UNIT FOUR

LIVE WELL

1) READING-COMPREHENSION.
READING TEXT: CAMPUS SPORTS. HOME TO THE COLLEGE SPORTS COMMUNITY.

After you read the text, check all these ideas mentioned there.
YOU MUST REMEMBER THEM TO BE ABLE TO TALK ABOUT THE TOPIC.

VERBS:
1. Improve concentration.
AND TRY TO USE 2. Follow some tips.
3. Achieve great results.
4. Avoid problems.
5. Stretch.
6. Lift weights.
7. Check.

PROBLEMS:
1. Aching muscles.
2. A sore back.
3. A sprained or swollen
ankle.
4. Balance and
coordination.
5. Dislocated shoulders.
6. Broken legs.
7. Bruised knees.
8. Cuts.
9. Itchy skin.

MORE USEFUL VOCABULARY:

1. Great results.
2. Footwear.
3. Such as, like, for example, for
instance.
4. Protective equipment.
5. Creams.
6. Medicine.

According to the text, are these sentences TRUE or FALSE? Write a segment to justify your answer.

1. The author says that you will get great results if you follow some advice.

2. Stretching is better than wearing appropriate shoes.

3. You won´t get dislocated shoulders or broken legs if you don´t lift weights.

4. Certain ingredients of some creams or medicine may cause itchy skin.

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 E1:
Talk to your classmate and get ready to tell the class about you or your friend.

BRIEF WRITING 1:

WRITING 1. “Yes, sure! Yesterday, when I was playing a match …”

2. I think the most useful tips are/may be …”

E2:
Complete the sentences with the words.

E3:
Listen to the podcast and write notes for Maria Sharapova and Steve Morrow.

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 E4:
Listen again and put the sentences in the order that you hear them.

STUDENT´S NOTES:

2) VIDEO/LISTENING ACTIVITY.
CULTURE VIDEO: CANADA:

E2:
E1:

E3:

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 3) GRAMMAR.

1) THE RELATIVE PRONOUN:

THE MOST BASIC RELATIVE PRONOUNS:

a. WHICH (everything, except for people)
b. THAT (everything, including people)
c. WHO (only for people).
Ex.
 All the books which/that are interesting should be put apart.
 All the children who/that are older than 10 should help with the organization of the party.

OTHER RELATIVE PRONOUNS:

a. WHERE and IN WHICH (place)
b. WHEN (time)
c. WHY (reason)
d. WHOSE (possession).
Ex.
 That´s the house where I was born.
 And that was the moment when she started to cry.
 That´s the reason why she doesn´t like pic-nics.
 This is the woman whose husband won the prize yesterday.

TYPES OF RELATIVE CLAUSES:

1.- DEFINING RELATIVE CLAUSES.
Son las que nosotros llamamos especificativas. Se caracterizan porque identifican o clasifican al antecedente al que
se refieren. Nos dicen a qué persona/cosa o clase de persona/cosa se refieren.
- People who/that take physical exercise live longer.
- What is the name of the man who/that phoned you yesterday.
Take the dictionary which/that I bought yesterday.

2.- NON-DEFINING RELATIVE CLAUSES.

Este tipo de oración de relativo se caracteriza porque no identifica, simplemente nos da información adicional que
no es necesaria para identificar al antecedente, puesto que ya está identificado. Van entre comas. No se usa THAT
en este tipo de oraciones.
- This is Mr. Nutley, who works at the post-office.
*We don´t say: This is Mr. Nutley that works at the post-office.
*Make the difference:
- All the children who are wearing jeans should come with me.
- All the children, who are wearing jeans, should come with me.

OMISSION OF THE RELATIVE PRONOUN: (THAT, WHICH, WHO).

It´s only possible if the relative pronoun IS NOT the subject of the relative clause.
Ex. The students who she teaches are very naughty.
The students she teaches are very naughty.
Ex. People who take physical exercise live longer.
People take physical exercise live longer (incorrect).

TYPICAL MISTAKES:
Double subject: “He has got a new friend *who she works in a library”(incorrect).
Double complement: “I´ve found the keys that you were looking *for them”. (incorrect).

STUDENT´S NOTES

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SOME PRACTICE:
E1:
Match the sentence halves. Then write them with the correct defining relative pronoun.

E2:
Rewrite the non-defining relative clauses with the correct pronoun or adverb and add commas.

E3:
Write full sentences. Match the clauses, insert the correct relative pronoun or adverb and add
commas where necessary.

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E4:
Complete the review with the correct relative pronouns or adverbs. Add commas if necessary.

4) VOCABULARY.
It´s so obvious that you´ll need SUITABLE VOCABULARY to talk and write about this topic and to
express your ideas and opinions in English. Look at the words in the boxes and REMEMBER AND USE
AS MANY as possible. I´m sure they´ll help you!!

