Speaking, part 3 relatiuonships
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The document discusses relationships between friends, family members, and romantic partners. It provides phrasal verbs and example sentences to describe starting and maintaining relationships, as well as when they end or fail. Specifically, it discusses: - Lucy and the speaker starting a romantic relationship a year ago, though they recently had a fight and split up. - Using phrasal verbs like "go out with", "fall for", "split up with", and "get over" someone to describe beginning, being in, ending, and moving on from a relationship. - Family relationships, advising to "bring someone up", "grow up", "put up with" others' behaviors, and how one can
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This document provides examples of sentence transformation patterns involving various phrasal verbs and prepositional verbs. The patterns include: objecting to something, feeling like doing something, being typical of someone, having difficulty doing something, refusing to do something, and being good at something. For each pattern, it gives the original sentence and prompts to transform it according to the pattern. This allows the reader to practice different sentence transformation skills.Fce, use of English, LEXICAL PHRASES II
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This document provides examples of word patterns in English and sentence transformations using those patterns. It gives the patterns "to apologize", "to be the only one who", and "to be typical of" followed by examples of replacing phrases in sentences based on those patterns. For instance, it shows rewriting "I'm sorry I forgot to phone grandma" as "I apologize for forgetting to phone grandma". The document is instructional in nature, demonstrating how to identify and employ certain grammatical structures in English.Fce, use of English, LEXICAL PHRASES I
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This document provides lexical structures and examples of sentence transformations using certain English phrases. It includes definitions and examples of phrases like "to afford", "would you mind", "deny", "to take advantage of", "to be unlikely", and "to be likely". For each phrase, it gives the definition and shows an example sentence followed by the transformed sentence using the defined phrase. The transformations focus on replacing parts of sentences with the provided phrases.Fce use of english modals for obligation
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This document discusses the use of modal verbs to express obligation, necessity, lack of obligation, and permission in English. It provides examples of modal verbs like must, have to, need/needn't, be allowed to. It also discusses lexical phrases that can be used to express obligation, like "to be necessary for someone to" and "to be obliged/forced to". Finally, it provides examples of transforming sentences using these modal verbs and lexical phrases to change their meaning from expressing obligation to permission or preference.USE OF ENGLISH LEXICAL PHRASES VII
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This document provides examples of lexical phrases in English and their Spanish translations. It gives the phrases "to put the blame on someone", "to deserve something", and ways to talk about offering, giving, and getting a lift or ride from someone else using lexical phrases like "offered a lift", "give a lift", and "get a lift from someone". The examples are used to demonstrate how to use these phrases in sentences.Use of english, part 7 practice 9
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This document contains two practice tests for the Use of English section of an exam. The first practice test contains 8 sentences with blanks that require choosing the correct preposition, conjunction, or phrase to complete the sentence. The second practice test contains 10 sentences with similar blanks to complete. The document provides concise practice for revising sentences by selecting the appropriate words or phrases to fill gaps in sentences.USE OF ENGLISH WORTH AND NO POINT
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This document discusses English expressions used to convey that something is a waste of time or pointless. It provides examples using structures with "-ing", "there is no point in", "there is no use/good", and "it is pointless/useless". The document then provides a practice section with blanks to fill in using the appropriate expressions, such as "it is pointless arguing" and "this idea is not worth considering".Phrasal verbs v with off
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The document discusses phrasal verbs that use the word "off". It provides examples of sentences using phrasal verbs like "fall asleep", "wake up", "be cancelled", "explode", "pass by", "talk about", "remove", and "disappear". It then asks the reader to fill in the blanks with the correct phrasal verb. Finally, it tests the reader's memory by asking them to remember some phrasal verbs that use "off".FUTURE TENSE AND EXPRESSIONS WHICH EXPRESS FUTURE
