The document contains a review of grammar and vocabulary for a 1st year ESO exam. It includes exercises on topics like present simple, present continuous, past simple, comparatives, superlatives, modals and more. It also has a reading comprehension passage and questions. Students must pass all three sections of the exam which are vocabulary, questions on the assigned reading, and the grammar exercises provided.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. REVIEW ACTIVITIES
1º ESO
Centro Concertado Bilingüe
EL EXAMEN CONSTARÁ DE:
- Vocabulario:
Appearance
Daily routines
Character adjectives
Town places
Jobs
Free time activities
Clothes
Place prepositions
Adjectivesandtheir Antonyms
Weather
Times, dates, days
-ED/-ING adjectives
Feelings
Adverbs of manner
Menus
- Preguntas sobre el librode lectura: All about Britain
- Gramáticacontenidaen los ejercicios acontinuación
SE DEBEN SUPERAR LAS TRES PARTES
Estos ejerciciosy sus textos del final debenentregarse el díadel examen
Susana MartínMuñoz
2. REVIEW ACTIVITIES
1º ESO
Centro Concertado Bilingüe
GRAMMAR
1. HAVE GOT.Complete the questions and short answers with the correct form of have got.
1. ________ Tom ________ a TV? Yes, ________________.
2. ________ Tom and Sue ________ a bicycle?Yes, ________________.
3. ________ Sue andJames ________ a cat? No, ________________.
4. ________ Tom ________ a cat? No, ________________.
2. What can you do in the classroom? Write sentence using CAN or CAN’T.
Use the computer
Listen to music
Talk onthe phone
Playgames
Write a letter
3. PRESENT SIMPLE. Choose the correct form.
1. I never wear / wears socks in the summer.
2. Jennygo / goes to the gym everyday.
3. Dan andJane don’t / doesn’t like mynewbooks.
4. My friendstudy/ studies drama at university.
5. He don’t / doesn’t watcha lot of TV.
6. We live / lives in New York.
7. You never send/ sends me emails!
4. PRESENT CONTINUOUS. Complete the sentences.
1. They(buy) _________________ newclothesfor the party.
2. She (not wear)_________________ her tracksuit bottoms today.
3. You (not listen)_________________ to me!
4. We (have) _________________ dinner in a Japanese restaurant tonight.
5. He (tidy) ________________ his bedroomat the moment.
6. I (not leave) _________________ untiltomorrow.
5. Complete with PRESENT SIMPLE or CONTINUOUS.
My brother and I usually(go)__________ to a discoon Saturdays, but this weekendwe (stay) __________ at home. Our cousin ( visit)
______________ us from Canada at the moment andhe (not like)______________ dance music. It’s OKbecause I (play)
________________ footballon Sundaymorning andI (not want) ________________ to be tired.
3. REVIEW ACTIVITIES
1º ESO
Centro Concertado Bilingüe
6. Complete the sentences with the PAST SIMPLE.
1. We (not go) __________ shopping yesterdayafternoon.
2. She (put)__________ the letter inthe envelope.
3. He (be) __________ late, sohe (take)__________ a taxi to the station.
4. Ana (not believe)_____________ mystory.
5. Jack (tell)__________ me a funnyjoke yesterday.
6. _____ they________ (win) the football matchlast Saturday?
7. (be) _______ the weather bad yesterday?
8. We (stay) __________ at home and(watch) __________ some videos.
9. I (not clean) __________ mybedroom, so mymother (not be)__________ veryhappy.
10. (visit) ______ you _______ your best friend?
7. Complete the conversation with the PAST CONTINUOUS form.
Mother:What were you doing yesterdayafternoon?
Sam andJo:We (watch) ______________ TV.
Susan:I (read) __________.
Mother:_______ John _____________ (do)his homework?
Susan:No, he __________. He (play) ______________ computer games.
John:I _______________ (not play) computer games. I _________________ (do)myhomework. Susan, what _______ you
_______________ (read)?
Susan:A school book! I (study) __________________.
Mother:Be quiet! Don’t argue. Andwhat ______ your father ___________ (do)?
Susan:He ________________ (sleep)!
8. PAST SIMPLE or PAST CONTINUOUS.Choose the correct option.
1. Theyheard/were hearing strange noiseswhiletheywere walkingpast the oldhouse.
2. I walked/was walking home whenI sawa car accident.
3. Kate was waiting for me whenI arrived/was arriving at the cinema.
4. While she cycled/was cycling to school, it startedto rain.
5. It was snowing whenI got up/wasgettingup.
6. While I did/was doing myhomework, the phone rang.
7. We were runningwhenBenbroke/wasbreaking his leg.
8. He was falling/fell asleepwhile he was watchingTV.
9. I didn’t listen/wasn’t listeningwhenthe teacher gave us our homework.
4. REVIEW ACTIVITIES
1º ESO
Centro Concertado Bilingüe
10. It wasn’t snowing/didn’t snowwhentheyleft home.
9. Complete the questions with the PAST SIMPLE or CONTINUOUS.
1. What (you/do) __________________ last night? I watcheda video.
2. We went to Lisbonlast month. Where (you/stay) ______________________?
3. Why(they/wear) ________________________ those clothesyesterday? Theywere goingto a party.
4. (it/rain) ____________________ when you left the cinema?Yes. We got verywet!
5. How (she/cut)____________________ her finger? She was peelingpotatoes.
6. Why(the teacher/shout) _____________________ at James? Because he wasn’t listening to her.
7. What (you/do) ________________________ whenshe phoned? Not much.
10. Write questions and short answers with the PRESENT SIMPLE or PRESENT CONTINUOUS.
1. (they/play) Dotheyplaysport?Yes, theydo.
2. (she/come) Is she comingto the partytomorrow? No, she isn’t.
3. (you/wear) _____________ your newshirt tonight? Yes, __________.
4. (she/get up) _______________ earlyat weekends? No, __________
5. (you/know) ___________ the answer to this question? No, __________.
6. (they/walk) __________________ to school today? No, __________.
11. Complete the sentences about London and Madrid with the COMPARATIVE FORMof the adjectives.
1. Londonis (large) _____________ Madrid.
2. Madridis (hot)_____________ London.
3. HeathrowAirport in Londonis (busy) _____________ Madrid Airport.
4. Londonis (expensive)_____________Madrid.
5. Madridis (high) _____________ London.
6. Madridis (dry) _____________ London.
12. Complete these facts with the SUPERLATIVE FORMof these adjectives: BIG, HIGH, LONG, RICH, POPULAR, SMALL and HARD.
1. The Pacific is _____________ ocean in the world.
2. Everest is _____________ mountain inthe world.
3. Bill Gatesis _____________ maninthe world.
4. Diamonds are _____________ substance in the world.
5. Pluto is _____________ planet in the Solar System.
6. The Nile is _____________ river in the world.
7. France is _____________ countryinthe worldfor tourists.
5. REVIEW ACTIVITIES
1º ESO
Centro Concertado Bilingüe
13. MUST. Choose the correct form.
1. I must/mustn’t remember to buysnacks for the party.
2. We haven’t got anyfood. We must/mustn’t goto the supermarket.
3. Hurryup! You must/mustn’t be late for the party.
4. You must/mustn’t have aninvitationto go to the party.
5. You must/mustn’t playloud music after 11 pm.
6. It’s a fancydress party. You must/mustn’t wear your jeans.
7. It’s Jane’s birthday. You must/mustn’t bring her a present!
14. QUESTION WORDS.Choose the correct question word and write its translation.
Example: Where/Howdo youlive? Dónde.
1. What/whois your name?Fran. _________
2. How much/Howmanyis that CD? 14.99 €. _________
3. When/whyare youleaving?Because it’s late. _________
4. Why/What are you drinking?Milk. _________
5. Whose/who watchis this?It’s mine. _________
6. How many/how oldis your father?He’s 45. _________
15. Complete with AND, BUT, BECAUSE or SO.
1. I’m tired, _______ I’m going to bednow.
2. I like chips _______ I like pizzas.
3. I’m staying at home this evening _______ the weather is terrible.
4. I’m good at Maths, _______ I’m terrible at Physics.
5. We were hungry, _______ we made some sandwiches.
6. He’s onlyfour, _______ he’s verygood at football. 7. I’m wearing a coat _______ it’s verycold.
16. LOVE / LIKE / ENJOY / HATE + Verb-ing. Complete the sentences with the verbs in –ing form. buy / cycle / do / read / write /
cook
1. I enjoy__________ in the countryside. I’ve got a mountainbike.
2. I love __________ detective stories. They’re reallyexciting.
3. I enjoy__________. I make dinner for the familyat weekends.
4. I hate __________ the housework. It’s soboring.
5. I love __________ clothes. I spend allmymoneyon them!
6. I don’t like __________ letters. I prefer usingthe phone.
6. REVIEW ACTIVITIES
1º ESO
Centro Concertado Bilingüe
17. Complete the sentences with the IMPERATIVES: Be quiet / Do / Don’t be / Take / Don’t watch
1. ______________ Tv. ___________ your homework.
2. ______________. I can’t hear the music.
3. ______________ late. The bus leaves at 8 o’clock.
4. ______________ your umbrella. It’s raining
7. REVIEW ACTIVITIES
1º ESO
Centro Concertado Bilingüe
READING COMPREHENSION
1. TWENTY DOLLARS
It isLevi’sbirthday.
He has a party at home withhisfamily.
Everyone sings,“HappyBirthday!”
