ENGLISH

BOOKLET
Prof.: Micaela Musso Zelaya

Stu NAME:
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TRABAJOS FECHAS

♡ PROGRAMA♡ ……………… …………...

……………… …………...
UNIDAD Nº 1:
……………… …………...
- PRESENTE SIMPLE 4 ……………… …………...
(THE HIGHWAYMAN) ……………… …………...
- PRESENTE CONTINUO 3
……………… …………...
- ESCUELAS BRITÁNICAS ……………… …………...
……………… …………...
UNIDAD Nº 2:
……………… …………...
- THE KITCHEN (LA COCINA) ……………… …………...
- FOOD (ALIMENTOS) ……………… …………...
- CONTABLES E INCONTABLES
- DESCRIBIENDO UNA RECETA
……………… …………...
- DESÓRDENES ALIMENTICIOS ……………… …………...
(BULIMIA/ANOREXIA) ……………… …………...
……………… …………...
UNIDAD Nº3: ……………… …………...
……………… …………...
- PASADO DEL VERBO TO BE
(WAS/WERE) – THERE WAS/THERE
……………… …………...
WERE) ……………… ………….
- PASADO SIMPLE 1
 UNIT 1
THE PRESENT SIMPLE

HIGHWAYMAN

●The Highwayman by Alfred Noyes is

written in true ballad form and is full
of action, drama and passion.

●Ballads have their roots from

storytelling around a fire (believe it or
not people haven’t always had
televisions!) and that many of the
early ballads were never written down.
Audiences included all members of the
family and local community, so ballads
were made simple. By being simple
they were easy to understand and
therefore easy to remember. These
ballads could then be told over and
over again.
 —SUMMARY

This poem starts out with a highwayman (that's a robber

who holds people up on the road) visiting his girlfriend
Bess at her father's inn. He's on the move (apparently he's
got some robbing to do) so he only has time for one kiss.
He promises that he'll be back by the next night at the
latest.

The next evening, instead of the highwayman, some

British soldiers show up. These guys are real jerks. They
drink a bunch of beer, they tie up Bess, and then they
wait at the windows to shoot the highwayman when he
comes back. Bess is tied up with a gun at her chest, and
she wriggles around until she has her finger on the
trigger. Then, when she hears the highwayman's horse,
she fires the gun, and gives her life to warn him about the
ambush.

The highwayman tries to get away, but it doesn't work. He

gets mowed down by the soldiers in the middle of the
road, and dies in a pool of blood. Still, on certain winter
nights, his ghost still rides down the highway to meet
Bess.
 CLOZE exercise
USE THE WORDS BELOW, ONCE ONLY, IN ORDER TO COMPLETE THIS STORY.

Ghosts – Bess – inn – trigger – bed – soldiers – moor – taps – darkness –

morning – daughter – warn – rifle – jealous – highwayman.

1. The highwayman rides across the _______________. He arrives at

an old __________. It is late at night and the inn is in
_____________________.
2.
3. He is in love with the landlord’s _________________________. She
is called Bess. He ______________ on her window. She opens the
window.
4.
5. Tim is the man who looks after the horses. He is also in love with
_____________. He is _____________________ of the
highwayman. He hears them talking. The highwayman says he will be
back before _____________________. Tim tells the soldiers.
6.
7. The ___________________ arrive. They plan to ambush the
highwayman. They tie Bess to the foot of her ____________ so that
she can see out of the window. They fasten a _______________ to
her. She is gagged. She cannot _____________ the highwayman.
8.
9. When the highwayman arrives, Bess pulls the ___________________
of the rifle. She is killed but the __________________________ is
warned. He rides off. When he finds out what has happened, he
returns. The soldier shoots him dead. On winter nights, the
__________________ of the two lovers return to the old inn.
 T.P. Nº1
WRITE YOUR OWN STORY IN PRESENT SIMPLE ABOUT DRAMA, LOVE, BETRAYAL AND
DEATH.

