ENGLISH-B1.2 TEACHERS

1UNIT Lesson 1 Grammar and Vocabulary

It Was Terrifying! 3. Complete the mini biography using the correct form of the verbs in parentheses.
Use the Simple Past, Past Progressive, Past Perfect and Present Perfect tenses.
1. Read the following movie descriptions and use Word Banks 1 and 2 to complete the
missing information. HpiHnruecogldu_hud_ci_Jnea_grbc_ewkS_cm_wha_ooma_rn__de,__fi__bsh__hoa__,r_s(Xna_-a.M_Oc_btece_entd_co,_oTb_mhe_ere(aP)1crf2etat)shmtini1go9emu6,sa8Ffnl,ouysrishfhaeaimdsnAoroAwulsueasmyat,rosHavWlaiiaeponsplyvoaevFcreeitnreotetr,haieannnydtdehAaeursshturagleialy.
pIHrJmneoaaccop2lolkvu0ermil0deaB1,airn,enXgFrw.-rlMuWythsheehhaennenildefdfJiilramhsJAcoetkwshXm_ean-_ryaMi_T,enw_resha_a.n_ve_s_o_fp_i_l_lr_tms__oa_t__,va_.w__ir_hdT_at__eeih__sn_de___g_____y_h__e_a__aa_l__dsr((_odb2_..0__p0s_ra6t_orale_rvwrec_itdoaa_)rde_sfd)y_iliah_mnn__igs_i_ne_v_gx_o_t_f_iSric_en(wee_mis._ofhe_orrdel_reyfd_icts_hboh_eur,_dsa(a)ycnl.oaiomnnfnigonaesttiishifdohoeen)rr
Genre: western comedy Word aEohavtnarfecofuirtaitmlcoeeiree,rtda,rwtwhtgteeihhhtidve,acoefaTtisn_lnhsem_aexet_mhh,ixPe_Haapesr_steeat_yswpcim_etttpo_iaigtays_nroen,_Fa.Js_iebaNen_ecoee(tktughxm.mt.te,ohwawirinniseno_2ho)r_0lofad_0Jhmn_a8ian_ceE,d_k2cmc_mca0o_mom0au_m8nyn_epbt_oAArl_yneywu_.tPtsea_Jhtedr_areoda_cp,mlk_ilaam_eon,(vafMda.inecma_otgs_rocma_urvz_lepiyiw_eenle_ianecst_s.leio_anI)f_sntfe_tihahl_mtece_ocni(rnoJheuagm.amcbrtkphofemlueir)sstabahuanloersr’exdose.
Bank 1
a. 3:10 to Yuma stars two very Genre:
b. TSmRrhtweyueoliapalvelniitdxheiGotaLwrnvoeoisesmvthlheyiine,poalgisyucstaaafrounnosrnddlstlniaEnjlioyrkmg-,kpeCoemaSrsncaatikteznSehyvtdet,ehofCinlsoaemor.erTolwhlv,eiieth • action
famous actors, Russell Crowe and • comedy
Christian Bale. This movie is set in • horror
the second half of the 19th century • western
and contains cowboys on
who have gun fights with horses Word
Indians. the local Bank 2

Description: historical laughter. humorous • energetic
Description: • historical
• humorous
Genre: horror Genre: action • terrifying

c. ToRKitnhhnerueeilcsoeeoocmgnrfaetioltglrhyrv,ien,eicesiaanmilwdm2Aoeh0ensNe1ttbn0isfga,.ryhcitBgokthemhuettcoaaesarrcnlereiafienerhofyg,unoplimmEcrnoloeoomnvtva,oSitleFkootsrirnneweeegdeva;tdeftwweycr.haharos d. yoRpiTonreah-undctehkwneBeeaeaodtrBn.humotrTienunhoxergivpnsLimeeemersgsoieoetarnarveciricye.ere,sinis,tshgitsfheuJaaellnlatroetwaefmcsilltitlyfioleen-a-ve Vocabulary 4. Unscramble the words to make appropriate questions based on the responses given.
knows who is hiding in the corner! Strategy
Description: energetic Interviewer: Good evening and welcome to our radio program, Behind the Scenes. Today we are talking with movie
terrifying To associate words critic, Peter Gould. Peter, thank you for participating in our program!
Description: and paragraphs,
look for synonyms or Movie Critic: It’s a pleasure to be here.
2. Complete the questions withthe verbs Word Bank words that express Interviewer: Tell us, Peter, __h_a__ve__y_o_u_s_e_e_n__th_e__n_e_w__J_a_m_e_s__B_o_n_d__m_o_v_i_e_, _S_k_y_fa_l_l_?______________________________
in the Word Bank and then match them similar ideas.
with their answers. • had • did • has • was (2X) the new James Bond movie / have / Skyfall / seen / you / ?
Movie Critic: I sure have! I saw it before it came out on the big screen in the cinema. That’s one of the advantages of
a. ___H_a_s__ Brad Pitt won a Golden Globe award? c Yes she was. She recorded them both at my job. I get to watch the movies before they are officially released. 9
the same time Interviewer: __D_i_d_y_o_u__li_k_e_t_h_e_m__o_v_i_e?___________________________________________________________________
b. __W__a_s__ Vin Diesel cast in the Batman movie,
The Dark Night Rises? d No she didn’t, but she did act in the movie, movie / like / did / the / you / ?
Vicky Cristina Barcelona.
c. __W__a_s__ Sofia Vergara recording The Smurfs Movie Critic: Yes I did. It’s an adventure/action movie which is very energetic. A must see!
when she started to record Happy Feet 2? a Yes he has. He won it for his performance Interviewer: _H__a_v_e_y_o_u__s_e_e_n_a_l_l_th__e_J_a_m__e_s_B_o_n_d__m__o_vi_e_s_?__________________________________________________
in the movie, 12 Monkeys.
d. __D__id___ Scarlet Johansson act in the movie, James Bond movies / have / all / seen / the / you / ?
American Pie? e Yes he had. He had finished filming the Movie Critic: Yes, I have seen all 23 films. I am a huge Bond fan.
first movie 4 years before starting the second one. Interviewer: _H__a_d_D__a_n_ie_l_C__ra_i_g__st_a_r_r_ed__i_n_o_t_h_e_r_J_a_m__e_s_B_o_n__d_m__o_v_ie_s_b_e_f_o_r_e_f_il_m__in_g__S_k_y_f_a_ll_?_____________________
e. __H__a_d__ Leonardo DiCaprio finished filming
The Departed when he started to film Shutter b No he wasn’t. In fact, he has never acted in Daniel Craig / had / Skyfall / filming / starred in / James Bond movies / other / before / ?
Island? a Christopher Nolan movie.
Movie Critic:Yes, he had. In fact he played James Bond in Casino Royale in 2006 and in Quantum of Solace in 2008.
8 Interviewer: And for our last question this evening, _w_a_s__D_a_n_i_e_l_C_r_a_i_g_f_il_m__in_g__T_h_e__A_d_v_e_n_tu__re_s__o_f_T_i_n_ti_n_w__h_e_n__h_e____
_s_t_a_r_te_d__to__fi_lm___S_k_y_fa_l_l?_______________________________________________________________________________

The Adventures ofTintin / to film / when he started / Daniel Craig / was / filming / Skyfall / ?
Movie Critic: No he wasn’t. He had already finished filming Tintin when he started to film Skyfall in November of 2011.

