Level4 review

Review – Level 4
Test 1 – Lessons 7,8 and 9

Unit 9 - The weather (Page 90)
WINDY
CLOUDY
COLD
WARM
HOT
RAINY
SUNNY
SNOWY
STORMY
FOGGY

COLD

WINDY

FOGGY

SUNNY

HOT

STORMY

WARM

CLOUDY

SNOWY

RAINY

 I wanted to go out without a jacket, but I was
shivering. ____
 As I opened the door, my umbrella flew away.
_____
 I was driving up the hills and couldn’t see
anything in front of me. ____
 The sunny days in Rio were the hottest ever.
_____
 Some people think England has a terrifying
scenario because of its cloudy sky. ____
 (6) I had never seen so much snow. ____
 (7) The weather was terrible! It was so cold I
thought I would die. ____
 (8) Hanging around, nothing to do but frown.
____
 (a) The wind was so strong that I was being taken
with it.
 (b) I don’t agree... I think it gives a touch of mystery.
 (c)The houses were covered in ice, the garage doors
locked under that frost... Beautiful and scary.
 (d) Rainy days and mondays Always get me down.
 (e) I was anxious for a little bit of cold and a
cheaper light bill.
 (f) I had checked the weather forecast but there was
nothing about this dangerously foggy weather.
 (g) I rushed the house and ran to the fireplace so I
could get warm.
 (h) It was really cold
Match the following sentences:

Unit 9 – May, might and will (Page 90)
CAN COULD MAY MIGHT
GENERAL ABILITY (Physical or mental)
Can you understand this exercise?
[mental ability]
Can you speak German?
Can you understand “can” now?
PAST ABILITY
Could you understand it
yesterday?
I could.
PERMISSION/ REQUESTS
Can you speak Portuguese in this
class?
Can I explain this in Portuguese?
Can you do me a favour?
PERMISSION/ REQUESTS
[+ POLITE]
I reckon I could speak
Portuguese sometimes.
Could you do me a favour?
PERMISSION/
REQUESTS
[+ POLITE]
I reckon I may speak
Portuguese.
May you do me a
favour?
May we? May I?
PERMISSION/
REQUESTS
[+ POLITE] OLD
I reckon I might
speak Portuguese.
Might you do me
a favour?*
Might we?

CAN COULD MAY MIGHT
CURRENT POSSIBLENESS
I can`t walk very well
PAST POSSIBLENESS*
I couldn`t walk very well
last week
Can you buy a new car this year? I could buy a car last year,
so now it’s easy to get home.
(I was able to buy a car last
year, so now it’s easy to get
home.)
FUTURE POSSIBLENESS
We can talk later tonight
FUTURE POSSIBILITY
[- CERTAIN]
We could talk later tonight
FUTURE POSSIBILITY
[- CERTAIN]
We may talk later
tonight
FUTURE POSSIBILITY
[- CERTAIN]
We might talk later
tonight

WILL
COULD
MAY
MIGHT
Future certainty, conviction, belief
I will pass the exams!!

Do letters a,b,c and d
If you have done it, solve possible doubts from this page.
Put the sentences below in order:
weekend /will /I /this /mother /definitely /my /visit
may/ a/ for/ bake/ mother/ pie/ my/ lemon/ I/ today
mother/ sick/ is/ my
holiday/ get/ not/ she/ for/ the/ better/ might
me/ you/ ride/ ?/ a/ won’t/ give
will/ where/ ?/ day/ celebrate/ you/ mother’s
will/ out/ me/ help/ ?/ you
Blind/ out/ surely/ go/ date/ on/ I/ tonight/ won’t/ a

Unit 9 – Reading(Page 92)
I’ll receive the answers by e-mail or in a separate sheet today.

Unit 9 – Will and going to(Page 94)
WILL
Future certainty,
conviction, belief,
predictions.
I will pass the exams!!
GOING TO
Future plans,
prediction based
on evidence
The exam is going to be
next Saturday.
Do exercises C and D. For letter D you should write the answers.

1) Beliefs. Use for facts and things you believe to be true.
Examples:
The boss won't be very happy.
I'm sure you'll like her.
I'm certain he'll do a good job
If we are not so certain about the future, we use 'will' with
expressions such as 'probably', 'possibly', 'I think', 'I hope'.
2) Decisions. At the moment of making a decision, use
'will'.*Also possible to use going to, but not as common.
Examples:
(Think of this example of dialogue in the class)
- Teacher, I don't understand this subject very well.
- Ok, I'll send you an e-mail to clarify your doubts.
1) Plans. As opposite of a decision, think of
something planned before.
(Think again of this example as a dialogue in the
class)
- Teacher, when is our test?
- Well, let me see in the calendar... your test is
going to be in May 14th.
2) Prediction based on an evidence of a present
situation.
Example:
I think it's going to rain. (The person thinks it's
going to rain because of the clouds in the sky).

