Evolve Digital Level 2

Grammar summaries
Unit 1 Lesson 1: "be”..........................................................................................................................1
Unit 1 Lesson 1: Possessive adjectives...........................................................................................3
Unit 1 Lesson 2: Possession.............................................................................................................4
Unit 2 Lesson 1: Simple present for habits and routines...............................................................5
Unit 2 Lesson 2: “this / that one,” “these / those ones”..................................................................7
Unit 3 Lesson 1: Present continuous...............................................................................................8
Unit 3 Lesson 2: Simple present and present continuous...........................................................10
Unit 4 Lesson 1: Present continuous for future plans..................................................................11
Unit 4 Lesson 2: Object pronouns..................................................................................................12
Unit 5 Lesson 1: Simple past...........................................................................................................13
Unit 5 Lesson 2: Simple past negative and questions.................................................................15
Unit 6 Lesson 1: “be going to”.........................................................................................................16
Unit 6 Lesson 2: Determiners..........................................................................................................17
Unit 7 Lesson 1: Quantifiers for count and non-count nouns......................................................18
Unit 7 Lesson 2: Verb patterns.......................................................................................................20
Unit 8 Lesson 1: “if” and “when”......................................................................................................21
Unit 8 Lesson 2: Giving reasons using “to” and “for”...................................................................22
Unit 9 Lesson 1: Comparative adjectives......................................................................................23
Unit 9 Lesson 2: Superlative adjectives.........................................................................................24
Unit 10 Lesson 1: “have to”.............................................................................................................25
Unit 10 Lesson 2: Making predictions with "will,” "may," and "might"........................................26
Unit 11 Lesson 1: Present perfect for experience........................................................................27
Unit 11 Lesson 2: Present perfect and simple past......................................................................29
Unit 12 Lesson 1: Questions with “be like”....................................................................................30
Unit 12 Lesson 2: Relative pronouns "who," "which," "that"........................................................31

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Unit 1 Lesson 1: "be”
 The form of the verb be changes when the subject changes.

Affirmative sentences
In affirmative sentences the correct form of be is:
I am
He/She/It is
You/We/They are

Examples:
“I am from Indiana.”
“He/She is my roommate.”
“You/We/They are close friends.”

Negative sentences
In negative sentences the correct form of be is:
I'm not
He’s/She’s/It’s not
You’re/We’re/They’re not
For negative sentences with be you can also use:
He/She/It isn’t
You/We/They aren’t

Examples:
“I'm not from Florida.”
“He's not my classmate.”
“They're not close friends.” / “They aren’t close friends.”

Question and short answers

“Am I late?” / “Yes, I am.” “No, I'm not.”
“Is he from Indiana?” / “Yes, he is.” “No, he isn't.”
“Are they your neighbors?” / “Yes, they are.” “No, they're not.”

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Unit 1 Lesson 1: Possessive adjectives
 Use possessive adjectives when something belongs to someone. Possessive
adjectives show the person or the people who have the thing.

 Possessive adjectives go before a noun.

 Possessive adjectives agree with the person who possesses them:
The subject pronoun is I. The possessive adjective is my.
The subject pronoun is you. The possessive adjective is your.
The subject pronoun is he. The possessive adjective is his.
The subject pronoun is she. The possessive adjective is her.
The subject pronoun is it. The possessive adjective is its.
The subject pronoun is we. The possessive adjective is our.
The subject pronoun is they. The possessive adjective is their.
Examples:
“They're not our coats. Those are their coats.”
“This is a photo of my wife with her parents.”

 The form of the possessive adjective is the same before a singular or a plural
noun.
Example:
“It’s our umbrella. Those are our gloves.”

 You can use the possessive adjectives its or their to refer to things.
Example:
“Where is my phone? I can hear its ringtone!”

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Unit 1 Lesson 2: Possession
 A “possession” is something that belongs to someone. Use possessive adjectives
and possessive pronouns to talk about possessions.

Possessive adjectives
 Possessive adjectives show the person or the people who have the thing. The
possessive adjectives are my, your, his, her, its, our, and their.

 Possessive adjectives go before a noun. Possessive adjectives agree with the

person who possesses them.

 The form of the possessive adjective is the same before a singular or a plural
noun.

 You can use the possessive adjectives its or their to refer to things.
Examples:
“That’s my grandson’s bag.”
“Are these your gloves?”
“Can I have my gloves, please?”
“They’re not her gloves. They’re his gloves.”

