Grade 7 students notes

Unit 1
HOW MUCH

HOW quantity How much

MUCH (uncountable) money do you
have?

PHRASES OF QUANTITY
We use a __________ of to describe what Is holding the object :
e.g.
A LOAF OF
A TUBE OF
A SLICE OF
A BOX OF
A BAG OF
A GLASS OF
A BOTTLE OF
A CUP OF
A TIN OF
A CARTON OF
A BOWL OF
A BAR OF
A CAN OF
A JAR OR
A ROLL OF
A PACKET OF

When there are more than 1, we would add an s/es behind the word of the expression
of quantities. (and the object as well if the object is countable)

Example:

2 bottles of water
3 slices of pizza
5 boxes of chicken wings

for example:

a loaf of bread

A tube of toothpaste
A packet of potato chips
A can of tomato soup

A box of chocolate
A bowl of grapes

a bag of food

a roll of toilet paper

MAY I HAVE

We use “MAY I HAVE” to ask someone if we can have something or

not.

e.g. May I have a glass of orange juice please?

Yes, you may
No, you may not

HOW MUCH
We use the question word “ HOW MUCH” to ask about the price.

e.g. How much is a bar of chocolate?

It’s 25 dollars

More on numbers
The numbers >100 (ONE HUNDRED)
e.g. 101 , we call it one hundred AND ONE
102 , one hundred AND TWO

111 one hundred and ELEVEN

159 one hundered AND FIFTY NINE

etc.
More Food vocabulary :
CORN FLAKES
PASTA
MACARONI
SPAGHETTI
BEEF
PORK
MEAT
HAM
SAUSAGE
TUNA
SALMON
 SHRIMP
LOBSTER
SHELLFISH
CRAB
BUTTER
CHEESE
LIME
PLUM
PAPAYA
RAISIN
PEAS
TOMATO SAUCE
CAULIFLOWER
BROCCOLI
APRICOT
LEEK
EGGPLANT
GINGER
LOLLIPOP
MARSHMALLOW
CREAM
TART

WHAT WOULD YOU LIKE

This questions is used for asking someone if they want anything.

WHICH WOULD YOU LIKE, X OR Y ? I’D LIKE …

This question is used for asking someone if they want something,
usually giving them option (x or y)

e.g. A;WHICH would you like? The big one or the small one

B: I’d like the big one please

IS/ARE & SINGULAR PLURAL

I am I'm I am late. I am not late. Am I late?
You are You're You are clever. You are not (aren't) clever. Are you clever?

He is He's He is happy. He is not (isn't) happy. Is he happy?

She is She's She is hungry. She is not (isn't) hungry. Is she hungry?

It is It's It is cold. It is not (isn't) cold. Is it cold?

We are We're We are late. We are not (aren't) late. Are we late?

You are You're You are sleepy. You are not (aren't) sleepy. Are you sleepy?

They are They're They are great. They are not (aren't) great. Are they great?

We use IS for HE/SHE/IT

ARE for I/YOU/WE/THEY

Singular plural
Singular plural
We add “S” behind the word if its more than one
(plural)

Sometimes we need to add “ES”

e.g. sandwich sandwiches
dish dishes

etc.
Unit 2
Direction
Preposition

NEXT TO ~ BY

e.g. I sit by the window

TURN LEFT
TURN RIGHT

GO OUT OF = to move away from a place

WALK ALONG = to move beside something on foot.
WALK THROUGH =

e.g. we have to walk through the security check to go in

Vocab list :
TREASURE
HUNT

Unit 3
Medical Vocabulary
Medical People

(PATIENT, DOCTOR, NURSE)

(DENTIST)

medical condition

(HEADACHE)
 (STOMACHE)

(FLU – RUNNY NOSE)

(FLU – FEVER)

( SORE THROAT)
 (COUGH) (VERB)

(SNEEZE) (VERB)

Medical places

(HOSPITAL)

(CLINIC)

ADVERBS OF FREQUENCY

ALWAYS,
 90 to 100% of the time (every day or several days a
week)

USUALLY
70 to 80 % of the time (one or two days a week)

OFTEN
50% of the time (twice a month)

20-40% of the time (three times a year)

SOMETIMES
NEVER 0 to 10% of the time (once a year, if at all)
e.g. I always go shopping
she always goes to school by bus
We never watch TV

Phrases of frequency
e.g.

