Browse Worksheets

Instructions: After getting lost in Tokyo, the character made a new friend. Now imagine what happened after they became friends.

• Write a short paragraph (5–6 sentences).
• Use at least 4 past tense verbs.
• You can describe what they did together:
  – Did they explore the city?
  – Try more food?
  – Share stories?
  – Go sightseeing?

👋🏼 Did you read the third unit from the book Frankenstein by Mary Shelley?
If the answer is yes, excellent!! This activity is for you to review the key ideas of that unit.

Read the text about Mayim Bialik and put the verbs in brackets into the correct Past Simple forms.

• 1. This test is [[easier]] than the one we took last week.  
  2. A cheetah is [[faster]] than a horse.  
  3. My backpack is [[heavier]] than yours.  
  4. Today is [[colder]] than yesterday.  
  5. My house is [[bigger]] than my friend’s house.  
  6. This puzzle is [[more difficult]] than the one I did before.  
  7. The blue car is [[more expensive]] than the red one.  
  8. My dog is [[friendlier]] than my neighbor’s cat.  
  9. Summer is [[hotter]] than spring.  
  10. This movie is [[more exciting]] than the one we watched last night.  

Exercise: Forming Questions about Clothes

Part 1: Yes/No Questions

Rewrite the sentences below as yes/no questions using "do" or "does".

1. You need a new shirt.
   • Question: Do you need a new shirt?
2. She wants a pair of jeans.
   • Question: Does she want a pair of jeans?
3. They like the red dress.
   • Question: Do they like the red dress?
4. He has a blue jacket.
   • Question: Does he have a blue jacket?
5. We need some new shoes.
   • Question: Do we need some new shoes?

Part 2: Information Questions

Rewrite the statements below as information questions using "do" or "does" and the question words (what, which, why, when, where, who).

1. You need a new shirt.
   • Question: What do you need?
2. She wants a pair of jeans.
   • Question: What does she want?
3. They like the red dress.
   • Question: Which dress do they like?
4. He has a blue jacket.
   • Question: What color jacket does he have?
5. We need some new shoes.
   • Question: What do we need?

Part 3: Create Your Own Questions

Now, create your own yes/no and information questions about clothes using the verbs need, want, like, and have.

1. (Yes/No Question)
   • Statement: I need a warm sweater.
   • Question:
   • Why do you want to buy a new jacket?
2. (Information Question)
   • Statement: She likes the black boots.
   • Question: What color shoes does she like?
3. (Yes/No Question)
   • Statement: They have a lot of scarves.
   • Question: ____Do they have a lot of scarves_________________________________?
4. (Information Question)
   • Statement: He wants a new belt.
   • Question: ______What does he want___________________________?

Part 1: Yes/No Questions

Rewrite the sentences below as yes/no questions using "do" or "does".

1. You need a new shirt.
   • Question: Do you need a new shirt?
2. She wants a pair of jeans.
   • Question: Does she want a pair of jeans?
3. They like the red dress.
   • Question: Do they like the red dress?
4. He has a blue jacket.
   • Question: Does he have a blue jacket?
5. We need some new shoes.
   • Question: Do we need some new shoes?

Part 2: Information Questions

Rewrite the statements below as information questions using "do" or "does" and the question words (what, which, why, when, where, who).

1. You need a new shirt.
   • Question: What do you need?
2. She wants a pair of jeans.
   • Question: What does she want?
3. They like the red dress.
   • Question: Which dress do they like?
4. He has a blue jacket.
   • Question: What color jacket does he have?
5. We need some new shoes.
   • Question: What do we need?

Part 3: Create Your Own Questions

Now, create your own yes/no and information questions about clothes using the verbs need, want, like, and have.

1. (Yes/No Question)
   • Statement: I need a warm sweater.
   • Question: ________Do you need a sweater__________________?
2. (Yes/No Question)
   • Statement: They have a lot of scarves.
   • Question: ______________Do they have a scarf_____________?

Exercise: Forming Questions with Why, What, Which, and One/Ones

Part 1: Complete the Questions

Complete the questions using "why," "what," "which," "one," or "ones."

1. ____Why____ do you want to buy a new jacket?
2. ___What_____ color shoes do you need?
3. ___Which_____ dress do you like, the red one or the blue one?
4. ___What_____ do you have in your shopping bag?
5. _____Which___ do you prefer, the striped shirt or the plain one?
6. _____Why___ did you choose the black boots?
7. ___Which_____ jeans are more comfortable, the skinny ones or the regular ones?
8. ____What____ accessories do you want to wear with your outfit?
9. ____Which____ of these hats is your favorite?
10. _____Why__ does he need a new suit?

This worksheet offers an ideal activity for primary school students on the first day back to school. This exercise allows them to reflect on their summer holidays and practice being concise by choosing only one word describing what they did. 

Hope you like it! 

Fill in the blanks with the correct form of the verb in parentheses:

a) She ______________ a new car. (buy)

b) They ______________ their favorite restaurant. (choose)

c) I ______________ three cups of coffee today. (drink)

d) He ______________ sushi before. (eat)

e) We ______________ to Paris. (go)

f) Sarah ______________ to Italy twice. (be)

g) They ______________ their homework yet. (do)

h) My mom ______________ a delicious cake. (make)

i) He ______________ the answer to that question. (know)

j) She ______________ a shooting star last night. (see)

k) I ______________ a lot of photos on my trip. (take)

l) Peter ______________ me the news already. (tell)

Rewrite the sentences in the present perfect tense:

a) She bought a new dress yesterday.

b) He chose the blue one.

c) They drank all the milk.

d) I ate lunch an hour ago.

e) We went to the beach last summer.

f) Sarah was in London last year.

g) They did their homework this morning.

h) My mom made a pie for dessert.

i) He knows how to play the guitar.

j) She saw a movie last night.

k) I took a taxi to the airport.

l) Peter told me about the meeting.

Unit 4 Vocabulary Review for Final Exam

Word Bank:

dispose, legislation, litter, pollute, environment, recycle, retailer, reuse, tax, resource, support, supporter, consumer, produce, production, occur, relevant, potential, ineffective, generate, alternative

Definition Match:

1. ___dispose                      a.  something people use to help themselves

2. ___legislation                  b.  useless or not working well

3. ___litter                           c. someone who buys items

4. ___pollute                       d.  to put away or get rid of

5. ___environment              e.  a charge from the government on property

6. ___recycle                       f.  appropriate or fitting to the situation

7. ___retailer                       g.  to throw items or garbage

8. ___reuse                         h.  possible or promising

9. ___tax.                            i. to make something

10. ___resource                  j. to use again and make a new thing

11. ___support                    k. a law or to make a law 

12. ___supporter                l.  to happen

13. ___consumer               m.  a person or store that sells items

14. ___produce                  n. to create or produce

15. ___production              o.  to take care of or provide for

16. ___occur                      p.  to use something again

17. ___relevant                  q.  to make or leave unclean with waste products

18. ___potential                 r.  a possible or different choice

19. ___ineffective              s.  the creation of items or things

20. ___generate                t.  an area or environment where people or things live

21. ___alternative             u.  a person that helps or assists others

True or False:  Is the vocabulary word used correctly in the sentence?

_______________ 1.  The relevant question did not relate to the speech they presented that day.

_______________ 2.  We have a potential new house lined up to rent, next month.

_______________ 3.  The ineffective cord would not charge the phone.

_______________ 4.  We can recycle the bottles and throw them in the garbage can.

_______________ 5.  The retailer bought things at the new store.

_______________ 6.  An alternative assignment was possible, so they could make up the work.

_______________ 7. The woman was a supporter, and complained about everything they did.

_______________ 8. When they bought the new car, there was an additional charge for tax.

_______________ 9.  A resource is not going to help us with the project.

_______________ 10. Please do not litter in the garden, and remember to clean up after lunch.

Is the following word a noun (person/place/thing), verb (an action) or an adjective (a descriptive word)?