*EXAM: EXPLAIN/GIVE A SYNONYM IN ENGLISH OR USE IN CONTEXT:

HOW DO YOU STAY HAPPY AND HEALTHY?
EXAM VOCABULARY
Adjectives:
 Grumpy: angry
 Sleepy: about to fall asleep, when you don´t sleep enough you feel like this
 Anxious: nervous
 Dynamic: very active
Phrasal verbs:
 Cheerful: happy
 Cheer up: become happy/happier
 Work out: do exercise
Others:  Wake up: when you stop sleeping
 Upset: sad  Open up to: when you tell about your feelings
 A gym: a place to work out  Cut down on: reduce
 In a good mood: happy, cheerful  Calm down: relax, take it easy
 Wherever/whatever/whenever/however ...  Chill out: relax, rest

LET´S PRACTISE THIS VOCABULARY!

E1:
Look at the six photos and find three pairs of opposite adjectives. Compare your answers with a partner.

Example:
Calm/stressed …
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 E2:
Match the adjectives from the speech bubbles to the definitions.

E3:
Read the responses again. Are the sentences TRUE or FALSE?

E4:
Choose the correct phrasal verb to complete the sentences.

E5:
Complete the questions with the highlighted phrasal verbs from the speech bubbles. Then ask and answer
them.

E6:
Talk to your classmate and get ready to tell the class about you or your friend.

BRIEF WRITING 1:
WRITING
“If my friend seemed quite stressed and grumpy …”

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 5) VIDEO TASK.
YOUR VIEWS.
A/ Dave Mullane says that it´s natural to feel sad sometimes. Complete this sentence about the text:

“If we didn´t feel sad, we … ___________ ___________ ___________ ”.

B/ What problems and resolutions do these people mention?

1. JANE:
 PROBLEM:
She´s a very ___________ ___________ and has so many ___________ ___________ ___________
 RESOLUTION:
1. Slow _____________ .
2. Cut _____________ _____________ some of the things she has to do.
3. Face _____________ _____________ the problems she figures out.

2. ROBERT:
 PROBLEM:
Last year he __________ __________ __________ __________ __________ and got really __________
__________ __________ The main problem was that he couldn´t __________ __________ __________
 RESOLUTION:
1. Open _________ and talk to his friends.

3.
DAN:
 PROBLEM:
He just talks about ______ problems.
 RESOLUTION:
1. Meet ______ ______ his friends, chill ________ and have a________
2. Sometimes he and his friends __________ __________ and __________ __________ at the gym.

4. CLAIRE:
 PROBLEM:
She worries ________ _________ and ________ ________ ________ easily.
 RESOLUTION:
1. Chill _________ and _________ _________ .
2. Have a _________ of ____________

BRIEF WRITING 2:
Talk to your classmate and get ready to tell the class about you or your friend.
What cheers you up when you´re sad? Make a comment.

“When I feel bad/sad, I usually … , because … ”

WRITING

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 6) PRONUNCIATION

E1:
Can ou change these phonetic symbols into an English joke? Try, it´s just for fun!

The Perfect Son.

A: /ai hæv δə ´p3:fəkt sʌn/

B: /dəz hi sməuk/
A: /nəu / hi dəznt/
B: / dəz hi driŋk ´wiski/
A: / nəu / hi dəznt /
B: /dəz hi ´evə kʌm həum leit/
A: /nəu / hi ´dəznt/
B: /ai ges ju: ´ri:li du: həv δə ´p3:fəkt sʌn / hau əuld iz hi:/
A: /hi wil bi: siks mʌnz əuld nekst ´wenzdei/

7) EXTRA WRITING SECTION.

WRITING BRIEF WRITING 3:

Talk to your classmate and get ready to tell the class about you or your friend.

“If I had the chance, I would go to Norway because I love nature and … “

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 WRITING

WRITING 4: WRITE ABOUT 100 WORDS

Talk to your classmate and get ready to tell the class about you or your friend.
Write about a free-time activity that you enjoy so much or would love
CONDITIONS FOR YOUR WRITING:
do in the future - use relative pronouns.
- use suitable connectors.
EXAMPLES: - use vocabulary in this unit.
- Volunteer on an urban /country farm.
- Monitoring children in your free time in summer for any kind of sport, skill, etc …

MODEL COMPOSITION:
I would like to volunteer in a summer camp for children, as it provides an ideal opportunity to make a positive impact on
their lives. By engaging with kids who may be going through difficult times, I can help cheer them up and create a
caring and supporting environment where they can succeed and do better.

Through various activities and games, we can encourage them to work out their emotions and build adaptability.
Moreover, the camp can serve as a platform for children to face up to challenges and open up to new experiences. By
promoting and stimulating a supportive atmosphere, we can help them calm down and gain confidence. Additionally, we
can teach them important life skills, such as how to cut down on negative behaviors and cultivate positive habits.

Volunteering in a summer camp allows us to contribute to the growth and well-being of these young individuals in a
meaningful way.

“I would/n´t like to volunteer … because …”

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