General Revision Super Goal 2: Units 6-11

Unit 6: What Was It Like?

This unit focuses on the linguistic tools required to describe past events, experiences, and locations using the past tense of the verb "to be" and regular/irregular past tense verbs.

Grammatical structures include the distinction between "was" and "were." The singular form "was" is used with subjects such as I, he, she, it, or singular nouns like "the game" or "Omar." The plural form "were" is used with you, we, they, or plural nouns such as "the players." Examples from the text include: "Where was the football game?", "They were at school," and "The exhibit was very interesting."

In terms of past simple action verbs, regular verbs such as "study" change to "studied" when referring to yesterday (e.g., "Omar studied Math yesterday"). When forming questions using the auxiliary verb "did," the main verb must return to its base form: "Did you watch T.V. this morning?" or "What did she do on Sunday?" Correction of verb forms is a key skill; for instance, the past tense of "win" is "won" (e.g., "Noura won the game last month").

The text highlights the use of intensifiers to add emphasis to adjectives. Common intensifiers include "very" and "too," as in "The museum was very great" or "The coffee is too hot." Vocabulary can be replaced with more extreme intensifiers to avoid "very"; for example, "very big" can be replaced by "huge" or "enormous," and "very small" can be defined as "tiny."

Vocabulary for Unit 6 includes landmarks and items associated with tourism and history: guide, ticket, stadium, and museum. Technical terms are introduced, such as "calligraphy," which is defined as "beautiful writing," and "pizzeria," a restaurant specialized in selling pizza. Adjectives and their opposites are also explored: "exciting" is the opposite of "boring," and "calm" is the opposite of "nervous."

Unit 7: What Happened?

This section addresses describing accidents, feelings, and the consequences of events using past existential constructions and conjunctions of cause and effect.

The existential past "There was" and "There were" is used to describe the existence of things in the past. "There was" is used for singular items (e.g., "There was a book on the table" or "There was a party last night"), while "There were" is used for plural items (e.g., "There were many stores around here"). Indefinite pronouns are used to refer to non-specific people or things: "someone" and "something" are typically used in affirmative sentences, while "anyone" and "anything" are used in questions and negative sentences (e.g., "Do you want anything to eat?" or "Ali didn't eat anything for dinner").

To show agreement with statements, "so" is used for affirmative statements and "neither" for negative ones. For example, to agree with "I didn't see anything," one says "Neither did I." To agree with "I am relieved," one says "So am I."

The conjunctions "so" and "because" indicate results and reasons. "Because" explains the cause (e.g., "She was scared because he was driving too fast"), while "so" indicates the result (e.g., "No one was hurt, so I am extremely relieved").

Vocabulary regarding accidents and safety includes:

Injury: Hurt from an accident.
Witness: Someone who saw an event.
Intersection: Where two roads cross.
Insurance: Payment for the cost of an accident.
Stop sign: A sign indicating traffic must halt.

Emotional states categorized in this unit include: happy, sleepy, angry, scared, nervous, and tired. Specific spelling focuses include words like "relieved" and "worried."

Unit 8: What’s Wrong?

Unit 8 focuses on health, illnesses, and giving medical advice using modal verbs and possessive structures.

The modal verbs "should" and "shouldn't" are used to provide advice or recommendations. These are always followed by the base form of the verb without "s" or "ing." For example: "You shouldn't eat too much chocolate," "He should go to the dentist," "They should drink warm liquids," and "Ali shouldn't eat junk food."

Possessive pronouns are used to show ownership without repeating the noun. These include: mine, yours, his, hers, its, ours, and theirs. For example: "This book is mine," "The house is theirs," or "The bird is ours." This is distinguished from possessive adjectives like "my," "your," or "his," which must be followed by a noun (e.g., "My bag is black").

The conjunction "when" is used to describe situations: "What do you do when you have a headache?"

Health-related vocabulary includes various ailments and symptoms: headache, earache, toothache, stomachache, sore throat, cough, sneezing, and flu. Other related terms include: vaccination, buffet, vitamins, and aspirin. The text distinguishes between body parts (eye, knee, hand, arm, shoulders) and illnesses (flu, cold, sick, ill).

Unit 9: Let’s Go Out

This unit covers obligations, rules, suggestions, and recreational activities.

