English World

Connections 2

Con recopilaciones de:

Word by Word Picture Dictionary and Vocabulary Workbook of Pearson Longman
World English Intro and World English 1 of Heinle Cengage Learning
Future 1of Pearson Longman
Agosto 2017
 Lesson 1. Eating Out

Menu
A. Look at the following pictures. What food is on the menu? What are some
typical foods on the menus of restaurants in your country?
B. Look at the following pictures. Place them in the correct category on the
menu.

Breakfast
(7:00 a.m. to 12:00 p.m.)

Lunch & Dinner

(12:00 p.m. to 8:00 p.m.)
All served with salad

Drinks

Desserts
C. Make a menu for your restaurant.

D. Complete the crossword puzzle.

E. Look at the pictures. Discuss if these foods are special or ordinary, and
why? What are some special foods in your country? When do you eat them?
F. Read the following text and discuss in class about it. Then answer the
questions
1. When do the Greeks eat vasilopita?

2. How long is the Japanese New Year Holiday?

_

3. Why do the Japanese make Osechi boxes?

4. In what country do people eat Rosca de Reyes?

_

5. What do people do when they blow out the candles on a birthday cake?

G. Write about what you eat every day and what you eat on special occasions.
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H. Now discuss about what you wrote in exercise G

 Lesson 2. Telling stories

Let´s Read!

Sick on Saturday
I have just had a terrible weekend! On Saturday I was so tired that I slept all
morning. When I woke up I had a head ache and my throat was sore. My
body ached all over. My nose ran and I coughed a lot. My mother took my
temperature but I did not have a fever.

My mother made me some soup for lunch and I ate it in bed. I drank some juice.
I tried to read a book but I couldn’t keep my eyes open. I lay in bed all afternoon.
I drifted in and out of sleep. I drankmore juice. I felt miserable all afternoon.
I didn’t want to do anything.

I got out of bed at dinner time. My parents ordered pizza for dinner and I was able to
eat some of it. I drank more juice! I felt a bit better after dinner so I stayed up.
I snuggled under a blanket on the couch and watched some TV with my parents.
I fell asleep in front of the TV.

The next morning I felt better but now my mother had a cold! She looked miserable.
It was her turn to be sick.

Vocabulary help:

 ache (verb) - hurts, is painful

 asleep (adjective) - to be sleeping
 couch (noun) - furniture to sit on
 drifted (verb) past tense of to drift - to move slowly
 drifted in and out of sleep - when you are not really awake but not really
asleep either
 miserable (adjective) - sad, unhappy, unpleasant
 snuggled (verb) past tense of to snuggle - to move into a warm, comfortable
position
 terrible (adjective) - very bad,
 woke up (verb) past tense of wake up - to stop sleeping
Comprehension Check:

Did you understand the story? Are these sentences true?

1. The boy was sick on Saturday. Yes or no?

2. On Sunday his father was sick. Yes or no?

3. He had a fever on Saturday. Yes or no?

4. He ate dinner in bed on Saturday. Yes or no?

Fill in the Blanks:

5. The family had _ for dinner on Saturday.

6. On Saturday night the boy fell asleep while he _ .

7. He had a head _ __ and his throat was .

8. The boy drank lots of _ .

9. What is the present tense of these verbs? tried , took

,

felt _, did _
 Lesson 3. Practicing reading

Scanning is reading in order to find specific information, e.g. figures or names

Skimming is reading a text quickly to get a general idea of meaning.

Excercises
Reading Comprehension

A) Applying for a Job. Skim the following job advertisements:

1. Needed: Full time secretary position available. Applicants should have at least 2
years experience and be able to type 60 words a minute. No computer skills
required. Apply in person at United Business Ltd., 17 Browning Street.

2. Are you looking for a part time job? We require 3 part time shop assistants to work
during the evening. No experience required, applicants should between 18 and 26.
Call 366 - 76564 for more information.

3. Computer trained secretaries: Do you have experience working with computers?

Would you like a full time position working in an exciting new company? If your
answer is yes, give us a call at 344-5487

4. Teacher Needed: Tommy's Kindergarten needs 2 teacher/trainers to help with

classes from 9 a.m. to 3 p.m. Applicants should have appropriate licenses. For more
information visit Tommy's Kindergarten in Leicester Square No. 56

5. Part time work available: We are looking for retired adults who would like to work
part time at the weekend. Responsibilities include answering the telephone and
giving customer's information. For more information contact us by calling

6. University positions open: The University of Cumberland is looking for 4 teaching

assistants to help with homework correction. Applicants should have a degree in one
of the following: Political Science, Religion, Economics or History. Please contact the
University of Cumberland for more information.
Comprehension Questions

• Which position is best for these people? Now scan the text and choose ONLY ONE
position for each person.

- Jane Madison. Jane recently retired and is looking for a part time position. She
would like to work with people and enjoys public relation work. The best job for Jane
is –

Jack Anderson. Jack graduated from the University of Trent with a degree in
Economics two years ago. He would like an academic position. The best job for Jack
is --

Margaret Lillian. Margaret is 21 years old and would like a part time position to help
her pay her university expenses. She can only work in the evenings. The best job for
Margaret is --

Alice Fingelhamm. Alice was trained as a secretary and has six years of experience.
She is an excellent typist but does not know how to use a computer. She is looking
for a full time position. The best job for Alice is --

Peter Florian. Peter went to business school and studied computer and secretarial
skills. He is looking for his first job and would like a full time position. The best job for
Peter is --

Vincent san George. Vincent loves working with children and has an education
license from the city of Birmingham. He would like to work with young children. The
best job for Vincent is –
B) Read the following text quickly and fill in the table. What do the
numbers given in the table refer to?

