ENGLISH BOOKLET

4°A

Docente: Carla Denenne

Escuela Parroquial Santa Marta

2024
 Escuela Parroquial Santa Marta
Contrato Pedagógico

Materia: Inglés
Curso: 4° A
Docente: Carla Denenne
Pautas generales de trabajo áulico-Institucional

 Carpeta completa, ordenada y prolija, identificada con Apellido, nombre, curso y división.
 Libro de texto o material específico del área indicado por la docente.
 Cartuchera completa y elementos definidos de cada espacio curricular.
 Luego de la carátula de la materia, debe estar el Contrato Pedagógico, firmado por alumno/a,
madre/padre o tutor responsable.
 Las evaluaciones y/o trabajos prácticos se avisarán con 15 días de anticipación.
 Los trabajos prácticos deben ser presentados prolijamente.
 La ausencia a evaluaciones o trabajos especiales deben estar justificadas con certificados médicos y/ o notas de
padres. La no concurrencia a clase, no justifica tener la carpeta incompleta, los temas solicitados y / o materiales
para trabajar. Las evaluaciones deben estar realizadas con tinta.
 El recreo es también para ir al baño y no podrán hacerlo en horas de clase (salvo casos excepcionales).
 El celular debe permanecer silenciado y en la mochila durante las horas de clase y se podrá usar solo en las
instancias designadas por el/la docente. Cada uno es responsable de los objetos de valor que trae a la escuela.
 No está permitido usar la electricidad para la carga de celulares.
 No está permitido comer o beber (salvo agua) en el aula.
 Mantener el aula limpia, ordenada y ventilada.
 Es fundamental la comunicación familia-escuela/escuela-familia sobre el rendimiento escolar para prevenir
dificultades y maximizar el desempeño académico. Leer el AIC (Acuerdo Institucional) en familia.
 Actitud de respeto y solidaridad para con todos los miembros de la comunidad educativa.

Valoración pedagógica
La valoración pedagógica del alumno/a será de carácter integrador y comprende el trabajo con las competencias
específicas de la materia, así como los contenidos prioritarios, en función del proceso de enseñanza-aprendizaje. Por ello,
se entiende que acreditar no es sólo la entrega de actividades, es fundamental dar cuenta del conocimiento adquirido.
Criterios de evaluación:
a. Carpeta completa con la ejercitación y actividades correspondientes.
b. Defensa oral en los casos que el/la docente así lo requiera.
c. Elaboración y presentación de tareas en tiempo y forma, sea grupal o individual. En el trabajo grupal se
evaluará la capacidad de trabajar colaborativamente y en equipo.
d. Predisposición y participación activa en clase.
e. Esfuerzo y dedicación en las tareas.
f. Actitudes de respeto y solidaridad entre compañeros/as y docente.

La/el docente se compromete a guiar el aprendizaje del alumno/a explicando, respondiendo inquietudes,
implicándose con los saberes enseñados y adquiridos. Las clases, se desarrollarán con la mejor predisposición en un
clima de respeto y compromiso mutuo

Firma del alumno firma padre/madre y/o tutor

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 Read the text and complete the following sentences with HAVE, HAS, HAVEN’T or HASN’T.

1. Shaun ………………………………. just arrived in Barcelona.

2. Shaun …………………………….. been to the Camp Nou yet.
3. Shaun ……………………………. already uploaded lots of photos.
4. Shaun and his dad …………………. already watched the skateboarding competition.
5. They ………………………….. bought football shirts yet.

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 If e v e ry th i n g seem s t o be g o ing w ell, y o u hav e
o b v io u sly o v erlo o ked so m e thing .
M urphy's Law

something can go wrong...

c C o m p l e te th e tex ts w i t h th e c o rre c t f o r m o f the v e rb i n b rac kets.
G R AM M ARzyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA
if+ pr esent ,
T h e n re ad an d m a tc h th e tex ts w i t h th e c o rre c t p i c tu re s, A - G .
+ w/!! + inf init ive (f ir st condit ional)
M a t c h th e sentenc e halv es.
Traditions and Superstitions
Here are six more examples
1 Giving a knife EE
of Murphy's Law:
If a friend (give) you a knife as a
1 If y o u lo se so m e th i n g ,
present and you | B < i ^ 9 | (give) yo ur
2 If y o u arriv e early at a p arty ,
friend a co in in return, your friend ship
3 If yo u m ake an ap p o intm ent w i t h the d o cto r,
^Q2!2^H| (last) forever.
4 I f y o u d o n' t d o y o u r h o m e w o rk ,
5 I f y o u b u y a ne w c arp et,
2 Horseshoe •
6 I f y o u g et i n to a h o t b ath ,
If you | | (hang) a ho rsesho e
a y o u ' l l feel b etter b efo re y o u see h i m . above yo ur door, it | | (bring)
b y o u ' l l d ro p s o m e th i n g o n it the f i rst d ay. go o d luck to you and your family.
c y o u ' ll f i n d i t i n the last p lace y o u lo o k.
d the p ho ne w i l l ri n g . 3 Ladders
e ev ery o ne else w i l l be late. If you | I (w alk) under a ladder,
f y o u r teacher w i l l ask y o u f o r i t. | (have) bad luck.

b ( ^ i rc l e ) th e c o rre c t f o r m . 4 Throwing a coin in a fountain

1 I f the p lane arriv es late to n i g h t, I ^ T U rn i s S ) / If you | | (thro w ) a coin into a w ell
m i s s the last bus. or fo untain a n d | | (make) a w ish.
2 If y o u see / w i l l see an accid ent, c all the p o lic e! the w ish | | (come) true.
3 Th e y w o n ' t get lo st, i f they u s e / w i l l u s e
their satnav . 5 Falling leaves
4 W e d o n' t get / w o n ' t get to the c inem a i n ti m e
' • • • •
| (be) the first day o f
i f w e d o n' t leave n o w .
autumn, and you | | (catch) a falling
5 I f y o u d o n' t tak e / w o n ' t tak e an u m b re l l a,
leaf, you | B(no t be) ill all w inter.
i t ' l l d e f in ite ly rai n !
6 I f m y p ho ne d o es n ' t w o rk / w o n ' t w o rk here,
c an I use y o u rs?
7 Kath y i s / w i l l b e d isap p o inted i f she d o esn't
get the jo b .
8 I f there i s n ' t / w o n ' t b e m u c h traf f i c w h e n w e
leave, it w o n ' t take l o n g to g et there.
7 Spiders I
If you | | (see) a spider o n its w eb,
w atch it carefu spider
(run) d o w n the | (go)
on a trip so o n.

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 G if+ past, would+ infinitive (second conditional)
V animals
P word stress
I'd run away.

1 READING & SPEAKING

a Read the quiz questio ns a nd answers .
Complete each question w ith a n animal Would you know
fro m the list.

bee bull dog jellyf ish shark snake what to do?

b Look at the hi ghlighted ve rbs and verb
We all love seeing animals on TV and
phrases. Wit h a partne r, try to guess their in zoos. But some animals can be
mea ning from the context. dangerous. If you met one in real life,
would you know the right thing to
c Read the quiz again andQ you r do? Read about some common and
a nswers, a, b, o r c. some less common situations.
Would you know what to do?
d )1- Communication Would you know what
to do? A p.l04 B p.lOB C p.ll O. Read t he
answers to o ne sectio n and tell the others.
Did you all choose the right answers?

e H ave you ever been in any of these

situatio ns? What d id you do?

2 GRAMMAR
if+ past, would+ inf initive
a Look at questions 1-6 again. Are they
about a past situatio n or an imag ined future
situat ion? What tense is the verb after if?

b )1- p.l42 Grammar Bank 9A . Learn mo re

about the second cond itio na l and practise it.

c Complete t he sentences so that they are true

for you. Compa re wit h a partner.
1 Ifi had five extra hours every week,.. .
2 I would be very happy if...
3 If I could live anywhere in the world, ...
4 I would learn English more quickly if...
5 Iff won a lot of money in the lottery, ...
3 VOCABULARY animals
a )1- p.l61 Vocabulary Bank Animals.
b 4 18>)) Listen. Which animals can you
hear?
In the city
What would you do ...
. .. if a large aggressive _ _ _ ran towards you?
a I w ould shout ' dow n' at it several times.
b I would put my hands in my po c ket s and walk
slowly backwa rds.
c I w ould keep completely still and look at it in its eyes .
2 What wou ld you do ...
. . . if you were driving and a _ __ flew into the car?
a I would open all the wi ndow s and wait f or it to fly o ut.
b I would try to kill it w ith a ma p or a newspaper.
c I would wave my hand t o ma ke it go out .