Possessive pronouns
 A pronoun is a noun that is used in place of another noun. The possessive
pronouns are mine, yours, his, hers, ours, and theirs.

 Don't use a noun after a possessive pronoun.

Examples:
“No, sorry. It isn’t his. It’s mine.”
“It’s not ours. I think it’s hers.”

 Use whose to ask about possession.

Example:
“Whose water bottle is this?” / “It’s theirs. It belongs to them.”

 A noun plus ‘s also shows possession.

Examples:
"This is my friend's painting."
“That’s Paula’s bag.”

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Unit 2 Lesson 1: Simple present for habits and routines
 Use the simple present tense to talk about habits and routines.
Affirmative sentences
 In affirmative sentences, add -s, -es or -ies to the end of a verb for he, she, and
it.

 Spelling rules for he, she, and it forms of a verb in the simple present:
 For most verbs, add -s (sleeps, runs)
 For verbs that end in -s, -sh, -ch or -x, add -es (relaxes, watches)
 For verbs that end in consonant plus -y, change -y to -i, and add -es (for
example, “study” changes to “studies”; “carry” changes to “carries”)
 Note: be, have, do, and go are irregular (is, has, does, goes)
Examples:
“I do the laundry and the cooking.”
“Julia sleeps six hours a night.”

Negative sentences
 Use don't in negative sentences with I, you, we, or they.
 Use doesn’t in negative sentences with he, she, or it.
Examples:
“My roommate doesn’t do anything.”
“Julia doesn’t need more exercise.”

Questions
In questions with I, you, we, and they, use do.
In questions with he, she, and it, use does.
The question word (what, when, where, who, why, how) goes before do or does.
Examples:
“Do you do the laundry?”
“Does Julia sleep a lot?”
“What does Julia know about her life?”
“How often do you have something to drink?”

Short answers
 Use do/don’t in short answers with I, you, we, or they: Yes, I/you/we/they do.
No, I/you/we/they don’t.
 Use does/doesn’t in short answers with he, she, or it: Yes, he/she/it does. No,
he/she/it doesn’t.

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Examples:
“Do you do the laundry?” / ”Yes, I do.”
“Does Julia sleep a lot?” / ”No, she doesn’t.”

Adverbs of frequency
 Adverbs of frequency include always, never, usually, and sometimes.

 These adverbs go before the verb. If the verb is be, the adverbs go after it.
Examples:
“My day usually starts at 7:00 a.m.”
“I am never late to class.”

Time expressions
 Time expressions, also called time phrases, include:
every day, every evening/week/month
on Monday/the weekend
in the morning/the afternoon/the evening

 These expressions usually go at the end of the sentence.

Example:
“I do the dishes every evening.”

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Unit 2 Lesson 2: “this / that one,” “these / those ones”
 Use this one to talk about a thing (singular) that is near you.

 Use that one to talk about a thing (singular) that is far from you.

 Use these ones to talk about things (plural) that are near you.

 Use those ones to talk about things (plural) that are far from you.
Examples:
“Is that your coffee? The one on the table?” / ”No, this one is my coffee. The one I’m
holding.”
“These headphones don’t work. I can’t hear anything.” / ”You can use those ones on
the shelf.”

 Use this, that, these, and those with or without a noun.

Example:
“This table’s my favorite. This is my favorite table.”

 One and ones replace a noun.

Example:
“This table’s my favorite. This one’s my favorite.”

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Unit 3 Lesson 1: Present continuous
 Use the present continuous for actions that happen right now.
Affirmative
 For affirmative sentences, use am/are/is plus verb plus -ing:
I'm plus verb with -ing
you're plus verb with -ing
he's or she’s plus verb with -ing
we're plus verb with -ing
they’re plus verb with -ing
Examples:
“I’m planting flowers.”
“They’re playing musical instruments.”

Negative
 For negative sentences, use am/are/is plus not plus verb plus -ing:
I'm not plus verb with -ing
you're not plus verb with -ing
he's or she's not plus verb with -ing
we’re not plus verb with -ing
they're not plus verb with -ing
Examples:
“They’re not playing music.”
“We’re not listening.”

Questions and short answers

 To ask a question, use am, are or is before the subject of the sentence:
In questions with I, use am
In questions with he, she, and it, use is
In questions with you, we, and they, use are

 The question word (what, when, where, who, why, how) goes before am, are,
or is.

