This document is a textbook for teaching Spanish as a second language. It is divided into units which cover various topics related to greetings, family, hobbies, travel and culture. The first unit focuses on greetings and introductions. It provides vocabulary, phrases and conversation exercises. It encourages students to practice greetings and small talk in different social situations. The document also includes readings about an Argentine comic strip character named Mafalda and her family and friends. It asks students to complete exercises about the characters. Overall, the document provides lessons, vocabulary and activities to help students learn about social interactions and culture in Spanish.
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
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024 State of Marketing Report – by HubspotMarius Sescu
https://www.hubspot.com/state-of-marketing
· Scaling relationships and proving ROI
· Social media is the place for search, sales, and service
· Authentic influencer partnerships fuel brand growth
· The strongest connections happen via call, click, chat, and camera.
· Time saved with AI leads to more creative work
· Seeking: A single source of truth
· TLDR; Get on social, try AI, and align your systems.
· More human marketing, powered by robots
ChatGPT is a revolutionary addition to the world since its introduction in 2022. A big shift in the sector of information gathering and processing happened because of this chatbot. What is the story of ChatGPT? How is the bot responding to prompts and generating contents? Swipe through these slides prepared by Expeed Software, a web development company regarding the development and technical intricacies of ChatGPT!
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
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.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024 State of Marketing Report – by HubspotMarius Sescu
https://www.hubspot.com/state-of-marketing
· Scaling relationships and proving ROI
· Social media is the place for search, sales, and service
· Authentic influencer partnerships fuel brand growth
· The strongest connections happen via call, click, chat, and camera.
· Time saved with AI leads to more creative work
· Seeking: A single source of truth
· TLDR; Get on social, try AI, and align your systems.
· More human marketing, powered by robots
ChatGPT is a revolutionary addition to the world since its introduction in 2022. A big shift in the sector of information gathering and processing happened because of this chatbot. What is the story of ChatGPT? How is the bot responding to prompts and generating contents? Swipe through these slides prepared by Expeed Software, a web development company regarding the development and technical intricacies of ChatGPT!
Product Design Trends in 2024 | Teenage EngineeringsPixeldarts
The realm of product design is a constantly changing environment where technology and style intersect. Every year introduces fresh challenges and exciting trends that mold the future of this captivating art form. In this piece, we delve into the significant trends set to influence the look and functionality of product design in the year 2024.
How Race, Age and Gender Shape Attitudes Towards Mental HealthThinkNow
Mental health has been in the news quite a bit lately. Dozens of U.S. states are currently suing Meta for contributing to the youth mental health crisis by inserting addictive features into their products, while the U.S. Surgeon General is touring the nation to bring awareness to the growing epidemic of loneliness and isolation. The country has endured periods of low national morale, such as in the 1970s when high inflation and the energy crisis worsened public sentiment following the Vietnam War. The current mood, however, feels different. Gallup recently reported that national mental health is at an all-time low, with few bright spots to lift spirits.
To better understand how Americans are feeling and their attitudes towards mental health in general, ThinkNow conducted a nationally representative quantitative survey of 1,500 respondents and found some interesting differences among ethnic, age and gender groups.
Technology
For example, 52% agree that technology and social media have a negative impact on mental health, but when broken out by race, 61% of Whites felt technology had a negative effect, and only 48% of Hispanics thought it did.
While technology has helped us keep in touch with friends and family in faraway places, it appears to have degraded our ability to connect in person. Staying connected online is a double-edged sword since the same news feed that brings us pictures of the grandkids and fluffy kittens also feeds us news about the wars in Israel and Ukraine, the dysfunction in Washington, the latest mass shooting and the climate crisis.
Hispanics may have a built-in defense against the isolation technology breeds, owing to their large, multigenerational households, strong social support systems, and tendency to use social media to stay connected with relatives abroad.
Age and Gender
When asked how individuals rate their mental health, men rate it higher than women by 11 percentage points, and Baby Boomers rank it highest at 83%, saying it’s good or excellent vs. 57% of Gen Z saying the same.
Gen Z spends the most amount of time on social media, so the notion that social media negatively affects mental health appears to be correlated. Unfortunately, Gen Z is also the generation that’s least comfortable discussing mental health concerns with healthcare professionals. Only 40% of them state they’re comfortable discussing their issues with a professional compared to 60% of Millennials and 65% of Boomers.
Race Affects Attitudes
As seen in previous research conducted by ThinkNow, Asian Americans lag other groups when it comes to awareness of mental health issues. Twenty-four percent of Asian Americans believe that having a mental health issue is a sign of weakness compared to the 16% average for all groups. Asians are also considerably less likely to be aware of mental health services in their communities (42% vs. 55%) and most likely to seek out information on social media (51% vs. 35%).
AI Trends in Creative Operations 2024 by Artwork Flow.pdfmarketingartwork
This article is all about what AI trends will emerge in the field of creative operations in 2024. All the marketers and brand builders should be aware of these trends for their further use and save themselves some time!
A report by thenetworkone and Kurio.
