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Gamma Upper Module Unit 1 Handout 1 Multiple Choice
Gamma Upper Module Unit 1 Handout 1 Multiple Choice
I. Choose the appropriate Reported Speech form for the following sentences.
e.g. Expert : Your company has been chosen the best in America.
a. The expert told that our company had been chosen the best in America.
b. The expert said that our company had been chosen the best in America.
c. The expert said that our company is the best in America.
a. The men says that they were exhausted after the soccer game.
b. The men said that they were exhausted after the soccer game.
c. The man said that he was exhausted after the soccer game.
a. Mr. Turner said that the doctor was coming this afternoon.
b. Mr. Turner told the doctor to come this afternoon.
c. Mr. Turner said that the doctor came this afternoon.
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GAMMA UPPER MODULE UNIT 1
HANDOUT 2
WRITING ACTIVITY
KEY:
1) The receptionist told me I had to leave the room by 12 noon.
2) The students told the teacher they wanted to know about their test results.
3) The secretary told Mr. Wood to go straight in.
4) The mayor said that he needed the support of the community.
5) My parents told me that I had arrived too late last night.
6) The policeman told me to show him my driver’s license.
7) The managers told us that we had to change our marketing strategy.
8) The operator told me that I had a collect call from Tokyo.
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GAMMA UPPER MODULE UNIT 1
HANDOUT 3
READING / WRITING ACTIVITY
Take a look at the following article which presents certain guidelines to pair food and wine
and answer the questions on the following page.
The history of wine and food matching can be traced back to Roman
times. Why did people in ancient times find it so special to drink wine with
their food? Some of the answers may include:
- Because clean water was difficult to obtain.
- Because wine is an excellent digestor.
- Because wine made parties and dining more festive.
The French were the first to truly explore the benefits of matching food
and wine. Chef Auguste Escoffier developed new cooking methods
designed to enhance both wine and his culinary preparations. Escoffier
established certain general guidelines that are still followed today. One
of these guidelines establishes the following:
White wine with fish or poultry: This is considered a good combination because the acidity
in white wine helps soften the natural flavors of fish without subduing it. The combination
adds a level of richness to both the wine and the fish that is not possible to achieve when
the two are consumed independently.
Red wine with meat: A red wine full of character will also augment the flavors of meals that
include red meat. White wine would simply be lost in a heavy meal.
Nevertheless, this tendency is gradually changing, as people are starting to experiment with
new matches that suit their taste. Today's trend is that pairing food with wine is more a
matter of personal taste, but the food should not overwhelm the wine or viceversa. The
following three principles will be very helpful when matching a meal with a wine:
Intensity: The intensity of food should be matched with the intensity of wine. For example,
you should match a full-bodied Colchagua Cabernet Sauvignon with a rich steak meal, or
a lighter Aconcagua Sauvignon Blanc with a delicate seafood dish.
Sweetness: Sweet wine will go well with sweet foods, and acidic wines will pair well with sour
foods. For example, a sweet Late Harvest will be a good companion for sweet desserts,
while a dry Maipo Riesling will go well with an apple dessert.
Flavors: You should try to combine the predominant flavor in the food with the same flavor
in the wine. For example, match the citrus flavors in a Casablanca Chardonnay with a
chicken with lemon sauce.
The best advice when pairing wine with food is to experiment and discover for yourself which
food and wine combinations you like best. Salud!
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Answer the following questions using complete sentences.
1. Name two reasons why people began drinking wine with their meals.
3. Traditionally, how should you pair white wine and red wine?
5. What would happen to white wine in a meal consisting of red meat with heavy sauces?
7. Even though people can consider matching wine and food to their own personal taste, what should
be considered anyway?
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GAMMA UPPER MODULE UNIT 2
HANDOUT 1
WRITING ACTIVITY
Note that when reporting what somebody else said, usually there is a change of tense, and the original
words in the present are reported in the past tense. Similarly, if the original words were in the past, then
reporting must be made using the past perfect. Study the following table, which will help you do the
exercises.
is > was
are > were
do/does > did
Modal verbs:
will > would
can > could
did > had done
may > might
have/has done > had done
must > had to
was > had been
were > had been
had > had had
Now practice with the following exercises. Study examples 1 through 6 and then continue with the rest.
1. I study English.
She said that she studied English.
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9. Jim: “I have never been to London.”
Lisa: “Jim said (that) he __________ to London.”
