Professional Documents
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Listening: Let's Think About It Listen and Do After Listening Writing
Listening: Let's Think About It Listen and Do After Listening Writing
LISTENING
In this part you will:
• make predictions
• take notes
• summarize
• respond to an oral text
• write from notes
and you will:
• write about your ideal school
¾ Let’s think about it
¾ Listen and do
¾ After listening
¾ Writing
Let’s think about it
• The pictures illustrate a life story. Look at them carefully and
guess the answers to questions 1‐5.
The Discoverer of Radium
1. Who do you think the lady is?
2. Where was she born ?
3. What nationality is she?
4. Look at pictures 3 and 4. Where is she and what is she doing?
5. Do you think her education has prepared her for the kind of work she
is doing?
Listen and do
1. Listen to the text and circle the letter corresponding to
the right answer.
The listening passage is about:
a‐ Discipline in school during colonial Poland.
b‐ The mistreatment of educated people by the Russian
rulers.
c‐ Marie Curie’s life story.
2. Listen again to the first part of the passage and choose the letter (a, b,
c) that best completes the statements.
1‐ Marie was born in ……………………
a‐ Warsaw b‐ Budapest c‐ Moscow
2‐ Her country was colonized by……………………….
a‐ the Germans b‐ the Russians c‐ the British.
3‐ Marie was a …………student.
a‐ smart b‐ limited c‐ bad
4‐ her father was a …………..
a‐ doctor b‐ chemist c‐ physicist.
5‐ She used to help him…………….
a‐ clean the laboratory tube tests.
b‐ In the experiments.
c‐ bring up her younger brothers and sisters.
6‐ Her childhood was …………….
a‐ difficult b‐ a poor c‐ easy
7‐ At the age of 18, she worked as a ……………………..
a‐ governess b‐ teacher c‐ salesgirl.
8‐ She saved money to………………
d‐ support her family
e‐ buy books
f‐ go to Paris to further her university studies.
After listening
•Have a look at the coping box below, and then complete the blanks in
the commentary that follows.
COPING
Life stories or biographies are written to teach lessons life.So when
you read or listen to them , you should try to draw the lessons they
want to teach you. You should also respond to them by saying
whether you like them or not, and why.
I find MarieCuries’life story very moving. It reminds me of …………………….
. The thing I liked best about it was ……………………………………. . I think the
lesson the author wanted to teach us was ………………………….. .
Writing
• Imagine that you could plan an ideal school. Decide what sort of
school it would be like. Follow
the procedure below.
1.Study the information provided in the spidermap o the next page
and add other ones to write a draft description of twenty lines
about your ideal school . Do not forget to explain your decisions .
Use link words as because, since, for, in order to, so that, first, next,
….etc.
My ideal school
Examinations Course attendance
Buildings
‐ ossibility ‐ Possibility to
to choose catch up the ‐from 8 am to Alternating
the failed exams 2 pm mandatory
subjects during the ‐ more time for subjects with
………… holidays . after‐school Subjects
…………… activities chosen by
.……………… students
…………
Pleasant surroundings ‐ air‐conditioned
(trees, flowers all around the classrooms
school) ‐ a library , a video
‐ a park where students library,
could relax or study ‐ well‐equipped sports
‐ a cafeteria open all the hall
time ………………
……………
2. Select the information you want to include in your description
and organize them
using the structure provided below.
Introduction My ideal school would be one which/where : ‐‐‐‐
‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐.
§1 (Buildings) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐.
‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐
‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ .
Body §2 (Course attendance) ‐‐‐‐‐‐‐‐‐‐‐‐‐ .
‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐
‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ .
§3 (Examinations ) ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ .
‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐
‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ .
Conclusion ‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐
‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐‐ .