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Tuesday, 26 August 2014

UNIT 8. MOVING ON





INMACULADA SCHOOL                                                                             4th ESO
ALICANTE
ENGLISH DEPARTMENT


NAME

FORM

UNIT 8
MOVING ON


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

BASIC SKILLS

Competencias en comunicación lingüística

  • Vocabulary, pág. 97, sección Real English, pág. 104, del Student’s Book: vocabulario relacionado con los viajes y sus preparativos; collocations.
  • Expresiones útiles y/o frases idiomáticas en la sección Word Power págs 98 y 102.
  • Reading, págs. 99 y 102, Grammar, pág. , Advance your Language, pág. 103: comprensión escrita de dos textos sobre las familias estadounidenses que han abandonado sus hogares para viajar por el país en una caravana, tres artículos sobre el tren de alta velocidad en España, un texto sobre una página web donde se ofrecen casas donde alojarse de forma gratuita durante los viajes, un texto sobre Murphy, el gnomo viajero, así como tres textos sobre distintas rutas en tren por Europa y un folleto con los horarios del tren Eurostar.
  • Grammar, págs. 101-102 y sección Advance your Language, pág. 103: comunicarse empleando las estructuras used to, be used to y get used to.
  • Listening, pág. 98 y sección Real English, pág. 104: comprensión de dos conversaciones.
  • Speaking, pág 98, Over to you, pág 98, sección Real English, págs. 104 y 105 y sección Advance your exam skills pág 108: participación en conversaciones y simulaciones con el compañero/a para hablar de cosas que hayan hecho o experimentado alguna vez y de sus planes para viajar, y pedir y dar indicaciones para llegar a un lugar.
  • Writing, en la sección Real English, pág. 106: expresión escrita de una entrada de un diario describiendo un acontecimiento y de un texto sobre un tren que haga un recorrido especial que ellos elijan utilizando las expresiones y vocabulario adecuados.

Competencia matemática
  • Real World Extra, pág. 137: cálculo del tiempo que tarda un tren que sale de Londres en llegar a París; cálculo del precio de los billetes de ida para varias personas y del dinero que se ahorra un joven comprando un billete de ida y vuelta en vez de solamente de ida.

Tratamiento de la información y competencia digital
  • Writing, en la sección Real English, pág. 106: muestra de autonomía, eficacia, responsabilidad y reflexión al seleccionar y hacer uso de la información y sus fuentes.
  • Grammar, págs. 100-101: lugares de interés turístico y medios de transporte en el siglo XIX.
  • Speaking, págs. 98, sección Real English, pág. 105: 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.
  • Listening, pág. 98: autobuses que realizan rutas turísticas por el día y se convierten en hoteles por la noche.
  • Reading, pág. 99: respeto por todas aquellas personas que deciden abandonar sus hogares para viajar por el país en una caravana.
  • Reading, pág. 102: interés por conocer datos sobre el AVE y el tren Eurostar.
  • Aprendizaje de datos curiosos y útiles en la sección Did you know? de cada unidad.
Competencia cultural y artística

  • Grammar, pág. 100: interés por conocer otros tipos de alojamiento: casas donde alojarse de forma gratuita a través del blog de Anna.
  • Advance your Language, pág. 103: curiosidad por conocer datos sobre Murphy, el gnomo viajero

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, págs. 98, sección Real English, pág. 105 y Writing, pág. 106: uso de la creatividad personal a la hora de producir textos escritos y orales a partir de modelos dados.
  • Grammar, pág. 101 y sección Advance your Language, pág. 103: muestra del sentido crítico ante las informaciones culturales que se presentan.
  • Writing, en la sección Real English, pág. 106 : desarrollo organizativo a la hora de presentar un trabajo escrito.
  • Fomento del trabajo cooperativo en el aula.
















PERSONAL NOTES








EXTRA RESOURCES:


VOCABULARY: Travel

READING: Webpages


GRAMMAR: used to, be used to, get used to


READING: Newspaper Articles

VOCABULARY: Travel Arrangements

ADVANCE: Your Exam Skills
  • Travel Websites


















                                                     REVISION UNIT 8
LEVEL 1
Vocabulary

1. Match the words or phrases in A to the definitions in B.
              A                                           B
1. accommodation                         a. another word for trip
2. luggage                                      b. people travelling on a train, coach or aeroplane
3. first class                                   c. a place to stay
4. journey                                      d. You put your clothes in it when you travel.
5. book a ticket                              e. to reserve a place to sit
6. countryside                                f. a place to wait for a train
7. departure                                   g. leaving a place
8. platform                                     h. a house you can drive
9. passengers                                 i. an expensive kind of ticket
10. mobile home                            j. an area outside the city

