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UNIT 1

CLECV PLUS 1

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UNIT 1
CLECV PLUS 1

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UNIT 1
CLECV PLUS 1

UNIT 1: THE WORLD OF WORK


Study Guide

Source: http://www.caregiving.com

Dear student, welcome to CLECV Plus1!

Unit 1 deals with the search of work and will focus on aspects concerning job preferences,
career success and job interviews. In addition to this, you will find some thoughts on having a
non typical 9-to-5 job. It starts with a survey on the right job for you, and some questions
regarding your preferences and motivation are stated in order to find out what kind of job
suits you best. It ends with the reading of two job ads and in order to figure out the different
abbreviations that are generally used when advertising jobs.

Chapter 1 begins introducing some jobs that are not usually typical ones since certain
characteristics are required to go into these fields. The questions will lead you to think of the
necessary qualities one might possess in order to succeed . This will smoothly take you to
the development of the two first pieces of reading in the form of interviews which present two
outstanding professionals that have chosen to take a different path, far from the typical 9-to-5
jobs . The aim of this chapter is to practice one of the different reading skills: predicting. The
analysis of the vocabulary will foster a more accurate comprehension of the passages, as
well as expand vocabulary related to the topic developed. At the end of the chapter, your
vocabulary skill will be activated focusing on some root words, especially the roots ten/ tain.

Chapter 2 focuses on different job interview types and the reading passage will let you
know about the different types of preparation and strategies job candidates ought to follow in

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order to succeed in job interviews. You will be required to skim the text for content. The
vocabulary comprehension is aimed at reactivating previous knowledge about homonyms
through identifying the odd word. Homophones are also presented to you through the section
vocabulary skill, where you will have the chance to discriminate different pairs of words with
the help of a dictionary and create a correct sentence with each word. Later on, you will read
two job ads where you will have to match the abbreviations to their meanings and figure out
the possible meanings of others. Finally, you will be asked to answer some questions about
jobs critically.

Use this study guide to help you go throughout the different tasks and exercises in this unit. I
strongly encourage you to follow the instructions and suggested activities in order to take
advantage of every part of the text. It is also important to carefully read and follow, not only
the calendar of the cycle (in your syllabus), but also the instructions posted by your tutor in
the news forum. Remember to contact him if you have any doubts about the course, you may
do this by using the different tools PAIDEIA platform offers.

We will be working this study guide along with the textbook Active Skills for Reading 4. In
this paper, you will find the procedures and the supplementary materials that will help you
reinforce what you have previously learned. This guide has been carefully organized so as to
follow the book structure and sequence scope. The different sections in the textbook, such
as: Getting Ready, Before you Read, Reading Skill, Reading Passage, Vocabulary
Comprehension, Vocabulary Skill, Real Life Skill and What do you think? will guide you to
consolidate the objectives of the course. Further information has also been added not only to
expand and complement your learning experience, but also to foster your learning autonomy.

At the end of this study guide you will find the answer key to all the textbook exercises. It is of
paramount importance that you verify your answers so that you can measure the extent of
your learning experience.

The suggested learning path for unit 1 is specified on the next page:

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LEARNING PATH TO UNIT 1: “THE WORLD OF WORK”


You should work in parallel with the book Active Skills for Reading, book 4 (unit 1, pages 11- 24) and the study guide unit 1.
(You will find it in unit 1: “Looking for Work” in PUCP PAIDEIA platform).

Check and develop The “Getting Ready” section in your book in order to get introduced to unit 1.

Chapter 1: “Not Your Typical 9-to-5 Develop the activity


Chapter 2: “Job Interview types” Homework task 1.
Job”
Active Skills for Reading, Book 4.
Active Skills for Reading, Book 4.
You will find it in unit 1:
“Looking for Work” in the
PAIDEIA PUCP platform.
Check the instructions
Check and solve the section regarding Task 1 in the
Check and solve the section
study guide on page 20.
Before you Read, on page 12. Before you Read, on page 18.

Check and solve the section Check and solve the section
Reading Skill on page 12. Reading Skill on page 18.

Go over the virtual session1 unit 1, Go over the virtual session 3, unit 1,
chapter 1: Predicting. chapter 2: Skimming for content
You will find it in Unit 1: “Looking for You will find it in Unit: “Looking for
Work” in PAIDEIA PUCP platform. work” in PAIDEIA PUCP platform.

Check and solve the section Check and solve the section
Reading Comprehension on page
Reading Comprehension on page 15. 21.

Check and solve the section Check and solve the section
Vocabulary Comprehension on page Vocabulary Comprehension on page
16. 22.

Check and solve the section Check and solve the section
Vocabulary Skill on page 17. Vocabulary Skill on page 23.
Check Language Reference 1 on Check Language Reference 2 on
pages 22 and 23 in this document. pages 24 and 25 in this document.

Go over the virtual session 2 unit 1, Go over the virtual session 4, unit 1,
chapter 1: Root words ten/ tain chapter 2: Homophones
You will find it in Unit 1: “Looking for You will find it in Unit 1: “Looking for
Work” chapter1 in PAIDEIA PUCP Work” chapter 2 in PAIDEIA PUCP
platform. platform.

Check the answers to the exercises in Check the answers to the exercises
the study guide, page 26. in the study guide, page 27.

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UNIT 1: THE WORLD OF WORK


(Active Skills for Reading Book 4, page 11)

The best of luck on the successful


completion of unit 1!

The title of chapter 1 is “Not Your Typical 9-to-5 Job”. You will read about two people who
are considered to be successful in their fields. You will also be given an overall view on what
it takes to go into a non conventional 9-to-5 job. This could be useful for you when you
decide on what career to choose.

The next chapter is called “Job Interview Types”. Here, you will be required to read a
passage on the possible types of interviews that you could go through when applying for a
job. The authors suggest some tips on how to handle them successfully.

The GETTING READY section provides a preparatory activity, which consists of a


survey where you will state your preferences regarding the topic stated. Then, you will be
able to compare your answers to your later thoughts when you have concluded reading the
passage. I suggest answering the questions honestly, thinking about your current job

situation and then, ticking the alternative that best suits you.

Finally, it is advisable to ask somebody else (a coworker, a friend, your spouse, etc.) the
same questions in order to compare your opinions. There are no correct or wrong answers.

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Unit 1 – Chapter 1 Not Your Typical 9-to-5 Job

BEFORE YOU READ: Careers

(Active Skills for Reading, Book 4, page 12)


This exercise will let you brainstorm and reactivate previous knowledge concerning the
reading passage that comes in Active Skills for Reading, Book 4, page 12. By answering the
questions, you will be able to predict what the reading will be about. By doing the vocabulary
match, you will be pre-learning the possible terms you may find in the reading.

This is some additional information that can help you get some ideas to answer the questions
raised.

Additional Information:
Check the following links to find related vocabulary that will help you:

http://www.learnenglish.de/grammar/adjectivepersonality.html

http://www.picturecorrect.com/tips/the-10-golden-rules-of-wildlife-photography/

http://myfootpath.com/careers/vocational-careers/animal-trainer-careers/

Exercise A: Match the jobs with the descriptions. You can either use an online dictionary:
www.wordreference.com in order to look up the job definitions and guess the answers or you
may want to check the links suggested in the additional information section. Identify the
activities and the main characteristics these jobs have.

Exercise B:

Optionally, share and compare the answers to the questions with a partner in the group via
e-mail.

Check your answers to (A) here on page 28 of this document.

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READING SKILL: Predicting

(Active skills for Reading book 4, page 12)

Predicting involves thinking ahead while reading and anticipating information and
events in the text. After making predictions, you can read through the text and
refine, revise, and verify your predictions. The strategy of making predictions
actively engages readers and connects them to the text by asking what they think
might occur in the story or what the reading might be about.