The contributing experts and agencies are (in an alphabetical order): Sylwia Rytel, Social Media Supervisor, 180heartbeats + JUNG v MATT (PL), Sharlene Jenner, Vice President - Director of Engagement Strategy, Abelson Taylor (USA), Alex Casanovas, Digital Director, Atrevia (ES), Dora Beilin, Senior Social Strategist, Barrett Hoffher (USA), Min Seo, Campaign Director, Brand New Agency (KR), Deshé M. Gully, Associate Strategist, Day One Agency (USA), Francesca Trevisan, Strategist, Different (IT), Trevor Crossman, CX and Digital Transformation Director; Olivia Hussey, Strategic Planner; Simi Srinarula, Social Media Manager, The Hallway (AUS), James Hebbert, Managing Director, Hylink (CN / UK), Mundy Álvarez, Planning Director; Pedro Rojas, Social Media Manager; Pancho González, CCO, Inbrax (CH), Oana Oprea, Head of Digital Planning, Jam Session Agency (RO), Amy Bottrill, Social Account Director, Launch (UK), Gaby Arriaga, Founder, Leonardo1452 (MX), Shantesh S Row, Creative Director, Liwa (UAE), Rajesh Mehta, Chief Strategy Officer; Dhruv Gaur, Digital Planning Lead; Leonie Mergulhao, Account Supervisor - Social Media & PR, Medulla (IN), Aurelija Plioplytė, Head of Digital & Social, Not Perfect (LI), Daiana Khaidargaliyeva, Account Manager, Osaka Labs (UK / USA), Stefanie Söhnchen, Vice President Digital, PIABO Communications (DE), Elisabeth Winiartati, Managing Consultant, Head of Global Integrated Communications; Lydia Aprina, Account Manager, Integrated Marketing and Communications; Nita Prabowo, Account Manager, Integrated Marketing and Communications; Okhi, Web Developer, PNTR Group (ID), Kei Obusan, Insights Director; Daffi Ranandi, Insights Manager, Radarr (SG), Gautam Reghunath, Co-founder & CEO, Talented (IN), Donagh Humphreys, Head of Social and Digital Innovation, THINKHOUSE (IRE), Sarah Yim, Strategy Director, Zulu Alpha Kilo (CA).
Trends In Paid Search: Navigating The Digital Landscape In 2024Search Engine Journal
The search marketing landscape is evolving rapidly with new technologies, and professionals, like you, rely on innovative paid search strategies to meet changing demands.
It’s important that you’re ready to implement new strategies in 2024.
Check this out and learn the top trends in paid search advertising that are expected to gain traction, so you can drive higher ROI more efficiently in 2024.
You’ll learn:
- The latest trends in AI and automation, and what this means for an evolving paid search ecosystem.
- New developments in privacy and data regulation.
- Emerging ad formats that are expected to make an impact next year.
Watch Sreekant Lanka from iQuanti and Irina Klein from OneMain Financial as they dive into the future of paid search and explore the trends, strategies, and technologies that will shape the search marketing landscape.
If you’re looking to assess your paid search strategy and design an industry-aligned plan for 2024, then this webinar is for you.
5 Public speaking tips from TED - Visualized summarySpeakerHub
From their humble beginnings in 1984, TED has grown into the world’s most powerful amplifier for speakers and thought-leaders to share their ideas. They have over 2,400 filmed talks (not including the 30,000+ TEDx videos) freely available online, and have hosted over 17,500 events around the world.
With over one billion views in a year, it’s no wonder that so many speakers are looking to TED for ideas on how to share their message more effectively.
The article “5 Public-Speaking Tips TED Gives Its Speakers”, by Carmine Gallo for Forbes, gives speakers five practical ways to connect with their audience, and effectively share their ideas on stage.
Whether you are gearing up to get on a TED stage yourself, or just want to master the skills that so many of their speakers possess, these tips and quotes from Chris Anderson, the TED Talks Curator, will encourage you to make the most impactful impression on your audience.
See the full article and more summaries like this on SpeakerHub here: https://speakerhub.com/blog/5-presentation-tips-ted-gives-its-speakers
See the original article on Forbes here:
http://www.forbes.com/forbes/welcome/?toURL=http://www.forbes.com/sites/carminegallo/2016/05/06/5-public-speaking-tips-ted-gives-its-speakers/&refURL=&referrer=#5c07a8221d9b
ChatGPT and the Future of Work - Clark Boyd Clark Boyd
Everyone is in agreement that ChatGPT (and other generative AI tools) will shape the future of work. Yet there is little consensus on exactly how, when, and to what extent this technology will change our world.
Businesses that extract maximum value from ChatGPT will use it as a collaborative tool for everything from brainstorming to technical maintenance.
For individuals, now is the time to pinpoint the skills the future professional will need to thrive in the AI age.
Check out this presentation to understand what ChatGPT is, how it will shape the future of work, and how you can prepare to take advantage.
A brief introduction to DataScience with explaining of the concepts, algorithms, machine learning, supervised and unsupervised learning, clustering, statistics, data preprocessing, real-world applications etc.
It's part of a Data Science Corner Campaign where I will be discussing the fundamentals of DataScience, AIML, Statistics etc.
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The six step guide to practical project managementMindGenius
The six step guide to practical project management
If you think managing projects is too difficult, think again.
We’ve stripped back project management processes to the
basics – to make it quicker and easier, without sacrificing
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“If you’re looking for some real-world guidance, then The Six Step Guide to Practical Project Management will help.”
Dr Andrew Makar, Tactical Project Management
Beginners Guide to TikTok for Search - Rachel Pearson - We are Tilt __ Bright...
SKILLS IN ACTION 1 (1).doc
1. Skills in Action 1 -2011-p. 1
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SKILLS
Level 1
2011
Alicia Nerguizian Andrea
Bitesnik
Inés Regueira
Sandra Lauría
2. Skills in Action 1 -2011-p. 2
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UNIT 1
NICE TO MEET YOU
Greetings
3. Skills in Action 1 -2011-p. 3
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1. Do you like meeting new people?
2. What do you usually talk about in a first meeting?
3. What do you usually talk about with your friends?
4. Check the diagram in the following page and make a list below with the expressions you don’t
know.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
___________________________________________________________________
5. Check those phrases with your partner first and then with your teacher. When are they used?
6. Can you complete the diagram in the following page with other greetings?
SPEAKING
Talk in pairs using the expressions in the diagram
Situations 1: Introducing yourself to someone you don’t know at a party, greeting, and saying
goodbye.
Situation 2: Greeting a friend, asking about his health and his family, saying goodbye.
Situation 3: Greeting your family when you arrive home from work, asking about their day, saying
goodbye before going to the pub.
4. Skills in Action 1 -2011-p. 4
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5. Skills in Action 1 -2011-p. 5
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DISCOVER THE PERSONALITY
1. Study the photographs taken from their yearbooks (high school) and try to discover who
they are. You have some clues to complete the exercise below.