ONCE A WEEK
TWICE A MONTH
THREE / FOUR TIMES A WEEK

e.g. if you do something once a week, it means in a week you do

something once (one time)

(once a week)

if you do something twice a day. It means in a day you do

something twice (two times)

If you do something 3 times a week , that means in a week time you

do something for 3 times

Question word : HOW OFTEN DO/ DOES

We use how often do/does to ask somebody the frequency of doing

something.

e.g. How often do you drink water?

I drink water 8 times a day

How often does she go to school by bus

She goes to school by bus every day

HOW OFTEN DO - I / YOU / WE /THEY

HOW OFTEN DOES – HE/ SHE / IT
Adjectives about taste
SWEET

SOUR
BITTER

SPICY

SALTY
Unit 4
Section A )
WAS THERE / WERE THERE
We use WAS /WERE instead of IS/AM/ARE when simple past
tense is used
I was at home.
You were
very hungry.
He
She was happy.
It
We were
You
They

When we want to ask about if something WAS/ WERE there

or not
We use question words :
Was there
Were there

e.g. Was there a cat in your room?

Yes, there was.
No, there wasn’t (was not)
Were there a lot of people at your home last night?
Yes, there were,
No, there weren’t (were not )

Revision on simple past tense:

Simple Past tense

We use simple past tense when we talk about things happened in the
past

Use the Simple Past to express the idea that an action started and finished at
a specific time in the past. Sometimes, the speaker may not actually mention
the specific time, but they do have one specific time in mind.

Key words to know things happened in the past :

LAST / AGO / YESTERDAY

What do we have to do when we write in simple past tense:

1) Changing the IS/AM/ARE -> WAS / WERE
She/He/It is -> she/he/it was
I am -> I was
You/We/They are -> You/we/they were

2) Changing the verbs into its past tense form

a) BY ADDING ED ( +ED)
b) CHANGING IT INTO ITS IRREGULAR FORM

e.g. talk -> talked

play -> played
eat -> ate
go -> went
do -> did

More examples :
Examples:

 I saw a movie yesterday.

 I didn't ( did not) see a play yesterday.
 Last year, I traveled to Japan.
 Last year, I didn't travel to Korea.
 Did you have dinner last night?
 She washed her car.
 He didn't wash his car.

Review simple present tense

How do we make the Present

Simple Tense?

Subject + Auxiliary verb + Main verb

DO BASE

There are three important exceptions:

1. For positive sentences, we do not normally use the

auxiliary.
2. For the 3rd person singular (he, she, it), we add s to the main
verb ores to the auxiliary.
3. For the verb to be, we do not use an auxiliary, even for
questions and negatives.

Look at these examples with the main verb like:

subject auxiliary verb main verb

+ I, you, we, they like coffee.

He, she, it likes coffee.

- I, you, we, they do not like coffee.

He, she, it does not like coffee.

? Do I, you, we, they like coffee?

Does he, she, it like coffee?

Look at these examples with the main verb be. Notice that there is
no auxiliary:
 subject main verb

+ I am French.

You, we, they are French.

He, she, it is French.

- I am not old.

You, we, they are not old.

He, she, it is not old.

? Am I late?

Are you, we, they late?

Is he, she, it late?

How do we use the Present Simple Tense?

We use the present simple tense when:

 the action is general

 the action happens all the time, or habitually, in the past,
present and future
 the action is not only happening now
 the statement is always true

John drives a taxi.

past present future

It is John's job to drive a taxi. He does it every day. Past, present

and future.

Look at these examples:

  I live in Hong Kong
 The Moon goes round the Earth.
 John drives a taxi.
 He does not drive a bus.
 We meet every Thursday.
 We do not work at night.
 Do you play football?

