WAYS OF VERBS WITH PRECISION OF MEANING EXERCISE

CENTRO DE ESTUDIOS INGLESES

Azcuénaga 764 1st fl (1029) 4962-5409/ 4964-2419

FILL IN BLANKS WITH A SUITABLE VERB:

A)    WAYS OF WALKING. VERBS OF MOVEMENT

The drunken man……………….out of the room. (walk with difficulty)

He hurt his leg and……………... for several weeks afterwards.

Be careful you don’t……………. on this grassy patch

The thief………………. Out of the room without being seen. (escaped)

Some guest left the party early, some others………………….. on. (stayed behind)

The soldiers…………………… silentLy forwards out  of sight of the enemy (crawled)

He wasn’t looking where he was going and…………….. over a stone.

She………………….. into the room al 5 o’clock in the morning so as not to be heard.

She………………….. into the shop. (move forward and quickly)

The police……………….. the crowd. (go in different directions)

The only beggar was………………….. down the street. (walk without  a direction)

                                                                                                                                                                                                       

B)    WAYS OF LOOKING

……………………….. me carefully and imitate what I do.

He……………………. at me several times during the lecture.

I dislike being…………………… at. ( look fixedly)

He…………………….. at me when I complained. (look angrily at, fiercely at)

The boy……………….. at the toys in the shop-windows. (give a long steady look)

The dazzling light made me………………..

The old man…………………. at the young girl.

Our neighbours spend hours......................... at behind the curtains.

I ……………………... you on T.V. last night. (use your eyesight)

He…………………… of the accident as he drove past. (have a quickly look)

He…………………… at me when I told him he was fired. (look like an idiot)

C)    VERBS OF LIGHT 

Stars…………………….. in the night

All that…………………… in not gold

He……………………….. his torch in my eyes (connected with flames)

Her eyes………………… with excitement.

The Jewels…………………… in the bright light  

The lights of the oncoming car…………………… me

It was difficult to see through the…………………….. of the head lighter.

The tropic sun …………………….down on us all day.

What is that driver………………… the lights al me?

Her eyes were…………………….. with tears.

The diamonds……………………... in the bright light

There were ………………………..embers in the fireplace as we entered the hotel lobby

The moonlight on the water…………………………….

The……………………………….. of the glasses in the candlelight

He was…………………………… by the strong tropical sun of the desert.

CEI C-65   2013                                                                                                                 

EDUCATION THE FORCE OF THE FUTURE

EDUCATION: THE FORCE OF THE FUTURE</ It is widely agreed that education is the most effective means that society possesses for confronting the challenges of the future. Indeed, education will shape the world of tomorrow. Progress increasingly depends upon the products of educated minds: upon research, invention, innovation and adaptation. Of course, educated minds and instincts are needed not only in laboratories and research institutes, but in every walk of life. Indeed, access to education is the sine qua non for effective participation in the life of the modern world at all levels. Education, to be certain, is not the whole answer to every problem. But education, in its broadest sense, must be a vital part of all efforts to imagine and create new relations among people and to foster greater respect for the needs of the environment. Education must not be equated with schooling or formal education alone. It includes non-formal and informal modes of instruction and learning as well, including traditional learning acquired in the home and community. By defining education broadly, one also widens the community of educators, as the programme statement of Education promoted within the United Kingdom notes, to include “teachers, lecturers, curriculum developers, administrators, support staff, industrial trainers, countryside rangers and staff, environmental health and planning officers, education officers with NGOs, community educators, youth leaders, parent association members, media people, representatives of learners in all contexts – and yet more.” One might further widen this community to include all those, whatever their role in society, who perceive a need or duty to inform and educate people regarding the requirements of a sustainable future. International organizations, government departments and institutions, foundations and many others are deeply involved in education in the broad sense of the term used here. Many firms in the private sector also see the need to play their part in promoting awareness and are doing so in innovative ways: for example, through sponsoring the publication of articles in newspapers and journals exploring environmental and social issues. This vast community of educators represents an enormously potent, but largely untapped human-resource for sustainable development that can be invaluable in a range of contexts as well as education. It represents, above all, a means for bringing the struggle for sustainable development into communities and local institutions around the world which, in the final analysis, is where the cause of sustainable development will either triumph or fail. Education serves society in a variety of ways. The goal of education is to make people wiser, more knowledgeable, better informed, ethical, responsible, critical and capable of continuing to learn. Were all people to possess such abilities and qualities, the world’s problems would not be automatically solved, but the means and the will to address them would be at hand. Education also serves society by providing a critical reflection on the world, especially its failings and injustices, and by promoting greater consciousness and awareness, exploring new visions and concepts, and inventing new techniques and tools. Education is also the means for disseminating knowledge and developing skills, for bringing about desired changes in behaviours, values and lifestyles, and for promoting public support for the continuing and fundamental changes that will be required if humanity is to alter its course, leaving the familiar path that is leading towards growing difficulties and possible catastrophe, and starting the uphill climb towards sustainability. Education, in short, is humanity’s best hope and most effective means in the quest to achieve sustainable development.

