ENGLISH BOOKLET

Year: 2023

TEACHER: ANNY TECHERA

E- MAIL: annytechera1234@gmail.com

Group: 3rd Year

1. WRITE THE WORDS IN THE RIGHT COLUMN

MOTHER – BLUE – TWENTY – MONDAY – MAY – SISTER – TUESDAY – WHITE –

JANUARY – AUNT – UNCLE – FIFTY – ONE HUNDRED – RED – JUNE – FRIDAY –
ORANGE – THIRTY – BROTHER – BLACK – ELEVEN – GREEN – COUSIN – THURSDAY –
MARCH – FORTY – THREE – FATHER – YELLOW – TWO
COLOURS NUMBERS DAYS MONTHS FAMILY

2. COMPLETE THE SENTENCES USING THE FOLLOWING WORDS.

MOTHER – FATHER – AUNT – UNCLE

SISTER – BROTHER – GRANDFATHER
GRANDMOTHER – COUSIN

FER SANDRA

1. Tom is my ____________
2. Sandra is my __________
3. Sally is my ____________
4. Fer is my _____________ SALLY KEVIN LUCY MARIO
5. Spencer is my _________
6. Nina is my ____________
7. Kevin is my ___________
8. Mario is my ___________
9. Lucy is my ____________ TOM Me NINA SPENCER

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3. READ AND COLOUR.
1. HIS HAIR IS BLACK.
2. HER HAIR IS YELLOW.
3. HIS BALL IS ORANGE.
4. HER SCHOOLBAG IS RED.
5. HER EYES ARE BLUE.
6. HIS EYES ARE BROWN.
7. HIS SHOES ARE GREEN.
8. HER SHOES ARE PINK.
9. HER SOCKS ARE YELLOW.
10. HIS TROUSERS ARE PINK.
11. HIS T-SHIRT IS BROWN.
12. HER SKIRT IS ORANGE

4. FIND NUMBERS AND COLOURS

5. CIRCLE THE CORRECT OPTION. THEN COMPLETE THE SENTENCES

1. THIS / THAT is a_______

2. THIS / THAT is a________

3. THIS / THAT is a_______

4. THIS / THAT is a________

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 5. THIS / THAT is a_______

6. LOOK AT THE PICTURE. ANSWER.

What is this? What is this? What is this?

___________ _____________ ____________

What is this? What is this? What is this?

____________ ______________ ___________

He She It
(a boy) (a girl) (a thing)

7. COMPLETE SHE – HE - IT

______ is Tom. _____ is a globe. _____ is Susan. _____ is Karen.

______ is Marcus. ______ is a flower. ______ is my bike. ______ is Kevin.

8. ANSWER ABOUT BART’S FAMILY!

WHO IS HE? WHO………………..?

________________ ______________

WHO IS SHE? WHO………………..?

________________ _______________
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 WHO……………? WHO …………….?

________________ ______________

PERSONAL PRONOUNS

Los pronombres personales en inglés son: I (yo) – SHE (ella) – HE (él) – IT (se traduce “esto”,
lo usamos para referirnos a objetos o animales) – WE (nosotros) – YOU (vos/ustedes) – THEY
(ellos)
9. WRITE THE PRONOUNS IN THE CORRECT PLACE.

1- 2- 3-
4-

5- 6- 7-

8-

10. CROSS THE WORD THAT DOESN´T BELONG

1. THEY Dan and Meg The teachers Mike Mum and Dad

2. WE Annie and I My sister My brother and I Dan and I

3. HE Dad Dan Mum Tom

4. SHE Margaret Dad Mum My sister

5. HE The policeman The boy The cat The father

6. IT My dog The album A test My brother

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7. WE My mum and I My friends and I A boy and I My friends

8. SHE Linda and you The grandmother The woman Linda

9. THEY The dog The cats A fish and a frog Two birds

10. HE Alan An astronaut A girl The fireman

11. WRITE THE PERSONAL PRONOUN

1. The dog 8. Lisa

2. Meg and David 9. My sister 15. The teachers

3. My sister 10. My parents 16. My friends and I

4. Dad and Mum 11. The boy 17. My Mum

5. You and your sister 12. The girls 18. My uncle and my aunt

6. My brother and I 13. The children 19. The boys

7. The cow 14. The chair 20. Tina and I

VERB TO BE (Verbo to be)

12. MATCH THE PERSONAL PRONOUNS WITH THE CORRECT FORM OF THE VERB
TO BE. THEN COMPLETE THE TABLE.

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13. CIRCLE THE CORRECT OPTION. 14. COMPLETE THE SENTENCES WITH AM
1. I is/ am a student. – IS – ARE.

2. My father is / are intelligent. 1. Daniel ___________ English.

3. Mary and Lily am/ are artists. 2. My mother __________ Argentinian.

3. We ___________ friends.
4. My brother is/ are a mechanic
4. Fer ___________ a plumber.
5. Susan are / is sister. 5. My pencil case _________ blue.

6. They are / am friends. 6. Walter and Tom________ from Mexico.

7. Lucy _________ my teacher.
7. Carol is / are a pilot.
8. Paulo ________ my brother.
8. My bag is / are brown 9. Jane and Karen __________ my

9. My father are / is a taxi driver. sisters.

10. I ___________ from Argentina.
10. The dog is / are black.

15. COMPLETE THE TEXT WITH AM – IS – ARE.

My name ________Nick and my surname _________ Black. I _________ fifteen years old. I
________from Buenos Aires. I ________ a student. My favourite subject _________ English.

My father ________ Kevin and he ________a plumber. My mother ________ Daniela and she
________a cashier. Jane and Vivian ________my sisters. They ________ students.

16. LOOK AT THE PICTURES. COMPLETE THE SENTENCES WITH IS – IS NOT / ARE – ARE NOT.

1-He ______ a doctor 2- She _______ a florist. 3-They _______ doctors. 4-He _______ a dancer.