6. Skills in Action 1 -2011-p. 6
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A
1) C M D Z.
2) G E C Y.
3) R O A.
4) J I L Z.
5) C E W D.
6) H A F D.
7) C N C
B W S
9) B P T
10) O A W Y.
11) S R B K.
S
7. Skills in Action 1 -2011-p. 7
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1 She isthe daughterof a Cuban American, startedasa model butshe quickly succeeded asan
actress.
2 For some women,he isthe sexiestmaninthe world.
3 He isnot a Hollywoodstarbuthe isa WashingtonDC star.
4 Americanmenthinkshe hasthe besthipsinthe USA.
5 He’snot onlyan actor but alsoan Oscar-winningdirector.
6 The Fugitive isone of hismainfilms.
7 Notonlya fashionmodel butacelebrity.aswell!
8 He established anewrecordforactors' salarieswhenhe waspaid$5 millionforDie Hardin
1988.
9 He looksyoungerandyounger. Hislatestmovie:The curious case of Benjamin Button.
10 The queenof daytime TV inAmerica.
11 Both menandwomen like her. She’sahuge star of romanticcomedies,courtroom dramas,
thrillers andactionfilms.
2. Write similar descriptions of famous people so that your classmates can guess who you
are talking about. (For example: She is…., she works…, she doesn´t…, she can…, she has
got… …, her/his program…, her/his best/worst movie … etc.)
***************************************************************************
******************
READING STRATEGICALLY
OBAMA
1. Readthe source, headlineandsubhead of the followingarticle andanswerbriefly:
a. What isthe source? A newspaper,amagazine,ascientificarticle?
b. Who isthe author?
c. What isit about?
2. Thisis a journalisticarticle. Every newsarticle containsthe answertothe 5 WH‐questions at
the beginning:WHO,WHAT,WHERE, WHEN,HOW.
Scan the text quickly and try to see if you can discover the answers to:
WHO is the article about? ...............................................
WHAT is the main topic? ………………………………….
WHERE does it happen? ………………………………….
WHEN ? …………………………………………………….
WHY? ………………………………………………………..
8. Skills in Action 1 -2011-p. 8
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WASHINGTONPOST.COM
Under Obama, Web Would Be the Way
Unprecedented Online Outreach Expected
By Shailagh Murray and Mathew Mosk
Washington PostStaff Writers
Monday,November10,2008
CHICAGO— Armedwithmillions of e‐mail addresses anda political operation thatusedthe Internet
like nocampaignbefore it.BarackObama will enterthe White House withthe opportunity tocreate
the first‘wired’ presidency. Obamaassistantsare preparingamajorexpansion of the White House
communications operation, enablingthemtoreachout directly tothe supporters they have
collected over21 monthswithouthavingtogothroughthe mainstreammedia,TV orradio.Justas
JohnF. Kennedy masteredtelevision asa mediumfortakinghismessage tothe public, Obamais
ready to transformthe art of political communication once again, saidJoe Trippi, aDemocratic
strategistwhofirsthelped integrate the Internetintocampaigningfouryearsago. ‘He’sgoingtobe
the firstpresidenttobe connected inthisway, directly, withmillionsof Americans,‘ Trippy said.
3. Now,that you have an ideaof what the topicof the textis,readit indetail focusingon
transparenciesor cognates (armed= armados,operation=operación,etc. There are
many!!!Circle all the transparenciesandpredictthe contentof the article.(Youcando this
inSpanish!!!)
4. Now, complete the followingsentences:
a. Obama isthe first___________________________________
b. Trippyis__________________________________________
c. Obama iscompared to__________________________________
d. Obama uses the ________________ while Kennedy usedthe_________________ .
**********************************************************************************
********************
ROCKSTAR!!!!
9. Skills in Action 1 -2011-p. 9
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Listencarefullyand mark True or False:
1) The rock star likeshe rjob.
2) The firstthingshe doesinthe morningisto have a shower.
3) Her fanswrite e‐mailstoher.
4) She has her breakfastata café.
5) She is alwaysvery hungry inthe morning.
6) Afterbreakfastshe goestoher studio.
7) She starts workingat 3 in the afternoon.
8) She drinksa lot of water.
9) She goesback home bybus.
10) Sometimes she hasa TV interview.
11) She has dinneralone.
12) She alwaysgoestobedearly.
Listen again and complete the chart with the associated words in the CD:
10. Skills in Action 1 -2011-p. 10
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Choose the right option about Susan:
Susan is the singer/guitarist of the band. She likes eating pasta/pastries for breakfaast.
While she’s at the café, she reads the newspaper/ a novel. She goes to the studio by
bus/car. In the evening, she meets her husband/boyfriend Peter. They usually eat
British/foreign food.
***************************************************************************
******************
Family members
Mafalda’s family
Mafalda is a comic strip written by Argentine cartoonist Joaquín Salvador Lavado, also
known as Quino. The comic strip presents a 5-year old girl named Mafalda, who is very
interested in humanity and world peace and rebels against injustice in the world. She has a
strong political view of the world.
11. Skills in Action 1 -2011-p. 11
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Write the names below the 6 pictures.
Friends
Complete the followingsentences aboutMafalda’sfamilyandfriends:
Raquel is__________________’s mother. She isa housewife.
___________________is Raquel’s daughter. She hatessoup.
___________________is Mafalda’sbrother. He lovessoup.
Manolito is Mafalda’s _____________. He is the son of a Spanish immigrant.
Find out more information about them and make sentences. You can check the following
website: http://mafalda.dreamers.com/
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12. Skills in Action 1 -2011-p. 12
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MY Family
Activity1: Scan the text below taken from Aerolíneas Argentinas magazine and complete
the genealogical tree.
