Destinations A

WORKBOOK
2023

Student's name:
Teacher's name:
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Córdoba: five murals that you cannot
miss in the city
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MOST VIEWED

The "Art of Our People" program promoted by the Municipality of Córdoba,

allowed the streets of the city to be flooded with color and design. To date, more
than 40,000 square meters have already been painted , with the promise of
completing much more.

The corner of Sucre and La Tablada is the scene of a

new and colorful Cordovan mural
For this reason, from Vía Córdoba we recommend five of the most iconic and
must-see murals in the city . Located in the Observatorio neighborhood, Centro,
Polo Sanitario, the Suquía River waterfront and the San Vicente neighborhood, the
works are true 'jewels'.

1. “LOOKING AT THE SKY”, THE OBSERVATORIO

NEIGHBORHOOD MURAL
If you go through the Observatorio neighborhood, in the capital of Córdoba, it is
essential to visit the mural of Martín Ron. The piece of art generated such an
impact that it was chosen as one of the best in the world on the Street Art
Cities Platform , a site specialized in urban art.

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The work is carried out on Avenida Pueyrredón 864, on a party wall 30 meters
high and 8 meters wide . The painting shows a girl with a balloon that is
pointing to the sky , as if inviting us to observe it.

The piece is 30 meters high and 8 meters wide.

2. A VERY STRIKING BUILDING
Going further to the center of the city, at Calle Corrientes 207, there is a 1000 m2
mural, which decorates the construction of the former Hotel Ducal. The walls were
intervened by the artist TEC, who chose to graphically capture what, in his opinion,
best represents the city of Córdoba: music, with the quartet, friends, the rally, te
mountains and the popular representation of soccer.

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 The
mural was made by the Cordovan artist TEC. Photo: descubri.com
3. RECOGNITION ON THE WALLS
In times of the Covid-19 pandemic, Olga Suárez from Cordoba was one of the many
artists who decided to pay homage to health personnel . Therefore, she painted
a 210-meter mural, in the heart of the Sanitary Pole , in honor of the medical
team.

The work presents two faces in the foreground staring straight ahead , with
marks from the use of security supplies. These characters observe frontally both
the people who pass through the sector and the hospitals.

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 The
mural of the Bajada Pucará is a few meters from the hospitals of the Sanitary
Pole of Córdoba. (Courtesy The TWELVE)
4. 30 THOUSAND METERS OF ART IN THE SUQUÍA
RIVER
With the aim of revitalizing the Suquía River waterfront, the municipality flooded
the facades with strident colors and different graphics. It is about more than 30
thousand square meters intervened by different local artists.

Costanera
Rio Suquia Entrance to the center from the bypass to the Center of the City of
Cordoba insecurity area Muller San Vicente neighborhood Wednesday July 28,
2021 Photography Jose Gabriel Hernandez Photo: JOSE HERNANDEZ

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Although along the corridor you can distinguish different styles, techniques, genres
and themes; there is an idea behind that unites all the interventions and it has to
do with the concepts of neighborhood and city.

ID:6106758 Murals in Costanera del rio Suquia deteriorated or abandoned

house on the river coast that have been intervened by artists with colored
murals Street art mural painters Marcos Ochat Valentin Reinozo Rodrigo
Mathot Lucas Aguilera April 5, 2021 photo Javier Ferreyra Photo: Javier
Ferreyra
5. CUTE HEART, IN THE HEART OF SAN VICENTE
As an initiative of the owners of Sergeant Cabral and Spotify to promote the
uploading of the quartet idol's discography to the platform, artists represented
La Mona Jiménez on the walls of the dance.

Three native artists from Buenos Aires, worked for more than nine days to finish
the impressive work that has the Cordovan idol as its only protagonist.

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The Spotify mural dedicated to La Mona Jiménez in Sergeant Cabral.

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UNIT 6

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UNIT 7

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NAME: ________________________ DATE: ________________________
GRAMMAR WORKSHEET
SECOND CONDITIONAL
“if” clause main clause
If I won a million dollars, … I would put the money in a bank.
… I could buy an airplane.
… I might give it all away.

main clause “if” clause

I would put the money in a bank … if I won a million dollars.
I could buy an airplane
I might give it all away
NOTES:
(1) The second conditional is used to talk about future events that are hypothetical or improbable.
(2) To form negative sentences, add ‘not’ after ‘would’, ‘could’ and ‘might’. Eg “ … I might not give it all away.”

 Complete the sentences below by making Second Conditional statements. Use your
imagination!

1. If I had longer summer holidays, _______________________________________

2. If John did more exercise, ____________________________________________

3. If Mrs. Smith spoke Chinese, __________________________________________

4. If I won a million dollars, ______________________________________________

5. _________________________________________, you could live for 150 years.

6. ___________________________________________, I might look for a new job.

7. ______________________________________, people would be very surprised.

8. ___________________________________________________, he would laugh.

9. If aliens landed on Earth, ____________________________________________

10. If animals could talk, ________________________________________________

11. If people lived on the moon, ____________________________________________

12. If I spent all my money, _______________________________________________

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SECOND CONDITIONAL

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GRAMMAR DISCUSSION
SECOND CONDITIONAL
Student ‘A’
 Discuss the questions below with your partner.

1. What would you do if you could travel back in time?

2. What would you do if you saw a ghost?
3. What would you do if you were the richest person alive?
4. What would you do if you had a pet dinosaur?
5. What would you do if you had a 3D printer?
6. Where would you go if you could travel anywhere?
7. What would you do if you could fly like a bird?
8. What would you do if you forgot your own name?
9. What would you do if spiders could fly?
10. What would you do if it rained every day?


--------------------------------------------------------------------------------
GRAMMAR DISCUSSION
SECOND CONDITIONAL
Student ‘B’
 Discuss the questions below with your partner.

1. What would you do if you could travel into the future?

2. What would you do if you saw an alien?
3. What would you do if you were the smartest person alive?
4. What would you do if you had a pet monkey?
5. What would you do if you had a space ship?
6. What would you buy if you had a million dollars?
7. What would you do if you were a robot?
8. What would you do if a robber asked for all your money?
9. What would you do if animals could talk?
10. What would you do if you were the leader of your country?

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NAME: ________________________ DATE: ________________________
GRAMMAR WORKSHEET
THIRD CONDITIONAL
 Write each of the two sentences below as one sentence. Use the Third Conditional
with “had” (or “hadn’t”) + “wouldn’t have”.

1. Sam didn’t get up early. He was late for work.

___________________________________________________________________

2. We didn’t bring our umbrellas. We got wet.

____________________________________________________________________

3. Jake didn’t study. He failed the test.

___________________________________________________________________

4. I rode the bicycle. I fell off.

____________________________________________________________________

5. I met him yesterday. I knew his name.

____________________________________________________________________

6. The TV was broken. They were bored.

____________________________________________________________________

7. Isaac sat under a tree. An apple fell on his head.

____________________________________________________________________

8. Kevin got lost. He cried.

____________________________________________________________________

9. Jenny practiced a lot. She won the contest.

____________________________________________________________________

10. The firemen arrived. They put out the fire.

___________________________________________________________________

11. That was a funny joke. I laughed.

____________________________________________________________________

12. We didn’t clean the room. It was messy.

____________________________________________________________________

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NAME: ________________________ DATE: ________________________
GRAMMAR WORKSHEET
THIRD CONDITIONAL
“if” clause main clause
If she had run faster, she would have won the race.
could have
might have

main clause “if” clause

She would have won the race if she had run faster,
could have
might have

NOTE 1: To form negative sentences, add ‘not’ after ‘would’, ‘could’ and ‘might’.
Example: “If she had run slowly, she might not have won the race.”

NOTE 2: To form negative sentences, add ‘not’ after ‘had’.

Example: “If she hadn’t run slowly, she might have won the race.”

⚫ Complete the sentences below by making Third Conditional statements. Use

your imagination!

1. If I had worked harder, ________________________________________________

2. If Tim had bought a new car, _________________________________________

3. If Mrs. Brown hadn’t found her cat, ______________________________________

4. If I hadn’t forgotten my key, ____________________________________________

5. _________________________________________, you might have gotten hurt.

6. __________________________________________, I could have been famous.

7. ____________________________________, Tom would have passed his exam.

8. _______________________________________, they might have been happier.

9. If I hadn’t found a new job, ____________________________________________

10. If it had rained yesterday, ______________________________________________

11. If we had arrived time, ________________________________________________

12. If the dog had bitten me, ______________________________________________

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UNIT 8

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Indirect speech:
An Indirect speech is also called a reported speech, which means the speech,
spoken indirectly.