Levi has nine candlesonhiscake.He blowsthemout.
He openshispresents.Levi’smotherandfathergive himabicycle.
Levi’slittle sistergiveshima game.
Levi’suncle giveshimabaseball jersey.
Levi’sgrandmaand grandpagive him20 dollars!
"Thankyou!" he yellstoeveryone.Levi isexcited.He likesall hispresents.He likesthe 20 dollarsbest.It
meanshe can go to the store.He can buy anythinghe wants!
“Can we go to the store now,Mom?” asksLevi.Mom frowns.
“Levi,yourguestsare still here.Iwill take youto the store tomorrow.”
That night,Levi dreamsof all the thingshe mightbuy withhis20 dollars.
Maybe I will buyavideogame!Maybe I will buya guitar!Maybe I will buya camera!Maybe I will buya tool
kit!
In the morning,Mom takesLevi andhis little sistertothe store.
“Will youbuy me something,too?”asksLevi’slittle sister.
“Maybe,”Levi says.
He runsto lookaroundthe store.Ugh! The guitar costsmore than 20 dollars.The videogame costsmore than
20 dollars.The cameracosts more than 20 dollars.The tool kitcosts 12 dollars.Levi buysthe tool kit.He buys
hislittle sisterakeychain.He buyshis moma pack of gum.
“You are a sweetboy,”Levi’smomtellshim.
Questions:
8. REVIEW ACTIVITIES
1º ESO
Centro Concertado Bilingüe
1) Whois at Levi'sparty?
A. hisparents
B. hisfriends
C. histeachers
D. hisfamily
2) How oldisLevi?
A. 9
B. 10
C. 11
D. 12
3) What doesLevi'ssistergive him?
A. a baseball jersey
B. a bike
C. a game
D. money
4) HowdoesLevi feel abouthispresents?
A.. He likesall of them.
B. He likesthe moneybest.
C. He likesthe game least.
D. He doesn´tlike anyof them
5) Levi dreamsaboutbuyinga
A. bike
B. camera
C. keychain
D. baseball jersey
6) Levi'smomfrownsat Levi because he
A. ismeanto hissister.
9. REVIEW ACTIVITIES
1º ESO
Centro Concertado Bilingüe
B. asks formore money.
C. doesnotthank everyone forhisgifts.
D. wants to goto the store duringthe party.
7) WhenLevi goesto the store,it is
A. morning
B. afternoon
C. evening
D. night
8) Levi doesn'tknowthat
A. he has receivedmanypresents
B. hisbaseball jerseyistoobig
C. mostthingshe wantscost more than20 dollars
D. hissisterhasmore moneythanhe does
9) Levi buyshimself atool kit.What else doeshe buy?
A. a game and a pack of gum
B. a keychain anda pack of gum
C. a keychainand a guitar
D. a game anda keychain
10) Levi'smomcall hima sweetboybecause
A. itis hisbirthday
B. he eats a lotof candyon hisbirthday
C. he waitsuntil the nextdayto go to the store
D. he buyssomethingforhismomandlittle sister
If youhad twentydollars,whatwouldyoubuywithit?
Why?_____________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
10. REVIEW ACTIVITIES
1º ESO
Centro Concertado Bilingüe
2. A MYSTERY
“Something is very wrong,” says the detective.
“I know!” says Ms. Gervis. “It is wrong that someone has stolen from me!”
The detective looks around Ms. Gervis’ apartment.
“That is notwhat I am talkingabout,madam.What iswrongis that I donot understand how the robber got in
and out.”
Ms. Gervis and the detective stand in silence. Ms. Gervis’ eyes are full of tears. Her hands are shaking. “The
robberdidnot come throughthe window,”saysthe detective.“These windowshave notbeenopened or shut
in months.”
The detective looks at the fireplace. “The robber did not squeeze down here.”
The detective walkstothe frontdoor.He examinesthe latch. “And since there are no marks or scratches, the
robber definitely did not try to break the lock.”
“I have no idea how he did it,” says a bothered Ms. Gervis.
“It isa bigmystery.”“Andyousay the robberstole nothingelse?”asksthe detective. “No money, no jewelry,
no crystal?”
“That’s right,detective. He took only what was important to me,” Ms. Gervis says with a sigh. “There is only
one thing I can do now.”
“And what is that?” the detective asks with surprise.
“I will stop baking cakes,” Ms. Gervis says. “They are mine to give away. They are not for someone to steal.”
“You can’t do that!” says the detective with alarm. “Who will bake those delicious cakes?”
“I am sorry. I do not know,” says Ms. Gervis.
“I must solve this case immediately!” says the detective.
Questions
1) Where does this story take place?
A. in a bakery
B. at the police station
C. in Ms. Gervis' house
D. in Ms. Gervis' apartment
2) Near the beginning of the story, “Ms. Gervis’ eyes are full of tears. Her hands are shaking.” How
does Ms. Gervis probably feel?
A. She is upset.
B. She is tired.
C. She is hungry.
D. She is confused.
3) What makes the detective sure that the robber did not come through the windows?
A. The windows are locked.
B. The windows face the police station.
C. The windows have not been used in months.
D. The windows are too small for a person to fit through.
4) "And the robber definitely did not use the front door." Which is the best way to rewrite this
sentence?
A. "And the robber may not have used the front door."
B. "And the robber probably did not use the front door."
C. "And the robber was not able to use the front door."
D. "And the robber certainly did not use the front door."
11. REVIEW ACTIVITIES
1º ESO
Centro Concertado Bilingüe
5) What does Ms. Gervis do with her cakes?
A. She eats them.
B. She sells them.
C. She hides them.
D. She gives them away.
6) What does the detective seem to think will happen if he solves the mystery?
A. Ms. Gervis will start baking cakes again
B. Ms. Gervis will bake him extra cakes
C. Ms. Gervis will give him her secret recipe
D. Ms. Gervis will give him money and jewels
7) What is a mystery?
A. something that is wrong
B. something that happens at night
C. something a robber leaves behind
D. something that cannot be explained
8) What else was stolen from the apartment?
A. crystal
B. jewelry
C. money
D. nothing
9) If something is said with alarm, how is it said?
A. with fear and panic
B. with bells and whistles
C. with smiles and laughter
D. with sadness and tears
Do you like mysteries? What is your favorite kind of story? Explain.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
12. REVIEW ACTIVITIES
1º ESO
Centro Concertado Bilingüe
3. A COLD DAY
It is a frigid January day in York, Pennsylvania. The temperature is below freezing. Snow is starting to fall.
Dr. James turns on the television to check the weather. He must leave for his work at the hospital soon.
“Today is going to be very cold,” says the TV weatherman. “Be sure to wear very warm clothes when you go
outside.Also,be careful drivingonthe roads. Snowfall will make them slippery. In fact, if you can stay home
today, do it!”
Dr. Jamescannot stay home.Verysickpeopleare waitingtosee himatthe hospital. He goes to his closet. He
takesout the warmestclotheshe has.He puts on a sweater, jacket, gloves, socks, boots, and a hat. He opens
hisfrontdoor to go to work.A gustof coldair blowsinside. “Wow, it is very cold outside,” Dr. James says. He
is from Miami and is not used to the cold. “The weatherman was right!”
Before he can drive to work, Dr. James must clear the snow off his car. He does this very fast. He hops in the
car. He shivers.Hisneckfeelsespeciallycold.Dr.Jamesdrivesslowlytowork. Everyone else is driving slowly,
too. There is a lot of traffic on the road. There are cars in front of and behind him.
Suddenly,the carsinfrontof Dr. Jamescome to a stop.There has beenanaccident!Dr. Jameshurriesfromhis
car to check on the driver of the car that has swerved off the road.
“Is everyone okay?” Dr. James asks.
“Yes, yes, we are fine. We slipped on a patch of ice,” the driver says.
“This would have been a good day to stay home in bed.”
QUESTIONS
1) If the weather is frigid, it is very
A. cold
B. rainy
C. windy
D. slippery
2) In what city does this story take place?
A. Florida
B. Miami
C. Pennsylvania
D. York
3) Dr. James doesn’t stay home because
A. There are sick people waiting for him.
B. He listens to the weatherman.
C. He has to clear snow off his car.
D. He must help the people in the accident.
4) What could Dr. James have put on his neck to keep it warm?
A. gloves
B. a scarf
C. another hat
D. a jacket
5) What does Dr. James do before he leaves for work?
A. He dresses warmly.
B. He checks the weather on TV.
C. He clears snow from his car.
D. He calls the hospital
13. REVIEW ACTIVITIES
1º ESO
Centro Concertado Bilingüe
6) Given what is said in the story, what is probably true about Miami?
A. It is a warm place.
B. It is a rainy place.
C. It is a windy place.
D. People drive slowly there.
7) How are people driving today?
A. badly
B. slowly
C. very fast
D. like they do not care
8) As described in the beginning of the story, what does it mean if the roads are slippery?
A. The roads are full of cars.
B. The roads are easy to slide on.
C. The roads are very long and curvy.
D. The roads lead to a place with lots of snow.
9) Why does Dr. James clear the snow off his car quickly?
A. because he is very cold
B. because he is late for work
C. because he knows his patients are waiting
D. because he knows he will have to drive slowly
10) There is a lot of traffic on the road. How can we rewrite this sentence?
A. There is a lot of snow on the road.
B. There are a lot of cars on the road.
C. There are a lot of accidents on the road.
D. There are a lot of people walking on the road.
Do you like the weather where you live? Why or Why not ?
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