Wednesday, 27 October 2021

Halloween ideas

A big business in America and overseas...


Halloween’s origins date back to the ancient Celtic festival of Samhain (pronounced sow-in). The Celts, who lived 2,000 years ago in the area that is now Ireland, the United Kingdom and northern France, celebrated their new year on November 1st. This day marked the end of summer and the harvest and the beginning of the dark, cold winter. Celts believed that on the night before the new year, the oundary between the worlds of the living and the dead became blurred. On the night of October 31st they celebrated Samhain, when they believed that the ghosts of the dead returned to earth.

In the second half of the nineteenth century, America was flooded with new immigrants. These new immigrants, especially the millions of Irish fleeing Ireland’s potato famine of 1846, helped to popularize the celebration of Halloween nationally. Following Irish and English traditions, Americans began to dress up in costumes and go house to house asking for food or money, which eventually became today’s “trick-or-treat” tradition. Young women believed that onHalloween they could guess the name or appearance of their future husband by doing tricks with yarn, apple parings or mirrors.

In the late 1800s, there was a move in America to make Halloween into a holiday more about community and neighbourly get-togethers than about ghosts, pranks and witchcraft. At the
turn of the century, Halloween parties for both children and adults became the most common way to celebrate the day. These focused on games, foods of the season and festive costumes. Parents were encouraged by newspapers and community leaders to take anything “frightening” or “grotesque” out of Halloween celebrations. Because of these efforts, Halloween lost most of its superstitious and religious overtones by the beginning of the twentieth century.

By the 1920s and 1930s, Halloween had become a community-centered holiday, where parades and town-wide parties were the featured entertainment. Despite the best efforts of many schools and communities, vandalism began to plague Halloween celebrations in many communities at this time. By the 1950s, town leaders had successfully dealt with it and Halloween had evolved into a holiday directed mainly at the young. Due to the high numbers of young children during the fifties’ baby boom, parties were moved from town civic centers into the classroom or home, where they could be more easily accommodated. Between 1920 and 1950, the centuries-old practice of trick-or-treating was also revived. This was a relatively inexpensive way for an entire community to share the Halloween celebration. In theory, families could also prevent tricks being played on them by providing the neighborhood children with small treats. A new American tradition was born, and it has continued to grow. Today, Americans spend an estimated $6 billion annually on Halloween, which means that it’s the country’s second largest commercial holiday.


QUESTIONS
A
(1) Where did the Celts live 2,000 years ago?
(3) What did the Celts believe happened on the night of October 31st?
(5) What did immigrants help to do in the second half of the nineteenth century?
(7) What became the most common way to celebrate Halloween at the turn of the century?
(9) Why were parties moved to the classrooms or homes by the 1950s?
(12) How much do Americans spend on Halloween annually?
B
(2) What did November 1st mark for the Celts?
(4) When was America flooded with new immigrants?
(6) How did young women believe that they they could guess the name or appearance of their
future husband?
(8) What did Halloween lose by the beginning of the twentieth century?
(10) What was revived between 1920 and 1950?
(11) How could families also prevent tricks being played on them?




EBAU Practice


 OPTION 2 STREET ART FINDS PERMANET HOME IN BERLIN

Question1:[2 POINTS] Indicate whether the following statements are TRUE or FALSE and write down which part of the text justifies your answer.

1. The importance of street art in Berlin is a very recent phenomenon.

FALSE “For decades, street art has been an essential part of Berlin’s cultural DNA”

2. The new museum only displays exhibits from Germany.

FALSE “of urban contemporary art from around the globe”

3. Graffiti is the only type of exhibit on display in the new museum.

FALSE “to now include digital works, hyper-realistic paintings, sculpture and more”

4. Some of the exhibits at the new museum are outside the actual building.

TRUE “The art isn’t limited to the inside of the museum”

Question 2:[2 POINTS] Answer the following questions in your own words according to the text

1. Why is Berlin known for street art?

Different reasons:

• It has been culturally important for a long time.

• Before reunification it was used to express political ideas.

