LEVEL 2 / COURSE I Workbook

Workbook

AMERICAN ENGLISH

ACADEMY

LEVEL 2 / COURSE I

A2.1

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I

LEVEL 2 COURSE I AMERICAN ENGLISH A2.1

CONTENTSUNIT 1. Having an accident ��1

UNIT 2. At the police station��8

UNIT 3. Tomorrow is my birthday �� 16

UNIT 4. The fifth annual race �� 22

UNIT 5. Looking after her dog �� 27

UNIT 6. What’s her flight number? �� 33

UNIT 7. Checking in and out of a hotel �� 38

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1. Having an accident

OBJECTIVES

1. To discuss about the weather

2. To discuss about driving situations

3. To talk about possibilities and abilities

ACTIVITIES I

1. Answer the following questions.1. What type of weather do you prefer? Why?

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2. Do you prefer sunny or cloudy days? Why?

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2. Divide the group into different teams. Brainstorm ideas about the weather condi-tions in different cities of your country. > Make a summary about the most important aspects and choose a leader to present the information in front of the class.

> Compare the information presented by each group and find similarities and differences among the weather conditions�

✎ USE THE FOLLOWING WORDS:

> cold

> hot

> cloudy

> rainy

> sunny

> windy

> humid

> high / low temperature

3. Give a definition of the following words.

✎ COMPARE YOUR ANSWERS WITH YOUR PARTNER’S.

> Coat ��

> Scarf ��

> Cold ��

> Cloud ��

> Umbrella ��

4. Read this short paragraph about a young boy called Peter.

Peter loves winter more than any other season. He isn’t sure why, but he loves white snow and cold days. He likes wearing his gloves and his scarf and being at home while it’s windy out there.

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But one day his father says that they are moving to a city in the beach. No more cold, no more snow, no more winter! Everybody in the family is happy but Peter is sad, he doesn’t want to go there, he…

✎ NOW, FINISH THIS STORY WITH YOUR OWN IDEAS

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5. Work with your partners. Choose a situation, discuss it and suggest a solution.

✎ THEN, CHOOSE A VOLUNTARY TO TALK ABOUT THE PROBLEM AND THE SOLUTION SUGGESTED.

✎ FINALLY, VOTE ON THE BEST AND MORE CREATIVE SOLUTION FOR EACH SITUATION.

1. My family is planning to go to the beach in the afternoon because it’s my sister’s birthday and she loves to swim, but the weather is cloudy and rainy and then we can’t go. She is really sad because that is what she wants. What can we do?

2. We are camping with our friends. We are on a small camp and the weather is terrible. We are re-ally bored and we can’t go back because it’s rainy and cloudy to drive. What can we do?

ACTIVITIES II

1. Imagine you are driving in a very cold day, you are in a hurry and don’t have your driver’s license.

✎ WRITE A PARAGRAPH ABOUT THINGS THAT CAN HAPPEN IN THAT SITUATION.

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2. Answer the following questions with your partner.1. What makes a good driver?

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2. What kind of driver are you?

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3. What are the differences between male and female drivers?

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4. Do drivers get better as they get older?

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5. Is driving safe or dangerous in your city? Explain.

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3. GRAMMAR TIME: read and practice.

CAN

> Can is a modal verb and, therefore, does not have an infinitive form, we simply say can, and we never say *‘to can’�

> It means ‘to be able to’ and is linked to the idea of possibility and ability.

> As any other modal verb or auxiliary (just like, the verb ‘to be’), this verb:

1. Does not add an –s to the third person singular.

E.g.: He can

2. Does not use ‘do/does’ to form the interrogative and negative.

E.g.: I cannot / Can you speak English?

3. Is followed by an infinitive without ‘to’�

E.g.: You can eat.

> AFFIRMATIVE.- can

> NEGATIVE.- can’t, cannot

> INTERROGATIVE.- Can I?

> Regarding the meaning (and as we have mentioned before), this verb can indicate possibility and ability�

1. Possibility:

E.g.: She can come�

2. Ability:

E.g.: I can drive�

> When answering it is more common to use the short form that consists of using the subject plus the verb ‘can’ in negative or affirmative, depending on the context.

E.g.: Can you come? Yes, I can� → No, I cannot�

✎ COMPLETE THE SENTENCES USING CAN / CAN’T.

1. Hello, �� I speak to Mr. Williams, please?

2. Tom �� read the book because it’s dark.

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3. Sammy �� ride a bicycle, he is still a baby�

4. �� you wait a moment, please?

5. �� they play the piano?

6. You �� drive, you don’t have a driver’s license.

7. She �� write but she �� already speak!

8. �� you close the window, please? It’s very cold.

9. Sorry Mark, I �� hear you. Speak up, please.

10. �� you do me a favor, please?

4. Use some of the following ideas to describe an accident. > The driver is not paying attention, he is in a hurry.

> The driver hits the car that is ahead�

> The driver goes through a red light.

> There are no fatalities (people killed).

> Some people go to hospital with minor injuries.

> The driver is nervous but unhurt.

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5. Choose one of the following situations.

✎ PREPARE A PHONE CONVERSATION WITH YOUR PARTNER AND PRESENT IT IN FRONT OF THE CLASS.

> Call your friend to help you go to the airport in his/her car because yours is broken.

> Call your friend to help you find a phone number that you need because you are late to an appoint-ment�

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2. At the police station

OBJECTIVES

1. To describe people’s appearance

2. To learn the names of some parts of the body

3. To learn the names of some clothes

ACTIVITIES I

1. Answer the following questions:1. What eye colors do you like?

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2. What hair color do you prefer?

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2. Walk around the class and find out classmates who match the descriptions below.

✎ COMPLETE THE TABLE AS QUICKLY AS POSSIBLE.

FIND SOMEONE WHO… NAME OF STUDENT

Has brown / black hair

Has blond hair

Has dark eyes

Has green / blue eyes

Has a mustache

Wears a scarf

Wears a jacket

Wears glasses

Has a handbag

Has an umbrella

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3. Complete the sentences with the appropriate words.

looks / can / can’t / wearing / are / have / black / white

1. He has a beautiful �� car�

2. What color �� your eyes?

3. We �� speak now, I’m in a hurry.

4. Do you �� long hair?

5. What kind of shoes are you �� ?

6. He has �� hair because he is very old.

7. Tom �� like a famous artist.

8. Hello, �� I speak to Robert?

4. Look at the picture and choose the correct words to describe this woman.

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> Is she………��

F fat

F of average build

F thin?

> Is she…………�

F tall

F of medium height

F short?

> Is she…………�

F old

F young

F middle-aged

> Does she have…………

F white / blond / dark hair

F straight / wavy / curly hair

F long / short hair?

> Is she wearing…………�

F a coat

F a jacket

F jewelry?

5. Read the descriptions below.

My name is Thomas, I am tall and athletic. I play different sports: basketball, football, and soccer. I have brown hair, small, green eyes and white skin. My friends say I am friendly. I love meeting new friends. I am a university student.

I am Janet. I am small, but I am strong! With my friends and family, I am very friendly. My mom says I have a pretty smile. She also likes my long, curly brown hair. My favorite color is blue, and I am always optimistic.

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Dorothy is my friend! I like her spontaneous character. She is young, thin and ac-tive. She often wears colorful clothes. She likes to wear green T-shirts and jeans! She lives near my house and we go out together on weekends.

My name is Dave and I am a doctor. I am tall; I have dark eyes and black hair. I work long hours, but I am never bored at my job. It is so interesting! I am always happy and I want to be successful.