What did Neil Armstrong say when he reached the moon? (click on the link, please)
posted by Marcelo Leporace, FCE Student

DO THIS EXERCISE ON CONJUNCTIONS BUT DO NOT READ THE ANSWERS UNTIL YOU HAVE GONE THROUGH WITH IT

CRAVING AN ICE-CREAM FIX

THE WELL COLUMN SEPTEMBER 20, 2012, 4:00 PM 113 Comments

Craving an Ice-Cream Fix

By TARA PARKER-POPE

THE WELL COLUMN

Tara Parker-Pope on living well.

The notion that food can be addictive has been debated for some time and largely rejected by both nutrition and addiction researchers. But this spring, the secretary of health, Kathleen Sebelius, said that for some, obesity is “an addiction like smoking.” One month earlier, Dr. Nora Volkow, director of the National Institute on Drug Abuse, gave a lecture at Rockefeller University, making the case that food and drug addictions have much in common, particularly in the way that both disrupt the parts of the brain involved in pleasure and self-control.

Princeton University and University of Florida researchers have found that sugar-binging rats show signs of opiatelike withdrawal when their sugar is taken away — including chattering teeth, tremoring forepaws and the shakes. When the rats were allowed to resume eating sugar two weeks later, they pressed the food lever so frantically that they consumed 23 percent more than before. Scientists in California and Italy last year reported that the digestive systems of rats on a fatty liquid diet began producing endocannabinoids, chemicals similar to those produced by marijuana use.

Earlier this year, scientists at the Oregon Research Institute conducted brain-scan studies on children who looked at pictures of chocolate milkshakes and later consumed shakes. Their findings suggest that just as drug abusers and alcoholics need increasingly larger doses over time, children who are regular ice-cream eaters may require more and more ice cream for the reward centers of their brains to indicate that they are satisfied.

Dr. Pamela Peeke, assistant professor at the University of Maryland and author of “The Hunger Fix,” says that meditation and exercise can help engage the brain to overcome food addiction. As a heroin user might rely on methadone to alleviate withdrawal, food addicts, she says, should seek alternatives that still give pleasure — a fruit smoothie, for example, instead of ice cream.

Food addiction seems to be linked to the types of foods we’re consuming. Dr. Kelly D. Brownell, director of Yale’s Rudd Center for Food Policy and Obesity, notes that the human body is biologically adapted to deal with foods found in nature, not processed foods.

“We don’t abuse lettuce, turnips and oranges,” says Dr. Brownell, co-editor of the new book “Food and Addiction.” “But when a highly processed food is eaten, the body may go haywire. Nobody abuses corn as far as I know, but when you process it into Cheetos, what happens?”

Dr. David A. Kessler, the former F.D.A. commissioner, described these products as “hyperpalatable” foods created to tantalize our taste buds by focusing on the right combination of salty, sweet and fatty ingredients along with “mouth-feel.”

Dr. Brownell says that the brain science should lead us to question how food companies are manipulating their products to get us hooked. “With these foods, personal will and good judgment get overridden. People want these foods, dream about these foods, crave them.”

Are you addicted to food? 

Published by Yessica Ravasini.

"DEPECHE MODE" (THE BAND) WHAT DOES IT MEAN?

"DEPECHE MODE" (THE BAND) WHAT DOES IT MEAN?

by Marcelo Leporace, FCE Student