5-He ______ an actor. 6-She _______ a singer. 7-He _______ a cashier. 8-They ______ teachers.

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17. LOOK AT THE PICTURE. WRITE AFFIRMATIVE AND NEGATIVE SENTENCES.

DOCTOR – MECHANIC STUDENT – CHEF TEACHERS – DOCTORS COMPUTER -

DOG

HE IS NOT A DOCTOR SHE………………… THEY………………. IT ………………

HE IS A MECHANIC SHE………………… THEY………………. IT………….……

SINGERS – WRITERS ACTOR – CHEF BIRD – BUTTERFLY TEACHER –

DANCER
………………………… ………………………… …………………………. …………………………..
………………………… ………………………… ………………………… …………………………..

18. WRITE SENTENCES. Word bank:

chef dentist doctor
waiter nurse police officer
teacher astronaut firefighter
pilot singer musician
dancer photographer

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 COUNTRIES AND NATIONALITIES

19. FIND SEVEN COUNTRIES IN THE WORDSEARCH.

B I N T H E U S A
R F R A N Z L O T
A R G E N T I N A
Z A U S T R T E X
I N O E S P A I N
L C H A Z I L S H
A E B Q U E Y R O
P O R T U G A L K

20. WRITE THE NATIONALITIES OF THE COUNTRIES FOUND IN THE PREVIOUS

EXERCISE. - ARGENTINA : ARGENTINIAN _

- : __
- : __
- : __
- : __
- : __
- : __

21. COMPLETE THE QUESTIONS. ANSWER.

W_ _ _ _ are you f_ _ _ ? ___________________________

W_ _ _ is your n_ _ _ _ _ _ _ _ _ _ ? ___________________________

22. COLOUR THE FLAGS. THEN COMPLETE THE SENTENCES.

I AM FROM ………….. I AM FROM…………. I AM FROM ……………

I AM…………………… I AM …………………. I AM …………………….

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I AM FROM …………. I AM FROM…………… I AM FROM……………..
I AM …………………. I AM …………………… I AM …………………….

I AM FROM …………. I AM FROM …………..

I AM ………………….. I AM …………………..

23. COMPLETE AM – IS – ARE / AM NOT – IS NOT – ARE NOT. CIRCLE.

I _______FROM AUSTRALIA / AUSTRALIAN. I_ SPAIN / SPANISH.

SANDRA_______FROM GERMAN / GERMANY. SHE IRELAND / IRISH

NICO ______FROM AMERICAN / USA HE ARGENTINA / ARGENTINIAN

TOM AND CAROL ________FRANCE / FRENCH THEY PORTUGAL / PORTUGUESE

24. ANSWER.

JAPAN ITALY PORTUGAL

Where are Linda and Carol from? Where is Luca from? Where is Sandra from?

What nationality are they? What nationality is he? What nationality is she?

1. LOOK AT THE CHART. ANSWER THE QUESTIONS

KAREN MARCOS NANCY AND LU

AGE 26 35 26
JOB DANCER DOCTOR TEACHERS
COUNTRY ITALY IRELAND JAPAN

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 25. LOOK AT THE PICTURES. WRITE THE SENTENCES.

Is Karen 25 years old? Is Marcos 33 years old? Are Nancy and Lu 27?
Is she a dancer? Is he a teacher? Are they mechanics?
Is she from Spain? Is he from Ireland? Are they Japanese?

26. VERB TO BE: READ THE TEXT. COMPLETE AM – IS – ARE.

I ________ Mario and I ________ twelve years old. I _______ a student and I ________ from
Argentina. My favourite colour ________ blue and my favourite subject _______ English.
My family ________ big. My mother _______ Nancy and she _______ a doctor. My father
_______ Oscar and he _______ a police officer. They _______ from USA.

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Laura and Sonia _______ my sisters. They ________ students. They ______ Spanish. Kevin
_______ my brother. He ________ a football player. He ________ from Brazil.

Now answer the questions below:

1. WHERE IS MARIO FROM? WHAT NATIONALITY IS HE?

2. WHERE ARE NANCY AND OSCAR FROM? WHAT NATIONALTY ARE THEY?
3. WHERE IS KEVIN FROM? WHAT NATIONALITY IS HE?
4. WHERE ARE LAURA AND SONIA FROM? WHAT NATIONALITY ARE THEY?

27. ANSWER ABOUT YOU: YES, I AM – NO, I AM NOT

1. ARE YOU FROM ARGENTINA?

2. ARE YOU A STUDENT AT ESTEBAN ZORRAQUIN SCHOOL?
3. ARE YOU A TEACHER?
4. ARE YOU TEN YEARS OLD?
5. ARE YOU A BOCA JUNIORS FAN?
6. ARE YOU A RIVER PLATE FAN?

28. CIRCLE THE CORRECT OPTION

KEVIN SONIA BIANCA AND LINDA
AGE 25 29 30
JOB DOCTOR CHEF PHOTOGRAPHERS
COUNTRY URUGUAY ARGENTINA BRAZIL

IS KEVIN A DOCTOR? A) Yes, he is not B) Yes, she is C) Yes he is

IS KEVIN FROM BRAZIL? A) No, he is not B) No, she is not C) No, he is
IS SONIA A VET? A) No, she is B) No, she are C) No, she is not
IS SHE 29 YEARS OLD? A) Yes, she are B) Yes, she is C) Yes, she is not
ARE BIANCA AND LINDA NURSES? A) No, she are not B) No, they are C) No, they are not
ARE THEY FROM BRAZIL? A) Yes, they is B) Yes, they are C) Yes, they are not

29. ANSWER.

IS HE SPIDERMAN? ARE THEY THE SIMPSONS?