• After reunification, this was also true.

• Many tourists have visited the city to see the graffiti.

• The new museum is another reason to visit the city.

Model answer:

Berlin has been famous for its graffiti for a long time, as both before and after reunification, it is a way that people used to express their political ideas. Nowadays a lot of people specifically visit the city to see the street art and the new museum is also encouraging this trend.

2. What different things make the new museum special?

Different things:

• There are a lot of exhibits from around the globe.

• The history and evolution of graffiti is also presented.

• There are different types of exhibit: painting, sculpture and digital.

• The museum took a long time to plan and organize.

• There are also exhibit outside the actual museum building.

Model answer:

The new museum is special because of the range of different origins of the exhibits – there are works from all over the world, and also because there are different formats, such as drawings, sculptures and digital exhibits. It also uses the buildings around the museum to display some of the works, so the art is both inside and outside the building.

Question 3:[1,5 POINTS]Find words or phrases in the text that correspond to the words given.

1. vital (paragraph 1) essential

2. famous (paragraph 2) well-known

3. generally ( paragraph 3) commonly

4.to keep ( paragraph 4)(to) preserve

5.what`s more ( paragraph 5 ) additionally

Question 4:[1,5 POINTS]Choose the correct option, a, b, c or d for each question and COPY the sentence onto your answer sheet.

1. The text says that…

a. many people visit the city of Berlin because of its street art.

b. many people visit the city of Berlin despite its street art.

c. many people visit the city of Berlin in order to create new street art.

d. many people will not visit the city of Berlin unless more street art is created.

2. Yasha Young …

a. worked completely on her own to choose the works for the new museum.

b. worked with a small team of museum staff to choose the works for the new museum.

c. worked with a very large group of artists to choose the works for the new museum.

d. worked with a group of more than one hundred museum staff to choose the works for the museum.

3. Various artists…

a. have asked to create artwork in the Schoenberg neighbourhood.

b. have been asked to create artwork in the Schöenberg neighbourhood.

c. have to be asked to create artwork in the Schoenberg neighbourhood.

d. have to ask to create artwork in the Schoenberg neighbourhood.

 

Question 5:[3 POINTS]Write a short essay (about 120-150 words) on the following topic: Do you think government should spend/invest more money to make art more attractive to younger people? Justify your opinion.


Many people’s lives are richer because of art. However, some people feel that governments should spend money on housing, medical care, or defence, instead of on art. It is clear this is not a waste of resources but a way of support and promote culture.
From my point of view, there are several reasons why governments should not finance artists. First of all, artists should have to follow the same rules as the rest of the market. If there is a demand for their music or sculpture, then they will get benefits. Secondly, I believe that politicians generally do not have good taste, so they may waste public money on popular art or on their own preferences. In my opinion, there are more important areas like housing, roads, hospitals, and factories which need the money first.
On the other hand, it would be wrong to say that governments should not spend any money at all on art. I think that everybody needs some beauty in their life, but not everyone can afford a Picasso or attending a music opera or concert.  As I see it, governments should provide money for museums or concert halls for everyone. Another point is that art allows people to express themselves and this is good for society, culture and thought. However, I do not agree with the fact that artists can be good for the economy by producing music, films, and attracting tourists.

All in all,  I strongly believe that governments should prioritize their spending carefully, but they should also allocate some of their budget for art as it is part of their duty to society and to future generations.  I have no doubt that this might promote arts to young people.

Tuesday, 19 October 2021

Writing practice- Opinion essays

PARAGRAPH 1
·         Introduce the topic and give your opinion. Say whether you agree or disagree with the statement.
PARAGRAPH 2
·         Give a reason to support your opinion.
PARAGRAPH 3
·         Give a second reason to support your opinion.
PARAGRAPH 4
·         Summarize your ideas and repeat your opinion using different words.

BASIC DOS IN WRITING AN OPINION ESSAY
Introduce each paragraph with a topic sentence, outlining the main ideas.
Do not write about advantages or disadvantages or points for or against.
Write in formal style.

