RECUPERACIÓN 2ª EVALUACIÓN · 2020-04-05 · Colegio Juan de la Cierva ENGLISH ESO Curso 2019-2020 2º ESO A / B / C RECUPERACIÓN 2ª EVALUACIÓN Los alumnos que tengan suspendida

Colegio Juan de la Cierva ENGLISH ESO Curso 2019-2020

2º ESO A / B / C

RECUPERACIÓN 2ª EVALUACIÓN

Los alumnos que tengan suspendida la asignatura de Inglés en la segunda

evaluación la podrán recuperar aprobando la tercera evaluación con un 5, ya que

al tratarse de una asignatura de evaluación continua, los contenidos se irán

repitiendo y ampliando.

Para un mejor seguimiento del alumno se les facilitará un cuadernillo con ejercicios

de repaso del contenido visto hasta el momento. La primera semana de junio se

hará un seguimiento de estas actividades. El hecho de realizarlas con esfuerzo se

tendrá en cuenta para ayudar a superar la asignatura.

Los contenidos del segundo trimestre son:

● Vocabulario (unit 3, unit 4)

● Gramática (will and going to / comparatives and superlatives).

● Listening (unit 3, unit 4)

● Reading (unit 3, unit 4)

● Writing (an email and a card about plans)

Los alumnos pueden encontrar el listado de vocabulario, los esquemas de

gramática y la lista de verbos irregulares en Classroom.

Si el alumno, además, lleva pendiente el primer trimestre, los contenidos del

primer trimestre son:

● Vocabulario ( unit 1 y unit 2)

● Gramática (present simple/present continuous/ stative verbs / past simple

/past continuous + when and while)

● Listening (unit 1, unit 2)

● Reading (unit 1, unit 2)

● Writing (personal profile and a story in the past)

Esther Rodado, Laura Ballester y Marga Adrover Departamento de Inglés

2 ESO - INGLÉS - RECUPERACIÓN SEGUNDO TRIMESTRE

Name: ____________________________________ Class: YEAR 8 A / B / C

VOCABULARY

UNIT 3 UNIT 4

● air conditioning: aire acondicionado ● dishwasher: lavavajillas ● fridge: nevera ● hair straighteners: plancha de pelo ● headphones: auriculares ● iron: plancha ● microwave: microondas ● plug: enchufe ● speakers: altavoces ● washing machine: lavadora ● pick up: recoger ● plug in: enchufar ● switch off: apagar ● switch on: encender ● turn down: bajar (el volumen) ● turn up: subir (el volumen)

● break: descanso ● carefully: cuidadosamente ● corridor: pasillo ● curriculum: programación ● early: temprano ● easily: fácilmente ● examiner: examinador ● fail: suspender ● fast: rápido ● grade: nota ● happily: felizmente ● hard: duro ● high: alto ● late: tarde ● learn: aprender ● long: largo ● low: bajo ● near: cerca ● pass: aprobar ● practise: practicar ● regularly: regularmente ● revise: revisar ● rule: norma ● slowly: despacio ● teach: enseñar ● test: examen ● timetable: horario ● well: bien (adverbio)

1. Complete the sentences with these words and phrases.

dishwasher fridge hairdryer hair straighteners headphones

microwave

1 Can I borrow your hairdryer? Mine is broken and I don’t want to go out with wet hair.

2 You’re too late for dinner, but you can heat your dinner in the ____________________ .

3 Steve can’t hear you, Mum. He’s wearing ____________________ !

4 Julia uses ____________________ every day – she doesn’t like her curly hair.

5 ‘There are no clean glasses.’ ‘You can find some in the ____________________ .’

6 Don’t leave the milk on the table on a hot day like this! Put it in the

____________________ , please.


2. Choose the correct option for each sentence.

1 Please switch off/switch on your phone before you go into the cinema.

2 I asked my neighbour to turn up/turn down her music because it was too loud.

3 Her computer wasn’t broken – she just forgot to plug it in/pick it up!

4 Can you switch off/turn up the TV, please? I can’t hear what they’re saying.

5 Switch on/Turn up the light – I can’t see a thing in here!

6 Her bag was so heavy that I couldn’t turn it up/pick it up.


1 ‘Where’s the maths classroom?’ ‘Go along the corridor/curriculum and it’s on your right.’

2 I got my timetable/curriculum yesterday. We have football on Friday afternoon.

3 Sally’s not going out tonight. She has an English test/grade tomorrow.

4 Alex wants to play the guitar so I’m teaching/learning him.

5 The exams at this school aren’t easy – a lot of students pass/fail.

6 My English teacher is good, so we study/learn quickly.

4. Complete the text with these words.

curriculum fail hard late learn long pass practise

regularly study tests

I play the piano and I go to a special music school. Our 1) curriculum is a little different from normal

schools. We 2) ____________ a lot of the same subjects in the morning – maths, English and art for

example. In the afternoon, I 3) ____________ the piano. We work really 4) ____________ because we

know we are really lucky to be at this school. There are 5) ____________ every month – and one really

big one at the end of the year. No one wants to 6) ____________ – if you do, you have to repeat the

year. Before this test everyone stays up 7) ____________ and spends 8) ____________ hours studying.

In my opinion you have to 9) ____________ little and often. It’s better to study 10) ____________ than

to leave everything until the night before the test! If you don’t look over your notes and practise every

day, you won’t 11) ____________ the exam.

GRAMMAR

Will Going to present continuous

When do we use it? When do we use it? When do we use it?


1. Decisions made at

the moment we’re

speaking. I feel tired.

I think I’ll go home

now.

2. Offers and

promises. I’ll get the

salt. / I promise I

won’t be late.

3. Predictions based

on our personal

opinion. I think I will

pass English.

4. Future actions in

which you cannot

interfere. Marina will

be thirteen next

month.

REMEMBER

+ S + will + Verb in base form (+ objects)

- S + will not + Verb in base form (+ objects)

? will + S+ Verb in base form + obj

1. Plans (near or far).

I’m going to visit my

friend in Turkey in

June.

2. Predictions based

on what we see. It’s

going to rain soon.

(There are big

clouds.) REMEMBER

+ S + am/is/are going to + Mvbf (+ objects)

I am going to travel to Barcelona next summer.

- S + am not / is not / are not going to + Mvbf (+ obj)

I am not going to travel next summer. I have no money. ? (Wh+word) + am/is/are + S + going to + Mvbf (+ obj) + ? When are you going to meet your cousins?

1. Plans (near). We are

flying to NY

tomorrow. We are

packing our

suitcases.

1. Complete the sentences with will or the correct form of going to.

1 ‘Do you want to come to my house tonight?’

‘No, thanks. I ’m going to visit my grandmother. She isn’t very well at the moment.’

2 ‘Is your friend ok?’

‘No. I think she _______________ be sick.’

3 ‘What are your plans for next summer?’

‘I _______________ travel to Greece with my family! I’m so excited!’

4 ‘The team are playing really well today aren’t they?’

‘Yes, they’ve won lots of points. I think they _______________ win!’

5 ‘I’ve forgotten my packed lunch and I’m really hungry.’

‘Don’t worry. I _______________ give you one of my sandwiches.’


6 ‘I’m having a party for my birthday. Can you come?’

‘Great! I _______________ ask my mum.’

7 ‘Do you have Ben’s phone number? I want to call him.’

‘Wait a minute. I _______________ look for it on my phone.’

8 ‘I _______________ travel to Japan next year on a school trip.’

‘Really? That’s so exciting!’

9 ‘What are you going to do tonight?’

‘I don’t know. Maybe I _______________ watch a film.’

10 ‘The phone’s ringing!’

‘Okay. I _______________ get it.

11 ‘I love animals. I _______________ be a vet when I leave school.’

‘That sounds like a good plan!’


1 Is there anything/everything to eat in the fridge? I’m really hungry.

2 Anyone/No one in my family likes football.

3 I’d like to eat something/anything sweet.

4 You’re so interesting. I want to know everything/anything about you!

5 I can’t see no one/anyone inside the shop. Do you think it’s open?

6 You can’t speak to the teacher right now. She’s talking to someone/no one else.

COMPARATIVE SUPERLATIVE

SHORT ADJECTIVES -ER THAN Taller than

THE –EST The tallest

LONG ADJECTIVES MORE ADJ. THAN More expensive than

THE MOST ADJ. The most expensive


● IF THE ADJECTIVE ENDS WITH

Y ⚫ ◼ ⧫

◼ er/est. E.g. UGLIER

● IF THE ADJECTIVE ENDS WITH AN E. For example: NICE, we only add: -r or -st; NICER OR

NICEST

● one syllable: consonant + vowel + consonant:(we double the last letter): big/bigger/biggest

● IRREGULAR ADJECTIVES: good, bad, far

AS + ADJ.+AS Noah is as tall as Neus. (TAN…COMO)

TOO (DEMASIADO)/ ENOUGH (SUFICIENTE)

Too + adj. : Too expensive

Adj. + enough: old enough

3 Complete the sentences with the correct form of the adjective in brackets.

1 Before our English exams, our teacher is more nervous (nervous) than we are!

2 The weather in Greece is _______________ (hot) than the weather in England.

3 The shops in the centre of town are _______________ (expensive) than the shops

near my house.

4 My sister is _______________ (good) at ballet than I am.

5 The students at my new school are _______________ (friendly) than the students at

my old school.

6 Maria is _______________ (tall) than all her friends.

4 Complete each gap with one word only.

Before the hip-hop dancing competition, my brother was very nervous. Would he do well 1) enough?

He looked at the other dancers. They were all taller 2) __________ him and older, too. They were all

very noisy and happy. He didn’t feel 3) __________ confident 4) __________ the other dancers,

either. He felt that he was 5) __________ nervous to do well. And was he fit 6) __________ ? The

competition started. My brother felt happier. He saw that he was 7) __________ good 8) __________

the other dancers. The dancer before him did very well – but my brother did better 9) __________

him. He won first prize! I was so happy for my brother. Two weeks ago he started a new hobby –

mountain biking. He says it’s 10) __________ interesting 11) __________ hip-hop dancing!

If you need more practice, visit the following website and do some exercises.


https://www.burlingtonbooks.com/Spain/Page.aspx?PageID=409

WRITING

An email about plans A card about plans

Exercise 1: Write an email to your teacher about your plans to not use electricity for a

day. Say why you are doing it and predict how will you feel.

Exercise 2: Write a card to a friend coming to visit you. Explain what you plan to do

and make suggestions about what your friend should bring and why.

LISTENING

Exercise 1: Listen again the listenings of units 1 and 2 and do the exercises:

Unit 3 page 30

Unit 4 page 40



Exercise 2: Watch the video of the Switch on section of units 3 and 4 ( and do

exercises 1 and 2 of each section.

Exercise 3: choose 2 listenings (B1 intermediate level) you like from the following

website:

http://learnenglishteens.britishcouncil.org/skills/listening

READING

Teach the teachers!

Sutton Hill High School had a very interesting afternoon last month. They had a teacher versus

student week. In the morning, the teachers taught the students their lessons as usual. In the afternoon,

each class taught their teacher a new subject. So what did the teachers learn from their pupils? We

spoke to Mrs Nichol, a French teacher and Mr Campbell, a maths teacher.

Mrs Nichol said, ‘It was a wonderful few days. The students were really good teachers and we had a

lot of fun. My students taught me about rap music – I didn’t know anything about it before last week,

but now I’m a bit of an expert! The students wrote the curriculum and I had a test every afternoon. I

was quite nervous for the first one! I passed every test and I revised regularly. My students were the

best teachers! We had a great time and I even wrote my own rap! I have two teenage children and they

are very impressed with me!’

Mr Campbell learned hip-hop dancing. He found his lessons more difficult than Mrs Nichol. ‘It

wasn’t easy,’ he said. ‘I bought some new trainers and sports clothes for my lessons, so I think I

looked good. I’m not very bendy though and I’m a terrible dancer! The students were very good

teachers though and gave me lots of breaks.’

What did the students learn from the experience? It seems that Mrs Nichol was a better student than

Mr Campbell. ‘Well, Mrs Nichol worked really hard and did well. We can’t say the same for Mr

Campbell. Sometimes he didn’t want to learn and just wanted to sit and chat. We just wanted to teach

him, so that was a bit difficult. Now we know how our teachers feel when we mess about! I think

we’re going to work harder now.’

