unit 3a
1. GRAMMAR
Vocabulary
- A tomboy- a energetic girl whose behavior is considered typical of boys.
- A 'girly' girl- a very feminine girl.
- A bookworm- one who greatly enjoys reading or studying.
- A well-behaved child- showing good behavior or manners.
- quarrelling- angry disagreement or argument.
- being naughty- being disobedient; mischievous.
- A tomboy- a energetic girl whose behavior is considered typical of boys.
- A 'girly' girl- a very feminine girl.
- A bookworm- one who greatly enjoys reading or studying.
- A well-behaved child- showing good behavior or manners.
- quarrelling- angry disagreement or argument.
- being naughty- being disobedient; mischievous.
GRAMMAR
Past Simple, past continuous or used to?
You learnt the use of the past continuous in:
· Básico 2: Unit 2B - Past Continuous
Past Simple:
· for finished past actions
I sent him an email two hours ago.
Past Continuous:
· to talk about an action in progress at a specific time in the past
· to describe a past action which was interrupted by another action (expressed in the past simple)
I was writing my composition when the light went out.
You learnt the use of used to in:
· Básico 2: Unit 7C - used to
used to
I used to live in Madrid.
· to describe a habit or state that was true for a significant periof in the passt, and that has now finished.
· we don't say I used to live in Madrid for a short period of time (e.g. three weeks: I lived in Madrid for three weeks.)
· we don't say I used to live in Madrid if we still live in Madrid (I have lived in Madrid. / I have been living in Madrid for the last two years.)
Past Simple
I often went to museums when I lived in Madrid.
I never went to the theatre when I lived in Madrid.
· We can also often use the past simple with an adverb of frequency instead of used to.
Typical mistakes:
- the use of the past continuous to refer to a past habit or repeated past action
I was living in Madrid when I was a child.
(I lived in Madrid when I was a child. / I used to live in Madrid when I was a child.)
- using use to instead of the present simple + usually to describe present habits
I use to have a big breakfast before I go to work.
(I usually have a big breakfast before I go to work.)
- misspellings in negatives and questions
I didn't used to like spinach.
(I didn't use to like spinach)
Did you used to like spinach?
(Did you use to like spinach?)
Past Simple, past continuous or used to?
You learnt the use of the past continuous in:
· Básico 2: Unit 2B - Past Continuous
Past Simple:
· for finished past actions
I sent him an email two hours ago.
Past Continuous:
· to talk about an action in progress at a specific time in the past
· to describe a past action which was interrupted by another action (expressed in the past simple)
I was writing my composition when the light went out.
You learnt the use of used to in:
· Básico 2: Unit 7C - used to
used to
I used to live in Madrid.
· to describe a habit or state that was true for a significant periof in the passt, and that has now finished.
· we don't say I used to live in Madrid for a short period of time (e.g. three weeks: I lived in Madrid for three weeks.)
· we don't say I used to live in Madrid if we still live in Madrid (I have lived in Madrid. / I have been living in Madrid for the last two years.)
Past Simple
I often went to museums when I lived in Madrid.
I never went to the theatre when I lived in Madrid.
· We can also often use the past simple with an adverb of frequency instead of used to.
Typical mistakes:
- the use of the past continuous to refer to a past habit or repeated past action
I was living in Madrid when I was a child.
(I lived in Madrid when I was a child. / I used to live in Madrid when I was a child.)
- using use to instead of the present simple + usually to describe present habits
I use to have a big breakfast before I go to work.
(I usually have a big breakfast before I go to work.)
- misspellings in negatives and questions
I didn't used to like spinach.
(I didn't use to like spinach)
Did you used to like spinach?
(Did you use to like spinach?)
2. PRONUNCIATION & SPEAKING
-ed endings
-ed endings
1. unvoiced ending (/k/, /p/, /f/, /s/, /ʃ/, /tʃ/) + -ed = /t/
/k/ - book booked /t/
/k/ - ask asked /t/ /k/ - bake baked /t/ /p/ - drop dropped /p/ - stop stopped /p/ - hope hoped /p/ - escape escaped /f/ - laugh laughed /s/ - pass passed /s/ - relax relaxed /s/ - miss missed /ʃ/ - wash washed /tʃ/ - watch watched |
2. voiced ending (all the rest not included in 1. or 3.) + -ed = /d/
/b/ - grab grabbed
/g/ - hug hugged /l/ - travel travelled /l/ - call called /n/ - learn learned /n/ - listen listened /r/ - honor honored /v/ arrive arrived /v/ - live lived /ʒ/ change changed /i/ play played |
3. /d/ or /t/ ending + -ed /ɪd/
/d/ - need needed
/d/ - attend attended /d/ - decide decided /t/ - want wanted /t/ - arrest arrested /t/ - chat chatted /t/ - hate hated |
*The pronunciation of the ending /t/ or /d/ can be also hard to hear when the next word begins with a consonant sound:
We liked /t/ them. We like them.
