CURSO INTERMEDIÁRIO E AVANÇADO 1 COMPLETO
DE LÍNGUA INGLESA
Intermediate 1: 80h/a
Intermediate 2: 80h/a
Intermediate 3: 80h/a
Advanced 1: 120h/a
Carga horária total: 360h/a
PROF. GUILHERME ARAÚJO
LICENCIADO EM LETRAS-INGLÊS
PELA UNIVERSIDADE FEDERAL DO CEARÁ
LANGUAGE COURSE
INTRODUCING OF THE INTERMEDIATE AND ADVANCED 1 COURSES
(Para pessoas que já concluíram o curso Básico de Língua Inglesa no Centro Científico Conhecer ou em outra Instituição voltado ao ensino profissionalizante de idiomas)
1. OBJECTIVE: O curso tem como principal objetivo a satisfação do aluno no que diz respeito ao aprendizado da língua inglesa na modalidade em EAD (Educação á Distância) nesta metodologia educacional o seu professor é apenas um mediador de aprendizagem, acesse diariamente o Facebook do professor, tire as suas dúvidas, interaja com seus colegas. Use as ferramentas, que o ambiente lhe oferece como as páginas de recados (fórum), vídeos, fotos e sugestões de sites, isso é EAD! Assim o aluno terá conteúdo à leitura, escrita e fala do idioma. 2. METHODOLOGY: Usamos um conteúdo de estudo individualizado que busca formar alunos autodidatas, capazes de aprender por si só a Língua inglesa. Desta maneira são formadas pessoas disciplinadas, autoconfiantes, capazes de enfrentar desafios, superar obstáculos e atingir a sua meta. Respeitamos a individualidade e ritmo de cada aluno. Não existe mágica. O que existe é o compromisso do aluno com a sua própria aprendizagem. Oferecemos um material didático auto-instrutivo, que permite ao aluno desenvolver as atividades com a mínima interação do tutor e avançar para conteúdos mais complexos, assim que se sentir preparado para tal.
3. CONTEÚDO: O curso Intermediário e Avançado 1 completo é composto por 10 módulos, sendo que cada módulo consta de três aulas tendo no total 30 aulas dividido em:
INTERMEDIATE 1: 2 MODULES: 6 LESSONS
INTERMEDIATE 2: 2 MODULES: 6 LESSONS
INTERMEDIATE 3: 2 MODULES: 6 LESSONS
ADVANCED 1: 4 MODULES: 12 LESSONS
Obs.: Chegando ao fim de cada módulo constará em exercícios de revisão e no fim do curso constará uma avaliação escrita e oral.
Dúvidas e Perguntas ao professor acessem o Nosso FACEBOOK! EMENTA DO CURSO INTERMEDIATE AND ADVANCED 1 DE LÍNGUA INGLESA
READING, LISTENING AND WRITING
INTERMEDIATE 1: 80H/A
MODULES: 1 AND 2 = 6 LESSONS
ADVERBS 1
SIMPLE PRESENT
PRESENT CONTINUOUS
PRESENT PERFECT
PRESENT PERFECT CONTINUOUS
REPORTED SPEECH
REVISION WITH TEXTS
INTERMEDIATE 2: 80H/A
MODULES: 3 AND 4 = 6 LESSONS
ADVERBS 2
SIMPLE PAST
THERE WAS/THERE WERE
SIMPLE PAST CONTINUOUS
PAST PERFECT
PASSIVE VOICE
WORD ORDER
FALSOS COGNATOS
REVISION WITH TEXTS
INTERMEDIATE 3: 80H/A
MODULES: 5 AND 6 = 6 LESSONS
CONJUNCTIONS
SIMPLE FUTURE FUTURE CONTINUOUS
SIMPLE CONDITIONAL
IF/WHETHER
PHRASAL VERBS I
PHRASAL VERBS II
THE IMPERATIVE/THE INFINITIVE
MANY/MUCH/FWE/LITTLE
REVISION WITH TEXTS
ADVANCED: 120H/A
MODULES: 7, 8, 9, 10 = 12 LESSONS
ALSO/TOO/EITHER/NEITHER/BOTH
RELATIVE CLAUSES
RELATIVE CLAUSES
THE POSSESSIVE CASE
HAD BETTER/WOULD RATHER
ANOMALOUS VERBS 1
ANOMALOUS VERBS 2
THE GERUND
READING AND COMPREHENSION
ORAL PRODUCTION
LISTENING PRODUCTION
WRITTEN PRODUCTION
MODULES 11 AND 12 - TOEFL PREPARATION
Leitura Prática Auditiva Conversação Escrita Simulado AVALIAÇÃO FINAL
A AVALIAÇÃO FINAL PARA O CURSO AVANÇADO CONSTARÁ:
1ª NOTA: UMA AVALIAÇÃO ESCRITA COM TODO O ASSUNTO PROPOSTO NOS MÓDULOS 7 ,8,9 E 10. 2ª NOTA: UMA AVALIAÇÃO DE AUDIO. 3ª NOTA: UMA AVALIAÇÃO DE PRONUNCIA COM UM DIÁLOGO GRAVADO NO WINDOWS MOVIE MAKER. 4ª NOTA: UMA AVALIAÇÃO COM UMA PRODUÇÃO ESCRITA.
1ª NOTA: Nota Máxima 10,0.
2ª NOTA: Nota Máxima 5,0
3ª NOTA: Nota Máxima 5,0
4ª NOTA: Nota Máxima 10,0
A MÉDIA SERÁ DIVIDIVA PELO RESULTADO DE PONTOS DAS QUATRO AVALIAÇÕES.
30/3 = 10,0.
CURSO BÁSICO COMPLETO: 240H/A
CURSO INTERMEDIÁRIO E AVANÇADO 1 COMPLETO: 360H/A
CBC+CIA1: 240+360=600 H/A.
CURSO DE INGLÊS COMPLETO: 600H/A
NOTA: Aos alunos que desejam cursar os Níveis Intermediário e Avançado 1 que não sejam alunos do Centro Científico Conhecer que não tenham em mãos o certificado do Curso Básico de 240h/a precisam enviar uma cópia por Scanner do Certificado Básico de Inglês de pelo menos 200h/a no ato da Matrícula ao Centro Científico Conhecer.
PROFESSOR GUILHERME ARAÚJO
LICENCIADO: LETRAS-INGLÊS
PELA UNIVERSIDADE FEDERAL DO CEARÁ
Contatos: e-mail: [email protected]
Facebook: https://www.facebook.com/profile.php?id=100006474848820
MODULE 7: ADVANCED
LESSON 1: ALSO/TOO/EITHER/NEITHER/BOTH
LESSON 2: RELATIVE CLAUSES
LESON 3: RELATIVE CLAUSES
DICAS PARA UM MELHOR DESENVOLVIMENTO.
Translate on line: Você coloca o texto em inglês, seleciona 'de inglês para português', clica e traduzir e terá texto em português – http://www.tiosam.com/dicionarioENPT.asp Pronounce on line: http://pt.forvo.com/word/online/ Diciotionary on line: Dicionário inglês Português - digite a palavra e obtenha a tradução para o português - http://oxforddictionaries.com/ http://michaelis.uol.com.br/moderno/ingles/index.php
TEXT
Dear Helen,
Thank you for applauding the teacher who refuses to allow her students to pass out party invitations unless the entire class is invited. (You wisely said, “The pain of having been left out will remain with those few uninvited children long after the fun has been forgotten by those who attend.”) How true!
That letter revived some painful memories for me. I once had a gym teacher who made a practice of appointing “captains” ---- her pets, who in turn would choose up teams. Of course, the most popular kids and the best athletes were always chosen first. Being neither popular nor a good athlete, I was always the last to be chosen. I was and inferiority complex, convinced that I was unwanted, hopelessly inept and a born laser.
Please print this, Helen, in case some gym teachers are still using this cruel system.
PAINFUL MEMORIES
DEAR PAINFUL: Consider it done. Your letter jarred some memories of my own school days. Gym teachers, are you listening?
Questions:
1. De quem se queixa a remetente da carta? Com que nome ela se identifica? ______2. De que a remetente da carta se queixa? ______3. O que acontecia com “Painful Memories” durante a escalação do time? ______4. Em sua opinião, onde trabalha Helen e qual é a sua função? ______
VOCABULARY ESSENTIAL – TRANSLATE
To refuse to attend
To allow once
To pass out gym teacher
Unless pets To invite in turn
Wisely neither…nor
To be left out no wonder
Long after unwanted
Fun to jar
How true! Own
TRANSLATE THE TEXT
MODULE 7: ADVANCED
GRAMMAR FOCUS
LESSON 1: ALSO/TOO/EITHER/NEITHER/BOTH
ALSO, TOO
TOO = também, demais.
USOS:
1. No final de frases afirmativas e interrogativas: “Paulo was invited to the party, too.” “Does she play volleyball, too?” 2. Entre vírgulas, após o sujeito da frase: “We, too, have our painful memories.” “Shirley, too, was one of the last athletes to be appointed.” 3. Antes de adjetivos e advérbios: “You reacted too wisely for an amateur.” “This is too good to be true.”
ALSO = também
USOS:
1. Antes de verbos principais: “The kids also want to remain in the gym.” “Your parents also hope that you’ll visit them.” 2. Depois de verbos auxiliares: “The gym teacher was also a pianist.” “I am also a hopeful law-abiding citizen.”
EITHER, NEITHER, BOTH
EITHER: também; nenhum (a); qualquer um (a)
USOS:
1. No final de frases negativas: “Helena doesn’t play polo, either.” 2. Em frases afirmativas, indicando uma escolha entre dois elementos: “Choose either of these two students for the game.” 3. Em frases negativas, indicando uma escolha entre dois elementos: “Don’t choose either of these two students for the game.”
NEITHER = nenhum USOS: 1. Somente em frases afirmativas, indicando uma escolha entre dois elementos: “Print neither of these two articles.”
EITHER…OR… = ou…ou…/ nem…nem…
1. Em frases afirmativas ou negativas: “Print either this article or that one.” “Don’t print either this article or that one.” NEITHER…NOR… = nem…nem… 1. Somente em frases afirmativas: “Print neither this article nor that one.”
BOTH= ambos (as)
USO:
Em frases afirmativas e interrogativas: “Here you are two articles. Print both.” “Did you write both articles?”
STRUCTURES:
1. BOTH + OF+ (THE) + NOUN/OBJECT PRONOUN “Both of the articles were written by me.” “Both of them were written by me.” 2. BOTH…AND… “Print both the article and their corresponding photos.”
