INMACULADA
SCHOOL 4th
ESO
ALICANTE
ENGLISH DEPARTMENT
NAME
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FORM
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UNIT
2
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IT’S
A DISASTER!
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All through the unit you'll be
working the following:
BASIC SKILLS
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Competencias
en comunicación lingüística
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Vocabulary,
pág. 21, sección Real
English, pág.
28, sección Word
Power, págs. 22
y 26, del Student’s Book:
vocabulario relacionado con las catástrofes naturales y los
servicios de emergencia; phrasal
verbs.;
expresiones útiles y/o frases idiomáticas.
Reading,
págs. 23, 26 y 27, Grammar,
pág. 24, Advance
Your Language,
pág. 27 y sección Real
World Extra,
págs. 124-125:
comprensión escrita de un artículo sobre la erupción de un
volcán en Islandia, una crítica de un libro en el que el autor
cuenta las experiencias de sus viajes a lugares donde ha ocurrido
algún tipo de catástrofe, un texto sobre el impacto de un
meteorito en la Tierra hace millones de años, un texto sobre un
científico italiano que predijo un terremoto en su país, así
como tres textos sobre catástrofes ecológicas en las que ha
intervenido el ser humano y una tabla con información sobre los
animales que están en peligro de extinción.
Grammar,
págs. 24-25 y sección Advance
Your Language,
pág. 27: las Defining
and Non-Defining Relative Clauses,
los pronombres relativos; los compuestos de some,
any y
no.
Listening,
pág. 22, sección Real
English, pág.
28 y sección Advance
Your Exam Skills,
pág. 32: comprensión de una entrevista, una crónica en la radio
y un anuncio con instrucciones en caso de huracán.
Speaking
y Over to you,
pág. 22, Grammar,
pág. 25, sección Real
English, pág.
29 y sección Advance
Your Exam Skills,
pág. 32: participación en conversaciones y simulaciones con el
compañero/a para tomar decisiones, para hablar de habitantes de
zonas de alto riesgo de catástrofes naturales, describir el lugar
de un suceso y una conversación para decidir objetos necesarios
en caso de inundación.
Pronunciation,
en Say It
Right!, pág.
29: pronunciación de un sonido de especial dificultad: /h/.
Writing,
en la sección Real
English, pág.
30, en la sección Advance
Your Exam Skills,
pág. 32, Task,
en la sección Real
World Extra,
pág. 125 del Student’s
Book: expresión
escrita de un texto narrativo sobre algo que les haya pasado o
algo que hayan visto u oído y de un texto sobre un animal en
peligro de extinción utilizando las expresiones y vocabulario
adecuados.
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Competencia
en el conocimiento y la interacción con el mundo físico
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Reading,
pág. 23: interés por conocer datos sobre catástrofes naturales:
erupción de un volcán en Islandia y sus consecuencias.
Grammar,
pág. 24: información del impacto de meteorito en la Tierra hace
millones de años.
Advance Your Exam Skills,
pág. 32: capacidad de interactuar con otros/as de manera adecuada
para actuar en caso de inundación.
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Tratamiento
de la información y competencia digital
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Writing,
en la sección Real
English, pág.
30: muestra de autonomía, eficacia, responsabilidad
y reflexión al seleccionar y
hacer uso de la información y sus fuentes.
Speaking,
págs. 22, Grammar,
pág. 25, sección Real
English, pág.
29 y sección Advance
Your Exam Skills,
pág. 32: respeto por las normas de conducta en clase en
interacciones con el profesor/a o con los compañeros/as al usar
la información y sus fuentes.
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Competencia
social y ciudadana
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Mantenimiento de una actitud constructiva y solidaria
ante la información que se presenta y ante las interacciones en
el aula.
Advance Your Language, pág.
27: información sobre el científico italiano que predijo un
terremoto en su país.
Advance Your Exam Skills,
págs. 31 y 32:
aprendizaje y práctica de las fórmulas utilizadas para
identificar avisos de emergencia y advertencias de peligro, así
como procedimientos ante los mismos.
