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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

Choose:Yes, they did/No, they didn't.

reading, home reading

used to and didn't used to

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

1. Choose the correct forms to complete the sentences.Used to, didn’t use to
2. Read the text. Complete the sentence. Use a word from the text.
3. Listen to Kathy talking about her job. For questions 1 to 6, choose the correct answer.
4. Choose the correct past simple forms to complete the sentences below.
5. Read the information about each animal. Choose the correct comparative or superlative form of the adjectives
6.  
7.  

English Test, Second Period, Middle School. 

1. Read the text and underline 6 things from the wrong time. 

2. Cross (x) the thing that people didn't have 300 years ago. then write four more items.

3. Work in pairs. Rewrite the text with things which people had 300 years ago.

Write the sentences in negative form using didn't and the verb in parentheses

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

Read the text carefully and complete all the tasks below.

Make sure you understand the main ideas, the reasons behind Daniel’s decision, and the narrator’s reflections.
Pay special attention to the use of reported speech, as the text includes several examples you should recognize.
Once you finish, review your answers before submitting the activity.

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Some sentences have been removed frim the text. Students have to choose from the given sentences the one that best fits into each gap,

Write a paragraph of the given topic.
Topic: Write about somebody who you know didn't give up.

Sandra lives in a beautiful house with her family. There are 15 people in her family, so that’s quite a lot of people. Her house is located on a hill in the south of the country. It covers an area of 1000 square kilometers. Her grandfather started building this house in 1960. It took him 11 years to finish it. It cost him 5490 dollars to build the house. Last year, someone wanted to buy it for 800 thousand dollars. But he didn’t want to sell it.

Example: Why       did      people      use   to     read by the fire at night?

A. did/ use to                      B. do / used to                 C. did / used to

1. People ______________________ have electric lights.

1. A. didn’t used to                             B. didn’t use to                 C. did use to

2. 2. It was difficult to see at night. The electric light was a good _______ to a big ________.

1. A. solution / problem                   B. problem / solution         C. used / problem

3. 3. The electric light is a ___________________________.

1. A. useful problem                 B. useful solution              C. useful invention

4. 4. Do you think you need a good ____________________ to _____________ things?

1. A. solution / invent               B. imagination / invent    C. problem / invent

5. 5. Yes, I do. __________ must have many good __________.

1. A. You / ideas                      B. He / problems              C. You / solutions

Idioms: 

• give the boot
• a lame duck
• feeling the pinch
• in the red
• hit rock bottom
• in the black
• playing with fire
• step into his shoes
• a firm hand
• pay dividends
• After months of poor performance, the company decided to __________ the CEO and look for a replacement.
• Ever since the elections, the outgoing president has been seen as __________, with very little influence.
• Due to the economic downturn, many families are __________ and struggling to make ends meet.
• The business was struggling for years, constantly __________, unable to turn a profit.
• When he lost his job and his savings, he truly __________ and didn’t know where to turn.
• After years of hard work, the company finally got __________ and started making a profit.
• Be careful with your investments; you’re __________ by putting all your money in high-risk stocks.
• When the manager resigned, it was difficult for anyone to __________ and maintain the same level of leadership.
• The new leader ruled the team with __________, ensuring discipline and focus at all times.
• Consistently investing in employee training will surely __________ in the long run, improving performance and morale.

• Once upon a time there was a little mouse named Miguel who lived in a hole in the wall of a house. Miguel was a very curious mouse and was always looking for adventures. One day, while he was exploring the house, he found a golden key. Miguel didn't know what the key was for, but he was sure it was very important. He decided that he had to find the lock that matched the golden key. So he began the search for him.
• Miguel searched all over the house, but he couldn't find the right lock. Then he decided to leave the house and search the garden. There he found a door closed with a golden lock. Miguel was excited. He knew he had found the right lock. He inserted the golden key into the lock and the door opened. Behind the door was a beautiful garden full of flowers and fruit trees. Miguel was so happy to have found the secret garden. He decided to explore the garden and enjoy its beauty.
• While he was exploring the garden, Miguel found an apple tree. The apples were so big and juicy that Miguel couldn't resist. He began to eat an apple, then another, and another. But suddenly, he heard a noise. He was the owner of the house that came towards the garden. Miguel got scared and ran towards the door. But the door closed behind him and he couldn't find the golden key. Miguel was trapped in the secret garden.
• The owner of the house found Miguel and trapped him in a cage. Miguel was sad and scared. But then he remembered that he was a very curious mouse and was always looking for adventure. He decided that he had to escape the cage. So he started looking for a way out. Finally, he found a hole in the top of the cage. Miguel was a very clever mouse and managed to escape from the cage. He ran to the garden gate and found the golden key. He inserted the key into the lock and the door opened. Miguel ran out of the garden and returned to his hole in the wall. He was happy to be home again, but he was also excited about all the adventures he had had that day.

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

Watch the video then fill in the blanks

The third conditional is used to talk about past situations that did NOT happen and to imagine a different result in the past.
We use it to express regret, criticism, hypothetical outcomes, or analysis, especially in aviation when reviewing incidents or procedures.

Structure

If + Past Perfect, … would have + Past Participle

• “If the crew had noticed the leak…”

• “…the incident would have been avoided.”