Graciela (41), her husband Guillermo (46) and their children Ignacio (13) and Juan (10) love
the south of Argentina. They have toured it, from Junín de los Andes to El Calafate,
several times, visiting all the beautiful places in our Patagonia. “We’re fans of our south,
all-seasons fans”, states Graciela. “In the Summer, we like the mild weather, in the Fall,
the colours of the leaves, in Winter, we love snow and skiing, and in Spring, the boom of
its blooms. We started going south for our holidays when Juan was six months old. We
love the mountains and the lakes, much more than the sea. My husband loves fishing
and the children enjoy it all so much”.
This photograph was taken by Guillermo, who works as a manager at an insurance
company. According to Graciela,he knows nothing about photography. “Of course, now
that he’s won the contest this month, he’ll feel such a genious. I’m usually the one who takes
pictures, because I like it. We have an old camera, but it has a good lens and a good zoom.
Sometimes we get great pictures, but at other times, the lighting is wrong, or they are out of
focus …. We’re learning, though”. Graciela is an architect andshe tells us they are building a
13. Skills in Action 1 -2011-p. 13
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house in Villa La Angostura. “That`s the place where we are planning to live after our
retirement, so I’m traveling to Bariloche every month now, on Aerolineas flight on
Mondays, and I come back on Thursday or Friday. In that way I can monitor the
construction work”.
Activity 2: Now readthe textindetail andcomplete the followingsentences.
1‐The family loves______________________________ for theirholidays. Insummerthey
like_____________________________________________. Inwinterthey
love______________________________________________. In the future they are planning
to live in____________________________.
Guillermo is a _____________ and he ______________ a good photographer.
14. Skills in Action 1 -2011-p. 14
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Gracielaisan ________________ andshe isbuildinga_______________ in Villa LaAngostura
for theirfuture.
HOMEWORK:
Bringa picture of yourfamily andtell yourclassmatesabout
it!
+++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++
15. Skills in Action 1 -2011-p. 15
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Going out!
Which places in Buenos Aires do you like?
Write a brief descriptionof eachplace inthe picturesbelow.(Thisis…,Itis in…, There is/are…,I
really like…, I don´tlike…).
Talk aboutotherplacesyoulike inthe city.
Use these expressions indialogues withyourclassmates:
E.g.What´s yourfavouriteplacein the city/thecountry?
Whatdo you like aboutit?
Has it got…?
Are there many people…?
Would you like to…?
____________________________ __________________________
____________________________ __________________________
____________________________ __________________________
____________________________ __________________________
17. Skills in Action 1 -2011-p. 17
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Here is a website about Buenos Aires. Scan its content and answer.
1. What type of information can you find here?
2. Who is this site for?
3. Which two types of music are mentioned?
4. Is your neighborhood mentioned in this website?
5. What is the advertisement on top about?
18. Skills in Action 1 -2011-p. 18
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6. Is there ay information you find surprising?
The same website offers this tourist circuit:
La Recoleta
In the area delimited by Ayacucho street, Las Heras, Figueroa Alcorta and
Pueyrredon avenues, you can find a great variety of things to do and enjoy
yourself.
Better still, Plaza Francia offers a green place ideal for those who love spending
Sunday's afternoons in the open air. There you will be able not only to breathe
fresh air but also to have a look at craftsmen’s work, such as paintings, clothes,
jewelleries...This is also the place chosen by young people who want to have a
good time listening to music or watching a good play without spending much
money. For art lovers, La Recoleta offers two traditional places of BA, such as the
museum of Bellas Artes (where paintings created by well known Argentinean artists
can be appreciated) and the Palais de Glace with its itinerant expositions of high
level. In addition to this, the Recoleta Cultural Center is one of the other major
attractions of BA. Music, paintings, theater plays, cinema, music festivals and any
kind of art expression find a place here.
19. Skills in Action 1 -2011-p. 19
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http://english.buenosaires.com
What isthe name of the areamentionedinthe text?
Choose the rightoption:
a. PlazaFrancia isgreat forthose who
a. like openplaces
b. enjoythe sun
b. CraftsmeninPlazaFranciasell theirwork
a. inshops
b. inthe streets
c. To listentomusicinthisplace you mustpay
a. little money
b. a lot of money
c. no moneyatall
Name the placeswhere youcan see artisticworksinRecoleta.
Mention two cultural attractions of the Cultural Center.
Useful vocabulary and phrases
Let’ssee ……………………..
Why don’twe go to ………………….?
I’ll showyou………………………..
We can go to …………………………….
……………………….is a wonderful place because………………..
I like……………………. It’sgood for(walking, buyingcheapthings, etc). In…………………….. we can (eatat
a restaurant, dance, etc)..………………………….has a lotof attractions.
20. Skills in Action 1 -2011-p. 20
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Look at the website of our institution!
21. Skills in Action 1 -2011-p. 21
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READ THE INFORMATIONAND COMPLETE:
The University of Buenos Airesis__________ yearsold, and the Spanish courses offeredbythe
Laboratorio are __________ yearsof age. The School of Philosophy andLetters trains_______ and
_______ in the area of humanities.
_________ students attendthe Spanish courses in________________. These courses canbe
__________ or ____________, according to the durationof the course.
There are alsocertificationsof Spanishlanguage knowledge. The examscorrespond to__________
levels.
ROLE-PLAY WORK IN
PAIRS:
You meeta foreign studentwhowantstostudy Spanish inArgentina.
STUDENT A:
Ask him/her:
His/hername
Nationality
Where he/she studies.
Why he/she wantstostudySpanish
Then,answerStudentB’squestions.
STUDENT B:
AnswerStudent’s A questions.
Ask StudentA where youcan study Spanish inArgentina/If the Laboratorioispart of the
UBA/ If the Laboratorioisa serious institution/ Whattype of courses the Laboratoriooffers/
Where the Laboratoriogivesthe Spanish classes/If there are manystudents/.If the Laboratorio
offersexaminations.
READING, SPEAKING &WRITING
1. Have a lookat the text. What isit?
a. A brochure
b. A posterinthe street
c. An advertisementinatourismmagazine
22. Skills in Action 1 -2011-p. 22
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1 Circle all the verbsinthe imperative form.Whatisthe functionof these verbs?
2 Connecteachof the 5 sentencesand picturesinthe adwiththe picturesof the 5 senses.
23. Skills in Action 1 -2011-p. 23
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4. Choose anotherplace inArgentinaandcreate a similaradin groups
5. Imagine you are graphic designers working for an important tourist agency. In pairs,
design either a web page or a brochure with information for tourists about a city in
Argentina. Include as much information as you can. Consider information about:
Weather Transportation
Locationin the country Hotels and services
Typical food Prices
Main touristattractions Recommendations
Write it on a separate sheet of paper. Ask your teacher for help, if necessary. When you
finish, stick it on the whiteboard. Walk around and read your classmates’ brochures.
Choose the one you like best.
***************************************************************************
******************
24. Skills in Action 1 -2011-p. 24
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Summer Camp
GROUP WORK: Answer the following questions.
Do youlike animals?
Do youhave a pet?
Do youtake itwithyou onholidays?
If you can’t take it withyou,where
do youleave it?
Are petsimportantforchildren?
1. Scan the text on the following page and study the pictures. Choose the right option:
The textis about a) a place for holidays
b) a school fordogs
The textis a) an advertisement
b) a letter
The textappeared a) on the Internet b) in a
newspaper
2. Read the text and decide if the following statements are TRUE (T) or FALSE (F).
1 Thissummercamp isfor childrenof all ages. __
2 Lesage has a lotof experience withdogs. __
3 Children stay inthe camp forabout a month. __
4 In thisca mp childrenlearntounderstandtheirdogsbetter. __
5 Childrencanalsotake theircats. __
6 Dogs sleepwiththeirownersinthe same room. __
7 The camp accepts aggressive dogs. __
25. Skills in Action 1 -2011-p. 25
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3. Match a Wordin ColumnA witha Word in Column B.
COLUMNA COLUMNB
a. bond(line 10) 1. dog
b. pooch(line 17) 2. to go to anotherplace to get something
c. fetch(line 21) 3. connection
d. recipes(line24) 4. instructionstoprepare food
FOLLOW UP: Written activity
You are at the summer camp with your dog. Write an email to a friend and tell him about
your experience.
Summer Camp for Children and their Dogs
Every summer, Carole Lesage
invites kids ages 9 to15 and their
dogs to her home, in La Macaza,
Que. (North of Mont Tremblant),
for a unique camp experience.
“My objective is to facilitate the
development of a significant
bond between the children and
their dogs based on a canine
language,” said Lesage, a social
worker who has been working
with dogs for 25 years. During
their five- or 12-day stay, the
child and pooch learn to work as
a team. “Some activities take
place in the kids´ world, requiring
the dogs to adapt, while for others it’s essential that kids enter a more canine headspace and
26. Skills in Action 1 -2011-p. 26
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follow its rules,” explained Lesage. The kids learn how to play ball the way their canine friend
likes to –which is probably not a repetitive game of “fetch.” During their stay, campers also
acquire knowledge about animal first aid, ear-cleaning, nail-cutting and wilderness. They
participate in preparing meals for their dogs, returning home with a few recipes . And there
are games: finding hidden objects in the sand; jumps; tunnels; forest treasure hunts and
swimming together in the pristine lake.
Kids sleep four to a room with their canine companions on or beside their beds. All well-
behaved and well-socialized dogs (and kids) are welcome.
(819) 275-7886
www.childrenanddogscamp.com
27. Skills in Action 1 -2011-p. 27
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Listen and enjoy!
Listen to the first part of the song; it describes a man’s daily activities.
Listen again and try to complete the lyrics:
A Well Respected Man
Juno OST
cause he gets up in the __________,
And he goes to work at __________,
And he comes back home at _________,
Gets the same _________ every time.
cause his world is built round punctuality,
It never fails.
And he’s oh, so __________,
And he’s oh, so __________,
And he’s oh, so healthy,
In his body and his _________.
He’s a well respected _________ about town,
Doing the best things so conservatively.
Can you describe a non-conservative man’s activities?
Try to make a list of these activities. And share it with your classmates.
28. Skills in Action 1 -2011-p. 28
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READING, WRITING AND SPEAKING about ……LOVE!
What is celebrated on Saint Valentine’s Day?
When is it celebrated?
Is it celebrated in Argentina?
Do you celebrate it?
Read the following text.
Page last updated at 15:08 GMT, Friday, 13 February 2009
St Valentine 'not saint of love'
Over the years St. Valentine has come incorrectly to be
associated with finding love, the Church says. He is the
patron saint for those who have already found their soul
mates. St Raphael is the patron saint for happy encounters.
St Raphael, according to legend, helped Tobias marry Sarah.
St Valentine was a priest in Rome who continued to marry Christian c ouples in
defiance of the law of the day.
1)Complete:
A. The article isabout…………………………………..
B. Complete the followingchartwiththe elementsinthe heart:
ST. VALENTINE ST. RAPHAEL
SAINTFOR SAINTFOR
LIVED IN HELPED
HELPED
29. Skills in Action 1 -2011-p. 29
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2) WRITING
Write a postcard for Valentine’s Day:
Dear…………….,
3. What would you give as a Valentine present?
Choose the best two and the worst two from the following list of presents.
Heart-shaped chocolates
Chanel 5
12 red roses
sexy underwear
a pink teddy bear
a weekend trip
money
a poem written by you
a romantic dinner
clothes
Others: ____________________________________________________
30. Skills in Action 1 -2011-p. 30
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Making Predictions
1. Look at the article below andunderline the wordsyouknow,thatis,the transparencies.
A Boy for You, a Girl for Me: TechnologyAllows Choice
Embryo Screening Stirs Ethics Debate
By Rob Stein
Washington Post Staff Writer
Tuesday, December 14, 2004; Page A01
Kristen and John Magill adore all three of their daughters -- 11-yearr-old twins and a 5-
year--old baby sister. But when they began to plan for their next -- and last --child, the
Magills really wanted a boy.