Obligation is expressed through "must" and "has to/have to." "Must" and "has to" are always followed by the base form of the verb (e.g., "We must follow the rules" or "Ali has to visit a relative"). Suggestions for activities can be made using "Let’s" followed by a base verb (e.g., "Let’s go out for dinner" or "Let’s order some pizza") or the question form "Why don't you/we…?" (e.g., "Why don't you play football?" or "Why doesn't she take a rest?").

Recreational activities often use the "go + verb-ing" structure, such as swimming, hiking, bowling, skiing, or shopping. Frequency can be added to these descriptions, such as "Tariq goes bowling twice a week."

Vocabulary distinguishes between house chores and fun activities. Chores include: dusting, doing the laundry, mowing the lawn, and taking out the garbage. Free-time activities include: go for a ride, go horseback riding, and go swimming. A specific term mentioned is "chores," defined as things you have to do around the house.

Unit 10: It’s a Bargain!

Unit 10 deals with shopping, clothing, giving permission, and expressing possibility.

The adverb "too" is used to indicate an excessive amount and is placed before an adjective: "This jacket is too big" or "The coffee is too hot." The pronouns "one" and "ones" are used to avoid repetition of a noun. "One" is for singular nouns (e.g., "Which sweater? The red one") and "ones" is for plural nouns.

For asking permission, the modals "Can" and "May" are used, followed by the base verb: "May I use your phone?" or "Can I have some cookies?" To express possibility, "might" is used: "Ali might watch T.V."

Clothing and accessory vocabulary includes: ring, suit, sunglasses, necklace, scarf, belt, earrings, and umbrella. Locations within a store are identified, such as the "men's department" for suits and the "home department" for sheets and pillows. Other shopping-related terms listed are: perfume, camel, price, and jewelry.

Unit 11: There Is No Comparison

This unit focuses on comparing objects and animals, as well as using result clauses.

Comparative adjectives are used to compare two things, usually adding the suffix "-er" or using "more" for long adjectives (e.g., "Elephants are bigger than bears" or "French is more difficult than English"). Superlative adjectives compare three or more things, usually adding the suffix "-est" or using "the most" (e.g., "Amal gets the best mark in the class" or "nice" becomes "nicest").

Standard rules for forming comparatives and superlatives include:

Short adjectives: easy -> easier / easiest; fast -> faster / fastest.
Doubling consonants: hot -> hotter.
Irregular forms: good -> better -> best; bad -> worse -> worst.

The structures "so…that" and "such…that" are used to express result. "So" is followed by an adjective or adverb, while "such" is followed by an adjective and a noun/noun phrase.

Example of so…that: "The children were so tired… that they fell asleep on the bus" or "It was so windy that we couldn't go sailing."
Example of such…that: "It's such a beautiful weather that we spent the whole day outside" or "The Arabian Oryx was such an endangered species that it was extinct in the wild."

Quantifiers used with these structures include "so many" for countable nouns (e.g., "so many cars") and "so much" for uncountable nouns (e.g., "so much homework").

Vocabulary in this unit features animals and objects: diamond, desktop (computer), shark, and the Arabian Oryx.

Questions & Discussion

This section reviews exercises provided in the study material for student practice.

A. Correction Tasks:

Question: "Noura win the game last month?" Answer: "Won" (Past tense required).
Question: "The exhibit were very interesting?" Answer: "Was" (Singular subject agreement).
Question: "There were a party last night?" Answer: "Was" (Singular subject agreement).
Question: "Ali didn't eat something for dinner." Answer: "Anything" (Negative polarity item).
Question: "Ali shouldn't eats junk food." Answer: "Eat" (Base form after modal).

B. Reordering and Sentence Construction:

Prompt: "was / amazing / the / movie / very" Sentence: "The movie was very amazing."
Prompt: "I wrote / Ahlam / 2 days / a test / ago" Sentence: "Ahlam wrote a test 2 days ago."
Prompt: "Why / you / play / don't / football / ?" Sentence: "Why don't you play football?"

C. Yes/No Question Formation:

Statement: "Ali played football." Question: "Did Ali play football?"
Statement: "They went to the park." Question: "Did they go to the park?"

D. Vocabulary Odd-One-Out:

Categorization: "eye, knee, flu" -> The odd word is "flu" (illness vs. body parts).
Categorization: "seafood, steak, hand" -> The odd word is "hand" (body part vs. food).
Categorization: "nervous, tired, bus" -> The odd word is "bus" (transport vs. feelings).