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 4 PRONUNCIATION word stress
In the country p Stress in words that are similar in other languages
Some words in English, e.g. for animals, are similar t o t he
3 What would you do ... same words in other languages, but the stress is often in
... if a poisonous bit you on the leg, a different place .
and you were more than 30 minutes from the
nearest town? a Look at the animal words below. Can you rem ember
a I would put something very cold on it, like a w hich sylJable is stressed? Underl ine it.
water bottle .
ca mel era co dile dol phin e le phant
b I would suck the bite to get the poison out.
gi raffe kan ga roo li on mo squi to
c I would t ie something, e.g. a scarf on my leg
above the bite .
b 4 19 >)) Listen and check. A re any of these words similar
4 What would you do ... in your language? ls the tress in the sa me place?
... if you were in the middle of a field and a
_ __ started running towards you? c In pairs. a k and answer the questio ns.
a I would run to the gate . I vV hat's the most dangerous animal in your country?
b I would throw something (e.g. a hat or a bag) in 2 lfyouwenr ona safa r i,whata nimalwoulcl youmo t
another direction . like to see?
c I would shout and wave my arms. 3 W hat's your favourite fil m about an animal?
4 W hat's your favour ite cartoon animal?
5 Are there any animals or insect you a re really afraid of?
6 Do you (or did you) have a pet? What?
7 Are you allergic to any ani mals or insects?
8 If you could be a n an imal , which a nima l would you like
to be?

5 SPEAKING
Wo rk in groups of th ree. Ta ke turns to choose a
questio n a nd ask the others in the group. Then an swer
it yourself.

What would you do...

... if you saw a mouse in your kit chen?
... if you saw somebody being attacked by a dog?
... if a bird or a bat flew into your bedroom?
... if you saw a large spider in the bath?
... if it was a very hot day and you were on a beach that
was famous for shark attacks?
5 What would you do ... ... if someone offered to buy you a fur coat?
... if you were in the sea and a _ _ stung you? ... if your neighbour's dog barked all night?
a I would rub the sting with a towel to clean it. ... if a friend asked you to look after their
b I would•wash the sting w ith fresh water. cat or dog for the weekend?
c I would wash the sting with v inegar or sea water. ... if you went to somebody's house for
dinner and t hey gave you ...?
6 What would you do ... a horse meat b goat c kangaroo
.. . if you were in the sea quite near the shore and
you saw a ?
a I would swim to the shore as quickly and quietly
as possible . p Talking about imaginary situations
I think I'd (probably) ...
b I would float and pretend to be dead.
I (definitely) wouldn't...
c I would shout for help.
I don't think I'd...

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 All animals are equal - but some animals
are more equal than others.
From zyxwvutsrqponmlkjihgfedcbaZYXWVUTS
Anim al Farm by George Orw ell, Brit ish w rit er

would you do?

1 G R AM M AR if+ past , w ould + infinit ive (second condit ional)

azyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA
M a t c h th e sentenc e b e g i n n i n g s an d e n d i n g s .

1 I f m y sister w ere o ld er, C D a i f he c o u l d s w i m .

2 M y p arents w o u l d buy a bigger ho use
3 H e ' d g o sai l i n g
4 W h a t w o u l d p eo p le d o
5 I f y o u saw th at h o r r o r f i l m ,
6 I'd g o f o r a w a l k
b y o u ' d be really scared .
EH c i f they c o u l d n ' t w atc h T V ?
• d i f it w asn' t rai n i n g .
EH e i f they had m o re m o ney .
EJ f she c o u l d g o to the p artv w i t h m e.