A person who is going to report the speech or a speech that comes in the first
part of the direct speech is called a reporting speech.

● He says, “He cooks food”.

Reported speech:
Reported speech is a speech that is always in an inverted comma or quotation
marks.

It is a second part of the direct speech sentence.

● He says, “He cooks food.”

Reporting verb:

The verb which comes inside the reported speech is called reporting verb,
respectively.

● Zoya said, “I want to go there.”

As we start writing any direct and indirect conversation, we often use reporting
verbs like “say, tell, ask, inform, instruct, claim, suggest, enquire, etc.”

These reporting verbs, whenever used in direct or indirect speech, change into
the past simple form like said, told, asked, informed, instructed, claimed,
suggested, enquired, etc.

But the verbs used in a speech between the inverted commas will remain as it is.

Examples of direct and indirect speech:

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 1. Direct speech: John said, “You are looking so beautiful.”
○ Indirect speech: John said that she was looking so beautiful.
2. Direct: He said, “He is not a culprit.”
○ Indirect: He said that he was not a culprit.
3. Direct: He said, “she is working on this project.”
○ Indirect: He said that she was working on that project.
4. Direct: The teacher said, “Do you complete your homework?”
○ Indirect: The teacher asked if he completed his homework.
5. Direct: She says, “She is an artist.”
○ Indirect: She says that she is an artist.
6. Direct: Sam told, “I’m not coming with you.”
○ Indirect: Sam told me that he was not coming with me.
7. Direct: He says, “she is working on this project.”
○ Indirect: He says that she is working on that project.

Using ‘say’ or ‘tell’

As an alternative to using ‘say’ we can also use ‘tell’ (‘told’ in the past) in
reported speech, but in this case you need to add the object pronoun. For
example:

● He told me he was going to call Alan.

● They told her they would arrive a little late.
● You told us you’d already finished the order.

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 Changes in tenses:

Changing the pronoun

The pronoun used as an indirect subject speech sometimes needs to be

changed accordingly in indirect speech as of the reporting verb of the direct
speech.

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 ● The pronoun used for representing the first person in reported speech
changes based on the subject of the reporting speech in a direct speech.
● The pronoun used for representing the second person in reported speech
changes based on the report’s object in a direct speech.
● The pronoun used for representing the third person remains the same in
the reported speech.

Example:

1. Direct: He said, “I am going to school.”

2. Indirect: He said that he is going to school.
3. Direct: She says, “I will not come with you.”
4. Indirect: She says that she will not come with me.
5. Direct: They said, “we are eating our tiffin box.”
6. Indirect: They said that they were eating their tiffin box.

Changing the time

The mentioned time (not the timing) in a direct speech sentence will have to
change in indirect speech like now becomes then, tomorrow becomes the next
day, yesterday becomes the previous day, today becomes that day, later
becomes soon.

Example:

● Direct: He told, “He is coming from Tokyo today.”

● Indirect: He told me that he was coming from Tokyo that day.
● Direct: She asked, “Will the parcel reach by tomorrow or not?”
● Indirect: She asked whether the parcel will reach by the next day or not.
● Direct: “The teacher has given some assignments yesterday”, he reminds
me.
● Indirect: He reminds me that the teacher had given some assignments on
the previous day.
●

Sometimes it’s necessary to change the time expressions when you

report speech, especially when you are speaking about the past and the
time reference no longer applies. For example:

● Direct speech: “I’m seeing my brother tomorrow.”

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 ● Indirect speech: She said she was seeing her brother the following
day.

Here are some other examples:

● Direct speech: “I had a headache yesterday.”

● Indirect speech: You said you’d had a headache the day before
yesterday.
● Direct speech: “It’s been raining since this afternoon.”
● Indirect speech: He said it’d been raining since that afternoon.
● Direct speech: “I haven’t seen them since last week.”
● Indirect speech: She said she hadn’t seen them since the previous
week.

Imperative sentences:

Imperative sentences are statements that deliver a command, order, request,

appeal, or advice.

It depends on the speaker, how he delivers the message to the other person.

● Sit properly!
● Stand by my side!
● Come closer!

While converting these types of sentences cum statements from direct speech to
indirect speech, we have to check the type of sentence, whether it is a command,
order, request, or else.