1. ________________ generate

2. ________________ consumer

3. ________________ legislation

4. ________________ pollute

5. ________________ ineffective

6. ________________ occur

7. ________________ alternative

8. ________________ environment

9. ________________ potential

10. _______________ support

Write an example sentence for the following words.  Do not reuse sentences on the worksheet :).

1. pollute ________________________________________________________________________________

2.  production _____________________________________________________________________________

3.  dispose _______________________________________________________________________________

4.  relevant _______________________________________________________________________________

5.  potential _______________________________________________________________________________

6.  alternative ______________________________________________________________________________

7.  consumer _______________________________________________________________________________

Unit C: Heat and Temperature review

• Explain expansion and contraction in terms of heat

Things expand when heated and contract when cooled

• In Canada what do we measure degrees in?

Celsius

• Caloric theory was proven to be untrue because… (read textbook)

The mass of a heated spoon did not change

• Heat energy is measured in ___________

joules

• Heat energy flows from ___________________  to ____________________

Hot objects to cold objects

• What heating technology reappeared over time?

Central heating

• What are examples of non-sustainable resources?

Oil, coal, natural gas

• The transfer of heat energy between substances that are in contact with each other is called…

conduction

• When a metal spoon is put into a bowl of hot soup, heat is transferred from what to what?

From the soup to the spoon

• In what substances could a convection current form? (solid, liquid or gas)

Liquid and gas

• What substances absorb heat the fastest, a black shirt or white shirt?

A black shirt

• The transfer of energy by infrared rays is called…

radiation

• The energy of movement is called…

Kinetic energy

• The method of heat transfer when liquid or gas particles move from one area to another is called…

Convection  

• According to the Particle Model of Matter (PMOM), heating a substance does what to the particles?

Increases the kinetic energy of the particles

• The measure of the average Kinetic energy of the particles in a substance is called…

Temperature 

• The total Kinetic energy of all the particles in a substance is called…

Thermal energy

• When a liquid changes to a solid it is called… 

freezing

• What is the relative particles movement of each state of matter from fastest to slowest movement of particles?

Gas, liquid, solid

• During conduction, which way does heat transfer?

From areas of greater kinetic energy to areas of lower kinetic  energy

• When cooking chicken in the oven, why should the reflective side of the aluminum foil be toward the food?

The reflective side will reflect the heat toward the chicken causing it to cook faster

• Which state(s) of matter has a definite volume? (can take a shape)

Liquid and solid

• Materials that do not allow easy transfer of heat are called…

insulators

• The four natural sources of thermal energy are…

Fires, geothermal, sun, decay

• The name given to energy produced by the sun is…

Solar energy

• Heating systems are controlled by…

Thermostats 

• Every insulator is given a number showing its insulating ability, this is known as its…

R-value

• Heating systems that provide heat for a larger area from a single source is known as…

Central heating

• Many thermostats contain a strip which is made up of two different metals; this is called a…

Bimetallic strip

• Insulation is used to…

Prevent heat transfer from the warm object to the cold object

• One source of energy is not limited, does not create pollution, nor does it carry radiation risks. This source is… 

The sun

• Making effective energy use choices begins with…

Separating societal needs from societal wants

• What is a non-renewable resource?

It can not be replaced

• An example of a renewable energy resource is…

Wind, water, solar

• A major disadvantage of using wind energy is that…

It can only be used in windy areas

• Which energy sources produce extremely hazardous waste material?

nuclear

• An advantage of using hydroelectric energy is that…

It does not create air pollution

• To improve their energy efficiency, many large companies that produce electricity now use a process called…

Cogeneration

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

To practice the lessons

I did not create this worksheet

How did you get there?

After discussing or looking at artwork from the middle ages, compare the types of activities children did then and now.

Work in groups. Ask your classmates the questions from the handout. Record their names and any additional information you have got from them.

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? 

The children did all the homework.

Complete the table with the verb changes in reported speech.