Exercise A: In this exercise you will have to skim the article on the two pages. Read
quickly the title, subtitles, and the opening paragraphs. You also have to look at the photos
and captions

Skimming Procedure:

1) Read the first sentence of each paragraph, then anticipate what clues it gives
you about the rest of the paragraph.
2) Scan to pick up the key words essential to completing the main idea and key
details of the paragraph.
3) Read the last sentence of the paragraph if necessary.
4) Read the concluding paragraphs.
5) Look and read photos and captions.

Exercise B: Now, based on what you could read in A). You will have to predict what the
answers might be.

Exercise C: In this exercise you will have to skim the article to see if your answers in B
were correct.

Exercise D: Read the complete article carefully. Go through the questions on page 15.

Virtual lesson 1
Now you can watch and listen to virtual lesson 1.
The lessons are available under unit 9: “The World
of Work” in Paideia PUCP.

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READING COMPREHENSION: Check your understanding

(Active skills for Reading, book 4, page 15)

Exercise A: Read the text and now complete the missing information: In
this exercise you need to read slowly. Underline the clue words and run your eyes quickly
over the text in order to complete the information.

Exercise B: Here you are to decide whether the statements are true (T) for Staffan
Windstrand (W) and/ or Shannon Switzer (S).

Exercise C: Critical thinking: (Active Skills for Reading page 15)

You can use the below prompts to answer the questions:

1) Comparing to a 9-to-5 job, I think the disadvantages of these types of jobs are
a) _______________________________________________________.
b) _______________________________________________________.
The advantages are:
a) ________________________________________________________.
b) ________________________________________________________

2) I would describe them as (use adjectives to describe personality)_____________.


I think I have/ don't have these qualities.

VOCABULARY COMPREHENSION: Word definitions


(Active Skills for Reading, book 4, page 16)

Exercise A: In this exercise you are asked to match each word (1-10) with a definition on
the right (a-j)

Exercise B: Here you are to complete the sentences using the previous words from the
vocabulary.

Check your answers here on page 28 of this document.

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VOCABULARY SKILL: The Root Word ten/ tain


(Active Skills for Reading, book 4, page 17)

For more information about root words, go to Language Reference 1.

Virtual lesson 2
Now you can watch and listen to virtual lesson 2:
Root words. The Lesson is available under unit 1:
“The World of Work” in PAIDEIA PUCP.

Exercise A: Here, you have to complete the words in the chart by using one of the root
words: ten or tain. It is advisable that you consult an online dictionary. Here’s the link to a
couple of them: http://www.wordreference.com/ or http://www.merriam-webster.com/

Once you have determined the root you have to add, write the form each word takes (noun,
adjective, verb, adverb, preposition, etc…) under the column “Part of speech”

Source:http://starblogsall.blogspot.com/2012/03/parts-of-speech-chart.html

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Additional Information: Check the following links to:


• Read more about parts of speech:
http://www.writingcentre.uottawa.ca/hypergrammar/partsp.html
• Get extra practice on parts of speech:
http://eslus.com/LESSONS/GRAMMAR/POS/pos.htm
• Remember prefixes and suffixes:

http://www.englishexercises.org/makeagame/viewgame.asp?id=3677

Exercise B: With the help of a dictionary, if necessary, fill in the blanks with the
appropriate words from exercise A.

Exercise C: The aim of this exercise is to activate your vocabulary skills through further
practice on the new words learnt. It is advisable that you share the answers with a partner via
e-mail. You can also e-mail your tutor asking for feedback on your sentences.

Source: http://exchange.smarttech.com/details.html?id=e8100096-c3e9-4f3f-bfb7-f8df4538efc0

Check your answers to here on page 28 of this document.

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Unit 1 – Chapter 2 Job Interview Types

BEFORE YOU READ: You’re Hired!