O r d e r th e w o r d s to c o m p l e te the sentenc es an d q u e sti o n s. 2 V O C AB U LAR Y anim als

1 car / w o u l d / 1 / i t / to / w o r k / d riv e / a / h ad
had a car. I would drive it to work . C o m p l e te the c r o s s w o r d .
I f IzyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA
2 y o u / f o u n d / d o / a / y o u / m i l l i o n / w o u l d / i f / eu ro s
C l u e s ac ro ss
W hat ?
[ 2 1 ^ — I :
3 i f / i t / he / c o u l d / a / af f o rd / o ne / p h o n e
H e'd buy .
4 cav iar / i t / 1 / eat / gave / m e / w o u l d n ' t
I f so m eo ne .
5 say / c o u l d / talk / i f / to / y o u / the / w o u l d / p resid ent / y o u
W hat ?
6 jo b / f o r / y o u / a / 1 / ne w / i f / l o o k / w ere
I' d .

C o m p l e te th e sec o nd c o n d i t i o n a l sentenc es w i t h th e c o rre c t

f o r m o f the v erb s i n b rac ke ts.

1 I f a bee flew ( f ly ) i n to m y b e d r o o m . I would open

(o p en) the w i n d o w .
2 I f m y sister (see) a m o u se i n the k i tc h e n ,
she (scream ).
3 We ( no t hav e) a d o g i f w e
( no t hav e) a g ard en.
4 I f m y b ro th e r ( no t be) allerg ic to an im als,
he (get) a cat.
5 If I (liv e) i n the c o u n try , I
(learn) to rid e a ho rse.
6 W hat you (d o ) i f a d ang ero u s
dog (attack) y o u?

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 WATCH AND LISTEN

PREPARING TO WATCH
1 You are going to watch a video about glaciers. Before you watch, discuss
USING YOUR
the questions below with a partner.
KNOWLEDGE TO
PREDICT CONTENT 1 What is a glacier?
2 Where can you find glaciers?
3 What is happening to the glacier in the photographs?
4 What do you think is the cause of the changes to the glacier?
2 Match the words and phrases (1–6) to their definitions (a–f).
UNDERSTANDING
KEY VOCABULARY 1 a glacier a the air, water and land in or on which people,
2 the environment animals and plants live
3 an ice sheet b a gradual increase in world temperatures
4 global warming c a river caused by melting ice
5 a melt stream d a large mass of ice which moves slowly
6 a transformation e a complete change in the appearance or
character of something
f a thick layer of frozen water that permanently
covers an area of land

WHILE WATCHING
3 Watch the video. Complete the summary using the words and phrases
UNDERSTANDING
in the box.
MAIN IDEAS

The video is about the Alaskan (1) . The speaker

(2)
explains how they are and what causes them
(3) (4)
to . He talks about the of
(5)
melting glaciers and blames for the changes to the
(6)
.

88 WATCH AND LISTEN READING AND WRITING SKILLS 3

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 READING 1
PREPARING TO READ
1 Look at the photographs of the Upsala glacier and answer the questions.
USING YOUR
KNOWLEDGE TO 1 What has happened to the glacier?
PREDICT CONTENT 2 How long did this transformation take?
3 What do you think happened to the water?
4 How do you think this will affect the world?

WHILE READING
2 Read the leaflet and number the main ideas (a–d) in the order that they
READING FOR
are mentioned.
MAIN IDEAS
a a solution to the problem
ONLINE b changing ecosystems
c melting glaciers
d causes of climate change
3 Complete the sentences below using the words and phrases in the box.
SCANNING TO FIND
INFORMATION

1 are at their highest for 800,000 years.

2 could rise by about 59 centimetres by the end
of the century.
3 Recently, over 33% of the world’s have
been destroyed.
4 Over the last century, have gone up by
0.75 degrees.
5 Twenty-five percent of the land on earth is used for
.
6 Global increases in temperature could cause the
of 30% of land species.
7 Twenty percent of have been lost in the last
few decades.

Scanning to find information

Scanning is a good way to find detailed pieces of information quickly. Many
examinations test your comprehension of figures. It is a good idea to underline
all the figures in the questions and then scan the text for each specific figure.
When you find the figure in the text, look at the words around it for the answer
to the question.

90 READING 1 READING AND WRITING SKILLS 3

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Our
changing planet
n the last 100 years, the global temperature
has gone up by around 0.75 degrees
Celsius. This may not sound much but such
a small increase is causing sea levels to rise
and threatening the habitat of many species of
plants and animals. An increase of two degrees
Celsius in global temperatures could result in
extinction for 30% of the world’s land species.
The Northwest Passage is a sea route which
runs along the northern coast of Canada
between the Atlantic and the Pacific Oceans.
In the past, it was often difficult to use, as
the waters were frozen; however, increasing
temperatures and the subsequent deglaciation
have made it easier to travel down this route.
The major issue is that this will lead to loss of
habitat for the polar bears and other species that
live in this area.
Sea levels in the UK have increased by around
10 cm in the last 100 years and experts predict
that global sea levels could rise by up to 59 cm
by the end of the century. Consequently, areas
which were land a few hundred years ago are
now submerged and many low-lying islands
may be under water in the future.
As a result of the changing climate, the world’s
ecosystems are also changing faster than ever
before. Over one-third of the world’s mangrove
forests and around 20% of the world’s coral
reefs have been destroyed in the last few
decades. Forests are being cut down to provide
land for food because the population is growing
at such a rapid rate. Approximately a quarter
ENVIRONMENT UNIT 5
1928
The Upsala glacier in
Argentina used to be one
of the biggest glaciers in
South America. In 1928,
it was covered in ice and
snow but now the glacier
is melting at an annual rate
of 200 metres, so the area
is covered in water. This is
evidence of global warming.
2004
of land on earth is now used agriculturally
for growing food. As a result of the higher
temperatures and higher levels of carbon
dioxide in the atmosphere, plants are producing
more pollen which could lead to more cases of
asthma.
So what is causing climate change? The main
cause of climate change is the huge amount
of greenhouse gases such as methane and
carbon dioxide (CO2) in the atmosphere, but the
reason for this is the world’s population – you
and me. As the population increases, more land
is needed to provide food, and more energy is
needed. Burning fossil fuels for heating, lighting,
transport, electricity or manufacturing produces
CO2. Furthermore, humans breathe out CO2
and trees ‘breathe in’ CO2 and produce oxygen
– so by cutting down trees, we are increasing
the amount of CO2 in the atmosphere and
reducing the amount of oxygen. As a result
of these activities, CO2 levels are now at their
highest for 800,000 years.
The biggest challenge we all face is to prevent
further environmental disasters. We must do
something before it is too late. We need to
reduce the amount of CO2 in the atmosphere.
We need to stop burning fossil fuels and start
using renewable energy. We can get enough
energy from renewable fuels like solar energy,
hydroelectric energy or wind power to be able to
stop using fossil fuels completely.
Sign the petition to get governments to take
action before it is too late!
READING AND WRITING SKILLS 3 READING 1 91
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 EXPLANATION
MODAL VERBS TO EXPRESS OPINIONS

Modals to express opinions

Modal verbs have many different meanings and uses. Some modals can be used
to talk about things which are possible (may, might, could, etc.). We can use these
modals when we want to say how certain we are about something.

3 Both sentences below give an opinion. How are they different?

1 Solar energy is an excellent solution to global warming.
2 Solar energy might be an excellent solution to global warming.
4 What modals could you use instead of might in sentence 2?
5 5.4 Listen and complete these extracts from the lecture.
1 Today I want to explain some alternative solutions that
help reduce some of the problems related to climate
change.
2 NASA scientists have been developing this method of growing food,
because it allow us to grow food in any climate.
3 I think that desert farms be a very interesting way to
farm in the future.
6 Match the sentences (a–d) with uses 1 or 2.
Saying something is …
1 possible in the future.
2 certain to be true.
a We could run out of fresh water in the next few centuries.
b Fresh water resources will not last forever.
c Solar energy can’t solve the problem of climate change.
d Small Pacific islands may not be able to survive climate change.
7 The sentences below have no modal. Add a modal verb to express the
meaning in the brackets.
might solve
1 Farming in the desert solves the problem of food crisis. (softer opinion)
2 Not using fossil fuels reduces global warming. (possibility in the future)
3 Taxing fossil fuels reduces the use of cars. (certainty in the future)
4 Using solar energy does not lead to any environmental disasters.
(certainty in the future)