Meaning

We use the third conditional to say:

• “This didn’t happen, but here is what would have happened if it did.”

• It is 100% unreal past — we are imagining an alternative history.

Example (aviation)

If the pilots had checked the weather earlier, the flight would have departed on time.
→ They didn’t check it early, so the flight was delayed.

Negative forms

• hadn’t + V3

• wouldn’t have + V3

Example:
If the engine hadn’t failed, we wouldn’t have diverted.

The third conditional is used to talk about past situations that did NOT happen and to imagine a different result in the past.
We use it to express regret, criticism, hypothetical outcomes, or analysis, especially in aviation when reviewing incidents or procedures.

Structure

If + Past Perfect, … would have + Past Participle

• “If the crew had noticed the leak…”

• “…the incident would have been avoided.”

Meaning

We use the third conditional to say:

• “This didn’t happen, but here is what would have happened if it did.”

• It is 100% unreal past — we are imagining an alternative history.

Example (aviation)

If the pilots had checked the weather earlier, the flight would have departed on time.
→ They didn’t check it early, so the flight was delayed.

Negative forms

• hadn’t + V3

• wouldn’t have + V3

Example:
If the engine hadn’t failed, we wouldn’t have diverted.

(Everyone turns.)

Gillian: Who are you?

Zoe: Do you have brains?

(Ad-libbed responses: “Fair enough,” “Good idea,” “Safer that way,” etc.)

William: De’Ath? Don’t you mean Death?

Gillian: Murder? Hang on, why aren’t you scared of us? Boo!

Bella: Slightly? We’re dead, and you’re having a chat like it’s tea time!

Winnie: Zoe likes open minds too—different reason though.

Malcolm: Of course I am!

Bella: (Fake sobbing.) Oh, Victor! My darling! Who could do this to you?

Winnie: Ernest.

Gillian: (Hands De’Ath the card.)

Bella: Don’t forget Patti.

Zoe: Patti the Poltergeist.

Malcolm: Well, technically, we all did.

William: Wait. You said murder? You can’t mean this is murder!

Bella: Oh, must this take long? If Victor—or Ernest or whatever—stays dead, I’ll need a new potential husband. They’re all dressed so splendidly… clearly wealthy enough to keep me in the manner I deserve.

Zoe: Basingstoke?

Gillian: True. I became a ghost immediately after dying. Didn’t even have time to dry off.

Winnie: Unless the CCTV shows nothing, it’s unclear who did it.

(A beat.)

Zoe: Oh, shame—I wanted to watch this on YouBoo.

Malcolm: Zoe, you don’t need to watch—you’re here.

Winnie: Just a minute, Inspector. If one of us is nicked, how do you punish a ghost?

Gillian: Why me?

Winnie: Because you’re easiest to imagine not being there.

Zoe: What? No! I done nothing.

Bella: That’s just how she talks, Inspector. She don’t know no different.

De’Ath: So one or more of you is responsible for the deaths of Professor Ernest Jones and Patti the Poltergeist. I intend to find out who!

Zoe: And then what?

De’Ath: Then the guilty will face consequences.

Malcolm: Consequences! Missed that one.

Zoe: (To Gillian) What did he say?

Gillian: You’ll be nicked.

Zoe: But I didn’t do nothing!

(All groan.)

Gillian: Life? Are you sure?

Zoe: We’re already dead… haha.

Malcolm: A week in Basingstoke?

Gillian: (To audience.) We have a murder to solve. So, ladies and gentlemen, let us see if we can, between us, solve these crimes, as we open up the floor to questions from the audience.

(Audience questions – see production notes.)

Scene 2 – The Reveal

Winnie: Her real name was Sharon.

Zoe: Sharon?

Winnie: Yes, she told me while I was doing her hair before we came out tonight.

William: She didn’t have any ingredients for potions.

Bella: Oh, well surmised, Inspector! Bravo!

Malcolm: (To Gillian) So we can go?

Zoe: What? Me? No! I liked Patti. She was my friend.

Malcolm: That doesn’t sound like Zoe. She only pulls hair off if she’s going to eat their… B-R-A-I-N-S.

William: Real wine!

Winnie: What? Me? No, don’t be silly. Why would I want to kill Victor? And why would I want to kill Patti? I helped her get ready for tonight, for goodness’ sake. I helped her with her hair!

William: So that’s why you wanted me to spend time with Patti! You wanted her sneezes to use in your spells! She and Gillian are the only ones who are officially spooks!

Winnie: Yes, yes, OK. I stabbed him, but I didn’t know then he wasn’t a vampire. He accused me of shoddy spells.

Zoe: Is that near Cognito?

Bella: Yes Zoe, yes, it is. Just down the road.

Gillian: Look, Inspector – Victor, or Ernest, whoever he was, must have known the risks when he came to live with us. Anyone could have found out at any time he wasn’t a vampire. It wouldn’t have taken a genius.

William: Keeping up standards, Winnie, good girl.

Malcolm: Zoe, I’m sorry to say, the house belonged to Victor, I think we’re all going to have to move to… (braces himself) Basingstoke!

(All except De’Ath.) Nooooooo!

(Curtain.)