BASIC DON’TS IN WRITING AN OPINION ESSAY
Don’t use colloquial expressions.
Don’t use short forms.
Don’t use emotive vocabulary.
Don’t give personal examples.

EXPRESSING OPINIONS
In my opinion, ….  
Personally, I think/ I believe (that)…
I strongly believe that….
It is clear (to me) that…
I feel very strongly that…
I (completely) agree/disagree with …
It seems to me that…
As I see it, …
To my mind….
In my view,…
From my point of view, ….
As far I am concerned, …
I am sure/ convinced that …
I (dis)agree with the statement, because …

GIVING REASONS
My main reason is….
Another reason is…
One reason for… is ….
Many people say/ believe that…
Because…
Since…
Because of/ due to…

EXPRESSING FACTS
It is widely known that…
It is a well-known fact that …
Research has shown that…
There are definitely…
It is a fact that…
It is clear/ true that…
For example/ for instance,...
 
ADDING IDEAS
What is more,…
Moreover/ furthermore/ in addition (to)
Apart from (that)…
Firstly,…
First of all,…
Secondly,..
Thirdly,…
Lastly,…
Finally,…

EXPRESSING CONTRAST (LINKERS OF CONTRAST)
ALTHOUGH 
Although I was feeling depressed, I went to the party.
DESPITE
Despite the rain, I went to the party.
Despite feeling depressed, I went to the party.
IN SPITE OF 
In spite of the rain, I went to the party.
In spite of feeling depressed, I went to the party.
EVEN IF 
I will go to the party, even if I feel depressed.
WHEREAS 
Adults can make their own decisions, whereas teenagers have to do what other people tell them.
HOWEVER 
Mike is a very good singer. However, he can’t play any instruments.
IN CONTRAST
BUT 
Their music is very good. But, their lyrics are not very interesting.
ON THE ONE HAND….. ON THE OTHER HAND 
On the one hand, they are extremely rich. But on the other hand, they have lots of debts.

EXPRESSING PURPOSE (LINKERS OF PURPOSE)

We use linkers of purpose to introduce reasons:
SO (THAT) 
I have brought a microphone so that the audience will be able to hear us.
IN ORDER TO
We need to register with the council in order to vote.
TO 
I am phoning to ask information about the event.
SO AS TO
We all need to vote so as to express our opinions.
 
CONCLUDING THE ESSAY
TO SUM UP,…
TO CONCLUDE...
IN CONCLUSION,…
IT IS CLEAR THAT…
IN SHORT
ON THE WHOLE
ALL IN ALL,…
 
ThingLink of an example of writing

 Writing topics:

  1. The teenage years are the best years of your life. 
  2. Should electric scooters and bikes be allowed on the pavement?
  3. Humans are responsible for global climate change. Do you agree?
  4. Should animals be used for scientific testing and trials?
  5. Travel and tourism have changed for good after the coronavirus pandemic.


Monday, 18 October 2021

Writing: Opinion essays

Structure of the Opinion Essay:

  • Introduction – introduces the topic and state your point of view clearly
  • Body - consists of two or three  paragraphs each presenting a separate viewpoint supported by reasons/examples
  • Conclusion – summarizes/restates your opinion using different words
Useful Language:

То express opinion: I believe, In my opinion, I think, In my view, I strongly believe, I see it, It seems to me (that), As far as I am concerned, I am (not) convinced that..., In my opinion/view …My opinion is that …, I (firmly) believe …, I (definitely) feel/think that, I am inclined to believe that ……
То list points: In the first place, first of all, to start with, Firstly, to begin with
То add more points: what is more, another major reason, also, furthermore, moreover, in addition to this/that, besides, apart from this, not to mention the fact that
То introduce contrasting viewpoints: It is argued that, People argue that, There are people who oppose, Contrary to what most people believe,
As opposed to the above ideas
To introduce examples: for example, for instance, such as, in particular, especially
To conclude: To sum up, All in all, All things considered, Taking everything into account.