 You can use short answers to answer:

Yes, I am. / No, I'm not.
Yes, he/she/it is. / No, he/she/it isn't.
Yes, you/we/they are. / No, you/we/they aren’t.
Examples
"Is Bill helping?"
"What are the kids doing?"
“Are you working hard?” / “Yes, I am.”
“Are you enjoying your free time?” / “No, I’m not.”

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Spelling rules for present continuous verbs
 For verbs that end in -e (for example, have, lose, smile), drop the final -e and add
-ing.
 For verbs that end in consonant – vowel – consonant (for example, win, sit,
run), double the final letter and add -ing.
Examples:
"They're having fun."
"I'm babysitting my brother's kids."

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Unit 3 Lesson 2: Simple present and present continuous
Simple present
 Use the simple present to talk about actions that are generally true or happen
usually.

 Use time expressions like always, sometimes, usually, on the weekend, every
day with the simple present.
Examples:
“I love surprise parties!”
“She always visits her family on the weekend.”
“He comes from Brazil.”

Present continuous
 Use the present continuous to talk about actions that happen at the time of
speaking.

 Use time expressions like at the moment or right now with the present
continuous.
Examples:
“I'm not wearing a jacket, so I'm really cold!”
“They’re watching a game.”
“What is he doing now?”

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Unit 4 Lesson 1: Present continuous for future plans
 The present continuous describes an action in the present. It can also describe
an action planned for the future. Use the present continuous for plans or
arrangements.
Examples:
“We’re going up to the lake.”
“We’re biking up the mountain.”

Time expressions
 You can use time expressions to add information and to make it clear that the
plans are in the future.
Examples:
“I’m going camping this weekend with some friends from work.”
“We’re having a big barbecue tomorrow night.”
“We’re getting up early on Sunday.”

Affirmative sentences
 You can use the present continuous in affirmative sentences.
Example:
“We are biking up the mountain in the morning.”

Negative sentences
 You can use the present continuous in negative sentences.
Example:
“I am not leaving you home alone on your birthday!”

Questions
 You can use the present continuous in questions.
Examples:
“Are you having a barbecue tomorrow night?”
“What are you doing this weekend?”

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Unit 4 Lesson 2: Object pronouns
 A subject pronoun comes before a verb, but an object pronoun comes after the
verb.
Example:
"I gave him some speakers, and he gave me a phone charger."
The subject pronoun is I. The object pronoun is me.
The subject pronoun is you. The object pronoun is you.
The subject pronoun is he. The object pronoun is him.
The subject pronoun is it. The object pronoun is it.
The subject pronoun is she. The object pronoun is her.
The subject pronoun is we. The object pronoun is us.
The subject pronoun is they. The object pronoun is them.

Object pronouns for people

 Use the object pronouns me, you, him, her, us and them to refer to people.
Examples:
“How can I help you?”
“What can we give her?”

Object pronouns for things/objects

 Use the object pronouns it and them to refer to things. Use it for singular objects
and them for plural objects. Use it and them to express opinions with love, like,
and hate.
Examples:
“She always wears it.”
“She’s really allergic to them.”
“Thank you, it’s really beautiful. I really like it!”

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Unit 5 Lesson 1: Simple past
 The simple past is used to talk about past events and feelings.
Affirmative of “be”
 For affirmative statements, the simple past of be is was or were.

 Use was with I, he, she, and it.

 Use were with we, you, and they.

Examples:
"He was in the backyard."
"We were in there all day."

Negative of “be”
 For negative statements, the simple past of be is wasn’t or weren’t.

 Use wasn’t with I, he, she, and it.

 Use weren’t with we, you, and they.

Examples:
“I wasn’t in the kitchen.”
"They weren't here this morning."

Questions with “be”

 For questions, use was or were before the subject of the sentence.
Examples:
“Was she in the living room?”
"Were you in here?"

Regular verbs
 The simple past of regular verbs ends in -ed. The form is the same for all
persons.

 If the verb ends in -e, add -d (like – liked).

 If the verb ends in "consonant, -y," change the -y to -i and add -ed (try – tried).

 If the verb ends in "consonant, vowel, consonant," double the final consonant and
add -ed (stop – stopped).
Examples:
“I cleaned this yesterday!”
“We studied for our exams.”

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“Someone dropped clothes on the floor.”

Irregular verbs
 The simple past of irregular verbs doesn’t end in -ed.
Examples:
“I saw her in the backyard!”
“He came in from the backyard and ran in here.”