Examples:

Order:

● Direct: The teacher said to me, “Sit properly!”

Indirect: The teacher ordered me to sit properly.

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Command:

● Direct: The Boss said to an office boy, “Bring one coffee for me.”

Indirect: The Boss commanded an office boy to bring a coffee for him.

Request:

● Direct: The teacher said to me, “Sit properly!”

Indirect: The teacher requested me to sit properly.

Advice:

● Direct: The bartender said to me, “try this drink.”

Indirect: The bartender advised me to try that drink.

Reporting Orders and Requests

When you give someone an order, you use the imperative form, which means
using just the verb without a subject. For example:

● “Call me back later.”

● “Have a seat.”
● “Don’t do that!”

To report an order we use ‘tell’ and the infinitive of the verb. For example:

● You told me to call you back later.

● He told me to have a seat.
● She told us not to do that.

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When you make a request, you normally use words like ‘can’, ‘could’, or ‘will’.
For example:

● “Could you call me back later?”

● “Will you have a seat?”
● “Can you not do that please?”

To report a request, we use the verb ‘to ask’ and the infinitive form of the verb.
For example:

● You asked me to call you back later.

● He asked me to have a seat.
● She asked us not to do that.

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 EXTRA
PRACTICE

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 DID YOU KNOW THAT…?

Mrs. Burt was on her way to a bingo game

with some friends
when the thief took her purse.
“He picked on the wrong old lady”,
Mrs. Burt told the Associated Press.

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 DID YOU KNOW THAT…?

When she is not competing

or working out, Diana Vasquez works
full-time as a social worker.
Occasionally she works as a personal trainer.
She tells her clients, “Don’t even think
about changing your body. Think
only about changing your life to a healthy life,
and your body will react in a positive way.”

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 TIMELINE (Simple Past)

1. Look at the following timeline and complete it with the six most important event in your
life so far.
2. Write next to those events how old you were when they happened.
3. Tell the class about those highlights in your life and explain why they were so important
for you.
4. Write a short paragraph describing your timeline in detail.

Remember to use simple past in this activity.

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T/MESAVER
GRAMMAR
ACT/V/TIESMu/ti-word verbs (school)

Give in your Homework, Please

Read the sentences. Complete the crossword with the missing verbs
from the multi-word verbs.

Across Down
4. If you're very noisy, the teacher will 1. When you finish, in your
you off. exercisebooks.
5. away ail of your rubbish now. 2. Don't write. your pens down.
7. out your mistakes with a rubber. 3. It's dark in here. Please on the light.
9. Don't put your coat on the floor. - - - - - - - - -- 6. Youcan out the answer by adding and
it up. dividing.
10. off your personal stereo and 8. away your calculators.Youdon't need
listen to me. them today.

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TIMESAVER GRAMMAR ACT/VITIES@ MARY GLASGOW MAGAZINES. AN IMPRINT OF SCHOLASTIC INe. )
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T/MESAVER
GRAMMAR
ACT/V/rIES Multi-word verbs ~~
~
Help!
Allie the alien is visiting Earth for the first time.
There are a lot of things that she doesn't know how to do!

1 don't know
how to...

0 Complete Allie's sentences with the multi-word verbs from the box.

turn over turn down turn off turn on

---)

1 1 don't know how to 2 1 don't know how to

the water! the TV!

3 1 don't know how to

~
4 1don't know how to
this cassette! 1 the music!
want to play the other side.
:0

. ~~
~t ~~
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Look at the pictures of James and his baby brother, Sam. What can't Sam do?
Writea sentence about Sam under each picture. UseHe can'f with the phrasai verbs in the box.
do up tidy up pick up put on
)
--------------- ---------------
He can't do up
-------------- -------------- -------------- --------------
his shoelaces
------------ ---------- ---------- ----------

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T/MESAVER GRAMMAR ACT/VtT/ES@,MARY GLASGOW MAGAZINES,AN IMPRINTOF SCHOLASTICINe. 156
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The Beach Towel Mystery

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r ~ L beach. But there was the else
Put the words on the towels in the correct order. .,- ".. r ~ ~~
on nobody
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her Michelle her watch on
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~;)\. order to solve the mystery word.

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TIMESAVER GRAMMAR ACT/VITIES@ MARY GLASGOW MAGAZINES, AN tMPRINT OF SCHOLASTIC INe.

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