Paragraph outline: Examples:

INTRO

It is generally believed that_________________________________________ and I completely agree. I really feel it is better_____________________________ although some think ________________________________________. I personally prefer to _________________________.

BODY
There are several reasons why I think________________________________ is better. First of all, you ____________________________________. Most of people think ______________________________.
Secondly, ____________________________ gives you the opportunity to ________________________. I´m absolutely convinced that __________________________________. Finally, and perhaps most importantly, ____________________ makes you learn__________________________ which is another positive/negative aspect.

CONCLUSION
It seems to me that ________________________ is far better. There are lots of reasons to __________________. To sum up, from my point of view, _______________________________. Maybe in the future,____________________________

AN EXAMPLE:

It is clear that learning a foreign language brings children several advantages. However, learning a foreign language requires attention, perseverance, time and work. Besides, some scientists say it may also have some drawbacks.
Firstly, most of experts agree on the fact that young children learn a language faster as they are enthusiastic to explore and learn new things. In addition, they pick up the pronuciation better and enjoy copying and learning through games. Secondly, nowadays, foreign languages are just as impotant as maths. What is more, learning a foreign helps students have better education and job opportunities.
On the other hand, it is said that learning languages increases work for parents and this effort adds extra academic load. We should also consider the fact that children need to concentrate on learning their mother tongue rather than learning a foreign language, sometimes missing their own cultural identity. Furthermore, learning a new language at an early age may be confusing and a waste of time. As a result, this learning could even delay the development of the child’s first language.

In conclusion, studies show that there are many advantages to learn a foreign language. Neverthelessin my opinion, we have to consider pros and cons of learning at a very young age. I  strongly feel languages always open doors, but, from my point of view, they should be learned once the first language has been developed.


EBAU Practice- Jun 20

 Is a Four-Day Working Week the Secret of Happiness?

Finland’s new prime minister has recently proposed the idea of a four-day working week. It sounds quite glorious, doesn’t it? Reducing the length of the working week has been shown to boost productivity. When, in August, Microsoft Japan tested a four-day week, productivity shot up by about 40%. One Melbourne organisation found a six-hour working day forced employees to eliminate unproductive activities such as sending pointless emails, sitting in lengthy meetings and wasting time on the internet. British businesses that have successfully switched to a four-day week include Elektra Lighting and Portcullis Legals.

A survey by one British workers’ organisation found that only 45% of employees want a four-day week. However, according to a study by Henley Business School, 77% of workers said a four-day week improved their quality of life. When the city of Gothenburg in Sweden introduced a six-hour day for some nurses, the nurses became healthier, happier and more energetic. Reducing working hours is also good for the natural environment. A shorter working week could lead to a significant cut in our carbon footprint as employees produce less carbon emissions getting to work, use fewer resources at work and have more time to cook and shop instead of buying takeaway food delivered in plastic containers.

Although a shorter working week has many benefits, it is not a magic solution. The Wellcome Trust backtracked on plans for a four-day week, saying it would be “too operationally complex”. Gothenberg dropped its six-hour-day experiment because of increased costs. In general, bosses tend to worry that a shorter working week will create staffing challenges and make it harder to serve customers, while employees worry that working less will make them look lazy.

These challenges are not impossible to face, though. Indeed, reduced working days are nothing new. Since the industrial revolution, the number of hours worked has been falling. When working hours in Britain were cut from about 54 hours a week to 48 hours a week in 1919, it had no effect on productivity and competitiveness. Kellogg’s, the US cereal manufacturer, successfully operated a six-hour working-day policy for many years in the middle of the 20th century. It was only dropped because management wanted the firm to have work practices like other companies. It is entirely possible to be happier, more productive and environmentally friendly at work. It sounds too good to be true, but it could soon be the norm.

6 Jan 2020, The Guardian (Adapted)

 

Question 1 [2 POINTS] Indicate whether the following statements are TRUE or FALSE and write down the sentence or the part of the text that justifies your answer. No points will be given if the evidence is not correct.

1. Finland has already implemented the four-day working week.

FALSE: Finland’s new prime minister has recently suggested the idea of a four-day working week.