✎ NOW UNDERLINE ALL THE ADJECTIVES IN THE TEXTS AND ORGANIZE THEM IN THE FOLLOWING CATEGORIES:

> Height: ��

> Body: ��

> Hair: ��

> Skin: ��

> Eyes: ��

> Character: ��

> Age: ��

ACTIVITIES II

1. Read the definitions and find out the words.1. �� can be blond, dark or white�

2. You can see with your ��

3. You can kiss with your ��

4. Gloves are for ��

5. People who don’t have hair are ��

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2. Complete the sentences below with the appropriate words.

jackets / hands / shirt / clothes / tie / feet / lips / scarf / blouse / ears

1. My dog has long and brown ��

2. My girlfriend has a big mouth and small ��

3. I like the white socks that I wear on my ��, they go with my shoes�

4. Peter wears a blue �� because he is a police officer.

5. Fanny is wearing a nice beige �� that goes with her black skirt�

6. Please, don’t forget to put your �� around your neck, it is cold outside.

7. That’s an elegant ��; it goes with your suit.

8. My father is tall and has large ��

9. �� are very popular nowadays, both for men and women. Robert likes to wear comfortable �� when he goes to sleep�

3. Form groups of three people. Then, look at your partners and describe the different clothes they are wearing today.

✎ MAKE SURE TO USE THE VOCABULARY YOU HAVE LEARNED IN THIS UNIT.

4. Use the ideas below to write a paragraph describing one person; he/she can be a family member or a friend.

✎ HIS/HER NAME IS �� .

> He/she…

- is �� years old�

- is ��. (Nationality)

- is from ��

- lives in ��

- is single / married�

- has a boyfriend / a girlfriend.

- has �� children / �� daughter(s) / �� son(s).

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✎ WHAT DOES HE/SHE LOOK LIKE?

> He/she��

- is tall / short�

- is fat / thin.

- has long / short hair�

- has black / brown / white / blond hair�

- has brown / blue / black / green eyes.

- has a mustache / a beard.

- likes to wear a bowler hat / jewelry / a scarf / a jacket.

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5. Project.1. Work with your partners.

2. Choose three well-known famous people.

3. Make a drawing of them with as many details as possible.

4. Describe them using the chart below.

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FAMOUS PERSON 1 FAMOUS PERSON 2 FAMOUS PERSON 3

NAME

HAIR

HEIGHT

WEIGHT

WAY OF

FAMOUS FOR

✎ CHOOSE ONE LEADER TO PRESENT YOUR DRAWINGS IN FRONT OF THE CLASS FOR THE OTHER TEAMS TO GUESS WHO THE FAMOUS PEOPLE ARE.

✎ IF NECESSARY, GIVE SOME OF THE INFORMATION THAT YOU HAVE IN YOUR CHART.

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3. Tomorrow is my birthday

OBJECTIVES

1. To talk about family members

2. To practice expressing frequency

3. To talk about routines, birthdays and feelings

ACTIVITIES I

1. Work with your partners. Create two imaginary families and draw their family trees. Provide information about different family members.

✎ THEN, SELECT A STUDENT TO PRESENT THE INFORMATION ABOUT YOUR IMAGINARY FAMILIES. THE TEAM THAT GIVES MORE DETAILS AND TALKS ABOUT MORE FAMILY MEMBERS IS THE WINNER.

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2. Is it a good idea to do these things?

✎ ANSWER YES OR NO AND THEN ASK A PARTNER THE SAME QUESTIONS.

IS IT A GOOD IDEA TO… YOU YOUR PARTNER

> Spend your birthday with your family?

> Spend vacations in another country?

> Spend the weekends with your parents?

> Go on vacation with your girlfriend / boyfriend?

> Be shy with friends?

> Be kind to people?

> Help friends with their work if they need it?

3. Write about two different situations, one where people feel happy and the other where people feel sad.

1.- ��

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2.- ��

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4. Work with your partner. Think about kind people that you know and talk about them.

EEXAMPLE:

> My friend Samuel is very kind. He helps his friends with Math homework and …

5. Create chain stories. Talk about different members of your family.

EEXAMPLE:

> My sister always has a busy day. She wakes up at 7:00 o’clock every morning. At 7:10 she...