KEY:
7) was going 14) might study
8) didn’t like 15) had to study
9) had never been 16) had bought
10) had been playing 17) would cook
11) couldn’t play 18) had gone
12) wouldn’t buy 19) had had
13) had to do 20) would play
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GAMMA UPPER MODULE UNIT 2
HANDOUT 2
MULTIPLE CHOICE
2. The man the waiter how much longer he had to wait for his dinner.
a. asked
b. requested
c. said
9. Lisa wanted whether our trading company was participating in the fair.
a. to go
b. see
c. to confirm
KEY: 1) c 2) a 3) b 4) a 5) a 6) b 7) c 8) a 9) c
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GAMMA UPPER MODULE UNIT 2
HANDOUT 3
VOCABULARY EXPANSION
CONSIDER THE FOLLOWING: "SAY" is not the only verb that can be used when reporting. Here
is a list of other verbs that may be used to report what somebody else has said. Each verb adds a special
meaning in relation to what the situation was about, and also provides more details about the manner
in which the response was made. For example, the difference between say and shout refers to the
volume the message is given in, and also perhaps to a more aggressive attitude. Here are a few more
verbs that you can use when reporting what other people have said. An example is provided in each case
to help you understand the meaning of each one of them:
agree : They agreed (that) they had to tell everybody the truth.
concede : He thought differently, but he conceded (that) her solution was better.
joke : She joked (that) the Christmas bonus was ridiculously low.
reply : They replied (that) they were not interested in accepting the job offer.
report: : He reported (that) some strange men had entered the store.
respond : She responded (that) she needed more time to think about it.
order : The boss ordered (that) everybody should extinguish their cigarettes.
promise : She promised (that) next time she would arrive on time.
remind : The boss reminded them (that) the office was a non-smoking place.
tell : The boy told her (that) he had accidentally broken the window.
warn : She warned the man (that) he should not get any closer.
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GAMMA UPPER MODULE UNIT 2
HANDOUT 4
WRITING ACTIVITY
I. Report the following questions. Use the verbs “ask” and “request” as appropiate.
8. Nurse: Could you hold your breath for a few seconds, sir?
KEY:
1) The Director asked Mr. Thomas if/whether franchising would be possible in the near future.
2) Carl asked Donna if she lived alone.
3) The mother asked the son if/whether he had finished his homework.
4) The teacher requested Peter to pass him a marker.
5) Sue asked Mike whether he would go to the concert.
6) The boss asked Miss O’Connor why she wasn’t on time.
7) The children asked their mother whether she had seen their toys.
8) The nurse requested the patient to hold his breath for a few seconds.
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GAMMA UPPER MODULE UNIT 2
HANDOUT 5
READING / WRITING ACTIVITY
The following is an excerpt from an interview with actor Harrison Ford in 2002.
Interviewer: You play a Russian submarine captain in “K-19 The Widowmaker”. Don’t you have some
Russian blood?
Ford: Yes, my grandmother was a white Russian Jew who left there in the early 1900s, and I
can’t say that I ever felt a strong emotional link to Russia, although there’s something
about the dourness, the resignation of the Russians, that I felt in my grandmother and
mother. Perhaps I have a certain dourness, but I don’t think it comes from being Russian
necessarily.
Ford: I went on several trips there for the film and I did observe the people and how they behave
and look, and even that brief Russian experience was important for me.
Interviewer: If you could go back to when you started out, would you have done anything differently?
Ford: I don’t ever think about it like that, as I don’t think I would have been able to do anything
differently except what circumstances compelled me to do. I couldn’t have willed myself
to be smarter or more talented. I went through a process of learning my craft on the job,
and looking back, no, I wouldn’t change anything.
Interviewer: Do you ever feel you were just destined to become a huge star?
Ford: Well, what I depend on is hard work, commitment, and paying attention to the details and
people I work with. I just try and learn from them. I don’t have any real theory about why
I became a star, or what’s going to work for the audience.
Interviewer: Would you still have been an actor or chosen some other career?
Ford: Well, I did work as a carpenter for a while early on, but I always wanted to act.
Interviewer: If you could have played any part on the big screen, what would it be?
Ford: It doesn’t work that way for me. I don’t have a dream role. It’s more a question of looking
for something different from what I’ve done lately, and a role and character I connect with
emotionally and feel for.
Ford: No, not at all. I’ve never had any superstitions. I wish I had a cute story like that, but the
fact is, I don’t.
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Interviewer: If you had to go back in time and could only make Bladerunner or the Indiana Jones films
again, which would you choose and why?