YES, _____ _____ YES, _____ _____
IS HE A DOCTOR? ARE THEY ARGENTINIAN?
NO, _____ _____ NO, _____ _____

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IS SHE FIONA? IS HE IRONMAN?
YES, _____ ____ YES, _____ _____
IS SHE SHREK? IS HE SUPERMAN?
NO, _____ _____ NO, _____ _____

30. ANSWER THE QUESTIONS WITH THE FOLLOWING ANSWERS.

Yes, she is / No, she is not / Yes, he is / No, he is not
Yes, they are / No, they are not / Yes, it is / No, it is not

ARE THEY CHEFS? IS HE A DENTIST? IS IT A CAT? IS SHE A TEACHER?

……………………… …………………… ….………………. …………………..

IS IT A COMPUTER? IS HE A DOCTOR? IS SHE A STUDENT? ARE THEY DANCERS?

………………………. ……………………… ………………….. ……………………….

NUMBERS
32.COMPLETE THE TABLE

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31. READ AND WRITE THE NUMBER.

THREE HUNDRED AND FIFTY-EIGHT:

SEVEN HUNDRED AND TWENTY-NINE:
NINE HUNDRED AND EIGHTEEN:
ONE HUNDRED AND ELEVEN:
SIX HUNDRED AND SEVENTY:
EIGHT HUNDRED AND TWELVE:
FIVE HUNDRED AND ONE:
FOUR HUNDRED AND EIGHTY-SIX:

32. COMPLETE THE NUMBERS WITH THE MISSING WORDS.

553 ……………………………………………………….. and fifty three.

330 Three hundred and ……………………………………………

701 Seven ………………………………………. and …………………………………………..

828 …………………………… hundred …………………… twenty …………………………………

618 …………………………………………………………………. And ……………………………………..

444 Four ……………………………………………… and …………………………………………………

160 One ………………………………………………………………………………………………………….

909 ………………………………………………………………and ……………………………………………

33. WRITE THE NAME OF THE NUMBER IN ENGLISH.

295:
446:
180:
333:
544:
987:
108:
655:
423:
138:

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 NOUNS
34. WRITE THE PLURAL FORM OF THESE NOUNS UNDER THE CORRECT COLUMN.

MAN – BEACH – GIRL – CITY – SCHOOLBAG – KNIFE – PENCIL – HOUSE – WOLF – SCHOOL – BUSH –
WATCH – SECRETARY – RADIO – WOMAN – MOUSE – BABY – CHERRY – RULER – CHILD

+S + ES + IES +VES IRREGULAR

35. WRITE THE PLURAL FORM OF THESE NOUNS:

a box …………… a kiss ………………

a story ………….. a scarf………………

a boy …………… a goose ……………

a man …………… a butterfly …………

a baby…………… a sheep……………

a deer …………… a wolf ………………

a knife…………… a fish ………………

a bus …………… a cat …………….…

a foot …………… a lion ………………

a door …………… a bush ………………

a city ……………

a mouse…………… IRREGULAR PLURALS:

a child – children a goose – geese
a child …………..… a man – men a mouse – mice
a woman – women a sheep – sheep
a turtle ……….…… a person – people a fish – fish
a foot – feet a deer – deer
a gentleman …………
a tooth - teeth
a woman……………

a cherry………….…

a tooth………………

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 DEMONSTRATIVE PRONOUNS: THIS – THAT – THESE - THOSE

36. CIRCLE THE CORRECT OPTION.

37. COMPLETE THE SENTENCES WITH THIS – THAT – THESE - THOSE

- ........................ is my watch. - Who are ........................ children?

- ........................ stars are very bright. - What is...................... ? It’s an orange.

- Are ........................ your toys? - Are ……..................... your books?

- Where is...................... girl from? - ...................... isn’t my schoolbag.

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 - ........................ aren’t my clothes. - ........................ children are my students.

38. CHOOSE THE CORRECT OPTION.

1-__________ IS A SCHOOL BAG

THAT THESE THIS

2-__________ ARE KEYS

THIS THOSE THESE

3-_____________ WEB CAMS

THESE AREN’T/THOSE AREN’T

4- __________ IS A BIKE
THIS THAT THOSE

5-__________ AN IPAD
THIS ISN’T/THAT ISN’T

6-___________ ARE CELL PHONES

THOSE THESE THIS

7- _________ DICTIONARIES
THOSE AREN’T/THESE AREN’T

39. WRITE THE SENTENCE. USE THIS – THAT – THESE - THOSE

1- _________________________

2- _________________________

3- _________________________

4- _________________________

5- _________________________

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 6- _________________________

7- _________________________

40. ASK AND ANSWER

1. What is that? 2. What is _________? 3. What_________?

That’s a notebook. __________________. ________________.

4. _________________? 5. __________________? 6. _________________?

__________________ _____________________ ____________________

7. __________________? 8. ___________________? 9. __________________?

____________________ ______________________ ___________________

10. ___________________? 11. ___________________? 12. ___________________?

______________________ ______________________ _____________________

THE CITY
41. MATCH THE WORDS WITH THE CORRECT PICTURE.

bank cinema florist's chemist's petrol station

airport butchers cafe police station stadium
museum fire station greengrocer's book shop baker's
hospital hotel hairdresser's park library
theatre gym bus stop amusement park school

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1)_______________ 2)_____________ 3)_______________ 4)_______________ 5)_______________

6)_______________ 7)_______________ 8)_______________ 9)_______________ 10)_____________

11)_____________ 12)_____________ 13)_____________ 14)_____________ 15)_____________

16)_____________ 17)_____________ 18)_____________ 19)_____________ 20)_____________

21)_____________ 22)_____________ 23)_____________ 24)_____________ 25)_____________

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 42. LOOK AT THE PICTURE. TRUE OR FALSE?