94 LANGUAGE DEVELOPMENT LISTENING AND SPEAKING SKILLS 3

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 MODALS OF DEDUCTION

MATCH THE SENTENCES

COMPLETE WITH MUST, MIGHT, MIGHT NOT , CAN’T

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range but true!
1 G R AM M AR past p er f ect
azyxwvutsrqponmlkjihgfedcbaZYXWVUTSRQPONMLKJIHGFEDCBA
C o m p l e te th e sentenc es w i t h th e p ast p e rf e c t
f o r m o f th e v e rb s i n b rac k e ts.
1 Th e streets w ere w h i te because i t .
the n i g h t b ef o re, ( sno w )
2 I su d d enly re m e m b e re d that I .
the w i n d o w s b ef o re I lef t the ho use, ( no t clo se)
3 W e g o t to the c in e m a ten m i n u te s af ter the f i l m
. ( start)
4 T i n a felt nerv o u s because she
b ef o re ( no t f l y )
5 Paul lent m e the b o o k af ter he
it. (read )
6 Th e y m issed the f l i g h t because they
the anno u nc em ent, (no t hear)
b W r i t e q u e sti o n s i n th e p ast p e rf e c t.
1 A I drove my boyfriend's car t his morning.
B you / drive it / before
Had you driven it before
2 A My friends at e sushi in Japan.
B t hey / eat sushi / before
3 A My brot her w on a gold medal.
B he / w in a medal / before
4 A The children made a cake yest erday.
B t hey / make a cake / before
5 A My sist er ran in t he London m arat hon last
w eekend.
B she / run a marat hon / before
6 A We w ent t o Brazil on holiday.
B you / be t here / before
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For t rut h is alw ays st range; stranger than fiction.
Lord Byron, Brit ish poet
c M a k e these t w o sentenc es i n t o o n e . Use th e p ast p e rf e c t
an d th e p ast s i m p l e .
1 W e b o u g h t so m e so u v enirs. T h e n w e w e n t back to the ho tel.
A f te r we had bought some souvenirs, we went back to the hotel
had snowed
2 M a x d i d the i r o n i n g . T h e n he p u t the clo thes aw ay.
A f te r M a x
3 Th e y w atc h e d the new s. T h e n they tu r n e d o f f the T V .
A f te r
4 I read the b o o k . T h e n I gave i t back.
W hen
5 R u t h tri e d o n the to p . T h e n she w e n t to the c hec ko u t.
A f te r Ru th
6 W e h ad d in n e r. T h e n w e d i d the w as h i n g u p .
A f te r
d ( ^ i rd e ) th e c o r r e c t v e rb .
?
Last week my neighbour was on holiday. One night I '(heard) / had
2
heard a st range noise in her house. 1 opened / had opened t he
3
? door t o have a look, and I found t hat som eone broke / had broken
int o t he house.
4
Luckily, he (or she! ) already lef t / had already lef t when I got
5
t here, and t h e y didn't st eal / hadn't st olen much as far as I could
see - just t he TV.
I was looking f or my mobile yest erday morning, but I couldn't find
6 7
it . I was sure 1 didn't lose / hadn't lost it , because 1 saw / had
8
seen it t w ent y minutes before. Then I realized t hat 1 lef t / had left
9
it in my t rouser pocket , and 1 put / had put my t rousers in
t he washing machine!
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G passive I t hink it was
V verbs: invent, discover, etc. invent ed by a
P ~ f / , -ed, sentence stress woman. Are you
sure?

