viernes, 12 de septiembre de 2008

Vocabulary and exercises

  1. What's the opposite of to break?
    to join
    to fasten
    to mend
    to build
    2. What's the opposite of early?
    soon
    late
    last
    first
    3. What's the opposite of to lose?
    to forget
    to find
    to search
    to look for
    4. What's the opposite of over?
    downstairs
    below
    under
    above
    5. What's the opposite of rough?
    sharp
    heavy
    hard
    smooth
    6. What's the opposite of heavy?
    light
    soft
    easy
    smooth
    7. What's the opposite of to learn ?
    to know
    to teach
    to forget
    to understand
    8. What's the opposite of high?
    under
    low
    beneath
    down
    9. What's the opposite of to start?
    to stop
    to begin
    to go on
    to continue
    10. What's the opposite of to push?
    to tow
    to lift
    to pull
    to send.

borrow or lend

Fill in the words borrow or lend into the gaps.

Example:

I ____ her my ruler.

Answer:

I lend her my ruler.

1. Could you me some money, please?
2. Some pupils can
books from their school.
3. Will you
me your umbrella till tomorrow?
4. Should I
him my football?
5. You may
my bike, but be careful.
6. Could I
your cup?
7. You can
your book to Steve.
8. Why do students
so much money from their parents?
9. Peter won't
his car to anyone.
10. Will your mother
you some money?

SUMMARY

This is an extract from an Academic Reading passage on the subject of dung beetles. The text preceding this extract gave some background facts about dung beetles, and went on to describe a decision to introduce nonnative

varieties to Australia.]

Introducing dung 1 beetles into a pasture is a simple process: approximately 1,500 beetles

are released, a handful at a time, into fresh cow pats 2 in the cow pasture. The beetles

immediately disappear beneath the pats digging and tunnelling and, if they successfully

adapt to their new environment, soon become a permanent, self-sustaining part of the

local ecology. In time they multiply and within three or four years the benefits to the

pasture are obvious.

Dung beetles work from the inside of the pat so they are sheltered from predators such

as birds and foxes. Most species burrow into the soil and bury dung in tunnels directly

underneath the pats, which are hollowed out from within. Some large species originating

from France excavate tunnels to a depth of approximately 30 cm below the dung pat.

These beetles make sausage-shaped brood chambers along the tunnels. The shallowest

tunnels belong to a much smaller Spanish species that buries dung in chambers that hang

like fruit from the branches of a pear tree. South African beetles dig narrow tunnels of

approximately 20 cm below the surface of the pat. Some surface-dwelling beetles,

including a South African species, cut perfectly-shaped balls from the pat, which are

rolled away and attached to the bases of plants.

For maximum dung burial in spring, summer and autumn, farmers require a variety of

species with overlapping periods of activity. In the cooler environments of the state of

Victoria, the large French species (2.5 cms long), is matched with smaller (half this size),

temperate-climate Spanish species. The former are slow to recover from the winter cold

and produce only one or two generations of offspring from late spring until autumn. The

latter, which multiply rapidly in early spring, produce two to five generations annually.

The South African ball-rolling species, being a sub-tropical beetle, prefers the climate of

northern and coastal New South Wales where it commonly works with the South African

tunneling species. In warmer climates, many species are active for longer periods of the

year.

Glossary

1. dung: the droppings or excreta of animals

2. cow pats: droppings of cows

[Note: This is an extract from an Academic Reading passage on the development of rockets. The text preceding this extract explored the slow development of the rocket and explained the principle of propulsion.]

The invention of rockets is linked inextricably with the invention of 'black powder'. Most historians of technology credit the Chinese with its discovery. They base their belief on studies of Chinese writings or on the notebooks of early Europeans who settled in or made long visits to China to study its history and civilisation. It is probable that, some time in the tenth century, black powder was first compounded from its basic ingredients of saltpetre, charcoal and sulphur. But this does not mean that it was immediately used to propel rockets. By the thirteenth century, powder-propelled fire arrows had become rather common. The Chinese relied on this type of technological development to produce incendiary projectiles of many sorts, explosive grenades and possibly cannons to repel their enemies. One such weapon was the 'basket of fire' or, as directly translated from Chinese, the 'arrows like flying leopards'. The 0.7 metre-long arrows, each with a long tube of gunpowder attached near the point of each arrow, could be fired from a long, octagonal-shaped basket at the same time and had a range of 400 paces. Another weapon was the 'arrow as a flying sabre', which could be fired from crossbows. The rocket, placed in a similar position to other rocket-propelled arrows, was designed to increase the range. A small iron weight was attached to the 1.5m bamboo shaft, just below the feathers, to increase the arrow's stability by moving the centre of gravity to a position below the rocket. At a similar time, the Arabs had developed the 'egg which moves and burns'. This 'egg' was apparently full of gunpowder and stabilised by a 1.5m tail. It was fired using two rockets attached to either side of this tail.