Aprendizaje de datos curiosos y
útiles en la sección Did
you know? de la
unidad.
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Competencia
cultural y artística
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Real World Extra,
págs. 124-125: el vertido de petróleo en la costa de Alaska tras
el naufragio del petrolero Exxon Valdez, el accidente nuclear en
Chernóbil o el proceso de deforestación del planeta; los
animales en peligro de extinción.
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Competencia
para aprender a aprender
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Uso de estrategias, recursos y
técnicas de trabajo intelectual para aprender y ser consciente de
las propias capacidades y conocimientos a través de las secciones
Task
y Advance Your
Language situadas
en cada unidad del Student’s
Book.
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Autonomía
e iniciativa personal
|
Speaking,
pág. 22, Grammar,
pág. 25, sección Real
English, pág.
29 y Writing,
pág. 30: uso de la creatividad personal a la hora de producir
textos escritos y orales a partir de modelos dados.
Writing,
en la sección Real
English, pág.
30 y en la sección Advance
Your Exam Skills,
pág. 32: desarrollo organizativo a la hora de presentar un
trabajo escrito.
Fomento del trabajo cooperativo en el aula
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PERSONAL
NOTES
EXTRA
RESOURCES
VOCABULARY:
Natural Disasters
- Word search
READING:
Eyfjallajökull
READING:
In Extreme Danger
SPEAKING:
Reporting on a disaster scene
GRAMMAR: Relative pronouns
Los
relativos son pronombres, y sustituyen al nombre. Pero son especiales
porque unen dos oraciones,
como las conjunciones:
John
married a woman.She works in his office. (John
se ha casado con una mujer. Ella trabaja en su oficina.) >>>>>
John married a woman who works in his office. (John se ha casado
con una mujer que trabaja en su oficina.)
Fíjate
que al unir las dos oraciones, el relativo who sustituye
a un nombre o a un pronombre, en este caso she.
- Who (que, a quien) y that (que) se utilizan I like the people who/that live upstairs.para personas,sing o plur,masc o fem), (Me gusta la gente que vive en el piso de arriba)
- Which (que) y that (que) se utiiizan para A kangaroo is an animal which/that lives inanimales o cosas ,tanto singular como plural, Australia. (El canguro es un animal que vive en masculino o femenino. Australia.)
Como
cualquier pronombre, el relativo realiza una función dentro de su
oración todo a nivel escrito: Jackie is the girl whom you met
last week. En todos los ejemplos anteriores, el relativo es el sujeto
de su oración (who
live upstairs, which Iives in Australia).
Pero tambíén puede sustituir al objeto directo oracíón: Jackie
is the girl. My
brother met her last week, que se convierte en: Jackie is the
girl (who) my brother met last week. En
inglés, esta función se manifiesta en el uso de whom (a
quien) en vez de who (quien),
sobre todo a nivel escrito: Jackie is the girl whom my brother
met last week.
Cuando el relativo no es el sujeto de su oración no es totalmente necesario, por lo que podemos prescindir de él sin cambiar el sentido de la de la oración: Jackie is the girl (who) my brother met last week. El sujeto de esta oración es my brother, es quien realiza la acción de conocer. Who se puede omitir porque no es el sujeto. En cambio: A kangaroo is an animal which lives in Australia. El sujeto que acompaña al verbo lives es which/that. No lo podemos omitir.
Fíjate
que en español esto no es posible, ya que el relativo tiene que
estar síempre presente:
Jackie es la chica a quien/que mi hermano conoció la semana pasada.
Jackie es la chica a quien/que mi hermano conoció la semana pasada.
RELATIVE
CLAUSES:
a relative clause gives information about the subject or the object
of a sentence.It follows the noun it describes and often begins with
a relative pronoun.
- Defining clause: identifies what it refers to.
- Non-defining clause: gives additional information something that is already clearly defined/identified. Non-defining clauses are separated by commas from the rest of the sentence and can be left without affecting the meaning.
