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Monday, 25 August 2014

UNIT 2. IT'S A DISASTER!




INMACULADA SCHOOL                                                                              4th ESO
ALICANTE
ENGLISH DEPARTMENT

NAME

FORM

UNIT 2
IT’S A DISASTER!


All through the unit you'll be working the following:

BASIC SKILLS

Competencias en comunicación lingüística
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.

Competencia en el conocimiento y la interacción con el mundo físico
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.


Tratamiento de la información y competencia digital
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.

Competencia social y ciudadana
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.

Competencia cultural y artística
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.

Competencia para aprender a aprender
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.

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







PERSONAL NOTES  

EXTRA RESOURCES

VOCABULARY: Natural Disasters

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. 






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
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)

WHICH
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)

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.

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)

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)

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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