Note that with the verb to be, we can also use the present simple
tense for situations that are not general. We can use the present
simple tense to talk about now. Look at these examples of the verb
"to be" in the present simple tense - some of them are general,
some of them are now:

Am I right?
Tara is not at home.
You are happy.

past present future

The situation is now.

(retrieved from : http://www.englishclub.com/grammar/verb-tenses_present-simple.htm)

Feature of a storybook

Author

Front of the cover

Illustrator

Title

Vocab List :
THREAD
NEEDLE
SEW
AXE
SMOKE
STAIRCASE
KNOCK
FACTORY
NORTH
EAST
WEST
SOUTH
PIPE
SEWAGE

GROW
DEEP
ONCE
STAND STOOD
LIFT LIFTED
STAY
STORE
LURK
ROOF
PEEK
SHUTTER
PERHAPS
WILLING TO
PAY
ROPE
TOSS
COUNT
Section B)
CAN / COULD
Use 'COULD' and 'CAN' when expressing possibility.

e.g. I can speak Spanish and French, too!

I could already read by the time I entered kindergarten.

(talking about the past)
CAN -> COULD

CAN CANNOT (CAN’T)

COULD COULD NOT (COULDN’T)

e.g. She cannot tie her shoelaces

she couldn’t swim when she was three.

Reflexive Pronoun
We use a reflexive pronoun when we want to refer back to the
subject of the sentence or clause. Reflexive pronouns end in "-SELF"
(singular) or "-SELVES" (plural).
 Words with different function (ARGUMENT AND
INSTRUCTION)
most instructions are short and simple (e.g. Listen here! Get over here fast! Turn
left… etc)
yell” is a word that is associated with argument (because when you yell, you are
shouting at somebody , you are arguing)

Vowel Phonetics
(EAR , , IGH , -AW, TH)(-ACK, -OWS, - IPE)

-EAR
e.g.
Clear, dear, hear, beard, near , year
- IGH
.e.g.

High, night, light, bright. Right

-AW
e,g, Saw, draw , crawl , yawn

-TH
e.g.
three the there This that those Teeth Tooth Thanks/ thank you , weather

-ACK
e.g.
Whack, smack,

-OW

e.g. Grows , blows, crows

-IPE
e.g. Pipes, gripes

Vocab List

HIDE
GLOVE
WHISPER
POND
BREEZE
SHADE
HUM
SPLASH
BUILD BUILT
CHOP CHOPPED
KNIT KNITTED

UPSET
CAUSE
HARM
PILLOW
SHEET
CURTAIN
GREED
FOOL
PROVE
RUSH RUSHED
PUT PUT
BUSINESS
INVENT INVENTED
PARDON
ESCAPE
SMOG
WEARY
MAD
TERRIBLY
INFORMATION
HEAR HEARD
GLANCE
WORRY WORRIED
UNLESS
SEED
IN CHARGE OF
Unit 5
COMPARTIVES

SUPERLATIVES
Question measurement (HOW TALL, HOW HIGH, HOW
HEAVY)
We use how tall to ask about the height of someone/ object
e.g. how tall are you? I am 90 cm tall
We use how heavy to ask about the weight of someone/ object
e.g. How heavy is your book? It is 50 kg
We use how high to ask for mountains and for things

which are a long way above the ground

e.g. How high is Mount Everest ? it’s 8000m

Vocab list:
WEIGHING SCALE,
RULER,
MEASURING TYPE
HARD TAPE
SOFT TAPE
A HEIGHT SCALE
Unit 6
Section a )
Extended Noun phrase
- Noun phrases expanded by the addition of modifying adjectives, nouns and
prepositional phrases (e.g. the strict teacher with curly hair)

when we are describing something or someone, we can provide more details so

readers or listeners would know more about that something or someone.