1. There are more transparencies than you imagined, aren’t there? Can you establish a
connection between all the transparencies in the text? What is the text going to be about?
2. What type of newspaper is this one?
a- general knowledge b- scientific
3. What section of the newspaper is this one?
a- family b. health c. general information
4. Name the members of the family
5. Guess why this family is mentioned in the article.
31. Skills in Action 1 -2011-p. 31
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Video
Deborah’s
Day
(Exercises adapted from Total English Elementary, Pearson, Longman)
1. Match each verbwithone off the expressionsinthe box before watchingthe video.
a. Check your e-mails
b. Do ______________
c. Run ______________
d. Send ______________
e. Talk ______________
f. Have breakfast at a café
g. Fly ______________
h. Go ______________
i. Go out ______________
j. Listen to ______________
k. Look in ______________
l. Play ______________
m. Read ______________
n. Ride ______________
o. Swim ______________
2. Nowwatch the video,checkandcomplete yourlist.
3. Watch the videoagainandmake a descriptionof Deborah’s dayusingexpressions
fromexercise 1.
4. Use the expressionsinexercise 1to askyour partnerquestions.
Do you ever have breakfastata café? Whendoyou check youre‐mails?
32. Skills in Action 1 -2011-p. 32
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Unit 2
THE
WORLD
OF WORK
Starting a new day’s job!
33. Skills in Action 1 -2011-p. 33
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Do you work?
Do you like your job?
What do you do?
Tell your classmates about you occupation in your own words.
What do these people do?
Join the jobs with the activities:
A policeman makes clothes for people
An actor looks after gardens
A carpenter looks after our bodies
A doctor counts the money
A tailor directs the traffic
A gardener makes things in wood
An accountant plays in the theatre
FOCUS ON LISTENING
34. Skills in Action 1 -2011-p. 34
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Let’s see what Jamon can do.
Listen and choose the right answer.
1) What can he make well?
http://www.elllo.org/english/0051/Q070‐Jamon‐Abilities.htm
Follow up:
Now you’re going to interview yourpartners about their abilities. Go around the class
and interview a pair of students based on the questionnaire:
35. Skills in Action 1 -2011-p. 35
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Can you... NAME
cook? What...?
play sports? What sport...?
Play any instrument? What instrument?
Ski? Where do you...?
Speak any other
languages?
Which languages... ?
Tell the rest of the class about your results.
Write a short text about your abilities. Make sentences using: can, may, have, like.
Use connectors: and, or, but, so.
Don’t forget to include adjectives: interesting, important, etc;
and adverbs: well, poorly, sometimes, always, etc.
Some ideas:
My name is __________________
I like ________________________
I am a good___________________
I can ________________ very well.
I cannot ____________________.
I__________________poorly.
I am an excellent _____________
I am a very bad _____________________
I sometimes _________________ interesting_______________
I always __________________horrible_____________________
Unusual professions
Do you think artists are workers?
Are artists special people?
Read the script before listening
36. Skills in Action 1 -2011-p. 36
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Listen to the following story about an artist.
Listen to it again and complete the blanks.
Jean Shin Makes Art From Everyday Objects
Also: A question from Burma about Wal-Mart. And banjo music by Steve Martin.
Transcript of radio broadcast: 16 July 2009
HOST:
Welcome to __________ MOSAIC in VOA Special _________.
(MUSIC) I'm Doug Johnson. On _______ program, we tell about an artist who uses
_________ objects to make sculptures …Answer a question about the store Wal-Mart
…And hear banjo _________ by Steve Martin.
(MUSIC)
HOST:
Jean Shin _______ sculptures that change everyday objects _______thoughtful and
beautiful works of _____. Shin makes art from broken umbrellas, old clothing or
_______ parts. ______ show "Common Threads" is currently at the Smithsonian
American Art Museum in __________, D.C. Barbara Klein tells us more.
BARBARA KLEIN:
One of the ______ works in the "Common Threads" exhibit looks like glowing ________
cave formations coming out of the ______ and _______. If you move closer to the
sculptures, you realize they are made up of thousands of carefully stacked small
_________ ________ for storing medicines.
Jean Shin made _______ work, "Chemical Balance,"
by gathering the ________ from friends, ________ and
retirement communities. She has said the work is like a
______ portrait that maps a society's chemical use. Like
much of Shin's art, this work ____ both about ________
and large groups of ________. Each _______ object
once belonged to an individual. But it takes a large
________ of such individuals to make Shin's art possible.
http://www.voanews.com/specialenglish/2009-07-16-
voa1.cm
****************************************************************************
********************
BIKES
1. Have you heard about “La bicicleta naranja”?
www.labicicletanaranja.com.ar
37. Skills in Action 1 -2011-p. 37
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2. Answer the following questions:
Do youride a bike?
Do youenjoythisactivity?
Where do youride?
Do youwear a helmet? Isitimportant?
Do youthinkridingisa dangerousactivity?
Where can youcontact “La bicicletanaranja”?
Wouldyoulike togo on a tour withthiscompany?
Where wouldyougo?
Do yourecognize the placesinthe pictures?
Why isridingsoattractive for tourists?
What type of touristshire these services?
3. Imagine you are a tourist very much interested in buildings of French origin in BA. You want
to visit them by bike. Visit the website of this group and complete:
1. Name of the tour
2. The price for a complete afternoon with 4 friends:
4. Write an e-mail askingaboutnighttoursanddiscountforthe
group.
5. Role‐play the conversation betweenyouandJosé María, the head
of the team. Include:personal data, price, duration of the tour,
informationaboutthe buildings youwill visit,the numberof people in
the tour, etc.
38. Skills in Action 1 -2011-p. 38
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6. You are a tourist. You have decided to take a bike tour. Fill in the form with your personal
information.
Focus on Reading
Pre‐Reading:
1- What kind of clothes do you wear for work? Do you have a “Casual
Friday”? if so, what do you wear on the occasion?
2- Look at Jennifer Cohen in the two pictures below and read the
captions below to photos. You have some transparent words:
“Bermuda shorts”, “inappropriate”. What’s the matter with her?
What do you think “instead” means?
Business casual' causes confusion
Updated 7/10/2007 1:10 AM | Comment | Recommend
39. Skills in Action 1 -2011-p. 39
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Jennifer Cohen's business-casual day The 24-year-old public relations employee Bermuda shorts
were deemed inappropriate (1). Could she wear this to the office instead? (2)
By Stephanie Armour, USATODAY
Jennifer Cohen thought she had a good idea about her company's policy allowing business
casual clothes. So the 24-year-old was stunned when an older colleague pulled her aside to
tell her she was dressing inappropriately by donning Bermuda shorts, sleeveless tops and
capris. "Each generation seems to have a different idea of what is acceptable in the
workplace, and in this situation I was offended," says Cohen, who works at a marketing firm
in Philadelphia. "I was actually not allowed to attend a meeting because my clothes were
considered 'inappropriate.' People my age are taught to express themselves, and saying
something negative about someone's fashion is saying something negative aboutthem."
Businesscasual hasbecome a staple of the office,butmore companiesare tryingtoenforce rulesthat
setat leasta minimumstandardof dress,andanincreasingnumberalsoare enforcingmore formal
clothes— especiallyatmeetings.Andassummerheatsupand fashiontrends become evenmore laid
back, employersare wrestlingwithhow toadoptdress-code policiesthatencourage bothproductivity
and professionalism.
While reading: Read the sentences below and say whether they are correct or incorrect
according to the text.
Jennifer works in a shop in Philadelphia.
She dresses appropriately at work.
She cannot wear capris for a meeting.
Many companies are adopting the use of formal clothes on especial occasions.
Vocabulary
40. Skills in Action 1 -2011-p. 40
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1. stunned (line 2) probably means a. surprised
b. happy
2. donning (line 3) probably means a. buying
b. wearing
3. a staple (line 9) probably means a. something important
b. something unimportant
*********************************************************
Focus on Reading:
Do you know who the Inuits are?
In case you don’t know, an Inuit (also called Eskimo) is a member of a Native American tribe
who live in the cold northern areas of North America and Greenland. The word derives form
the term Inuk, which means “man” or “person”.
GROUP WORK: Imagine the day of an Inuit child and write some sentences about
his/her life:
1 He/She gets up _____________________
2 He/She eats________________________
3 __________________________________
4 __________________________________
5 __________________________________
Now let’s read about Louisa Etok, an Inuit girl:
Hi! My name is Louisa Etok and I live in a
Northern village located on Ungava Bay,
Quebec. The name of the town I live in is
Kangiqsualujjuaq. You would be very
surprised to see all the things I have in
common with other 10 years old children
around the world. I go to school, play with
my friends, and help at home like any
person my age. So enter below and watch
how I spend my day.
41. Skills in Action 1 -2011-p. 41
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You will read about Louisa’s life. But her activities along the day are not in the right
order. Read them and reorder them. The first one is done for you:
___I make my bed...
___I learn how to speak and read English...
___Back to the classroomuntil 3:30 = (...
___Lunchtime is at 12:00. Time to relax...
___At recess time, I like to play on the jungle gym...
_1_I get up at 7:30 in the morning...
___Wow...what a long day! Time for bed.
___Before supper I like to watch TV...
___And sometimes I just like to be around my friends...
___After lunch we have gym...
___Before I go to school I help with chores like feeding the baby...
___I have a nap before going back to school...
___I like math after recess. I can multiply up to nine!
___I help my mom and do the dishes...
___We start school at 8:45 in the morning...
___School is over!!!
___Sometimes after school I like to climb the mountains by our village...
___I love to eat caribou but it gets between my teeth. Time to brush my teeth after supper...
___Goodnight Kangiqsualujjuaq...
You can check this activity with your teacher or at
http://kativik.net/ulluriaq/Nunavik/inuitlife/aday/s econdpage.html
Read the following interview with Louisa and ask the interviewer’s questions:
Interviewer: Hi Louisa. How are you?
Louisa: Fine.
Interviewer: We’d like to ask you some questions.
Louisa: It’s Ok.
Interviewer: _______________________________________________?
Louisa: I get up at 7:30 in the morning.
Interviewer: _______________________________________________?
Louisa: Yes, of course! I go to school every day until 3:30.
Interviewer:_______________________________________________?
Louisa: I like meeting with friends.
Interviewer: _______________________________________________?
42. Skills in Action 1 -2011-p. 42
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Louisa: Yes, I have a baby brother.
Interviewer: And one more question: _________________________________?
Louisa: I love caribou!
Interviewer: Thank you Louisa! Have a nice day!
Follow up: Focus on WRITING!
Write about a day of a boy or girl who lives in Buenos Aires
43. Skills in Action 1 -2011-p. 43
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Focus on Reading
http://www.fedee.com/workinghours.shtml
1. Look at the bibliographical data. Where is the extract from?
2. What type of association is this one? Where is it from?
3. Scan the text. What are the numbers mentioned in the article?
Reading in detail: (You can provide some of these answers in Spanish)
1. Explain “working time” and “working week”.
2. “Untangling”: pay attention to this word. The prefix “un” is used to add the
meaning 'not' or' the opposite of ''(e.g.unrealistic, unhappy). Try to guess a probable
meaning for this word in connection with “myth”.
3. Which days does your “working week” include?
4. Together with your group, think of a translation for “collective agreements”. Do you
work with one?
5. How long is your working week? Is it similar to European working week?
6. The text makes a comparison between “white collar workers” and “blue collar
workers”. Discuss with your teacher the meaning of these expressions. Which group
do you belong to?
7. Group A WORKS LESS THAN Group B. Do you understand the comparison? Discuss this
with your teacher. Provide examples similar to the one in the text using VERB + LESS
THAN.
8. The explanation of “overtime” is in the same text. Underline this explanation.
9. What is the maximum limit of working hours permitted in Europe? And here?
After reading:
44. Skills in Action 1 -2011-p. 44
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Write a description of your working week. Include number of hours per day; the place where
you work, the activity you do, your timetable, if you work overtime, if you receive extra pay,
etc. Say if you like your job.
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
________________________________________________________.
****************************************************************************
**********************
ÆSOP’S FABLES
Readand Discuss
Pre‐reading:
1. Do you know what a fable is? Choose the right option to obtain a definition:
“A fable is a short/long story sometimes/always about animals. Fables end with a moral/song. A
moral is a message/poem about how you should behave or not behave in your life”
2. Do you like fables?
3. Do you remember the fable of the ant and the grashopper?
4. Do you know the name of other fables?
The Ant and the Grashopper
chirping and singing to its
heart's content. An Ant passed by, carrying with great toil a grain of corn he was taking to
the nest.
45. Skills in Action 1 -2011-p. 45
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"Why not come and chat with me," said the Grasshopper, "instead of toiling and moiling in
that way?"
"I am helping to lay up food for the winter," said the Ant, "and recommend you to do the
same."
"Why bother about winter?" said the Grasshopper; we have got plenty of food at present."
But the Ant went on its way and continued its toil. When the winter came the Grasshopper
had no food and found itself dying of hunger, while it saw the ants distributing every day
corn and grain from the stores they had collected in the summer.
Then the Grasshopper knew:
It is best to prepare for the days of necessity.
Reading activities:
1. Where are the ant and the grasshopper?
2. What season is it?
3. Do you know the names of the seasons?
4. What is the ant carrying?
5. What does the grasshopper want to do?
6. Why isn’t the ant interested?
7. Has the grasshopper got food in winter?
8. What do the ants distribute in winter?
9. Can you explain the moral?
10. “toil” appears three times in the text. Can you think of
a synonym?
After Reading:
1. Do you know the words LAZY and HARD‐WORKING? Who do you associate these adjectives
with from the story?
2. Are you an ant or a grasshopper?
46. Skills in Action 1 -2011-p. 46
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CALL CENTERS
Pre-reading
Read the headline and subhead off the article. Then, answer:
1. When do people say “Hello, can I help you”?
2. What is the article about?
3. What kind of people work at call centers? What do they do?
4. Why do people usually contact call centers?
47. Skills in Action 1 -2011-p. 47
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5. Why do you think they are common in India?
6. What about Argentina?
Hello, can I help you?
Call centers are fodder for India’s pop culture
By Rama Lakshmi The
Washington Post October, 20,
2008
New Delhi. India. In a training session at a suburban call-center, groups of fresh-
faced Indian recruits jettison their Indian names and thick accents and practice
speaking English just like the Americans do. They have hesitant conversations with
imaginary American customers who complain angrily about their broken appliance or
computer glitch.
The instructor writes "35 (equals) 10" on the board, as though he is gifting the recruits
with a magic mantra.
"A 35-year-old American's brain and IQ is the same as a 10-year-old Indian's," he
explains, and urges the agents to be patient with the callers.
That is a scene from "Hello," the first Bollywood movie about the distorted and dual
lives of 2 million call-center workers.
While‐reading
1. Now, read the last sentence. What are the previous paragraphs about?
2. Read the first 3 paragraphs and circle the correct alternative:
a. Indian people have strong/ natural accent.
b. Recruits are young/ not so young people.
c. Customers sometimes/ never shout at the agents.
d. The instructor suggests that Indian people are more intelligent than American people/
American people are more intelligent than Indian people.
3. Why do you think the writer says “distorted and dual lives”?
After reading
1. Mention other jobs that young people like trying nowadays.
2. Which one would you like to try as a first job?
3. Why?
48. Skills in Action 1 -2011-p. 48
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Focus on Listening:
SHANIA TWAIN
"She's Not Just A Pretty Face"
1. Choose the right word:
(Oh na, na, na)
She hosts a T.V. hall/show--she rides the rodeo
She plays the bass in a band/ class
She's an astronaut—
a valet at the parking/ swimming lot
A farmer working the land
She is a champion/teacher --she gets the gold
She's a ballerina--the star of the ball/show
[Chorus:]
2. Complete with the words in the box:
Takes – wife – face – Time - novelist-mother-Geologist
She's--not--just a pretty _____
She's--got--everything it _____
She has a fashion line-
a journalist for "______"
Coaches a football team
She's a _________--a romance _______
She is a _________ of three
She is a soldier--she is a _______
She is a surgeon--she'll save your life
[[Chorus:]
3. Number the lines in the correct order:
She's--mother---of the human race Nº ___
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She's--not--just a pretty face Nº ___
She'ss--got--eveerything it ttakes Nº ___
She'ss--not--jusst a pretty fface Nº ___
Oh, ooh, yeah
Oh nna, na, na, na.....
She is your waitress--she is your judge—
she is your teacher
She is every woman in thee world
Oh, la, la, la
She flies an airplane—
she drives a subway train
At night she pumps gasolIne
She's on the council--she' s on the board
She's a politician--she praises the Lord
[Reppeat Seconnd Chorus]
No, she's (she's) not (not)-
just a pretty face
She's (she's) got (got)--everything it takes
She's--not--just a pretty face
She's got everything it takes
She's not just a pretty face
VIDEO… Unreal City
(Exercises adapted from Total English Elementary, Pearson,Longman)
1. Watch the first part of the film and describe:
a. The man’s job
b. The place where he works
c. His routine
2. Watch the rest of the film and describe these things with the adjectives in thee box.
a. The man’s flat
b. The place in his dream
c. The girl in his dream
Beautiful Colourful Friendly
Grey Horrible Nice
Sunny Old-fashioned Young
50. Skills in Action 1 -2011-p. 50
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3. Answer these questions:
a. What do the man and the girl do in the dream?
b. How does the man feel when he breaks the box?
c. What is on the floor next to the key?
d. Are the man and the girl happy at the end of the film? Why?
e. Do you like happy endings?