Escolar Documentos
Profissional Documentos
Cultura Documentos
Nº 28
"Olga Cossettini"
2018
IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
Materials design
Grammar
Prof. Del Greco, Verónica
Prof. Lavagna, Ana María
Prof. Sánchez, Lilia
Language
Prof. Aramburu, Soledad
Prof. Tobler, Elina
Prof. Viale, Florencia
Phonology
Prof. Racelis, Marcela
Social Studies
Prof. Mestre, Claudia
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
Contents
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
UNIT 1 – LIFESTYLES
1. READING COMPREHENSION
1.1 Look at photos 1-4. What kind of lifestyle do you think they have? What do you think a typical day is like
for each person? Think about:
1.2 You are going to read an article about four people’s daily lives. For questions 1-10, choose from the people
(A-D). The people may be chosen more than once.
Which person
says they have their best ideas late in their working day? 3
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
Different lives
A B
University student Jake Harris is in his first For Assistant Sales Manager Julia Anderson,
year. ‘Assuming I don’t oversleep, which can each day begins at 6.30 a.m. with a quick
happen, I’m out of bed by 7.45. If there’s shower, a few minutes to get ready, and then a
time, I have some tea and toast, then set off. I dash to the station to catch the 7.15 into
used to aim for the 8.25 train, but I kept Manhattan. By eight o’clock she’s at her
missing it so nowadays I do the uphill walk workstation. ‘I need to be there then, before
into town, which wakes me up and enables me the salespeople start arriving. I spend the rest
to plan what I’m going to do in the morning of the morning in meetings and dealing with
and afternoon. From nine till one it’s lessons client queries, which for me is one of the most
and a group activity, with a quick break at interesting, challenging and worthwhile
eleven to grab something to keep me going till aspects of the job. Then it’s out for a quick
lunch. The afternoon is similar to the morning, lunch- my first meal of the day- and back to
really. After that I sometimes head for the work at 1 p.m., followed by more of the same
gym, but not as often as I should. Once I get up to 5 p.m. That’s how things are here: you
home I work for a few hours and later- if I’m have to keep to a tight schedule. At first I
not feeling too exhausted- I go out with found working here pretty stressful, but I’m
friends. I’ve met some fascinating people here! used to it now and it doesn’t bother me’
C D
Website Designer Oliver McShane works at Anita Ramos is a Tourist Guide who works
home, and, unsurprisingly, is a late riser: mornings and evenings. ‘It’s just too hot to
‘rolling out of bed’, as he puts it, ‘at 9 a.m.’ walk around the city in the afternoon’, she
Switching on his laptop, his first task is to says, ‘so I spend it at home. It’s the custom
answer any early-morning emails, and then he here to have a sleep after lunch, but I haven’t
carries on from where he left off the previous got time for that. In any case, I’m not tired
evening. ‘If I have a creative peak’, he says, then because I don’t get up particularly early.
‘that’s when it is, and it takes me a while to When I do, I usually skip breakfast, though
get going again the next day. Whenever I’ve sometimes I have cereal or something. Then
stayed up working very late, I make up for it it’s off to the office before heading downtown
by having a 20-minute-lie-down after lunch. to wherever I’m meeting the first group. I take
Then when I wake up, I feel refreshed and four or five groups out before lunch and I’m
ready for another long working session. supposed to finish around 2 p.m., though
Occasionally I pack my laptop and sit in a café there always seems to be someone in the last
for a while, although I can get distracted from group who asks lots of questions, which can
work if I run into someone I know’. be a bit irritating if I end up doing unpaid
overtime. It also means I risk missing the 2.15
train home’.
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
2. USE OF ENGLISH
1. I started writing this composition hours ago and it’s still not right. FOR
5. I didn’t notice that my passport was missing until I reached the immigration desk. LOST
When I reached the immigration desk, I noticed that ____________________________ my passport.
8. We’ve arranged to meet Jim and Beth at the café at 4.15. ARE
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
3. LISTENING
3.1 Discuss
Imagine that you had a dream where you were standing on the edge
of a precipice. What sort of dream would it be for you?
a. an exciting one
b. a nightmare
c. an interesting one, which you might try to interpret.
What do you think your answer says about your attitude to risk?
3.2. Listen to six people answering the question Are you a risk taker? How many of the speakers consider
themselves risk takers?
3.3. Listen again and complete with the correct number of the speaker.
WHO…?
says that some activities are enjoyable because they are a bit risky
thinks that his/her attitude to risk is different from what it was before
does something which most people think of as a very risky, but which he/she says is not
3.4. Listen again for more detail and answer these questions:
a. What examples of risks do the speakers say they would take, or have taken?
b. What things wouldn’t they do?
c. Do you identify with any of the speakers? Why?
4. SPEAKING
A interviews B with the questions in the circles. For each circle, write R if you think that in that area B is
prepared to take risks. Then B interviews A with the questions in the squares.
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
ON THE ROAD
SHOPPING
Do you drive a car or
Do you ever buy
ride a motorbike? Do
things online? Have
you ever go really fast
you ever had a bad
and break the speed
experience?
limit?
Do you buy clothes
online? Are there
any kinds of clothes
you wouldn’t buy
RELATIONSHIPS
online?
Do you think you
Would you ever buy a would go out with…?
second-hand car or a. sb from another
bike on e-Bay (or a country
similar website)? b. sb you had met
online
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
Would you go on
Do you normally start
holiday abroad on
revising for an exam
your own?
in good time or do
you leave it until the
last minute?
2.2 Look at what you have written in the circles/squares. What do your partner’s answers suggest about
his/her lifestyle? Does he/she agree?
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
5. WRITING
The topic of a paragraph is usually introduced in a sentence; this sentence is called the topic sentence. However,
the topic sentence can do more than introduce the subject of the paragraph. A good topic sentence also serves
to state an idea or an attitude about the topic. This idea or attitude about the topic is called the controlling idea.
specific details (to provide some information or explanation about the controlling idea).
examples (to make the controlling idea clearer and more convincing).
5.1 Read the following text and say which arguments have been presented in each paragraph.
5.2 Identify the topic sentences and say whether they clearly summarise the content of each paragraph. How
has each topic sentence been supported?
Over the years, mankind has recognised the need for personal and social freedom, and this is perhaps one of the
most important social advancements ever made. However, whether it has led to increased personal happiness is
highly debatable; many people would argue that greater freedom has led to increased social disorder and
personal dissatisfaction.
Firstly, it is true that people are now more at liberty to choose how to live their lives. For example, in the
western world at least, the choice of where to live, what career to pursue and which religion to follow has never
been greater. On the other hand it could be argued that this increased freedom can lead people to take things
for granted and expect too much from life. As an example of this, the greater choice of material goods available
has resulted in people growing bored with their possessions.
Secondly, social and moral attitudes have become less rigid. This has allowed for a greater variety of lifestyles in
human relations. This is illustrated by the fact that pupils and teachers now treat each other as equals; parent-
child relationships are now much more relaxed. Nevertheless, some people believe that this increase in freedom
has resulted in the escalation of social problems. They argue that the current lack of discipline has given rise to a
breakdown in the traditional family and the decay in educational standards as well as the rise in juvenile
delinquency.
To conclude, there is evidence both to support and refute the view that greater freedom does not necessarily
lead to greater happiness. On the one hand, people have more opportunities to raise their standard of living. On
the other hand, although people may be free, they are not necessarily happier.
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
5.3 Choose the supporting sentence (1-6) which follows each of the topic sentences (a-f) in the way given in
brackets.
3. Most teenagers, nowadays, find it difficult to concentrate for long periods of time. (reason)
4. Tobacco companies argue that since their products are legally sold, they have the right to communicate
information about them, in other words, advertising. (Additional information)
b. They also argue that their advertisements are not intended to cause people to start smoking, but to cause
smokers to switch brands.
c. Firstly, it gives you the opportunity to experience an entirely different way of life, which can be a valuable
form of education. Secondly, …
d. This means that within a couple of years there will be a rise in unemployment rates.
e. This is mainly because of the heavy use of technology which urges them to keep checking their mobile phones
for new messages.
f. For instance, they are all the time travelling all over the world giving concerts.
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
5.4.2 Read the model answer and write a topic sentence for paragraph 2 and supporting ideas for paragraph
3.
Nowadays many homes have more than one television, and some
children even have a TV in their bedrooms. It is not surprising,
then, that statistics show that watching television is the most
popular leisure activity for the majority of children.