11 Who are these sentences about: Mrs Nichol (N) or Mr Campbell (C).

1 This person teaches French. N

2 This person thinks the students are really good teachers. ____

3 This person learned hip-hop dancing. ____

4 This person thought the lessons weren’t very easy. ____

5 This person was a very good student. ____

6 This person didn’t work very hard. ____



Homes of the future

Here at Teen Talk we just love exciting new gadgets and technology! Last week we visited the

‘Homes of the Future’ exhibition in the city of Liverpool to answer this question: What will our

homes be like in the year 2050?’ We spoke to technology expert Mr Oswald, a science teacher

who helped to organise the show.

So, Mr Oswald. What will homes be like in the year 2050?

Well, as you can see, they will be very different from homes today. Look at a typical home today –

people have lots of equipment in their kitchens. Almost every home has a fridge, microwave and

washing machine. Everything needs to be switched on and off – this costs us a lot of money and

energy. That is going to change by the year 2050. The household machines we use nowadays are

quite big, but the new technology will be small and there won’t be so much of it. Our homes will

maybe just have one machine to do everything, and with this one machine people will be able to cook,

chat to their friends, shop and even study. You will be able to switch your house on or off with one

button. It will be good for people – old people think technology is very difficult so this new

technology will be quite easy for them.

Wow! That’s very exciting! Will there be robots in every house of 2050?

Well, it’s quite possible that there will be robots in every house. You will plug your robot in before

you go to work in the morning. When you are at the office, the robot will do everything you need

around the house. Some robots will even be able to look after children and work in the garden!

But what will people do? Do you think that people will become lazy with all this new

technology?

Well, I suppose some people will become lazy. There will be people who won’t go out any more

because they have everything they need at home, but there will also be a lot more time for sport and

hobbies. I think it’s going to be very interesting because it will really change the way we live.

Well, we can’t wait to see what the future will be like! Thanks very much for talking to us!

We’re going to go and see some of these robots now.


11 Are the sentences (1–6) true (T) or false (F)?

1 The Homes of the Future Exhibition shows what homes will be like in the year 3000. F

2 Mr Oswald thinks that homes in 2050 will be very different from the homes of today.

____

3 The homes of the future will have lots of different gadgets. ____

4 There won’t be any robots in the homes of the future.

____

5 Mr Oswald thinks that people will have nothing to do in the future. ____

6 Mr Oswald thinks that the future will be interesting. ____

13 Match the definitions with words from the reading text.

1 a place where you can keep your food cool fridge

2 an oven which cooks your food very quickly ________________

3 a machine which washes your clothes ________________

4 to make something work by pressing a button ________________

5 to connect something to the electricity supply and make it work ________________

6 when you don’t want to work or do anything energetic ________________

Exercise 3: Explore these sections of the british council web for teens and HAVE

FUN!

http://learnenglishteens.britishcouncil.org/uk-now

http://learnenglishteens.britishcouncil.org/study-break

http://learnenglishteens.britishcouncil.org/magazine

EN CASO DE TENER EL PRIMER TRIMESTRE SUSPENDIDO SE RECOMIENDA

HACER LOS SIGUIENTES EJERCICIOS

VOCABULARY

UNIT 1 UNIT 2





● bossy: mandón ● calm: calmado ● clever: listo ● confident: seguro de sí mismo ● funny: divertido ● lazy: perezoso ● lively: animado ● noisy: ruidoso ● rude: maleducado ● serious: serio ● shy: tímido ● sporty: deportista ● bad at: malo en ● bored with: aburrido ● brilliant at: bueno en ● teen / teenager: adolescente ● funny: gracioso ● straw: de paja ● now and then: de tanto en cuanto ● frightened of / scared of: asustado ● hate: odiar ● love: amar ● quite: bastante ● quiet: callado ● close: cerca ● piece: pieza ● surrounded: rodeado ● awesome:impresionante ● keen on: interesado en ● dress up: disfrazarse