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Unit 5 Lesson 2: Simple past negative and questions
Asking questions
 Use did when you ask a question in the simple past. Use did for all subjects. The
main verb in a question is not in the simple past.
Examples:
“Did you break any dishes?”
“Did Zoe feed the cat?”

Negative sentences
 Use didn’t for negative sentences in the simple past. Use didn’t for all subjects.
The main verb in a negative sentence is not in the simple past.
Examples:
“I didn’t break any dishes.”
“She didn’t feed him.”

Answering questions
 To answer a question in the simple past, use:
Yes, (subject) did.
No, (subject) didn’t.
Examples:
“Did you order a large pizza?” / “Yes, he did.”
“Did you drop any food on the couch?” / “No, we didn’t.”

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Unit 6 Lesson 1: “be going to”
 Use be going to to describe a plan or action in the future.

 Use be going to when you are sure about a plan.

Affirmative sentences
 For affirmative sentences, use (Subject) be going to (verb):
I am going to (verb)
you are going to (verb)
he/she/it is going to (verb)
we are going to (verb)
they are going to (verb)
Examples:
"I'm going to shop online for a present for her."
“She’s going to buy a new bike with her birthday money.”
“We’re going to watch some cartoons on TV.”

Negative sentences
 For negative sentences, use (Subject) be not going to (verb):
I am not going to (verb)
you are not going to (verb)
he/she/it is not going to (verb)
we are not going to (verb)
they are not going to (verb)
Examples:
"I'm not going to buy that hat. I decided I don't like it."
“She is not going to go to work.”
“We’re not going to come back next year.”

Questions and short answers

 For questions use: be (subject) going to (verb):
In questions with I, use am
In questions with he, she, and it, use is
In questions with you, we, and they, use are

 The question word (what, when, where, who, why, how) goes before am, are,
or is.

 You can use short answers to answer:

Yes, I am. / No, I'm not.
Yes, he/she/it is. / No, he/she/it isn't.
Yes, you/we/they are. / No, you/we/they aren’t.
Examples:
“Am I going to save money?”
“Are you going to spend all your money at the mall? / No, I’m not.”
“What are we going to buy?”

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Unit 6 Lesson 2: Determiners
 Use a determiner with a noun to say how much or how many things or people we
are talking about.
 These are determiners:
no, none (this means 0)
some
many
most
all (this means 100 percent)

 When you want to talk about things/people in general, use determiners like no,
some, and many with a plural noun.

 When you want to talk about specific things or people, use determiners like none,
some, and many with of the and a plural noun.

 You can use an object pronoun (for example, them) instead of the noun.

 The determiner no always goes with a noun (not of the plus a noun).
Examples:
"We have many computers."
"Many of them are on sale."
“I go grocery shopping most weekends.”
“I went after work to get some eggs for dinner.”
"No printers are on sale."

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Unit 7 Lesson 1: Quantifiers for count and non-count nouns
 A quantifier tells you how many there are (of something) or how much there is (of
something). When we can count how many we use count nouns. When talking
about food, and some other types of nouns, we use non-count nouns. With count
and non-count nouns, we use special words or phrases to talk about how much
we need, eat, or want. These are called quantifiers.

Count nouns
 Count nouns can be singular or plural (for example, one onion, two onions).

 Use a or an with singular count nouns.

 Quantifiers for count nouns:
a few
too many

 To ask about count nouns, you can use “How many?”

Examples:
“I drink a few cups of coffee every day.”
“I cooked too many potatoes.”
“How many eggs do you need?”

Non-count nouns
 Non-count nouns only have one form (for example, soup).

 Do not use a or an with non-count nouns.

 Quantifiers for non-count nouns:
a little
too much

 To ask about non-count nouns, you can use “How much?”

Examples:
“Could I have a little water, please?”
“There is too much salt in this food!”
“How much pasta is there?”

 Some nouns can be count and non-count (for example, chicken is a count noun
when you are talking about the whole animal, but chicken is a non-count noun
when you are talking about the meat.).
Examples:
“I bought two chickens at the grocery store.”
“You need to buy a lot of chicken.”

 Quantifiers for count and non-count nouns:

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some
a lot
Examples:
“I want to eat some bananas.”
“They bought a lot of rice.”