 Guest: Excuse me, I (1)_______ visit the old part of town this afternoon. Can you tell me the
way?
 Manager: Yes, no problem. I (2) _______ give you a map.
 Guest: Is it far?
 Manager: No, not far. Do you want to walk or take a bus? It's a nice walk.
 Guest: Oh, well, I (3) _____ walk, I think.
 Manager: Or, if you’d like, I (4) _____ take you in my car. I (5) _______ do some shopping this
afternoon.
 Guest: That's kind of you. Thanks. When (6) _____ (you) leave?
 Manager: About four o'clock.
 Guest: Great, I (7) ______ see you here at four o'clock.
 Manager: Ok. I (8) _______ see you later.

 (1) 'm going to - Plan to visit this part of town
 (2) 'll - The manager has just decided to give a map to the guest.
 (3) 'll - The guest has just decided to go walking.
 (4) 'll - The manager has just decided to give a ride to the guest.
 (5) 'm going to - He decided to give a ride to the guest / because he had plans to go to
the old part of town to do some shopping.
 (6) are you going to - They now are planning to go to the old part of town together, in the
manager's car. So the gues wants to know the time to meet.
 (7) 'll - Then the guest decides to meet him at the time planned.
 (8) 'll - The manager agrees with the decision and says goodbye. Usually this expressions
use 'will'. (I'll see you later, I'll see you soon, etc). Sometimes there is an omission of 'will'
(See you later, see you soon).

Unit 9 – Listening - Weather forecast(Page
95)
 Listening (If you have taken the listening from the book, take this other ones:

95)
 Listening (If you have taken the listening from the book, take this other one:

95)

Unit 9 – Weather forecast(Page 95)
http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice

95)
See if you can understand these sentences (put your
hand up when you hear one):
 stormy weather
 temperatures were up to 23 Celsius
 13 degrees
 A few showers
 A wet night for tomorrow
 getting a bit of drizzle or a light shower
 some of us getting a shower tonight but most will
be dry
 it is gonna be a fairly breezy day
 But it's tomorrow night that we'll start getting this
wet weather moving in
 We've got some wet weather, we've got some
windy weather
http://www.multimedia-english.com/videos/course/

Unit 8 – Relationships(Page 80)
 Ask out, break up, get divorced/ get a divorce, get engaged/ get engaged to be married
(redundant, but ok), get married, go on a date, go on a blind date, go out with, to be on a
break
 Clarify doubts you had in this exercise and practice it one more time:
 My boyfriend/husband and I started __________ 5 years ago. There were never rules nor
embarrassing situations because everything happened very naturally. He never _______ me
____. I never _______ him ____. I just went out and kissed him. There was also never a formal
_______, we just sit together as friends to have a beer and there it was. ___________? Pff,
what’s this in this country, aye? I _____________ him a lot of times and the relationship status
just came up for facebook reasons. After knowing each other very well we decided to
move in together. We never ____________ and also never ___________ officially, nor religiously,
not ir any way. Not everything is perfect, and we broke up once, but now it’s all good…
Most importantly, he is my friend, partner, my everything… so that’s our thing. <3

Unit 8 – Gerund(Page 82)
 NOMINAL VERBS
 Nominal verbs are verbs that functions as a noun. There are two types of nominal
verbs: Infinitive and gerund.
Infinitive – to like, to do, to go, to love
Gerund – liking, doing, going, loving
Don’t mistake gerund with present continuous
(how’re you doing?, She is going, they aren’t
loving...).

 NOMINAL VERBS
 You’ll use them as you would use a noun:
I love chocolate. NOUN
I love eating chocolate. NOMINAL VERB
English is my favourite thing in life.
Teaching English is my favourite thing in life.

 She is good at (dance) ________.
 He is crazy about (sing) _________.
 I don't like (play) _________ cards.
 (Buy) _________ products online may be risky.
 They are afraid of ________ in the sea.
 You should give up (smoke) _________.
 Sam dreams of (be) _________ a popstar.
 (Go) _________ on a blind date is dangerous.
 He is interested in (make) _________ friends.
 My uncle is afraid of (go) _________ by plane.
 We insist on (cook) _________ the dinner ourselves.