1 LISTENING
a Loo k at the pho tos. Five of these t h ings were invented by women.
In pai rs, decide wh ich fi ve you t hi nk they are.

b 4 37 >)) Now listen to a rad io programme abo ut inventions. Were

you r ig ht? Complete the sentences w it h t he inventio n.
I T he _ _ _ _ _ was invented by JosephineCochra ne in 1886.
2 were invented by M ary Anderson in 1903.
3 were invented by Marion Donovan in 1950.
4 was invented by Bette Nesmi th Graha m in 1956.
5 T he was invented by Stephanie Kwolek in 1966.
c Listen again and a nswer the quest io ns.
W hat happened after Jose phi ne Coch ra ne's d inner parties?
2 W hat was th e problem with ca rs in 1903 when it rained o r
snowed?
3 How many disposable nappies a re used every day?
4 What was Bette esmith Gra ha m's job?
5 What was s pecial about the material Stephanie Kwolek invented?
d Which of the five inventions do you think was t he best?

2 GRAMMAR pass1ve
a Make fi ve true sente nces using the words in the chart.

The dishwasher is called Tipp-Ex today.

Disposable nappies was invent ed by Marion Donovan.
More than 55 million nappies are protect e d every day.
Mrs Graham's invention were invented by the bullet-proof vest.
Policemen all over the world are used by an American woman.

T he dishwasher was invented by an American woman.

b Look at t he two sentence below and answer the q uestions.

a An Amer ican woman invented the dishwasher.

b The d is hwasher was invented by an American woma n.

Do the sentences have the same meaning?

2 In which sentence i the foc us more o n the dishwasher?
3 In which cntence is the focus more on the woman?
c > p.l44 Grammar Bank lOA. Learn m o re about the passive a nd
practise it.

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1: Underline the passive forms in the article.
Pg 2, Thursday, January 1, 2015

The Tamworth Herald

Woman’s plea after dogs are attacked.
By Nicola Robinson – News Editor

A Tamworth woman is appealing for information after her two rescue dogs were
viciously attacked by another animal – leaving one needing surgery.

The incident happened as Lorraine Jones took her Yorkshire terrier-poodle cross
Pepper and Westie Bertie for a late-night walk, on December 21 near her home in Field
Farm Road, Belgrave.

“The dog launched at Pepper and clamped on her trying to drag her away and pulled
me over at the same time,” Ms Jones explained. “I just screamed for help to get it off us.”

Fortunately Ms Jones’ cries were heard by her neighbours who rushed to her aid. But as
soon as Pepper was freed, the dog then “clamped down” on Bertie’s neck.

She said: “It was shaking him violently and it bit me in the process. The owner just stood
there and said, “What do you expect me to do about it?”

Ms Jones needed stitches in her left hand. Bertie suffered deep wounds to the neck and
had to have eight stitches and undergo an operation, while Pepper suffered cuts to her
leg.

Both dogs have been prescribed antibiotics and pain killers and the drama meant Ms
Jones was forced to cancel her plans to spend Christmas Day in Yorkshire.

Kind friends and generous members of the “Free to Collect Tamworth” Facebook page
all donated food so Ms Jones could enjoy a festive meal, and old blankets to keep the
shaven dogs warm.

Ms Jones added: “We’re so lucky my neighbours were there to help us or I don’t know
what would have happened.”

Anyone with information about the dog – described as tan coloured and possibly a
staffie-American bulldog cross – or its owner, who was also walking a smaller black dog,
is urged to contact Staffordshire Police by calling 101, quoting the incident number 817
of December 21.

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 2: For sentences 1-6, choose what you think is reason for the passive being used.
Write the letter of the reason next to the sentences. There may be more than one
possibility.

A. It is obvious who is responsible for the action.

B. To emphasise the action and not the agent.
C. To add dramatic effect.
D. It is referring to something in general rather than a specific person.
E. To not repeat the agent (to reduce redundancy).

1. Her two rescue dogs were viciously attacked by another animal. _______

2. Ms Jones’ cries were heard by her neighbours. _______

3. But as soon as Pepper was freed, the dog then “clamped down” on Bertie’s neck.
_______

4. Both dogs have been prescribed antibiotics and pain killers. _______

5. Ms Jones was forced to cancel her plans. _______

6. Anyone with information about the dog is urged to contact Staffordshire Police by
calling 101. _______

3: Now re-write the passive sentence using active voice.