___________________________________________________________________
___________________________________________________________________
Children need time to relax after school, and most children’s
programmes are certainly very entertaining. Furthermore, some
television programmes, especially documentaries and news
programmes, are educational and informative, and can contribute to
a child’s education.
To sum up, I believe that parents should limit the amount of time
that children spend in front of the television to one or two hours
a day. Otherwise, we run the risk of creating generations of
unhealthy and ill-educated young adults.
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
UNIT 2 – HEALTH
1. DISCUSS THE FOLLOWING QUESTIONS
Some people believe we should just enjoy ourselves and not worry about our health. What do you
think?
Do you think health care should be freely available to everybody?
At what age do you think schools should start educating children about healthy living?
Do you think our attitudes to healthy living change as we get older?
Do you think it’s good for our health to take regular holidays?
Some people say that laughter is sometimes the best form of medicine. How far do you agree?
2. LISTENING
You are going to listen to five people talking about a visit to their family doctor. For speakers 1-5, choose from
the list (A-H) what each speaker says about their visit. Use the letters only once. There are three extra letters
which you do not need to use.
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
3. WRITING
In your English class, you have been talking about whether modern lifestyles are healthy or not.
Essay question
3.2. Work in pairs. Look at the following ideas which may be included in the essay. Discuss and note down three
healthy/unhealthy aspects for each discussion point.
3.3. Read the model answer below and check if any of your ideas are mentioned.
It seems strange that although we know a lot about how to live healthily, many people continue to do things
which may be harmful to their health.
There are many parts of our lifestyles which enable us to live healthily. For instance, we all know the importance
of eating a balanced diet and taking regular exercise. Moreover, in rich countries we have easy access to good-
quality fresh food and suitable sports facilities, so it should be easy to adopt healthy living habits.
However, there are things which prevent people from having a healthy lifestyle. For example, industry and
traffic have led to serious environmental pollution. What is more, we spend a lot of time sitting down, and this
often means we have less time for activities which keep us fit. For example, there are many people who spend
many hours sitting in front of computers working, studying, or playing computer games. In addition, many
people do not eat the right sort of food.
3.4. Read the concluding paragraphs and decide which one is most suitable for the essay in exercise 2.2. Why?
A.
All in all, I believe that we have to find ways of living which are as healthy as possible. Also, I think people should
try to drive more carefully.
B.
In conclusion, I would agree with the statement because although we have plenty of opportunities to follow a
healthy lifestyle, in practice we often choose a less healthy alternative.
C.
To summarise, modern lifestyles have good and bad aspects, but the lifestyle we choose depends on us.
However, often our health depends on factors which we cannot control.
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
1. SPEAKING
2. READING COMPREHENSION
2.1. The following film posters show natural disaster films. Look at them and discuss these questions.
2.2 You are going to read an article about natural disaster films. For questions 1-10 choose from the films (A-
E). The films may be chosen more than once.
What a disaster!
James Borja reviews five natural disaster movies from his DVD collection
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
B Twister ( 1996)
Helen Hunt and Bill Paxton star as meteorologists who put their lives at risk by
chasing tornados, or ‘twisters’, in order to try out a new piece of technology. If you
watch this film hoping for a complex storyline, you’ll be disappointed. It’s obvious
from the start who will fall victim to a twister, and there are no surprises in the
central love story, either. What makes this movie are the special effects. The
tornadoes are frighteningly realistic and, unlike in numerous other films of this
genre which slowly build up to a dramatic climax, they appear from the very
beginning. Watch out for the flying cow and airborne petrol tanker: if they’d made
this film in 3D, cinema audiences would have run for the exit at the sight of them.
D Earthquake (1974)
If you can put up with the fact that the Sensurround effect, which made cinema
seats shake in the seventies, cannot be recreated on the DVD in your lounge,
then this all-star classic still has plenty to offer. Computer Generated Imagery
(CGI) was yet to be developed, but the special effects are still impressive,
creating a number of unforgettable, if slightly disagreeable moments. Deaths are
frequent and this is not a cosy family film to put your feet up with on a Sunday
afternoon. And the final scene might not be what you’re expecting. It certainly
didn’t turn out the way I thought it would.
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
2.3. Here are some phrases related to natural disasters, weather and climate. Match a word from the list (a-j)
with a word which collocates (1-9)
A) torrential 1. defences
B) high 2. freezing
C) ice 3. forecast
D) sea 4. cap
E) below 5.rain
F) long-range 6. tide
G) ozone 7. wave
H) heat 8. footprint
I) carbon 9. layer
2.4. Complete this blog with some of the collocations from exercise 2.
It may be the start of spring here, but no one seems to have told the weather! We’ve just had a severe
storm which even ripped roofs from houses. What’s more, there has been 1._____________________
which has caused flood alerts to be issued from some areas. This makes you really believe what they say
about the 2. _____________________ melting- floods seem to have been in the news a lot more over the
last year or so. Coastal areas have been prone to flooding too- this spring, 3. _____________________
have been at record levels in the Severn estuary. This means 4. _____________________ have been
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
breached and waves have rolled into some village centres. As if all this wasn’t enough, night temperatures
have been 5.___________________ all week, leaving gardeners stuck as to what they should do with their
spring plants.
3.1. These are sentences taken from the reading about natural disaster films. Read them and try to remember
the full sentence. Complete them and then check with the text.
3. If you combined all the extreme weather scenes of every natural disaster movie ever made, you
………………………………………………
4. If they …………………………………………………, cinema audiences would have run for the exit at the sight of them.
5. If I …………………………………………. on the DVD afterwards, I’d probably still think they hadn’t employed any
visual tricks.
3.2. Identify the different type of conditionals and complete the chart with the examples from the
previous exercise.
………………… A possible situation in the future and its likely result. example
Conditional
……………….. A situation in which one event always occurs as the result example
of another.
Conditional
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
3.3. Match the sentence beginnings (1-10) with the endings (a-j).
1. If you go to Sydney,
2. If the red light is flashing on the camera,
3. If you could change your career,
4. If only you’d got here earlier,
5. If I were you,
6. If the red light had been flashing on my camera,
7. Should these symptoms persist,
8. Unless we get up at 5 am
9. Let’s take the underground,
10. Provided you’ve got a map,
1. If the weather ________________ (stay) good next weekend, we ________________ (probably/go) away
somewhere.
2. Why didn’t you phone us? If I ________________ (know) you were coming, I ________________ (could/
prepare) something special to eat.
3. I ________________ (not/do) a bungee jump even if you ________________ (pay) me a million pounds, so
stop trying to persuade me.
4. I thought this might happen. If you ________________ (take) my advice, you ________________ (not/be) in
this mess now.
5. Stop being naughty! I ________________ (send) you to bed early unless you ________________ (start)
behaving yourself right now!
6. It was very kind of you. I don’t know what I ________________ (do) yesterday if you ________________
(not/help) me.
7. My printer’s getting old now, but it ________________ (usually/ work) all right if you ________________
(feed) the paper in manually.
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
8. I ________________ (go) to the cinema more often if I ________________ (have) the time, but unfortunately
it’s just not possible.
3.5. Complete the second sentence so that it has a similar meaning to the first sentence, using the word
given. Do not change the word given. You must use between two and five words, including the word given.
1. It’s a good thing I spoke to you or I would have forgotten her birthday.
IF
4. You can borrow it, but you must return it to me next week.
LONG
5. The sea isn’t calm enough for us to be able to go out in the boat today.
SO
7. Unless you make some serious mistakes, I’m sure you’ll do well in the interview.
PROVIDED
I’m sure you’ll do well in the interview, ______________________________ any serious mistakes.
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
8. No matter how hard you work, you’ll never earn much money as a lawyer.
EVEN
You’ll never earn much money as a lawyer, ______________________________ really hard.
4. LISTENING COMPREHENSION
4.1. Listen to a radio programme about Mick Davidson, an animal rights activist, and
decide whether a-c are true or false.
4.2. Listen again and for questions 1-10, complete the sentences.
7. In one illegal action, Davidson removed video ____________________ from a laboratory, which halted the
research.
8. In the attack on a laboratory, Davidson and his ADG colleagues took thirty ____________________ away with
them.
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
10. The ADG has apologized to people that they have ____________________ without meaning to.
5. SPEAKING
5.1. Imagine that you belong to an environmental group and you want to inform people of the environmental
issues below. First, complete the graph with words and expressions from the useful language box below.