PRONOUN
|
USE
|
EXAMPLES
|
WHO
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Used
for people
|
The
people who work there are all my friends. (defining)
Mr.
Collins, who lives next door to me, is an engineer.
(non-defining)
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WHICH
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Used
for things and animals
|
They
enjoy living in the house which they rented last year. (defining)
Madrid,
which is in central Spain, is the highest capital city in Europe.
(non-defining)
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THAT
|
Replaces
who
or which
in defining clauses
often
used after words like: all,
none, little, few, anything
used
for superlatives
|
Can
you smell the beautiful flowers that she bought?
Here's
the boy that broke our window.
There's
nothing that can be done.
She
is the kindest woman that I have ever met.
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WHOM
|
Used
in formal English for people: replaces the object
must
be used after preposition
|
This
is the boy whom I met on the train. (defining)
I
think he is the man to whom you must apply for an interview.
(defining)
Mr.
and Mrs. Jones, with whom we spent our holiday, live in London.
(non-defining)
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WHERE
|
Used
for places and replaces words like here,
there
|
The
school where I studied has been closed. (defining)
New
York, where my cousin lives, is called The Big Apple.
(non-defining)
|
WHOSE
|
Used
for possession and replaces words like her,
Peter's, his or
its.
|
The
man whose car was stolen has called the police. (defining)
The
Palace of Versailes, whose gardens are very beautiful, is located
just outside Paris. (non-defining)
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WHEN
(THAT)
|
Used
for time
often
replaces words like
the year, the time.
That
often replaces when
|
I
remember when we first met. (defining)
Every
year in June, when the weather is mild, the Wimbledon Tennis
Tornament is held. (non-defining)
I'll
never forget then time that we went fishing. (defining)
|
WHY
|
Used
for reason
|
I
can't stand sleeping outdoors. That's the reason why I never go
camping.
|
Some
exercises:
REVISION TESTS UNIT 2
LEVEL
1
Vocabulary
1. Choose the
correct answer.
1. When
the … erupted, lava came out of the crater.
A.earthquake B.volcano C.flood
2. The
experts … people about the tornado.
A. warned
B. struck C.predicted
3. People
couldn’t get out of the … the building.
A. homeless
B. collapsed C.trapped
4. The
rescue workers found no … after the aeroplane crashed.
A. survivors
B. tragedy C.landslides
5. A
terrible fire … in the forest.
A. put
out B. broke out C.hit
6. The
earthquake left many people … and they’re still living in the
streets.
A. missing
B. trapped C.homeless
7. The
police are … for the missing boy but they haven’t found him yet.
A. searching
B. hitting C.breaking out
8. They
… that it would be sunny, but it’s raining.
A. drowned
B. warned C.predicted
2. Complete the
text with the words below.
put out •
smoke • injured • flames • burned • safe
|
Something really frightening happened yesterday evening. We went to
the cinema and when we came home, we saw red 1.…………………
coming from the kitchen. My father immediately called the fire
brigade. They came very quickly and 2.…………………
the fire. When the firefighters left, it was 3.…………………
to go inside. We were lucky. Although the walls were black from the
4.………………… ,
only two of the kitchen cupboards were 5.…………………
. Most important of all, no one was 6.………………
!
3. Match A to
B.
A B
1.The ash
….. a. included food and water.
2.The mud b. those boys are throwing could hurt someone.
3.The flood c. on the ground made my shoes dirty and wet.
4.The aid d. in the air caused flights to be cancelled.
5.The rocks e. lasted for hours and caused a landslide.
4. Choose the
correct answers to complete the texts.
1. Fourteen-year-old Tamsin Grimes 1.
drowned / burned / warned after falling
into the river. She fell from an old wooden 2.
cave / channel / bridge. “We’ve known
that the structure was 3.
safe / sensible / dangerous since the big
storm in 2008, but the local authorities 4.
couldn’t be bothered / were fed up / set
dates to repair it,” said Len Conran, Grimes’ secondary
school headmaster. “They could have prevented this 5.
tragedy / flame / flood,” he added
angrily.
2. On the afternoon of 11th March, 2011, the ground began
to shake in Japan, from the northeast of the country to Tokyo, the
country’s 6.
capital city / coast / island, over 370
kilometres away. The 7.
landslide / earthquake / volcano that day
was the biggest one ever to occur in Japan. It was closely followed
by a tsunami, which destroyed entire towns and killed thousands of
people. But 16-year-old Jin Abe and his 80-year-old grandmother were
among the lucky ones. After being 8.
trapped / collapsed / homeless in their
kitchen when the tsunami 9.
broke out / struck / put out, they were
rescued yesterday. For nine days, they had survived on milk, 10.
yoghurt / calories / vitamins and fizzy
drinks.
Grammar
1. Complete
the sentences with the relative pronouns below.
who •
which • when • whose
|
1. The day ………………… we first met was rainy.
2. One
of my friends is a boy ……………… mother is an expert on
earthquakes.
3. The
man ………………… helped me was nice.
4. I’m
going to plant the tree ………………… I bought yesterday.
2. Complete
the sentences with some, any or
no compounds.
1. There’s
………………… that I want to buy here. Let’s go to another
shop.
2. Is
there ………………… special where you would like to go
tonight?
3. Do
you know ………………… who has read Extreme Danger?
4. Bill
thought of ………………… that Gayle might like for her
birthday.
3. Write
sentences with the words below using non-defining relative clauses.
Make any necessary changes.
1.in
April 2010 / Eyjafjallajökull erupted in Iceland / thousands of
flights were cancelled
2.Lady
Gaga / songs are popular all over the world / gave a concert to raise
money for aid to Haiti
3.in
the northeast of Japan / the earthquake and tsunami struck /
thousands of people died
4. Join the
sentences with defining or non-defining relative clauses. Make any
change.
1. The book was
written by a woman. She saw the volcano erupt.
….........................................................................................
2. This is the shop. I
bought my sunglasses here.
…..........................................................................................
3. The National
Geographic programme was very interesting. It was about
dangerous insects.
….........................................................................................
…...............................................................................................
5. Choose the
correct answers.
When there’s a natural
disaster 1.
no one
/ something
/ anywhere
in the world, organisations bring food, water, shelter and medical
aid. Often, the conditions created by a disaster 2.
makes
/ make
/ are making this
a difficult task. For example, after the 2010 earthquake in Haiti, 3.
which
/ who
/ when
left over a million people homeless, organisations couldn’t deliver
supplies because the disaster 4.
had destroyed
/ was destroying
/ destroyed
most of the airport. Even after it 5.
was starting
/ had started
/ has started
functioning again, distributing the supplies was a challenge because
there were many collapsed roads. Thanks to technology, however, the
job was 6. easy
/ easier than
/ the easiest
in the past. On the Internet, people posted photos 7.
where
/ that
/ who
were taken after the earthquake. This helped aid workers find the
best routes for aid delivery. In the future, technology 8.
is
/ will be
/ is going to be even
more helpful. In the next few years, people 9.
will be
creating / are
going to create / are
creating even more
high-tech tools for this purpose. Can you think of 10. somewhere
/ nothing
/ anything
that would help aid groups respond more quickly ?
LEVEL
2
Vocabulary
1. Complete
the sentences with an appropriate word.
1.It’s …………………
to do that. You’ll get hurt.
2. Let’s
leave our shoes outside, because they’re covered with …………………
.
3. I
can smell ………………… . Is there a fire nearby?
4. Fifty
people were ………………… in the bus accident. Fortunately,
no one was killed.
5. You
could see red and orange ………………… from the fire from far
away.
6. After
being trapped for days, several people were found alive in the
………………… buildings.
7. Don’t
drive so fast. It’s not ………………… .
8. After
the ………………… erupted, there were dangerous gases and ash
in the air.
9. We
could feel the ground move during the ………………… .
10. After
the fire was ………………… , investigators began to look for
the cause.
2. Complete
the words in the sentences below.
1.When someone sneezes, we say “B … … … … y … … .”
2. Do
you think some people can really p … … … … … … what will
happen in the future?
3.Rome is the c … … … … … … c … … … of Italy.
4.An enormous r … … … fell onto the road during the
landslide.
5. Do
you know how many c … … … … … … … there are in the food
you eat every day?
6. T
… … … … … clothes are usually more expensive than
old-fashioned clothes.
7. Let’s
m … … … p … … … … for the weekend. What do you want
to do?
8.Many teenagers prefer wearing j … … … … to trousers.
9.This tea is too s … … … … . How much sugar did you put
in it?
10. There
are still places, usually in mountains, where people build homes in c
… … … … .
3. Complete
the text with the words below
north •
coast • floods • landslides • bridges • fields •
homeless • hit • aid • survivors • tragedy • shelters •
modern • fed up
|
In July 2010, parts of Pakistan
were 1.…………………
with devastating 2.…………………
. Water covered about 20% of the country, killing about 2,000 people,
destroying villages, roads and 3.…………………
and leaving many people 4.…………………
. Farmers’ 5.…………………
were covered with water and all their crops were lost. This was a
terrible 6.…………………
for the people of Pakistan.
Although countries around the
world sent 7.…………………
such as water, food, tents and blankets, it took almost a month for
supplies to reach 8.…………………
in some areas.
In the following months, many
people became ill from unsafe drinking water and a lack of food and
medical care. Even now, some people who lost their homes are still
living in temporary 9.…………………
such as tents and many people are losing hope. One villager told a
reporter, “We are 10.……………
with the situation. We feel like the world has forgotten us.”
4. Complete
the sentences to show you understand the underlined words
1.A blouse is a woman’s ………………… .
2.If something is missing, you can’t
…………………
.
3.We say “Welcome back!” when someone
…………………
.
4.We warn people when ………………… .
5.People can drown in the …………………
.
6.Mexico is on the same continent as
………………… .
7.We say “You’re welcome” when someone
…………………
.
8.We get protein from eating ………………… .
9.There is ash after a ………………… .
10.You shouldn’t wear casual clothes at …………………
.
Grammar
1. Complete
the sentences with some, any or
no compounds and choose the correct relative
pronoun.
1. Is there ………………………
when
/ that
/ who
we can do to help you?
2. There’s ……………
over there who
/ which
/ whose
is looking at you. She’s very pretty.
3. I’d like to know what you
think. There is ………….………… that
/ who
/ whose
opinion is more important to me than yours.
4. Is there ………………………
special when
/ which
/ where
you would like to go tonight?
5. Let’s go to another shop.
There’s …………..……… that
/ who
/ where
I want to buy here.
2. Join the
sentences using defining or non-defining relative clauses.
1. Bob is almost 16.
His birthday is in January.
…...........................................................................................
2. I met a woman. She
saw the volcano erupt.
…...........................................................................................
3. This is the shop. I
bought my sunglasses here.
…..........................................................................................
4. Twister was
a good film. It was about tornadoes.
..…. ….......................................................................................
5. On 11th March the
earthquake struck in Japan. My parents were in Tokyo at the time.
….........................................................................................
….........................................................................................
3. Complete
the sentences with the correct form of the words in brackets
1.At this time next year, I ……………………… (study)
music at the Juilliard School.
2.………………… Tina ever ………………… (met) Mike
before last night? Do
you think she ……………………… (see) him again?
3.George
……… (swim) since 2004. He is ……………… (fast) swimmer
in the team.
4. Complete
the text with one word for each space.
When there’s a natural
disaster 1.…………………
in the world, organisations try to work fast to bring aid. Often, the
conditions created by a disaster 2.…………………
this an extremely difficult task. After the 2010 earthquake in Haiti,
3.…………………
left over a million people homeless, international aid organisations
couldn’t deliver supplies for several days because the disaster
4.…………………
destroyed most of the airport. Even after it had started functioning
again, distributing the supplies was a challenge because there
5.…………………
many collapsed roads. Thanks to the Internet, however, the job was
easier 6.…………………
in the past. People posted satellite photos of places 7.…………………
the earthquake had caused damage. This helped aid workers find the
best routes for aid delivery. In the future, technology 8.…………………
be even more helpful. In the next few years, people will 9.…………………
creating high-tech tools for this purpose. Can you think of
10.…………………
that would help aid groups respond more quickly to a disaster?
5. Complete
the second sentence so it means the same as the first. Use up to
three words.
1.No one thinks we will lose.There isn’t ………………………
thinks that we will lose.
2.We’re planning to go home soon.We will ………………………
going home soon.
3.The forest fire burned for five days. It was the worst fire since
1950.The forest fire, ……………………… burned for five
days, was the worst one since 1950.
4.Last July, I went to Venice. It was my first visit there.I
……………… been to Venice until July.
5.We made plans to meet at 3.00. It’s 3.20 and you aren’t here.I
……………………… waiting for you for 20 minutes!
LISTENING
Listen to the news report. Then choose the correct answer.
1.The fire began in … .
A.someone’s home B. a forest
C. a city centre
2.Several firefighters were ill
from … .
A.the strong wind B. the
flames C. the smoke
3.Forest fires often kill young
… .
A.birds B. rabbits C. deer
4.There are often fires in the
Los Angeles area because … .
A.of lightning B. it’s dry
there C. it’s windy there
5.This fire was probably started
by … .
A.several people B. natural
causes C. a teenager
READING
Read the text:
5
10
15
20
|
The Paricutín volcano is
located about 322 kilometres west of Mexico City. Paricutín is
only around 70 years old, so it’s the youngest volcano in North
America.
For several weeks before
Paricutín first erupted, there were warnings which people
noticed, but no one did anything. For example, there were no
clouds in the sky, but people heard something which sounded like
thunder. Then, on 20th February, 1943, something unusual happened.
A farmer who was working in a field smelled something strange.
Then, the ground in the field started to grow. It grew several
metres high, into the form of a cone. There was smoke coming out
of the top of the cone. The frightened farmer ran home to his
family, who were happy to see that he was safe.
Over the next few days, lava
continued to come out of the cone, which was actually a volcano.
When the lava became cold, it turned into rock and the volcano
began to grow. After a week, it was 100 metres high. Paricutín
erupted several times over the years and grew higher and higher.
The last time it erupted was in 1952, when it grew to a height of
440 metres. Places as far away as Mexico City, where volcanic ash
fell, were affected by the eruptions.
The Paricutín volcano
destroyed a local village, covering it in lava. The homeless
villagers left the region and built their homes in a place where
it was less dangerous. The smoke from the volcano, which contained
a lot of ash, was also a problem. Many people became ill because
they inhaled a lot of the smoke and thousands of animals died,
too.
Scientists
from all over the world came to Paricutín to observe the volcano.
This was a good opportunity for them to learn about how volcanoes
are born and how they grow.
|
1. Complete the
sentences.
1. Paricutín is in ………………… .
2. The farmer became frightened when he saw
3. The rock of the volcano was formed from ………………… .
4. Many ………………… died as a result of the volcano.
5. Observing Paricutín has taught scientists
2. Find the
numbers below in the text. What does each one refer to?
A
.70: ……………………………
B.
1943: ……………………………
C.
100: ……………………….......
D.
1952: …………………………..
E.
440: …………………………..
3. Answer the
questions.
1. What
are two unusual things that happened before the volcano erupted?
2. Why
did the villagers build their homes in a new place?
3. Describe
what happened to people as a result of the smoke.
4. Find words
in the text to match the definitions below.
1. a shape with a round base and a pointed top
(lines 3-9) …………………
2. not in danger (lines 3-9) …………………
3. breathed in (lines 16-19) …………………
4. watch carefully (lines 20-21)
…………………
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