This section will let you brainstorm and reactivate previous knowledge concerning the
reading passage that comes in Active Skills for Reading, Book 4, page 19. By answering the
questions, you will be able to predict what the reading will be about. By doing the vocabulary
match, you will be pre-learning the possible terms you may find in the reading.

Exercise A: Answer the questions following the prompts below:

1) Yes, I have. It was for _______________________as a/an ________________________.

(my first job, my current job ) (lawyer, engineer, etc...)

2) The most common job type of job interviews in my country is/are _________________.

(Here, mention types of interviews)

3) I prefer ______________________________ because_________________________.

(Here, you can state your preference regarding your favorite type of job interviews)

Exercise B: Go over the expressions and match them with the definitions.

Check your answers to (B) here on page 28 of this document.

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READING SKILL: Skimming for content


(Active skills for Reading book 4, page 18)

Skimming for content: Skimming involves reading a text very


quickly and superficially in order to get a general idea of the content.

Why skim?

1) Locates key information quickly: main points, for instance.

2) Saves time by avoiding reading unnecessary information.

Exercise A: This exercise is a preparatory activity for the reading passage. You will have
to circle the word you think fits in the statement. This exercise makes you pre-view what you
will be reading about. You may want to watch the video suggested below in order to re-
activate some previous knowledge about the topic

Additional Information:
Check the following link to watch a video about job interview types:

http://www.youtube.com/watch?v=mMLQ7nSAyDQ

Exercise B: This exercise encourages you to use skimming as a reading skill. You have to
skim over the passage (pages 19 and 20) to get the basic content. Do not stop if you run into
words you don’t know. Change any answer in Exercise A that you consider incorrect.

How to Skim:
1. Read the title.

2. Read the introduction.

3. Read the subheadings and think about how they are related to one another and
to the title.

4. Read the first sentence in each paragraph, you may also need to read the last
sentence in each paragraph as well.

5. Go back through the text looking for clues as to content and importance. Such
clues include words that answer:

• who, what, where, when, why and how.


• proper nouns.

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• numbers.
• adjectives such as best, worst, least.
• Changes in font such as Italics, underlining, bold face.

6. Read the last paragraph.

Exercise C: After reading the text carefully, go to the questions on page 21.

Check your answers to (A) here on page 29 of this document.

Virtual lesson 3
Now you can watch and listen to virtual lesson 3:
Skimming. The Lesson is available under unit 1:
“The World of Work” in PAIDEIA PUCP.

READING COMPREHENSION: Check your understanding


(Active Reading Skills book 4, page 21)

Exercise A: After you have read the passage, choose the correct answer for the questions
proposed. You don’t need to go over the reading again.

Exercise B: Now, fill in the blanks with information from the passage.

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Exercise C: Critical thinking: (Active Skills for Reading, book 4, page


21)

Source: http://reasonandlogic.wordpress.com/critical-thinking/

You can use the prompts below to answer the questions:

1) I think the easiest part for the candidate is _______________________ and the easiest
part for the interviewer is___________________
(Here, you can mention according to your own experience).
2) I think _____________________________( you can choose a technique that you
think is difficult or unfair for candidates) is unfair for job candidates because_________
____________________________________________________________________.

Check your answers to (B) here on page 28 of this document.

VOCABULARY COMPREHENSION: Odd Word Out


(Active Skills for Reading, book 4, page 22)

Exercise A: Find the word that does not belong in each group of words. Circle the word
that has a different meaning from the others. The words in Italics have been taken out from
the reading passage. This exercise allows the use of a dictionary if you find it necessary.
Remember to use the ones recommended in chapter 1. Here are the links:

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Useful online dictionaries you can count on:

http://www.merriam-
webster.com/

www.wordreference.com

Exercise B: Use the words in Italics from the last exercise in order to complete the
sentences.

Check your answers here on page 28 of this document.

VOCABULARY SKILL: Homophones


(Active Skills for Reading, book 4, page 23)

Virtual lesson 4
Now you can watch and listen to virtual lesson
4: Homophones. The Lesson is available under
unit 1: “The World of Work” in PAIDEIA PUCP.

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Additional Information:
Check this link for homophones pronunciation:
http://www.shertonenglish.com/resources/es/pronunciation/homophones1.php
Watch this video for American English homophones pronunciation:
http://www.youtube.com/watch?v=jhVYwIPNji0
Follow these links for practicing through homophone games:
http://www.englishclub.com

http://www.bbc.co.uk/skillswise/game/en21watc-game-paris-word

For more information about Homophones, go to Language Reference 2

For extra practice on homophones, go to Language Reference 2.1

Exercise A: Read the definitions of the two examples of homophones given. Once you
have done it, read the two sentences below and fill in the blanks with the correct word
according to their meaning.

Exercise B: In this exercise you are given a list of homophones. Look up the words in a
dictionary and write their meaning next to the words. Afterwards, you will have to write a
sentence using each meaning correctly next to the word: ‘example’

Check your answers here on page 28 of this document.

REAL LIFE SKILL: Reading Job Ads


(Active Skills for Reading, book 4, page 24)

Exercise A: This exercise offers an example of a job advertisement (ad), giving special
attention to the abbreviations commonly used in these cases.

Read the ad and highlight the abbreviations.

Exercise B: Here, you will have to match the abbreviations with their definitions.

Right after you have completed the previous exercise, give a definition to each abbreviation
using the previous information as prompts to help you out. Proceed with the post of your

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answers in “Foro de consultas” to share and compare with your peers. You will also get
some feedback from your tutor.

Exercise C: In this exercise you have to read the job ad and think of the possible
meanings of each abbreviations.

This is a good chance to interact with your partners and tutor. Let us know why or why not
this would be a good job for you. Post your answers in “Foro de consultas”.

Check your answers here on page 28 of this document.

What do you think?


The questions in this section will let you practice the language
learnt in this unit. The answers will be fully developed in the blog
corresponding to unit 1 in the platform of the course. Your tutor
will provide further information.

NOW YOU CAN:


• Understand the scanning and skimming techniques.
• Apply predicting and skimming techniques in reading
passages.
• Recognize the root words: “ten/tain””
• Understand and identify homophones.

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END OF UNIT 1

You finished unit 1! You have learnt some techniques on


Reading which will lead you to a successful reading
understanding.

Now you are ready to do Homework Task 1

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Homework Task 1
Mandatory
Submission Date: See Activities calendar

This independent task has been designed to promote participants’ autonomy in the learning
process by means of additional exercises related to the contents of unit 1.

Instructions

To do the task, you must download the document titled “Homework Task 1” (available in MS
Word format) which you can find in the PUCP PAIDEA LMS. Please follow these indications:

1. Access your course (CLECV PLUS 1) available in the PUCP PAIDEIA LMS

2. Download the document titled Homework Task 1 which you can find in Unit 1: The
World of Work. To download it, simply click on it.

Materials

• Active Skills for Reading, Book 4

• Unit 1: Study material

• Document “Homework Task 1” in Unit 1, which is available in the PUCP PAIDEIA


platform.

Instructions for Submission

1. Save the document using the following format: LastnameName-HT1.doc. For


example, Gabriela Castro must save her work like this: CastroGabriela-HT1.doc.

2. Access the PUCP PAIDEA LMS by clicking on this link: click on Homework
Submission-Homework Task 1 and attach your file on the date stated in your
calendar of activities. Your work will only be accepted if submitted in this way.

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3. Should you have any difficulties to submit your work, send an e-mail (in Spanish) to
soportevirtual@pucp.edu.pe and to your tutor so that you can get the assistance you
need.

Work must be submitted on the date stated in the calendar of activities. No work will be
accepted after the official submission date. Please make sure you take the necessary
precautions to comply with the calendar of activities.

Scoring

The activity will be assessed over 100 points. The average you obtain for all the homework
tasks you submit in this module accounts for 35% of your final grade.