USEFUL LANGUAGE
bottle bank oil slick biofuel cars cigarette butts dropping litter plastic containers
5.2. Talk to your partner about what ordinary people can do to help solve these issues.
5.3. Now decide which two issues ordinary people can do most to help solve.
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
6. WRITING
6.1. Read the following introductions carefully and choose the one you think is best written.
6.2. Read the topic sentences and complete the paragraphs with appropriate supporting ideas.
How could our future world become a better place to live in?
It cannot be denied that over the last few decades the number of problems facing our
planet has been gradually increasing. Food scarcity, pollution and limited resources
are some of the most pressing concerns. Yet, the truth is that there are certain feasible
solutions. For this reason, I believe that life in the future could improve in several
ways.
There are many problems facing our planet. Some of them are food, contamination
and sources of energy. But people are continually trying to find solutions. For this
reason I believe that life in the future could improve in several ways.
Finally, in the future people will definitely be less dependent on traditional sources of
energy.____________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________
In conclusion we should look after nature and use it wisely, not destroy it. If we all act responsibly and
care about our world, life in the future will be better and greener.
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
UNIT 4– EDUCATION
1. SPEAKING
Here are some different ways of improving your English outside the classroom. How good are these things at
helping you to improve your English?
2. LISTENING
2.1. Listen to Mandy, a student, talking about her experience of a school exchange. Tick () the things she
mentions.
1. The information you need before you go. 5. Some bad experiences.
2. The organisation of the exchange. 6. The benefits of going on an exchange.
3. How students are matched. 7. Some differences students might notice.
4. What to take with you.
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
3. SPEAKING
If you could go on an exchange programme to any country, where would you go? Why?
Imagine that an exchange student is coming to stay with you for two weeks. What do you think she /he
would find interesting about your city/country? What trips would you organise for the student so that
he/she could learn about the culture of your country?
4. WRITING
In your English class you have been talking about different school subjects. Now your teacher has asked
you to write an essay giving reasons for your point of view.
Subjects such as drama and music are just
as important as maths and languages. Do you agree?
4.2. Now read the following paragraphs and complete the paragraph plan.
A) TO SUM UP, IT IS CLEARLY NECESSARY FOR EVERYONE TO STUDY ACADEMIC SUBJECTS BUT, AT THE SAME
TIME, CREATIVE SUBJECTS ARE OFTEN IGNORED BY SCHOOLS. THEY DESERVE A MORE SIGNIFICANT ROLE
IN CHILDREN’S EDUCATION.
B) THIS IS AN INTERESTING QUESTION WHICH MANY PEOPLE HOLD STRONG OPINIONS ABOUT. IN MOST
SCHOOLS IN MY COUNTRY, STUDENTS HAVE FAR MORE LESSONS IN SUBJECTS LIKE MATHS AND
LANGUAGES THAN CREATIVE SUBJECTS SUCH AS DRAMA AND MUSIC. FURTHERMORE, MANY STUDENTS
STUDY NO CREATIVE SUBJECTS AFTER THE AGE OF 15.
C) HOWEVER, OTHERS FEEL THAT WITHOUT MUSIC AND DRAMA, STUDENTS MAY NEVER GET TO EXPRESS
THEIR CREATIVE SIDES. THEY MIGHT NEVER DISCOVER THEIR TALENT FOR SINGING, PLAYING MUSICAL
INSTRUMENTS OR ACTING. MANY OF THE HIGHEST ACADEMIC ACHIEVERS HAVE A CREATIVE SIDE. FOR
INSTANCE, EINSTEIN LOVED MUSIC AS MUCH AS HE LOVED PHYSICS.
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
D) MOST PEOPLE AGREE THAT ACADEMIC SUBJECTS ARE IMPORTANT. ALMOST EVERYONE WILL NEED
MATHS AND FOREIGN LANGUAGE SKILLS IN THEIR FUTURE WORKING LIFE. IN CONTRAST, FEW PEOPLE
WILL BE LUCKY OR TALENTED ENOUGH TO ERAN A LIVING AS A PROFESSIONAL MUSICIAN OR AN ACTOR.
4.3. Read the following essay questions, choose one and write it.
Schools should teach practical skills, such as managing money and applying for jobs,
as well as academic subjects. Do you agree?
There are several areas where young people can learn from older generations. Do
you agree?
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
THE TRICKS OF THE TRADE Read how advertisers tempt you to spend, spend, spend!
Do you ever wish you owned the latest trainers or the latest people use social networking to spread the word about
brand of smartphone? Have you ever seen an ad in a fashion music, clothes and other products.
magazine and wished you looked more like the model? Do And if that is not enough, advertisers hook teens by
you ever rush to get the product advertised on TV and then persuading them to stay loyal to a particular brand or
regret buying it? If the answer to these questions is ‘yes’, designer label. Companies like Nike create an image for their
you are a prime target for advertisers. And you're not alone. brand name; that famous Nike tick ensures we notice when
Marketing companies know just how to tempt us to spend sports stars are wearing their products, for example. Fast
money. But why are they so keen to target teens? food, toy and clothing companies begin instilling this loyalty
Teenagers, it appears, are top consumers. You in kids from a very early age, in the hope they’ll stay loyal to
probably get more pocket money than your parents or the brand for the rest of their lives.
grandparents did and you are allowed to decide how to Clever? Yes, but perhaps the most devious way
spend it. Even if you don't have cash, you probably know advertisers work on impressionable teenagers is by
how to pester your parents into buying items they might not exploiting their anxieties. Your teenage years can be a
buy out of choice. Nagging your parents until they get so difficult time. ‘Tell me about it!’ I hear you shout. You may
desperate that they give in is one successful strategy, and feel anxious about how you look. Some boys wish they were
making them feel guilty about neglecting you because they more muscular; girls sometimes wish they had a different
work is another! Advertisers understand all this. They are body shape. If looks don't bother you, you may worry about
watching you very carefully. being accepted into a group of friends. And we all know
You may not realize this, but the steps advertisers about peer pressure! Hands up anyone who's never wished
take to discover what makes you tick are truly amazing. they had a similar bike or watch or pair of trainers to the rest
They send out teams of researchers to video teenagers in of the gang. Who hasn’t wished their parents would buy
their homes. They spend hours and hours filming, desperate them something just because their best mate has one?
to discover that missing ‘something’ a teen might need Advertisers know all about these wishes and fears and they
which could be their next big ‘must-have’ item. They follow exploit them without mercy.
teens to their bedrooms and look inside their wardrobes. So can you protect yourself from the worst types of
They interview them about their behaviour, possessions, advertising? You can, but only if you use your common
artwork, online activities and even their dreams! The sense. Analyse the words used in an ad – if they say ‘may’,
answers are then analysed so that the marketers know ‘can’ and ‘might’ instead of ‘will’, it's quite likely the product
which products to manufacture and how to promote them. will not live up to its promise. Remember that photos of
And there's another strategy about these days. models you see in advertisements have probably been
Worried that teens may be bombarded with so much airbrushed, so they appear much more perfect than they
advertising that they ignore it, marketers have started ‘buzz’, really are. And remember that advertisers are trying to
or ‘street’ marketing. They search out the coolest kids in an exploit your weaknesses. Work at developing a positive self-
area - the trendsetters- and give them a product for free, image and learn to be your own person - then nobody can
which they are encouraged to use or to wear. This gives it a persuade you to do anything different from what you want
cool status or a ‘buzz’ so other teens wish they could have it, to do.
too. This strategy is perfect for the Internet, where young
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Introductory Course 2018
3. What does the phrase what makes you tick mean in line 21?
a. The kind of things that make you happy.
b. What makes you think and behave as you do.
c. Which kinds of clothes you prefer.
d. How you prefer to spend your spare time.
4. According to the writer, advertisers have started searching out trendsetters because
a. They make products look fashionable.
b. They are cheap to employ.
c. They shop on the internet.
d. They have plenty of money.
6. According to the writer, if you want to stop advertisers from influencing you too much, you should
a. Stop looking at advertisements.
b. Learn to think for yourself.
c. Concentrate on your education.
d. Use your imagination.
1.2. Find words and phrases in the article that mean the following:
1. The most modern (p.1)
2. Annoy someone by asking them many times to do something (p.2)
3. Continually asking someone for something in an annoying way (p.2)
4. Using tricks or lies to get what you want (p.6)
5. Turn out to be as good as some people said it was (p.7)
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Introductory Course 2018
2. LISTENING COMPREHENSION
You will hear people talking in eight different situations. For questions 1-8, choose the best answer (A,
B or C).
1. You hear people talking about listening to a news programme on the radio. What does she find most
interesting?
a. Local news stories
b. Foreign news stories
c. The people who read the news
2. You hear someone being interviewed about his reading habits. On the way to work, which part of the
newspaper does he look at first?
a. The headlines
b. The financial news
c. The sports news
3. You hear someone talking about the magazines she reads. What are her favourite kinds of stories about?
a. The homes of people who are rich and famous
b. Famous people’s babies
c. Future episodes of certain television serials
4. You hear a teenager talking about what he watches on television. What does he say about himself?
a. He is a typical teenager.
b. He is good at sports.
c. He prefers to be active.
5. You hear someone talking about the internet. What does he say he is surprised about?
a. The fact that people continue to buy newspapers
b. The amount of background information you can find
c. How quickly you can find out what’s happening
6. You hear two people talking about television. What is the main topic of their conversation?
a. a particular film they saw
b. the quality of TV programmes
c. the choice of TV channels
7. You hear a woman talking about research into early childhood education. She thinks the findings
a. are surprising.
b. are quite basic.
c. will have serious consequences
8. You hear a man and a woman talking about their plans. What do they agree to do?
a. ask the decorator to come earlier
b. speak to the decorator on the phone
c. arrange to see the decorator next week
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Introductory Course 2018
3.3. Answer these questions about the reported statements from 3.1.
a. What often happens to verb tenses in reported speech – for example in sentences b and c?
b. How is sentence d grammatically different from the other three sentences? How does this
affect the meaning?
3.4. REPORTED QUESTIONS - Read these examples. What other changes, in addition to verb tense changes, do
we need to make when we report questions?
a. ‘Have you got the CD in stock?’ Mike asked if they had the CD in stock.
b. ‘When did you order the new CD?’ My friend asked me when I had ordered the new CD.
3.5. When do we use IF in reported questions? What other word could we use instead of if in A above?
3.6. Report the following questions
a. ‘Do you have an email address?’ the girl asked him.
b. ‘How long have you been interested in jazz?’ Nick asked me.
c. ‘Which of your old school friends did you contact, Sharon?’ Rachel asked.
d. ‘Would you like to contact people you were at primary school with?’ Julie asked Tim.
e. ‘Will you take me to the station?’ Ali asked his father.
3.7. TIME REFERENCES - The sentence below can be reported in two ways. What is the difference in meaning
between sentence A and sentence B?
‘I’ll see you tomorrow,’ Lizzie told Ben.
a) Lizzie told Ben she would see him the next day.
b) Lizzie told Ben she would see him tomorrow.
3.8. How could we change the following time references in reported speech?
Last week next month now three days ago today tomorrow tonight yesterday
3.9. What other references may change when we report speech? Look at these examples.
a. Do you think this meat is all right? Terry asked his wife.
Terry asked his wife if she thought the meat was all right.
b. ‘Shall we eat here?’ Carol asked Denise.
Carol asked Denise if they should eat there.
3.10. Report these sentences, making all necessary changes.
a. ‘Does this work have to be finished today, Mr Hunt?’ Marsha asked.
b. ‘Were there any phone calls for me yesterday?’ asked Mr Gilbert.
c. ‘This car was stolen two weeks ago,’ the police officer informed Ian.
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Introductory Course 2018
d. ‘I wrote to her last week, and I phoned this morning,’ Dorothy said.
e. ‘I’ve arranged to meet them after lunch tomorrow,‘ Matthew said.
3.11. Complete the second sentence so that it has a similar meaning to the first sentence, using the word
given. Do not change the word given. You must use between two and five words, including the word given.
1. ‘Can you speak Spanish, John?’ asked Marie.
ASKED
Marie ___________________________________________ ____________speak Spanish.
2. ‘Would you like to come to my party next Saturday?’ Delia told Peter.
THE
Delia invited Peter to __________________________________________ Saturday.
3. ‘Did you buy a bandage, Tom?’ asked Graham.
HAD
Graham asked Tom ___________________________________________ a bandage.
4. ‘How often do you go to the gym?’ she asked me.
I
She asked ___________________________________________________ to the gym
5. ‘Your postcard arrived yesterday,’ she told him.
ARRIVED
She said his ___________________________________________________ day.
4. SPEAKING
The Press
Books
textbooks manuals
Online
General Reading
Do you ever...
No
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Profesorado de Inglés
Introductory Course 2018
5. WRITING
In your English class you have been talking about young people’s interest in local, national or
international news. Now your English teacher has asked you to write an essay.
Write an essay (in 140 – 190 words) giving reasons for your point of view.
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Introductory Course 2018
You are going to read an article about a phenomenon called ‘weisure’. For questions 1-6, choose the
answer (A, B, C or D) which you think fits best according to the text.
Conley uses the 1950s as a point of reference. ‘Back then, there were certain rules,’ he says,
‘such as “don’t do business with friends”, and “keep work and leisure separate”. That has
completely changed.’ However, there are limits: the merging of work and leisure does not
mean, for example, that bankers are working on complex financial matters during their
children’s parties. But it does mean that more and more people are using smartphones and
other new technology to contact business colleagues while they are with their families or to
chat with Facebook friends during an office meeting.
So, what happened and why do people want to mix work and play? First of all, according to
Conley, there’s more work and less play that there was in the past. ‘For the first time in
history, the higher up the economic ladder you go, the more likely you are to have an
extremely long working week,’ he says. Busy people often want to save time by being involved
in business and pleasure simultaneously. Obviously, many opportunities for that are offered in
the internet.
At the same time, Conley says, people are more willing to let work invade their leisure time
because, for many, work has become fun. Conley refers to professionals who get more
enjoyment out of work as ‘the creative class’ because their work involves ideas, perhaps
helping create a new software product or an advertising campaign. This makes their job
interesting and fun; they enjoy their work and so choose to spend much of their time working.
Conley points out that it is no coincidence that weisure has been growing with the popularity
of personal computers. Many professionals have the more boring parts of their jobs done by
computers, making many of their jobs more interesting.
Weisure has been fed by social networking sites, where ‘friends’ may actually be business
partners and colleagues. ‘Social networking is a strange activity,’ Conley says. ‘It’s fun, but also
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Introductory Course 2018
an essential part of our knowledge-based society.’ Networking sites give us many ways of
doing business and having fun.
Although there are clear benefits, what is disturbing is the idea that we will be changed by
weisure. ‘We are losing our so-called private life,’ Conley says. ‘There’s less time to relax if
we’re always mixing work and leisure.’ But if you’re thinking that a backlash may be around
the corner for the weisure concept, you’re right. In fact, according to Conley, it has already
begun. It is evident in the rise of alternative social movements involving people ‘who live in a
more environmentally conscious way,’ he says. But, he believes that unless we are sent back
to the Stone Age by a natural disaster of some kind, there’s no turning back the clock on the
spread of weisure.
2. USE OF ENGLISH
2.1. Read these sentences (1-11) which have all been said by workers in different situations.
Then, answer the questions below.
1. …When I was working for that company far too much emphasis was placed on what we could and
couldn’t do…
5….we can have some snacks at the shop but we can’t have lunch…
11. …my boss is always telling me what I must and mustn’t do at work…
2.2. For sentences 1-10 decide which answer A, B or C best fits each space.
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Introductory Course 2018
2. The best thing about my job is that I__________ to get up early. I don’t start until 10 a.m.
3. A ‘Non-uniform Day’ is a day when we’re ____________ to wear ’normal clothes’ to school if we
want.
4. Where have you been? You were ____________ to be here half an hour ago!
5. The rules are very clear. You know you ____________ wear jewellery to school.
10. She ___________ to take any money because her friend was going to pay.
2.3. Complete the second sentence so that it has a similar meaning to the first sentence, using the
word given. Do not change the word given. You must use between two and five words including the
word given.
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Introductory Course 2018
2. If I don’t find a job soon, I won’t be able to pay the bills. HAVE
I ______________________________________what I want.
7. There’s no need for you to hand the homework in until next week. NEED
9. We weren’t obliged to attend all the classes because some of them were optional. HAVE
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Profesorado de Inglés
Introductory Course 2018
3. LISTENING
3.1. What do you think you should or shouldn’t do when you have a job interview?
In a job interview…
DO DON’T
Get a good night’s sleep before talk too much
3.2. Listen to part of a radio programme in which a manager talks about interviewing job
applicants. Does she mention your ideas?
3.3. Listen again and choose the correct answer A, B or C.
a. badly-fitting suits.
b. dirty footwear.
c. outfits that don’t match.