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This document discusses various ways to talk about the future in English using different verb tenses and expressions. It explains the difference between using "will" and "be going to" to express the future, with "will" used for spontaneous decisions and predictions, and "be going to" used when the future is planned or expected. Some examples are given to illustrate the uses of each. Additionally, the present continuous tense can sometimes be used to refer to the future. Other expressions discussed for talking about the future include "be about to", "be on the point of", "be to", and "be due to".Phrasal verbs iv with UP
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The document discusses phrasal verbs that use the word "up". It provides examples of sentences using phrasal verbs like "make up", "turn up", "keep up", "split up", and "put up". It then has a memory test asking the reader to identify which phrasal verb completes each sentence. The document is focused on teaching English language learners new phrasal verbs.Speaking, part 3 relatiuonships
- 1. SPEAKING, PART 3 COLLABORATIVE TASK
- 2. PHRASAL VERBS: RELATIONSHIPS 1. Lucy and I started a new relationship a year ago. 2. I saw her smile and I fell in love with her inmediatelly. It was love at first sight. 3. I heard she had just ended a romantic relationship with her boyfriend , so I asked her to dance. 4. We laughted a lot and had a good relationship with each other. We had good fun together. 5. Sadly, last week we stopped being friendly with each other after a row. I think It’s all over. 6. I miss her and won’t feel better and forget her for a long time. It’s going to be very hard. TO GO OUT WITH sby TO FALL FOR sby TO SPLIT UP WITH TO GET ON (WELL/BADLY) WITH TO FALL OUT WITH sbyTO GET OVER sby
- 3. PHRASAL VERBS 1. Lucy and I started each other a year ago. 2. I saw her smile and I her inmediatelly. It was love at first sight. 3. I heard she had just her boyfriend , so I asked her to dance. 4. We laughted a lot and with each other. We had good fun together. 5. Sadly, last week we each other after a row. I think It’s all over. 6. I miss her and won’t her for a long time. It’s going to be very hard. TO GO OUT WITH FELL FOR SPLIT UP WITH GOT ON WELL FELL OUT WITH GET OVER
- 4. PHRASAL VERBS 1. Lucy and I started going out with each other a year ago. 2. I saw her smile and I fell for her inmediatelly. It was love at first sight. 3. I heard she had just split up with her boyfriend , so I asked her to dance. 4. We laughted a lot and got on well with each other. We had good fun together. 5. Sadly, last week we fell out with each other after a row. I think It’s all over. 6. I miss her and won’t get over her for a long time. It’s going to be very hard.
- 5. PHRASAL VERBS: FAMILY 1. After Leo’s father died, his aunt brought him up as if he were her own son. 2. I was born in England but I grew up in France. I lived in Paris until I was 18. 3. Parents need great patience to be able to put up with teenagers’ changing moods. 4. Amy cried when her vfasther told her off for breaking a glass. 5. My mum is role model. I look up to her because of her kindness and tolerance. 6. Tim’s parents felt that he had let them down. He wants to give up university. 1. TO BRING sby UP: TO TAKE CARE OF/ LOOK AFTER A CHILD 2. GROW UP: BECOME OLDER 3. PUT UP WITH: TOLERATE/ COPE WITH 4. TELL sby OFF: TO REPRIMAND SOMEONE 5. PUT UP WITH: ADMIRE 6. LET sby DOWN: DISAPPOINT
- 6. COLLABORATIVE TASK (TASKS 1 AND 2)
- 7. Now, I’d like you to talk about something together for about two minutes. Imagine that a magazine for teenagers and young adults is going to publish a series of articles giving advice about relationships. Below are the relationships they want to include. First, you have some time to look at the task.(15 seconds) (NEW) Now, talk to each other about what problems might arise in these relationships. (AFTER 2 MIN).: Thank you. Now you have about a minute to decide which TWO RELATIONSHIPS teenagers and young adults would be most interested to receive advice on. Which one shall we start with? Do you want to start/shall I start? Shall we move on to..? What about talking…? This one would…./ both young aduts and…..would be more interested…. I THINK/BELIEVE/IN MY EYES/FROM MY POINT OF VIEW/IN MY VIEW
- 8. SPEAKING, PART 4: DISCUSSION •Many people get stressed when working together long hours. What do you think this happens? And you? •If you had a flatmate, what rules would you state for your relationship? And you? •Brothers and sisters should be more joined, what do you think? • It is important talking and being sincere with your boyfriend/girlfriend? Why? •Some people say that we don’t spend time talking to each other these days. What do you think? Thank you, that is the end of the test.