PASTE YOUR STORY HERE

 LET’S GO TO THE MUSEUM
PRESENT CONTINUOUS
Visiting museums and galleries is fun because you get to learn a
lot about art.
First take a virtual tour of GO TO THE TATE MODERN IN
the Tate Modern in London.
Follow the steps: 01 LONDON WEBSITE

02 NOW, CLICK IN THE

ICON THAT LOOKS LIKE A
MAN.

03
NOW, CHOOSE A PAINTING FROM EACH GALLERY AND WRITE A 60-WORD
PARAGRAPH DESCRIBING IT, USE AT LEAST 5 OF THESE 8 TIME
EXPRESSIONS:
- Now - today - this week/month/year
- at the moment - tonigh - while
- at present - this morning/afternoon/evening
 T.P. Nº2
FOLLOW THE EXAMPLE AND THE GUIDELINES
BELOW:
A Sunday Afternoon on the Island of La Grande
Jatte.

A SUNDAY AFTERNOON
ON THE ISLAND OF LA
GRANDE JATTE BY
GEORGES-PIERRE SEURAT.
THIS IS A LARGE OF A
SUMMER DAY IN A PARK
IN PARIS.

THIS AFTERNOON, THERE ARE MANY PEOPLE IN THE PARK. THEY ARE
HAVING PICNICS AT THE MOMENT. SOME PEOPLE ARE WATCHING
SMALL SAILBOATS ON THE WATER WHILE OTHERS ARE WALKING
AROUND THE PLACE. THE PEOPLE ARE CLEARLY VERY RICH. THEY ARE
WEARING BEAUTIFUL CLOTHES TODAY. THE WOMEN ARE WEARING
DRESSES AND HATS. MANY OF THEM ARE CARRYING AN UMBRELLA
WHILE OTHERS ARE SITTING AT THE SHADE OF THE TREES TO COVER
FROM THE SUN.

PASTE YOUR DESCRIPTION HERE

 T.P. Nº3
BRITISH PRESENT SIMPLE
AND
CONTINUOUS
SCHOOLS
Watch the video and answer the questionnarie.
1. Do you think it is more important to sing to our flag or to take “form” classes
instead? or both? write your thoughts about it.

2. What do you think about England's uniforms? Do you like it? Or do you prefer
the one you already have? Why?

3. Do you think it is more helpful for teachers to give the class to other teachers
in order to check if it is okay or not? What kind of things would be better for you
as students?

4. Do you like to read? Why is it good to read everyday?

5. What about sport differences?

6. What do you think about the methods England has at the moment to teach? Is
it better by heart or by understanding what you do?

7. What do they test once a year?

8. Do you think it is good for you that teachers take free days without any other
teacher to substitute him/her?

9. What do you like most about English schools?

10. What things of English schools would you like to implement to Argentinian
ones?
 UNIT 2
THE KITCHEN
KITCHEN EQUIPMENT

MATCH THE WORDS WITH THE PICTURES:

a bowl a saucepan a kettle

a microwave a toaster a wooden spoon
a chopping board a jug a pan
02 JOBS IN THE KITCHEN

MATCH THE VERBS ON THE LEFT TO THE WORDS ON THE RIGHT TO MAKE
KITCHEN JOBS.

1. Wash a) Food
2. Sweep b) The bin
3. Empty c) The dishes
4. Set d) The floor
5. Prepare e) The table
6. Do f) The washing

03 KITCHEN VERBS
CHOOSE THE CORRECT VERB FOR EACH PICTURE:

• bake • chop • mix

• boil • cook • pour
04 KITCHEN FURNITURE

MATCH THE WORDS TO THE PICTURES BELOW

• A shelf( ) • A cooker( ) • A fridge( )

• A drawer( ) • A cupboard( ) • A sink( )

NOW, ANSWER THE QUESTIONS BELOW WITH THE WORDS ABOVE:

1.Where do you put knives and forks? In a

2.Where do you wash the dishes? In the
3.Where do you put milk? In the
4.Where can you boil water in a saucepan? On the
5.Where can you put plates and bowls? In a
6.Where is a good place to put salt and pepper? On a
05 KITCHEN QUESTIONS

1) How much time do you spend in your kitchen?