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Introductory Course 2018
a. curious.
b. knowledgeable.
c. well-prepared.
4. SPEAKING
4.1. Work with a partner. Work takes up a large part of people’s lives. What would be most
important to you in choosing a satisfying job? Put the following aspects of work in order of
importance to you, from 1 (most important) to 6 (least important). Add other ideas of your
own if you wish. Think about what you want to say and make some notes if you want.
Salary
Responsibility
Being part of a team
Working environment
Opportunity to help people
Opportunity to be creative
Other(s)
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
2. LISTENING COMPREHENSION
You will hear a woman called Olivia Rees talking on a travel programme about a place called
Shangri-La. For questions 1-7 choose the best answer (A, B or C)
1. Why does Olivia say the novel Lost Horizon was so popular in the 1930s?
A. He became Buddhist.
B. He only made one trip to Tibet.
C. He got his ideas from books and magazines.
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Profesorado de Inglés
Introductory Course 2018
5. Olivia says the similarities between the stories of Shambhala and Shangri-La show that Hilton
A. shocked
B. confused
C. disappointed
Go back - to go to the place that someone is leaving from to say goodbye to them
3.2. Complete this text with phrasal verbs from the previous exercise.
We like to _____________ to somewhere warm every year (we spend most of the year
_________________ to it)! This year we decided on the Greek Island of Kos. My brother gave us a lift
to the airport and ______ us_______. After saying goodbye to him we boarded the plane and
____________. As soon as we arrived at the hotel we _______________ and took our luggage to our
room. Because it was still early we decided to _____________ the town. We were very impressed with
Kos. We enjoyed ourselves so much that time flew by and before we knew it, it was time to
__________ home.
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
3.3. Complete the text with a phrasal verb from the box
Drop off (x2) - Check in - Check out - Pick up - Set out - Take off - Get in – Get away –
The day I left for the USA my family (1)___ me___. We had breakfast at the airport but we had to
(2)___ so that I wouldn't miss my flight. It was a teary goodbye, but I was (3)___ to new experiences in
the USA. After I (4)___ the plane I made myself comfortable and sent a few last minute goodbye text
messages. I thought of how much I wanted this holiday and that I just needed to (5)___ from it all. A
short while later the pilot announced that all electronics were to be switched off, for we were
preparing to (6)___. As the plane was (7)___ on the runway I sat back and took pleasure in brute force
and strength of the momentum the plane was creating to lift itself up from the ground.
When our plane (8)___ at JFK Airport in New York there was already a taxi waiting to (9)___ me ___.
The taxi (10)___ me ___ at the Holiday Inn where I would meet up with my friends. After I (11)___ to
the hotel we all went to Time Square, where we (12)___ for the rest of the day. The next day we got
up in the early hours of the morning and did some sightseeing. That night we were exhausted and
went to bed early. The next morning we (13) ___ after breakfast, rented a car and (14)___ on a cross-
country road trip. It would be another 3 months before I would (15)___ home.
4. READING
Read the following text and complete the gaps with the missing sentences.
My cat. My tortoise. My friends. My bed. The list reads the same very time, but I still write it. I
write it on the last day of every holiday, to convince myself that going home isn’t so bad. Then
I feel utterly miserable. There are plenty of things I’m not great at- driving, maths, returning
library books on time- but the thing I’m worst at is coming back to work after a holiday.
It’s an extreme case of being selfishly miserable. To have had a lovely sunshine break and
then return to the office, where everyone has been working hard without restaurant lunches or
morning swims, with a face like thunder is terribly bad manner. 1___________ Given the
number of names for it- ‘holiday hangover’, ‘back-to-work blue’, ‘post-travel depression’- it’s a
well-known condition.
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Profesorado de Inglés
Introductory Course 2018
In a recent survey conducted by a travel website, 82 per cent of the 1,254 people asked
experienced post-holiday misery. 2 _________.Probably just before they logged on to a job
vacancy website or started fantasising about retraining for work in the countryside.
Even if you manage to avoid end-of-holiday panic, and you feel refreshed, relaxed and ready
to face the world of work, you’re guaranteed to walk into stress, conflict and injustice.
3_________ Or the surprise departmental reorganization that took place while you were away.
Still, it could be worse. Over three-quarters of people questioned said that their holiday
depression lasted for a month-. 4_________ Perhaps they should have saved their cash and
not bothered going.
After years of practice, I’ve come up with a few things that help. A bit. The first is the list
mentioned above. 5_________.Unlike some people I know, I can’t just roll off an international
flight and roll in to the office. The third is concentrating on getting through the first day back at
work without running away, making a grand plan for a new life or spending (too much) time on
my own tearfully looking at my holiday photos saying to myself: ‘I can’t believe this is my life’.
I feel sorry for my poor colleagues having to look at my long face today, but at least by having
my break now I’m getting my bad mood in early. 6_________Then I can support them in their
hour (month?) of need. I might even lend them one of my pets.
A By September, on the other hand, when the schools go back and the main summer-
holiday season is over, I’ll be back to normal.
B The most content, with both their home and working life, appear to be those who
stay at home all summer.
C For instance, that highly important task you left with a colleague that’s been ignored
and later caused your email inbox to turn toxic.
D At least, though, I’m not the only fed-up wage slave to feel like this.
E The next one is making sure I have a day off everything between getting home and
going to work.
F Also, over two-thirds of them answered the next question, ‘Are you usually glad to
be home after a holiday abroad?’ with a- presumably unhappy- sounding- ‘No’.
G Longer by at least a fortnight, I’d guess, than the holiday they’d taken.
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Profesorado de Inglés
Introductory Course 2018
5. SPEAKING / WRITING
5.1. In pairs, discuss whether you agree or disagree with the following statements .
A. You can have a wide variety of experiences within your own country.
B. It’s more important to help the economy of countries poorer than your own
country.
D. You should learn about different regions of your own country before you learn
about other countries.
In your English class you have been talking about the advantages and disadvantages of taking
holidays in your own country rather than abroad.
Now your English teacher has asked you to write an essay. Write an essay using all the notes and
give reasons for your point of view.
Essay question
Read
5.3. Impact
theon the environment
following phrases A-J and decide in which paragraph of your essay you might be
able
Helping the economy
to use each of the phrases.
Your ownconsidered….
a. All things idea
b. Having said that, …
c. In addition, …
d. In conclusion, I’d say that ….
e. Generally speaking, ….
f. On balance, I think….
g. First and foremost, ….
h. On the other hand, …
i. However, …
j. To begin with, it’s worth acknowledging that…
5.4. Now write your essay (140-190 words) using the phrases in ex. 4.3. and the ideas you
discussed in exercise 4.1
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Profesorado de Inglés
Introductory Course 2018
WHICH PERSON
1. does a job for free?
2. mentions the heartache of losing items you’re emotionally attached to?
3. helps people to reject a life of crime?
4. was embarrassed about going to court?
5. took on their job in order to contribute to society more?
6. works with a large number of different organisations?
7. doesn’t think that crime has increased recently?
8. hadn’t been aware how much a particular crime can affect people?
9. was angry about an intrusion into their personal life?
10. believes there are times when prison is unavoidable for some crimes?
11. wishes they could meet more ordinary people while working?
12. mentions the satisfaction they get from the work they do?
13. didn’t believe that it was fair to be prosecuted for something?
14. would like to spend less time working at their desk?
15. mentions that a criminal had been caught many times before?
B) Alison- Magistrate
In England and Wales magistrates deal with about 95% of all criminal cases. Scotland has a slightly
different legal system to the rest of the UK, though. Anyone can volunteer to become a magistrate, but
you do have to be able to show that you are of good character and have sound judgement. We don't
get paid for doing it either, but we do get our expenses paid. I decided to become a magistrate to give
something back to the community. I have to deal with a lot of different cases and some of them can be
quite disturbing. I recently imprisoned a man who had robbed and beaten an elderly couple. Although
I try to avoid giving harsh sentences, sometimes it really is the only option, especially when violence is
involved.
A nationwide crackdown on mobile phone crime in Britain is being carried out by police. A
police spokesperson said it was believed that 50% of all street crime involved the theft of a
mobile phone. Over 200 mobile phones an hour are thought to have been stolen in Britain last
year. Many of them are exported by gangs to Europe, Asia and Africa. Stolen phones can be
blocked by the phone networks for use in Britain, but SIM cards can sometimes be replaced by
thieves to make phones usable abroad. An international database has been set up by the
phone companies to try to make all stolen handsets useless, whatever their destination. In
future, the details of all stolen handsets will be shown on this database so that the phones can
be blocked internationally as well as within Britain.