Spoon-fed feel lost at the cutting edge

Before arriving at university students will have been powerfully influenced by their
school's approach to learning particular subjects. Yet this is only rarely taken into
account by teachers in higher education, according to new research carried out at
Nottingham University, which could explain why so many students experience
problems making the transition.
Historian Alan Booth says there is a growing feeling on both sides of the Atlantic that
the shift from school to university-style learning could be vastly improved. But little
consensus exists about who or what is at fault when the students cannot cope.
"School teachers commonly blame the poor quality of university teaching, citing
factors such as large first-year lectures, the widespread use of inexperienced
postgraduate tutors and the general lack of concern for students in an environment
where research is dominant in career progression," Dr Booth said.
Many university tutors on the other hand claim that the school system is failing to
prepare students for what will be expected of them at university. A-level history in
particular is seen to be teacher-dominated, creating a passive dependency culture.
But while both sides are bent on attacking each other, little is heard during such
exchanges from the students themselves, according to Dr Booth, who has devised a
questionnaire to test the views of more than 200 first-year history students at
Nottingham over a three-year period. The students were asked about their
experience of how history is taught at the outset of their degree programme. It quickly
became clear that teaching methods in school were pretty staid.
About 30 per cent of respondents claimed to have made significant use of primary
sources (few felt very confident in handling them) and this had mostly been in
connection with project work. Only 16 per cent had used video/audio; 2 per cent had
experienced field trips and less than 1 per cent had engaged in role-play.
Dr Booth found students and teachers were frequently restricted by the assessment
style which remains dominated by exams. These put obstacles in the way of more
adventurous teaching and active learning, he said. Of the students in the survey just
13 per cent felt their A-level course had prepared them very well for work at
university. Three-quarters felt it had prepared them fairly well.
One typical comment sums up the contrasting approach: "At A-level we tended to be
spoon-fed with dictated notes and if we were told to do any background reading
(which was rare) we were told exactly which pages to read out of the book".
To test this further the students were asked how well they were prepared in specific
skills central to degree level history study. The answers reveal that the students felt
most confident at taking notes from lectures and organising their notes. They were
least able to give an oral presentation and there was no great confidence in
contributing to seminars, knowing how much to read, using primary sources and
searching for texts. Even reading and taking notes from a book were often
problematic. Just 6 per cent of the sample said they felt competent at writing essays,
the staple A level assessment activity.
The personal influence of the teacher was paramount. In fact individual teachers
were the centre of students' learning at A level with some 86 per cent of respondents
reporting that their teachers had been more influential in their development as
historians than the students' own reading and thinking.
The ideal teacher turned out to be someone who was enthusiastic about the subject;
a good clear communicator who encouraged discussion. The ideal teacher was able
to develop students involvement and independence. He or she was approachable
and willing to help. The bad teacher, according to the survey, dictates notes and
allows no room for discussion. He or she makes students learn strings of facts;
appears uninterested in the subject and fails to listen to other points of view.
No matter how poor the students judged their preparedness for degree-level study,
however, there was a fairly widespread optimism that the experience would change
them significantly, particularly in terms of their open mindedness and ability to cope
with people.
But it was clear, Dr Booth said, that the importance attached by many departments to
third-year teaching could be misplaced. "Very often tutors regard the third year as the
crucial time, allowing postgraduates to do a lot of the earlier teaching. But I am
coming to the conclusion that the first year at university is the critical point of
intervention".

1%
2%
6%
13%
16%
30%
¾
86%
 Lesson 4. Future plans

A. Look at the pictures. How often do you do these things? In which occasions
do you do them?

Plans
B. Work in pairs. Ask your partner what they do in these occasions

- Your Birthday

- Your anniversary

- Friend’s birthday

- Holidays

- Long weekend

C. Look at the pictures. Match the pictures to the correct phrases.

Study for the next test Buy a new car Buy my own house
Get a new job Have children Speak English
fluently
Do the laundry Clean the house
D. Look at the pictures about some American holidays and discuss the
following questions:
a) Which of these holidays do you celebrate in your country?
b) Which holidays do you celebrate differently?
c) Which other holidays do you celebrate, and how?

American Holidays
E. Read the text and answer the questions.
1. How old is Annalien?

2. What would she like to be?

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3. Where would she like to study?

4. Why is today Zanelle’s big day?

5. Does Zanelle have children?

6. What are Vasili and Olga celebrating?

_
7. What are they going to do?
_

F. Check the correct box. Are they wishes or plans?

Wish Plan
1. Annalien: I would like to study acting
2. Zanelle is going to get married
3. Zanelle would like to have a lot of children
4. Vasili and Olga are going to dance all night

G. Write about your life project. What would you like to do with your life and
how are you going to do it?

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 Lesson 5. Role Play

A. Look at the following situations, and choose the option you like
the best

1) Two friends meeting in a restaurant

2) Two friends going shopping
3) Friends deciding what movie to watch
4) A parent arguing with the son/daughter
5) Friends meeting at the beach/mountain

B. Now, you have 15 minutes to organize your ideas. Work in pairs

or in groups to make the corresponding performance
 Lesson 6. Listening

Listen to the song or songs the teacher puts and discuss with the restof
the class about it/them. Discuss questions like the following:

1. What is the main idea of the song?

2. What did you really understand about the song (s)?
3. Have you ever had an experience similar?
4. Do you think that the singer really that experience?