Ford: I suppose I’d go with Indy, because in the end it’d be more fun for more people- if you
think of film as a popular medium. And while I admire Bladerunner and the ambition it had
and its vision and uniqueness, Indy touched many more lives.
www.cinemas-online.co.uk/interviews/harrisonford/
VOCABULARY:
EXCERPT: A passage taken from a book, document, film, etc. Extract
DOURNESS: Hardness, severity
RESIGNATION: Submission, surrender
TO COMPELL: To oblige, to be under obligation
TO WILL: To decide, to choose
CRAFT: Skill, competence
Remember that when reporting a question, there is no verb inversion like in normal questions. Instead,
word order is that of an affirmative sentence.
I. Imagine you were the interviewer. Report the information you received from
Harrison Ford. Use reported speech. These are some of the verbs you can use:
FOR STATEMENTS:
add - admit - announce - answer - believe - conclude - confess - declare - exclaim
- explain - indicate - promise - remark - report - state - tell
FOR QUESTIONS:
ask - inquire - question - want to know - wonder
2. He also _______________ that his grandmother ______________ Russia in the early 1900s.
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5. I _________ him if he ever _________ he had been destined to become a huge star, he
_________ me that he _________ on hard work, commitment and people he worked with. He just
has tried and learned from them.
7. When I _________ him that sailors and actors were notoriously supertitious, he _________ that he
_________ .
8. Finally, he _________ me that if he had had to choose to make Bladerunner or Indiana Jones again,
he _________ with Indy.
www.cinemas-online.co.uk/interviews/harrisonford/
ways it is an attempt to redress the point of view we
held about the Soviet system at that time.
It gave me the opportunity to work - the films were not necessarily the best quality but they
were immediate opportunities to go out and work which was what I was looking for.
ABOUT THE INTEREST THAT PEOPLE HAVE IN THE MINUTIAE OF HARRISON’S LIFE
There’s an obsession with celebrity I think, that’s very damaging to the culture at large.
I think I best understand it as people’s interest in those that seem to have some effect over
their lives.
VOCABULARY:
QUOTATION: A part that is repeated from a book, speech, etc.
REDRESS: repair, rectify
MINUTIAE: frivolity, anything insubstantial
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II. Complete the following exercises.
1. In your own words, report 3 things Harrison Ford said about the film “K-19: THE WIDOWMAKER”
2. In your own words, state what he says about the kind of movies he makes.
4. What did he say about people interested in the frivolity of his life?
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GAMMA UPPER MODULE UNIT 3
HANDOUT 1
WRITING ACTIVITY
KEY: 1) are made. 2) should not be left. 3) was built. 4) will be finished. 5) is going to be repaired. 6) is made.
7) has been completed.
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GAMMA UPPER MODULE UNIT 3
HANDOUT 2
MULTIPLE CHOICE
I. For each sentence, choose the corresponding alternative in the Passive voice.
3. They had concluded the preparations by the time the tourists arrived.
a. The preparations had already been concluded by the time the tourists arrived.
b. The preparations were already concluded by the time the tourists arrived.
c. The preparations have already been concluded by the time the tourists arrived.
d. The preparations will already be concluded by the time the tourists arrived.
KEY: 1) b. 2) c. 3) a. 4) c. 5) b 6) b. 7) c.
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GAMMA UPPER MODULE UNIT 3
HANDOUT 3
WRITING ACTIVITY
I. Consider the 5 different types of vacation proposed below. Rank them according to your own personal
preference and express your opinion in the spaces provided. Remember to use appropriate expressions
like "My dream vacation", "My least favorite vacation", "What I have always dreamed of", "I would love/
hate to", "
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GAMMA UPPER MODULE UNIT 4
HANDOUT 1
WRITING ACTIVITY
KEY: 1) will train 2) manufactured 3) haven’t - executed. 4) has produced 5) shouldn’t wear 6) will schedule.
7) requires 8) told 9) were serving 10) recorded and posted
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GAMMA UPPER MODULE UNIT 4
HANDOUT 2
READING ACTIVITY
I. Take a look at this fascinating 6-day cruise across the Aegean Sea and then answer the questions
on the next page.
DAY 1: ATHENS. Morning sightseeing including the Parthenon atop the Acropolis, the
Temple of Zeus, Theater of Dionysus and the Agora where Socrates used to teach. The
afternoon is free. You may consider a lively Greek dinner later in the evening.
DAY 2: ATHENS - PIRAEUS - CRUISING:
MYKONOS. Around 11 A.M. sail into the
deep blue waters of the Aegean Sea, enjoy
onboard sunbathing, sipping cold drinks,
splashing in the pool and eating the
delightful creations prepared by the ship's
chefs. Later dock at the mountainous island
of Mykonos with its characteristic windmills
and dazzling white houses. Time to
wander through narrow paved streets lined
with trendy boutiques and shady tavernas
before returning to the ship.
DAY 3: CRUISING: KUSADASI, TURKEY & PATMOS, GREECE. First dock at the port
of Kusadasi on the Turkish coast. An optional morning excursion takes you to the
fascinating Greek, Roman and Byzantine excavations of Ephesus. Before returning to the
ship, take some time to browse in the rug shops near the port. Next, discover the tiny
Greek island of Patmos, where St. John the Divine wrote the Revelation. The 11th-century
monastery with its valuable manuscript collection is well worth a visit.
DAY 4: CRUISING: RHODES. The entire day is dedicated to the island of Rhodes.
Explore the sights in the historic Old City with its ramparts and palaces built by the
Knights of St. John during the Crusades. Another possibility is to join an optional
excursion to Lindos and the fabulous temple of Athena. If sightseeing is not part of your
interests, you can do some sunbathing on Rhode's public beaches or visit the colorful
shopping districts located within walking distance of the port. Sail from Rhodes around
dinner time.
DAY 5: CRUISING: HERAKLION & SANTORINI. Today's first port of call is Heraklion in
Crete. A few miles away is Knossos, the center of the 3,000 B.C. Minoan civilization.
Afternoon call (weather permitting) at Santorini, also called the "Black Pearl of the
Aegean." An optional excursion takes you up to the top of the cliff-top village of Thera for
one of the world's most breathtaking panoramas.
DAY 6: PIRAEUS - ATHENS. After breakfast on board, disembark at Piraeus and return
to Athens. The remainder of the day is free for some last-minute shopping.
VOCABULARY:
SIGHTSEEING: Visiting and seeing places of interest TO WANDER: To walk without any particular aim
ATOP: On top of TRENDY: Contemporary
LIVELY: Animated, vital, active TO BROWSE: To look in a relaxed manner at goods
TO SIP: To drink slowly displayed for sale
DELIGHTFUL: Delicious TINY: Very small
TO DOCK: To stop at a port RAMPART: Fortification
DAZZLING: Brilliant, impressive CLIFF: Precipice
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GAMMA UPPER MODULE UNIT 4
HANDOUT 3
WRITING ACTIVITY
2. What are the tourists going to do onboard the ship before arriving in Mykonos on DAY 2?
5. On DAY 3, what will the tourists visit if they take the optional morning excursion?
6. What are they going to do before returning to the ship on that same day?
7. What will they visit afterwards? What will they see there?
9. What will the tourists visit if the weather conditions are favorable?
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GAMMA UPPER MODULE UNIT 5
HANDOUT 1
MULTIPLE CHOICE
II. Select the correct meaning for the idioms in the following sentences
1. After the long day at the office she was completely worn out.
a. She felt completely refreshed.
b. She was completely awake.
c. She was completely exhausted.
d. She felt completely annoyed.
KEY: I. A-3 , B-5 , C-4 , D-1 , E-2 II. 1.c , 2.a , 3.d , 4.a , 5.b
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GAMMA UPPER MODULE UNIT 5
HANDOUT 2
MULTIPLE CHOICE
I. The following is a list of idioms with an example. Choose the alternative that, in your opinion, best
represents the meaning of the idiom.
2. to be broke
Example: I don’t think I can go out with you tonight. I’m broke.
a) I have other plans
b) I’m depressed
c) I have no time
d) I have no money
4. to be / get used to
Example: I can’t get used to this new uniform.
a) get together
b) get over
c) get accustomed
d) get enough
KEY: 1) d. 2) d. 3) a. 4) c. 5) c 6) a.
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7. to change one’s mind
Example: She suddenly changed her mind and decided to take a cab.
a) changed plans
b) felt homesick
c) called home
d) had a headache
8. to fire someone
Example: I’m fed up with my maid. I’ll fire her tonight.
a) call her
b) tell her not to continue with us
c) send her on vacation
d) write to her
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14. to sleep on it
Example: The decision is difficult. I guess you’ll need to sleep on it.
a) extremely difficult
b) think and study it carefully
c) reject the proposal
d) accept the proposal
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