Reading Comprehension
100 points that cover both
areas.
Unit contents and Vocabulary

Contributions to CLECV PLUS1 Blog (After Unit 1) Up to 5 points*

Maximum possible score 100 points

*The 5 additional points mentioned in the scoring scale do not apply in cases in which the
participant has already reached 100 points based on the other items mentioned. These 5
additional points cannot be used or saved for other homework tasks or evaluations.

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LANGUAGE REFERENCE 1

ROOT WORDS
Source: http://examples.yourdictionary.com/examples-of-root-words.html

Determining a Root Word

Some examples of root words can be found in everyday language. The root word
for bicycle would be cycle and the root word for transactions would be action. Words can
even have two root words, such as schoolhouse.

Root Words Can Have Their Own Meaning

There are many root words that are frequently used as parts of common words in the English
language. For example, the following root words are provided with their meaning and, in
italics, with an example of the root word as part of a word:

ROOT MEANING EXAMPLE ROOT MEANING EXAMPLE


aqua water aquamarine hydra water hydrofoil

arbor tree arboreal man hand manual

audio sound- hearing audible min small minimal

bell war bellicism nov new novice

dict say dictation path feeling pathetic

geo earth geography sol sun solar

graph write graphics vit life vitamin

Root Words Can Be Partial Words: Some root words aren’t even fully words,
such as bio. Bio is the root word for biography or biology. Bio means life. Here are a few
more examples:

ROOT MEANING EXAMPLE ROOT MEANING EXAMPLE


carn flesh carnivorous gen birth Genesis
corp body corporal lum light luminary
deca ten decade sen old senior
erg work energy vor eat greedily devour

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By knowing different root words, you can understand what a word means even if you
don’t know the word, since the meaning can be derived from a combination of the root
words.

Some Common Root Words: When talking with friends or reading a book, you're
constantly hearing root words. Here are some examples of root words, their meanings and
other words that are formed by adding prefixes and/or suffixes to these building blocks:

ROOT MEANING EXAMPLE ROOT MEANING EXAMPLE ROOT MEANING EXAMPLE

act move, do action ex out / away exit omni all omnipresent

ambul Move/walk ambulant extra outside extraordinary poly many polygamous

auto Self/ same automatic hypno sleep hypnotic script write manuscript

cardio heart cardiology in / im not impossible sect cut section

cede go exceed intra within- into intrapersonal semi half semicircle

counter against counteract ject throw eject un not unreadable

demo people democracy mal bad malignant vis see vision

derma skin epidermis magni great- big magnify ten persist tenacity

equi equal equilateral multi many multiple tain persist mantain

Back

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LANGUAGE REFERENCE 2
HOMOPHONES
Source: http://www.homophone.com/index.php#Whatisahomophone

What is a Homophone?

Words that sound alike but with different meanings and spelling. For example: "aye", "eye"
and "I". The spelling of "rose" (past tense of "rise") and "rose" (the flower) appear in the
same place in the dictionaries. Their diacritical marks are the same as the homophones that
appear elsewhere in that reference, such as "rows" and "roes". Usually homophones are in
groups of two (our, hour), but very occasionally they can be in groups of three (to, too, two).

Ho·mo·phone

Pronunciation: 'hä-m&-"fOn, 'hO-

Function: noun

Etymology: International Scientific Vocabulary

Date: 1843

1. one of two or more words pronounced alike but different in meaning or derivation or
spelling (as the words to, too, and two)
2. a character or group of characters pronounced the same as another character or group
(www.Webster.com).The word homophone is made from two combining forms: homo-
(from the Greek word "homos", meaning "same" –phone (from the Greek word "phone",
meaning "voice" or "sound"

Why do Homophones exist at all?

The English language is a "Melting Pot" of words derived from many other languages,
businesses, trades, sciences, and industry jargon. New technologies, social changes and
regional dialects also contribute to new homophone sets. This dilemma spawned the idea of
identifying and using homophones in some sentences and the birth of this website. The
same words are often pronounced differently in various sections of the country. In all
fairness, many words commonly used in day to day language have one or more
homophones that may never be used in a lifetime of speech.

Back

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LANGUAGE REFERENCE 2.1


Source: http://www.k12reader.com

Images: http://sp2.fotolog.com & http://www.k12reader.com (Retrieved 20/04/15)

Recall that homophones are words that sound the same, but have different meanings. For example, a home
can be for sale, while a boat can have a sail.The context of the word can help you decide which homophone
should be used.

Complete each sentence by choosing the correct homophone and writing it in the
blank.

1. After he was sick for several days, his face was __________ (pail/pale).
2. She purchased a beautiful new gown ________________ (for/four) the dance.
3. Walking down the _______________ (I’ll/aisle/isle) to get married can be scary.
4. Glass containers have been ________________ (band/banned) on the beach.
5. The baker systematically kneaded the _____________ (doe/dough) for the bread.
6. I’d rather receive my ________________ (male/mail) electronically than on paper.
7. He was considered __________________ (bald/bawled) because he had no hair.
8. We searched everywhere trying to ________________ (fined/find) our lost dog.
9. My favorite stringed instrument is the __________ (base/bass) because it is so big.
10. The fight _________________ (scene/seen) in the movie was extremely exciting!
11. Though he was already tired, the farmer had to _______ (so/sew/sow) the seeds.
12. Diego sat on the bottom _____________ (stair/stare) without being noticed.
13. After running out of _____________ (flour/flower), the baker had to stop baking.
14. Fierce winds _________________ (blew/blue) all night during the thunderstorm.
15. Rover sat and scratched the place where the ______________ (flea/flee) bit him.
16. The government has the right to __________ (sees/seas/seize) the stolen property.

Check your answers on the next page

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UNIT 1
CLECV PLUS 1

ANSWER KEY
Answers to Extra practice: Language Reference 2.1

1. pale 9. bass
2. for 10. scene
3. aisle 11. sow
4. banned 12. stair
5. dough 13. flour
6. mail 14. blew
7. bald 15. flea
8. find 16. seize
Back

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UNIT 1
CLECV PLUS 1

ANSWER KEY
Unit 1: The World of Work
Answers to Chapter 1:
Before you read Vocabulary Comprehension
A 1. c; 2. h; 3. g; 4. a; 5. d; 6. e; 7.f; 8. b 1. d; 2. i; 3. a; 4. c; 5. g; 6. j ; 7. b; 8. f; 9.
A e; 10. h
B 1. tenacity; 2. tolerance; 3. literally; 4. a
B Answers will vary based on personal horizon; 5. attained; 6. heritage; 7.
opinions. cosmopolitan; 8. surreal; 9. ironic; 10.
Back adversely.
Back
Reading Skill Vocabulary Skill
Answers will vary. Actual answers: A abstain: verb, to not allow yourself to do
1. W: sportsman, S: veterinarian; 2. W: something, to refrain from doing something; 2.
became a nature guide, S: studied unattainable: adjective, a situation that cannot
Environmental Studies and Biological be defended; 3. detain: verb, to hold
Sciences; 3. W: human rights, S: something or someone back 4. attain: verb, to
conserving fresh water; 4. W: sleeping in achieve or reach; 5. retain: verb, to keep; 6.
the rain forest, S: photographing whale container: noun, an object for holding things;
sharks. 7. sustainable: adjective, able to keep up or
Reading Comprehension maintain; 8. tenant: noun, a person who rents
space; 9. tenure: noun, a secure position; 10.
A 1. promise (line 18) ; 2. eco-tourists, maintain: to keep in good condition; 11.
photography (lines 19-21); 3. nature
obtain: verb, to acquire or get; 12. tenacious:
conservation, natural heritage (lines 28-
adjective, determined or persistent.
29); 4. mountains, ocean (lines 50-51); 5.
fresh water (lines 56-57) 6. stared (line
67) B 1. retain; 2. containers; 3. abstain; 4.
1. W, S (lines 2, 3,9- 13, 47-48); 2. W, S tenant; 5. obtaining
B
(lines 7, 39); 3. S (lines 42); 4. W (lines
10-11); 5. W, S (lines 24-26) 7. W C Answers vary. You should use the correct
(line24-26); 8. S (line 62) form of the words unattainable, detain, attain,
sustainable, tenure, maintain, tenacious.
Back
Critical Thinking
Answers will vary. Possible answers include:
1. Their jobs may be considered exciting,
enjoyable, interesting. They both are pursuing
their passions. Disadvantages include that
they could be called away at very short notice.
Maybe there were times during their career
that didn't make any money. 2. committed,
passionate

