October 31 is
Halloween and is now celebrated in many countries around the world, but do you
know anything about the origins of this scary special day? Read the article and
find out.
Do the
preparation task first. Then read the article and do the exercises.
If you think of Halloween, you probably think of scary carved pumpkins,
all kinds of fancy dress and children asking for sweets. And if you think of a
country that celebrates Halloween, you probably think of the United States
first. Americans and Canadians have adopted Halloween in a big way, but
Halloween traditions actually come from 16th-century Ireland, Scotland and
England.
The tradition of Halloween on 31 October comes from the ancient Celtic
festival of Samhain. Samhain was the Celtic New Year and they celebrated it on
1 November because that was the end of summer and harvest time (life) and the
beginning of winter (death). It was also the time for ghosts to return to earth
for a day. People lit a big fire, wore special clothes made of animal skin and
hoped to be safe from the ghosts and the winter. In AD 609, the Catholic Church
put the Christian celebration of All Saints Day on 1 November. In AD 1000, the
church added All Souls Day on 2 November, and All Hallows Eve – or Halloween –
moved to the night of the 31st.
Pumpkins
The Celts carved faces into vegetables like turnips and potatoes to
scare the ghosts and other spirits and make them go away. It was sometimes
called a jack-o'-lantern because of an Irish story about a man, Jack. He played
a trick on the devil and then had to walk the earth for all time as a
punishment. Irish people who came to live in the United States in the 1800s
found pumpkins much easier to carve, and the tradition became the one we see
today.
Fancy dress
The Celts were afraid of the ghosts that came on Samhain. If they went
outside after dark, they covered their faces with masks. They hoped any ghosts
they met would think they were ghosts too and would leave them alone. In early
America, the Native Americans and the first Europeans celebrated the end of the
harvest, but not Halloween. When Irish people arrived, the harvest festival
started to look more like Halloween and it became popular across the country.
In the late 19th century, people tried to make Halloween less about ghosts and
religion and more about celebrating the season with a party for neighbours and
family. That’s why Americans today wear all kinds of Halloween costumes and not
just scary things like witches and ghosts like in other countries.
Trick or treat
This is another tradition that began in Europe, this time in England.
When the church introduced All Souls Day, rich people gave poor people 'soul
cakes', a small cake made with spices and raisins. It replaced the Celtic
tradition of leaving food outside houses for the ghosts. 'Going a-souling' was
popular in England for hundreds of years until about the 1930s. The Americans
kept the tradition, but today children knock on people’s doors and ask for
sweets. Going trick or treating is so popular that a quarter of the sweets for
the year in the United States are sold for this one day.
The rest of the world
Halloween has become the United States' second-biggest commercial
festival after Christmas. Halloween is also celebrated in other countries, but
it's not as big as in the United States, even in the countries where the
traditions began. Mexico celebrates the Day of the Dead from 31 October to 2
November and some of its traditions, like giving gifts of sugar skulls, are
starting to mix with Halloween. In this way, the celebration of Halloween
continues to change as new traditions join the oldest of the Celtic ones.
British Council (S/F) Halloween on https://learnenglish.britishcouncil.org/general-english/magazine-zone/halloween
Would you be interested in the following job vacancy? Why or why not?
Collaborative Reading of the Letter of Application Sample on page 46
Dear Ms Ross,
I would like to apply for the post of assistant at this year’s International Student Fair, as advertised in the newspaper on 2 January.
I am aged 19 and in my second year of a Mechanical Engineering course. Before deciding on City College I looked at the advantages and disadvantages of many academic institutions, and I therefore feel capable of offering advice to young people who are at that stage now.
The work sounds extremely interesting. Could you please tell me how much I would be paid, and whether training would be necessary?
I would be available to work evenings as all my lectures are in the afternoons and consequently I can study in the mornings.
I have always enjoyed assisting others and last year I worked as a volunteer at a book fair.
Details of this, plus personal details including qualifications, are shown in my curriculum vitae, which I enclose.
If you need any further information, please do not hesitate to contact me. I would be able to attend an interview any morning.
Yours sincerely,
Jonas Meyer
Source:Compact First for Schools Student’s Book with Answers (2nd ed.), p. 46.
Collaborative Exercise 2 on page 46
Individual Writing Practice of a Letter of Application according to the exam task criteria on page 46 and the standards from the University of Cambridge
What renowned schools do you know and why they are well-known?
The Journey
from Undergraduate to Graduate Education
An undergraduate
program typically begins with an academic bachelor's degree, where
students attend lectures and participate in seminars. This stage
provides the foundation for understanding a specific field. At the end of the
program, students are prepared either for entry-level roles or to pursue
further studies.
Many graduates
choose to continue their education by enrolling in a master's program,
which is a form of postgraduate education. A master's degree
offers specialized knowledge in a chosen subject and often includes a research
component, such as a thesis.
Completing a thesis
allows students to contribute new ideas and demonstrate their ability to
conduct independent research. Professors act as tutors, offering
guidance and support throughout the process.
A graduate
qualification helps students qualify for higher positions in their
career. While secondary education offers basic skills, postgraduate
study deepens expertise and opens up more career opportunities.
Collaborative Online Exercise about Academic Vocabulary Review
Say a weird thing you have ever done, for example, 'I have ever eaten cat meat.'
Asking about experiences
Have you ever jumped out of the bungee?
Yes, I have.
No, I haven't.
Have you ever heard about the Loch Ness Monster? As far as I know, it's a Scottish mythological character about which I heard for the first time when I was a child while watching TV.
Some years later, I had the opportunity of travelling to Edinburgh in 2020, which is the capital city of Scotland. While being in Edinburgh, I was strongly recommended to take a tour to the Loch Ness and the Highlands; so, I decided to do it the next day.
The next day in the morning, I took the bus for the tour two blocks away from my hostel. I was firstly taken to the Highlands then to the Loch Ness where I boarded a cruise. Unfortunately, the monster never appeared.
Many residents from Fort August, which is a town close to the lake, say that it hasn't appeared for a while. However, there are people who haven't lost hope of finding it yet.
Collaborative Online Exercise about Past Simple vs Present Perfect
Where have you been dreaming of travelling abroad? why?
I have been dreaming of travelling to Dubai because when I watched a series called Bling Dubai on Netflix I was so surprised at how magnificent the city is.
What about you?
I have been dreaming of travelling to... because...
Collaborative Online Exercise about the Present Perfect Continuous
Introductory conversation about going to the cinema
Emily:
Hey, are you interested in going to the cinema this weekend?
Jake:
Sure! What movie do you have in mind?
Emily: I
was thinking about that new animated film. It looks really fun! For example,
the reviews say it has great humor and beautiful animation.
Jake:
Yeah, I’ve heard that too. What’s your opinion on animated films? Do you enjoy
them?
Emily:
Definitely! I think they can appeal to all ages. For instance, movies like
"Toy Story" are not just for kids; they have themes that resonate
with adults as well.
Jake:
That’s true. I think the main reason is that they often deal with universal
themes, such as friendship and family. How do you feel about that?
Emily: I
agree! They can be really touching. Any particular reason why you like animated
films?
Jake:
Well, for one thing, they tend to have creative storytelling. Plus, I love the
artistry involved. Could you tell me why some people don’t like them?
Emily: I
guess it’s because they see them as just for children. Is that because they’re
not used to watching them as adults?
Jake:
That could be it. What are your feelings about watching them in theaters
compared to at home?
Emily: I
prefer the cinema experience! It’s much more immersive. What do you think?
Jake: I
feel the same way. The big screen and surround sound make a huge difference.
Let’s definitely go see it then!
At the Lake
Parade in Geneva, Sarah appeared to be overwhelmed by the vibrant atmosphere of the DJ festival at Geneva Beach.
Though she insisted herself on going, she wanted to avoid being in the middle of the
crowds, as she disliked walking long distances. Instead, she found a cozy spot
where she could enjoy spending time with friends and take in the sights.
As the music
pulsed through the air, Sarah imagined being in a festival where everyone
danced without a care. Her friends suggested going to dance, and while she
initially hesitated, they promised to keep on following her to make it fun.
Eventually, she managed to finish dancing, feeling the energy of the crowd lift
her spirits.
However, the
late-night excitement threatened to catch up with her. Sarah missed sleeping
and knew she would have to learn to pace herself at such events. Still, the joy
of the parade made it worthwhile; she didn't mind splashing out on a little
extra energy to keep going.
By the end of
the day, she felt a sense of accomplishment. Sarah didn’t want to refuse any
fun moments, and her friends seemed to share her enthusiasm. They all promised
to make it an annual tradition, ensuring that next year, they would be ready to
enjoy every part of the festival together.
Grammar in Songs about Verbs followed by the to-infinitive and -ing.
Collaborative Exercise about Classifying the Verbs followed by to-infinitive or -ing
Many people think that Monaco is ridiculously expensive. However, when I was there I realised it was not so expensive. In fact, London and Geneva are much more pricey than Monaco
After having taken the incredibly amazing sightseeing bus tour, I was totally starving. Consequently, I needed to look for an affordable place to eat in.
While walking quite slowly around the Casino Square, I suddenly saw a sign with a pair of golden archies. It was obviously McDonald's, so I was totally convinced where I had to go for having lunch.
After having arrived at the building where McDonald's was, a sign of Starbucks appeared pretty close to me as both restaurants were together on different floors. Hence, I decided to check the prices first.
After having reviewed the menus that were reasonably priced, I noticed that Starbucks was slightly more expensive, but with a truly breathtaking view. Therefore, I picked out my second option for having lunch.
While eating at Starbucks in Monaco, I heard a Dj playing really impressive and many people started dancing so excited facing the beach with their coffee cups since there was an absolutely well-known beach club called Nikki Beach on the rooftop of the building next to us which was the utterly luxurious Fairmont hotel.
Despite having finished my day trip in Monaco totally exhausted, I definitely enjoyed it and I would really like to go back there one day.
Video about Monaco
What are the adverbs of degree?