EXERCISES:
1. Modify the sentences: Example: a) That organization helps children in need, too. b) That organization also helps children in need. My sister is a caring person. a) ______b) ______I was as a sponsor for that development program. a) ______b) ______He’s fought against his desease for more than 18 years. a) ______b) ______2. Repeat of the examples: Jaqueline and Daniela don’t like violent movies. (we) We don’t like them either. a) We didn’t refuse to help our old friends. (my uncle). ______b) Larissa hasn’t told Beatriz about her new boyfriend. (we) ______c) He doesn’t buy white flowers as a rule. (they). ______3. Repeat of the example: Do you want coffee or chocolate? a) Either. I don’t mind. b) I don’t want either. c) I don’t want either coffee or chocolate. d) Neither. e) I want neither coffee nor chocolate. 1. Do you like to read prose or poetry? a) ______b) ______c) ______d) ______e) ______2. Will you buy books or magazines? a) ______b) ______c) ______d) ______e) ______3. Would you choose samba or rock-and- roll? a) ______b) ______c) ______d) ______e) ______
4. Modify the sentences and follow the example: a) Suzana likes music. Bete likes music, too. Both Suzana and Antonieta like music. Both of them like music. b) Suzana doesn’t sing. Bête doesn’t sing, either. Neither of them sing. c) Suzana did not call. Suzana did not write. Suzana (She) did not either call or write. Suzana (she) neither called nor wrote. 1. I don’t speak German. Paula doesn’t speak German, either. ______2. The kids did not change. The kids did not improve. ______3. Sarah plays the piano. Alex plays the piano, too. ______4. Luís doesn’t drive. His brother doesn’t drive, either. ______5. Rodrigo will not rest. Rodrigo will not sleep. ______6. Books help you learn. Movies help you learn, too. ______7. I hope you feel well. Claudia hopes you feel well, too. ______8. You’re not a good reader. You’re not a good observer. ______
GRAMMAR FOCUS
LESSON 2: RELATIVE CLAUSES
WHO/WHICH “Marissa, who first met Max when they started working together…” PESSOA – WHO (função de sujeito) – VERBO – COMPLEMENTO.
“The lady who owns this house is very friendly.”
“Rodrigo, who is my best friend, is a chemical engineer.”
“The oranges which were here simply disappeared.”
ANIMAL OU COISA – WHICH (função de sujeito) – VERBO – COMPLEMENTO.
“Mariana has a dog which is called Flash.”
EXERCISES:
1. Complete the sentences with the relative pronoun: a) Man must stop destroying the things ______mean his own survival. b) Nobody has seen the burglar ______broke in the store. c) We are acquainted with some people ______live in London. d) People ______live in glass houses shouldn’t throw stones. e) I’ve never seen the old man ______lives next door smiling. f) Animal ______can be seen at this zoo are generally imported from Asia or Africa. g) The cigarettes ______Dad smokes are considered to be light. h) She’s never heard the music ______pianist played last night. 2. United the sentences with the words in the square: They love horse races She tells funny stories We attended it yesterday She lives next door to us Who greets me It is very common in India
a) The ceremony ______was very enjoyable. b) Evelyn is the lady ______to the children. c) The Sennas were friendly guys ______. d) Child marriage, ______, is not an ordinary habit in America. e) We happen to know the window ______. f) I love the child ______every morning on the street where I live.
GRAMMAR FOCUS LESON 3: RELATIVE CLAUSES
WHOM, WHO, WHICH, THAT, WHOSE
“The man whom Carlos visited last week is his uncle.”
PESSOA – WHOM/WHO (função de objeto) – SUJEITO – VERBO – COMPLEMENTO.
“Rodolfo is the man whom/Who we want to reward.”
“Joana, whom/who everybody knows well, is sick.”
WHICH
“The magazines which we bought yesterday were very good.”
PESSOA – WHICH (função de objeto) – SUJEITO – VERBO – COMPLEMENTO.
“The house, which Jane appreciated very much, is old.
THAT
“The teacher that we wanted to see is Mrs. Oliveira.”
PESSOA – ANIMAL – COISA – ACONTECIMENTO – THAT (quando estes pronomes não estiverem entre vírgulas – Who/which (função de sujeito); Whom/Who/Which (função de objeto) – SEQUENCIA COMPLEMENTAR.
Ex: “The lady Who/that owns this house is very friendly.”
“The oranges which/that were here simply disappeared.”
“Rodolfo is the man whom/who/that we want to reward.”
“The magazines which/that we bought yesterday were very good.”
“Rodrigo, WHO is my best friend, is alchemical engineer.”
USO PREFERENCIAL:
EVERYTHING ANYBODY
ALL SOMEBODY
THE FIRST “She told me everything that she about you.”
THE LAST “It was the best book that we had ever read.”
THE ONLY WHOSE
“I know a man whose job is making monuments.”
PESSOA, COISA, ANIMAL, ACONTECIMENTO – SUBSTANTIVO – VERBO – COMPLEMENTO.
Obs: Não é substituível por THAT.
“Vanessa, whose behavior is remarkable, studies very hard.”
The bird whose wing is hurt is a swallow.”
EXERCISES:
1. Choose one of the following relative pronouns who, which or whose from the dropdown menu.
1) I talked to the girl ______car had broken down in front of the shop.
2) Mr Richards, ______is a taxi driver, lives on the corner.
3) We often visit our aunt in Norwich ______is in East Anglia.
4) This is the girl ______comes from Spain.
5) That's Peter, the boy ______has just arrived at the airport.
6) Thank you very much for your e-mail ______was very interesting.
7) The man, ____ father is a professor, forgot his umbrella.
8) The children, ______shouted in the street, are not from our school.
9) The car, ______driver is a young man, is from Ireland.
10) What did you do with the money ______your mother lent you?
2. Relative Pronouns (who / which / whose)
Choose the correct relative pronoun (who, which, whose).
This is the bank______was robbed yesterday.
A boy ______sister is in my class was in the bank at that time.
The man ______robbed the bank had two pistols.
He wore a mask ______made him look like Mickey Mouse.
He came with a friend ______waited outside in the car. The woman ______gave him the money was young.
The bag ______contained the money was yellow.
The people ______were in the bank were very frightened.
A man ______mobile was ringing did not know what to do.
A woman ______daughter was crying tried to calm her.
The car ______the bank robbers escaped in was orange.
The robber ______mask was obviously too big didn't drive.
The man ______drove the car was nervous.
He didn't wait at the traffic lights ______were red.
A police officer ______car was parked at the next corner stopped and arrested them.
Subject Pronouns or Object Pronouns?
Decide whether the relative pronoun is a subject pronoun or an object pronoun.
1. Do you know the girl who I danced with? - 2. Do you know the girl who danced with me? - 3. The apples that are lying on the table are bad. - 4. The apples that we bought in the shop are bad. - 5. We will stay at a hotel which is not far from the beach. - 6. We will stay at a hotel which my friend has recommended to us. 7. That is a museum which I like very much. - 8. That is a museum which lies in the heart of the town. 9. This is the man who Barbara visited in Scotland. 10. This is the man who lives in Scotland.
Complete the sentences using relative clauses. Use who and which.
A Scot is a person (live in Scotland) ______
Nessie is a monster (live in Loch Ness) ______A fridge is a thing (keep food cool) ______
A DJ is someone (play music in a disco) ______
A bee is an insect (make honey) ______
A lemon is a fruit (be yellow and sour) ______
A watch is a thing (tell the time) ______
A ferry is a ship (carry people across the water) ______
A shop assistant is someone (work in a shop) ______
A key is a thing (can open and lock doors)______
TEXT
SAN FRANCISCO
The area had long been inhabited by native Americans, the Ohlone (meaning “people of the west”) before the first Spanish immigrants came to settle in this part of the country. After the Mexican-American War, the small town became American territory, and when the California gold rush started in 1848, the population increased enormously. Nowadays San Francisco is famous especially for its cable car and the Golden Gate Bridge.
The Golden Gate Bridge connects the city of San Francisco and San Francisco Peninsula. It spans the Golden Gate, a strait between the Pacific Ocean and the San Francisco Bay–that’s where the name Golden Gate Bridge comes from.
Construction on the bridge began in 1933 and was completed in 1937. The bridge rises 230 m above the water. With its total length of 1970 meters it was the longest suspension bridge in the world until 1964. The bridge is part of the United States Highway 101, has six lanes and a footpath on each side.
Exercise
Read the text again and complete the sentences according to the text.
San Francisco was inhabited by the Ohlone ______.
In the 19th century there were many people in San Francisco______.
There is a bridge ______.
The bridge is used by people______.
There is a strait called Golden Gate ______.
MODULE 8: ADVANCED
LESSON 1: THE POSSESSIVE CASE
LESSON 2: HAD BETTER/WOULD RATHER
LESSON 3: HAD BETTER/WOULD RATHER
THE POSSESSIVE CASE
‘S = Indica relação de posse, autoria, parentesco, etc.
USOS:
1. Na transformação do modelo COISA POSSUÍDA + OF + POSSUIDOR, nos seguintes casos: Substantivos no singular, terminados em –S ou não: The toys of Peter – Peter’s toy. Substantivos no plural não terminados em –S: The parents of the children – The children’s parents. Substantivos compostos no singular: The car of my brother-in-law – My brother-in-law’s car. 2. Com expressões de tempo no singular: Next week’s meeting is confirmed. Tomorrow’s holiday is very important. I’ve got a week’s holiday. 3. Na trasnformação do modelo COISA POSSUÍDA + OF+ POSSUIDOR, no caso de o possuidor ser substantivo no plural terminado em –s: The room of the boys – The boys’ room. 4. Com expressões de tempo no plural: She’s got three weeks’ Holiday. 5. Dois possuidores e uma só coisa possuída: John and Mary’s wedding. 6. Dois possuidores e duas coisas possuídas: John’s and mary’s houses. 7. Possessivo ampliado: A friend of Ana’s. 8. A coisa possuída emitida: We spent the night at Henry’s.
EXERCISES:
1. Example:
Whose cat is it? (my neighbour). Correct answer: It's my neighbour's cat. 3.
1. - Whose umbrella is it ? (the teacher) .
2. - Whose bicycle is it ? (Old MacDonald) .
3. - Whose guitar is it ? (Frankie) .
4. - Whose watering-can is it ? (Aunt Rosie) .