2.2. Complete these extracts from radio reports using the correct verbs in the passive form.
HOLD CATCH ARREST DISCOVER
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Profesorado de Inglés
Introductory Course 2018
2.3.OPEN CLOZE For questions 1-8, read the text below and think of the word which best
fits each gap. Use only ONE word in each gap.
House-sitters
Nowadays, 0) __THERE__ are far too many stories of homeowners you have been away on
holiday and come home to find that their house has been broken 1) _________.
Unfortunately, simply locking the doors and cancelling the newspapers is 2) __________
enough to keep out burglars.
A much better way to prevent your home from 3)__________ burgled is to employ a
professional house-sitter, either through an agency 4) __________ by placing an
advertisement in a magazine. House-sitters are paid a daily rate 5) __________ around
£20, including a food allowance, to live in a house while the owners are away. An extra
charge is made if the house-sitter is required to 6) ____________ care of one or more
pets.
Agencies, which charge a considerable fee for their services, accept full responsibility
7)___________ anything which might go wrong. House-sitters are therefore chosen very
carefully; as 8)___________ as the usual interview and personal references, inquiries are
made about any previous criminal convictions.
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IES Nº28 “Olga Cossettini”
Profesorado de Inglés
Introductory Course 2018
3. LISTENING COMPREHENSION
3.1. You will hear part of a documentary about CYBER-BULLYING. Which of these things do
you think the people in the documentary will talk about?
4. The experiences of someone who has been bullied.
5. The reasons people use this form of bullying.
6. An explanation of what this type of bullying involves.
7. How to avoid this type of bullying.
8. How to stop this type of bullying.
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BIBLIOGRAPHY
Bell, Jan; Gower, Roger. First Expert Coursebook. Pearson Education Limited, 2014
Barraclough, Carolyn; Roderick, Megan. Gold Experience B1+ Pre-first for Schools. Pearson
2015
Brook-Hart, Guy. Complete First for Schools. Cambridge University Press, 2014.
Davis, Paul; Falla, Tim. Cambridge English First Result Student’s Book. Oxford University
Press, 2014.
Davis, Paul; Falla, Tim. Cambridge English First Result Workbook. Oxford University Press,
2014.
Edwards, Lynda; Stephens, Mary. Gold Experience B2 First for Schools. Pearson, 2014.
Haines, Simon; Stewart, Barbara. Cambridge English First Masterclass student’s book. Oxford
University
Press, 2014.
Haines, Simon; Stewart, Barbara. Cambridge English First Masterclass workbook pack. Oxford
University
Press, 2014.
Kay, Sue; Jones, Vaughan. Inside Out Upper Intermediate Student’s Book. Macmillan
Education, 2001.
Norris, Roy. Ready for First. Macmillan, 2013.
Norris, Roy. Ready for First Workbook. Macmillan, 2013.
Styring, James; Tims, Nicholas. Prepare! Student’s Book Level 7. Cambridge University Press
2015
Vince, Michael. Advanced Language Practice with key. Macmillan Education, 2003.
http://www.englishaula.com/en/listening-part-4-exercise-exam-2-fce-cambridge-first-
certificate-english.html
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Introductory Course 2018
Introduction:
Students of English, especially those who are training to be teachers, need firmly based
knowledge of the ways English sentences are organized to construct meaning. The systematic
study of the major constructions of English should make students aware of the range of
grammatical options available to them and of the special syntactic and semantic
characteristics of the language. This has always been the field studied by Grammar.
TASK 1
Look for definitions of Grammar in an English dictionary:
http://www.ldoceonline.com/
To discuss in class
Language analysis:
Grammarians examine a language to find out what kind of units speakers are organizing into
utterances; they try to work out how these units are combined and/or structured and how
these units correspond to the basic meaning -content- of the utterances .
Grammarians consider the relations of the different kinds of units to each other and seek to
determine the general grammatical principles that govern the structures and processes of the
language, structures and processes that enable language to be produced and understood.
Grammar thus deals with forms and meanings and the ways they are interconnected. We may
say that the major components of grammar are:
Syntax: The grammatical principles, units and relations involved in sentence structure.
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Introductory Course 2018
Lexicon: The set of individual words, suffixes and prefixes (cf. Morphology).
Semantics: The meanings associated with the lexicon of a language and with the units
and relations in sentence structure.
TASK 2
Tom died.
Tom died the old man.
Tom killed the old man.
A stroke killed the old man.
A thief assassinated a dental technician last night.
A terrorist assassinated Rabin last year.
The children quarrelled.
The cupboard quarrelled.
The critic enjoyed the show.
The turnips enjoyed the show.
"Everything's going to be all right. You'll see". Jenny looked undoubtful.
Can you identify which component is the problem?
However, sentences do not occur in a vacuum: the ways our real world knowledge and beliefs
affect language use and structure are explained in the discipline known as Pragmatics.
Pragmatics deals with the meaning of linguistic expressions when uttered within particular
types of situations.
Speakers of a language associate meaning with its form. The core meaning of a sentence is
usually referred to as the propositional content, which is the most literal dimension of
language. It depends crucially on the interaction of syntax, lexicon and semantics.
Propositional Content
Semantics, the study of meaning, includes both the study of meaning within a single word
(word internal semantics) and the study of the meaning relationships that a word or phrase
has with other parts of a sentence (external semantics). But meaning has other dimensions
too.
TASK 3:
1- The inspector refused the arrested man’s request because he had suspected an escape
attempt.
2- The inspector refused the arrested man’s request because he had made an escape attempt.
TASK 4:
Said by a mother to a teenager son , is this simply a piece of information? Which is the propositional
content of the sentence? Which is the communicative force (Pragmatic meaning) of the utterance?
How is the latter obtained?
Compare these two situations. Are the propositional contents of the underlined sentences the same?
And the pragmatic meanings?
Speakers of a language use their non-linguistic knowledge to make inferences. The examples
above show us that propositional content is not enough to communicate. Situational factors
are important and this kind of study is part of Pragmatics rather than Grammar.
Important as situational factors are they are not the core subject matter of grammatical study
in the way propositional content is. Propositional content arises fairly directly from the
syntactic and lexical features of a sentence. This will be our main object of study in the
subject: English Grammar.
Nevertheless, where necessary, we will introduce Pragmatics in our study of formal rules. Our
theoretical treatment will be eclectic since we will draw on different linguistic approaches
(Traditional Grammar, Case Grammar, Pragmatics, etc.) since the overriding concern is
comprehensiveness rather than theoretical purity.
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Introductory Course 2018
Scale of rank
free
bound
inflexional
suffix
derivational
INFLEXION is a change made in the form of a word to express its relation to other words in the
sentence. The set of inflections (or declensions or conjugations or endings) that a word may
take is called a paradigm (or model of formation). In English,
a) plural number
b) genitive case
2) the VERB paradigm involves c) the “ing” form (gerund and present participle)
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a) comparative
b) superlative
d) gender
TASK 5
Which of the following are inflected. Can you identify the type of inflection?
DERIVATION is the formation of new words from the existing words (roots, bases or stems).
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Examples:
TASK 6
reciprocally defining
CONTENT WORDS (or form words, or full words) are the nouns, verbs, adjectives and adverbs.
They make up “open classes” and cannot be listed exhaustively because they are very many in
number. Items belong to a class in that they have the same grammatical properties and
structural possibilities as other members of the class (that is, as other nouns, or verbs, or
adjectives, or adverbs respectively), but the class is “open” in the sense that it is indefinitely
extendable; new items are constantly being created.
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FUNCTION WORDS (or structure words) are the prepositions, auxiliaries, conjunctions,
pronouns, articles and demonstratives (and interjections). They make up “closed classes” or
“closed system” items. That is, the sets of items are closed in the sense that they cannot
normally be extended by creation of additional members.
Their meaning tends to be closely bound up with that of the construction of which they are a
part.
TASK 7
Sir Walter Raleigh did not die in the Tower of London, but he was a prisoner there for a long
time, from 1603 to 1616. Sir Walter was a favourite of Queen Elizabeth I ; he was a brave sailor, and
one of the most famous men of the Elizabethan Age. But Elizabeth died in 1603, and the new King,
James I , did not like Raleigh. He sent him to the Tower as a prisoner.
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headed structures
The phrase
non-headed structures
Phrases are called by the name of the word class to which all their most dominant constituent
belongs, e.g. verb phrase
NOUN PHRASES
a dog
dogs
some dogs
the dog with a broken leg
a better story than that
the first man to arrive
The NP consists of a head, which is typically a noun, and of elements which (either obligatorily
or optionally) determine the head and (optionally) modify the head; or complement another
element in the phrase.
VERB PHRASES
has run
has been running
may have been running
The VP consists of a main verb which either stands alone as the entire VP or is preceded by up
to four verbs in auxiliary function.
ADVERB PHRASES
quickly
more carefully
rather fast
carefully enough
The Adv. Ph consists of an adverb as head, optionally preceded and followed by modifying
elements. Sometimes an obligatory or optional complementation is added.
ADJECTIVE PHRASES
so sorry
prompt to act
so sorry to leave
exceedingly beautiful
tall enough
interested in music
sure that he will come
The Adj. Ph consists of an adjective as head, optionally preceded and followed by modifying
elements. Sometimes an obligatory or optional complementation is added.
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PREPOSITIONAL PHRASES
in the kitchen
in the deep of the night
at the refreshment bar
The Prep Ph consists of a preposition followed by a prepositional complement, which is
normally a NP.
TASK 8
Identify the kinds of phrases. If they are headed, underline the head.
NP1 + VP1 “but” NP2 + VP2. In fact we have 2 clauses but only 1 sentence.
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Here again there are 2 clauses in one sentence. Which is the difference between 2) and 3)?.
The difference lies in the different type of relationship between the two clauses.
TASK 9:
Say which sentences are simple and which are multiple- JUSTIFY YOUR ANSWER
Sir Walter Raleigh did not die in the Tower of London, but he was a prisoner there for a long
time, from 1603 to 1616.
He was a brave sailor, and one of the most famous men of the Elizabethan Age.
But Elizabeth died in 1603, and the new King, James I , did not like Raleigh.
Bibliography:
Biber, Douglas; S Conrad; G Leech; 2002. Longman Student Grammar of Spoken and Written
English. Essex. Pearson Education Limited.
Celce Murcia Marianne and Diane Larsen Freeman 1999 The Grammar Book An ESL/EFL
Teacher’s Course (2nd. edition). Boston. Heinle and Heinle Publishers
Cowan; Ron 2008. The Teacher’s Grammar of English –A Course Book and Reference Guide
Cambridge: Cambridge University Press
Kroeger, Paul 2005 Analyzing Grammar: An Introduction - Cambridge University Press
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English Phonology
Phonology is just one of several aspects of language. It is related to other aspects such
as phonetics, morphology, syntax, and pragmatics.
Here is an illustration that shows the place of phonology in an interacting hierarchy of
levels in linguistics:
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Now discuss these factors with another student. Give specific examples for each item that you
checked. To what degree are your experiences the same as your partner’s? To what degree are
they different?
2- For each of the following statements, write the letters that best represent your belief: AT
(ALWAYS TRUE), ST (SOMETIMES TRUE), NT (NEVER TRUE), U (UNSURE). Be
prepared to support your choices during subsequent discussion.
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3- Look at the following sentences and work out their pronunciation. What problems did you
encounter?
http://www.learnenglish.de/pronunciation/pronunciationnonsense.html
Your teacher will write the phonemic transcription of the conflictive words. Practice their
pronunciation. Why are they pronounced differently?
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Vowels:
Consonants:
Dipthongs:
5- Work in pairs. Write the following words in the correct place in your list. Pay attention to the
part of the word that is highlighted. Then say the word aloud.
1-pencil 2- bag 3- ticket 4- door 5-key 6- Greece
7- five 8- vocabulary 9- sit 10-lives 11-like 12-man
13- no 14- hot 15- read 16- we 17- yellow 18- three
19- that 20-shoe 21- television 22-choose 23-jeans 24- sing
25- tea 26- is 27-bed 28- hand 29-start 30-not
31-your 32- good 33- do 34- love 35-girl 36-sister
37-day 38-go 39-why 40-down 41- noise 42-beer
Sources:
http://www-01.sil.org/linguistics/GlossaryOfLinguisticTerms/WhatIsPhonology.htm
http://cambridgeenglishonline.com/Phonetics_Focus/ Click on Phonemic Chart
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English Language
PRE-READING
1. You are going to read the introduction to a very well-known story by Roald Dahl (1916-1990). But
before you do so, let us explore a little about the title.
a) Understanding a foreign language has a great deal to do with understanding how words work,
what they mean and how they are used in real life situations. To discuss this work with a partner
on Appendix 1 (What is in your [Oxford] dictionary?).
b) To make sure you understand the significance of the title, work with your own dictionary now
and check for the words “lamb” and “slaughter.” Jot down in your notebooks any necessary
information about them.
c) The title, however, is made up of what we call in English an IDIOM. What is an idiom? Check for
definitions in your dictionary. Then look for the meaning of the idiom in the title. How much did
your understanding of the words in isolation help work out the meaning of the expression as a
whole?
2. Now read the selected extract and do the activities that follow.
The room was warm and clean, the curtains drawn, the two table lamps alight-hers and the one by the empty chair opposite.
On the sideboard behind her, two tall glasses, soda water, whiskey. Fresh ice cubes in the Thermos bucket.
Mary Maloney was waiting for her husband to come him from work.
Now and again she would glance up at the clock, but without anxiety, merely to please herself with the thought that each
minute gone by made it nearer the time when he would come. There was a slow smiling air about her, and about everything
she did. The drop of a head as she bent over her sewing was curiously tranquil. Her skin -for this was her sixth month with
child-had acquired a wonderful translucent quality, the mouth was soft, and the eyes, with their new placid look, seemed larger
darker than before. When the clock said ten minutes to five, she began to listen, and a few moments later, punctually as
always, she heard the tires on the gravel outside, and the car door slamming, the footsteps passing the window, the key
turning in the lock. She laid aside her sewing, stood up, and went forward to kiss him as he came in.
She took his coat and hung it in the closer. Then she walked over and made the drinks, a strongish one for him, a weak one for
herself; and soon she was back again in her chair with the sewing, and he in the other, opposite, holding the tall glass with
both hands, rocking it so the ice cubes tinkled against the side.
For her, this was always a blissful time of day. She knew he didn't want to speak much until the first drink was finished, and
she, on her side, was content to sit quietly, enjoying his company after the long hours alone in the house. She loved to
luxuriate in the presence of this man, and to feel-almost as a sunbather feels the sun-that warm male glow that came out of
him to her when they were alone together. She loved him for the way he sat loosely in a chair, for the way he came in a door,
or moved slowly across the room with long strides. She loved intent, far look in his eyes when they rested in her, the funny
shape of the mouth, and especially the way he remained silent about his tiredness, sitting still with himself until the whiskey
had taken some of it away.
"Tired darling?"
"Yes," he said. "I'm tired," And as he spoke, he did an unusual thing. He lifted his glass and drained it in one swallow although
there was still half of it, at least half of it left.. She wasn't really watching him, but she knew what he had done because she
heard the ice cubes falling back against the bottom of the empty glass when he lowered his arm. He paused a moment,
leaning forward in the chair, then he got up and went slowly over to fetch himself another.
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When he came back, she noticed that the new drink was dark amber with the quantity of whiskey in it.
"No."
She watched him as he began to sip the dark yellow drink, and she could see little oily swirls in the liquid because it was so
strong.
"I think it's a shame," she said, "that when a policeman gets to be as senior as you, they keep him walking about on his feet all
day long.”
He didn't answer, so she bent her head again and went on with her sewing; bet each time he lifted the drink to his lips, she
heard the ice cubes clinking against the side of the glass.
"Darling," she said. "Would you like me to get you some cheese? I haven't made any supper because it's Thursday."
"No," he said.
"If you're too tired to eat out," she went on, "it's still not too late. There's plenty of meat and stuff in the freezer, and you can
have it right here and not even move out of the chair."
Her eyes waited on him for an answer, a smile, a little nod, but he made no sign.
"Anyway," she went on, "I'll get you some cheese and crackers first."
"I don't want it," he said. She moved uneasily in her chair, the large eyes still watching his face. "But you must eat! I'll fix it
anyway, and then you can have it or not, as you like."
She stood up and placed her sewing on the table by the lamp.
She lowered herself back slowly into the chair, watching him all the time with those large, bewildered eyes. He had finished the
second drink and was staring down into the glass, frowning.
POST-READING
1. We will introduce you to some key elements that will prove useful for the analysis of stories.
Go to APPENDIX 2 and work with a partner.
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2. At the beginning of the text, how does Dahl describe Mary’s characteristics? What textual
evidence does the author use to describe Mary and her house in order to achieve this effect?
3. Describe Patrick’s characteristics. What textual evidence does the author use to describe him in
order to achieve this effect?
4. At pivotal moments of the text, the author carefully uses language to portray the emotions and
the changing emotions of the characters. Trace the emotions of Mary and Patrick throughout
the text and the language that the author uses to convey these emotions. Look at not only
actions but dialogue as well. (Share with your classmates and teacher)
FOLLOW-UP ACTIVITY
Share with a partner what you think Patrick might have said to his wife to make her so shocked. Begin
“I hope you won´t blame me too much, but…”
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Appendix 1
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Appendix 2
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Social Studies
K: geographical facts
http://resources.woodlands-junior.kent.sch.uk/geography/britain.html
The British Isles rise from a continental shelf, an under water ledge of land extending into the
Atlantic Ocean from northwestern Europe
W h a t i s t h e B r i ti s h I s l e s ?
The British Isles is a geographical term which includes two large islands, Great Britain and
Ireland, and 5,000 small islands, most notably the Isle of Man which has its own parliament and
laws.
The largest island in the British Isles is Great Britain (England, Wales and Scotland).
T h e B r i ti s h I s l e s a r e o c c u p i e d b y tw o n a t i o n s :
England
Scotland
Wales
Northern Ireland
2. Republic of Ireland
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W h a t i s G r e a t B r i t a i n?
No, Great Britain and the United Kingdom refer to different areas.
Great Britain is very often, but incorrectly, used as a synonym for the sovereign state properly known
as the United Kingdom of Great Britain and Northern Ireland or the UK for short.
If you look at the full name of the UK, you will see that the UK includes Great Britain AND Northern
Ireland.
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The name Britain goes back to Roman times when they called England and Wales "Britannia" (or
"Britannia Major", to distinguish it from "Britannia Minor", i.e. Brittany in France). The Roman province
of Britannia only covered the areas of modern England and Wales. The area of modern Scotland was
never finally conquered.
Great Britain is a political term which describes the combination of England, Scotland, and Wales, the
three nations which together include all the land on the island. It is also a geographical term referring
to the island on which the greater parts of England, Wales and Scotland are situated.
Where is the UK?
The UK is situated north-west of the European continent between the Atlantic Ocean and the North
Sea. It has a total land area of 244,100 square kilometres, of which nearly 99% is land and the
remainder inland water. From north to south it is about 1,000 kilometres long.
W h a t i s t h e o f f i c i a l na m e o f t h e U K ?
The official name of the UK is the "United Kingdom of Great Britain and
Northern Ireland".
What countries make up the UK?
The name refers to the union of what were once four separate nations: England, Scotland, Wales and
Ireland (though most of Ireland is now independent. Only Northern Ireland is part of the UK now).
T h e U n i t e d K i ng d o m i s m a d e u p o f :
England - The capital is London.
Scotland - The capital is Edinburgh.
Wales - The capital is Cardiff.
Northern Ireland - The capital is Belfast.
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Great Britain and Northern Ireland together form the "United Kingdom of Great Britain and Northern
Ireland" (UK)
W h a t i s t h e c a p i t a l c i t y o f t h e U K?
The capital of the UK is London.
W h y i s t h e w h o l e o f I r e l a n d n o t i n t h e U K?
Before 1922 the UK included Ireland in the definition, but when the Irish Free State ceased to be part
of the Union the title changed to include 'Northern Ireland'.
When was the UK formed (made)?
The United Kingdom (UK) was formed on January 1, 1801 and constitutes the greater part of the
British Isles.
What are people called in the UK?
People in the UK are called British although they have different nationalities.
The Union Flag, popularly known as the Union Jack, symbolizes the union of the countries of the UK. It
is made up of the individual flags of three countries in the Kingdom.
T h e S t o r y o f t h e M a k i n g o f t h e U ni t e d K i ng d o m
The present Union Flag (Union Jack) represented the political union of three kingdoms
England,
Scotland and
Ireland (now only Northern Ireland)
This of course is wrong. British people can be Scottish, Welsh, Irish (living in Northern
Ireland) or English. The Scots and the Welsh are proud of their separate identities and tend to
be more forward about referring to themselves as Scottish or Welsh.
Interesting Facts
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Wal es
People in Wales speak a completely different language. About 25% of the people there still
speak in their native Celtic tongue called Welsh.
Shwmae? in Welsh means How are you?
Hoffet ti ddiod? means Would you like a drink?
S cotl an d
In some regions of Scotland, Gaelic is used as a first language (particularly in some areas of the
Highlands and the Western Isles). All over Scotland, the accent varies, some words are
different but overall it is not too difficult to understand.
E M B L E M S O F B RI T A I N
Each country in Britain has its own patron saint and floral emblem:
England - St. George and the Rose
The national flower of England is the rose. The flower has been
adopted as England’s emblem since the time of the Wars of the Roses -
civil wars (1455-1485) between the royal house of Lancaster (whose
emblem was a red rose) and the royal house of York (whose emblem
was a white rose).
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The Royal Coat of Arms carries the symbols representing England, Scotland and Ireland, the
Sovereign's motto and the lion and the unicorn.
http://www.royal.gov.uk/MonarchUK/Symbols/UnionJack.aspx
The Union Flag, or Union Jack, is the national flag of the United Kingdom.
It is so called because it combines the crosses of the three countries united under one Sovereign - the
kingdoms of England and Wales, of Scotland and of Ireland (although since 1921 only Northern Ireland
has been part of the United Kingdom).
The flag consists of three heraldic crosses.
The cross of St George, patron saint of England since the 1270's, is a red
cross on a white ground. After James I succeeded to the throne, it was
combined with the cross of St. Andrew in 1606
This was combined with the previous Union Flag of St George and St Andrew, after the Act of Union of
Ireland with England (and Wales) and Scotland on 1 January 1801, to create the Union Flag that has
been flown ever since.
The Welsh dragon does not appear on the Union Flag. This is Principality of Wales by that
because when the first Union Flag was created in 1606, the time was already united
with England and was no
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The Union Flag was originally a Royal flag. When the present design was made official in 1801, it was
ordered to be flown on all the King's forts and castles, but not elsewhere.
It is today flown above Buckingham Palace, Windsor Castle and Sandringham when The Queen is not in
residence.
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On news of a Royal death, the Union Flag (or the Royal Arms of Scotland (Lion Rampant) where appropriate,
is flown at half-mast.
The Royal Standard is never flown at half-mast, as the Sovereign never dies (the new monarch immediately
succeeds his or her predecessor).
The Union Flag is flown on Government buildings on days marking the birthdays of members of the Royal
Family, Commonwealth Day, Coronation Day, The Queen's official birthday, Remembrance Day and on the
days of the State Opening and prorogation of Parliament.
The term 'Union Jack' possibly dates from Queen Anne's time (r. 1702-14), but its origin is uncertain.
It may come from the 'jack-et' of the English or Scottish soldiers, or from the name of James I who originated
the first union in 1603.
Another alternative is that the name may be derived from a proclamation by Charles II that the Union Flag
should be flown only by ships of the Royal Navy as a jack, a small flag at the bowsprit; the term 'jack' once
meant small.
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Ireland
Geography
Monetary unit: Euro (formerly Irish
pound [punt]) Ireland is situated in the Atlantic Ocean and separated from Great
Britain by the Irish Sea. Half the size of Arkansas, it occupies the
National name: Éire entire island except for the six counties that make up Northern
Ireland. Ireland resembles a basin—a central plain rimmed with
Languages: English, Irish (Gaelic) mountains, except in the Dublin region. The mountains are low,
(both official) with the highest peak, Carrantuohill in County Kerry, rising to 3,415
ft (1,041 m). The principal river is the Shannon, which begins in the
Religions: Roman Catholic 88%,
north-central area, flows south and southwest for about 240 mi
Church of Ireland 3%, other Christian
(386 km), and empties into the Atlantic.
2%, none 4%
Government
National Holiday: Saint Patrick's
Day, March 17 Republic.
Flag
The Irish flag dates from the 1800's and it is reputed to have been designed by Thomas Francis
Meaghar from Waterford. It is based on the French flag and is known as the Tricolour. The Green
represents the country's republican traditions, the Orange the Unionist tradition from Northern
Ireland and the White represents Unity.
https://www.ordnancesurvey.co.uk/mapzone/games/puzzle-adventure
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