2) What kitchen jobs don’t you like?

3) What kitchen furniture do you have?

4) What things can you cook?

5) Is there anything you don’t have that you

want in your kitchen?

6) What colours do you have in your kitchen?

PASTE YOUR ANSWER SHEET HERE

 TALKING ABOUT FOOD

In this lesson you are

going to learn about
food and cooking.

DATO

LOOK AT THE WORDS BELOW AND FIND THEIR MEANINGS.

MEAT/FISH FRUIT/ HERBS DISHES COOKING PREPARING

SEAFOOD VEGETABLES VERBS VERBS

chicken tomato orégano spaghetti roast chop

pork cucumber parsley Bolognese fry peel
lamb onion mint fish and stir-fry season
salmón courgette rosemary chips boil slice
trout aubergine coriander a roast grill cut
tuna pineapple sushi bake cool
turkey beetroot simmer stir
lobster carrot
veal corn
prawns pumpkin
blueberry
strawberry
 ANSWER THE QUESTIONS BELOW.

1. Do you enjoy cooking? (why?/why not?).

2. Which country’s food do you like the most?.
3. What foods do you hate?.
4. What foods do you love?.
5. Are there any foods that bring back special memories for
you?.
6. Do you prefer to eat with other people or on your own?.
7. How healthy is your country's food?.

Write your answers here…

 SOMETHING TO EAT
01 MATCH THE NUMBER WITH THE CORRESPONDING LETTER FROM THE PICTURES.

1. a banana( ) 9. an apple( )
2. a peach( ) 10. some beef( )
3. some bread( ) 11. some chillies( )
4. some crisps( ) 12. an egg( )
5. a carrot( ) 13. some berries( )
6. a tomato( ) 14. some chips( )
7. some butter( ) 15. some pork( )
8. some grapes( ) 16. some lemons( )

A E I M

B F J N

C G A K O

D H L P
02 NOW PUT THE WORDS IN THE TABLE BELOW.

COUNTABLE NOUNS (SINGULAR) COUNTABLE NOUNS (PLURAL) UNCOUNTABLE NOUNS

03 GRAMMAR:
.
. a/an-some-any.
LOOK AT THE SENTENCES AND COMPLETE THE RULES WITH SOME , ANY OR A/AN.

● WE USE ____ WITH SINGULAR COUNTABLE NOUNS, E.G. APPLE .

● IN POSITIVE SENTENCES (+), WE USE ____ WITH PLURAL COUNTABLE
NOUNS, E.G. CARROTS , AND UNCOUNTABLE NOUNS, E.G. WATER .
● IN NEGATIVE SENTENCES (-), WE USE ____ WITH PLURAL COUNTABLE
NOUNS, E.G. VEGETABLES , AND UNCOUNTABLE NOUNS, E.G. WINE .
READ DE DIALOGUE AND COMPLETE THE RULES BELOW.

PATRICK: Would you like something to eat?

CLAIRE: Yes, please. Do you have any eggs?
PATRICK: No, sorry. I don't have any eggs.
CLAIRE: Ok. Can I have some ham?
PATRICK: I'm afraid I don't have any ham. But I have some cheese.
CLAIRE: Fine.
PATRICK: Would you like some coffee?
CLAIRE: I'm afraid I don't drink coffee. I there any tea?
PATRICK: Yes, there is. Would you like some sugar in your tea?
CLAIRE: Yes, please.

IN QUESTIONS (?), WE USE ___ WITH PLURAL COUNTABLE NOUNS OR UNCOUNTABLE NOUNS.
BUT WE USE ___ WHEN WE OFFER SOMETHING ( WOULD YOU LIKE…?) OR REQUEST
SOMETHING (CAN I HAVE...?).
 DESCRIBING A RECIPE

01 PUT THE FOLLOWING WORDS INTO THE TABLE BELOW.

.
bake simmer Pan
cut stove cool
oven chop frying pan
season fry roast
stir-fry peel stir
boil slice wok
drain Tablespoon

PREPARING FOOD COOKING METHOD COOKING EQUIPMENT

e.g: season e.g: boil e.g: oven

02 READ THE INGREDIENTS FOR THE FOLLOWING DISH. LOOK UP ANY

WORDS YOU DON´T KNOW IN A DICTIONARY.
.
RECIPE: GREEN BEANS WITH OLIVE OIL AND TOMATOES
(SERVES 4)
 400-500g green beans
2 red onions, peeled and chopped
3-4 tablespoons extra virgin olive oil
4 chopped tomatoes, basil leaves.
salt and freshly ground black pepper.