✎ CONTINUE THE STORY WITH YOUR OWN ORIGINAL SENTENCES. USE THE IDEAS BELOW.

> after breakfast, at 8:00 o’clock, sometimes, usually, before she eats lunch, etc...

ACTIVITIES II

1. Rewrite the sentences. Put the adverbs in their correct position.1. David plays soccer on Saturdays. (occasionally)

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2. We take out the garbage at night. (always)

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3. He goes dancing on Mondays because he works late during the week. (never)

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4. That office is closed, they have many workers. (never)

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5. I get up at 7:00 o’clock in the morning to go to the university. (usually)

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6. The weather is bad in December. (always)

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7. Her classmates finish their homework on time. (often)

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8. Sue spends vacations with her parents.(usually)

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9. We buy on that store, it’s not very clean and the service is bad. (never)

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10. They go fishing on weekends. (sometimes)

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2. Write five sentences that are true for you, using adverbs of frequency. Then write five sentences about a friend.

Always / usually / often / sometimes / occasionally / never

> use public transport.

> go to the zoo�

> smoke ten cigarettes a day�

> wash my hands before meals.

> put vinegar on my hamburgers.

> play football on weekends.

> go shopping on a Wednesday afternoon.

> watch TV in the evenings�

> go out to see a concert.

> wake up at five o’clock in the morning.

> arrive at work on time�

> brush my teeth before going to bed.

> have a bath or shower every day�

> have a cup of tea when I first wake up.

> listen to the radio�

1. I ��

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2. She / He ��

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3. Read the following sentences and complete them using the correct prepositions of place.1. My hometown in / on the top of / on California is a wonderful place to live.

2. My mother cleans the floor in / between / under my bed because it’s dirty.

3. I live under / near/ on the top of the park.

4. I get the bus in the bus stop between / in front of / under the store�

5. My house is in / between / at State Street and Liberty Street�

6. The kitchen is next to / at/ on the left.

7. The big lamp is under / behind / between the sofa.

8. My room is in front of / next / behind to the stairs�

9. There is a post office at / opposite / in to the school in Main Street�

10. I need my address book, it’s in / next / between the drawers�

4. Share ideas about different things people do in a birthday party.

✎ USE FREQUENCY ADVERBS.

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5. Work with your partner. > Make a list of seven things you would like to get for your next birthday.

✎ THEN EXCHANGE YOUR LISTS AND ASK YOUR PARTNER WHY HE/SHE WANTS EACH ITEM AND WHO THEY WANT TO GET IT FROM.

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4. The fifth annual race

OBJECTIVES

1. To give directions and indicate addresses

2. To give orders and instructions

ACTIVITIES I

1. Look at the map. > Choose three different places and indicate their addresses.

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2. Imagine you are lost in an unfamiliar city. > What would you do?

> What questions would you use to ask for help?

EEXAMPLE:

> Excuse me; do you know how to get to…?

3. Build sentences.1. way. / Don’t / that / go

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2. straight / ahead. / go / right / Turn / and

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3. Let’s / the / movies. / to / go

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4. attention / pay / to / her. / Don’t

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5. to / next / weekend. / Let’s / go / Sam’s / party

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6. drive / too / Don’t / fast, / dangerous. / it’s

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7. or / you’ll / Get / up / be / late / English / your / for / classes.

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8. and / Stand / up / again! / repeat / that

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9. It’s / nice / a / day. / the / Let’s / beach / to / go!

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10. down! / Sit / Start / test / your / carefully.

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4. Write the correct names of the places according to the definitions.1. A place where people can go to view works of art or objects of interest to science or history.

→ ��

2. A place where people can mail letters or packages and buy stamps. → ��

3. A place where people pay to have a room to sleep in� → ��

4. A place where people can buy vegetables and fruit. → ��

5. A place that has a collection especially of books and information for people to read. → ��

6. A place where people can by medicine� → ��

7. A place where people can buy bread and cakes. → ��

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8. A place where people, especially young people, can stay cheaply for short periods when they are travelling� → ��

5. Work with your partner. > Draw a map of places near your school or university. Write the names of those places.

> Then, role-play a conversation with your partner about how to get to some of those places.

✎ YOU MAY USE SOME OF THE FOLLOWING PHRASES.

> How do I get to …?

> What’s the best way to …?

> Where is …?

> Go straight ahead

> Turn left/right (onto… street).

> Cross…

> Take the first/second road…

> It’s on the left/right.

> opposite

> near

> next to

> between

> on the way to

> on the corner

> behind

> in front of

> around the corner

> traffic lights

ACTIVITIES I

1. Complete the sentences using the words from the box.

ask / annual / corner / hotel / museum / get to / road / square / roundabout / right

1. Go straight ahead and turn �� at the traffic light.

2. �� the �� and walk for three blocks.

3. We want to visit the American �� of Natural History; it’s a very interesting place.

4. I need to find a beautiful �� to celebrate; it’s my wife’s birthday.

5. There is a �� at the end of this ��

6. Can I �� you a question?

7. The City Hall is near the town ��

8. Good morning and welcome to the �� race!

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2. Choose four well-known buildings in your city and give directions orally for getting from your school or university to that place.

✎ THEN WRITE DOWN THE DIRECTIONS AND DRAW A MAP OF HOW TO GET THERE.

✎ FINALLY, PRESENT YOUR DIRECTIONS AND MAPS TO THE WHOLE CLASS.

3. Think about a famous city that you want to visit.

✎ MENTION SOME PLACES THAT YOU WANT TO KNOW.

✎ THESE ARE USEFUL EXPRESSIONS:

> I want to know…

> This city is famous for its…

> There are many stores, museums, parks…

> There are many hotels as…

> I love this city!

4. With your partner write a conversation about a tour in a famous city.

✎ THEN ACT OUT YOUR CONVERSATION.

> Student A is a tourist guide.

> Student B is a tourist visiting the city for the first time.

✎ YOU CAN MENTION IMPORTANT HISTORICAL, TOURIST AND CULTURAL PLACES AND EXPLAIN HOW TO GET THERE.

EYOU CAN START LIKE THIS:

> A: Welcome to our city! Do you want a city tour?

> B: Yes, this is my first visit to the city and I want to know…

5. Work with your partner.

✎ IMAGINE YOU ARE IN A CITY AND YOU DON’T KNOW HOW TO GET TO A SPECIFIC PLACE. THEN YOU ASK A PERSON IN THE STREET.

> Student A is a person in the street who helps a stranger to find out a place in the city.

> Student B is a person who asks for directions to a specific place and draws a map on paper.

✎ PRESENT YOUR CONVERSATION IN FRONT OF THE CLASS.

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5. Looking after her dog

OBJECTIVES

1. To talk about pets and animals

2. To express warnings and prohibitions

ACTIVITIES I

1. Talk about two animals that you consider interesting pets.

✎ MENTION THEIR NAMES, COLORS, THE PLACE WHERE THEY LIVE AND OTHER CHARACTERISTICS YOU CONSIDER IMPORTANT.

2. Read the following paragraph.Some parents don’t like their children to have pets. They think their children can’t take care of them. It’s necessary to feed and walk them. They have to take baths, go to the veterinary and learn good habits.In some cases parents buy smaller pets as goldfish or turtles, but they are

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sometimes boring for children. Dogs and cats are better because they can play, they are active and friendly. There are also exotic pets as monkeys, parrots, tarantulas, snakes and many other examples. Some of them are very expensive and need special attention.

✎ ANSWER THE FOLLOWING QUESTIONS:

1. Which are the most common pets among children? Why?

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2. Mention some unusual pets that people have.

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3. How are unusual pets different from other pets?

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4. Why do you consider that people like to keep pets in their houses?

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3. GRAMMAR TIME: read and practice.

QUANTITY ADJECTIVES

> Enough: means as much or as many as necessary; the amount needed. This adjective is normally placed before the noun.

E.g.: There are enough chairs�

> Plenty (of): means more than enough, a great or sufficient amount. When ‘plenty’ accompa-nies a noun, it is followed by the preposition ‘of’�

E.g.: How much money do you have? Don’t worry, I have plenty�

> A lot of / lots of: means the same as “plenty of” and means a large amount or quantity of. However, it is used informally. “A lot of” or “lots of” are interchangeable�

E.g.: There is a lot of / lots of milk in the fridge.

> A little: means a small quantity, a few. It is used with ‘uncountable’ nouns, such as rice or sand, or with things that are measured by amounts, such as liquids (milk, water, juice, etc.). ‘A little’ is also used when we talk about the concept of time (a little time) or money (a little money).

E.g.: There is a little juice.

> A few: has a similar meaning to ‘a little’. It is used with ‘countable’ nouns, such as objects (pens, paper) and things that are measured in units and not by amounts. ‘A few’ is used when we want to talk about specific things, such as minutes (a few minutes) or dollars (a few dol-lars).

E.g.: There are a few pens on the table�

✎ COMPLETE THE SENTENCES USING THE WORDS BELOW ENOUGH

plenty / a little / a few

1. There are �� books for all the students.

2. Eating out is expensive here. There are �� cheap restaurants in this city.

3. Hurry up! We only have �� time before the train leaves.

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4. We can buy that computer, I have �� of money.

5. �� people came to see the game�

6. There isn’t �� coffee in my cup.

7. Martha has �� reasons to make that decision�

8. He has �� patience with animals�

9. I’ve got 30 dollars. I hope that’s �� for tonight.

10. My friend has �� of plates and glasses for the party.

4. Talk about pets. > What is the attitude toward pets in your country?

> What are some of the favorite pets people have?

> What are some unusual pets people have?

> Are there any organizations for protecting animals?

> How do the people in the group feel about keeping animals as pets?

5. Project.1. First: Take a piece of paper and write one question about something related to animals.

EEXAMPLE:

> Do you like to look after someone’s pet?

2. Second: Find a partner and ask him/her your question and write his/her answer.

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3. Third: Switch questions and ask another partner your new question and do the same three more times, always writing the answers�

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4. Finally: Work in groups of four students and collect the most interesting questions and answers.

✎ PRESENT THEM IN FRONT OF THE CLASS.

ACTIVITIES II

1. Describe your pet. If you don’t have one, you can use fictitious information.

2. Choose the appropriate words to complete the sentences.

naughty / hire / bring / look after / babysitter / ride / lock / smoke

1. Can you �� my cat for a few days?

2. Don’t forget to �� the door when you leave.

3. Can you �� me a glass of water, please?

4. My mother can’t take care of our baby; we need to �� a ��

5. He is too young to �� that bicycle�

6. Sorry Mr. Chuck, it’s prohibited to �� here�

7. I’m very tired, this baby is really ��

3. Create small groups. Talk about funny events related to your pets, animals in a zoo, a friend’s pet or a TV show about animals.

✎ PRESENT YOUR STORIES TO THE WHOLE CLASS.

4. Write instructions using the imperative form about how to look after your pet and include how often some activities need to be done.

= YOU CAN REFER TO THE ONLINE PLATFORM: UNIT 5, LESSON “LOOKING AFTER HER DOG”, CHAPTERS “DIALOGUE” 3, 5 AND 7.

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✎ USE SOME OF THESE EXPRESSIONS:

> Feed him once/twice a day�

> Don’t forget to walk him once/twice a day.

> Don’t make him sleep outside.

> Don’t give him…

> Remember to do��

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5. Work with your partner.

✎ IMAGINE YOU’RE GOING ON VACATION AND YOU ASK YOUR FRIEND TO LOOK AFTER YOUR PET.

> Give him/her oral instructions about how to do it. Describe your pet’s habits and temperament and things your friend needs to know.

✎ USE YOUR INSTRUCTIONS OF THE PREVIOUS EXERCISE.