1. THE CAFE IS NEXT TO THE POST OFFICE.

2. THE BANK IS OPPOSITE THE ZOO.
3. THE SUPERMARKET IS BEHIND THE HOSPITAL
4. THE SCHOOL IS NEAR THE POST OFFICE.
5. THE BANK IS ON SOUTH STREET.
6. THE LIBRARY IS BETWEEN THE POST OFFICE AND THE ZOO.
7. THE CINEMA IS BEHIND THE BOOK SHOP

43. LOOK AT THE PICTURE AGAIN. ANSWER THE QUESTIONS.

Cinema

Book shop museum

Train
cafe
Station

1- Where is the bank?

The bank is between the hotel and the train station.

2-Where is the book shop ? NEXT TO

NEAR
The book shop…………………………………………………………...........
BETWEEN
3- Where is the library? OPPOSİTE

…………………………………………………………………………………. BEHİND

4- Where is the museum? ON

…………………………………………………………………………………..

5-Where is the supermarket?

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 ……………………………………………………………………………………

6-Where is the hospital?

…………………………………………………………………………………….

7-Where is the zoo?

......................................................................................................................

8-Where is the trains station?

...................................................................................................................

9-Where is the bar?

...................................................................................................................

PREPOSITIONS OF PLACE 45. LABEL THE PICTURE.

1 …………………………
1
2 …………………………
2
3 …………………………

4 …………………………

3 5 …………………………
4
6 …………………………

46. WRITE THE ANSWERS

Remember
in the bedroom. on the bed.

5 6 in the kitchen. on the roof.

1. Where's the fridge?

…………………………………………
2 2. Where are the books?
…………………………………………….
3 3. Where's the teddy bear?
…………………………………………….
47. Look at the picture and write the missing 4 4. Where are the pictures?
prepositions in the sentences opposite.
…………………………………………….
5 5. Where's the lamp?
in front of - near - on - in 20
under - between - behind ……………………………………….

6 6. Where's the TV?

1
Where is the dog?
a.It is in the box
b.It is behind the box
c.It is next to the box
d.It is under the box
2 Where is the rabbit?
3
0
Where is the monkey?
a.It is on the box
b.It is opposite the box
c.It is near the box
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d.It is in the box
0
3
4
0
Where is the rabbit?
a.It is between the boxes
b.It is in the box
c.It is next to the box
d.It is behind the box
9 c.It is in front of the glass
0 d.It is behind the glasses
4 0
5 Where is Garfield?
0
Where is Tweety?
a.It is on the box
b.It is under the box
c.It is next to the box
d.It is near the box
5
10
6
0
Where is the monkey?
a.It is opposite the box
b.It is in the box
c.It is under the box
d.It is next to the box
6
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7 c.It is under the glass
0
Where is Garfield?
a.It is in front of the box
Where is Garfield?
b.It is in the box
c.It is near the box
d.It is behind the box a.It is under the box
b.It is in the box
7 c.It is next to the box
d.It is between the boxes
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a.It is on the table
b.It is in the table
c.It is next to the table
d.It is under the table Where is the spoon?
a.It is under the glass
b.It is in the glass
c.It is in front of the glass
d.It is behind the glasses
Where is Garfield?
a.It is behind the box
b.It is in the box
c.It is opposite the box 13
d.It is under the box
Where is the spoon?
a.It is under the glass
b.It is in the glass
a.It is on the box 14
b.It is in the box
c.It is next to the box
d.It is between the boxes Where is the spoon?
a.It is on the glass
b.It is in the glass
c.It is opposite the glass
d.It is next to the glass
Where is Garfield?
a.It is in front of the box 15
b.It is behind the box
c.It is near the box
d.It is between the two boxes
Where is the spoon?
a.It is behind the glass
b.It is in the glass
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d.It is near the glass
Where is the dog?
a.It is behind the kennel
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b.It is in the kennel
c.It is on the kennel
d.It is next to the kennel
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Seasons Vocabulary in English

The seasons in English. There are four seasons. The names of the seasons in English are:

winter

spring

summer

autumn … or… fall.

Fall is used in American English.

Autumn is used in British English.

The letter N at the end of autumn is NOT pronounced.

The names of seasons do NOT start with a capital letter in English unless it appears as the first word of a sentence.

Typical vocabulary associated with each season. Here is a list of typical things associated with each season:

winter: cold days, snow, rain, umbrella, gloves, scarf, skiing, hot drinks

spring: warm days, flowers, butterflies, nests, rainbows, gardening, allergies, baby animals

summer: hot days, beach, vacation, camping, ice cream, sunglasses, sunscreen, swimming pool

autumn / fall: cool days, leaves fall, wind, harvest, rake, acorns, clouds, pumpkins

IN + Season

We use the preposition IN before a season.

People go to the beach in summer.

It rains a lot in winter.
There are many flowers in spring.
Leaves fall from the trees in autumn.
When are the seasons?
It depends on where you live.
Our planet Earth is divided into hemispheres.
There is the Northern Hemisphere and the Southern Hemisphere

WINTER

Northern Hemisphere – December, January, February

Southern Hemisphere – June, July, August

SPRING

Northern Hemisphere – March, April, May

Southern Hemisphere – September, October, November

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SUMMER

Northern Hemisphere – June, July, August

Southern Hemisphere – December, January, February

AUTUMN / FALL

Northern Hemisphere – September, October, November

Southern Hemisphere – March, April, May

Seasons in English - winter, spring, summer, autumn - fall

Answer these questions:

1- What season is it now?

It is …

2- What is your favorite season? Why?

My favorite season is …………… because ……………………...

3- What do you eat during the winter?

………………………………………………………….

4- Is the weather in the spring very cold and snowy?

……………………………………………………………….

5- Is autumn the hottest season of the year?

……………………………………………………………….

6- What´s the weather like in spring?

……………………………………………………………

7- What´s the weather like in winter?

……………………………………………………………

8- What´s the weather like in summer?

……………………………………………………………

9- What´s the weather like autumn?

…………………………………………………………….

10- Do the leaves on the trees change colour in the summer?

…………………………………………………………………

11- What kind of season do you hate?

…………………………………………………………………

12- Do you like going outside when it is rainy?

…………………………………………………………….

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13- In which season were you born?

…………………………………………………………….

14- Do you like watching the weather forescast? On which TV channel?

…………………………………………………………….

15- What is your favourite kind of weather?

…………………………………………………………………

16- What is the average temperature in your village in January?

…………………………………………………………………..

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WOMEN IN POWER

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Reading Comprehension

https://eslflow.com/elementary-to-pre-intermediate-reading-comprehension-exercises.html

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Poetry and the First World War

Remembering World War I Written by Michael Ray

British troops in World War I

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In late July and early August 1914, the great powers of Europe embarked on a course of action that would claim millions of lives,
topple empires, reshape the political structure of the continent, and contribute to an even more destructive conflict a generation
later. Known at the time as the Great War or simply the World War, the conflict that is today called World War I was characterized
by British tactician and historian Sir Basil Liddell Hart in this manner:

The World War may be briefly epitomized as a progress from convention through chaos to co-operation. The nations entered upon
the conflict with the conventional outlook and system of the 18th century merely modified by the events of the 19th century.
Politically, they conceived of it as a struggle between rival coalitions based on the traditional system of diplomatic alliances, and
militarily as between professional armies—swollen, it is true, owing to the continental system of conscription, yet, essentially fought
out by soldiers while the mass of the people watched, from seats in the amphitheatre, the efforts of their champions.

Liddell Hart, who was writing for the 13th edition of the Encyclopædia Britannica (1926), continued:

The Germans alone had a glimpse of the truth, but—one or two prophetic minds apart—the “Nation in Arms” theory evolved by
them during the 19th century visualized the nation rather as a reservoir to pour its reinforcements into the army than as a mighty
river in which are merged many tributary forces, of which the army is but one. Their conception was the “Nation in Arms,” hardly the
“Nation at War.” Even today this fundamental truth has yet to be grasped in its entirety and its full implications understood.
Progressively throughout the years 1914–18 the warring nations enlisted the research of the scientist, the inventive powers and
technical skill of the engineer, the manual labour of industry and the pen of the propagandist. For long this fusion of many forces
tended to a chaotic maelstrom of forces; the old order had broken down, the new had not yet evolved. Only gradually did a working
co-operation emerge, and it is a moot point whether even in the last phase co-operation of forces had attained to the higher level of
co-ordination—direction by unity of diversity.
As Liddell Hart made clear, the concept of a “Nation in Arms” was not a new one. Prussian military scholar Carl von Clausewitz had
advocated a form of total war in his classic work Vom Kriege (1832; On War). Although Clausewitz later modified his position to
state that military aims were subordinate to political necessity, the concept was made manifest in the structure of the German
military. On the eve of World War I, conscription was an established practice in Germany, and an able-bodied German man was
subject to up to three years of full-time military service, followed by more than two decades of progression through numerous tiers
of reserve status. At the commencement of hostilities, German land forces numbered almost two million troops, divided among 98
regular divisions as well as 27 Landwehr reserve brigades. Reserve units had traditionally been relegated to noncombat duties, but
German reserves were of such high quality that they were utilized as an integral part of the frontline advance. At the core of this
sizable conscript force was perhaps the German military’s greatest strength, its career commissioned and noncommissioned
officers.

In contrast, the British army could field just 120,000 men in August 1914, but it had benefited from a series of organizational reforms
implemented by Secretary of State for War Richard Burdon Haldane. Haldane had restructured the army into an expeditionary
force of six infantry divisions and a cavalry division, supplemented by a 14-division Territorial Force that, while committed primarily
to the defense of the British Isles, could, at the discretion of the unit’s commander, volunteer for deployment abroad. Haldane also
reformed the top levels of command by creating a general staff inspired by the German model. The British Expeditionary Force (BEF)
that embarked for France in August and September 1914 would prove crucial in checking the advance of the German right flank
and frustrating the Schlieffen Plan, Helmuth von Moltke’s modification of Count Alfred von Schlieffen’s proposal that Germany
strike a rapid, decisive blow with a large force at France’s flank through Belgium, then sweep around and crush the French armies
against a smaller German force in the south. But the BEF would achieve that at an enormous cost.

French military planners had grossly miscalculated German strength on the Western Front, most notably failing to account for the
combat readiness of German reserves. That failure produced troop estimates that were roughly half their actual levels. Thus, from
the Battle of Mons (August 23, 1914) to the First Battle of Ypres (October 12–November 11, 1914), the BEF consistently faced
superior numbers but still performed admirably, thanks largely to the remarkable discipline and enviable marksmanship exhibited
by its soldiers. However, the attrition that would characterize the war as a whole meant that few of the men and officers of the BEF
remained in action by the end of 1914. The burden of service would shift to the Territorial Forces, Lord Horatio Kitchener’s “New
Army” divisions, and troops from Britain’s colonies and dominions. By war’s end, almost 9,000,000 men would serve in the British
army: more than 4,000,000 came from England, 1,300,000 from India, more than 600,000 from Canada, roughly 560,000
from Scotland, almost 420,000 from Australia, 270,000 from Wales, 136,000 from South Africa, 134,000 from Ireland, 124,000
from New Zealand, 26,000 from British East Africa, approximately 16,000 from Nigeria, an additional 16,000 from Britain’s
Caribbean possessions, almost 11,000 from Nyasaland, 10,000 from Gold Coast, and thousands of others from throughout
the British Empire. According to official records, 908,371 of those men were killed, and an additional 2,000,000 were wounded.

What, then, was the result of this sacrifice? Liddell Hart, writing in the 1920s, viewed the war’s outcome through a lens that was
uncoloured by the later horrors of World War II:

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It is…futile to ask which country won the war; France did not win the war, but unless she had held the fort while the forces of Britain
were preparing and those of America still a dream the release of civilization from this nightmare of militarism would have been
impossible. Britain did not win the war, but without her command of the sea, her financial support and her army to take over the
main burden of the struggle from 1916 onwards, defeat would have been inevitable. The United States did not win the war, but
without their economic aid to ease the strain, without the arrival of their troops to turn the numerical balance, and, above all, without
the moral tonic which their coming gave, victory would have been impossible. And let us not forget how many times Russia had
sacrificed herself to save her Allies; preparing the way for their ultimate victory as surely as for her downfall. Finally, whatever be the
verdict of history on her policy, unstinted tribute is due to the incomparable endurance and skill with which Germany more than held
her own for four years against superior numbers, an epic of military and human achievement.

What follows is a survey of the political and military leaders of World War I, the technology that forever changed the nature of
armed conflict, and the battles that claimed the lives of millions. It examines the war’s cultural impact through poetry and the visual
language of wartime propaganda. Also included is a timeline of significant events of the war.

Political leaders

Four imperial dynasties—the Habsburgs of Austria-Hungary, the Hohenzollerns of Germany, the sultanate of the Ottoman Empire,
and the Romanovs of Russia—would collapse as a direct result of the war, and peace was merely a prelude to revolution in
numerous countries.

Poetry

It is hard to overstate the enduring effect of World War I on the arts, given the cultural blossoming of the Weimar Renaissance and
the emergence of the Lost Generation of writers in the 1920s, to cite two notable examples. The mood during the war, however, is
perhaps best captured by the poetry of the period, which reveals a progression of popular sentiment from patriotic idealism to
anger to despair and disillusionment. Some of these works are made especially poignant by the fact that their authors did not survive
the conflict that they chronicled.

Thomas Hardy: “Men Who March Away”

Thomas Hardy was an established English novelist and poet when war broke out. At age 74, he was also a half-century older than many of the men
who would fight and die on the Western Front. This poem, written in the style of a marching song, captures the enthusiasm of the early weeks of
the war, when quick victory seemed assured. It was first published in The Times on September 9, 1914.

What of the faith and fire within us

Men who march away
Ere the barn-cocks say
Night is growing gray,
Leaving all that here can win us;
What of the faith and fire within us
Men who march away?

Is it a purblind prank, O think you,

Friend with the musing eye,
Who watch us stepping by
With doubt and dolorous sigh?
Can much pondering so hoodwink you!
Is it a purblind prank, O think you,
Friend with the musing eye?

Nay. We well see what we are doing,

Though some may not see—
Dalliers as they be—
England’s need are we;
Her distress would leave us rueing:
Nay. We well see what we are doing,
Though some may not see!

In our heart of hearts believing

Victory crowns the just,
And that braggarts must
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Surely bite the dust,
Press we to the field ungrieving,
In our heart of hearts believing
Victory crowns the just.

Hence the faith and fire within us

Men who march away
Ere the barn-cocks say
Night is growing gray,
Leaving all that here can win us;
Hence the faith and fire within us
Men who march away.

Six Causes of World War I

I. European Expansionism. ...

II. Serbian Nationalism. ...
III. The Assassination of Franz Ferdinand. ...
IV. Conflicts over Alliances. ...
V. The Blank Check Assurance: Conspired Plans of Germany and Austria-Hungary. ...
VI. Germany Millenarianism – Spirit of 1914.

There are two common ways of telling the time.

1) Say the hour first and then the minutes. (Hour + Minutes)

 6:25 - It's six twenty-five

 8:05 - It's eight O-five (the O is said like the letter O)

 9:11 - It's nine eleven

 2:34 - It's two thirty-four

2) Say the minutes first and then the hour. (Minutes + PAST / TO + Hour)
For minutes 1-30 we use PAST after the minutes.
For minutes 31-59 we use TO after the minutes.

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  2:35 - It's twenty-five to three

 11:20 - It's twenty past eleven

 4:18 - It's eighteen past four

 8:51 - It's nine to nine

 2:59 - It's one to three

When it is 15 minutes past the hour we normally say: (a) quarter past

 7:15 - It's (a) quarter past seven

When it is 15 minutes before the hour we normally say: a quarter to
 12:45 - It's (a) quarter to one
When it is 30 minutes past the hour we normally say: half past
 3:30 - It's half past three (but we can also say three-thirty)

O'clock
We use o'clock when there are NO minutes.

 10:00 - It's ten o'clock

 5:00 - It's five o'clock
 1:00 - It's one o'clock
Sometimes it is written as 9 o'clock (the number + o'clock)

12:00

For 12:00 there are four expressions in English.

 twelve o'clock
 midday = noon
 midnight

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Sports. English Vocabulary.
We use either the verb to play, to do or to go to refer to sports. E.g. He plays football. She does gymnastics. We go snowboarding
every winter.

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PLAY + Sport

We use to play for the following sports:

Football - This name refers to different sports, depending on which country you are in. In the USA, (American) football is a very
strategic game that is played with an oval-shaped ball. It is called gridiron in other parts of the world. In Australia, football refers
to Australian Rules Football, which is a very fast paced game that is also played with an oval-shaped ball and the players use both
their hands and their feet. In New Zealand, football may refer to the game of rugby, which involves an oval-shaped ball and fifteen
players on each team. In the rest of the world, football usually refers to what we call soccer in Australia, New Zealand and the USA.

Netball - is a fast and skillful game that is played on a court that is divided into sections. It is played with a round ball that is
approximately the same size as a soccer ball. The aim is to get as many goals as possible by 'shooting' the ball through the ring. A
netball ring is similar to a basketball ring, but it does not have a backboard.

Cricket - is played on a grass oval with a pitch in the centre. It is played with a small, hard ball, a wooden bat and wickets. The aim
is to get more 'runs' that the other team. The game is divided into 'innings'. In the first innings, one team bats and the other team
bowls, and then they change sides for the next innings. The batting team has two batsmen on the field and as they go 'out', other
batsmen from their team take their place. The fielding team team has a bowler, a wicket-keeper and fieldsman who try to prevent
the batsmen from making runs and who try to get the batsmen out. Cricket is the national sport of Australia and is the most popular
sport during the summer. One of the most famous Australians - Sir Donald Bradman - was a cricketer and regarded as the best
cricketer ever. They are the current world champions in both test match cricket (five day match) and one-day cricket. Cricket is very
popular in other Commonwealth countries like England, South Africa, India and New Zealand.

Baseball - is played on a 'diamond' with four bases - first, second, third and home. It is played with a rounded bat and a small, hard
ball. The fielding team wear a special padded glove with which to catch the ball. The aim is to get as many home runs as possible by
running around the diamond without getting 'out'.

Basketball - is a very dynamic game where the players are often very tall and can jump very high! They use a round, bouncy ball and
the aim is to get as many points as possible by putting the ball through the ring. You get a different number of points depending on
how you get the ball through the ring.

DO + Sport

We use to do for the following sports:

Gymnastics - requires enormous strength and flexibility. Gymnasts may perform exercises or routines of exercises on a slightly
padded floor or on many other pieces of equipment, such as the vault, beam, high bar, uneven bars, parallel bars, rings and pommel
horse.

Martial arts - There are many martial art forms that you can learn, such as Karate, Kung Fu, Tai Chi, Judo, Kendo, Capoeira, Tae Kwon
Do, Jujitsu, Aikido and many others. Martial arts usually have a very long and rich history and some also have spiritual or religious
significance. They require a lot of discipline and practice to master them.

GO + Sport

We use to go for the following sports:

Swimming - There are many different swimming strokes that you can use to move your body through the water - freestyle (also
called the front crawl), dolphin crawl, breaststroke, butterfly, backstroke, sidestroke and dog-paddle. When you swim, you can wear
bathers (also called a swimsuit, swimmers or togs) or you can wear a wetsuit if you are going surfing or scuba-diving. You can also
use equipment to swim, such as fins (also called flippers), a snorkel or an oxygen tank if you are going to stay underwater for a long
time.

Snowboarding and snow-skiing - Many people love winter because they can go snowboarding and skiing at the snow. In these sports,
people attach skis or a snowboard to their feet and glide across the surface of the snow. There are many different types of skiing,
including downhill skiing and cross-country skiing. Both skiers and snowboarders can also learn freestyle skiing or snowboarding,
where they use jumps to perform acrobatic-style tricks.

Hang-gliding - This sport is for people who wish they could fly! In hang-gliding, people hold onto and 'hang' from a set of manmade
wings. The hang-glider then runs along the ground and jumps off the edge of a cliff and the wings, like a kite, fly on the wind and
carry the person along in the air. Without a motor, the glider cannot stay in the air for very long, but he or she can keep the hang-
glider flying for as long as possible before directing it safely to the ground.
41
Skydiving and parachuting - Many people love the excitement of jumping out of a plane and either free-falling for a time before
opening their parachute (skydiving) or opening their parachute immediately after jumping so that they float more leisurely to the
ground (parachuting). These sports are usually done in the open country where there is a lot of space for people to land safely.

Horse-riding - You can ride a horse through countryside or along the beach to enjoy the scenery. You can ride your horse at a walk,
trot, canter or gallop. You can enter dressage and show-jumping competitions where you display your horse-riding skills. The style
of riding at these events is very disciplined and requires a lot of skilled communication with the horse.

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Fury in Argentina over ruling that could see human rights abusers walk free
 Supreme court ruling opens door to early release of hundreds of abusers

 Luis Muina, convicted of torture in military dictatorship, has sentence reduced.

Activists in Argentina have reacted with fury after two supreme court judges appointed by the centre-right government of President
Mauricio Macri cast their votes in favour of of a ruling that opens the door to the early release of hundreds of convicted human
rights abusers.

The court ruling, which was delivered late on Wednesday, reduces the sentence of Luis Muina, who in 2013 was condemned to 13
years in prison for kidnap and torture during the 1976-1983 dictatorship.

Three of the five judges – including two who were recently appointed by Macri – ruled that time Muina served in prison before
conviction should count double towards his final sentence.

The judges based their interpretation on a controversial – and since repealed – law that had not previously been applied to human
rights crimes.

Activists warned that the judgment sets a precedent that will enable hundreds of convicted human rights abusers to walk free. “The
ruling will result in a cascade of appeals. It will have a domino effect that will lead to the release of most offenders,” said Rodolfo
Yanzon, a lawyer representing victims of the dictatorship. “It’s a virtual amnesty.”

As trials in Argentina’s sclerotic justice system often drag on for years, the ruling will almost certainly see the release of offenders
as soon as their appeals are heard, Yanzon said.

“Defense lawyers have forseen this [ruling], and they have been dragging out their arguments for up to 18 months,” he said.

Blaming the victims: dictatorship denialism is on the rise in Argentina

Relatives of those tortured or killed under the dictatorship said that the ruling was part of a campaign to downplay the abuses of
the military regime.

“They want to erase us from history to create their own history,” said Estela de Carlotto, the 86-year-old head of Abuelas de Plaza
de Mayo, a group of grandmothers who have spent the last four decades tracing around 500 children born to death camp inmates
and then handed over to military families to raise as their own.

Carlotto, perhaps Argentina’s most-respected human rights activist, called the supreme court’s decision “abominable” in
statements to the press. “This government is trying to make forgetfulness normal,” the grandmother added.

Relations between the relatives of the “disappeared” and Macri were already strained after the president called into question the
number of “desaparecidos” claimed by the human rights groups, suggesting that it could be far lower to the generally accepted
figure of 30,000.