5. - Whose toys are they ? (your children) .
6. - Whose marbles are they ? (these boys) .
7. - Whose glasses are they ? (the doctor) .
8. - Whose suitcases are they ? (an Italian passenger) .
9. - Whose watches are they ? (our friends) .
10. - Whose house is it ? (my grandparents) .
11. - Whose guinea-pig is it ? (Alison's brothers) .
Fill the gaps with the possessive case of nouns. Decide whether you have to use 's or an of phrase.
The boy has a toy. → It's the ______.
Peter has a book. → It's______.
The magazine has my picture on its cover. → My picture is on ______.
Our friends live in this house. → It's______.
There is milk in the glass. → It's ______. This house has a number. → What is ______?
The walk lasts two hours. → It's ______.
John has a sister, Jane. → Jane is______.
The film has a name, "Scream". → "Scream" is ______.
This school is for girls only. → It's a ______
Entry Test
Choose the proper item.
1. I’d like to know the _____ opinion about this item of news.
1) editor’s-in-chief 2) editor-in-chief’s 3) editor-in-chief
2. It’s his new _____ car.
1) sport’s 2) sports’ 3) sports
3. Jane took _____ bag instead of his own.
1) somebody’s else 2) somebody else 3) somebody else’s
4. _____ luggage was not well attended to.
1) A passengers’ 2) Passengers’ 3) Passenger’s
5. The students borrowed _____ notes.
1) each other’s 2) each’s other 3) each others’
6. It’s amazing what a _____ hotel can do to revive your spirits.
1) five stars’ 2) five-star 3) five-star’s
7. A woman stepped out from _____ and waved to us.
1) hairdresser 2) the hairdressers’ 3) the hairdresser’s
8. How many of ___ novels have you read?
1) Dicken’s 2) Dickens’ 3) Dickens
9. He was on his _____ walk to Berkley.
1) two mile’s 2) two-miles 3) two miles’
10. My _____ parents have decided to move to the country. 1) sister’s-in-law 2) sister-in-law’s 3) sister-in-law
11. It’s only _____ drive from the airport.
1) a twenty-minute 2) a twenty minutes’ 3) a twenty-minutes
12. Kate saw a fantastic article in _____ local paper.
1) the today’s 2) today’s 3) the today
13. Could you give me _____ worth of those apples?
1) a dollars’ 2) a dollar’s 3) dollar’s
14. There was a scratch on my _____.
1) car paintwork 2) car’s paintwork 3) paintwork of car
15. The most senior clergyman in the church of England is _____.
1) Canterbury’s Archbishop 2) the Archbishop of Canterbury 3) the Canterbury Archbishop
Put the word combinations into the possessive form.
1) the clothes of the boys 16) the new tie of my friend Cyril
2) the club of the women 17) the crown of the King of England
3) the father of James 18) the visit of the President of Chile
4) my mother-in-law favourite flowers 19) the castle of Elizabeth the Second
5) the orders of the Commander-in-Chief 20) the famous shop of Fortnum and Mason
6) the name of my sister-in-law 21) the holiday of my friend Dorris
7) the poems of Burns 22) the reforms of Peter the Great
8) the park of St James 23) a wrist-watch of a lady or a gentleman
9) the countries of Caesar and Cleopatra 24) the favourite of the boss
10) the wedding of William and Mary 25) the bedroom of my mum and dad
11) the hats of ladies 26) the garden of their grandparents
12) the stories told by Mary and Jack 27) the names of other schoolchildren
13) the toys of the children 28) the fault of somebody else
14) the law of Archimedes 29) beliefs of other people 15) the typist of Mr. Sims 30) the partnership of Smith, Wilson and Nelson
Rewrite these sentences using ’s, s’, or just an apostrophe (’).
1. This bicycle is for a child. 6. This is a club for women.
2. This pen belongs to the teacher. 7. It’s a school for girls.
3. He describes the career of the actress. 8. This is the lounge for residents.
4. That is a job for a stewardess. 9. This umbrella belongs to James.
5. The toys belong to the children. 10. That hat belongs to Doris.
Complete these sentences using the appropriate possessive form.
1. The bike that belongs to my neighbour’s children is my ______bike.
2. The prices we have this year are called ______.
3. The scheme sponsored by the Duke of Edinburgh is known as ______.
4. A drive of two hours is called ______.
5. The office where the managing director works is known as ______.
6. The car that belongs to my sister-in-law is called ______.
7. The paper I read yesterday can be referred to as ______.
8. A school for boys is called ______.
9. A rest for five minutes is called ______.
10. The union that represents railway men is ______.
11. The law, which was formulated by a man called Murphy, is known as ______.
12. A trip that lasted two days is called ______.
13. He walked for five kilometers, so he covered ______distance.
14. The home where the nurses live is called ______.
15. The car, which belongs to Mr. Brown’s wife, is ______.
16. The special offer that is valid for this month is called ______.
17. The changing room used by women is called ______.
18. A break of fifteen minutes is called ______.
19. He paid twenty dollars for book, he had ______of books. 20. John and Dorris celebrated their silver wedding, it was ______.
Complete the sentences by adding apostrophe or apostrophe s (‘s) to the noun group in brackets.
1. This is my ______house. (parents)
2. You know John? He’s ______father. (David and Neil)
3. I borrowed ______bike. (Lewis)
4. I’ll be staying at my ______. (uncle and aunt)
5. That looks like ______car. (John and Jean)
6. Could you give me ______address? (Charles)
7. You need ______rest. (a couple of days)
8. We usually have ______holiday in summer. (two weeks)
9. Did you see the cartoon in ______newspaper? (yesterday)
10. Are you coming to my ______party? (brother-in-law)
11. ______versions of the event seemed different. (Mr. Smith and Mr. Sims)
12. There’s a new ______surgery on the corner of Greenford Street. (Dr. Brown)
13. The company manufactures low cost ______uniforms. (nurses)
14. Don’t get involved into ______problems. (other people)
15. ______reign lasted for 45 years. (Elizabeth the First)
Make two noun groups from each set of words. Comment on the use of ’s and an of- group.
Model: John’s arm; the arm of the chair
1) the policy: full employment, the company
2) the style: my favourite author, the 1930s
3) the place: language education, women
4) ideas: modern physics, my sons
5) rules: the club, football
6) the file: your secretary, legal documents
7) the view: the committee, the lake 8) the head: the cat, the queue
9) the arm: the chair, John
10) the story: Helen, the Civil War
11) the bed: the stream, the patient
12) the coat: the witness, snow
13) the atmosphere: the earth, mutual trust
14) the family: languages, my friend
15) the house: cards, my uncle Sam and aunt Grace
Use ’s or s’ with these nouns where possible. Make up sentences with these word combinations.
1) a delay of an hour 14) the new manager of the company
2) a journey of two days 15) the car of Mike's parents
3) the shade of the tree 16) the birthday of my father
4) the book of the film 17) the toys of the children
5) the inside of the box 18) the results of the football match
6) the price of the success 19) the new manager of the school
7) work of seven days 20) the War of a Hundred Years
8) the surface of the earth 21) the work of a whole day
9) an absence of a year 22) in the time of a week or two
10) the top of the page 23) the second meeting of the committee
11) the eyes of the cat 24) the climate of Scotland
12) the daughter of Charles 25) the oldest mountains in the world
13) the name of the street
Combine the following words combinations, using ’s or an of-group.
Model: the club – its monthly meeting --- the club’s monthly meeting
1) the club – its monthly meeting 16) the French Revolution – its results
2) his parents – their car 17) the patients – their complaints
3) the world – its end 18) one of our teachers at college – her house
4) the trees – the highest branches 19) the judge – his opinion
5) the bank – its branch in Paris 20) Keats – a copy of his poetry
6) my family – its name 21) the box – its bottom
7) my suitcase – its lock 22) the committee – its decision
8) the town – its atmosphere 23) Mary and James – their cars
9) your office – its floor 24) those people we met in Spain – their address
10) our company – its best sales manager 25) London – its museums
11) next week – its timetable 26) the government – their intentions
12) the police force – its main problem 27) former president John F. Kennedy – his brother
13) last night – its party 28) children – for their sake
14) today – its news 29) the man in the corner – his dog
15) your test – its results 30) sheep – their wool
If you want to buy some food you go to the grocer’s. Where do you go if you want to do the following?
1) have you teeth examined – go to the ______6) buy some meat – go to the ______
2) have your eyes examined – go to the ______7) get you hair cut – go to the ______
3) buy some medicine – go to the ______8) buy some flowers – go to the ______4) buy some screws and nails – go to the ______9) have clothes cleaned – go to the ______
5) buy some vegetables – go to the ______10) buy a newspaper – go to the ______
Answer the questions, using the possessive case of the nouns.
1. Where do you buy bread, milk and meat? 6. Where can you have your hair cut and made?
2. Where can you have your watch repaired? 7. Where can you buy cigarettes?
3. Where can you have your dress made? 8. Where can you buy sweets and cookies?
4. Where can you order a new suit? 9. Where can you find out about your holidays?
5. Where can you have your prescription made? 10. Where can you buy cakes and biscuits?
Choose one expression from each pair to fill in the blanks in the verse from a greeting card.
(Life’s troubles/ Troubles of life) can sometimes leave us with a frown,
And the (each day’s worries/ worries of each day) can get us down;
But this (morning special of news/ morning’s special news) is here
To make all the (world’s problems/ problems of the world) disappear;
Because of one (love’s woman/ woman’s love), we can say
Thanks and best wishes to you on this (Mother Day/ Mother’s Day).
Correct any possible mistakes in the following sentences.
1. There was a chair near the library’s secretary desk.
2. Mr. Brown was satisfied with the results of Tom and Nick’s visit.
3. I think we ought to drink dear James’ health, and the health of Charles’ wife.
4. I’m not good at other peoples’ affairs.
5. They had found refreshments over the way at Brown’s and Smith’s.
6. I’m really fed up with my landlord’s wife’s complaints about noise. 7. My brother’s-in-law parents have decided to emigrate.
8. It’s not my bag, it’s somebody else.
9. There was a two minute’s wait while the computer started.
10. Janice decided to open a shop specializing in childrens’ clothes.
GRAMMAR FOCUS
LESSON 2: HAD BETTER/WOULD RATHER
HAD BETTER/WOULD RATHER
Há duas expressões comuns em inglês que expressam conselho e preferência. A primeira é had better, que pode ser traduzida como “é melhor”, “seria melhor” e é usada para indicar que se alguém não fizer o que foi sugerido, algo ruim pode (might) acontecer. Veja alguns exemplos:
“You‘d better study harder for the Spanish test if you want to pass.”
“I’ll get the reports ready by noon.”
“You’d better!”
“I’d better go to bed, I have to get up real early tomorrow.”
GRAMMAR FOCUS
LESSON 3: HAD BETTER/WOULD RATHER
HAD BETTER/WOULD RATHER
Fazemos a negativa colocando a palavra not depois do better.
“You’d better not do that.”
Podemos expressar preferência com a expressão would rather.
“The weather is lousy. I’d rather stay home than go out, I don’t want to get wet.”
“He’d rather have lunch at home than at work.”
Would rather e had better são seguidos do infinitivo do verbo principal sem a preposição to.
“He would rather stay here.”
“He had better take an aspirin.”
Would rather('d rather) expressa preferência no presente. Tem o mesmo sentido do verbo prefer.
“She would rather take a taxi.” “She prefers to take a taxi.”
Had better('d better) expressa conselho, recomendação.
“You look sick. You'd better see a doctor.”
As formas interrogativas e negativas fazem-se do seguinte modo:
Would rather
Interrogative form: Would she rather take a taxi?
Negative form: She would rather not take a taxi.
Had better
Interrogative form: Had you better eat this apple?
Negative form: You'd better not eat this apple.
Para indicar preferência entre duas alternativas, ambas expressas, usa-se than:
“She would rather take a taxi than a bus.”
EXERCISES:
1. Complete each sentence using would rather or had better
Sara : 'Good morning, dear ! You ______get up. You will be late !'
Peter : 'Good morning ! I ______stay in my bed.'
Sara : 'You ______go to the bathroom'.
Peter : ' Today, at breakfast, I ______eat bread, butter and honey'.
Sara : 'No, dear, you are too fat, you ______eat two rusks and an apple'.
Peter : 'I ______drink coffee with some cream'.
Sara : 'No, dear, you ______drink only green tea'.
Sara : 'Oh, dear, it's raining, you ______walk'.
Sara : ' You ______give me a kiss and leave'.
Peter : 'I ______go on holiday far away without my wife ! It would be great!' And, we think, Peter ______be single !
2. Type rather or better into the box.
You'd ______stay here until the storm passes.score I'd ______work outside than have to be in an office all day.score Would you ______wait until you've had longer to think about it?score We'd ______not ring them now. They're probably putting the baby to bed.score I'd ______have a window seat, please. score You'd ______stay in and study tonight. You've got a test tomorrow.score
MODULE 9: ADVANCED
LESSON 1: ANOMALOUS VERBS 1
LESSON 2: ANOMALOUS VERBS 2
LESSON 3: THE GERUND
ANOMALOUS VERBS 1
CAN, MAY, MUST (HAVE TO/BE TO)
“When can we get married, darling?”
CARACTERÍSTICAS DOS ANOMALOUS VERBS
1. Funcionam como verbos auxiliares. 2. Não têm TO em seu infinitivo. 3. Não recebem –S na 3ª pessoa do singular.
PRESENT = CAN (expressam capacidade ou habilidade).
PAST = COULD
FUTURE = WILL BE/ ABLE TO
NEGATIVE FORM = CAN’T CANNOT
“She can sail boats, can’t she?”
“She could sail boats.”
“She will be able to sail boats.”
PRESENT = MAY (expressam permissão ou possibilidade/probalbilidade).
PAST = MIGHT
FUTURE = WILL BE ALLOWED TO
WILL BE PERMITTED TO
NEGATIVE FORMS: MAY NOT
MIGHTN’T/ WON’T BE…
“May she go with us?”
“She might study for the test?”
She will be allowed/permitted to get married.” PRESENT = MUST (=HAVE TO) (sua traduação é “dever” e expressam algo obrigatório. A forma MUSTN’T expressa proibição.).
PAST = HAD TO
FUTURE = WILL HAVE TO
Obs: 3ª pessoa do singular: HAS TO
Funciona como auxiliary ou principal.
ANOMALOUS VERBS 2
CAN, MAY, MUST – EXTEND FORMS.
CAN = FORMA NEGATIVA CANNOT/CAN’T.
COULD = FORMA NEGATIVA COULDN’T.
Continuous: Can/Could + Be + -ING.
Perfect: Can/Could + Have +PP
“Shirley can be sleeping now.”
“You couldn’t be talking seriously”.
“Couldn’t she have told you a lie?”
“Can she be lying?”
MAY = FORMA NEGATIVA MAY NOT
MIGHT = FORMA NEGATIVA MIGHTN’T
Continuous: May/Might + Be + Ing.
Perfect: May/Might +Have + Ing.
“Shirley may be sleeping now.”
“She mightn’t be talking seriously.”
“Mightn’t she have told you a lie?”
“May she be lying?”
MUST = FORMA NEGATIVA MUSTN’T
Continuous: Must + BE + Ing
Perfect: Must + Have + PP “Shirley must be sleeping now.”
“You mustn’t be sweeping this place.”
“She must have left early today.”
EXERCISES:
01. Passe para o inglês: “Costumo dormir cedo” a) I used sleep early. b) I used to sleep early. c) I am used to sleeping early. d) I get used to sleep early. e) I got used to slept early.
02. I can’t see him here, he ______home. a) must goes b) could have go c) should going d) must have gone e) could has gone
03. She ______a lot. She got the best mark in her class. a) can have studied b) must have studied c) would have studied d) should have studied e) must has study
04. He ______there regularly, but now he never does. a) used to go b) goes c) was used to go d) used to going e) used to gone
05. You seem tired. You ______to have a rest. a) ought b) might c) must d) should e) could
06. Translate into English: Não estamos acostumados a falar inglês. a) We're not used to speaking English. b) We don't use to speak English. c) We're not used to speak English. d) We're not accustomed speaking English. e) We're used not speaking English.
07. I ______be a lazy student, but now I know I was just wasting my time. a) used to b) use to c) to use d) using e) uses
08. You ______decide at once. a) ought b) should to c) can d) must e) could
09. Due to the strike, trains ______arrive some minutes late. a) to can b) cans c) mays d) may e) to may
10. (FUVEST) Listen, if you really want to get over your sickness you ____ not sleep late. a) 'better b) 'd better to c) better to d) 'd better e) would better
http://www.autoenglish.org/gr.can.pdf http://www.autoenglish.org/modalverbs/should.pdf http://www.autoenglish.org/modalverbs/pastmodalsdeduction.pdf http://www.autoenglish.org/modalverbs/gr.need.pdf http://www.autoenglish.org/gr.may3.pdf http://www.autoenglish.org/modalverbs/gr.might.pdf http://www.autoenglish.org/gr.better.pdf http://www.autoenglish.org/gr.supposed.pdf
1.You don't look well. You _____ see a doctor. (Advice)
are to could
need to
should
2. lending me your CD player ______for a couple of days? (Request)
Can you
Could you
Would you
Would you mind
3. Whose book is this? – I am not sure. It ______be Anna's. (Possibility)
might
must
should
would
4. She______home yesterday because her little son was sick. (Necessity)
could have stayed
had to stay
must have stayed
should have stayed
5. You______leave work at 3:30 today. (Permission)
can
could
might
will
6. Though he was ill and weak, he______get out of the burning building. (Ability)
could might
should
was able to
7. The windows look clean. You ______wash them. (Absence of necessity)
can't
don't have to
mustn't
are not to
8. You______disturb him during his work! (Prohibition)
could not
don't have to
must not
should not
9. Whose car is this? – It ______be Anton's. I think I saw him driving a red car like this one. (Strong probability)
might
could
must
would
10. I don't believe it. It ______be true. (Impossibility)
can't
mustn't
shouldn't
wouldn't
THE GERUND
USOS
1. Como sujeito de frases: “Smoking is harmful to your health.” “Watching the sunset is wonderful.” 2. Após preposições: “She was accused of misbehaving.” “There’s no point in arguing about this.” 3. Após algumas expressões como: “CAN’T HELP “CAN’T STAND” IT’S WORTH IT’S USELESS/IT’S NO USE LOOK FORWARD TO
4. Após certos verbos: AVOID/PREVENT ENJOY MIND KEEP 5. Verbos seguidos de gerúndio ou de infinitivo (com ou sem to): BEGIN/START TRY/ATTEMPT HATE FEEL LIKE LOVE SEE NOTICE “She loves watching birds/ She loves to watch birds.” “We noticed the burglar scaping/ We noticed the burglar to scape.”
EXERCISES:
. (to ski) ______can be dangerous.
2. After (to shop) ______,we went to the cinema.
3. (to smoke)______is unhealthy.
4. (to swim)______is my favourite activity.
5. Do you like (to surf) ______on the net?
6. Does she enjoy (to wear)______jewels? 7. At the (begin) ______of the year,we move south.
8. Before(to go) ______to bed,I usually have a shower.
9. Be careful when (to spell)______words.
10. The neighbours thanked me for (to call) ______the fire department.
3. Gerund or Infinitive: 1. Would you mind (wait) for a few minutes? 2. Have you finished (use) the computer? 3. We expect (hear) from him very soon. 4. Tom has given up (smoke). 5. I couldn't help (laugh) when I saw Sarah wearing that funny hat. 6. I don't feel like (play) football today. 7. I expected my friend Juliette (help) me in this project. 8. Our association gave up (help) some villages due to compelling circumstances. 9. Students enjoy (listen) to English songs in class from time to time. 10. I spend most of my time (draw) which irritates my parents.
http://www.seattlecentral.edu/faculty/dloos/Grammar/gerunds_infinitives/gerundsassubj ectsandobjectsexercises1-3.htm
MODULE 10: ADVANCED
LESSON 1: READING AND COMPREHENSION
LESSON 2: ORAL PRODUCTION/LISTENING PRODUCTION
LESSON 3: WRITTEN PRODUCTION
READING AND COMPREHENSION
TOTAL: 10 TEXTS.
1. Liverpool
Liverpool is a city and metropolitan borough in Merseyside in north west England, on the north side of the Mersey estuary.
The city is governed by Liverpool City Council, one of five councils within Merseyside. The population of the borough in 2002 was 441,477, and that of the Merseyside conurbation was 1,362,026. Liverpool is the second largest export port of the United Kingdom.
Whilst it has lost most of its manufacturing base, Liverpool is still internationally famous as a port, and the city from where The Beatles originated. In sport terms, it boasts two internationally known football clubs, Liverpool F.C. and Everton F.C.. In the year 2008, Liverpool will become the European Capital of Culture.
Liverpool runs directly into Bootle in Sefton, and Huyton in Knowsley. It faces Wallasey and Birkenhead across the River Mersey.
Inhabitants of Liverpool are officially known as "Liverpudlians", but more commonly known as "Scousers". They are noted for their distinctive accent, called Scouse.
This article is licensed under the GNU Free Documentation License. It uses material from the Wikipedia article "Liverpool". You can explore more on the Wikipedia website. The text and the images are used here only for educational purposes.
Questions about the text Now, answer the questions about the text. 1. Liverpool has a population of less than half million people. True. False. We don't know.
2. Liverpool is the second largest export port of the United Kingdom. True. False. We don't know.
3. Liverpool is the city from where The Beatles originated. True. False. We don't know.
4. Liverpool has one football team. True. False. We don't know.
5. People from Liverpool are called Liverpudlians. True. False. We don't know.
2. Lake District
The Lake District National Park is one of fourteen National parks in the United Kingdom. It lies entirely within Cumbria, and is one of England's few mountainous regions. All the land in England higher than three thousand feet above sea level lies within the Park. The Lakes, as the region is also called, were made famous during the early 19th century by the poetry and writings of William Wordsworth and the Lake Poets.
The Lake District is about 34 miles (55 km) across (north-to-south or west-to- east). Its features are a result of periods of glaciation, the most recent of which ended some 15000 years ago. The ice carved wide U-shaped valleys, many of which are now filled with the lakes that give the park its name. The upper regions contain a number of glacial cirques, which are typically filled with tarns. The higher fells are rocky, with lower fells being open moorland, notable for its wide bracken and heather coverage. Below the tree line native oak woodlands sit alongside nineteenth century pine plantations. Much of the land is often boggy, due to the high rainfall.
This article is licensed under the GNU Free Documentation License. It uses material from the Wikipedia article "Lake District". You can explore more on the Wikipedia website. The text and the images are used here only for educational purposes. Questions about the text
1. There are 14 national parks in the UK. True. False. We don't know.
2. The Lake District is about... 34 km across. 55 km across. 55 miles across.
3. The latest glaciation period was 15000 years ago. True. False. We don't know.
4. The ice formed the valleys, which then became lakes. True. False. We don't know.
5. It doesn't rain too much in the area. True. False. We don't know.
3. Westminster Abbey
Westminster Abbey, formally titled the Collegiate Church of St Peter at Westminster, is a large, mainly Gothic church, in the City of Westminster, London, located just to the west of the Palace of Westminster. It is one of the most notable religious buildings in the United Kingdom, and is the traditional place of coronation and burial site for English, later British monarchs. The abbey is a Royal Peculiar, and between 1540 and 1550 had the status of a cathedral.
According to a tradition first reported by Sulcard in about 1080, a church was founded at this site (then known as Thorn Ey (Thorn Island)) in the 7th century, at the time of Mellitus (d. 624), a Bishop of London. Construction of the present church was begun in 1245 by King Henry III.
Since 1066, when King Harold and William the Conqueror were crowned, the coronations of English and British monarchs have been held here. Since 1100, there have been at least 16 royal weddings at the abbey. Two were of reigning monarchs (Henry I and Richard II), although before 1919 there had been none for some 500 years.
This article is licensed under the GNU Free Documentation License. It uses material from the Wikipedia article "Westminster Abbey". You can explore more on the Wikipedia website. The text and the images are used here only for educational purposes. Questions about the text
1. Westminster Abbey is located in London. True. False. We don't know.
2. It is the traditional place of coronation and burial site for British monarchs. True. False. We don't know.
3. Construction of the present church was begun in 1080. True. False. We don't know.
4. William the Conqueror was the first King crowned here. True. False. We don't know. 5. There have been at least 16 royal weddings here. True. False. We don't know.
4. House of Commons
In many bicameral parliaments of a Westminster System, the House of Commons has historically been the name of the elected lower house. The Commons generally holds much more power than the upper house (the senate or House of Lords). The leader of the majority party in the House of Commons usually becomes the Prime Minister.
Historically, "the commons" were an estate in a traditional pre-Enlightenment European government which typically divided the governance of an area between "estates" of society. Other estates included the clergy, nobles, merchants and knights. The word "commons" has at times been confused with the word "commoner", but they are very different in this context. The House of Commons was created to serve as the political outlet for this "commons" class, while the elite estates were represented in the House of Lords. The House of Commons was thus elected by the people while members of the upper house were appointed on the basis of various forms of elite "merit", such as wealth, family, or prestige.
States with a House of Commons base their democratic systems upon this original British house of parliament (it is thus occasionally called "the mother of parliaments"). Many such places were part of the British Empire, and are now part of the Commonwealth of Nations. In distancing themselves from the rule of empire, they have often renamed that part of their government (or abolished it, e.g. in favour of a military dictatorship).
Most Westminster-system nations which originally used the term "House of Commons" have changed the name of their lower house to "the House of Representatives." There are only two existing Houses of Commons. These are the: British House of Commons (at the Palace of Westminster, London) and the Canadian House of Commons (on Parliament Hill, in Ottawa).
The House of Commons was also the lower house of the Parliament of Ireland, before its abolition under the 1801 Act of Union, and the short-lived Parliament of Southern Ireland in 1920, which was subsequently superseded by the Dáil of the Irish Free State. Similarly, the House of Commons was the lower house of the Parliament of Northern Ireland before its abolition in 1972.
This article is licensed under the GNU Free Documentation License. It uses material from the Wikipedia article "House of Commons". You can explore more on the Wikipedia website. The text and the images are used here only for educational purposes.
Questions about the text
1. The Parliament is divided into two houses. True. False. We don't know.
2. The leader of the majority party in the House of Commons is the Prime Minister. True. False. We don't know.
3. The members of the House of Commons are elected by the people. True. False. We don't know.
4. The British House of Parliament is called "the mother of parliaments". True. False. We don't know.
5. All countries belonging to the British Empire have a House of Commons nowadays. True. False. We don't know.
6. The Canadian House of Commons was abolished in 1801. True. False. We don't know. 5. Leeds
Leeds is a city in West Yorkshire, England, the principal settlement in the City of Leeds metropolitan district. In 2011 Leeds' main urban subdivision had a population of 474,632, while in 2011 the City of Leeds had an estimated population of 757,700 making it the third largest city in the United Kingdom.
Leeds is the cultural, financial and commercial heart of the West Yorkshire Urban Area, which at the 2011 census had a population of 1.8 million, and the Leeds-Bradford Metropolitan Area, of which Leeds is the integral part, had a population of around 2.3 million, making it the fourth-largest metropolitan area in the UK. In addition, the Leeds City Region, an economic area with Leeds at its core, had a population of 3 million.
Leeds is the UK's largest centre for business, legal, and financial services outside London, and its office market is considered the best in Europe for value. Leeds is considered a Gamma World City, alongside cities such as Phoenix, St. Petersburg and Valencia under the 2010 GaWC study.
Historically in the West Riding of Yorkshire, the history of Leeds can be traced to the 5th century when the Kingdom of Elmet was covered by the forest of "Loidis", the origin of the name Leeds. The name has been applied to many administrative entities over the centuries. It changed from being the appellation of a small manorial borough, in the 13th century, through several incarnations, to being the name attached to the present metropolitan borough.
In the 17th and 18th centuries Leeds became a major centre for the production and trading of wool. Then, during the Industrial Revolution, Leeds developed into a major industrial centre; wool was the dominant industry but flax, engineering, iron foundries, printing, and other industries were important. From being a compact market town in the valley of the River Aire in the 16th century Leeds expanded and absorbed the surrounding villages to become a populous urban centre by the mid-20th century.
Public transport, rail and road communications networks in the region are focused on Leeds and there are a number of twinning arrangements with towns and cities in other countries. Its assigned role in the Leeds City Region partnership recognises the city's importance to regional economic development, and will now play a large part in the UK's planned new high-speed railway development.
This article is licensed under the GNU Free Documentation License. It uses material from the Wikipedia article "Leeds". You can explore more on the Wikipedia website. The text and the images are used here only for educational purposes.
Questions about the text
Now, answer the questions about the text.
1. Leeds is the third largest city in the UK. True. False. We don't know.
2. The City of Leeds has a population of 3 million. True. False. We don't know.
3. Leeds is the largest centre for business in the UK. True. False. We don't know.
4. In the 16th century Leeds was already a big city. True. False. We don't know.
5. Rail and road networks are focused on Leeds. True. False. We don't know.
6. The Channel Tunnel The Channel Tunnel, (French: le tunnel sous la Manche; often nicknamed the Chunnel in English) is a rail tunnel beneath the English Channel at the Straits of Dover, connecting Cheriton in Kent, England and Sangatte in northern France. A long- standing and hugely expensive project that saw several false starts, it was finally completed in 1994. It is the second longest rail tunnel in the world, surpassed only by the Seikan Tunnel in Japan. It is operated by Eurotunnel plc.
In 1957 the Channel Tunnel Study Group was formed. It reported in 1960 and recommended a railway tunnel of two main tunnels and a smaller service tunnel. The project was launched in 1973 but folded due to financial problems in 1975 after the construction of a 250 m test tunnel.
In 1984 the idea was relaunched with an Anglo-French government request for proposals to build a privately funded link. Of the four submissions received the one most closely resembling the 1973 plan was chosen and announced on January 20, 1986. The Fixed Link Treaty was signed by the two governments in Canterbury, Kent on February 12, 1986 and ratified in 1987.
The planned route of the tunnel took it from Calais to Folkestone (a route rather longer than the shortest possible crossing) and the tunnel was to follow a single chalk stratum (which meant the tunnel was deeper than the previous attempt). For much of its route, the tunnel is nearly 40 m under the seafloor, with the southern section being deeper than the northern.
Digging the tunnel took 15,000 workers over seven years, with tunnelling operations conducted simultaneously from both ends. The prime contractor for the construction was the Anglo-French TransManche Link, a consortium of 10 construction companies and 5 banks of the two countries. Engineers used large tunnel boring machines (TBMs), mobile excavation factories that combined drilling, material removal, and the process of shoring up the soft and permeable tunnel walls with a concrete liner. After the British and French TBMs had met near the middle, the French TBM was dismantled while the British one was diverted into the rock and abandoned. Almost 4 million cubic metres of chalk were excavated on the English side, much of which was dumped below Shakespeare Cliff near Folkestone to reclaim 90 acres (360,000 m²) of land from the sea.
The Channel Tunnel consists of three parallel tunnels: two primary rail tunnels, which carry trains north and south, and a smaller access tunnel. This access tunnel, which is served by narrow wheeled vehicles, is interconnected, by means of transverse passages, to the main tunnels at regular intervals. It allows maintenance workers access to the tunnel complex and provides a safe route for escape during emergencies.
When the two tunnels met 40 m beneath the English Channel seabed on December 1, 1990, in what was to become one of the "crossover halls" that allow diversion of trains from one main tunnel to the other, it became possible to walk on dry land from Britain to mainland Europe for the first time since the end of the last ice age, over 13,000 years ago. The British and French efforts, which had been guided by laser surveying methods, met with less than 2 cm of error.
The tunnel was officially opened by Queen Elizabeth II and French President François Mitterrand in a ceremony held in Calais on May 6, 1994.
This article is licensed under the GNU Free Documentation License. It uses material from the Wikipedia article "Channel Tunnel". You can explore more on the Wikipedia website. The text and the images are used here only for educational purposes.
Questions about the text
1. The Channel Tunnel was completed in 1994. True. False. We don't know.
2. It took ten years to finish the tunnel. True. False. We don't know.
3. The tunnel runs 40m under the sea. True. False. We don't know.
4. There are three parallel tunnels inside the Chunnel. True. False. We don't know.
5. The tunnels from both ends met in 1990. True. False. We don't know.
7. Isaac Newton
Sir Isaac Newton (25 December 1642 – 20 March 1727 by the Julian calendar in use in England at the time; or 4 January 1643 – 31 March 1727 by the Gregorian calendar) was an English physicist, mathematician, astronomer, philosopher, and alchemist; who wrote the Philosophiae Naturalis Principia Mathematica (published 5 July 1687), where he described universal gravitation and, via his laws of motion, laid the groundwork for classical mechanics. Newton also shares credit with Gottfried Wilhelm Leibniz for the development of differential calculus. However, their work was not a collaboration; they both discovered calculus separately but nearly contemporaneously.
Newton was the first to promulgate a set of natural laws that could govern both terrestrial (earthly) motion and celestial motion. He is associated with the scientific revolution and the advancement of heliocentrism. Newton is also credited with providing mathematical substantiation for Kepler's laws of planetary motion. He would expand these laws by arguing that orbits (such as those of comets) were not only elliptic; but could also be hyperbolic and parabolic.
He is also notable for his arguments that light was composed of particles. He was the first to realise that the spectrum of colours observed when white light was passed through a prism was inherent in the white light, and not added by the prism as Roger Bacon had claimed in the 13th century.
Newton also developed Newton's law of cooling, describing the rate of cooling of objects when exposed to air; the binomial theorem in its entirety; and the principles of conservation of momentum and angular momentum. Finally, he studied the speed of sound in air, and voiced a theory of the origin of stars.
This article is licensed under the GNU Free Documentation License. It uses material from the Wikipedia article "Isaac Newton". You can explore more on the Wikipedia website. The text and the images are used here only for educational purposes. Questions about the text Now, answer the questions about the text.
1. Isaac Newton was born in... 1642. 1687. 1727.
2. He set the basis for classical mechanics. True. False. We don't know.
3. He worked together with Leibniz to discover differential calculus. True. False. We don't know.
4. Newton discovered that light is composed of particles. True. False. We don't know.
5. He studied the speed of light in air. True. False. We don't know.
8. William Shakespeare
William Shakespeare—born April 1564; baptised April 26, 1564; died April 23, 1616 (O.S.), May 3, 1616 (N.S.)—has a reputation as the greatest of all writers in English.
His ability to capture and convey the most profound aspects of human nature is regarded by many as unequalled and the English Renaissance has often been called "the age of Shakespeare".
He was among the few playwrights who have excelled in both tragedy and comedy and several of his plays contain songs that are among the finest lyric poems in English.
He also wrote 154 sonnets, two narrative poems, and a handful of shorter poems. Shakespeare wrote his works between 1588 and 1613, although the exact dates and chronology of the plays attributed to him are often uncertain.
Shakespeare's influence on the English-speaking world shows in the widespread use of quotations from Shakespearean plays, the titles of works based on Shakespearean phrases, and the many adaptations of his plays.
Other signs of his continuing influence include his appearance in the top ten of the "100 Greatest Britons" poll sponsored by the BBC, the frequent productions based on his work, such as the BBC Television Shakespeare, and the success of the fictional account of his life in the 1998 film Shakespeare in Love.
Some of his famous plays are "Romeo and Juliet", "Macbeth", "Hamlet", "Othello", "Antony and Cleopatra", "The Comedy of Errors", "A Midsummer Night's Dream", among others.
This article is licensed under the GNU Free Documentation License. It uses material from the Wikipedia article "William Shakespeare". You can explore more on the Wikipedia website. The text and the images are used here only for educational purposes. Questions about the text
1. William Shakespeare was a great writer of both tragedy and comedy. True. False. We don't know.
2. How many sonnets did he write? 2. 100. 154.
3. His books are full of quotations. True. False. We don't know.
4. The film "Shakespeare in Love" is based on his life. True. False. We don't know.
5. Many of his books contain songs. True. False. We don't know.
6. He died in 1616. True. False. We don't know.
7. "100 Greatest Britons" is one of his famous masterpieces. True. False. We don't know.
9. History of the FIFA World Cup
The History of the FIFA World Cup started in 1928, when FIFA president Jules Rimet decided to stage an international football tournament. The first competition, in 1930, consisted of just the final tournament of 13 invited teams. The competition has subsequently expanded to a 2 year qualifying process involving almost 200 teams from all over the world.
The first international football match was played in 1872 between England and Scotland, although at this stage the sport was rarely played outside Great Britain. An expansion in international football led to FIFA being formed in May 1904, comprised of football associations from seven continental European countries. As football began to increase in popularity, it was held as a demonstration sport (with no medals awarded) at the 1900, 1904 and 1906 Summer Olympics before football became an official competition at the 1908 Summer Olympics. Organised by England's Football Association, the event was for amateur players only and was regarded suspiciously as a show rather than a competition. The England national amateur football team won the event in both 1908 and 1912.
With the Olympic event continuing to be contested only between amateur teams, Sir Thomas Lipton organised the Sir Thomas Lipton Trophy tournament in Turin in 1909. The competition is often described as The First World Cup, and featured the most prestigious professional club sides from Italy, Germany and Switzerland. The first tournament was won by West Auckland, an amateur side from north-east England that was invited after the Football Association refused to be associated with the competition. West Auckland returned in 1911 to successfully defend their title, and were given the trophy to keep forever, as per the rules of the competition.
In 1914, FIFA agreed to recognise the Olympic tournament as a "world football championship for amateurs", and took responsibility for organising the event. This led the way for the world's first intercontinental football competition, at the 1924 Summer Olympics. Uruguay won the tournament, before winning the gold medal again in 1928, with another South American team, Argentina, taking silver. In 1928 FIFA made the decision to stage their own international tournament. With Uruguay now two-time official football world champions and due to celebrate their centenary of independence in 1930, FIFA named Uruguay as the host country.
The 1932 Summer Olympics, held in Los Angeles, did not plan to include football as part of the programme due to the low popularity of football in the United States. FIFA and the IOC also disagreed over the status of amateur players, and so football was dropped from the Games. FIFA president Jules Rimet thus set about organising the inaugural World Cup tournament to be held in Uruguay in 1930. The national associations of selected nations were invited to send a team, but the choice of Uruguay as a venue for the competition meant a long and costly trip across the Atlantic Ocean for European sides. Indeed, no European country pledged to send a team until two months before the start of the competition. Rimet eventually persuaded teams from Belgium, France, Romania, and Yugoslavia to make the trip. In total 13 nations took part — seven from South America, four from Europe and two from North America.
The first two World Cup matches took place simultaneously, and were won by France and the USA, who beat Mexico 4-1 and Belgium 3-0, respectively. The first goal in World Cup history was scored by Lucien Laurent of France. Four days later, the first World Cup hat-trick was achieved by Bert Patenaude of the USA in the Americans' 3-0 win against Paraguay. In the final, Uruguay defeated Argentina 4-2 in front of a crowd of 93,000 people in Montevideo, and became the first nation to win a World Cup.
This article is licensed under the GNU Free Documentation License. It uses material from the Wikipedia article "History of the FIFA World Cup". You can explore more on the Wikipedia website. The text and the images are used here only for educational purposes. Questions about the text
1. The first international football match was played in 1872. True. False. We don't know.
2. FIFA was created in 1904. True. False. We don't know.
3. The first FIFA World Cup was played in Uruguay. True. False. We don't know.
4. Uruguay was the first nation to win the World Cup. True. False. We don't know.
10. New Findings About Disorder in Bees
A number of viruses acting together may help explain cases of colony collapse. Transcript of radio broadcast. Source: VOA
This is the VOA Special English Agriculture Report.
Colony collapse disorder first struck honey bees in the United States in late two thousand six. Over the next two years, beekeepers lost more than one-third of their honey bees.
Scientists in the United States and other countries have been working to explain the mysterious disappearances of bees. Now, a new study suggests that several viruses may act together.
Scientists from the University of Illinois and the United States Department of Agriculture did the study. Their report appeared in the Proceedings of the National Academy of Sciences.
The team compared bees from affected colonies with those from healthy colonies. They were looking for differences in gene expression in the guts of the bees.
The scientists found that the affected bees had a number of viruses from a group called picorna-like viruses. The infections observed in the bees included Israeli acute paralysis virus and deformed wing virus.
Tiny insects likely play a big part in spreading the viruses. Varroa mites have been causing serious problems in bee colonies in the United States since the late nineteen eighties. These mites carry picorna-like viruses.
The viruses appear to harm the bees' ability to use their genetic material to produce proteins needed to fight infections. Researcher Reed Johnson, now at the University of Nebraska-Lincoln, says the study suggests that the damaged proteins are unable to respond effectively when attacked.
University of Illinois Professor May Berenbaum says it appears that bees could deal with one or two viruses at the same time, but not three or four.
She says the picorna-like viruses "hijack" the ribosome in cells. Ribosomes are structures in which proteins are made. As a result the ribosome produces only viral proteins.
The professor says ribosome is central to the survival of any organism. If it is compromised, then the bees could not defend themselves against pesticides or fungal infections or bacteria or poor nutrition.
These have all been identified as possible causes of the collapse disorder. Spanish researchers, for example, recently said they suspected a parasitic fungus which has been found among affected bees in Spain.
Bees add billions of dollars in value to many crops worldwide. For now, beekeepers have been doing their best to try to protect their colonies.
And that's the VOA Special English Agriculture Report, written by Jerilyn Watson. I'm Faith Lapidus.
LESSON 2: ORAL PRODUCTION/LISTENING PRODUCTION
ORAL PRODUCTION – 5 DIALOGS.
DIALOG 1
Jerry tells Fei about his first visit to a primary school
Jerry: Hi Fei, how was your day?
Fei: Hi Jerry, I've been looking for you. Where have you been?
Jerry: I just had a very interesting experience. I spent the whole day with dozens of little children!
Fei: That sounds like fun.
Jerry: Yes, it was fun... but exhausting! Kids have so much energy.
Fei: Where did you meet all these kids?
Jerry: At the primary school down the street. I visited some of their classes in the morning, then taught them some simple English in the afternoon.Fei: English must be very difficult for them.
Jerry: Actually, they were very eager to learn. I was quite impressed.
Fei: What did you teach them? Jerry: One teacher gave me some sentences to practice. The kids love to repeat things out loud! Sometimes I shouted the sentences, and they shouted back at me. Other times I whispered, and they whispered back. They were very cute.
Fei: Yes, I can imagine.
Jerry: We also sang songs and played some English games together.
Fei: That's great. You know, when I was in primary school, we never had English lessons.
Jerry: How about in middle school?
Fei: We studied English, but only for a test. It wasn't very practical.
Jerry: Well, you've managed to learn English very well. I guess it's because you're a "Super Student".
Fei: Ha ha ha. Not me! The kids you saw today seem to be much more "super" than I am. They're the future of China.
Jerry: Yes, they are, so China must have a bright future! I wonder what this country will be like in 15 or 20 years when these kids are adults...
DIALOG 2
Jerry is worried about using a taxi in China, so he asks his Liu Fay how to use a taxi in Beijing
Jerry: Hey Fay, is there anything I need to know about taking a taxi in Beijing?
Fay: Well, it’s pretty easy, Jerry. The first thing you have to do is to signal by holding your hand out. Next, you should find the right taxi. If you want to save money, you should find a taxi that charges only 1.20 (“one point two”) yuan per kilometer. If you want a more comfortable taxi, you can pay 1.60 yuan. The price is printed on a label shown in the back window of each taxi.
Jerry: Okay. So what do I do after I get in the taxi?
Fay: Of course, you should greet the driver and tell him where you want to go. After he starts driving, make sure he turns on the meter.
Jerry: What should I do if he can’t find my destination?
Fay: Then you have to give him directions. Tell him to turn left or right. That’s “zou guai” or “you guai” in Chinese. Or tell him to keep going straight, “yizhi wang qian zou”.
Jerry: Got it! Then I guess all I have to do is pay the driver and say “good-bye”, right? Fay: Well, not quite. You should always ask for a receipt, which is printed out for every customer. That way, if you forget something in the taxi, you can get it back with no problem.
Jerry: Thanks Fay, that’s a big help!
DIALOG 3
Fei introduces Jerry to her favorite place in all of Beijing
Jerry: What a beautiful summer's day! There's not a cloud in the sky.
Fei: Hey, I have an idea. Let's go somewhere special. I can introduce you to my favorite place in Beijing.
Jerry: Sure, I'd like to see that, but what is it exactly?
Fei: You'll see when we get there. Come on, we can catch the 107 bus across the street...
(10 minutes later, Fei and Jerry arrive. They go for a walk.)
Fei: Can you see all those people across the street?
Jerry: Yes, they're all dancing. I like the Chinese style music, but they're doing Western style dancing. It seems a bit odd to me. Are we going to dance today?
Fei: Not today - maybe when we get older! Look beyond the dancers. What do you see?
Jerry: Hey, there's a little pond over there. It looks very pleasant in the middle of a big city. Let's go take a closer look. I never knew there was a pond in the middle of Beijing.
Fei: Actually, there are SIX! They're all man-made. There are two ponds to the west of the Forbidden City called Nan Hai, which could be called South Pond and Zhong Hai, or Middle Pond. The government offices surround those Ponds, so they're not open to the public. To the north of those ponds is...
Jerry: Let me guess. It must be North Pond!
Fei: Good guess! You're right, it's Bei Hai or I suppose we could say North Pond. We could see Bei Hai if we went through that gate over there, but we would have to pay. We can walk around the other three for free. This one is called Qian Hai or Front Pond, then there's Hou Hai or Back Pond. Finally, beyond Hou Hai is...
Jerry: Let me guess again. Is it Beyond Pond?
Fei: Another good guess. But this time you're wrong! The sixth one is a bit to the west, so it's called Xi Hai or West Pond. Jerry: Those people on the water seem to be having fun. Can we rent a boat too?
Fei: Sure, but I don't feel like it today. Let's do it another time.
Jerry: Okay. What are those traditional style buildings on the other side of Qian Hai?
Fei: Those are restaurants and coffee shops. We can go over there for a rest later if you want.
Jerry: You know, I think this would be a good place to have a drink, especially on a Friday night after a long week at work. Too bad there aren't any bars here. Maybe we could open a bar here. Isn't that a great idea?
Fei: Ha ha ha. Somebody beat you to that idea, Jerry. There are over 40 bars around Hou Hai! We'll go there some evening when you want to unwind, okay?
Jerry: Okay, it's a deal!
DIALOG 4
Fei is telling Jerry about her new job with LMONOP Corporation
Fei: Jerry, do you remember that job interview I had a while ago?
Jerry: Yes, you went to LMNOP Corporation, right?
Fei: That's right. You have a good memory! They called me in for a second interview...
Jerry: That's a good sign. It means they like you.
Fei: Yes, I must have made a good impression on them.
Jerry: How did the second interview go?
Fei: I really prepared thoroughly for this one. I asked the interview a lot of tough questions about the company and the job, then I presented my ideas on how I would do the job.
Jerry: What was their reaction?
Fei: I think I really impressed them. They gave me a job right on the spot!
Jerry: That's great! What will you be doing for them?
Fei: I will have several duties to perform. The first is to organize meetings. Then I'll have to present plans to clients.
Jerry: Do you mean that you will have to give speeches?
Fei: Yes, something like that. I will give formal presentations. I have to admit, I'm a bit nervous about that. Jerry: I'm sure you'll do fine, as long as you prepare as well as you prepared for the interview.
Fei: I'll have more to do than that. I'll also have to follow-up through email or on the telephone. I think I'm going to be very busy. Do you have any tips for me?
Jerry: You'll have to learn how to manage your time well.
Fei: How can I "manage" my time?
Jerry: Well, the first thing you have to do is "prioritize".
Fei: I know that "prior" means "before", but I can't figure out what "prioritize" means...
Jerry: It means to decide what should come first. In other words, what are your most important tasks. You should spend most of your time on the most important projects.
Fei: Oh yes, I've heard of that. Isn't there a rule, something like the 80-20 rule?
Jerry: Exactly! Your most important projects will be about 20% of your total work, but they're so important that you should devote 80% of your time and effort to them. The other tasks aren't so important, so they can be put off til later.
Fei: I see. I can't put off the most important jobs, so I have to be sure to get those done no matter what.
Jerry: I'm sure you'll do just fine in your new job. When are you going to start?
Fei: In two weeks. I'm really excited about it!
DIALOG 5
Fay asks Jerry for advice on how to succeed at a job interview in English
Fay: Hi Jerry. I'm thinking of applying for a job with a multinational company, but I'm worried about having an interview in English. Can you give me any good tips?
Jerry: Hmmm. That's a tough one. I guess the first thing is to try to make a good impression. We often say, "you never get a second chance to make a first impression". You really need to get off to a good start.
Fay: That sounds like good advice. Maybe I could sing and dance for them, ha ha ha! Then they'd really be impressed! But seriously, how do I make a good first impression?
Jerry: To begin with, you should firmly shake the interviewer's hand while greeting him or her with a smile. Be sure to keep eye contact, especially when listening to the interviewer. Fay: Ah, "body language" is really important, isn't it?
Jerry: Yes, it is. The second thing is to have confidence. You get confidence from being prepared. You should learn a little bit about the company before the interview. Find out what they do, how long they've been in business, what their business motto is, that kind of thing. You should also anticipate possible questions, and think about how you will answer.
Fay: Should I memorize my answers beforehand?
Jerry: No! Definitely not! That sounds very mechanical. You should be natural when you speak. Just think about how you want to answer, and choose the right words at the time of the interview. That way, you can use the interviewer's own words in your answer, which shows you've been listening. Then you're sure to make a good impression.
Fay: I never thought about that before. You're really smart, Jerry! But what should I do if I can't remember an English word when I'm answering a question?
Jerry: In that case, you have to paraphrase. In other words, you have to explain what you want to say. For example, if you forget the word "manufacturing", you can say "making a product" instead. Or instead of "statistics" you could say "using many big numbers to describe something".
Fay: That's very helpful, Jerry. Thanks so much. Ah, one more thing. Should I ask about the salary during the interview?
Jerry: No, either let them bring up the topic of money, or else wait for a second interview. If you prepare well, make a good first impression, have confidence, and use English naturally, you're almost certain to be interviewed again. Good luck!
IN THESE VIDEOS YOU HAVE SOME CONVERSATIONS AND SOME TIPS IN ENGLISH.
