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VOCABULARY
LET'S LEARN DIFFERENT WAYS OF EXPRESSING THE WAY WE FEEL
There are different words in English to express how we feel. We can use adjectives to describe our feelings and emotions, but we can also express them using everyday expressions, idioms, etc.
Here you can find different adjectives expressing emotions and feelings:
Image taken from http://www.learn-english-have-fun.com.
Imagine you're in the following situations. How do you feel? Make as many sentences as you can in three minutes using this vocabulary and the images below:
Are you frustrated
being a teenager? Do you feel like you’ve got a lot of problems to put up with?
Well, try and imagine being a teenager 500 years ago.
Teenagers didn’t make
decisions about their lives 500 years ago. Important decisions were made for
them. A father found jobs for his children and chose their husbands and wives.
And parents hit children when they did something wrong.
Most children didn’t
go to school. School was for boys from rich families. Poor boys started working
when they were very young. They worked on farms or helped in the family
business. Sometimes they learned a profession. They usually left the house at
6.00 in the morning and didn’t return until 5.00 in the evening.
For girls, it was
tough, too. People believed women weren’t as important as men. A brother always
had a higher position than his sisters. Most girls stayed at home and helped
their mothers. Only girls from rich families were taught how to read and write.
Was life miserable
for teenagers? Well, they had fun, too. Rich boys went hunting. Rich boys and
girls enjoyed good books. Rich and poor had music and dancing, and there were
many popular games. But for most teenagers, life was very hard work.
So, the next time you’re feeling down, imagine
what it was like 500 years ago.
Tick the correct answers. There are ten correct answers.
Who? Rich boys Rich girls Poor boys Fathers
made important decisions in the family
didn’t go to school
worked on farms
learned to read and write
went hunting
played games
Answer the following questions:
What were the responsibilities of the
father?
Why
were children hit?
How
many hours a day did poor boys work?
What
did most girls do all day?
What
fun activities were there for rich girls?
GRAMMAR REVISION
1 Complete the sentences with the verbs in
brackets. Use a suitable tense.
1. Tom
……………………………… (not come) to my party yesterday because he was too busy.
2. In
ten years’ time, there ……………………………… (be) more skyscrapers in the city.
3. Next
summer, my brother and I ……………………………… (ride) bicycles across Europe.
4. We
……………………………… (not see) our cousins since 2007.
5. Who
……………………………… you ……………………………… (talk) to when I saw you?
6. ………………………………
you ……………………………… (know) the answer to this question?
2 Complete
the sentences with the adverb form of the adjectives in brackets.
Alice and Jane are sisters. Alice looks like Jane but she
does things 1…………………… (different). Alice does everything 2……………………
(fast) Jane. She’s a fast walker and a fast talker. Alice is also noisier than
Jane. She talks 3…………………… (loud) Jane, but doesn’t say much. Jane
talks very 4…………………… (quiet), but people always listen to her.
3 Complete
the mini dialogues with a suitable question. Pay attention to the words in bold
in the answers.
1.
Nothing happened.
2.
The dog ate all
the hamburgers.
3.
I am going to
visit my cousin in Canada.
4.
Elaine has
played the piano since she was six.
5.
The Tower of
London was built almost a thousand years ago.
6.
Yes, they are. Concert tickets are sold in the
bookshop.
4 Read
Angela’s letter to an advice column and the reply she received. Choose the
correct answers.
Dear Felicity,
My name is Angela. 1 I is writing / am
writing / write to you because I’ve
got a big problem. My younger sister Shelly and I 2have shared
/ share / weresharing a bedroom since Shelly was a baby. I am four years
3as old as / the oldest / older than Shelly.
When we were small it was OK, but now it’s impossible. Shelly always 4touches / touch / touched my things. Last week, her
friends were here. While they 5were playing / was playing / are playing in our room, Shelly 6has
showed / shows / showed them my clothes. When I got home
from school, all my clothes 7were thrown / are thrown / was thrown on
the floor. I’m so annoyed! 8Should / Can / Do you help me?
Angela
Dear Angela,
Many siblings 9shares / are
sharing / share a bedroom and it can be tough. Tell Shelly how you
feel. Shelly was wrong and she 10could / can
/ has to know it. Then you 11 could / should
/ mustn’t make 12much / any / some rules for the
bedroom. Afterwards, you can work together to create
a bedroom with private space for each of you. If you 13will do /
do / does this, you 14will feel
/ feel / feels happier together.
Good luck,
Felicity
SURVEY ON TEEN PROBLEMS
Image taken from http://www.sampabjj.com.