2. One of the surveys mentioned said that less than half of those asked would like to

make this change.

TRUE: A survey by one British workers’ organisation found that only 45% of employees want a four-day week.

3. The average number of hours worked weekly in Britain increased in 1919.

FALSE: When working hours in Britain were cut from about 54 hours a week to 48 hours a week in 1919,

4. Kellogg`s changed their policy so as not to be different from other companies.

TRUE: It was only dropped because management wanted the firm to have work practices like other companies.


Question 2 [2 POINTS] Choose and answer only TWO of the following questions in your own words according to the text.

1. What are the advantages to a shorter working week according to the text?

A shorter working week improves productivity considerably because workers make better use of their time. It is also reported to improve people’s lives and make them healthier. It is even said to be good for the environment as it reduces pollution.

2. Why have some companies and organisations rejected or changed their minds about this issue?

Implementing a shorter working week can be difficult to do and can be more expensive for the companies. There could be problems with finding staff and with dealing with clients successfully. Some companies are also worried about being different from the norm and appearing to be lazy.

3. What different information does the text give about working habits in the UK?

IDEAS:

    Some British companies, such as Elektra Lighting, already have a shorter working week.
       One British survey says that 45% of people favour a shorter working week.
    A Henley Business School study found that over three quarters of workers think a shorter working week would improve their life in general.
       The British working week became considerably shorter – from 54 to 48 hours in 1919.


Question 3 [1.5 POINTS] Find words or phrases in the text that correspond to the words given. You only need to have five correct answers to get 1.5 points.

1. Wonderful (Paragraph 1) GLORIOUS

2. Workers (Paragraph 1) EMPLOYEES

3. Less in number (Paragraph 2) FEWER

4. Employers (Paragraph 3) BOSSES

5. In fact, actually (Paragraph 4) INDEED

6. Completely (Paragraph 4) ENTIRELY

 

Question 4 [1.5 POINTS] Choose the correct option - a, b, c or d - for each question and COPY both the letter and the sentence that follows onto your answer sheet.

 

1. Thanks to the changes made in Gothenburg, nurses said...

a. ...they felt better both physically and emotionally.

b. ...they felt better physically but not emotionally.

c. ...they did not feel better either physically or emotionally.

d. …they felt better emotionally but worse physically.

 

2. The text says that people who work fewer hours per week...

a. ...are likely to buy more prepared food.

b. ...are unlikely to buy more prepared food.

c. ...are unlikely to do more cooking at home.

d. ...are unlikely to change their eating habits at all.

 

3. The Gothenburg project did not continue...

a. ...because it was difficult to implement.

b. ...because it proved more expensive.

c. ...because customers complained about the service they received.

d. ...because the workers became lazier.

Thursday, 7 October 2021

Relatives

Defining relative clauses
We use defining relative clauses to give essential information about someone or something – information that we need in order to understand what or who is being referred to. A defining relative clause usually comes immediately after the noun it describes.
We usually use a relative pronoun (e.g. who, that, which, whose and whom) to introduce a defining relative clause (In the examples, the relative clause is in bold, and the person or thing being referred to is underlined.):
They’re the people who want to buy our house.
Here are some cells which have been affected.
They should give the money to somebody who they think needs the treatment most.
[talking about an actress]
She’s now playing a woman whose son was killed in the First World War.
Spoken English:
In defining relative clauses we often use that instead of who, whom or which. This is very common in informal speaking:
They’re the people that want to buy our house.
Here are some cells that have been affected.

Subject or object

The relative pronoun can define the subject or the object of the verb:
They’re the people who/that bought our house. (The people bought our house. The people is the subject.)
They’re the people who/that she met at Jon’s party. (She met the people. The peopleis the object.)
Here are some cells which/that show abnormality. (Some cells show abnormality. Some cells is the subject.)
Here are some cells which/that the researcher has identified. (The researcher has identified some cells. Some cells is the object.)