It was not until the eighteenth century that Europe became seriously interested in the possibilities of using the rocket itself as a weapon of war and not just to propel other weapons. Prior to this, rockets were used only in pyrotechnic displays. The incentive for the more aggressive use of rockets came not from within the European continent but from far-away India, whose leaders had built up a corps of rocketeers and used rockets successfully against the British in the late eighteenth century. The Indian rockets used against the British were described by a British Captain serving in India as ‘an iron envelope about 200 millimetres long and 40 millimetres in diameter with sharp points at the top and a 3m-long bamboo guiding stick’. In the early nineteenth century the British began to experiment with incendiary barrage rockets. The British rocket differed from the Indian version in that it was completely encased in a stout, iron cylinder, terminating in a conical head, measuring one metre in diameter and having a stick almost five metres long and constructed in such a way that it could be firmly attached to the body of the rocket. The Americans developed a rocket, complete with its own launcher, to use against the Mexicans in the mid-nineteenth century. A long cylindrical tube was propped up by two sticks and fastened to the top of the launcher, thereby allowing the rockets to be inserted and lit from the other end. However, the results were sometimes not that impressive as the behaviour of the rockets in flight was less than predictable.


Questions 7 – 10

Look at the following items (Questions 7-10) and the list of groups below.

Match each item with the group which first invented or used them.

Write the correct letter A-E in boxes 7-10 on your answer sheet.

NB You may use any letter more than once.

7 black powder

8 rocket-propelled arrows for fighting

9 rockets as war weapons

10 the rocket launcher

First invented or used by

A the Chinese

B the Indians

C the British

D the Arabs

E the Americans

Read the articles and send your notes to mgruiz@cantv.net (Make a summary of them)

PREPOSITIONS

PREPOSITIONS

Send your answers to the e-mail: mgruiz@cantv.net

1)Most people like basketball, but ____ my opinion it's too chaotic.

of
from
in
with.

2) Are you travelling to Paris ____ business or ____ holiday?

for
on
to
in.

3) Have you read the article _____ Time magazine ____ Google?

on - on
to - on
in - on
from – on.

4) What's that book _____?

about
to
from
of.

5) I stayed ____ the Ritz Hotel ________ my stay in New York.

in - to
to - while
at - while
at – during.

6) I looked this word ____ in the dictionary, but I still don't understand it.

from
on
up
over.

7) We need some sugar. We're almost completely ____ it.

out
out of
over
through

8) Luckily, I made it to the station ___ time to catch the last train.

in
for
at
to

9) My house is ___ the end of the street ___ the right.

in - on
at - in
in - at
at – on

10) The bank doesn't open _____ 10 a.m.

for
until
still
just

READING

Read the following dialogue. Identify expressions indicating opinion and comparisons.

Tracy: Good news! There’s a summer job

Tracy:

Good news! There’s

Mark:

That's great! Anything interesting?

Tracy:

Yes, working at an amusement park. Doesn't that sound fantastic?

Mark:

Sure, it does.

Tracy:

So, have you found anything?

ark:

Nothing yet, but I've got a couple of leads. One is working as an intern for a record company –

mostly answering phones. Or 1 can get a landscaping job again.

Tracy:

Being an intern sounds more interesting than landscaping. And it's probably not as hard!

Mark:

Yeah, but a landscaper earns more money than an intern And you get a great tan!

image 3GRAMMAR FOCUS

Comparisons

A landscaper earns more money than an intern.
An intern works more hours than a landscaper.
A landscaper is better paid than an intern.
Being an intern is more interesting than landscaping.
Landscaping is harder than being an intern.


An intern doesn't earn as much money as a landscaper.
A landscaper works less hours than an intern.
An intern is not as well paid as a landscaper.
Landscaping is less interesting than being an intern.
Being an intern is not as hard as landscaping.

image 3

Match the information to make sentences. Then write your impressions and send it to the e-mail: mgruiz@cantv.net.

  • A counselor at a summer camp works less hours

as much as a housepainter.