03 LISTEN TO THE RECIPE AND COMPLETE THE EXPRESSIONS BELOW.

boil
. cook (x2) cover
give remove simmer
bring cool drain
heat season stir
1. ………….. a pan of lightly salted water to the ……………
2. …………...the green beans for two minutes and …………...them.
3. …………..a little olive oil in a pan, and gently ……………… the
onions for 3-4 minutes until soft.
4. …………….., ………… with a lid and let ……………….. for
30 minutes.
5. ……………… the beans a ………………..
6. ……………… the lid and leave the beans to ………………

04 MATCH THE QUANTIFIER WORDS WITH THE CORRECT NOUNS ON THE RIGHT.
.
1. a few a) 4-5 minutes
. 2. every b) basil leaves
3. a little c) olive oil
4. About d) so often
 T.P. Nº5
BULIMIA & ANOREXIA
Watch the movie.
TRANSLATE THE FOLLOWING TRUTHS ABOUT EATING DISORDERS.

Truth #1: Many people with eating disorders look healthy, yet may be extremely ill.
Truth #2: Families are not to blame, and can be the patients’ and providers’ best allies
in treatment.
Truth #3: An eating disorder diagnosis is a health crisis that disrupts personal and
family functioning.
Truth #4: Eating disorders are not choices, but serious biologically influenced illnesses.
Truth #5: Eating disorders affect people of all genders, ages, races, ethnicities, body
shapes and weights, sexual orientations, and socioeconomic statuses.
Truth #6: Eating disorders carry an increased risk for both suicide and medical
complications.
Truth #7: Genes and environment play important roles in the development of eating
disorders.
Truth #8: Genes alone do not predict who will develop eating disorders.
Truth #9: Full recovery from an eating disorder is possible. Early detection and
intervention are important.

Answer here…
 LOOK FOR INFORMATION ON INTERNET AND ANSWER THE QUESTIONS IN ENGLISH.

1. ¿Qué son los Trastornos de la Conducta Alimentaria?

2. ¿Estamos ante una enfermedad? ¿Se trata de un capricho? ¿Serán problemas de

adolescencia?

3. ¿Por qué se producen los Trastornos de la Conducta Alimentaria?

4. ¿Cómo detectar un Trastorno de la Conducta Alimentaria en una persona?

5. ¿Cuáles son los factores de predisposición a la Anorexia y a la Bulimia?

6. Cuáles son los síntomas de la anorexia y la bulimia, tanto psicológicos como

físicos.

7. ¿Tiene tratamiento?

8. ¿Tiene cura?

9. ¿Cuáles son los indicadores físicos y psicológicos de la recuperación de un

desorden alimentario?

10. De qué manera podemos ayudar nosotros al que padece esta enfermedad?

11. Qué opinas de la película? Te parece que es bueno mostrar en películas este tipo
de enfermedades?. Crees que ayuda a tomar conciencia y conocer más sobre
temas que no tratamos diariamente?

Paste sheet of answers here…

 UNIT 3
SIMPLE PAST

THE LADY OF SHALOTT

LEGEND CHARACTERS
VS
HISTORICAL FIGURE

We know about characters from legend through:

o Songs
o Textbooks
o Ballads
o Poems
o Documents
o Pictures
o Popular stories
o photographs
We know about historical characters from:

o ballads
o Textbooks
o pictures
o Popular stories
o Documents
o Eye-witness accounts
o Poems
o diaries

Bellow are nine names, but only 5 of them are historical

characters. The other are from stories or legends.