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UNIT 1
CLECV PLUS 1

Answers to Chapter 2:
Before you read Vocabulary Skills
A Answers will vary based on personal A 1. complemented; 2. compliment
experiences and opinions.
B (Example sentences will vary) 1. council
1. b; 2. a; 3. d; 4. c; 5. e
B Back
(n): an organization which provides local
government. The council elections are due
to take place tomorrow; counsel: (n)
Reading Skill advice or guidance. (v) to give guidance, to
A 1. screening (lines 7-8); 2. a good idea help someone with a problem ,She said she
(lines 23-24); 3. avoided (line 27); 4. good wanted to have someone counsel her on
(line 34) 5. might get (lines 38-45); 6. her career choices; 2. lesson: (n)
what the interviewer suggests (line 50) ; something that is learned/ time set aside for
7. group 8line 63); 8. stress (line 69). learning. geography lessons are about to
Back begin; lessen (v) to reduce something or
Reading Comprehension make it smaller. In order to lessen the
weight on the bus, they removed several
A 1. d (lines 1-5); 2. c (entire passage); 3. a suitcases.; 3. principal: (n) the head of a
(lines 6-8); 4. b (line 17); 5. c (lines 70- school or college; (adj.) the most important
72) thing or person. The principal reason I work
B 1. skills (line 42); 2. lunch, watched (lines here is for the satisfaction it brings,
46 and 49); 3. Real-life situation (lines 57- principle (n): a belief or rule that has major
58), problem solving (line 55); 4. influence on the way something is done.
Leadership (line 60); calmly (line 69) Eating meat is against my principle 4. led:
Critical Thinking (v) past tense of the verb lead, to be
Answers will vary. Possible answers brought somewhere: the manager led me to
include: my office; lead: a chemical element which
1.telephone interview, committee is regarded as a heavy metal. Lead is
interview; 2. Stress interview because the commonly used in the manufacturing of
candidate is put under significant batteries.
pressure. Back
Back
Vocabulary Comprehension Real Life Skill
A 1. similarities; 2. plan ahead; 3. wordy; 4. A 1. e; 2. g; 3. f; 4. a; 5. h; 6. d; 7. c; 8. b
crudeness; 5. clash; 6. disagreement; 7.
hasty; 8. pleasant; 9. clarification; 10. B Answer will vary
overdo C 1. New Zealand; 2. thousand; 3. year; 4.
languages; 5. resume.
Back
B 1. sarcastic; 2. inconsistencies; 3. What do you think?
rapport; 4. tact; 5. think on your feet; 6.
resumed; 7. clarification; 8. deliberate; 9. Answers will vary, but here are some
complement; 10. concise Answer will vary. Possible answers include.
Back 2. These sites can be very useful for net
working, but need to be used correctly in
order to target the job-hunt in a specific
way. Many companies now use these sites
as part of their recruiting strategies.
3. Sometimes, a person's job may come
before other aspects of their lives such as
family (live to work) whereas for others, a
job is merely a means of supporting their
lifestyle, including recreation and hobbies
(work to live)

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UNIT 1
CLECV PLUS 1

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