1. _________________________________________________________________________________________________

2. _________________________________________________________________________________________________

3. _________________________________________________________________________________________________

4. _________________________________________________________________________________________________

5. _________________________________________________________________________________________________

6. _________________________________________________________________________________________________

4: Read the text again but read it with the active voice sentences. Does it have the
same effect?

5: In pairs, try to re-tell the story using the passive voice when possible and
appropriate.

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1. Try to form complete sentences.
2. What kind of texts are these?
3. Why do you think the Passive is used in signage?
4. Write the text (using Passive voice) for these signs:

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 A GUIDE FOR YOUR VIDEO PRESENTATIONS

CITY: SAN FRANCISCO

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VIDEO PRESENTATION:

Choose a city in Argentina and make a video providing information about the place for possible
visitors. Include information about:

 Location
 Economic activities
 Visitors every year
 Accommodation
 Weather and nature
 Typical Food
 Touristic attractions
 Possible activities for visitors
 Other important facts/ information

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39 37
40
38
41 39
42
40
43 41
44
42
45 43
46
44
 IRREGULAR ENGLISH VERBS
Las Reglas: 1) Muchos verbos tienen más de un significado, y la lista no abarca todos. 2) La
pronunciación es muy importante y tiene que aprenderse. 3) Memorizar vocabulario es bueno.
4) Hay muchos verbos irregulares que no están en la lista. La mayoría no son necesarios.

Infinitive Past Simple Past Participle Spanish

be was / were been ser, estar

become became become convertirse en, hacerse

begin began begun empezar, comenzar

bite bit bitten morder

blow blew blown soplar

break broke broken romper

bring brought brought llevar, traer

build built built construir

buy bought bought comprar

can could been able poder

catch caught caught coger, atrapar, tomar

choose chose chosen elegir, escoger

come came come venir

cost cost cost costar

cut cut cut cortar

do did done hacer

draw drew drawn dibujar

drink drank drunk beber

drive drove driven conducir

eat ate eaten comer

fall fell fallen caer

feel felt felt sentir

fight fought fought pelear, luchar

find found found encontrar

fly flew flown volar

Imprime, comparte, y disfruta de la vida! Hecho por Daniel Welsch. En la web: http://madridingles.es

47 77
 Infinitive Past Simple Past Participle Spanish

forget forgot forgotten olvidarse

forgive forgave forgiven perdonar

freeze froze frozen congelar

get got got / gotten recibir, conseguir, llegar, etc

give gave given dar

go went gone ir

grow grew grown crecer

hang hung hung colgar

have had had tener

hide hid hidden esconder

hit hit hit pegar, golpear

hold held held sostener

hurt hurt hurt hacer daño

keep kept kept guardar, continuar

know knew known conocer, saber

lead led led liderar, guiar, conducir

leave left left irse, dejar

lend lent lent dejar prestado

let let let permitir, alquilar

lose lost lost perder

make made made hacer

mean meant meant significar, querer decir

meet met met conocer, reunirse, encontrarse

pay paid paid pagar

put put put poner, colocar

read /ri:d/ read /red/ read /red/ leer

ride rode ridden montar (en transporte)

ring rang rung llamar, sonar

Imprime, comparte, y disfruta de la vida! Hecho por Daniel Welsch. En la web: http://madridingles.es

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 Infinitive Past Simple Past Participle Spanish

rise rose risen levantarse, alzarse, subir

run ran run correr

say said said decir, contar

see saw seen ver

sell sold sold vender

send sent sent enviar, remitir

set set set poner, colocar

show showed shown mostrar, enseñar

shut shut shut cerrar

sing sang sung cantar

sink sank sunk hundirse

sit sat sat sentarse

sleep slept slept dormir

speak spoke spoken hablar

spend spent spent gastar dinero, pasar tiempo

steal stole stolen robar

swim swam swum nadar

take took taken tomar, llevar

teach taught taught enseñar

tell told told decir, contar

think thought thought pensar

throw threw thrown lanzar, tirar, arrojar

understand understood understood entender, comprender

wake woke woken despertarse

wear wore worn llevar puesto

win won won ganar

write wrote written escribir

Imprime, comparte, y disfruta de la vida! Hecho por Daniel Welsch. En la web: http://madridingles.es

49 79