had / has plans for his next trip because he 'hadn't had / hasn't had enough time to do everything the first time! We told him we 'had been / were interested in glaciers, so he showed us some photos of his trip to the Manshuk Mametova glacier. He said it Shas been / had been the best part of his trip - but he also said that next time he had taken / would take more comfortable boots! Before the talk, I'd never really thought about going on a trip like that. It sounded too adventurous and a bit scary too - but at the end of his talk Tom said that nothing was / had been impossible and that we would / could do anything we really want / wanted to do-so maybe I'll start planning too!

Tom went back to his old school to tell them about his trip. Look at these extracts, then read the report and choose the correct form of the verbs.

'I've always wanted to travel as much as possible.'

I already have plans for my next trip because I didn't have enough time.'

We're interested in glaciers.'

'It was the best part of my trip.'

'Next time, I'll take more comfortable boots.'

'Nothing is impossible.'

'You can do anything you really want to do.'

'Old boy' Tom Chambers returned to school last week to talk about his amazing trip to Kazhakstan.

He told us he 'always wanted / had always wanted to travel as much as possible, and he said that he already had / has plans for his next trip because he 'hadn't had / hasn't had enough time to do everything the first time! We told him we 'had been / were interested in glaciers, so he showed us some photos of his trip to the Manshuk Mametova glacier. He said it Shas been / had been the best part of his trip - but he also said that next time he had taken / would take more comfortable boots! Before the talk, I'd never really thought about going on a trip like that. It sounded too adventurous and a bit scary too - but at the end of his talk Tom said that nothing was / had been impossible and that we would / could do anything we really want / wanted to do-so maybe I'll start planning too!

Complete the text with used to/ didn't use to and the verbs in brackets.

Complete the sentences using the correct form of the verb in brackets.

🟩 Exercise

1. I regret not __________ (apply) for that job.
   👉 I wish I {had applied}

2. He stopped skateboarding years ago.
   👉 If only he {hadn't stopped} skateboarding.

3. I don’t have enough time now. (have)
   👉 I wish I {had} more time now.

4. She isn’t very confident. (be)
   👉 If only she {had been} more confident.

5. My friend is too negative. (not be)
   👉 I’d rather my friend {weren’t} so negative.

6. I didn’t study enough for the exam. (study)
   👉 I wish I {had studied} enough.

7. He can’t play like before. (can)
   👉 I wish he {could play} like before.

The Simple Past Tense describes finished actions in the past using S + V2/ed (regular/irregular verbs) or was/were (to be). To form negatives or questions, use the auxiliary did + V(inf), such as "Did you go?" or "I didn't see." Look for signal words like yesterday, ago, last week, or use it after specific structures like "It's time," "I wish," and in Second Conditional if-clauses.

Overall, the image helps learners understand the basic form of the past simple tense in a clear and easy way.

STUDENTS THINK FAKE NEWS IS FACT AND ARE USING IT IN THEIR SCHOOLWORK, SAY TEACHERS

Teachers are frustrated that students can’t accept that some stories on social networks are false, while experts suggest that students need better education about online dangers. Students believe that fake news is a fact, and are repeating it in lessons and using it in written work, teachers have warned. More than a third of teachers say their students have used false information that they found online, according to a survey by a teacher’s union.

The union’s general secretary Chris Keates said that the information was "worrying" and it showed that internet companies have a lot of power to influence people’s opinions, especially young people. International education experts are becoming more worried about the situation and say that teachers will need to teach children how to spot fake news. Others were frustrated that students didn’t believe that news they had seen on Facebook and other social media sites was not true, even when the problem was explained to them. One teacher said that students often thought that fake news sites were real, and also that anything that President Donald Trump said was a fact. Last week, German officials said they would give fines of up to 50 million euro to social networks if they didn’t take down illegal fake news posts. The new law would give social networks 24 hours to delete or block the content and seven days to concentrate on more complicated cases. Commenting on the results of the survey, Ms. Keates said that she was worried about the trend, particularly because many young people have never known a world without internet, and are less able to judge whether information that they read online is real or fake. She added that: "It is important for children and young people to be made aware that not everything they see and read online is real."

She said that teachers are trying to help educate students about using false information, but added that it was important for internet providers and websites to take responsibility for any material that is available, and also to deal with people who misuse their services. Last month, Andreas Schleicher, the director of education and skills at OECD (The Organization of Economic co-operation and Development) said that in the modern age, being able to tell the difference between what is real and what is fake is a critical skill. He added that: "This is something that we believe schools can do something about."

Adapted from the Independent by Rachel Pells, April 12th, 2017

·  I didn’t study for the test, so I failed.
→ If I __________, I __________.

·  She didn’t wake up early, so she missed the bus.
→ If she __________, she __________.

·  They forgot to bring their tickets, so they couldn’t enter the concert.
→ If they __________, they __________.

·  He didn’t eat breakfast, so he was hungry during class.
→ If he __________, he __________.

·  We didn’t leave the house on time, so we were late for the meeting.
→ If we __________, we __________.

·  She didn’t read the instructions, so she made a mistake.
→ If she __________, she __________.

·  I didn’t ask for directions, so I got lost.
→ If I __________, I __________.

·  They didn’t bring enough money, so they couldn’t buy the tickets.
→ If they __________, they __________.

·  He didn’t repair the car, so it broke down on the highway.
→ If he __________, it __________.

·  I didn’t wear a coat, so I caught a cold.
→ If I __________, I __________.

Since I don't feel like grading a final paper and I KNOW you don't feel like doing a final paper, your final project for this year will be...(drumroll please)... a creative project!

What does that mean? It means that your project is up to you.

TASK: 

Part 1: You are going to create some type of project (digital or physical) that illustrates 3 things: a visual representation of AT LEAST ONE novel we've read in class, what you've learned from said novel, and some indicator of your emotions towards the novel. In Part 1, you must submit a written proposal to me as to what your project will be: your proposal must include: the 3 components of your project (see above), a plan for what you intend to do each day in class, what materials you intend to use to make your project, and what texts you are going to get your sources from.

Part 2: Create the project using the guidelines listed above

Part 3: You are going to write me a 2 page argument explaining how your creative project represents your chosen novel. Your write-up should include: a claim, 3 pieces of evidence (quotes) from the book, 3 pieces of elaboration, and why you chose to do your project the way you did (or put another way: why DIDN'T you do another type of project?)

Dear David,

How are you? I hope this email finds you well and ready for a good story! I wanted to tell you about an adventure that I had recently, which I thought you may find funny!

Last Friday, I went to the park with my brother and friend Tony. It was a beautiful sunny day and everyone was having fun. Everything was going well until I decided to walk near the little pond. I didn’t notice the very slippery ground so I ended up slipping and falling down! Everyone turned to look at me. I was so embarrassed, but luckily, I didn’t injure myself.

But my misfortune didn’t end there. As we were walking home from the park, I tripped over a small rock. You can imagine what happened next…I fell again and this time I injured my leg. As it turned out, I sprained my ankle and had to go to the doctor! I am now recovering in bed, but my ankle is still in pain!

Anyway, I hope you had a better weekend than me! Haha! Please write back soon, I’m looking forward to your news!

Love,

Theano

writing what you did or didn't do

Didn't + past simple

Complete the gap with one of the three conjunctions (and / but / or).

The dog wants to go outside,__________ it is raining.
She has a doll, ___________ she has a big dollhouse. 
Do you like this one __________ do you prefer that one? 
I wanted to buy you something, __________ I didn’t have any money. Do you prefer cats __________ do you prefer dogs? 

Complete the text with one word in each gap.Use relative clauses, too much/many, enough, very and language for buying things.

Tia loved her job. She worked with VERY creative people and the work was challenging ENOUGH to be interesting, without being TOO MUCH stressful. Her boss was a VERY dynamic person WHO inspired everyone. The office was in a great area WHERE there were lots of good restaurants and interesting shops. The salary wasn’t VERY high, but Tia didn’t mind TOO MUCH. It was ENOUGH to live on.

Her friend Hugo was working as an intern – a kind OF volunteer. He worked in a bank WHERE no one seemed to have ENOUGH time to talk to anyone, and everyone was in TOO MUCH of a hurry to even eat.

Tia and Hugo met for coffee one Saturday:

Barista: Can I HELP you?

Tia: Yes, please. Two large coffees.

Barista: Cash or CREDIT card?

Tia: Cash.

Tia: Right. Here’s your coffee, Hugo. Now tell me all about your job …

Complete the conversation.

 A: Hi. Can I help you?

 B: Sure. This is too small – I NEED A LARGER SİZE.

 A: We’ve got it in a 12. WOULD YOU LIKE TO TRY IT ON?

 B: Good idea. WHERE ARE THE FITTING ROOMS?

 A: They’re over there.

 A: Any good?

 B: Yes, the 12 fits well. I’ll take it.

 A: Great. ARE YOU PAYING BY CASH OR CREDIT CARD?

 B: By credit card.

 A: OK CAN YOU ENTER YOUR PIN PLEASE.

 B: Sure.

 A: HERE IS YOUR RECEIPT

 B: Thank you. Goodbye.

Read the questions and choose the correct variant. 

1) How did Ellie's family feel about their marriage? 

a) They were happy. 

b) They were silent. 

c) They were shocked. 

d) They were angry. 

2) How did their house look like when they just moved in? 

a) It was new and big.

b) It was old and big.

c) It was new and small. 

d) It was old and small. 

3) What colour was Ellie's armchair? 

a) Green. 

b) Yellow. 

c) Black. 

d) Red. 

4) What tradition did they have? 

a) Watching movies. 

b) Cloudwatching. 

c) Horseriding. 

d) Painting. 

5) Where did Carl and Ellie work? 

a) At the cinema. 

b) At the museum. 

c) At the zoo. 

d) At the park. 

6) Which their dream didn't come true? 

a) To have children. 

b) To buy a car. 

c) To go to Italy. 

d) To buy a big house in the forest. 

7) They broke their piggy bank for the first time to .....

a) buy a new dress for Ellie. 

b) fix the car

c) buy a new tie for Carl. 

d) fix the roof. 

8) Carl prepared ..... as a gift for Ellie. 

a) a ticket to the zoo

b) a new book

c) plain tickets

d) a new car

used to / didn't use to

Name: ____________________ 

SUCCESS

to set a goal 

to work hard

to face obstacles

to acquire new skills

to stay humble and hungry

Before Reading – Think & Discuss 

1. What do you think makes a person successful? 

2. Have you ever seen a painting with flying people, animals, or dream-like scenes? How did it make you feel? 

Reading Comprehension 

Read the biography of Marc Chagall . Then answer the questions.*

True (T) or False (F)? Correct the false sentences. 

1. Marc Chagall was born in Paris. 

   → Correction: _____________________________________ 

2. He came from a wealthy family. 

 → Correction: _____________________________________ 

3.  He stopped painting during World War II. 

 → Correction: _____________________________________ 

4.  His art often included memories of his childhood. 

 → Correction: _____________________________________ 

5. _ He only painted on canvas. 

 → Correction: _____________________________________ 

6. He painted his most famous works in Paris.

 → Correction: _____________________________________ 

7. Unfortunately, Chagall`s paintings didn`t see many exhibitions during his lifetime.

 → Correction: _____________________________________ 

Find the evidence of his success in the text. Give the details from the text 

to set a goal 

________________________________________________

to work hard

________________________________________________

to face obstacles

________________________________________________

to acquire new skills

________________________________________________

to stay humble and hungry

________________________________________________

A picture description

• Useful vocabulary

a flying couple, a violinist, a vibrant colour palette, floating figures, distorted perspective, symbols of childhood / love / hometown, euphoria of love, soaring happiness, nostalgia for the goal, connection to roots, the artist at work, between his homeland and new life

Topics to highlight while describing

• How does this picture reflect Chagall`s goals, dreams, obstacles etc
• What do main figures symbolize in the picture?

Reflection 

• Marc Chagall never gave up on his dream, even when life was hard. 
• What is your dream or big goal? What will help you achieve it? 

He (go) to the cinema last night.

   a) goed

   b) gone

   c) went

2. They (play) football every Saturday when they were kids.

   a) played

   b) play

   c) playing

3. She (not/like) the movie we watched.

   a) didn’t like

   b) not liked

   c) doesn’t like

4. We (visit) Paris last summer.

   a) visits

   b) visited

   c) visiting

5. I (see) her at the party last week.

   a) seen

   b) saw

   c) see

Write phrases that are true for you using "used to" or "didn't use to" to complete the poem about your younger years.

The verbs in past tense and did and didn't