The supreme court ruling will benefit 350 condemned former military officers currently serving sentences for crimes against
humanity.
48
The court ruling came days after the Catholic church in Argentina pleaded for “reconciliation” between the military and their victims.
Argentina’s bishops, meeting in the district of Pilar outside Buenos Aires on Tuesday, called for “the fraternal coming together of all
Argentinians.”

40 years later, the mothers of Argentina’s 'disappeared' refuse to be silent

But Argentina’s main human rights groups – including the Mothers of Plaza de Mayo who represent families of the missing – have
pointedly refused any such attempts at reconciliation.

Before any fence-mending, they argue, the military need to reveal the fate of their victims.

“It’s absurd,” Carlotto said. “How can you reconcile the parents of the victims with those who made their children and grandchildren
disappear – when we still don’t know where they are?”

Taty Almeida of the Mothers of Plaza de Mayo said the ruling showed that many in Argentina were choosing a kind of historical
amnesia. “This pains us and worries us because they are not respecting our children, it shows they have no memory, that they
don’t want to remember,” she said.

Human rights activists believe there is a slim hope that international bodies such as the inter-American court of human right could
order Argentina’s supreme court to overturn its ruling.

But that would be a long, laborious process whose outcome the mothers and grandmothers – most of them in their late 80s and
early 90s – might not live long enough to see.

… as 2023 gathers pace, and you’re joining us from Argentina, we have a small favour to ask. A new year means new opportunities,
and we're hoping this year gives rise to some much-needed stability and progress. Whatever happens, the Guardian will be there,
providing clarity and fearless, independent reporting from around the world, 24/7.

Times are tough, and we know not everyone is in a position to pay for news. But as we’re reader-funded, we rely on the ongoing
generosity of those who can afford it. This vital support means millions can continue to read reliable reporting on the events
shaping our world.

Unlike many others, we have no billionaire owner, meaning we can fearlessly chase the truth and report it with integrity. 2023 will
be no different; we will work with trademark determination and passion to bring you journalism that’s always free from
commercial or political interference. No one edits our editor or diverts our attention from what’s most important.

With your support, we’ll continue to keep Guardian journalism open and free for everyone to read. When access to information is
made equal, greater numbers of people can understand global events and their impact on people and communities. Together, we
can demand better from the powerful and fight for democracy.

After reading the text. Writing Task.

 What happened?
 When and where did the incident or event occur?
 Who were the people involved in the conflict? What would you ask them?
 Choose an appealing title that sticks to the key subject of your report. .Readers often read and recall only headlines and
subtitles.
Write clear sentence and a paragraphs Begin each paragraph with a topic sentence that states the main idea of each paragraph
Support your main idea with quotes or perspectives if necessary.
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COMPARATIVES AND SUPERLATIVES

We use Comparatives and Superlatives to compare two or more nouns.

The formation of the comparative and superlative depends on the number of syllables in the adjective:

One-syllable Adjectives
To form the comparative, we add -er to the end of the adjective.
To form the superlative, we add -est to the end of the adjective.

Adjective Comparative Superlative

small smaller the smallest
cold colder the coldest
light lighter the lightest
wide * wider the widest
hot ** hotter the hottest

* When an adjective ends in the letter E, we just add the -R (for comparatives) or -ST (for superlatives). We do not write two Es
together. Wider (correct) not wideer (incorrect).

** When an adjective ends in a consonant + short vowel + consonant (C + V + C), we normally double the last letter. big - bigger -
biggest, wet - wetter - wettest
 London is bigger than Santiago.
 Mike is taller than John but James is the tallest.
 Yesterday was the hottest day of the year.
 It is the oldest building in the village.
 I want a faster car.
Notice how comparatives are often followed by than when comparing two things or people.

Two-syllable Adjectives ending in -Y

To form the comparative, we remove the -y and add -ier to the end of the adjective.
To form the superlative, we remove the -y and add -iest to the end of the adjective.
Adjective Comparative Superlative

53
 crazy crazier the craziest
happy happier the happiest
early earlier the earliest

 It was the happiest day of my life.

 My joke was funnier than your one.
 This section is easier than the rest.

Adjectives with Two or more Syllables

For Adjectives with 2 syllables (that don't end in -y) and higher (3, 4 syllables etc), we use more for comparatives and the most for
superlatives.

Adjective Comparative Superlative

handsome more handsome the most handsome
nervous more nervous the most nervous
enthusiastic more enthusiastic the most enthusiastic

 My girlfriend is more beautiful than yours.

 Alex is more intelligent than you but I am the most intelligent.
 It was the most wonderful day I have ever had.
Some exceptions with two-syllable adjectives ending in -er and -est:
narrow - narrower, simple - simpler, quiet - quieter

Irregular Forms
Adjective Comparative Superlative
good better the best
bad worse the worst
far *** further / farther the furthest / farthest
little less the least
many/much more the most
old **** older/elder the oldest / eldest

I am a better tennis player than you but Marcelo is the best.

 Steve is a worse liar than me but Adrian is the worst.

*** Farther - Further

Further / farther, furthest / farthest are all used for distance.
Only Further / furthest are used to mean 'additional' or 'more advanced'.
 Puerto Montt is further / farther than Valdivia is from here (in Santiago).
 If you require further information, please contact reception.
Remember that the opposites of 'more' and 'most' are 'less' and 'least', respectively.

**** Older - Eldest

We use elder / eldest when we are talking about family relationships and normally only before a noun (not by itself unless it is a
pronoun).
 He is my elder brother. (We cannot say: My brother is elder than me. - incorrect)
 The eldest sister would pass on her dresses to the younger one.
Comparative and Superlative of ILL

When comparing how ill people are, you will normally hear worse or the worst and not "iller or illest". Some people may prefer to
replace ill with sick (sicker, sickest) when comparing.

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Let´s use this guide to write our own reverse poems

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