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Unit 7 Lesson 2: Verb patterns
 Patterns are the order items are usually placed in. Sentences in English often
have one verb that follows another. There is a pattern to the forms. The pattern
often depends on what the first verb is.

 verb verb-ing: the verb that follows verb phrases like can’t stand, don’t mind
and enjoy is verb plus -ing
Examples:
"I don't mind cooking."
"I can’t stand cooking!"

 verb to verb: the verb that follows verbs like want, need, would like, forget, and
hope is to plus verb
Examples:
"People want to make healthy choices."
"I always forget to go to the market."

 verb to verb or verb verb-ing: some verbs (love, prefer, like, hate) take both
forms. The meaning doesn’t change
Examples:
"I prefer drinking / to drink cold water."
"I love eating / to eat out."

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Unit 8 Lesson 1: “if” and “when”
 Use if and when to talk about things that usually happen in a particular situation.

 Sentences with if have two parts: the main clause and the “if” clause. The verbs
in both clauses are in the simple present tense.

 The two clauses can go in either order. Use a comma after the "if" clause when it
comes first.

 Generally, if and when have the same meaning, but it's better to use if for a
situation that is not certain to happen.
Examples:
"If I’m late for work, I take a taxi."
"When I'm on vacation, I try to go to the beach."
"I go to the airport about two hours early if I travel by plane."

 You can also use if and when to talk about things that are always true, like
scientific facts.
Examples:
"If you put salt in water, it dissolves."
"Water turns into ice when it gets really cold."
"When you play music, beautiful sounds fill the air."

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Unit 8 Lesson 2: Giving reasons using “to” and “for”
 Use to and for to talk about the reason for doing something.

 The information after for and to shows the reasons why someone does
something or why something happens.

 Use to and a verb to give a reason for an action.

 Use for and a noun to give a reason for an action.

Examples:
“We can take a taxi to go to the stadium.”
“We’re going to the game for my birthday!”
“I need to call the bus station for help with this problem.”

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Unit 9 Lesson 1: Comparative adjectives
 Use comparative adjectives to compare two or more things. Compare means to
say how two or more things are different or the same.
Short adjectives
 To form a comparative of most short adjectives, add -er.

 If the adjective ends in e, just add r.

 If the adjective ends in consonant-vowel-consonant, double the final consonant

to make the comparative form (for example, thin – thinner). There are exceptions
(for example, new – newer)

 If the adjective ends in y, change the y to i and add er.

 Some comparative adjectives are irregular (for example, good – better).

Examples:
“Lunchtime is going to be longer.”
“We want classrooms that are nicer.”
“The burgers are going to be bigger.”
“We want our classrooms to be friendlier.”

Long adjectives
 To make the comparative form of long adjectives, use more or less before the
adjective.

 The word less means the opposite of more.

 Use than to connect two things.

Examples:
“Our classrooms are going to be less boring.”
“Everything is more modern than at my old office.”

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Unit 9 Lesson 2: Superlative adjectives
 Superlative adjectives compare three or more things.

 Superlatives usually begin with the.

Short adjectives
 To form the superlative with short adjectives, add est or st (for example, long –
the longest, nice – the nicest).

 When a short adjective ends in consonant-vowel-consonant, double the final

consonant to make the superlative form (for example, big – the biggest).

 If the adjective ends in y, change the y to i and add est (for example, rainy – the
rainiest).

 Some adjectives are irregular (for example, good – the best, bad – the worst).
Examples:
"We went at the hottest time of year."
“She went to the beach on the rainiest day.”
“I think chocolate is the best flavor of ice cream.”

Long adjectives
 To form the superlative with longer adjectives, add the most or the least before
the adjective (for example, beautiful – the most beautiful, the least beautiful).
Examples:
“It was the most exciting trip.”
“Football is the least interesting sport.”
“He was the most sensitive child.”

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Unit 10 Lesson 1: “have to”
Affirmative sentences
 Use have to or has to and a verb to say something is necessary.
Examples:
“You have to clean your room.”
“He has to take off his shoes.”

Negative sentences
 Use don’t have to or doesn’t have to and a verb to say something isn’t
necessary.
Examples
“I don’t have to work in the evenings.”
“He doesn’t have to buy a mat.”

Questions
 To ask a question, use do or does then the subject then have to and a verb.
Examples:
"Does he have to buy a mat?"
“Do I have to wear anything special?”

Short answers
 Use do/does or don't/doesn't in short answers.
Examples:
"Does he have to buy a mat?" "No, he doesn't."
"Do we have to take off our shoes?" "Yes, you do."

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Unit 10 Lesson 2: Making predictions with "will,” "may," and
"might"
 Use will and won't to make predictions about the future.

 Use might or may when you're not sure about your prediction or there are
options.

 Use will to ask and answer questions.

 Use will, may, and might with another verb (the main verb). Do not use to
before the main verb.

 Use possibly and probably with will when you're not sure. Use possibly and
probably after will and before the main verb (for example, “You’ll probably feel
stressed.”)

 You can also use maybe at the beginning of the sentence (for example, “Maybe
I’ll go out with friends after work.”)

 Use possibly and probably before won't.

Notice:
'll is the contracted form of will.
won't is the contracted form of will not.
Examples:
“You’ll learn a lot this week.”
“Well, you certainly won’t be bored!”
“It might not be easy to work with the animals.”
“I may show visitors around the park.”
“Will you work with any cool animals?”

Modals: “can,” “will,” “might,” “may”

 A modal needs a main verb:
I can find them.
I will find them.
I might find them.

 Don't use two modals together. When you want to use can with another modal
verb, it changes to be able to.

Examples:
“I can't find the lizards. I might not be able to find the lizards.”
“I can help the vets in the clinic. I'll be able to help the vets in the clinic.”

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Unit 11 Lesson 1: Present perfect for experience
 Use the present perfect to talk about experiences in the general past.
Affirmative sentences
 To make affirmative sentences, use have/has and the past participle form of the
verb.

 The short form of have is 've. The short form of has is 's.
Examples:
“I've eaten an eraser.”
“It's knocked me down.”

Negative statements
 Use have/has not and the past participle for negative statements. You can also
use never instead of not.

 The short form of have not is haven't. The short form of has not is hasn't.
Examples:
“He hasn't stayed awake until morning, but I have.”
“I've never kissed a spider.”

Questions and short answers

 Use have/has plus subject and the past participle form of the verb to make a
question.

 Use ever to ask if something has happened at any time in the past
Examples:
“Have you ever stayed awake all night?”
“Has the wind ever knocked you down? Yes, it has.” / “No, it hasn't.”

Past participles
 The past participle is another verb form. The present perfect uses the auxiliary
verb have and the past participle form of the verb. For regular verbs, the past
participle looks the same as the simple past. For irregular verbs the past
participle changes.
 Regular past participle:
simple past: stayed
past participle: stayed

 Irregular past participle:

simple past: ate

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past participle: eaten

Regular example:
"I haven't stayed awake all night." (the past participle is stayed)
Irregular example:
"I've eaten an eraser." (the past participle is eaten)

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Unit 11 Lesson 2: Present perfect and simple past
Present perfect
 Use the present perfect to talk about past experiences generally.

 Use the present perfect when you don’t know exactly when something happened.
Examples:
"I’ve never posted a video on social media. Have you?"
"Oh, yes. I've posted videos lots of times. I posted one today!"

Simple past
 Use the simple past to talk about something that happened at a specific time in
the past (for example, yesterday, last year, at her birthday party).

 Use the simple past when you know exactly when something happened.
Examples
"Have you ever been to China?"
"Yes, I have. I went there last year."

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Unit 12 Lesson 1: Questions with “be like”

 Use the correct form of be with like to ask for details and or a description of
something.

 Use be like to ask questions in the present, past, and future.

Questions in the simple present

 Use What with the correct form of be, then a noun, then like.
Examples:
"What's the weather like?"
“What’s his father like?”

Questions in the simple past

 Use What with was or were, then a noun, then like.
Examples:
"What was your flight like?"
“What were the people like?”

Questions about the future:

 To ask about the future, use What, then will, then a noun, then be like.
Examples:
"What will the weather be like next week?"
“What will the food be like at the restaurant?”

Answering “be like” questions

 Answer the questions with adjectives (for example, pleasant, friendly, sunny)
 When you answer a be like question, don't repeat like in the answer.
Examples:
"What was the weather like?" / "It was sunny."
“What will the course be like?” / “It will be hard work!”

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Unit 12 Lesson 2: Relative pronouns "who," "which," "that"
 You can use who, which, and that to introduce information about people and
things.

 Use who to talk about people

 Use which to talk about things

 You can use that to talk about people and things

Examples:
"The player who finds the first clue is the leader."
"It might be a piece of furniture which has a secret drawer."
"For those people who/that are playing for the first time, here are the rules."
"Find the key which/that opens the door."

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