• Why is mathematics important in daily life?
• Can you name any famous mathematicians?
• mathematics, the science of structure, order, and relation that has evolved from elemental practices of counting, measuring, and describing the shapes of objects. It deals with logical reasoning and quantitative calculation, and its development has involved an increasing degree of idealization and abstraction of its subject matter. Since the 17th century, mathematics has been an indispensable adjunct to the physical sciences and technology, and in more recent times it has assumed a similar role in the quantitative aspects of the life sciences.

  In many cultures—under the stimulus of the needs of practical pursuits, such as commerce and agriculture—mathematics has developed far beyond basic counting. This growth has been greatest in societies complex enough to sustain these activities and to provide leisure for contemplation and the opportunity to build on the achievements of earlier mathematicians.

  All mathematical systems (for example, Euclidean geometry) are combinations of sets of axioms and of theorems that can be logically deduced from the axioms. Inquiries into the logical and philosophical basis of mathematics reduce to questions of whether the axioms of a given system ensure its completeness and its consistency. For full treatment of this aspect, see mathematics, foundations of.

  This article offers a history of mathematics from ancient times to the present. As a consequence of the exponential growth of science, most mathematics has developed since the 15th century ce, and it is a historical fact that, from the 15th century to the late 20th century, new developments in mathematics were largely concentrated in Europe and North America. For these reasons, the bulk of this article is devoted to European developments since 1500.

  This does not mean, however, that developments elsewhere have been unimportant. Indeed, to understand the history of mathematics in Europe, it is necessary to know its history at least in ancient Mesopotamia and Egypt, in ancient Greece, and in Islamic civilization from the 9th to the 15th century. The way in which these civilizations influenced one another and the important direct contributions Greece and Islam made to later developments are discussed in the first parts of this article.

  India’s contributions to the development of contemporary mathematics were made through the considerable influence of Indian achievements on Islamic mathematics during its formative years. A separate article, South Asian mathematics, focuses on the early history of mathematics in the Indian subcontinent and the development there of the modern decimal place-value numeral system. The article East Asian mathematics covers the mostly independent development of mathematics in China, Japan, Korea, and Vietnam.

• Match the words with their meanings.
• structure -the process of thinking logically about something
• reasoning-a way that parts are organized or arranged
• quantitative-a general idea rather than a concrete object
• abstraction-related to numbers or amounts
• commerce-to support or keep something going
• sustain-the activity of buying and selling goods
• axiom-a statement that can be proved using facts and logic
• theorem-a statement that is accepted as true without proof
• civilization-the power to affect how someone or something develops
• influence-an advanced human society with culture and knowledge
• Fill in the blanks with correct words from the list:
  (structure, reasoning, commerce, influence, civilization)
• Ancient _______ like Egypt and Greece made big progress in mathematics.
• Logical _______ is important for solving problems.
• Trade and _______ helped mathematics grow.
• The _______ of India was strong in Islamic mathematics.
• Geometry studies the _______ of shapes.
• Choose the correct form.
• Mathematics (has / have) been important since ancient times.
• It (developed / has developed) far beyond basic counting.
• Many cultures (were / have been) influenced by Greek mathematics.
• Mathematicians (worked / have worked) for centuries to create new ideas.
• Since the 17th century, mathematics (became / has become) a part of science.
• Reading Comprehension

  Answer the questions:

• What is mathematics described as in the first paragraph?
• Why did mathematics develop in many cultures?
• What are mathematical systems made of?
• Where did most mathematical development occur after the 15th century?
• Why is it important to study ancient civilizations to understand European mathematics?
• How did India influence Islamic mathematics?

What ingredients did you use in your experiment?

 Read the sentences carefully.
 Use the Past Simple tense to complete or rewrite the sentences.
 Pay attention to verb forms, negative structure (did not + verb), and questions (Did + subject + verb).
 Write complete answers and check your spelling before submitting.

You have to find a person who did something mentioned in the square, then write down this person’s name in the square. When a you mark a line of five squares completely, you have to shout Bingo!

Cloze passage
Simple past