We use adverbs of degree to qualify what we are talking about. We might tell our friend that we are happy, but we may want to explain the degree (or level) of our happiness: I’m really happy, I’m quite happy or I’m not very happy.
Adverbs of degree can be split into two groups: adverbs that intensify the degree of something vs. adverbs that weaken the degree of something.
Adverbs that increase, or intensify, the meaning include words such as: very, totally, completely, and absolutely, for example: I’m totally convinced Sam will quit his job.
Adverbs that decrease or weaken the degree of meaning include words such as: fairly, quite, slightly, and a bit, for example: I’m fairly certain it will rain tomorrow.
How do we use them?
An adverb of degree can modify an adjective, another adverb or a verb. Have a look at the following examples:
She is verytall. (Modifies the adjective)
He walked quite slowly. (Modifies the adverb)
I reallylike that film. (Modifies the verb)
Adverbs of degree can modify adjectives or adverbs:
Subject + main verb + adverb of degree + adjective e.g. Jane isvery happy.
Subject + main verb + adverb of degree + adverb e.g. Tom walksextremely quickly.
Adverbs of degree can also modify verbs:
Subject + adverb of degree + main verb e.g. The boys thoroughlyenjoyed their trip to the theatre.
With modal verbs, the adverb of degree can appear before the modal verb or before the main verb, depending on the meaning, for example:
Subject + adverb of degree + modal + main verb e.g. You reallyshould look where you are going!
Subject + modal + adverb of degree + main verb e.g. You shouldreallylook at the instructions first.
With auxiliary verbs (e.g. have and is/are), the adverb usually goes before the main verb, for example:
Subject + auxiliary verb + adverb of degree + past participle e.g. I havereally enjoyed studying at this school.
Subject + auxiliary verb + adverb of degree + past participle e.g. I havetotally forgotten to bring my phone.
As we’ve mentioned above, we can separate adverbs of degree into two main types: adverbs that intensify the meaning or make it stronger (e.g. very), and adverbs that weaken the meaning, also called ‘downtoners’, (e.g. slightly).
1.Weakening the meaning
There are times in English when we want to specifically describe our use of an adjective or adverb. For instance, we may wish to express that we are quite nervous or a bit cold. This is more exact than just saying I’m nervous or I’m cold. The adverbs in this category are all used in the same way. The position of the adverb is before the adjective or adverb.
The following adverbs all weaken the adjective or adverb and all appear before the adverb or adjective in the sentence: a bit, fairly, pretty, quite, rather, slightly, and somewhat.
Collaborative Online Exercise about Extreme Adjectives
There are many adverbs that intensify, or make the meaning stronger. For grammatical reasons, we need to separate these adverbs into two groups. Our choice of adverb depends on whether the adjective (which the adverb is intensifying) is gradable or ungradable. For example, ‘hot’ is a gradable adjective, but ‘boiling’ is ungradable. So, we can say: It is very hotANDIt is absolutely boiling, but NOTIt is very boiling. The table below gives further examples of gradable and ungradable adjectives and the intensifiers used with them.
Intensifier + gradable adjective
Very cold
Extremely tired
Really happy
Very hungry
The adverbs in this group are always positioned in front of the adjective (which they intensify), for example: He is extremely intelligent.
The following adverbs are intensifiers that can be used with ungradable adjectives: awfully, extremely, highly, perfectly, remarkably and terribly. These adverbs can also be used to modify an adverb, for example: She climbed the mountain extremely quickly.
How strongly adverbs of degree modify adverbs and adjectives
Mild
Medium
Strong
Absolute
+
++
+++
++++
a little a bit slightly
fairly pretty quite rather somewhat
remarkably awfully extremely highly terribly a lot really incredibly particularly deeply enormously greatly incredibly lots most remarkably strongly very
3.Intensifying the meaning (ungradable adjectives)
Adverbs that intensify an ungradable adjective appear in the same position as other adverbs in this group. They nearly always go before the adjective. Note that this group of adverbs do notmodify other adverbs.
Example: John was totally exhausted.
The following adverbs are intensifiers that can be used with ungradable adjectives: absolutely, completely, entirely, totally and utterly.
Intensifier + ungradable adjective
Absolutely freezing
Absolutely ecstatic
Totally starving
Adverbs that behave differently
There are a few adverbs of degree that do not neatly fit into the three groups above. The following examples show the position and use of these adverbs.
A lot has a similar meaning to ‘very much’. It is used to modify verbs, for example: I like playing badminton a lot.
Too can be used as an intensifier, but it has a negative meaning. It means ‘more than is acceptable or needed’, for example: That costs too much.
Enough is positioned after an adjective or adverb, not before it. It means ‘to the degree that is necessary’, for example: Are you warm enough?
Going to the cinema is one of my favourite leisure activities, but the theatre I like most is Cinepolis Cancun at Las Americas Mall.
There are too many cinema rooms at Cinepolis at Las Americas Mall in Cancun. However, there aren't enough movies to watch in a week because some films are projected in several rooms.
What I love when going to the cinema is to eat too much popcorn as it is delicious enough.
I take enough money with me for having a good time when I go there.
Collaborative Online Exercise about the use of 'too' vs 'enough'