e.g. “ hairy- faced men” : ADJ + NOUN

“ little boys” : ADJ + NOUN

we can use adjectives to describe the noun phrase as well as adding a prepositional
phrase afterwards. For example, “a tall fat boy with hairy legs”

e.g. a tall fat boy with hairy legs

ADJ + NOUN + PREPOSITIONAL PHRASE

tall fat – adjective

with – preposition

Apostrophes to mark plural

Use the APOSTROPHE to show possession. To show possession with a singular
noun, add an apostrophe plus the letter s.
Examples:
 ( ‘S)
man's hat
the boss's wife
Mrs. Chang's house
(S’)
sisters’ hat
friends’ present
note:
Incorrect: two childrens' hats
The plural is children, not childrens.
Correct: two children's hats (children + apostrophe + s)

Speech marks
“ I have a dog, “said Mr. Chan.
Use “ and” when there is a dialogue
Use comma (,) when the speech is finished

How to write descriptive sentences

1. Good descriptive writing includes many vivid sensory details that paint a
picture and appeals to all of the reader's senses of sight, hearing, touch, smell
and taste when appropriate. Descriptive writing may also paint pictures of the
feelings the person, place or thing invokes in the writer.

2. Good descriptive writing is organized. Some ways to organize descriptive

writing include: chronological (time), spatial (location), and order of
importance. When describing a person, you might begin with a physical
description, followed by how that person thinks, feels and acts.

Show and tell

 The wind was cold. (telling sentences have linking verbs followed by an
adjective)
 The icy wind whipped across my skin, making goose bumps
appear. (showing sentences use action verbs to demonstrate the adjectives
from the telling sentence).
  Vocab List :

 RAGE
 DISHUSTING
 SUPPER
 A BUCKET OF
 FURIOUS
 UPSIDE DOWN
 BRANCH(ES)
 ESCAPE FROM
 FAINT
 UNBUTTON
 STICKY
 COVER COVERED
 CAGE
 RETURN
 ROOF
 FURNITURE
 CEILING

Section b )
Conjunction (WHEN, BECAUSE , ALTHOUGH)
BECAUSE
because provides the reason for an action,
I went to America because I wanted to study English.
Because I wanted to study English, I went to America.

ALTHOUGH
We use all of these words to say that a thing is surprising, unusual, or
unexpected.

e.g.
Although he's much older than the others, he won the race.
although it rained a lot, I enjoyed the holiday.

WHEN
When is complemented by a clause with an activity that (1) is a short interruption, or (2)
occurs at nearly the same time or shortly after another activity. A nonprogressive verb
form is more commonly used (short duration).

We can use when to introduce a single completed event that takes

place in the middle of a longer activity or event. In these cases, we
usually use a continuous verb in the main clause to describe the
background event:
He was walking back to his flat when he heard an explosion.

Depending on the context, when can mean ‘after’ or ‘at the same time’.

Compare
When you open the file, check the second page. when meaning ‘after’
I eat ice cream when I am on holiday. when meaning ‘at the same time’

Vocab list :
ENORMOUS
ENTIRE
PULL
CRY CRIED
CATCH A GLIMPSE OF
RIDICULOUS
TRAVEL
FAULT
TWIST TWISTED
Unit 7
Group Discussion

To conduct a group discussion, students have to :

listen to each other
- ask questions
- sit quietly when other students are talking
- do not interrupt each other
- express our opinion in a polite way
- response to each other
- speak in a loud voice
- pay attention
- one person talk at a time
- Eyes on the speaker

when organizing your idea,

you have to : think of the introduction and ending

during group discussion, you should

1) listen to what other people say
2) summarize other people’s point
3) respond

Different roles in group discussion

Some people may take an opposing role or offering alternatives

Opposing : reject ideas by others

Alternatives: offer alternatives of other’s ideas.

Fact and Opinion

e.g. The sun is up in the sky (fact)

I do not like this T-shirt (opinion)
Vocab list :

FACT

OPINION

Unit 8
Diary

a book in which one keeps a daily record of events and experiences.

Usually write in 1st person

First Person

A first-person narrative is a point of view in which a story, in a

written or spoken format, is narrated by one character at a
time, speaking for and about themselves; .

e.g. I feel so happy today.

vowel phonetics
( EIGH/ EI /EY, SION)

-EIGH , -EI , - EY
e.g. They , eight , obey , neighbor, weigh

- SION
e.g. Television Decision confusion

Vocab list :
RULE
IMPACT
CROSS LEG
POSTURE
EYEBROW
NAILS
STOCKINGS
BETTER
WISE
DECISION
DISAPPOINT
APOLOGIZE
TIARA
HISTORY
REALIZE

Unit 9

TOO / EITHER / BOTH / NEITHER

EITHER and NEITHER Are Singular

Either and neither are singular concepts. They can be thought of as the opposite of the
word both.

1.EITHER / OR - used in a sentence in the affirmative sense

when referring to a choice between two possibilities

We can either eat now or after the show - it's up to you.

Neither allows us to make a negative statement about two people or

things at the same time. Neither goes before singular countable nouns.
We use it to say ‘not either’ in relation to two things.

2. NEITHER / NOR - used in a sentence in the negative sense

when you want to say that two or more things are not true

Neither my mother nor my father went to university.

EITHER, NEITHER, BOTH

We use EITHER, NEITHER and BOTH when we are talking about two things.

> Would you like tea or coffee?

> Either. I don't mind.
EITHER = one OR the other
This means: 'You can give me tea OR coffee. I
have no preference.'

> Would you like ham or beef in your sandwich?

NEITHER = not one and not > Neither. I am a vegetarian. I don't eat meat.
the other This means: 'I don't want ham and I don't want
beef.'
BOTH = the first AND the I take both milk and sugar in my coffee.
second This means: 'I take sugar. I also take milk.'

TOO

e.g. I like apple. Do you like apple?

I like apple too ! (means agreeing)

Vocab List :

DETECTIVE

Unit 10
ALLITERATION

RHYME
A RHYME is a repetition of similar sounds in two or more words, most often in
the final syllables of lines in poems and songs

Vocabulary from poems:

IMPORTANT
SCARECROW
PLANTS
GROW
SNAIL
PUDDLE
UMBRELLA
RAIN
SHOWER
A PAIL OF
FETCH
TUMBLE
VINEGAR
MEND
FRIGHTEN
FRIGHTENED
SHOELACES
BOOTS
HIGH HEELS
TRAINERS
FLIP FLOPS
FLATS

Unit 11

Vowel Phonetic

(-EA, -OW)

-EA

e.g. Sea Stream dream meat each read

-OW.

e.g. Snow grow show blow own

Poem features :

STANZA
RHYME
ALLITERATION
Vocab List :
IN TIME
ELF
SAND
PICNIC BASKET
EMPTY
MAGIC
SAND CASTLE
SHORE

PELICAN
PERFORM
TRICKS
PUFFY
NIBBLE
BAIT
HURRICANES
VINEGAR
INK
PILLOWS
POPPY (POPPIES)
FIELD
CORN
LAWN
FEATHER

Unit 12
Simple future tense

SIMPLE FUTURE

Simple Future has two different forms in English: "WILL" and

"BE GOING TO." Although the two forms can sometimes be
used interchangeably, they often express two very different
meanings. These different meanings might seem too abstract
at first, but with time and practice, the differences will become
clear. Both "WILL" and "BE GOING TO" refer to a specific time
in the future.
form WILL

[WILL + VERB]

Examples:

 You will help him later.

 Will you help him later?
 You will not help him later.

form BE GOING TO

[AM/IS/ARE + GOING TO + VERB]

Examples:

 You are going to meet Jane tonight.

 Are you going to meet Jane tonight?
 You are not going to meet Jane tonight.

I / YOU/ WE/ THEY/ HE/ SHE/ IT WILL go to school tomorrow

Will you go to school tomorrow?

Yes, I will
No I will not (won’t)

The difference between

BE GOING TO / WILL

WILL BE GOING TO

(not certain) (certain)

- unplanned decision - prediction
- plans - made decision
- offers
- promises

e.g. I think I will go to school by bus (not certain)

we are going to have dinner tonight at 8.30! I booked the table ( made
decision, certain)

Vocab List :

DICE
FAME
GREED
VANISH
PANIC
PRESSURE

Unit 13

COMPARISON (FEWER , LESS , MORE)

MORE
FEWER AND LESS
the left hand side has FEWER bees than the right hand side

Use fewer if you’re referring to people or things in the plural

(e.g. houses, newspapers, dogs, students, children). For
example:

Use less when you’re referring to something that can’t be

counted or doesn’t have a plural
(e.g. money, air, time,music, rain).

 There is less cheese on this plate. cheese – singular)

 There are fewer pieces of cheese on this plate. (pieces – plural)

Features of a letter
 Informal letter :

Informal letters are letters to friends and relations, or people you know well.

You may use the following picture to discuss the structure of an informal letter

Structure:

 The sender's address should always appear on the top right hand corner of
the page. Include date

 Greeting — There are several variations that can be used depending on

how well you know the person: Dear Mary, Hi Mary, Greetings (how are you?)

 content

 Complimentary close — short comment, for example Love, Lots of love,

With thanks, See you soon. Have a nice day

 Closing : love, best, yours, and sign your name

Quantifiers ( A FEW, A LITTLE , A LOT OF )
A LOT OF

e.g. there are a lot of bears

A FEW
E.g. I have a few m&ms
A LITTLE

small in quantity.

a little: non countable nouns (milk, marmalade, money, time etc.)

a few: countable nouns (bottles of milk, jars of marmalade, dollars,
minutes etc.)

Examples:
He has a little money left.
He has a few dollars left.

TOO MANY TOO MUCH

MUCH with uncountable nouns in singular and

MANY with countable nouns in plural.

much milk
much money
much
much time
much water

many glasses of milk

many dollars
many
many hours
many bottles of water

Vocab List :
INFORMAL
LETTER

Unit 14
 SECTION A )
Feature of a play

Scene

Setting

Lines

Character

Play: a dramatic work intended for performance by actors on a stage

Script :
a written version of a play or other dramatic composition; used in preparing for a performanc
e

Act : a division in the performance of a play. Each act may also have several scenes.
Scene: the place where some action occurs

Playwright: The person who writes the play

Narrator: a person who tells a story or gives an account of something

Characters: an imaginary person represented in a work of fiction (play or film or story)

Props: Hand props are objects the actors actually handle such as swords, books and
cups.

Sound effect :
An imitative sound, as of thunder or an explosion, produced artificially for theatrical purposes,
as for a film, play,

Climax: The major event in a play, the turning point of the story.

Rising Action: The series of events following the initial incident. How the story builds
towards its climax.

Falling Action: The series of events following the climax.

Protagonist: The play revolves around this character. Often the “good guy” but not
always.

Antagonist: This character forces change or creates conflict for the protagonist. Often
the “bad guy.”

Vocabulary from the script

- AUDIENCE
- NONE
- LONELY
- TRAVEL
- CONTEST
- INVITE INVITATIONS
- DISGUISE
- OVERWHELM
- EXCELLENT
- IMMEDIATELY
- STOOL

- SPREAD
- REACH
- URGE
- PROBABLY
- STARTLE
- DISTRESS
- WEEP
- PERHAPS
- GET RID OF
- RUIN
- EXHAUSTED
- THRONE
- PROVE
- INSIST
- NAPKIN
- MANNER
- DISCOURAGED
- STRAIGHTEN
- DUMB

SECTION B)
Adjectives about emotion and feeling

ANGRY
SAD
EMBARRASSED
ANNOYED
SHY
NERVOUS
LOVING
CONFIDENT
PROUD
CONFIDENT
EXCITED
ENERGETIC
HAPPY
SURPRISED
SCARED

Vocab list :

- SOAK
- SHIVER
- RAINCOAT
- WRAP
- MEAN
- MATTRESS (ES)
- DESTROY
- RIP
- AWFUL
- BREEZE
- DELICATE
 - THEATEN
- TERRIBLE
- SPELL

Unit 15

Skill of writing descriptions for the pictures

- Looking at the details

- Think about how the picture makes you feel
- Any objects that can come alive
- Linking different pictures to form a story
- Thinking words that are associated with each other
Vocab:
-HALLWAY
BACKPACK
WATERFALL