Working on a construction site is more dangerous

than working on a cruise ship.

than a dog walker.

as a lifeguard.

as working with the elderly

DIALOGUE


Directions: Read the following dialogue. Please pay attention to grammar and structures., if you have any question please send an e-mail to: mgruiz@cantv.net

Introduction: María and Carlos stayed with Belinda. María went downtown alone by subway. Unfortunately, she got lost on her way home. Then, she made a phone call.

Belinda

Hello. 4980372.




imagen 1

María

Hello. Is that you. Belinda?

Belinda

Yes, Maria. Where are you?

María

I don't know. I'm lost.

Belinda

Oh. dear! What happened?

María

I walked down a couple of blocks. And then I realized I was lost. I found a phone booth and phoned you.

Imagen 2






Belinda

A very good idea. Now. are there any stores or buildings nearby?

María

Yes, it is just across the road. There's a mall, a gas station and some office buildings around.

Belinda

Well. then, it sounds líke El Sambil Mall in Chacao.

María

Yes, that’ s it. There's a sign. It says 'El Sambil”.

Belinda

Good. Well. You can see the subway station sign from there, I think.

María

Yes, I think I know it. Is it the station we took last Friday to go to the post office, isn’t it?

Belinda

Yes, that's the one. Well. Turn around a bit. Then walk straight to next corner and turn right. Keep walking ahead to Francisco de Miranda Avenue.

María

Oh, I see it.

Belinda

Good. Turn right and follow Francisco de Miranda Avenue to next corner. Go past a couple of shops and turn right. You’ ll see some small shops and an old fashioned shopping center on your left. You are in Bello Campo. Then, keep walking along the street until next corner. Turn right. You’ ll see a school on your left. This is Jason’s school. Keep walking on

the right side to next corner. There is a small grocery next to a brown building. .

María

Of course your building is just opposite to it.


Belinda

All right. Sorry I can’t come to pick you up. Tom got the car today. Don’t lose your way!

Tips and Exercises

Requests with modals and if clauses

Less formal requests are more direct than more formal requests. The past tense is used in an if clause when “would" is used in the main clause. "Would you mind" can be followed by an if clause or by a gerund.

Less formal

Can I borrow your pencil?

Could you please lend me a suit?

Is It OK If I use your phone?

Do you mind If I use your CD player?

Would It be OK if I used your fax machine?

Would you mind If I borrowed your video camera? Would you mind letting me borrow your laptop?

I wonder If I could borrow $100.

More formal

I was wondering If you'd mind lending me your car

Exercise 1.
Look at these requests and practice with a partner.


1. You want to borrow someone's underwater camera for a diving trip to Florida.
A: Would you mind if I borrowed your underwater camera?
B: Sure, that's fine. But please be careful with it.

2. You want to use someone's desk.
A. Is it OK if I use your desk ?
B: Of course. Go right ahead!

3. You need a ride to the airport tomorrow.
A: Would you mind taking me to the airport tomorrow?
B: I'd be glad to. What time?

4. You need help moving on Saturday.
A: I wonder if you could help me move on Saturday?
B: Gee, I'm sorry. I'm busy this whole weekend.

5. You want to borrow someone's mountain bike.
A: Do you mind if I borrow your mountain bike?.
B: I'm sorry. I'd like to, but the tire is flan

Send the exercises to the e-mail: mgruiz@cantv.net

EXERCISES

1 Editar

Rewrite these requests more formally. Then practice making your requests with a partner. Use would you mind + gerund to answer them.


1) Lend me a couple of dollars for an espresso.

Answer:

Question 2 Editar

Puntos: 1

2) Take this book back to the library for me.

Answer:

Question 3 Editar


3) Lend me your black jacket for my date.

Answer:

Question 4 Editar


3) I'd like to borrow your Elton John CD.

Answer:

1 Editar

Find three words or phrases that are usually paired with each verb (More than one answer is possible.)

Deny

A. a reason

B. an accusation

C. an excuse

D. a gift

E. a permission

F. an apology

G. an explanation

H. an invitation

I. a phone call

J. a request

K. a compliment

L. a favor

M. an offer

N. a problem

O. yourself

Question 2 Editar

Find three words or phrases that are usually paired with each verb (More than one answer is possible.)

Offer

A. a reason

B. an accusation

C. an excuse

D. a gift

E. a permission

F. an apology

G. an explanation

H. an invitation

I. a phone call

J. a request

K. a compliment

L. a favor

M. an offer

N. a problem

O. yourself

Send the exercises to the e-mail: mgruiz@cantv.net