Unit 8 – Reading(Page 85)
I’ll receive the answers by e-mail or in a separate sheet
today.
On page, 85, there are 3 letters written to Debbie Gives, about a problem
which needs an answer from an experct advice. As a homework, you will
write this answer, in the format of a compositions (100-120 words)as if
you were Debbie Gives. If time is short, chose one letter; if you have more
time to practice, answer the three of them. As an alternative also, you can
write the others after my correction of the first one. This way you can try
again after having some feedback.

Unit 7 – Adjectives to describe food(Page
70)
We've learned about adjectives used to describe food.
In the book, we used the adjectives creamy, crunchy,
greasy, juicy, salty, sour, spicy and sweet. Let’s see
different adjectives to different kinds of food, like...
how to talk about the flavour of a fruit or fish.

70)
 1. Sweets
 Syrupy: sweet with a syrup-like texture. Sweets that are in thick, liquid forms, are
often described as being syrupy.
 Sugary: an intense sweet taste that replicates the taste of
sugar.
 Chocolaty: a chocolate flavored sweet.
 Example: The doughnuts had a rich chocolaty

70)
Dairy
Dairy includes food sourced from the milk of cows and
sometimes other mammals such as milk, cheese, ice cream,
yogurt, and butter.
 Ripe (cheese): a strong flavor- cheese.
 Buttery: having the consistence and taste of butter
 Creamy: soft and smooth in texture with a
cream-like taste.
 Example: I had a taste of a deliciously creamy
yogurt at the snack counter yesterday.

70)
Vegetables
 Crispy: having a hard but easily crunched consistency.
Example: Crispy fresh lettuce pieces garnished the main course.
 Bitter: an unpleasant taste- the opposite of sweet.
 Wilted: lacking firmness; limp. This word is ideal for describing vegetables
such as lettuce that have lost their freshness.
 Rubbery: flexible-lacking firmness. Vegetables such as carrots are often
described with this word when they are no longer

Unit 7 – Adjectives to
describe food(Page 70)
Beef
Chewy
Spicy: richly seasoned with peppers and spices.
Peppery: heavily seasoned with pepper.
Lean: a piece of meat that has no fat.

Unit 7 – Adjectives to
describe food(Page 70)
Pasta
Saucy
Stringy: Comprising multiple strings.
Cheesy
Ambrosial: delicious to taste and smell.

Unit 7 – Adjectives to describe food(Page 70)
Something else you can do is using adjectives that basically mean “
good", "very good" or "very very good"... It's a way to avoid repeating "good" all the
time. Check this list:
Amazing
Appealing
Appetizing
Delectable
Delicious
Delightful
Divine
Enjoyable
Enticing
Excellent
Exquisite
Extraordinary
Fantastic
Finger Licking
Heavenly
Lip Smacking
Luscious
Marvelous
Mouthwatering
Pleasant
Pleasing
Satisfying
Scrumptious
Superb Yummy...
Tasty
Terrific
Wonderful
Tantalizing

Unit 7 – Too, enough, not enough(Page 71)

We also learned the expressions "too _____", " _____
enough" and "not _____ enough", as a way to give intensity
to this adjectives. Mind that when we say something is
"extraordinary" we are already giving intensity, so it sounds
strange to say "too extraordinary", for example. But we can
say "too greasy", "too creamy", too sugary", "too bitter",
etc.

Unit 7 – Countables/ Uncountables(Page
72 and 73)

In the second part of the first class, we learned about
countable and uncountable nouns, and also how we use
UNITS (package, can, jar, box, bottle, bag, mililiters, meters,
dollars, reais, etc) as a way to COUNT originally
UNCOUNTABLE NOUNS. For example: WATER is
uncountable, but you can count a GLASS OF WATER.

72 and 73)

Don't forget that some nouns can be countable or
uncountable depending on the situation. This logic is
aprehended as you use these words. For example: FRUIT as
the general idea of "type of food" is uncountable (We need
to eat fruit to be healthy); FRUIT as the specific countable
fruit you can chose to eat is countable (Bárbara bought three
fruits to take to the picnic).

72 and 73)
Countable Nouns
Countable nouns are nouns that can be counted. Most
nouns in English are countable.
Examples:
I have two dogs.
Sandra has three cars.
Jessie has ten dollars.