Time flies! This is already the end of this academic year! How's your school life? Have you encountered any difficulties with your studies, families or friends? Do you need any kinds of help? We really want to offer you help! Go round the classroom and aks your mates the different questions. Please tick the appropriate column or fill in the blanks when neccesary:
Class: ______ Gender: (F/M) Age: _______
Strongly agree (3) - Agree (2) - Disagree (1) - Strongly disagree (0) SELF IMAGE: a. Do you think you are good-looking? b. Do you think you are clever? c. Do you think you are hard-working? d. Do you think you are popular? FAMILY:
a. Do you love your parents? b. Do your parents love you? c. Do you always quarrel with your parents? d. Do you always quarrel with your siblings? e. Do you spend a lot of time with your family? SCHOOL: a. Do you enjoy going to school? b. Do you find school work difficult? c. Are you afraid of studying? d. Are you afraid of examinations? e. Do you have confidence in gaining good results? FRIENDS: a. Do you have many friends? b. Do you go out with your friends at weekends? c. Do you have good relantionship with your friends? HEALTH: a. Do you do exercise regularly? b. Do you eat healthily? c. Do you think you are healthy? Now, let's analyse this survey's results. You have to calculate the following: a. the mode. b. the average. c. the median.
WRITING
Think about a time you were angry about something or
with someone. Write a diary entry or an e-mail about the situation. Describe what made you angry and how you reacted.
DIGITAL PROJECT
We're going to prepare a digital project to be presented to your classroom, in which you have to look for information about the world's happiest and saddest countries. After, you' have to draw a pie chart in which all the figures have to be represented.
Image from http://www.independent.co.uk.
Here there are some websites which will help you to find the information you need:
http://www.forbes.com/ http://www.livescience.com/ http://www.mindbodygreen.com/ Finally, you have to locate all the countries you have used for your project in the world map.
WORKING WITH A SONG PHARREL WILLIAMS' HAPPY
What do you think the song is about from its title, vocabulary or artwork?
Let's listen to the song, and pay attention to the lyrics:
NOW, EXPRESS HOW YOU'VE FELT WHILE WORKING WITH THIS DIDACTIC UNIT!
Who has got a puppy?John has got a puppy. This is a SUBJECT QUESTION. This type of questions ask about the subject of the sentence. There is no auxiliary verb. The order of the question is not changed.
What has John got? John has got a puppy. This is an OBJECT QUESTION. This type of questions ask about the object of the sentence. We need the auxiliary verb. The order of the question must be changed.
Let's see more examples: SUBJECT QUESTIONS: Who told you?. Mary did it. Who lives here? Mary does it. What killed the dog? A car did it. OBJECT QUESTIONS: Who did you tell?. I told Mary. What does she usually read? She usually reads poetry. Who does she know? She knows these two guys.
ADVERBS OF MANNERS are words used to tell us the way or how something is done. They modify the meaning of verbs and give us more information about the way that verbs are done. They usually answer questions beginning with HOW?
ADVERBS OF MANNER can also be used in their comparative forms:
The Spanish verb "ESPERAR" has three different counterparts in English:
EXPECT:
We use it to say that we believe that something will happen:
She's expecting a second baby. (EXPECT + OBJECT)
We expect to move into our new flat next week. (EXPECT + TO INFINITIVE)
We expected that the guest house would have much better rooms. (EXPECT + THAT CLAUSE)
The company expects her to be early. (EXPECT + OBJECT + TO INFINITIVE).
It also means "think / suppose". It is not commonly used in the continuous form:
Will he have bought the necklace by now?
I expect so. (I think so)
It is commonly used in a negative form to express that something will not happen or is not true:
I don't expect she will pass the exam.
HOPE:
We use it when we don't know whether something will happen or not but we want it to happen:
I think you were hoping to see your family next week. (HOPE + TO INFINITIVE)
I hope that your sister recovers quickly from the accident. (HOPE + THAT CLAUSE)
We've already got two boys so we're hoping for a girl. (HOPE + FOR)
We also use it to express good intentions and wishes for the future:
I hope we can see each other soon.
I hope you enjoy your stay in Greece.
WAIT:
We use it when we refer to letting time pass because we are expecting that something is going to happen.
Just wait here with the bags and I'll go and get a taxi. (WAIT + IMPERATIVE)
When the band arrived at the concert hall, a large crowd of screaming fans were waiting to greet them. (WAIT + TO INFINITIVE).
They're waiting for him to make up his mind and won't do anything until he does. (WAIT + FOR + OBJECT + TO INFINITIVE)
TYPICAL ERRORS
We don't use WAIT / WAIT FOR to say that we believe that something will happen, but EXPECT:
People usually expect holidays to revive their spirits and renew their souls.
We don't use EXPECT to refer to time passing when we are talking about something that we hope is going to happen, but WAIT:
I look forward very much to hearing from you soon, and I wait anxiously for a positive answer.