● excited about: excitado por ● fed up with: harto de ● frightened of: asustado de ● good at: bueno en ● interested in: interesado por ● terrible at: terrible en ● explain: explicar ● mean: significar ● pronounce: pronunciar ● repeat: repetir ● say: decir ● speak: hablar ● translate: traducir ● proud of: orgulloso de ● disgusting: asqueroso ● fed up with: harto de ● listen to: escuchar ● abroad: en en el extranjero ● Portuguese: portugués ● busy: ocupado ● Arabic: árabe ● Greek: griego ● prize: premio ● tester: examinador ● go red: ponerse rojo ● awful: horrible ● huge: enorme ● wonderful: maravilloso ● hilarious: muy gracioso ● extremely: extremadamente ● success: éxito ● foreign: extranjero ● useful: útil

Exercises

1. Translate the following words into English

1. Mandón, autoritario 6. Seguro de sí mismo 11. Calmado

2. Listo 7. Perezoso 12. Gracioso

3. Tímido 8. De paja (adj.) 13. Adolescente


4. Maleducado 9. De tanto en cuanto 14. Asustado de

5. Ruidoso 10. Odiar 15. Bastante

2. Complete the sentences with a word from the box. You don’t need three words.

/ of / serious / with / high / spell / sporty / huge / awesome /

1.1. How do you _____ your surname? 1.2. Pablo is very _____ at school, but not at home. 1.3. I have a _____ Play Station-game collection. 1.4. I play sports every day and I go everywhere by bike. I’m very _____ . 1.5. I’m really fed up _____ this rain! I want some sunshine.

3. Describe a person using adjectives from unit 1

4. Translate the following words into English.

1. orgulloso de 6. escuchar (2 w.)

2. se ha cortado 7. en el extranjero

3. asqueroso 8. maleducado

4. harto de (3 w.) 9. portugués

5. tímido 10. ocupado

5. Complete the sentences with the appropriate communication verb.

1. ‘What does this word ______?’ ‘I don't know. Look it up in the dictionary.’

2. You’re speaking too fast – I can't ______ you!

3. ‘Can you ______ the word perro, please?’ ‘Of course, it’s dog.’

4. I think that the word crisps is really difficult to ______.

5. ‘How do you _____ hello in Turkish?’ ‘It’s Merhaba.’

6. Create a situation in which you speak with somebody with your telephone and you

don’t understand each other


GRAMMAR

PRESENT SIMPLE

-Routines

PRESENT CONTINUOUS -Things happening NOW -Near future plans -Annoying routines

BE: S + am/is/are (+ not) am/is/are + S…? COMMON VERBS: Verb + -s/-es/-ies don’t/doesn’t + Mvbf Do/Does + S + Mvbf…? FA + common verb Be + FA

S + am/is/are (not) + V-ing Am/Is/Are + S + V-ing…?

Exercise 1

1. What is that noise? Somebody ______ (play) the piano.

2. - We _______ (go) to the cinema this Friday.

3. - We _________ (go) on holiday every winter.

4. - The days __________ (be) longer in summer.

5. - She often _____________ (talk) to herself.

6. - She __________ (have) a shower at the moment.

7. - Right now, she __________ (run) down the hill.

8. - Oak trees ________ (grow) very slowly.

9. - My dog _________ (eat) eat vegetables.


10. - My brother _________ (like) animals.

11. - Most people __________ (like) to visit a doctor.

12. - In his job he usually ________ (stand).

13. - I’m looking at the woman, she _______ (wear) a nice hat.

14. - I never __________ (go) out in the evening.

15. - He usually ___________ (work) with paints and brushes.

16. - Do you know anyone who __________ (speak) Italian?

17. - At work, he usually _________ (sit) all day.

18. - Where is Kate? She _______ (watch) TV in the living room.

19. - _________ (you / go) to the party next Saturday?

20. -____________ (you / work) ever workingIs you working at the weekend?

21. - Why ___________________ (you drive) so fast today?

22. - The water ___________ (boil) now. Shall I switch it off?

23. - The duck ________________(smell) delicious. Shall I take it out of the oven?

24. - Sometimes, Tom ___________ (do) his homework after lunch.

Extra practice for present simple and continuous:


PAST SIMPLE

-Habits and actions that started and finished

in the past

PAST CONTINUOUS -For actions in progress in the past -For interrupted actions in the past -Annoying routines

BE: (+) S + was/were + obj (-) S + wasn’t / weren’t + obj (?) (Wh) + was/ were + S + obj ? COMMON VERBS:

● REGULAR (+) S+ verb-ed + obj (-) S + didn’t + Main verb in base form + object (?) (Wh) + did + S + Main verb in base form + object

● IRREGULAR (2nd column from the irregular verbs list)

(+) S + was/were + Verb –ing + objects. (-) S + wasn’t/weren’t + Verb –ing + objects. (?) (Wh-word) + was/were + S + Verb –ing + objects ?

Exercise 1



Fill in the blanks with the correct tense (past simple or past continuous).

1. While I TV, the doorbell . (watch/ring)

2. Jack his presentation when the fire alarm . (finish/start)

3. Just as I my front door, a cat inside. (open/run)

4. My mom me while I dinner. (telephone/eat)

5. While I to work, I an accident. (walk/witness)

6. When the mailman , I my exercises. (come/do)

7. When I , my alarm clock . (wake up/ring)

8. Peter me while I on the train. (phone/sit)

9. While I out the window, it to rain. (look/start)

10. As I the building, a police car through the gate. (leave/drive)

Exercise 2

1. What she (wear) when you (see) her? Her favourite top, I think.

2. They (get) up early that morning so they (go) for a swim.

3. We (find) the keys we (look) for yesterday.

4. The car (crash) against the wall and a lot of people (come) round.

5. it (rain) when you left for school? Yes, it , quite heavily.

6. It (be) a quiet morning: the birds (sing) in the trees and the cows .(eat) We (walk)

happily when a terrible storm (start) 100 ms away from us. The wind (blow)a big tree down

and a black cloud (appear) in the sky.

7. We (can) hear you because we (sing) in the music classroom.

8. The police (discover) that a criminal gang (buy) luxury cars with stolen credit cards and

(organize) an incredible operation to stop

If you need more practice, visit the following website and do some exercises.


WRITING

A personal profile A short story

Plan Plan



- Where do I live? What is my city like?

- What do I like doing the most? When do I do it? How? (with others? alone?) What do I like about it?

- Why am I special? What is the best that I can offer.

Make lists of key words

- What am I going to write about? - Who was there? - What was the main action? - How did it finish?

Make a list of important actions in the past

Write (Paragraph 1)

● Where do you live?: I live in an island in Spain. Me and my family live in the city, Palma. Palma is a small city but it has lots of shops.

(Paragraph 2) ● Give information about your hobbies

and interests: I am really keen on role skating next to the sea. I love role skating on weekends and somedays after school. I am not very good at it but I am becoming better and better because I practise a lot.

(Paragraph 3) ● Add extra information that makes

you different or special. I love meeting new people I am very talkative and I love playing team sports like volley or football.

Write ● When did the story happen? Who

was there Last Summer I travelled to London. I went there to practise English. I met new friends there but at that moment I was alone.

● What happened? What was the problem? I rang my parents from a telephone box and I forgot there my folder with all important papers in it. I saw a policeman and said: “I forgot my carpet in the telephone cabin”. The policeman couldn’t believe I forgot my carpet.

● How did it end? Little explanation I always get confused with carpet and folder. Carpet means alfombra and folder carpeta.

Check - does it have 3 paragraphs? - are there spelling mistakes? - - prepositions in Palma on monday

at 6 o’clock - verbal tenses present simple 3rd S - Capital letter I - subject it

- are there connectors: and, but, because, etc.

Check - does it have 3 paragraphs? - are there spelling mistakes? - are there connectors:at the

beginning, first, then, after, in the end, etc.

Exercise 1: Write a personal profile for a webpage.

Exercise 2: Write a story to win the literaescuela contest in the school.


LISTENING

Exercise 1: Listen again the listenings of units 1 and 2 and do the exercises:

Unit 1 page 12

Unit 2 page 20

Exercise 2: Watch the video of the Switch on section of units 1 and 2 (pages 15 and

23) and do exercises 1 and 2 of each section.

Exercise 3: choose 2 listenings (B1 intermediate level) you like from the following

website:




READING

Exercise 1: Read the following text and answer the questions

A YEAR IN CANADA

TT: Welcome to Teen Talk! Every week we chat to a teenager who lives in a different country. We love finding out about different lifestyles and places! This week we talk to Gordon Murdoch. Gordon usually lives in Scotland, but he’s living in Canada for six months. What’s Canada like? Is Gordon enjoying life there? Can you tell us about your family and where you live, Gordon?

Gordon: Well, my mum and dad are both Scottish. My dad has a job here for one year so my whole family are living here. We’re living in Vancouver which is a big city beside the sea. It’s a beautiful city. At the weekends we go walking in the mountains. It’s winter now and my sister and I go skiing every weekend. In summer there are lots of parks to visit and there are some beautiful beaches too. It does rain a lot though!

TT: What’s your school like?

Gordon: It’s great. The best thing about my school is the mountains I can see from the window. I’m interested in languages and I’m learning French. I’m really terrible at maths though!

TT: How would you describe your Canadian friends?

Gordon: Well, they are all very sporty. Everybody likes playing team games and being outdoors all the time. At first, they seemed quite shy. I found them very calm and serious – but when you get to know them they’re actually really good fun. I have a lot of friends now. Oh … and they’re all brilliant at skiing!


TT: What’s your favourite celebration in Canada?

Gordon: Oh, that’s easy! It’s ‘Canada Day’ – the national day of Canada. It’s in summer, so it’s usually really good weather. They have barbecues, fireworks and concerts and everybody has a big party. I’m excited about next Canada day already!

TT: Wow, Canada sounds amazing! You’re so lucky!

1- What do they do in Teen Talk?

2- For how long is Gordon living in Canada?

3- Where are Gordon’s parents from?

4- Where is Vancouver?

5- Does Gordon like skiing? Who does he go with?

6- What is the best thing about Gordon’s school? Why?

7- How were Gordon’s classmates at first? And after?

8- What do Canadians do in Canada Day?

Exercise 2: Read the following text and answer true or false and correct the false

ones.

How languages can change your life!

Only a year ago, Roxana Trandafir wasn’t keen on school. ‘I was terrible at maths and bad at science. I wasn’t interested in sport either. Also I was very shy and didn’t have many friends. My family were worried about me because I didn’t want to go to school in the morning.

Then one day something changed. Roxana was coming out of school when she saw an advert for an evening class in Spanish. ‘Why not, I thought. I was bored and didn’t have anything else to do.’

On the first night of the class, Roxana didn’t feel very confident. When she walked into the Spanish class, her classmates were talking and laughing. ‘They all looked very clever and had lots to say,’ Roxana says. ‘I just wanted to go home.’

Roxana’s feelings soon changed. Her Spanish teacher was very lively and really good at explaining the new language. Roxana quickly learnt to pronounce Spanish words. A week later she could repeat short sentences in Spanish. Now she can understand her teacher when she speaks in Spanish. ‘This summer my mum and dad took me to Spain. It was great – I could translate the menu for my parents and I could tell my


parents what people were saying to us. For the first time in my life I felt like I was good at something!’

Roxana thinks she was lucky to see the advert for the class. ‘Now I feel more confident in school because I know there’s something I’m good at. I can speak to people from other countries too! I learn Spanish every day and I’m learning French now, too.’

1. Roxana loves going to school

2. Roxana was brilliant at maths and science

3. Roxaca was very talkative and friends to everyone

4. Roxana saw an advert for Spanish lessons

5. Roxana’s classmates were nice

6. Roxana’s teacher was shy

7. Roxana’s teacher was very good at explaining a new language

8. Roxana understands his teacher when he speaks spanish

9. Roxana is not going to Spain this summer, because she can’t translate

10. Now she feels more comfortable in school

Exercise 2: Explore these sections of the british council web for teens and HAVE

FUN!







Documents

RECUPERACIÓN 2ª EVALUACIÓN · 2020-04-05 · Colegio Juan de la Cierva ENGLISH ESO Curso 2019-2020 2º ESO A / B / C RECUPERACIÓN 2ª EVALUACIÓN Los alumnos que tengan suspendida