72 and 73)
Uncountable Nouns
Uncountable nouns are not counted in English. This usually has to do with
the way English speakers think of these nouns. We often picture these
nouns as a single concept or one big thing which is hard to divide. Many of
these words are countable in other languages, but they ARE NOT
countable in English. Generally, we do not use plural forms of these words;
however some of these words do end in "s", so don't get confused.
Examples:
Mack drinks a lot of water.
Cindy gives great advice.
Paul enjoys politics. Ends with "s" but uncountable

72 and 73)
Uncountable nouns tend to belong to one of the following categories:
Liquids and Gases
water
coffee
milk
air
oxygen
Solid and Granular Substances
wood
metal
cheese
sand
rice

72 and 73)
Energy Words and Forces
electricity
sunshine
radiation
heat
magnetism
Subjects
French
chemistry
economics
science
math

72 and 73)
Grouped Concepts
fruit
money
food
vocabulary
news
Information and Abstract Concepts
information
advice
education
democracy
intelligence

72 and 73)
With COUNTABLE NOUNS we can use:
NUMBERS: 1 apple, 2 apples
QUANTIFIERS: MANY (big quantity), A FEW and SOME
(regular quantity), FEW (small quantity), and FEWER
(comparison - the quantity is smaller), NOT ENOUGH
(not sufficient), etc.

72 and 73)
With UNCOUNTABLE NOUNS we can use:
UNITS: 1 ml of water, 1 bottle of wine, 1 cup of cofee
QUANTIFIERS: MUCH (big quantity), A LITTLE and
SOME (regular quantity), LITTLE (small quantity), and
LESS (comparison - the quantity is smaller), NOT
ENOUGH (not sufficient), etc.

NUMBERS
QUANTIFIERS:
MANY
A FEW/SOME
FEW
FEWER
TOO
ENOUGH
NOT ENOUGH

UNITS
QUANTIFIERS:
MUCH
A LITTLE/SOME
LITTLE
LESS
TOO
ENOUGH
NOT ENOUGH

Unit 7 – Too, enough, not enough(Page 70)

Recipe
Watch this recipe (from minute 00:24,26) and try to
write it down. Focus on the important elements.
The recipe is from the channel Dulce Delight:
“Dulce Delight is a whimsical inspiring cooking show
dedicated to French pastries and its true techniques
filmed in the heart of Brooklyn by me Raiza Costa.
From me you shouldn't expect shortcuts cause there
is only one way to make scrumptious dessert: the
right way!”

Recipe
1st step: Melt a 70% chocolate (no need to for
tempering)
200g of chocolate in bain marie (water underneath
the bowl). Never let the water actually touch the bowl.
Low temperature, because it’s very sensitive.
In a tray, add mini cupcake liners and fill each one
with 1tbsp of melted chocolate.

Recipe
Swirl them carefully to coat all the interior, all the way
out to the edges. If you don’t do this job at this time,
your chocolate cup is gonna suck later.
 Pour down all the excess chocolate so the base of
the cup doesn’t get too thick.
Freeze them for7 minutes to harden and then coat
them one more time. They will look pretty opaque
when hard enough.

Recipe
Add another tablespoon (tbsp.) of melted chocolate
and swirl it again. (You could brush the chocolate if
you prefer because it just creates a thicker layer.
Freeze it again and that’s it. Now we’ll just have to
peel it carefully holding the base of the chocolate cup
cause that’s the strongest pat . If you hold on the
sides as you peel it you are going to melt it like crazy.

Oral test
You will use the example of this last video, where a
Brazilian presents a recipe, and explain a recipe to the
teacher, individually. Pay attention the evaluation
topics. You mustn’t speak Portuguese or memorize
speech, the speech must flow naturally and focus on
the explanation.
The second part will consist in some questions.

Oral test - Evaluation
Relevance with the topic Relevant Acceptable Unrelated
-5,0 -10,0
Group production (Creativity/ Interaction) Excellent Satisfactory Needs improvement Poor
-5,0 -10,0 -15,0
Individual participation Excellent Satisfactory Needs improvement Poor
-5,0 -10,0 -15,0
Pronunciation/ Flow of speech Excellent Satisfactory Needs improvement Poor
-5,0 -10,0 -15,0
Grammar Excellent Satisfactory Needs improvement Poor
-5,0 -10,0 -15,0
Comprehension (Use of English only) Excellent Satisfactory Needs improvement Poor Incomprehensible
-10,0 -20,0 -35,0 -50,0

Level4 review

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