2. Complete the mini-dialogues with the words below.
destination • land • coach • booked our tickets • miss the train
reservation • convenient • departure • standard class • takes off
1. A: You’re late. Did you ………………… ?
B: Yes. Would you believe it? I was waiting on the wrong platform!
2. A: The train arrives at 11.00.
B: No, it doesn’t! You’re looking at the ………………… times.
3. A: How was the hotel?
B: The location wasn’t very ………………… , but the hotel was very comfortable.
4. A: What’s the best way to get to Manchester?
B: It depends. The ………………… is cheapest, but it’s faster by train.
5. A: Have you ………………… to Glasgow?
B: Yes. We’ve got two ………………… tickets on Tuesday at 9.00.
6. A: I haven’t made my ………………… yet.
B: You should do that soon. The planes are quite full this time of year.
7. A: Where does this train go to?
B: Its final ………………… is Edinburgh.
8. A: The plane ………………… at 12.00.
B: What time does it ………………… in London?

3. Complete the sentences with the words below. There are more words than you need.
single tickets • fare • journey • timetable • route • return ticket • miss my train
takes off • catch the train • high-speed train • passengers • countryside
1.We can get to Paris in two hours if we take the ……..............……… .
However, the ……………………… is very expensive.
2.We can check the …………....…… to see when the plane ……………………… .
3.It’s often cheaper to get one ……………………… than two ……………………… .
4.If I walk to the station, I’ll ……………………… . I’m going to take a taxi, so I can ……………………… .
5.The map shows a ………………… through the mountains, so the …………………… will take hours.

4. Choose the correct answer.
1. I wonder / identify / announce what it’s like to live in a mobile home.
2. That dress is beautiful, but I don’t think it’s very realistic / practical / old-fashioned.
3. I can’t be bothered / put out / am fed up with doing this again and again. It’s so boring!
4. The bus takes you past many famous London landscapes / landslides / landmarks, like Big Ben.
5. He’s always been very sensible / considerate / well-meaning of my feelings.
6. We found shelter / accommodation / destination under the bridge and waited for the rain to stop.
7. There was an interesting entertainment / documentary / channel about unusual holidays.
8. A computer can project / store / filter and remember a lot of information.
9. You’ve got such good skin. It looks so rough / flat / smooth.
10. I can’t walk. I think I’ve got a broken foot / sore throat / stomach ache.



Grammar

1. Complete the sentences with the verbs below. Use the correct form of used to.
make • live • not like • get • not read
1. Dad ……………………… stories to me when I was younger, but Mum did.
2. We ………………… in the countryside, but now we’ve got a home in the city.
3. ……………… you ……………… a lot of homework when you were at school?
4. My grandfather ……………………… going to parties because he was very shy.
5. ……………… your mother ……………………… you pancakes for breakfast?


2. Complete the sentences with the correct form of be used to or get used to.
1. John ……......… seeing Catherine every day. He’ll miss her when she moves away.
2. I just can’t…......…… these new glasses even though I’ve had them for two weeks.
3. I’ll have to …….........………………… having a flatmate. I’ve always lived alone.
4. Sue’s new flat is on a busy street. She ….........…… all the noise and it bothers her.
5. Marge never did any cooking when she lived at home, but she soon ….............…it.

3. Complete the sentences with the correct form of used to, be used to or get used to and the correct form of the verbs in brackets.

1. …… you ………… (spend) a lot of time with your cousins when you were a child?



2. There is no one from Spain on my course. I have to ……… (speak) English all day.



     3. People from India find English food tasteless. They ……......……… (eat) spicy food.



     4. Before she got her car, she ………………….....…… (walk) everywhere.



     5. I’ve always had my own room. I ……………......………… (share) a room.

4. Complete the sentences logically using the correct form of used to, be used to or get used to.
1. I have to be at my new job by 7.30 am. I must .
2. Today, people use the Internet to keep in touch, but in the past, they
.
3. Harry had never been camping before, but he soon .
4. I don’t want to go on a long hike because .
5. Emma is really fit. She .
5. Choose the correct answers.
For the past 15 years, Alan Jones 1. has had / had / has many people’s idea of a dream job. Alan is the presenter of Round The World, the popular TV travel programme 2. which / who / what reports on life in different countries. “I’ve had some amazing experiences,” says Alan. “But I’ve also had some frightening experiences. In South America, I 3. bit / was biting / was bitten by a snake and nearly died, and in Nepal we 4. hiked / were hiking / have hiked in the mountains when I slipped and broke my leg.” As an experienced traveller, what advice has Alan got for people who 5. are planning / will plan / plan a trip? Alan says, “If you 6. spend / will spend / are spending too much time thinking about a trip, you ruin the fun. People worry too much about what to take with them. They 7. may / should / could just throw a passport, money and a change of clothes into a backpack and go. I 8. used / got used to / am used travelling light a long time ago.” On his next trip, Alan 9. has been visiting / had visited / will be visiting Vietnam. “Vietnam is a place I 10. have wanted / wanted / want to visit for a long time,” says Alan. “I’m really excited about the visit.”





Write a diary entry about what you did last weekend. Include: where you went, what you did, who was with you and how you felt






LEVEL 2






Vocabulary


1. Complete the adverts with the words below. There are more words than you need.

departure • countryside • passengers • coach • destinations • fare • book your ticket
reservations • timetables • accommodation • convenient • take off • route • standard class
If you 1.………………… in advance, you can save as much as 25% off the normal 2.………………… . 3.………………… can be made on the Internet or on the phone. Advance tickets are available from 12 weeks before the date of 4.………………… . To select the date and time of your journey, check our 5.………………… at www.travel4u.com. The Windsor Language School is located in the village of Hampton in the beautiful English 6.………………… . 7.………………… is with local families, which gives students a chance to practise their English. Superbus offers its 8.………………… an economical and 9.………………… way to travel. You can travel by Superbus to more than 100 10.………………… in the UK.

2. Add a suitable word to each group below.

1. vitamin ● carbohydrates ● …………………
2. get in shape ● work out ● …………………
3. transmit ● project ● …………………
4. neglected ● mistreated ● …………………
5. runny nose ● cough ● …………………
6. go out ● make plans ● …………………
7. earthquake ● volcanic eruption ● …………………
8. three-dimensional ● flat ● …………………
9. announce ● warn ● …………………
10. oil ● ink ● …………………


3. Write the words next to their definitions.
1. what you say when someone sneezes: b … … … … … … …
2. to say what will happen in the future: p … … … … … …
3. very, very small: m … … … … … … … … … …
4. a painting or photo of a person: p … … … … … … …
5. careful not to hurt another person’s feelings: c … … … … … … … … … …
6. the way a person lives: l … … … … … … … …
7. to find out why something happened: i … … … … … … … … … …
8. a place to wait for a train: p … … … … … … …
9. another word for trip: j … … … … … …
10. another word for suitcases: l … … … … … …

4. Complete the text with correct word below. There are more words than you need.

high-speed train • dangerous • soap opera • suspect • murder • first class • fashionable • shocking • investigate • lovely • crime drama • rob • smooth
Yesterday, passengers on the 1.………………… were shocked to find themselves at the centre of a real-life 2.………………… as police searched the train for Peter Brown. The police think Brown 3.………………… Bank Royale and 4.………………… a security guard two months ago.
When Brown bought a 5.………………… ticket on the overnight train to Inverness, a railway worker became suspicious and called the police. Mrs Wilson, 78, was sitting opposite Brown on the train. “I had no idea that the nice-looking man in the 6.………………… suit was actually a 7.………………… criminal,” said Mrs Wilson. “I was looking out of the window at the 8.………………… countryside when all of a sudden, policemen burst into the carriage. It was 9.………………… !” Police detective Robert Ellis said, “We have been 10.………………… this case for some time and we are delighted that Peter Brown has finally been caught.“




Grammar

1. Complete the sentences with the correct form of used to, be used to or get used to and the correct form of the verbs in brackets.

1.When I was a student, I ……………………………… (stay up) late to study.

2.I’ve never had a car, so I ……………………………… (walk) everywhere.

3.You will have to ………………………… (get up) early when you start your new job.

4.What’s the matter with Sally? She’s lost so much weight. She…………... (be) so thin.

5.It’s hard for me to ……………………………… (sleep) at hotels when I travel.


2.Complete the sentences logically using the correct form of used to, be used to orget used to.

1. Bob has finally moved to his own flat. He ..

2. Jane has moved from the countryside to the city. She ...

3. Today, people use the Internet to keep in touch, but in the past, they ...

4. Lisa wants to lose weight. She ...

5. I don’t want to go on a long hike because I ...

3. Complete the sentences with the correct form of the verb in brackets.
1.Kelly’s not crying. She ……………………… (cut) onions all afternoon.
2.At this time next Monday, I ……………………… (fly) to Amsterdam.
3.I’m sorry we had to wait so long at the restaurant. I ……………… (reserve) a table.
4.The invitations aren’t ready yet, but they ……………………… (send) next week.
5.I’m afraid the play will start before we ……………………… (get) to the theatre.

4. Rewrite the second sentence in each pair so that it means the same as the first. Use no more than three words.
1.Gaby swam a lot in the past.
Gaby ……………………… swim a lot.
2.I haven’t got enough money, so I can’t buy a car.
If I had enough money, ……………………… a car.
3.Tom fixed my computer last week.
I ……………………… fixed by Tom last week.
4.Mrs Williams lives next door. She’s very friendly.
Mrs Williams, ……………………… next door, is very friendly.
5.“Is Paul coming?” asked Gina.
Gina asked ……………………… coming.


5. Complete the text with no more than two words in each blank.
For the past 15 years, Alan Jones has 1.……………………… many people’s idea of a dream job. Alan is the presenter of Round The World, the popular TV travel programme 2.……………………… is known for its fascinating reports on life in different countries. “I’ve had some amazing experiences,” says Alan. “But I’ve also had some frightening ones. In South America, I 3.……………………… by a snake and nearly died, and in Nepal we were 4.……………………… a mountain when I slipped and broke my leg.” As an experienced traveller, what advice has Alan got for people who are 5.……………………… a trip? Alan says, “If you 6.……………………… too much time thinking about a trip, you ruin the fun. People worry too much about what to take with them. They 7.……………………… just throw a passport, money and a change of clothes into a backpack and go. I got 8.……………………… travelling light a long time ago.” Next month, Alan will be 9.……………………… in Vietnam. “Vietnam is a place I have 10.……………………… to go to for a long time,” says Alan. “I’m really excited about the visit.”



Write a diary entry about what you did last weekend. Include: where you went, what you 
did, who was with you and how you felt.




Listen to Paula and Michael talking about a tour of the London Underground. Then choose the correct answer.

1. Michael and Paula are doing a project about
A. the underground in London
B. transport in big cities
C. the oldest underground

2. The underground in Paris is … .
A. not as old as the one in London
B. older than the one in London
C. as old as the one in London

3. How many lines did the underground have 
at the beginning?
A. two 
B. six 
C. one
4. When Paula was in London, she … .
A.couldn’t get used to riding on the underground
B. got lost on the underground several times
C. got lost on the underground once

5. Today, the fare on the underground is
A. not as expensive as in the past
B. more expensive than in the past
C. as cheap as in the past
Speaking




Student A

1. Imagine you are a ticket seller at the train station. Ask your partner questions to complete the chart.
Place:
Type of ticket:
Class:
Number of tickets:
Time it takes:
2. Now use the information below to answer your partner’s questions about the train journey.
Date: 10th September
Time it leaves: 3 o’clock
Time it arrives: half past four
Price: £14
Platform: 4



Student B

1. Imagine you are a customer and you want to buy a train ticket. Use the information below to answer your partner’s questions.
Place: Cambridge
Type of ticket: Single
Class: standard class
Number of tickets: one
Time it takes: one and a half hours
2. Now ask your partner questions to complete the chart about the train journey.
Date:
Time it leaves:
Time it arrives:
Price:
Platform:





Read the text and do the exercises that follow.



5

10




15


20
Ever since I can remember, I’ve been fascinated with trains. Three years ago, my family and I were visiting Hungary when we heard about the Children’s Railway in Budapest. My father knew about my interest, so when he heard that children do most of the jobs, he booked tickets for us on the railway.
The Children’s Railway has been a landmark in Budapest for over 60 years. People first had the idea for a children’s railway in 1947. At first, there were some people who were against the idea. They thought that children wouldn’t know how to operate something as complicated as a railway. In spite of this, the Children’s Railway went ahead and the first three kilometres were opened in 1948.
The train takes passengers on an 11-kilometre journey through the beautiful Hungarian countryside and it also goes by many tourist attractions. At first, it was strange to see the children in their railway uniforms carrying out jobs that are usually done by adults, but we soon got used to it. Children usually work two days a month at the Children’s Railway. They don’t actually drive the trains, but they sell tickets and give passengers information on the platform and on the train. They also help to control train traffic, so that there are no accidents. Of course, adults supervise the work and help the workers if necessary.
It’s not easy to get a job on the Children’s Railway. Before they can work, the children study for four months and they must pass a difficult exam. Children need to take off two days from school every month, so only students with excellent marks can apply to work on the railway. When they have finished their lessons, they know all about trains and operating a train service.
Watching these children operate the train service was exciting, but I couldn’t help feeling just a little jealous.

1. Complete the sentences.
1. Although some people opposed the idea of the Children’s Railway,
.
2. Passengers on the Children’s Railway can see
.
3. The writer’s family wasn’t used to seeing
.
4. Children do a lot of the work on the railway, but
.
5. If children want to work on the railway, they must
.
2. Answer the questions.

1.Why did the family take a trip on the railway?
2.Why did people object to the Children’s Railway?
3.Give two examples of work that children do on the railway.
4.Why can only excellent students work for the Children’s Railway?
5.Why did the writer feel jealous when he watched the children working on the railway?

3. Find words or phrases in the text to match the definitions below.

1. interested in (lines 1-9)
2. made reservations (lines 1-9)
3. performing (lines 10-17)
4. manage (lines 10-17)

5. request (lines 18-24)  

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