EEXAMPLE:

> Don’t forget to walk him once/twice a day.

> Sometimes he bites�

> He sleeps at my bed every night�

> If he gets sick, you can call me at this phone number ��

✎ FINALLY, PRESENT YOUR ROLE PLAY IN FRONT OF THE CLASS.

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6. What’s her flight number?

OBJECTIVES

1. To talk about experiences at the airport

2. To talk about trips and services

ACTIVITIES I

1. Read the beginnings of the following sentences. Then complete the sentences in your own way.1. I would like to travel to ��

2. When I take a plane I prefer ��

3. When I visit a city I like ��

4. I also enjoy ��

5. I want to eat ��

6. I want to buy ��

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2. Game: “What’s the question?” > Divide the class into different teams.

> One player from each team comes to the front.

> Your teacher reads an answer to a question and says, “What’s the question?”

> You have to say the appropriate question for the answer. The fastest player to say the question cor-rectly wins a point for his/her team.

✎ NEW CONTESTANTS COME TO THE FRONT FOR NEW ROUNDS UNTIL YOU HAVE A WINNER.

3. Sit in a circle with your teacher. The teacher says a word and then the next student repeats that word and adds a new word. > The second student then says the two words and adds another.

> Continue going around the circle until the list gets too long to remember!

✎ TRY TO USE WORDS RELATED TO THE LAST UNITS TO PRACTICE VOCABULARY.

4. Work with your partner and write a conversation.

= YOU CAN REFER TO THE ONLINE PLATFORM: UNIT 6, LESSON “WHAT’S HER FLIGHT NUMBER?”, CHAPTER “REAL PRACTICE SITUATION” 1.

You are waiting for your brother/sister at the airport and need information about his/her flight. You don’t have the flight number but you know he/she comes from Miami to Los Angeles and arrives at 10:00 am.

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> Talk to your friend who will help you find your brother/ sister.

✎ ACT OUT THE CONVERSATION.

5. Create five teams. > Imagine you go on vacation abroad. Think about different countries and famous places on those countries.

> Describe some activities you want to do.

✎ AT THE END, CHOOSE A PERSON TO PRESENT THE CONCLUSIONS IN FRONT OF THE CLASS.

✎ USE THESE EXPRESSIONS:

> I love…!

> Our plane leaves at…

> The trip is… hours long.

> In the afternoon, I like to…

> After lunch, I like to…

ACTIVITIES II

1. Work with your partners. Answer the following questions.1. Do you like airports?

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2. Is there an airport in your city?

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WORKBOOK

3. Where do you buy plane tickets?

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4. How many times a year do you travel by plane?

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5. Do you travel for business or for pleasure?

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6. Do you like talking to the other passengers on the plane?

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7. What do you like doing during the flight?

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2. Complete the sentences with the words from the box.

bus station / airplane / flight number / traffic / helicopter disembark / airline / taxi driver

1. When I take an ��, I always feel nervous.

2. I don’t like this city, it has too much ��

3. Don’t forget her ��, you need to know that.

4. The �� is always busy in the mornings and afternoons.

5. The �� cancelled all flights because of a severe storm.

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6. I always buy souvenirs when I �� in Cancun.

7. The �� has a brother who lives in Albany�

8. The �� is ready for the military exhibition.

3. Work in groups and brainstorm ideas about the words and short phrases that there are on an application form to get a visa. > After that create your own application form and pass it to another group so that they fill it in.

EEXAMPLE:

> Name, nationality…

4. Work with your partner.1. Imagine you are in a plane and you have to ask your flight attendant for the following:

> Toilet location

> Water

> Snacks

> Duty-free perfume

2. What questions do you ask?

5. Work with your partner. > Imagine you are sitting in an airport and are waiting for your plane. Start a conversation with some-one sitting next to you. Talk about the countries you are visiting and the reasons for your trips.

✎ YOU MAY USE ONE OF THESE REASONS FOR TRAVELING:

> To celebrate your birthday with your family.

> To start a new job.

> To visit a friend.

> To attend a business meeting.

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WORKBOOK

7. Checking in and out of a hotel

OBJECTIVES

1. To talk about hotels and services

2. To talk about tourist sites

ACTIVITIES I

1. Complete the survey below.1. What do you like to do in a hotel?

F going to the swimming pool

F sleeping

F watching TV

F other ��

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2. What kind of hotel do you prefer?

F old and traditional

F modern and expensive

F city hotel

F other ��

3. How do you book a hotel room?

F through a travel agent

F online

F at the hotel

F other ��

4. Do you like going to the hotel gym?

F yes

F no

F sometimes

5. Do you like hotel food?

F yes

F no

F sometimes

6. What kind of room do you prefer?

F with a sea view

F with a city view

F with a mountain view

F other ��

2. Divide the group into different teams. > Take a piece of paper and write two things that are true about you and one thing that is false.

✎ WHEN EVERYBODY FINISHES, READ YOUR PAPER AND THE OTHER TEAMS HAVE TO GUESS WHICH IS THE WRONG INFORMATION.

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WORKBOOK

3. Write an ending to each sentence. Use your own ideas.1. I like to travel with my family, but sometimes.

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2. I prefer to go to the beach because.

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3. When I go on a beach vacation I never forget.

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4. My favorite hotel is.

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5. The most important services in a hotel are�

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4. Choose one of the travel destinations below.

✎ STUDENT A IS A FRIEND AND STUDENT B IS A TRAVELER.

> Write a dialogue about what you are going to do.

- A beach vacation in Philippines

- A hiking vacation in the Andes Mountain Range

- A camping vacation in Peru

- A safari in South Africa

EEXAMPLE:

> A: Hey Sam! What are your plans for this summer?

> B: This summer I am going on vacation to Philippines.

> A: Really? What city are you traveling to?

A: ��

B: ��

A: ��

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B: ��

A: ��

B: ��

✎ PRACTICE THE DIALOGUE WITH YOUR PARTNER.

5. Work with your partner. Choose one option to prepare a role play. > You are a guest at a hotel and your partner is a friend on the phone. Tell your friend about the hotel and its facilities.

> You are a guest at the check-in desk and your partner is the hotel receptionist. Describe what kind of room you want.

✎ PRESENT THE ROLE PLAYS TO THE REST OF THE CLASS.

ACTIVITIES II

1. Mention the names of some famous hotels. > What are they like?

✎ THINK OF YOUR FAVORITE HOTEL.

> How would you describe it?

2. Use the words below to describe your favorite travel destination to your partner.

cheap / expensive / beautiful / safe / dangerous / comfortable quiet / hot / cold / delicious food / friendly people / good or bad

transportation / interesting

✎ NEXT, LISTEN AS YOUR PARTNER DESCRIBES HIS/ HER FAVORITE TRAVEL DESTINATION.

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WORKBOOK

3. Find the appropriate word for each definition.1. To make sure that a place is kept for your use at a later time. → ��

2. To put your name on a list in order to get service → ��

3. To sign your name as you enter a hotel� → ��

4. To pay and leave a hotel� → ��

5. To add the cost of something to your general bill� → ��

4. Discuss the following questions with your partners. > How many hotels are there in your city?

> Are they near your home?

> What is the most popular hotel in your city?

> What is the best about staying in a hotel?

> Do you need Wi-Fi when you stay in a hotel? Why? /Why not?

> Is tourism very popular in your city or region?

5. Choose one of the following situations to create a conversation with your partner. > Imagine you call a hotel to book a room. The hotel receptionist answers the phone and helps you book the room�

> You are going to check into a hotel. Imagine you arrive at the hotel late at night. The hotel recep-tionist helps you but he/she is not very kind.

✎ PRESENT YOUR ROLE PLAYS TO THE REST OF THE CLASS.

LEVEL 2 / COURSE I Workbook

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Transcript of LEVEL 2 / COURSE I Workbook