HISTORICAL CHARACTERS CHARACTERS OF LEYEND

CLEOPATRA

NAPOLEON BONAPARTE

ROBIN HOOD

THE THREE MUSKETEERS

THE PIED PIPER OF HAMELIN

KING ARTHUR AND THE

KNIGHTS OF THE ROUND TABLE

MARY SEACOLE

ADOLF HITLER

HENRY VIII
 HOW ARTHUR BECAME KING

Arthur was the son of King Uther Pendragon and Igraine, wife of the Duke of
Cornwall. The magician Merlin agreed to make King Uther appear to be the Duke of
Cornwall so that he could spend one night with the Duke’s beautiful wife,
Igraine. This was on condition that, if any child was born, he would be given to
Merlin. lgraine did, indeed, give birth to a son as a result of King Uther’s trickery.

The child, Arthur, was taken away by Merlin and brought up by a knight called Sir
Ector. It was Merlin’s plan that the future king should grow up not knowing who he
was. He would reveal his true identity as a young man by performing some great
deed.

Many years later, King Uther died. Sir Ector and all the other knights were
summoned to London for a tournament. Sir Ector took his son, Sir Kay, and Arthur
with him. Sir Kay left his sword at his lodgings and sent Arthur back to fetch it.

A few days before, a stone with a sword stuck into it had mysteriously appeared in a
churchyard near to the lodgings. Around the stone were the words ‘Whosoever pulls
out this sword is the trueborn King of England’. Many knights had tried to pull the
sword from the stone, but none had succeeded.

The lodgings were locked up and Arthur couldn’t get Kay’s sword. He remembered
the sword in the stone and ran to the churchyard. Arthur pulled the sword out
easily, and took it back to Sir Kay for the Tournament.

Sir Ector and Sir Kay were astonished when Arthur told them what had happened,
they knew what it meant. The other knights were very angry, but had to accept the
truth: Arthur was meant to be the next King of England. Soon afterwards, he was
crowned King as Merlin had predicted and he ruled the kingdom from Camelot, his
capital city.
 RESEARCH ACTIVITY

In the legend of King Arthur, there is a round table. When Arthur chose Guinevere to be
his wife, her father gave Arthur a present of the Round Table, along with 100 knights to
serve him. The table was big enough for all these Knights to sit around and, because
the table was round, no knight could feel more important than any other. The best-
known of these knights is Sir Lancelot.

. On the round table below, write the names of as many of the other
knights as you can find.
. Use library books and the internet to find out about the legend of King
Arthur. Try to find the names of up to eleven other knights.
LADY OF SHALOTT
 ACTIVITY : CRIMES AND CURSES (DRAMA ACTIVITY)

Who is the Lady of Shalott?

We know very little about the Lady in the poem. We don’t even know her name. We do know that
she has been put under a curse but we don’t know the reason why.

Some popular reasons for people being put under a curse in fairy. stories and legends are:

- as revenge for something

- as a punishment
- because of another person’s jealousy.

At the end of the poem, Sir Lancelot sees the Lady as she floats by Camelot in her boat. He wonders
who she was and how she died.

Imagine that he goes off to consult a wizard to find out these things. The wizard looks into his
crystal ball …

Now, you are going to present a story about what happened to the Lady of Shalott.

Your story must use both the character and the place.

You may find some of these questions and ideas helpful:

Why is the Lady not allowed to leave the Tower or to look through the window?
Why does nobody try to rescue her?
Why is she weaving what she sees in the mirror?

Choose whatever you find better for your story and create a new complete story with the new
information you add.
 A MAGIC MIRROR A MAGIC POTION A MAGIC WAND A SPELL

PLACE

A STONE CIRCLE

A MAGIC CASTLE

A FORTUNE TELLER
A GHOSTLY BOAT

A MIRROR A MAGIC WELL

CHARACTER

MOTHER AND STEPFATHER

A WIZARD OR WITCH

BROTHER OR SISTER FUTURE HUSBAND

THE PERSON YOU WANT A KNIGHT