They played /d/ badly. They play badly.
We liked /t/ them. We like them.
They played /d/ badly. They play badly.
3. VOCABULARY
Stages of Life
- In his/her early twenties (20-23 years old)
- In his/her mid- thirties (34-35 years old)
- In his/her late forties (36-39 years old)
4. LISTENING
The mosquito tone hearing test
The High-Frequency Hearing Test
Introduction
Ever wonder why some adults experience trouble with hearing as they get older? Hearing loss tends to become more severe as we age. But does hearing loss cause everything to sound uniformly softer or do certain sounds become harder to hear than others?
Some security companies recently began manufacturing machines designed to emit an annoying sound that prevents teenagers from loitering outside stores and shops. Teens are effectively driven away, but many adults can’t hear this sound at all! Things got even more interesting when some kids realized they could turn this technology on their elders by making the sound into a ringtone. Students with the ringtone can receive text message notifications during class without many teachers or administrators suspecting a thing.
In this experiment we’ll find out which volunteers are able to hear this sound frequency. We’ll also explore the biological basis behind why some listeners can hear it easily, whereas others perceive only silence.
Background
Humans are born being able to hear a wide range of frequencies, but we certainly can’t hear everything—especially sounds on the higher end of the frequency spectrum! Consider dog whistles, which canines can hear but we can’t. That’s because dogs’ ears have evolved to detect such high-frequency sounds. Similarly, it has recently been discovered the elephants communicate over long distances using super-low-frequency sound that we're also unable to hear.
Introduction
Ever wonder why some adults experience trouble with hearing as they get older? Hearing loss tends to become more severe as we age. But does hearing loss cause everything to sound uniformly softer or do certain sounds become harder to hear than others?
Some security companies recently began manufacturing machines designed to emit an annoying sound that prevents teenagers from loitering outside stores and shops. Teens are effectively driven away, but many adults can’t hear this sound at all! Things got even more interesting when some kids realized they could turn this technology on their elders by making the sound into a ringtone. Students with the ringtone can receive text message notifications during class without many teachers or administrators suspecting a thing.
In this experiment we’ll find out which volunteers are able to hear this sound frequency. We’ll also explore the biological basis behind why some listeners can hear it easily, whereas others perceive only silence.
Background
Humans are born being able to hear a wide range of frequencies, but we certainly can’t hear everything—especially sounds on the higher end of the frequency spectrum! Consider dog whistles, which canines can hear but we can’t. That’s because dogs’ ears have evolved to detect such high-frequency sounds. Similarly, it has recently been discovered the elephants communicate over long distances using super-low-frequency sound that we're also unable to hear.
5. READING AND SPEAKING
buggies/ buggy- a four-wheel baby's carriage.
toddlers on scooters- a child who's 1 or 2 years old on a toy scooter.
gunshots- the sound made from a gun.
to ban- to prohibit/ to forbid.
top deck- the top floor of a ship, bus or plane.
curfew- a time after which people were not allowed to go outside their houses.
buggies/ buggy- a four-wheel baby's carriage.
toddlers on scooters- a child who's 1 or 2 years old on a toy scooter.
gunshots- the sound made from a gun.
to ban- to prohibit/ to forbid.
top deck- the top floor of a ship, bus or plane.
curfew- a time after which people were not allowed to go outside their houses.
6. SPEAKING & WRITING
Write an email to a friend about how you used to be as a child (60-80 words) or as a teenager and if you have changed.
Use the ideas your book gives you on page 27.
Remember to use:
· the vocabulary you have learnt in the unit.
· as many different grammar structures you are supposed to have learnt at this level
· the format of an email
. connectors
Use the ideas your book gives you on page 27.
Remember to use:
· the vocabulary you have learnt in the unit.
· as many different grammar structures you are supposed to have learnt at this level
· the format of an email
. connectors
7. SONG