No relative pronoun

We often leave out the relative pronoun when it is the object of the verb:
They’re the people she met at Jon’s party.
Here are some cells the researcher has identified.

Punctuation

Warning:
In writing, we don’t use commas in defining relative clauses:
This is a man who takes his responsibilities seriously.
Not: This is a man, who takes his responsibilities seriously.

Nouns and pronouns in relative clauses

When the relative pronoun is the subject of the relative clause, we don’t use another personal pronoun or noun in the relative clause because the subject (underlined) is the same:
She’s the lady who lent me her phone. (who is the subject of the relative clause, so we don’t need the personal pronoun she)
Not: She’s the lady who she lent me her phone.
There are now only two schools in the area that actually teach Latin. (that is the subject of the relative clause, so we don’t need the personal pronoun they)
Not: There are now only two schools in the area that they actually teach Latin.
When the relative pronoun is the object of the relative clause, we don’t use another personal pronoun or noun in the relative clause because the object (underlined) is the same:
We had a lovely meal at the place which Phil recommended. (which is the object of the relative clause, so we don’t need the personal pronoun it)
Not: We had a lovely meal at the place which Phil recommended it.

Non-defining relative clauses

We use non-defining relative clauses to give extra information about the person or thing. It is not necessary information. We don’t need it to understand who or what is being referred to.
We always use a relative pronoun (who, which, whose or whom) to introduce a non-defining relative clause (In the examples, the relative clause is in bold, and the person or thing being referred to is underlined.)
Clarewho I work with, is doing the London marathon this year.
Not: Clare, I work with, is doing the London marathon this year.
Doctors use the testing kit for regular screening for lung and stomach cancerswhich account for 70% of cancers treated in the western world.
Alicewho has worked in Brussels and London ever since leaving Edinburgh, will be starting a teaching course in the autumn.
Warning:
We don’t use that to introduce a non-defining relative clause:
Allenwho scored three goals in the first game, was the only player to perform well.
Not: Allen, that scored three goals in the first game, was the only player to perform well.

Punctuation

In writing, we use commas around non-defining relative clauses:
Etheridge, who is English-born with Irish parents, replaces Neil Francis, whose injury forced him to withdraw last week.
Spoken English:
In speaking, we often pause at the beginning and end of the clause:
Unlike American firms – which typically supply all three big American car makers – Japanese ones traditionally work exclusively with one maker.(formal)
And this woman – who I’d never met before – came up and spoke to me.(informal)

Defining or non-defining relative clauses?

Sometimes defining and non-defining relative clauses can look very similar but have different meanings.
Compare

non-defining
defining
His brother, who works at the supermarket, is a friend of mine.
He has only one brother, and that brother works at the supermarket.
His brother who works at the supermarket is a friend of mine.
He has more than one brother. The one I’m talking about works at the supermarket.
It’s hoped that we will raise £10,000 for local charities, which help the homeless.
The money is intended for local charities. All these local charities help the homeless.
It’s hoped that we will raise £10,000 for local charities which help the homeless.
The money is intended for local charities. Some of these local charities help the homeless. There are other local charities as well as these.
Warning:
The information in a defining relative clause is essential, so we can’t leave out the relative clause. The information in a non-defining relative clause is extra information which isn’t essential, so we can leave out the relative clause.
Compare

The soldier who had gold stripes on his uniform seemed to be the most important one.
A defining relative clause which we can’t leave out; without this information we do not know which soldier the speaker is referring to.
The tour party was weakened when Gordon Hamiltonwho played in the World Cup team, withdrew yesterday because of a back injurywhich kept him out of the Five Nations Championship.
Non-defining relative clauses which we can leave out:
The tour party was weakened when Gordon Hamilton withdrew yesterday because of a back injury.
Warning:
We can use that instead of who, whom or which in defining relative clauses, but not in non-defining relative clauses:
I think anyone who speaks in public is nervous beforehand.
I think anyone that speaks in public is nervous beforehand.
Her car, which was very old, broke down after just five miles.
Not: Her car, that was very old, broke down after just five miles.

EXERCISES: