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UNIT 4 LET’S SING!

Previous Knowledge Conditional sentences Aims Music vocabulary I wish …! If only …! INTRO Beardyman: Beatboxer and inventor Beardyman, AKA Darren Foreman, was studying product design at University in the UK when he started . After winning two consecutive UK Beatbox Championships, he turned to live looping (recording and playing back audio samples in real time) as a way to layer his vocal ablutions into dance- floor-rocking hour-long sets. He released his debut album in 2011 and has been rocking stages all over the world ever since. Working with DMGAudio, Beardyman built what he calls the "Beardytron_5000 mkII," a real-time music- production system that could be the solution to the problem of how to smash a dance floor using only your voice -- and how to compose and produce complex and highly nuanced electronic dance music in real time. “There was nothing available that does what I need, so I was forced to make it myself," he says. Beardyman on the Web •Web: Beardyman •: @beardyman •Music: I Done A Album Beardyman: The polyphonic me (from Ted Talks, http://www.ted.com/talks/beardyman_the_polyphonic_me.html) Frustrated by not being able to sing two notes at the same time, musical inventor Beardyman built a machine to allow him to create loops and layers from just the sounds he makes with his voice. Given that he can effortlessly conjure the sound of everything from crying babies to buzzing flies, not to mention

Javier García Bonifaz - Creative Commons License - Attribution-NonCommercial-ShareAlike CC BY-NC-SA 1 ENGLISH FOR FREE - 2nd BAT - UNIT 4 - LET’S SING! mimic pretty much any musical instrument imaginable, that's a lot of different sounds. Sit back and let the wall of sound of this dazzling performance wash over you. Beardyman, “ruler of beats and destroyer of dance floors,” has developed a real-time music-production system that places live looping at the center of a new musical paradigm. Now watch the video. Answer the following questions in pairs. Do you play a musical instrument? If so, which? Would you like to be a professional musician? What is your favourite type of music? If you could listen to music during exams, what music would you play? READING How to Ask Your Parents to Let You Go to a Concert Edited by Flickety, Bo, 1guitarhero2, Sondra C and 7 others From http://www.wikihow.com/Ask-Your-Parents-to-Let-You-Go-to-a-Concert So you want to go to that cool rock group that is coming to town. The tickets are on sale, people are going. But not you! This is the guide to convince your parents to let you go! Steps 1 Make plans. Get a group of people together since most likely, your parents will want to know that you're not alone. Make these plans far ahead of time, figure out exactly what you're going to do and where you'll be going. 2 Choose a show. Consider this decision carefully, especially if you're sixteen years old or younger. It will be a big step for your parents to allow you to go to a show, even more so if it's not close to home. Choose a band or artist that you know you will have some chance of seeing without your parents going ballistic. Try to keep the choice as reasonable as possible (i.e. don't try to go see Blink 182 as your first show UNLESS for some reason, your parents like them, then its okay). 3 Get your tickets. Save up your money and buy tickets so that you'll be able to guarantee going to the show and prove that you're really serious about going. 4 Tell the parents. Give them notice about a month or even two months ahead of time. This should be enough time to let them think about your plans, even if you're already set on going. Don't expect an answer right away and be patient. This will show them that you're mature enough to go in the first place. 5 Give details. Your parents will most likely want to know about the bands, what sort of music they will be playing, and possibly even want to see song lyrics. Don't hold back this information. Most likely, if you do, your parents will feel as though you're keeping something from them and won't trust you. 6 State your responsibility. You are paying for your own ticket, and are going with a group of people. Let them know that all you need is permission and that everything else is taken care of. This will show that you're responsible enough to take care of yourself. 7 Keep them in the know. Once you've left for the show and are headed to the venue, make sure to keep your phone near so that if they call or text, they can get in touch with you. If they can't, they might suspect something is wrong and panic. Look at these sentences from the text. What do they have in common? Consider this decision carefully, especially if you're sixteen years old or younger. It will be a big step for your parents to allow you to go to a show, even more so if it's not close to home. This should be enough time to let them think about your plans, even if you're already set on going. Don't hold back this information. Most likely, if you do, your parents will feel as though you're keeping something from them and won't trust you.

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Once you've left for the show and are headed to the venue, make sure to keep your phone near so that if they call or text, they can get in touch with you. If they can't, they might suspect something is wrong and panic. What is the most used tense? Are the conditions and the consequences real or just hypothesis? GRAMMAR 1 Conditional sentences Conditional sentences are formed by two clauses, one expressing the condition (normally introduced by if) and another expressing the consequence. When the condition comes first, we normally use a comma to separate both clauses. We can also use other words to introduce the condition: provided, providing, supposing, as long as, on condition that. We can also use unless to introduce the condition, with the meaning of if not. In very formal language, when if is followed by an auxiliary verb, we can invert the order of the auxiliary and the subject and omit if. Had he played well, they would have won. = If he had played well, they would have won. 1. Zero conditional We use this type of conditional when the consequence is always true, as in scientific statements. Quite often, you can replace if by when. If you heat ice, it melts. / When you heat ice, it melts. Both the condition and the consequence are in Present Simple. If I practice, I play well. / When I practice, I play well.! !I don’t play well if I don’t practice. / I don’t play well unless I practice.! ! Do your parents get angry if you come home late?! !If you come home late, do your parents get angry?! EXERCISES Complete the sentences with the verbs in brackets. Use Zero conditional. If you ______(have) a microwave, you ______(cook) faster. You ______(can) play better if you ______(train) more. If you ______(heat) water to 100ºC, it ______(boil). Oil ______(float) if you ______(pour) it on water. 2. First conditional We use First conditional when it is possible and very likely that the condition will be fulfilled. The condition is expressed in Present Simple and the consequence with will + base form of the verb. When the condition comes first, we use a comma to separate both clauses. If I see her, I’ll ask her about the book.! !I’ll ask her about the book if I see her.! !He won’t pass his exams unless he works hard.! Other possible combinations are Present Simple + Imperative, Present Simple + modal verbs and Present Continuous + will. Don’t come if you feel ill. / Come if you feel well.! !If they come before six, they can join us.! !If they are coming for lunch, we’ll have to buy more food.! We can use other expressions instead of if, as we saw earlier. He will pass his exams provided he works hard.! !!!He will pass his exams providing he works hard.!

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!!!He will pass his exams supposing he works hard.! !!!He will pass his exams as long as he works hard.! !!!He will pass his exams on condition that he works hard.! EXERCISES Complete the sentences with the correct form of the verbs in brackets. Use First conditional. If you drink hot milk, your throat ______(feel) better. If she ______(not study) hard, she won’t pass her exams. Unless we ______(buy) the tickets now, we won’t be able to fly to Paris. If he ______(eat) too much, he’ll put on weight. We won’t go to the cinema unless she ______(come) too. Translate the following sentences into English. Jane camina al trabajo a menos que alguien la lleve. ______ Ella no escuchará si no decimos lo que quiere oír. ______ No aprobarás el examen a menos que trabajes más duro. ______ No podré ayudarte a menos que me digas la verdad. ______ Si no quieres llegar tarde tendrás que darte prisa. ______ 3. Second conditional We use Second conditional when it is possible but very unlikely that the condition will be fulfilled, or to talk about hypothetic situations. In the condition we use Past Simple and in the consequence would + base form of the verb. If I won the lottery, I would buy a Ferrari.! !If I had a dictionary, I would look up that word. We normally use were for the first and third person singular, but was is also possible for the third person. If I were you, I would go to the doctor.! !If he was/were here, I would give her a piece of my mind.! Could and might can be used with these conditional sentences, but they imply that the result is less likely. If they came, they could/might help us. EXERCISES Complete the sentences with the verbs in brackets. Use Second conditional. Providing you ______(finish) the race, you ______(be) champion. If I ______(be) you, I ______(invite) her to the cinema. We ______(play) outside, unless it ______(rain). We ______(can) have a picnic if it ______(not rain). Translate the following sentences into English. Estudiarías mejor si escucharas música clásica. ______ Si tuviera dinero, te daría. ______ Si yo fuera rico, me compraría un Ferrari. ______

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Si John estuviera aquí, podría ayudarnos. ______ Yo en tu lugar hablaría con ella. ______ 4. Third conditional We use Third conditional when it is impossible that the condition will be fulfilled, because it refers to the past. For the condition we use Past Perfect and for the consequence would have + past participle. If they had trained harder, they would have played better. We can also use could have and might have instead of would have. Could have means then would have been able to and might have means then would perhaps have. If his parents had been rich, he could have gone to university.! !If I had known the result, I might have acted in consequence.! Remember that both had and would can be shortened to ‘d. If they’d come last weekend, they’d have seen Jim. EXERCISES Complete the sentences with the verbs in brackets. Use Third conditional. What ______(you do) if he ______(call) you? If they ______(be) here, they ______(enjoy) the meal. If we ______(go) to Paris last year, we ______(see) the Eiffel Tower. I ______(be) happy to help you if you ______(ask) me. Translate the following sentences into English. Si hubieras venido antes, habrías visto a John. ______ No habría cocinado si hubiera sabido que no iban a venir. ______ Si hubieran vivido en París, habrían aprendido francés. ______ No se habría emborrachado si no hubiera bebido tanto vino. ______ Si James no se hubiera ido cinco minutos antes de lo habitual, no habría tenido el accidente. ______ Now work in pairs. Use one of the following examples to start writing a chain of events using Second conditional. Then do the same with Third conditional. win the lottery, do homework, live in New York, be rich, ... Example: If won the lottery, I would buy a Ferrari. If I bought a Ferrari, I would drive faster than 200 km per hour. If I drove faster than 200 km per hour, I would get a speeding ticket. If I got a speeding ticket, I would ask the police officer to marry me. If I asked the police officer to marry me, he/she would accept. If he/she accepted, I wouldn’t go to jail. If I didn’t go to jail, my English teacher would be happy.

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VOCABULARY Music Classify the following vocabulary according to these categories: musical genres, people, other. folk ______drummer ______chord ______

DJ ______rhythm ______chorus ______speakers ______harmony ______flat ______violinist ______singer ______high ______tune ______bass player ______sharp ______easy listening ______choir ______beat ______blues ______country ______low ______ The names of notes in English use a letter notation, where A is la, B is si, C is do, D is re, E is mi, F is fa, and G is sol. Notes can also be flat (“bemol”) or sharp (“sostenido”). What is, in Latin notation, G-sharp? ______ And B-flat? ______ Nouns, verbs and adjectives + prepositions Some nouns, verbs and adjectives are followed by certain prepositions. Have a look at the following lists. NOUNS + PREPOSITIONS ability at desire for love for access to difference of / between marriage to admiration for difficulty in / with (the) matter with alternative to discussion about need for answer to effect on notice of attack on example of pleasure in characteristic of exception to proof of comment on explanation for quarrel with comparison between experience in reaction to connection with / between (the) idea of reason for contrast with influence on report on credit for information about room for crime against interest in smell of cure for lack of sympathy for decrease/increase in link with (the) thought of

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ADJECTIVES + PREPOSITIONS absorbed in crazy about late for according to curious about lucky at accustomed to different from nervous of / about accused of disappointed with owing to afraid of eager for pleased with addicted to excited about proud of angry at exposed to ready for anxious about famous for scared of ashamed of fond of sorry for / about aware of free of / from surprised at bad at good at tired of based on happy about upset about bored with interested in used to busy with keen on worried about capable of kind to wrong with / about VERBS + PREPOSITIONS account for cater for exchange sth for sth accuse sb of choose between explain sth to sb agree with / to / on compare sth / sb with / to feel about apologise for complain about feel like apply for comply with forget about argue with / about congratulate sb on forgive sb for sth arrive at / in consist of get tired of ask for / about cure sb of sth hide from attend to deal with / in hope for beg for depend on insist on begin with die of joke about believe in differ from know about belong to divide into laugh at blame sb for dream of leave for care for / about elaborate on listen to

Javier García Bonifaz - Creative Commons License - Attribution-NonCommercial-ShareAlike CC BY-NC-SA 7 ENGLISH FOR FREE - 2nd BAT - UNIT 4 - LET’S SING! long for quarrel with sb about sth talk to sb about sth object to react against thank sb for sth occur to recover from think of / about pay for refer to translate into persist in rely on trust sb with sth pray for remind sb of use for prefer sb/sth to sb/sth search for vote for prepare for shout at sb wait for prevent sb from smile at sb warn sb of / about sth provide sb with sth speak to sb about sth wish for provide sth for sb succeed in worry about punish sb for sth suffer from write to sb about sth EXERCISES Complete the following sentences with a suitable preposition. What are you afraid ______? I deal ______people from all over the world. Do you believe ______life after death? We can rely ______him. How did you pay ______new car? I am waiting ______the bus. What’s the matter ______you? He’s laughing ______you. I often dream ______winning the lottery. He can’t forget ______the accident. Tell me ______what you did yesterday. PRONUNCIATION / ɒ / / ɔː / /ɒ/ This sound can be represented by the following letters: -o- as in dock, dog, holiday, sorry, gone -a- as in was, what, swan, want, watch -ou, ow- as in cough, knowledge -au- as in because, sausage, Austria, Australia /ɔː/ This sound can be represented by the following letters: -or- as in horse, sword, born -aw- as in saw, law, jaw, yawn -a- as in all, talk, salt, water, war -ore, oor, oar, our- as in before, more, door, floor, oar, board, court, four

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LISTENING Music in Nigeria Abiedemi talks about the music scene in her country and what artists are popular now. This listening is from http://www.elllo.org/english/1251/1262-Abidemi-Todd-MusicCulture.htm Before you listen, complete the sentences with the following expressions: pirated • venue • for the most part • move away from • in its own way 1. The company plans to ______from online sells. 2. She is happy ______. 3. Paris is special ______. 4. They arrested him for selling ______CDs. 5. He is playing in a small ______. Now listen and choose the right answer. 1) People used to have _____ at their house. a) private concertsb) famous artistsc) jam sessions 2) See mentions people hearing music _____ . a) at concerts b) on DVDc) from cars 3) Musicians mainly make money from ______. a) small venues b) private partiesc) CDs 4) People now are _____ to pay to listen to music. a) less likelyb) more likely 5) She says some bars _____ in the bar. a) have bands play b) throw private parties c) sell CDs GRAMMAR 2 1. I wish ... When we want to express a wish for the present or the future that is impossible to happen, we use I wish + Past Simple. If we use the verb to be, we need were for all persons. I wish I were there.! !I wish I had more time to finish my homework.! When we express our regret about something that happened in the past, we use I wish + Past Perfect. I wish I had done what you told me. If we want to express a wish for the future that is very unlikely or a complaint about the present, we use I wish + would. The subject for would must be different from the one for wish, unless we use could instead of would. We wish the sun would shine tomorrow.! !I wish you would let me talk.! !I wish I could go with you.! EXERCISES Complete the sentences with the correct form of the verbs in brackets (perhaps with modal verbs). I wish they ______(be) quiet. She wishes she ______(not be) so short. I wish Jane ______(love) me. We wish we ______(help) you. The film was really good. I wish you ______(see) it.

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2. If only ... We use If only ... to express a wish for the present (with Past Simple) or the future (with would) or a complaint about the past (with Past Perfect). If only I knew what he wants to say. (present) If only it would stop raining. (future) If only I had finished the book before the exam. (past) We can also use it to express a complaint about the present, with would. If only you would obey your parents. EXERCISES Choose the correct answer. If only she ______so much time playing videogames! a) don’t spendb) spentc) wouldn’t spend If only they ______us before! a) told b) would tellc) had told If only James ______so much! a) wouldn’t cryb) doesn’t cryc) don’t cry If only I ______what is best for me! a) had knownb) knew c) didn’t know 3. would rather We use would rather (’d rather)+ base form of the verb to express preference. It can refer to the present, the past or the future. I’d rather do it myself. In the negative we put not before the base form. I’d rather not do it alone. If the subject of would rather and that of the main verb are different, we use Past Simple for the present or future and Past Perfect for the past. I would rather you took a taxi.! !!I would rather you had taken a taxi.! If we want to compare two things, we use than. I would rather go by bus than go by taxi. EXERCISES Write a sentence with would rather without changing the meaning. Your brother wants to borrow your best jeans. You don’t want him to. ______ You can eat at an Italian or a Chinese restaurant. You prefer Italian. ______ Your parents left you in charge of your brother. You didn’t like that. ______ 4. had better We use had better (’d better) + base form of the verb to give advice. We can express the same with should. You had better go to the dentist.! !You had better not go out without a coat.!

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EXERCISES Give advice using had better. Jane looks thirsty. You think she needs some water. ______ John wants to speak English better. You think that requires practice. ______ It is late. You think you should be leaving the party. ______ EXERCISES Translate the following sentences into English. Preferiría hacerlo yo mismo. ______ Ojalá Jane me hubiera escuchado cuando la previne. ______ Preferiría que no me lo hubieras contado. ______ ¡Si al menos dejara de llover! ______ Sería mejor que fueras al médico. ______ SPEAKING Telling your experience at a music concert A music concert Remember your experience at a music concert that you particularly enjoyed. Tell your partner about the band or bands that played, how you went to the concert, who you went with, what you did. Now tell your partner about things that you would have changed in that experience or wishes about how things could have been different. Use I wish ..., If only ..., and would rather. WRITING Writing a summary Here you have information about the concert Live Aid in 1985. Write a summary of 100-120 words. The information comes from Wikipedia, http://en.wikipedia.org/wiki/Live_Aid. Live Aid Live Aid was a dual-venue concert held on 13 July 1985. The event was organised by Bob Geldof and Midge Ure to raise funds for relief of the ongoing Ethiopian famine. Billed as the "global jukebox", the event was held simultaneously at Wembley Stadium in , England, United Kingdom (attended by 72,000 people) and John F. Kennedy Stadium in Philadelphia, Pennsylvania, United States (attended by about 100,000 people). On the same day, concerts inspired by the initiative happened in other countries, such as Australia and Germany. It was one of the largest-scale satellite link-ups and television broadcasts of all time: an estimated global audience of 1.9 billion, across 150 nations, watched the live broadcast. Origins The 1985 Live Aid concert was conceived as a follow-on to the Geldof/Ure project, the successful charity single "Do They Know It's Christmas?". In October 1984, images of millions of people starving to death in Ethiopia were shown in the UK in Michael Buerk's BBC News reports on the 1984 famine. Bob Geldof saw the report, and called Midge Ure from Ultravox, and together they quickly co-wrote the song, "Do They Know It's Christmas?" in the hope of raising money for famine relief. Geldof then contacted colleagues in the music industry and persuaded them to record the single under the title 'Band Aid' for free. Performed

Javier García Bonifaz - Creative Commons License - Attribution-NonCommercial-ShareAlike CC BY-NC-SA 11 ENGLISH FOR FREE - 2nd BAT - UNIT 4 - LET’S SING! by a collection of British, Irish and American musicians, the song was released on 7 December 1984 and became the fastest-selling single ever in Britain and raised £8 million, rather than the £70,000 Geldof had expected. Geldof then set his sights on staging a huge concert to raise further funds. Hal Uplinger was the producer of the "Live Aid Concert", the United States event. For his contributions to Live Aid, Hal Uplinger won a 1989 Computerworld Smithsonian Award in the Media, Arts & Entertainment Category. The concert grew in scope, as more acts were added on both sides of the Atlantic. As a charity fundraiser, the concert far exceeded its goals: on a television programme in 2001, one of the organisers stated that while initially it had been hoped that Live Aid would raise £1 million with the help of Wembley tickets costing £25.00 each, the final figure was £150 million (approx. $283.6 million). Partly in recognition of the Live Aid effort, Geldof received an honorary knighthood. Music promoter Harvey Goldsmith also helped in bringing the plans of Geldof and Ure to fruition. Collaborative effort The concert began at 12:00 BST (7:00 EDT) at Wembley Stadium in the United Kingdom. It continued at JFK Stadium in the United States, starting at 13:51 BST (8:51 EDT). The UK's Wembley performances ended at 22:00 BST (17:00 EDT). The JFK performances and whole concert in the US ended at 04:05 BST July 14 (23:05 EDT). Thus, the concert continued for just over 16 hours, but since many artists' performances were conducted simultaneously in Wembley and JFK, the total concert's length was much longer. It was the original intention for Mick Jagger and David Bowie to perform an intercontinental duet, with Bowie in London and Jagger in Philadelphia. Problems of synchronization meant that the only remotely practical solution was to have one artist, likely Bowie at Wembley, mime along to prerecorded vocals broadcast as part of the live sound mix for Jagger's performance from Philadelphia. Veteran music engineer David Richards (Pink Floyd and Queen) was brought in to create footage and sound mixes that Jagger and Bowie could perform to in their respective venues. The BBC would then have had to ensure that those footage and sound mixes were in synch while also performing a live vision mix of the footage from both venues. The combined footage would then have had to be bounced back by satellite to the various broadcasters around the world. Due to the time lag (the signal would take several seconds to be broadcast twice across the Atlantic Ocean) Richards concluded there would be no practical way for Jagger to be able to hear or see Bowie's performance, meaning there could be no interaction between the artists, which would defeat the whole point of the exercise. On top of this both artists objected to the idea of miming at what was perceived as a historic event. Instead, Jagger and Bowie worked with Richards to create a video clip for the song they would have performed, a cover of "Dancing in the Street". The video was shown on the screens of both stadiums and also broadcast as part of many TV networks coverage. Each of the two main portions of the concert ended with their particular continental all-star anti-hunger anthems, with Band Aid's "Do They Know It's Christmas?" closing the UK concert, and USA for Africa's "We Are the World" closing the US concert (and thus the day's proceedings). Concert organizers have subsequently said that they were particularly keen to ensure that at least one surviving member of The Beatles, ideally Paul McCartney, took part in the concert as they felt that having an 'elder statesman' from British music would give it greater legitimacy in the eyes of the political leaders whose opinions the performers were trying to shape. McCartney agreed to perform and has said that it was "the management" – his children – that persuaded him to take part. In the event, he was the last performer (aside from the Band Aid finale) to take to the stage and one of the few to be beset by technical difficulties; his microphone was turned off for the first two minutes of his piano performance of "Let It Be", making it difficult for television viewers and impossible for those in the stadium to hear him. He later jokingly thought about changing the lyrics to "There will be some feedback, let it be". Phil Collins performed at both Wembley Stadium and JFK, utilising Concorde to get him from London to Philadelphia. UK TV personality Noel Edmonds piloted the helicopter that took Collins to Heathrow Airport to catch his flight. Aside from his own set at both venues, he also provided drums for Eric Clapton and the reunion of the surviving members of Led Zeppelin at JFK. On the Concorde flight, Collins encountered actress and singer Cher, who later claimed not to know anything about the Live Aid concerts. Upon reaching the US however she did attend the Philadelphia concert and can be seen performing as part of that concert's "We Are the World" finale. An official book was produced by Bob Geldof in collaboration with photographer Denis O'Regan. CLIL

Javier García Bonifaz - Creative Commons License - Attribution-NonCommercial-ShareAlike CC BY-NC-SA 12 ENGLISH FOR FREE - 2nd BAT - UNIT 4 - LET’S SING! Read the following text. 20th- and 21st-century music (adapted from Wikipedia, http://en.wikipedia.org/wiki/ Music#20th-_and_21st-century_music). With 20th-century music, there was a vast increase in music listening as the radio gained popularity and phonographs were used to replay and distribute music. The focus of art music was characterized by exploration of new rhythms, styles, and sounds. Igor Stravinsky, Arnold Schoenberg, and John Cage were all influential composers in 20th-century art music. The invention of sound recording and the ability to edit music gave rise to new sub-genre of classical music, including the acousmatic [22] and Musique concrète schools of electronic composition. Jazz evolved and became an important genre of music over the course of the 20th century, and during the second half of that century, rock music did the same. Jazz is an American musical artform that originated in the beginning of the 20th century in African American communities in the Southern United States from a confluence of African and European music traditions. The style's West African pedigree is evident in its use of blue notes, improvisation, polyrhythms, syncopation, and the swung note.[23] From its early development until the present, jazz has also incorporated music from 19th- and 20th-century American popular music.[24] Jazz has, from its early-20th-century inception, gave rise to a variety of subgenres, ranging from New Orleans Dixieland (1910s) to 1970s and 1980s-era jazz-rock fusion. Rock music is a genre of popular music that developed in the 1960s from 1950s rock and roll, rockabilly, blues, and country music. The sound of rock often revolves around the electric guitar or acoustic guitar, and it uses a strong back beat laid down by a rhythm section of electric bass guitar, drums, and keyboard instruments such as organ, piano, or, since the 1970s, analog synthesizers and digital ones and computers since the 1990s. Along with the guitar or keyboards, saxophone and blues-style harmonica are used as soloing instruments. In its "purest form," it "has three chords, a strong, insistent back beat, and a catchy melody."[25] In the late 1960s and early 1970s, it gave rise to different subgenres, ranging from blues rock and jazz-rock fusion to heavy metal and punk rock, as well as the more classical influenced genre of progressive rock and several types of experimental rock genres. What do the following expressions mean? swung note ______ back beat ______ keyboard ______ chord ______ PAU exams We are going to see how to answer the synonyms question in PAU exams. We are going to look at the Pau exams in Valencia in September 2010. Option A True/false questions Part A. Reading Comprehension. Read the following text: NOW TEACHERS ARE ORDERED TO SMILE AT THEIR PUPILS A secondary school has ordered teachers to welcome children with a smile at the start of every lesson as part of a drive to hand more power to pupils. Staff have also been told to ensure they are not boring students by setting work that is too hard. The move is the latest example of a Government initiative to give pupils a major say in many aspects of their schooling, but some critics say this is putting children in charge. Yesterday the Mail revealed that 20 students at a Kent secondary school were given iPhones to provide instant feedback of teachers to senior staff. In another incident, a teacher being interviewed for a job by a student panel was asked to sing the Michael Jackson song ‘Bad’. She failed to get the job after refusing. Pupils on another interview panel voted in favour of a female candidate because she was the ‘prettiest’, although she was not hired. Schools Secretary Ed Balls admitted the approach used by some schools was ‘completely wrong’, ‘absurd’ and ‘ridiculous’. ‘The people who are in charge are the head teachers, the governors and the teachers,’ he said. ‘The idea that you would give out iPhones to secretly spy on teachers, that would be in my view,

Javier García Bonifaz - Creative Commons License - Attribution-NonCommercial-ShareAlike CC BY-NC-SA 13 ENGLISH FOR FREE - 2nd BAT - UNIT 4 - LET’S SING! completely wrong’. ‘Any head teacher doing that needs to look hard at themselves and consider the way in which they are doing things’. But far from dismissing the practice, he added: ‘Some schools do ask teachers to get a report from the children about how lessons are going’. Daily Mail, Tuesday, April 6th, 2010, p. 10 III. Find a synonym for each of the four words below from these six options: (1 point: 0.25 each) staffschoolingfeedbackincident panel governors a. jury, committee b. event, episode c. employees d. response, opinion Find the sentences in the text where the following words appear. staff ______ schooling ______ feedback ______ incident ______ panel ______ governors ______ Now see what the possible answers are. a. jury, committee ______ b. event, episode ______ c. employees ______ d. response, opinion ______ Option B Part A. Reading Comprehension. Read the following text: STORE BRANDS LIFT GROCERS IN TROUBLED TIMES As the economy plunges into a deep recession, grocery stores are one of the few sectors doing well. That is because cash-short consumers are eating out less and stocking up at the supermarket. And store brand products, which tend to be cheaper than national brands and more profitable for grocers, are doing especially well. Led by chains like Kroger, Wegmans and Safeway, grocers have expanded their store brands beyond cheap generics and simple knockoffs of Cheerios, Oreos and Coca-Cola. Now, retailers are increasingly adding premium store-brand items like organics, or creating products without direct competition. In this economic climate, many shoppers are willing to try the newly developed store brands. They also say it is hard to resist the low prices of store brands for staple goods like milk, sugar and cheese. Jan-Benedict E. M. Steenkamp, marketing professor at the University of North Carolina, said past recessions had given consumers a reason to trade down from national brands. This time, he said, the gains may stick because the quality and consistency of store brands have improved. Besides the weak economy, the growth of store brands reflects a historic shift in the balance of power between packaged food manufacturers and grocery retailers. As these grocery retailers have consolidated

Javier García Bonifaz - Creative Commons License - Attribution-NonCommercial-ShareAlike CC BY-NC-SA 14 ENGLISH FOR FREE - 2nd BAT - UNIT 4 - LET’S SING! and grown bigger, they are increasingly able to stock their shelves with their own store brands, which bring higher profits and drive customer loyalty — all to the detriment of major food brands. Of course, major branded food companies dispute the idea that store brands are just as good as their products and they argue that branded products offer better taste, consistency and innovation, justifying a premium price. Source: Andrew Martin, The New York Times III. Find a synonym for each of the four words below from these six options: (1 point: 0.25 each) plungesretailers stapletrade downstick products a. merchants who sell goods directly to the consumers b. stay, remain c. drops steeply d. basic, essential, necessary Find the sentences in the text where the following words appear. plunges ______ retailers ______ staple ______ trade down ______ stick ______ products ______ Now see what the possible answers are. a. merchants who sell goods directly to the consumers ______ b. stay, remain ______ c. drops steeply ______ d. basic, essential, necessary ______ CREDITS INTRO Video and text: Ted Talks, http://www.ted.com/talks/beardyman_the_polyphonic_me.html READING Text: http://www.wikihow.com/Ask-Your-Parents-to-Let-You-Go-to-a-Concert LISTENING Audio and transcript: http://www.elllo.org/english/1251/1262-Abidemi-Todd-MusicCulture.htm CLIL Text: http://en.wikipedia.org/wiki/Music#20th-_and_21st-century_music

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