SEE: http://www.youtube.com/watch?v=fNcmqqXSLmg http://www.youtube.com/watch?v=cmYgPHr60VU http://www.youtube.com/watch?v=vtuBEqeCkHI http://www.youtube.com/watch?v=UlSVe2ehjls http://www.youtube.com/watch?v=axVocPmM1pM http://www.youtube.com/watch?v=dWQqH90L494 http://www.youtube.com/watch?v=wiPcUVx14eI http://www.youtube.com/watch?v=NHPuByS-SCQ http://www.youtube.com/watch?v=AYBEbp1_IW4 http://www.youtube.com/watch?v=lZJPOd1sGqM http://www.youtube.com/watch?v=4OGQDOl2KQ8 http://www.youtube.com/watch?v=sUx8rN8UwN8 http://www.youtube.com/watch?v=t1RPmY3Xkdc http://www.youtube.com/watch?v=ohDL7qy-yow
LESSON 2: LISTENING PRODUCTION
http://www.englishexercises.org/makeagame/viewgame.asp?id=389 http://www.englishexercises.org/makeagame/viewgame.asp?id=392 http://www.esolcourses.com/content/topicsmenu/listening.html http://www.esolcourses.com/topics/learn-english-with-songs.html http://www.esolcourses.com/content/topicsmenu/intermediate.html
In this web site you can meet several listening activities and to improve your English. http://www.britishcouncil.org/professionals-podcast-english-listening-downloads- archive.htm
http://www.weberberg.de/skool/listening.html
Harry Potter – Listen 1
Harry Potter is a series of seven fantasy novels written by the British author J. K. Rowling. The books chronicle the adventures of the adolescent wizard Harry Potter and his best friends Ron Weasley and Hermione Granger, all of whom are students at Hogwarts School of Witchcraft and Wizardry. The main story arc concerns Harry’s quandary involving the evil wizard Lord Voldemort, who killed Harry’s parents in his quest to conquer the wizarding world and subjugate non-magical people (Muggles).
Since the June 30, 1997 release of the first novel Harry Potter and the Philosopher’s Stone, (retitled Harry Potter and the Sorcerer’s Stone in the United States) the books have gained immense popularity, critical acclaim and commercial success worldwide. The series has also had some share of criticism, including concern for the increasingly dark tone. As of June 2008, the book series has sold more than 400 million copies and has been translated into 67 languages, and the last four books have consecutively set records as the fastest-selling books in history.
A series of many genres, including fantasy and coming of age, it has many cultural meanings and references. According to Rowling, the main theme is death, although it is primarily considered to be a work of children’s literature. There are also many other themes in the series, such as love and prejudice.
Julius Caeser – Listen 2
Gaius Julius Caesar (July 12 or July 13, 100 BC – March 15, 44 BC), often simply called Julius Caesar, was a Roman military and political leader and one of the most influential men in world history. He played a critical role in the transformation of the Roman Republic into the Roman Empire. His conquest of Gaul extended the Roman world all the way to the Atlantic Ocean, and he was also responsible for the first Roman invasion of Britain in 55 BC.
Leading his legions across the Rubicon, Caesar sparked civil war in 49 BC that left him the undisputed master of the Roman world. After assuming control of the government, he began extensive reforms of Roman society and government. He was proclaimed dictator for life, and he heavily centralized the bureaucracy of the Republic. This forced the hand of a friend of Caesar, Marcus Junius Brutus, who then conspired with others to murder the dictator and restore the Republic. This dramatic assassination occurred on the Ides of March (March 15th) in 44 BC and led to another Roman civil war. In 42 BC, two years after his assassination, the Roman Senate officially sanctified him as one of the Roman deities.
Caesar’s military campaigns are known in detail from his own written Commentaries, and many details of his life are recorded by later historians, such as Appian, Suetonius, Plutarch, Cassius Dio and Strabo. Other information can be gleaned from other contemporary sources, such as the letters and speeches of Caesar’s political rival Cicero, the poetry of Catullus and the writings of the historian Sallust.
ENGLISH FOR TOURISM Listen 3
Tourist: Excuse me. Do you speak English?
Woman: Yes, of course. Can I help you?
Tourist: Yes, we’ve just arrived on holiday here. Have you got a map of the town?
Woman: Yes. Here you are. The tourist office is just here. I’ll mark it with a cross. If you walk down this street here, you get to the beach. It’s about 5 minutes.
Tourist: Thank you. Where is the old part of the town?
Woman: Over here. You can see lots of narrow winding streets, and there’s the church.
Tourist: How long would it take to walk there?
Woman: About 10 or 15 minutes. The easiest way from here is to turn left and go straight along the road until you reach the bus station, and then turn right.
Tourist: Is there a train station as well as a bus station?
Woman: Yes. The train station is here on the edge of the town. I’ll just get you some timetables (pause and rustling). Here you have a train timetable, and one for the buses.
Tourist: Thanks very much. Do you have any information about things to do in the area?
Woman: Yes, of course. Over there we’ve got leaflets about local attractions. And this free guide here tells you what’s on this month. It has information about concerts, festivals, children’s events etc.
David Beckham – Listen 4
David Beckham is a famous football player. He played for Manchester United in the years when Manchester United won everything they could possibly win. And he was captain of the England football team.
But in the past few years his football career has “gone downhill”. In 2003, he moved from Manchester United to Real Madrid, but Real Madrid has not been a successful team in the last few years. Last summer, he captained the England team at the World Cup, but again England was not successful. He has now been dropped as England captain, and plays only irregularly for Real Madrid. As a footballer, David Beckham is past his best.
Other footballers who find that their finest playing days are over do something like this:
they move to a smaller club; or they make a new career in football, perhaps coaching younger players, or managing a club, or writing about football for the newspapers; or they retire from football and run a pub in a quiet village in the country, or a night club in Spain.
But David Beckham is not going to do any of these things. He is going to move to America later this year to play for Los Angeles Galaxy. He will become one of the highest paid sportsmen in the world; over the next 5 years, he may earn as much as $250 million. This is remarkable because football is not a top sport in the United States. Indeed, when Americans talk about “football” they mean a completely different game in which very big men try to knock each other to the ground while kicking or throwing a ball shaped like an egg. In America, you have to say “soccer” if you mean the game that the rest of the world calls football.
So how has this happened? There are rich people and rich companies in the United States who think that soccer could become a lot more popular in America than it is now. They see an opportunity to make money – lots of money. But they need a superstar – someone who is fabulously famous – to raise the profile of soccer in America, and bring in advertising and sponsorship. And David Beckham is a superstar. He is – or was – a brilliant football player. He is very good looking (or so my wife tells me). His wife is a former pop singer with the Spice Girls, where she was known as “Posh Spice”. Posh and Becks love the glamorous celebrity lifestyle – the lavish parties, the beautiful people, the fast cars, the big houses and swimming pools. They will love Hollywood. And Hollywood will love them ……
CONFIRMING A HOTEL BOOKING Listen 5
Receptionist : Good afternoon, Orion Hotel, how may I help you?
Customer : I’m ringing to confirm a booking I made a week ago. I was expecting an email but I haven’t receive deny thing.
Receptionist : I’m sorry the line is rather bad, would you mind repeating that, please?
Customer : Yes, I made a reservation on your website under the name of Coutts. George Coutts.
Receptionist : Could you spell your surname for me, please? Customer : Yes, that’s C-O-U-T-T-S
Receptionist : And when was the reservation for?
Customer : July 23rd to the 29th
Receptionist : Sorry, did you say the 21st ?
Customer : No, the 23rd
Receptionist : Let me just check if we have your details on the system. Ah… yes, here we are.
Customer : I put down one double and one single room, but I wonder if I could change that.
Receptionist : I’m terribly sorry I didn’t quite catch that. Would you mind speaking up a little?
Customer : Yes, I wanted to change the number of rooms. Is it possible to have two doubles instead of a single and a double?
LESSON 3: WRITTEN PRODUCTIONS
Example: Short Story.
The little girl and the wolf
One afternoon a big wolf waited in a dark forest for a little girl to come along carrying a basket of food to her grandmother. Finally a little girl did come along and she was carrying a basket of food. 'Are you carrying that basket to your grandmother?' asked the wolf. The little girl said yes, she was. So the wolf asked her where her grandmother lived and the little girl told him and he disappeared into the wood.
When the little girl opened the door of her grandmother's house she saw that there was somebody in bed with a nightcap and a night gown on. She had approached no nearer than twenty-five feet from the bed when she saw that it was not her grandmother but the wolf, for even in a nightcap a wolf does not look any more like your grandmother than the Metro-Goldwyn lion looks like Calvin Coolidge. So the little girl took an automatic out of her basket and shot the wolf dead.
Moral: It is not so easy to fool little girls nowadays as it used to be.
Author: James Thurber
Narrative Text – Short Story
The Yellow Riding Hood ______
Example: Describing places. http://www.slideshare.net/aponce4/writing-describing-places
Descriptive Text
My new College
______
Example: https://student.unsw.edu.au/writing-critical-review
Critical Review of Published Microarray Studies for Cancer Outcome and Guidelines on Statistical Analysis and Reporting
Alain Dupuy and Richard M. Simon
Author Affiliations
Affiliations of authors: Biometric Research Branch, Division of Cancer Treatment and Diagnosis, National Cancer Institute, National Institutes of Health, Bethesda, MD (AD, RMS); Université Paris VII Denis Diderot, Paris, France (AD); Assistance Publique- Hôpitaux de Paris, Service de Dermatologie, Hôpital Saint-Louis, Paris, France (AD)
Correspondence to:
Richard M. Simon, DSc, National Cancer Institute, 9000 Rockville Pike, MSC 7434, Bethesda, MD 20892 (e-mail: [email protected]).
Received March 13, 2006.
Revision received October 24, 2006.
Accepted December 1, 2006.
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Abstract
Background Both the validity and the reproducibility of microarray-based clinical research have been challenged. There is a need for critical review of the statistical analysis and reporting in published microarray studies that focus on cancer-related clinical outcomes.
Methods Studies published through 2004 in which microarray-based gene expression profiles were analyzed for their relation to a clinical cancer outcome were identified through a Medline search followed by hand screening of abstracts and full text articles. Studies that were eligible for our analysis addressed one or more outcomes that were either an event occurring during follow-up, such as death or relapse, or a therapeutic response. We recorded descriptive characteristics for all the selected studies. A critical review of outcome-related statistical analyses was undertaken for the articles published in 2004. Results Ninety studies were identified, and their descriptive characteristics are presented. Sixty-eight (76%) were published in journals of impact factor greater than 6. A detailed account of the 42 studies (47%) published in 2004 is reported. Twenty-one (50%) of them contained at least one of the following three basic flaws: 1) in outcome- related gene finding, an unstated, unclear, or inadequate control for multiple testing; 2) in class discovery, a spurious claim of correlation between clusters and clinical outcome, made after clustering samples using a selection of outcome-related differentially expressed genes; or 3) in supervised prediction, a biased estimation of the prediction accuracy through an incorrect cross-validation procedure.
Conclusions The most common and serious mistakes and misunderstandings recorded in published studies are described and illustrated. Based on this analysis, a proposal of guidelines for statistical analysis and reporting for clinical microarray studies, presented as a checklist of “Do's and Don'ts,” is provided.
Dissertative text
Critical review
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