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Grammar and Vocabulary

Lesson 2 3. Use the time expressions from the previous exercise and the timeline to complete the mini biography
and then put the paragraphs in order.
By the Time…
1975 1993 2005
1. Read the life facts about Christian Bale. Then, decide which sentence is Jaws Jurassic Park War of the Worlds
& Schindler’s List
true (T).
1982 2002 2011
a. Christian Bale has been acting in movies since he was 12 years old. Catch Me If You Can The Adventures of
T 1. He started acting when he was 12 and is still in the movie field. E.T. TinTin & Warhorse
2. He started acting in movies before he turned 12 years old. The Extra-Terrestrial

b. He started acting in movies after working with Rowan Atkinson in a comical Paragraph order: B D A C
theatre act.
___B_y__th_e__ti_m_e______ the 21st century arrived, Now, nearly 70 years of age and with a long
1. First Christian started acting in movies, and then he worked with Spielberg had ______a_l_r_ea__d_y____(a) directed
Rowan Atkinson. over 30 movies and had won various awards list of very successful movies, Spielberg
for his work. His fame continued into the
T 2. First Christian worked with Rowan Atkinson, and then he started acting in movies. A 21st century, with box office hits like Catch C has been quoted as saying that he intends
c. By the time Christian turned 18, he had already acted in six movies. Me If You Can, in 2002 and then War of the to continue directing and making movies
Worlds in 2005. ______S_i_n_c_e______(b) War
T 1. Christian had acted in six movies before he turned 18. of the Worlds, Spielberg has directed The ______u_n__ti_l _______(d) he is no longer
2. Christian acted in six movies after he turned 18. Adventures ofTintin and Warhorse.
physically able to.
d. But it wasn’t until he starred in the 2000 thriller, American Psycho, that he really achieved world-wide fame. Steven Spielberg, born in Cincinnati, Ohio
T 1. Christian was not famous world-wide before acting in the movie American Psycho. in 1946, is arguably one of the most famous Spielberg hit international stardom with his
2. Christian was famous world-wide before acting in the movie American Psycho. and influential movie directors in Hollywood.
B He went to California State University, but box office hit, Jaws, in 1975 and 7 years later
e. In 2005, having already completed his great role in the movie, The Machinist, Christian won the role of Batman, shortly ______a_f_te_r______(c) starting, he
in Batman Begins. dropped out to pursue his entertainment came his next big hit, E.T.The Extra-Terrestrial.
career.
1. First Christian won the role of Batman in Batman Begins, and then he completed his great role in The Machinist. But, It wasn’t _____u_n_t_il_____(e) 1993 that
T 2. Once Christian finished his role in the movie the Machinist, he got the role of Batman.
f. Initially, while filming Batman Begins, Christian said he felt ridiculous wearing the Batman costume. D Spielberg once again received critical acclaim
for the movies, Jurassic Park and Schindler’s
1. Christian said he felt ridiculous wearing the Batman costume at the end of the filming of Batman Begins.
T 2. Christian said he felt ridiculous wearing the Batman costume during the filming of Batman Begins. List. In fact, _____w_h_i_l_e_______(f) he was

directing Jurassic Park, he also started to

make Schindler’s List, a film for which he won

Best Director at the Oscars.

2. Choose the correct option to complete each sentence.

a. Brad Pitt has acted in many movies _______ he became famous for his role in Thelma & Louise.

since while by the time until 4. Use the phrases in the box to complete the text.

b. When Kristen Stewart turned 22, she had _______ won various MTV Movie Awards. Martin Scorsese is widely considered one of the greatest film directors of all time and has
been widely praised for d . Not only does he direct movies, but he is also an important film
after until since already producer, writer and actor. As a producer, Scorsese helps c , and as a writer, he is e . The
cast of many of Scorsese’s movies have included a ,while famous musicians like Bob Dylan
c. Directly _______ filming the movie, Funny People, Adam Sandler started to film Grown Ups. and The Rolling Stones b .

since by the time after while

d. Brad Pitt and Angelina Jolie fell in love _______ they were filming the movie Mr. & Mrs. Smith.

until while already by the time Phrases

e. Stanley Kubrick didn’t direct A Clockwork Orange _______ he had finished 2001: A Space Odyssey. a. famous actors like Robert De Niro and Leonardo Di Caprio
b. have collaborated on many of his movie’s soundtracks
already until while since c. finance movie projects
d. creatively controlling the artistic aspects of the movies he makes
f. _________ Christopher Nolan wrote The Dark Night Rises in 2012, he had already written The Dark e. the author of various screenplays
Knight in 2008 and Batman Begins in 2005.

10 until after by the time since 11

Reading

Lesson 3 After Bruce’s funeral, Blake wants to reveal Batman’s true Even though it could be said that it might not be the
identity to the world, but Gordon disagrees, stating that the greatest movie in Nolan’s Batman trilogy, The Dark
Reading Between the Lines city is not ready for the truth. Some months later, Bruce’s Knight Rises definitely solidifies this three-part tale of
personal assistant, Alfred, witnesses Bruce and Selina Batman as one of the best ever told and will leave you
together in Florence, making an interesting twist to the finale. wanting more. A must see!

1. Answer the questions. a. Why did Batman turn from hero to fugitive eight d. Who is Tate revealed to be?
years ago? Bane’s daughter
a. Mark the movies you have b. What can you infer from the c. The Batman movies are from Because he was tired of fighting crime. Ra’s al Ghul’s daughter
seen from Christopher name of the movieThe Dark the… Because he took responsibility for Dent’s crimes. Bruce’s daughter
Nolan’s Batman trilogy. Knight Rises? Because he was ordered to leave by Gotham
1. action genre City’s police force. e. Why didn’t Gordon want Blake to reveal the truth
1. Batman Begins 1. Batman goes away about Batman’s identity to the city?
2. adventure genre b. Did Selina help Batman? Because he wants to protect Dent’s legacy.
2. The Dark Knight 2. Batman returns Yes, she led him to Bane. Because Gotham city hates Batman.
3. both the action and Yes, she saved him from Bane. Because he doesn’t think the city is ready to hear
3. The Dark Knight Rises vary. 3. Batman dies adventure genres No, she led him into a trap. the truth.
Answers may Answers may vary. Answers may vary.
c. Why didn’t Batman defeat Bane when he almost Reading Strategy
2. Read the movie review. Then, answer the questions below. had the chance?
Because Tate came to Bane’s rescue. To make inferences and understand a story,
Because Selina came to Bane’s rescue. use the facts given to make good guesses
Because Bane was too strong. about other things that are not directly stated.

The action-packed adventure movie, The Dark Knight Batman’s true identity and sends him to a foreign prison
Rises, is the third and final installment of director, with a broken back. When Selina tricks Batman into

Christopher Nolan’s Batman trilogy. Starring various meeting Bane, he breaks his back and sends him to a 3. Make inferences to answer the questions below by finding clues in the text.
accomplished actors like Christian Bale, Gary Oldman, foreign prison.
Tom Hardy and Anne Hathaway, this energetic movie is
guaranteed to captivate its audience. Bane has also managed to trap most of Gotham’s police
underground and isolates the city from the rest of the

After vanishing into the night 8 years ago and falsely world, preventing outside military help. He tells Gotham’s a. Why did Blake agree to help Gordon convince Batman, a fugitive, to come out of exile?
accepting the blame for the crimes of then district citizens that he will detonate a nuclear weapon if anyone
attorney, Harvey Dent, Batman turned from hero to Facts: ____E_v_e_n_t_u_a_l_ly_,_B_l_a_k_e_d_e_d_u_c_e_s__B_a_t_m_a_n_’_s_t_r_u_e_i_d_e_n_ti_ty_…_______________________________________________
attempts to leave the city. Answer: __B_e_c_a_u_s_e_h_e__h_a_d_d_e_d_u__ce_d__B_a_t_m_a_n__’s_t_r_u_e_i_d_e_n_t_it_y_a_n_d__r_e_a_li_z_ed__t_h_a_t_h_e_w__a_s_n_’t_a__c_r_im__in__a_l.________________

fugitive. Now, police commissioner James Gordon, the After months of recuperating, Bruce escapes from prison b. Did Selina want to lead Batman into a trap?
only man who knows of Batman’s innocence, has nearly and enlists the help of Selina, Blake, Gordon, and Miranda
eradicated organized crime from the streets of Gotham Tate to liberateGotham and stop the nuclear bomb. Batman Facts: ___B_a_n__e_a_g_r_e_e_d_t_o_l_e_t_h_e_r_l_iv_e__if__sh_e__b_r_o_u_g_h_t_B_a_t_m__a_n_t_o_h__im__. _________________________________________
city. But, everything is about to change with the arrival of almost defeats Bane. However, Tate comes to Bane’s aid, Answer: _N__o_, _sh__e_w_a_n__te_d__to__sa_v_e__h_e_r_o_w__n_l_if_e_.___________________________________________________________
the skillful cat burglar*, Selina, and the far more dangerous revealing herself as the daughter of Ra’s al Ghul, one of c. Why did Bane tell Gotham’s citizens that he would detonate a nuclear weapon if anyone attempts to leave the city?
emergence of Bane, the masked terrorist who has ruthless Batman’s worst enemies from the
plans for Gotham City. past.She, like Bane, plans to complete

Gordon is captured and severely beaten by Bane. After her father’s work by detonating the Facts: ___H__e_i_s_o_la_t_e_s_t_h_e_c_i_ty__fr_o_m__t_h_e_r_e_s_t_o_f_t_h_e_w__o_rl_d_,_p_r_e_v_e_n_ti_n_g__o_u_ts_i_d_e_m__il_it_a_r_y_h_e_l_p_._______________________
Answer: _B__ec_a_u_s_e__h_e_d_i_d_n_’t_w__a_n_t_th__e_r_e_st_o_f__th_e__w_o_r_ld__to__k_n_o_w__w_h_a_t_h_e__w_a_s_d_o_i_n_g_;_t_h_a_t_w_a_y__th_e_y__c_o_u_ld_n_’_t_s_to_p__h_im__.___
managing to escape, he is found by police detective, John nuclear bomb and destroying Gotham

Blake. Blake eventually deduces Batman’s true identity, City. Luckily, Gordon manages to block

so he, along with Gordon encourage Batman to break his Tate from detonating the bomb, while d. Why was Batman praised as a hero?
Selina shoots Bane before he is able to
8-year self-imposed exile and return to help defeat Bane kill Batman. Batman then uses the Bat Facts: ___B__a_tm__a_n_t_a_k_e_s_t_h_e_b_o_m__b__o_u_t _to__s_e_a_a_n_d__d_e_to_n_a__te_s_i_t._I_n__tu__rn__h_e__is__p_ra_i_s_e_d_a_s__a_h_e_r_o_.____________________
before he fulfills his evil plan to destroy Gotham City. Answer: _B__ec_a_u__se__h_e_s_a_v_e_s_G__o_th_a_m___C_i_ty_._______________________________________________________________

After coming out of exile, Batman asks Selina to lead him aircraft to take the bomb out to sea where e. Are Bane and Tate accomplices?
to Bane in exchange for erasing her identity from every he is presumably killed detonating it. In turn he
database in the world. However, Selina leads him into a is praised as a hero. Facts: ___T_a_t_e_c_o_m__e_s_t_o_B_a_n__e_’s_a_i_d_/__S_h_e_, _li_k_e_B__a_n_e_,_p_la_n__s_to__d_e_s_tr_o_y__G_o_t_h_a_m__C_i_ty_._____________________________
trap because Bane had agreed to let her live if she brought Answer: _Y_e_s_,_th__e_y_a_r_e_. ______________________________________________________________________________
Batman to him, because Bane had revealed that he knows * cat burglar: a thief who is skillful at entering and leaving
the locations he targets without attracting any attention.

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Writing Real Communication

1. Choose a movie which you enjoyed. Then, complete the box below. Lesson 4

Movie Information In a Nutshell!

Movie: __________________________________________________________________________________ 1. Rearrange the words below to make idiomatic expressions and then match them with their
Genre: __________________________________________________________________________________ definitions.
Director: ________________________________________________________________________________
Stars:___________________________________________________________________________________ Jumbled Words Idiomatic Expression Definition
PChloatr:ac_t_e_r_s_: ________________________________________________________A____n__sw____e__rs____m__a__y____v__ar__y__.______________________________________________________________________
______________________________________________________________________________________ heart / by a. ___________b__y_h_e_a_r_t___________ __b__ 1. invent
__________________________________________________________________________________
Adjectives to describe movie: ___________________________________________________________ with / come / up b. _________c_o_m__e_u_p__w_i_th__________ __d__ 2. not very common
Personal opinion: ________________________________________________________________________
overboard / go c. _________g_o__o_v_e_r_b_o_a_rd__________ __a__ 3. by memory

and / far / between / few d. ______f_e_w__a_n_d__fa_r__b_e_tw_e_e_n_______ __e__ 4. the short version

nutshell / a / in e. __________in__a_n__u_ts_h_e_l_l _________ __c__ 5. do or have too much

2. Read the comments, look at the pictures and complete the dialogs using the colloquial expressions.

2. Taking into account the information you filled in above, write Writing Strategy I a. I was watching a movie at home with my friends. I b. After the movie, we talked about how there were too
a review of the movie. didn’t like it. In fact, I haven’t seen a good movie in many silly jokes in it.
_____________________________________________________________ Remember to use verb tenses a long time.
_____________________________________________________________ and time expressions correctly
_____________________________________________________________ to help readers follow the Good movies are They really ___w_e_n_t__
sequence of events. ___f_e_w__a_n_d_f_a_r___
______b_e_t_w_e_e_n___! (a) __o_v_e_rb_o_a_r_d____ (b)
with the silly jokes!

________________________________________________A______n___sw______e___rs______m___a___y______va___r___y___.__________________________________________________________________________________________ Writing Strategy II c. One friend told me that he had d. My other friend said that she e. To conclude, we decided never
_____________________________________________________________ read that the main actor kept didn’t like the plot of the movie. to watch another movie by the
_____________________________________________________________ Remember to provide enough forgetting his lines. same director.
_____________________________________________________________ information or context clues, I don’t know who _c_a_m__e___
_____________________________________________________________ including synonyms, antonyms I heard that the actor didn’t _u_p__w_i_th__ (d) the terrible plot. _I_n__a_n_u_t_s_h_e_ll_,_ (e)
_____________________________________________________________ and explanations in order to learn his lines ___b_y_h__ea_r_t__. (c) we shouldn’t watch
help readers infer information any more movies
which isn’t directly stated.
by this director!
_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

3. Evaluate your text.

YES NO 3. Use the idioms in bold face to answer the following questions with your personal information.

My movie review provides extra context clues so readers can infer information. a. When was the last time you went overboard when doing something?
________________________________________________________________________________________________
I use time expressions to help readers follow the sequence of events. Answers may vary.
I use appropriate verb tenses to help readers follow sequence of events. b. D__o_y_o_u__k_n_o_w__t_h_e_w__o_rd_s__o_f_a_n_y_s_o_n_g_s__o_r_p_o_e_m__s_b_y_h__e_a_rt_?_I_f_s_o_,_w_h_i_c_h_o_n_e_s_?____________A_n_s_w_e_r_s_m__a_y_v_a_r_y.________
My review captures the main plot of the movie. c. Describe yourself in a nutshell.

My review talks about the characters in the movie. ________________________________________________________________________________________________

I use adjectives to describe the movie and offer my personal opinion. 15
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2UNIT Lesson 1 Grammar and Vocabulary

Personality Types 4. Get into pairs and play the game. Follow the instructions of each square. The student with the highest
score wins.

1. Look at the personality types. Then, complete the questions a. Choose the best b. Write the correct verb c. Unscramble the d. Complete with your
with the adjectives from the Word Bank. option. form. sentence. own information.

Word Bank Vocabulary Strategy Investigative people are I need _____t_o_s_tu__d_y_____ suggested / more / my / I have a ________________
usually very ________ and (study) medicine if I want doctor / fruit / eating personality type and
Associate words to increase like analyzing new things. to be a doctor. I would like to be a
your vocabulary. _M__y_d_o_c_t_o_r_s_u_g_g_e_s_te_d_____ ________________.
• careful • curious • creative a. friendly _e_a_t_in_g__m_o_r_e__fr_u_i_t._______
• practical • friendly b. curious ______________________ Answers may vary.
c. creative

Personality Types e. Correct the mistake. f. Unscramble the g. Choose the best h. Write the correct verb
sentence. option. form.
a. artistic: Are you ______c_r_e_a_t_iv_e_____ and do you like to express yourself through art? I love to study history,
b. conventional: Are you attentive and _____c_a_r_e_f_u_l______ and do you like to follow routines? but I dislike to study people / nurses / enjoy / I have finally finished If you are a social person, I
c. investigative: Are you ______c_u_r_io_u_s______ and interested in learning and solving problems? math. helping / often ________________ . Now I suggest ______lo_o_k__in_g_____
d. realistic: Are you _____p_r_a_c_ti_c_a_l_____ and like working with your hands? am a qualified architect. (look) for a job where you
e. social: Are you a ______f_ri_e_n_d_l_y_____ person who likes helping others? _I_l_o_v_e_t_o_s_t_u_d_y_/__st_u_d_y_i_n_g_ _N__u_r_s_e_s _o_f_te_n__e_n_jo_y______ can interact with people.
_h_i_s_to_r_y_,_b_u_t_I_d_i_s_li_k_e_____ _h__el_p_i_n_g_p_e_o_p_l_e_. ________ a. to study
2. Classify the verbs in the Word Bank into 1 of the 3 groups (there are 5 verbs per group). _s_tu__d_y_in_g__m_a_t_h_._________ ______________________ b. studying
c. both
Word Bank
Followed by Infinitives Followed by Gerunds Followed by Both
• can’t stand • hope i. Correct the mistake. j. Write the correct verb k. Unscramble the l. Choose the best option.
• plan • suggest a. ______h_o_p__e______ f. ____c_a_n_’_t_s_ta_n__d___ k. _______l_ik_e_______ form. sentence.
• dislike • like b. ______n__ee_d_______ g. ______d_is_l_ik_e______ l. _______lo_v_e_______ Conventional people are If you love
• prefer • try c. _______p_la_n_______ h. ______e_n_j_o_y______ m. ______p_r_e_fe_r______ very creative. They enjoy I am a painter. I hope personalities /sociable / ________________
• enjoy • love d. ______s_e_e_m_______ i. ______f_in_i_s_h______ n. _______st_a_r_t______ following rules. ______t_o__se_l_l_____ (sell) teachers / have / around animals, why not
• seem • want e. ______w__a_n_t______ j. _____s_u_g_g_e_s_t_____ o. _______t_r_y_______ my paintings at next think about becoming a
• finish • need _C__o_n_v_e_n_ti_o_n_a_l_p_e_o_p_l_e____ week’s art fair. _T_e_a_c_h_e_r_s_h_a_v_e__________ veterinarian.
• start _a_r_e__ve_r_y__ca_r_e_f_u_l_. _______ __s_o_ci_a_b_l_e_p_e_r_s_o_n_a_li_t_ie_s_. __
______________________ ______________________ a. to be
3. Use the information from exercise 2 to circle the correct option. b. being
c. both

a. People who are investigative and like c. Social people often enjoy ___to__w_o_r_k_/__w_o_r_k_in_g___

_____to__b_e_/_b_e_i_n_g_____ around animals might in jobs like teaching or social work. In fact, social

prefer __t_o_s_t_u_d_y_/_s_t_u_d_y_in__g__ veterinarian science. work seems _____to__b_e_/_b_e_i_n_g_____ the job of choice m. Write the correct verb n. Choose the best option. o. Correct the mistake. p. Unscramble the
Veterinarian science students can specialize in for many high school leavers today. Social workers form. sentence.
People who are practical Tim plans studying
domestic animals, wild animals or farm animals, but generally try ___to__h_e_l_p_/_h_e_l_p_in__g___ people and My sister is a famous are generally considered journalism, and Kathy an accountant / don’t want /
musician who dislikes to have a ___________ hopes to study acting. with / to work / doctor / if you
the faculty suggests ___t_o_k_e_e_p__/ _k_e_ep__in_g___ your communities overcome their problems and improve _____r_ea_d__in_g______ (read) personality type. / numbers / don’t become
false information about _T_i_m__p_l_a_n_s_t_o_s_t_u_d_y______
options open by taking various subjects from the their standard of living. herself in the media. a. social _j_o_u_r_n_a_l_is_m__a_n_d__K_a_t_h_y___ _I_f_y_o_u__d_o_n_’_t _w_a_n_t_t_o_w__o_r_k
different specializations available. b. conventional _h_o_p__es__to__s_tu_d_y__a_c_ti_n_g_.___ _w__it_h_n__u_m_b_e_r_s_,_d_o_n_’_t ____
c. realistic _b_e_c_o_m__e_a_n__a_c_c_o_u_n_t_a_n_t.__
b. Engineering is a diverse field. Students who plan d. Musicians need _____to__b_e_/_b_e_i_n_g_____ musically
talented as well as very creative. They are often

__t_o_s_t_u_d_y_/_s_t_u_d_y_in__g__ engineering should be good passionate people who dislike ____w_o_r_k_/_w__o_r_k_in_g____
at math and love __to__a_n_a_l_yz_e__/ _a_n_a_l_yz_i_n_g__ things to normal office hours, and despite the amount of

methodically. If you can’t stand __t_o_s_t_u_d_y_/_s_t_u_d_y_in_g___ competition, many hope __t_o_b_e_c_o_m__e_/_b_e_c_o_m__in_g__

math, then engineering probably isn’t for you. famous one day for their music. 17
16

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Grammar and Vocabulary

Lesson 2 3. Complete the sentences in column A with a word from the Word Bank. Then, match

I’m Interested in… both columns.

1. Complete the chart with an appropriate suffix; -er, -or, -ist, or -ian. Vocabulary • apply • appeal Word Bank Vocabulary Strategy
Strategy • decide • specialize
• curious • interested • good Use common verb/adjective + preposition
Classify words according • familiar • terrible combinations to help conversations flow
to word endings (suffixes) • serious and sound more natural.
to help remember
Profession vocabulary. AB

a. Veterinarians have to be ____se_r_i_o_u_s___ about their work c. because it is a major part of their work.

a. teach_e_r__ d. veterinar_ia_n__ g. psycholog_i_st__ j. doct_o_r__ b. Teachers generally __s_p_e_c_i_a_li_ze___ in f. like penal, commercial or international law.
b. engine_e_r__ k. invent_o_r__
c. lawy_e_r__ e. electric_ia_n__ h. journal_i_st__ l. investigat_o_r__ c. Engineers can’t be ____te_r_r_ib_l_e___ at math h. that make our lives easier.

f. politic_i_a_n_ i. dent_i_s_t _ d. If detective work ____a_p_p_e_a_ls___ to you, a. because they’re responsible for the medical
e. Archaeologists are ___c_u_r_i_o_u_s___ about old bones treatment of animals.
2. Read the ads and use the words from the previous exercise to write the
corresponding professions according to the description. Then, write the correct j. creating financial statements.
preposition for the italicized words.
f. Lawyers often ____d_e_c_id_e____ on a specific field to practice, g. preventing teeth and gum disease.

g. Dentists are ___i_n_te_r_e_s_te_d__ in d. maybe you could become an investigator.

Career Opportunity h. Inventors are ____g_o_o_d_____ at creating new things i. to study a specialization.

Leading British newspaper is Position Vacant Situation Vacant i. Doctors often _____a_p_p_l_y___ to different graduate schools e. and piecing together fragments of human and
looking for an honest and ethical j. Accountants are ___f_a_m__il_ia_r___ with animal history.
____j_o_u_r_n_a_li_s_t __ to be part of our Job Title: Are you a qualified
young dynamic team. Electrical ___E_n_g_i_n_e_e_r___(a) _____v_e_te_r_i_n_a_r_ia_n______(c)? b. specific subjects and age groups.
Applicants must be social and Company: International Are you familiar ___w__it_h___ (d)
i_n_v_ae_bs_oti_ug_ta_t_ivwe oprekoinpgleinwthhoeafrieelsde. rious Electronics Company farm animals? Does living and 4. Find 5 mistakes in the text below. Underline them and correct them.
If interested, apply ____to___: working in a country town appeal
[email protected] Requirements: Candidates should ____t_o____ (e) you? Jason was having difficulties deciding what he wanted to real passion was building things out of wood, so he decided
be specialized in the design, Fast growing agriculture company do when he left high school. Most of his teachers were on to apply to a local technical college where he specialized
development and maintenance is looking for the right applicant in colonial carpentry. Currently, Jason owns a small, but
of electrical control systems. to manage the medical care of our constantly talking about how important it was to apply to very successful construction company which specializes in
animals. different universities so he could study the degree he was building and renovating colonial style houses.
Applicants curious ___a_b_o_u_t___(b)
finding out more information Send CV to: interested on.
should contact: [email protected]
[email protected] This made Jason anxious, because he wasn’t sure what he The moral of this story is that you should never study
wanted; in fact, Jason wasn’t even sure that he wanted something just because somebody else wants you to. One
Experienced ______I_nW_v_e_sat_i_gn_a_tto_er__d______(h) ____U___rD_g_en_e_ti_snt__t_l_y___(k) to go to a university. Being outside and working with his of the most important things to consider when deciding
_____L_a_w__ye_r______(f) Needed Required hands appealed to Jason more than studying a degree at at what to study, is what appeals to you and what you are
a university. good at. Being true to your own feelings when choosing a
Are you a leader? profession is the best way to ensure long-term happiness
Are you persuasive and outgoing? He began to consider the things he was good at and in your career.
Have you decided ____o_n____(g) familiar for. After much contemplation, he realized that his
working for a large legal firm?
Small, new Mistakes
Based out of Houston, Texas, our firm company is
represents and advises clients on a private detective Job Description: a. __i_n_t_er_e_s_t_ed__o_n__–_i_n_te_r_e_s_te_d__in____________________ c. _d_e_c_id__ed__o_n__to__a_p_p_ly__–_d_e_c_i_d_e_d_o_n__a_p_p_l_yi_n_g_________
range of civil, penal and commercial interested tDeieatghnaonsde,mproeuvtehnttisasnudetreat b. __f_a_m_i_li_a_r_f_o_r_–__f_a_m_i_li_a_r_w__it_h____________________ d. _d_e_c_id__in_g__a_t_–_d_e_c_i_d_in__g_o_n_______________________
legal matters. oa_Si_nfn_uf_qia_c_cul_cey_i_ezr_sa_issii_tntns_a_ifgv_ru_e_ei_ln(pcej(f)aesio)npforihdmenpicidrldaeiiinaatntilgtgooleyncfjswoua.wcriEenitioxlslco-lu,opbusamoernaltidegnce.odeaomd. problems.
5. Answer and discuss the following questions. Then, write two more questions using the combinations
Candidates must send their CV to: Must be specialized __i_n___ (l) given.
applications@mullens&associates.com public health care.
a. Have you decided on what you want to study at university? __________________________________________________

Send CV to: b. W__h_a_t__p_ro__fe_s_s_io_n__s_a_r_e_y_o_u__c_u_r_io_u_s_a_b_o_u_t_?________________________________A___n__s__w__e__r__s__m___a__y___v__a__r_y_._____________________________________________________(g_o_o__d_a_t_)
c.
Call: (02) 9870-3647 [email protected]

18 d. __________________________________________________________________________________________(appealto) 19

Reading

Lesson 3 Are you looking to give back? How much money do you want to make?
For some people, how much money they will make is
On the Other Hand! the most important thing when choosing a career. What are your present and future expectations for
However, others might place importance on knowing money? You might be single now, but maybe you hope
1. Answer the following questions. that their hard work makes a difference in the world. to start a family in the near future, or maybe you’re part
Some careers have a component of giving back, where of a successful two-income family and need to decide
a. What careers are you interested in? the beneficiary of your hard work is not a corporation, whether you’re comfortable compromising certain
but rather a sick child, an endangered species or the career aspects, like work-life balance, in order to earn a
_____________________________________________________________ planet’s air quality. better income. If money is the reward you’re looking for,
there are careers to match.
b. W__W__hh__aa__tt____ais__rem____toh__re__e__mi__m__op__sot__r__imt__a__pn__ot__rt__toa__yn__Aot__u__nth,__sim__nw__goe__sn__rte__soy__mc__oo__ran__hy__sai__dpv__epa__ri__nrw__eyh__s. __se?__n__c__h__o__o__s__i__n__g__a____ca__r__e__e__r__? Reading Strategy f. How important is earning a lot of money to you? __
c. __________________________________________________________A__n__s__w__e__r__s__m__a__y____v__ar__y__.__ h. What are your present and future expectations for
Read articles in sections to _m___o__n__e__y__?_____________________________________________________A___n___s___w_____e_r___s___m______a___y___v___a___r___y___. __________________
d. Do you feel scared or anxious when thinking about choosing a career? check for comprehension. Do you deal well with stress?
Some of us flourish with the stress of having strict Finally, if choosing a career feels like too much pressure,
_____________________________________________________________ deadlines. Some others like being the glue that holds relax and try to choose a career that feels right today,
everything together. On the other hand, others prefer knowing that you can always change your mind in the
2. Read the text and answer questions a-h. to work in a more relaxed and stress free atmosphere. If future. In today’s workplace, choosing a career doesn’t
you thrive under pressure, you may do well in a high- necessarily mean you have to stick with that line of
Choosing a Profession that Best Suits You stress career. But, if stress makes you want to run the work for your entire life.You can always re-evaluate your
other way, look for a more laid-back option. choice in the future based on your long-term objectives.
Everybody is different. We all have different skills, Where do you like to work? Remember, as time moves on, people change. Your
g. Would you prefer to have strict deadlines or do you needs for money, freedom, balance, and recognition will
interests, experiences and expectations. So how do What’s your preferred work location? Would you prefer to p____re__f__e__r__a____m____o__r__e__r__e__la__x__e__d____a__t__m____o__sp__h__A__e__rne__s?w____e___r_s___m______a___y___v___a___r___y___. ______ all change too. But for now, ask yourself the questions
listed above and you’ll be well on your way to choosing a
you choose the career that’s best for you? Whether work in a small or big office, at home, outside, in a hotel career that best suits you.

you’re trying to decide on your first job or you’re etc.? Some people enjoy traveling for work. In contrast,

thinking about a possible career, the following is a list others need consistency and should avoid careers that Reading Strategy

of questions you should consider when making this require a lot of moving around. Identify connectors of contrast such as on the other hand, although, but, in contrast
and however to establish relationships between ideas and increase comprehension.
important decision. c. Where would you like to work? In an office, at home or

What are you cut out for? _o_u_ts_i_d_e_?_________________________A__n__s__w__e__r__s__m___a__y___v_a__r__y__. ____________________ 3. Answer the following questions based on the text.
We all have natural talents that make certain tasks easy Do you enjoy social interaction?
for us. Considering your natural talents is very important It is important to recognize your social needs, so you a. Why is it important to consider your natural talents when choosing a career?
when choosing the right career. Of course we’re capable can choose a career that matches them. Although some _______________________________________________________________
of doing other things, but those other tasks usually feel people prefer to work behind the scenes (without the __________A_n__sw__e_rs__m_a_y__v_a_r_y.______________________________________
more like an obligation. Think about what you really complications of interacting with colleagues and clients),
enjoy doing and how those skills can be applied to a job. b. What type of work environment has specific deadlines and strict guidelines?
_______________________________________________________________
a. _W_h_a_t__a_re__y_o_u_r_n_a_t_u_r_a_l t_a_l_e_n_ts_?_____A___n___sw____e_r_s____m__a__y__v__a__r__y__.____ others, who are more social, might be more productive ______________________________________A_n_s_w_e_r_s__m_a_y__va_r_y_.__________
working as part of a team.
c. What are some types of different work locations?
What’s your work style? d. D____o__y__o__u____p__r__e__fe__r___w___o__r_k__i_n__g___i_n____a___t_e__a__m_A__n_o__sr_w__a_e_lro__sn__me__?__a__y____v___a___ry___._________ _______________________________________________________________
Everyone has a preferred work style, even if we don’t ____________________A__n_s_w_e_r_s_m__a_y_v_a_r_y_. ___________________________
realize it. However, that particular style can sometimes
d. Does someone who works 7 days a week have a good work-life balance?
conflict with a career choice. For example, a flexible How important to you is work-life balance? _______________________________________________________________
work environment might allow you to deliver projects Are you someone who values a short commute to and ____A__n_s_w_e_r_s_m__a_y_v_a_r_y_. ___________________________________________
on various dates. On the other hand, a structured from work and likes to spend weekends with your family?
environment would require specific deadlines and strict If so, it is a good idea to pick a career that has regular e. Should someone who doesn’t like stress work in a high-pressured job? Why
guidelines. Which do you prefer? In which environment hours and little to no requirements to work overtime or or why not?
would you be the happiest? on weekends. _______________________________________________________________
_____________________________________A_n_s_w_e_r_s_m__a_y_v_a_r_y_. ___________
b. Would you prefer to work in a flexible or structured e. Do you want a job with normal office hours, and are
_e_n_v_ir_o_n_m__e_n_t?___________________A__n__s__w__e__r__s__m____a__y__v__a__r__y.____________________
20 _yo__u_w_i_ll_in_g__t_o_w__o_rk__o_v_e_rt_i_m_e_?_A___n__s_w____e_r_s___m___a__y__v__a__r__y__.__________ 21

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Writing Real Communication

1. Each subject is described in two sentences. Join them to make one. Lesson 4
Use the connector of contrast indicated.
I Passed with Flying Colors!
a. Social interaction at work:
Some people enjoy working in a team environment. Other people prefer Writing Strategy I 1. Rpiecatdurteheansdituthaetinonwsitdheasncraibpepdro, mpraiattceh them with a
working alone. (however) expression in
Remember the normal
_S_o_m__e_p_e_o_p_le__e_n_jo_y__w_o_r_k_in_g__in__a_t_e_a_m__e_n_v_ir_o_n_m_e_n_t_._H_o_w__e_v_er_,______________ structure for sentences with the Word Bank.
_o_t_h_e_r_p_e_o_p_le__pr_e_f_e_r_w_o_r_k_in__g_a_l_o_n_e_. ___________________________________ connectors:
b. Reasons why we work: sentence pattern 1; + connector, Word Bank c
Making a lot of money is important to some people. Other people prefer to + sentence pattern 2.
know they are making a difference in the world. (on the other hand) _b_._ I passed with flying colors! _a_._ OI ahmnod,eIf’ivneitfeallylecnubt eohuitnfdo!r this! d
Writing Strategy II _c_._ I dropped out of that degree _d_._
_M__a_k_in_g__a_l_o_t_o_f_m__o_n_e_y_i_s_i_m_p_o_r_ta_n__t _to__so_m__e_p_e_o_p_l_e_. _O_n__th_e__o_th_e_r__h_a_n_d_, ______ Vocabulary
_o_t_h_e_r_p_e_o_p_le__p_re_f_e_r_t_o_k_n_o_w__t_h_e_y_a_r_e_m__a_k_in_g__a_d_i_f_fe_r_e_n_c_e_i_n_t_h_e_w__o_rl_d_._______ Use connectors of contrast to a. YcyYplooaoauusussshaaeaarrsevle.leYnyvooboeutreuyeurhnhpsaua-vstbpeiocjpje-kuydcfsatwotstrreiatethtwhtuseyictrophnhuaeoarsdosltlelty,wlofboebsuuecetrkhcwyoaaooounurlsdkdea.hi,ndandveofextontour’etnnmladytoetdeluiydntwdtyheoeadlulton Strategy
c. Stress levels at work: combine contrasting sentences b.
Some people don’t like working under stress. Other people do really well and make comparisons. Learn idioms to help
working under pressure. (in contrast) understand and
explain common a
_S_o_m__e_p_e_o_p_le_d_o_n_’_t_li_k_e_w__or_k_i_n_g_u_n_d_e_r_s_t_re_s_s_. _In__c_o_n_tr_a_s_t,_o_t_h_e_rs_d_o__r_ea_l_ly_____ everyday situations.
_w_e_l_l _w_o_r_k_in_g__u_n_d_e_r _p_re_s_s_u_r_e._______________________________________
b
2. Based on the given subjects, write two contrasting ideas.
Then, use the connectors indicated to write one sentence. Key Expressions

Subject Contrasting Ideas Sentence c. yACYEofohnutuevermirderoceniconcdammidloEpeefnlnytegotetaiiasnnlrtSegoeecptxirheaisnenmtgucfsiedir.s.sytninyogetatwhr,hayatotduyeohguarevaeereajuninsdtterbereeagsliitzneedsdtiuntdh.yaitng Get you down: to make
you feel sad.
Balancing work and 1. Some people _______________________ ___________________________________ d. Epavrboeilfnietytshswiooiutngh,hyaonituimhhaaaslvsteaakfniendnawlylyaonuletaatrolnobenedgcttohimmateeytaoovucehhtaeovroienseaaraniaant.ural
personal life (On the
other hand) __________________________________ ____ On the other hand, _______________

Exploring natural 2. Other people _______________________ ___________________________________
talents (However) 1. _S_o_m__e_p_e_o_p_l_e____________A__n__s__w__e__r__s__m____a__y__v__a__r__y_._____ ____________________________________A__n__s__w__e__rs____m__a__y__v__a__r__y_._______

__________________________________ H0wever, _____________________________

2. Other people _______________________ _____________________________________

__________________________________ _____________________________________

22 3. W_i____n_____________f_____r___o_______i_______rt__________e_m__________________a__a______________t___b_______i_____o__r___________in_______e_____________fo_____________rn___________e__________t__f_________h_l______e______i_____s__c______________t___t____i______oo_____________pn______________i_______ca____________b______t_______o___o_____________u______d_______t______e__________y_____v_______o___e_________u____l______o____r________p__________v___________i__y__e_________o______w______u____________Apr____________o_n_______i____d__si_______n__w___e________t______ea_______r_____r__s____s___e_____._____m____g______________a__a___________yr___________d___v_________i_a_____n_______r________g__y_________.________w__________________o_____________r___________k_____________-_______l____i_______f_______e___________________b______________a_______________l______a____________n_____________c______________e_____________.___________U_________________s____________e______________________t__________h______________e___________________p_____________r____________e_____________v_________i_____o_______________u_____________s_____________________________________________ 2. Complete the conversation with the correct expressions.

Rachel: Hey Terry, have you got the results of your exams yet? 23

Terry: I sure have and I am pleased to say that I ___________p_a_ss_e_d_________ everything ___w__it_h__fl_y_in_g__c_o_lo_r_s_____(a)!
What about you? How did you go?

R: Well, I went really well in the subjects that I am interested in. But, I had difficulties with chemistry and physics. I’m
simply not _______c_u_t_o_u_t_f_o_r_________(b) those.

T: Have you ever thought about getting an after-school tutor to help you with the subjects you’re having difficulties with?

R: I have. In fact, I am starting classes next week with a new tutor. Hopefully he will help me get up-to-date. I was in
Spain with my dad for the last 2 weeks and now I have really _____f_a_ll_e_n__b_eh__in_d_________(c).

T: Spain, that’s great! But be careful. We are in our final year of high school, so we have to get the best grades possible.
Our future depends on it!

R: Wow that scares me! Sometimes when things are really hard, I feel like ________d_ro__p_p_in_g__o_u_t______(d).

T: That’s normal. Everyone feels like that at some stage. The important thing is not to let those feelings take over. Don’t
let one bad exam result get you down!

R: You’re right! I’ll study harder and pay more attention in class. Thanks Terry!

T: Hey, no problem. That’s what friends are for!

3UNIT Grammar and Vocabulary

Lesson 1 4. Change the Active Voice sentences into the Passive Voice. Grammar
Strategy
Renewable Energy a. Windmills capture the wind’s force and convert it into wind power.
_T_h_e__w_i_n_d_’_s _f_o_rc_e__is__ca_p__tu_r_e_d_a_n__d_c_o_n_v_e_r_te_d__in__to__w_i_n_d_p_o_w__e_r _(_b_y_w_i_n_d_m__il_ls_)_.____ Use Passive Voice when it
1. Use the appropriate prefixes or suffixes in the Word Bank is neither important nor
to complete the concepts on the left. b. Humankind consumed much less energy 50 years ago. clear from context, the
_5_0__y_ea_r_s__a_g_o_, _m_u_c_h__l_es_s__en__e_rg_y__w_a_s_c_o_n__su_m__e_d__b_y_h_u_m__a_n_d_k_i_n_d_. ______________ subject performing the
action.
c. Many countries are promoting the usage of renewable energy.
_R_e_n_e_w__a_b_le__e_n_e_r_g_y_u_s_a_g_e_i_s_b_e_i_n_g_p_r_o_m__o_t_ed__b_y_m__a_n_y__co__u_n_tr_i_e_s._______________

Word Bank a. ___e_n__danger__e_d___ species d. Irrigation provides water to naturally dry land.
b. sustain__a_b_l_e_ develop_m__e_n_t_ _N__a_tu_r_a_l_ly__d_ry__la__n_d_i_s_p_r_o_v_id_e_d__w_i_th__w_a_t_e_r_b_y_/_th_r_o_u_g_h__i_rr_i_g_a_ti_o_n_______________
c. glob___a_l__ warm__i_n_g__
Suffixes Prefixes d. ___re___new__a_b_l_e_ energy e. The Egyptian Pharaohs used wind and hydro power to sail their sailboats up and down the River Nile.
• -able (2x) • en- _W__in__d_a_n_d__h_y_d_r_o_p_o_w__e_r_w_e_r_e_u_s_e_d__b_y_t_h_e_E__g_y_p_ti_a_n_P__h_a_r_a_o_h_s_t_o_s_a_i_l _sa_i_l_b_o_a_ts__u_p_a_n_d__d_o_w_n__t_h_e_R__iv_e_r_N__il_e_. _
• -ing • re-
• -al 5. Unscramble the words. Use the words given to write about the process of making compost.
• -ment Use the verbs in parentheses in the Passive Voice and in the correct tense.
• -ed

2. Read the text from an environmental organization and match the concepts in the Word Bank
with the corresponding lines from the paragraphs.

Word Bank Currently, the amount of substances in the Earth’s atmosphere that prevent How to Make a Compost
e the release of heat into space is on the rise. This rise is one of the main causes
a. global warming a of the gradual increase in the average temperature of our planet. In order to a. appropriate / an / compost bin / (choose - present)
b. endangered species _A_n__a_p_p_r_o_p_r_ia_t_e_c_o_m__p_o_s_t _b_in__i_s_c_h_o_s_e_n_.______________________________________
c. sustainable combat this environmental problem, the growth of cities should be planned
c in such a way as to avoid the depletion of natural resources. One way of doing b. of bins / composting / for / many types / (use - present)
development _M__a_n_y_t_y_p_e_s_o_f_b_i_n_s_a_r_e__u_s_e_d_f_o_r_c_o_m__p_o_st_i_n_g_. _________________________________
d. renewable this is to use power which comes from natural sources such as sunlight and
d wind. c. to store / a level and well-drained / your compost / site / (select - present)
resources _A__le_v_e_l_a_n_d__w_e_l_l-_d_r_a_in__ed__s_it_e_i_s_s_e_l_ec_t_e_d_t_o_s_t_o_r_e_y_o_u_r_c_o_m__p_o_s_t.___________________
e. greenhouse gases If we all take responsibility for our planet: the air we breathe, the
land we walk on, and the water we drink from, not only will we d. over soil / compost bins / concrete / rather than / (place - present)
live in a cleaner planet with less contamination, but the number of
b plants and animals that are at risk of becoming extinct will begin to _C_o_m__p_o_s_t_b_i_n_s_a_r_e_p_l_a_c_e_d_o_v_e_r_s_o_i_l_r_a_th_e_r__th_a_n__c_o_n_c_r_e_te_.________________________
decrease. e. leaves, vegetable scraps and plant cuttings / materials / like / (collect - present)

3. Complete the renewable energy organization information. Use the Passive Voice and the verb tense _M__a_te_r_i_a_ls__li_k_e_l_e_a_v_e_s,_v_e_g_e_t_a_b_le__s_cr_a_p_s__a_n_d_p_l_a_n_t_c_u_t_ti_n_g_s_a_r_e__c_o_ll_e_c_te_d_.___________
f. by humans / vegetable scraps are / which / vegetable parts / (not consume - past)
indicated.
_V_e_g_e_t_a_b_le__sc_r_a_p_s__a_re__v_e_g_e_ta_b_l_e_p_a_r_t_s_w_h_i_c_h_w__e_r_en__’t_c_o_n_s_u_m__e_d_b_y__h_u_m__a_n_s_. ________
Currently, there are many different forms of renewable energy available. First, we have solar power, where the sun’s g. in compost mixtures / dairy products and meats / materials like / (not include - present)
rays _____a_r_e_c_o_n_v_e_r_te_d_____(a. convert – simple present) into electricity. This is probably the most well-known form of
renewable energy. However, it is not the most widely used. Actually, hydropower accounts for 16% of the world’s electricity _M__a_te_r_i_a_ls__li_k_e_d_a_i_r_y_p_r_o_d_u_c_t_s_a_n_d__m_e_a_t_s_a_r_e_n_o_t_i_n_c_l_u_d_e_d_i_n_c_o_m__p_o_s_t_m__ix_t_u_r_e_s._____
consumption. In fact, nowadays, hydropower ___is__b_e_in_g__p_r_o_d_u_c_e_d___(b. produce – present progressive) by 150 countries h. are those / from milk / dairy products / (produce - present)
worldwide, with the largest producer being China. Another renewable energy form, wind power, uses little land and is very
clean; absolutely no greenhouse gas emissions ______a_re__e_m_i_t_te_d______(c. emit – present simple) during the process. Wind _D__a_ir_y_p_r_o_d_u_c_t_s_a_r_e_t_h_o_s_e_w__h_ic_h__a_r_e_p_r_o_d_u_c_e_d__fr_o_m__m__il_k_._______________________
power accounts for 2.5% of the total worldwide electricity usage, with 83 countries using it. In the past, only nonrenewable i. to the compost / moistened with water / and / collected materials / (add - present)
forms of energy ____w_e_r_e__c_o_n_su__m_e_d____(d. consume – simple past) by the world’s largest cities, but with education and
research, this is slowly changing. In 2008, renewable energy ______w__a_s_u_s_e_d_______(e. use – simple past) to generate 10% _C_o_l_l_e_ct_e_d_m__a_t_e_ri_a_l_s_a_r_e_a_d_d_e_d__to__th_e__c_o_m_p_o_s_t_a_n_d__m__o_is_t_en__ed__w_i_t_h_w__a_te_r_. __________
of the world’s electricity consumption, with the forecast being that by 2035, renewable sources will account for nearly 23% j. every / the compost / 7 to 10 days / (turn - present)
of the world’s total electricity generation.
_T_h_e__c_o_m_p_o_s_t_i_s_t_u_r_n_e_d_e_v_e_r_y_7__to__1_0_d_a__ys_.____________________________________
24 k. the ingredients / in the compost bin / (decompose - present continuous)

_I_n__th_e__c_o_m_p_o_s_t_b_i_n_,_th__e_i_n_g_r_ed_i_e_n_t_s_a_r_e_b_e_i_n_g_d_e_c_o_m__p_o_s_e_d_. _____________________
l. to fertilize / in the garden / the soil / finally / the compost / (use - present)

_F_i_n_a_l_ly_,_t_h_e_c_o_m__p_o_s_t _is__u_s_ed__t_o_f_e_r_ti_li_z_e_t_h_e_s_o_i_l _in__th__e_g_a_r_d_e_n_.___________________

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Grammar and Vocabulary

Lesson 2 2. Each statement below elaborates on the corresponding comic above. Check (√) the best answer to
complete the statements.
Conserving the Environment
a. Smog levels won’t be reduced if we all simply move out d. Hopefully, in the future, chemical fertilizers and

of the cities. Instead, we urgently need to reduce our pesticides will be replaced by organic products like

society’s contamination levels. compost.

1. Complete the following sarcastic comics. Word Bank have been had been won’t be have been had been will be
Use words from the Word Bank.
• compost • conservation b. If, in the past, environmental education had been e. Petroleum has been used to make a number of products
Vocabulary Strategy focused on a variety of topics, like car type and size, as like pesticides over the years; most of them pollute our
• environment • extinction well as recycling, we would have cleaner air to breathe. environment and are toxic to living things.
Look at the comics and remember that sarcasm is the use
of words that mean the opposite of what you really want to • pesticides • recycle
say, especially in order to show irritation or to be funny.
• smog has been had been will be has been had been will be

a b “It’s important to _____re_c_y_c_l_e___ c. Many types of conservation programs have been f. The extinction of many animal species has been
son. It helps keep our implemented around the world, but unfortunately caused by man’s destruction of our wildlife’s natural
hunters are still killing endangered species. habitat.
____en__v_ir_o_n_m__e_n_t ___ clean.”
“Aren’t you glad we traded the have been had been will be has been had been will be

__s_m_o_g____ in the city for the

fresh air of the countryside?” 3. Rewrite the sentences in order to make just one. Use a relative pronoun (who, which, that or whose).

“Help! I think I “The organic E.g. This is 100% organic compost. It is used to fertilize my garden.
swallowed a bug!” ____co__m_p_o_s_t___ is __T_h_i_s_i_s_1_0_0_%___o_r_g_a_n_ic__c_o_m_p__o_st_w__h_i_c_h_/t_h_a_t_i_s_u_s_e_d__to__fe_r_t_il_i_ze__m_y__g_a_r_d_e_n_.______________________________________
ready to be used in
cd a. Craig is a 17-year-old nature lover. He is being taught how to make compost by his friend, Melisa.
the garden.” __C_r_a_ig__is_a_1_7_-_y_ea_r_-_o_ld_n_a_t_u_re__lo_v_e_r _w_h_o_i_s_b_e_in_g_t_a_u_g_h_t _h_ow__t_o_m_a_k_e_c_o_m_p_o_s_t_b_y_h_is__fr_ie_n_d_,_M_e_l_is_a_. ____________

“It says here that ¼ of the b. I hate breathing in all the smog in the air. It is caused by our cars and factories.
world’s mammal species __I_h_a_t_e_b_r_e_a_th_i_n_g_i_n_a_l_l _th_e__sm__o_g_i_n_t_h_e_a_i_r_w_h_i_c_h_/t_h_a_t_is__ca_u_s_e_d_b_y__o_u_r_c_a_rs__a_n_d_f_a_c_to_r_ie_s_._____________________

are at risk of c. They are the orphaned tiger cubs. Their mother was killed by hunters.
______e_x_ti_n_c_ti_o_n______!” __T_h_e_y_a_r_e_th_e__o_rp_h_a_n_e_d_t_ig_e_r_c_u_b_s_w_h_o_s_e_m_o_t_h_e_r_w_a_s_k_il_le_d__b_y _h_u_n_te_r_s.__________________________________

4. Read the following health warning and complete it with the appropriate relative pronouns and, when
indicated, the verb in Passive Voice.

“Son, thanks to global Caution: Toxic Pesticides Poisoning Humans
warming and a lack
of environmental Pesticides are substances __w__h_ic_h___ _____a_r_e_u__se_d____(a. – present) to the crops are ingested by people ___w_h_o_____
use – present) to kill pests and insects ___t_h_a_t_____(b) ___a_r_e_b_e_i_n_g__p_o_is_o_n_e_d____(h. poison – pres. cont.) by the
___c_o_n_s_e_r_v_a_ti_o_n_____, we eat different types of vegetation, in particular, the food products in the supermarkets, and by animals that graze
won’t be able to enjoy this in crops _____w_h_i_c_h______ _________a_r_e_s_o_l_d_______(c. sell on the land. These animals and/or their byproducts are
– present) in supermarkets for people to eat. The pests consumed by humans ___w_h_o_____ ____a_r_e__in_t_o_x_ic_a_t_e_d____
the future.” and insects are gone, but the toxic chemicals ____t_h_a_t___ (i. intoxicate – present) with the chemicals once again.
_____w_e_r_e_s_p_r_a_y_e_d_____ (d. spray – past) on the fruit are not.
e “I don’t care if the world runs out f Another problem is the contamination of our rivers,
of petroleum. ___P_e_st_i_c_id_e_s___ are The World Health Organization, an organization lakes and oceans ___t_h_a_t____ __i_s_b_e_i_n_g__ca_u__se_d_____
____w_h_o_s_e___(e) purpose is to create international (j. cause – pres. cont.) by these toxic pesticides. This
made from petroleum!” guidelines for food safety, has unfortunately approved means that we humans are consuming fish ____t_h_a_t ___
the use of seven of the most toxic chemicals compounds __h_a_v_e__b_e_e_n_i_n_t_o_x_ic_a_t_e_d_____(k. intoxicate – pres. perfect)
____t_h_a_t___ _____a_r_e__k_n_o_w_n______(f. know – present) with these poisonous chemicals, and that the water we drink
to man for the production of pesticides. The highly toxic and use to water our crops is polluted as well, creating a
pesticides __w__h_ic_h____ ____a_r_e_a_p_p_l_ie_d________(g. apply vicious cycle which will not be broken if left unchecked.

26 27

Reading

Lesson 3 e It is estimated that 18% of Iceland’s total energy and less expensive than hydrogen vehicles, the country
usage comes from hydro energy, with 75% of the country’s may switch to electric vehicles in the future.
Green Products general electricity harnessed through hydropower. Recent
environmental impact assessments have suggested that a The purpose of this Act is to direct the interaction of
1. Check (✔) your knowledge about Iceland. Iceland has the potential to increase its hydropower man with his environment so as to minimize any harm
production by up to 30% without any detrimental effects caused to the planet, including air, land, sea and fresh
a. The country Iceland is located in… c. Iceland is one of the world’s to the environment. water pollution, and plant and animal conservation,
most… among others. Various environmental goals and
Southern Europe. g The country provides an ideal location to test the timeframes have been set out in the Act, including the
Northern Europe. densely populated viability of hydrogen as an alternative fuel source for the country’s goal of becoming the first country in the world
Central Europe. countries future, since it is a country of only 320,000 people, with to be completely carbon and oil free by the year 2050,
b. Geothermal energy is… over 60% living in the capital, Reykjavik. The small scale meaning that the country will be 100% reliant upon
sparsely populated of the infrastructure makes the country’s transition from renewable energy.
the heat from the sun. countries oil to hydrogen much easier. There is also a plentiful
the heat from hydrogen. supply of natural energy that can be harnessed to produce d Not only is the country a visual delight of landscapes
the heat from the earth. don’t know hydrogen in a renewable way, making it perfect for and scenery, but it is also a breathtaking example of an
hydrogen production. However, these factors also make environment where man has learned to live peacefully
Reading Strategy Iceland an advantageous market for electric vehicles, and with nature, respecting its laws and minimizing its
given that electric vehicles are four times more efficient, destruction.
The topic sentence summarizes
the ideas of the paragraph.

2. Read the text and match the following topic
sentences with their corresponding paragraphs.

a. Back in 1999 the Icelandic Conservation of Nature Act was established as a set of ecological 3. Answer the following questions based on the text. e. Which car is considered more environmentally friendly?
guidelines for the country to follow.
a. Environmentally, Iceland is 1. hydrogen cars
b. Known to be one of the world’s most volcanically active countries, Iceland has unlimited 1. very different from other countries. 2. electric cars
access to natural sources of geothermal energy. 2. very similar to other countries. 3. both types of cars have the same benefits
3. text doesn’t mention.
c. Situated at the top of the world, in the North Atlantic Ocean, between Europe and North America, Iceland is an f. Iceland’s Conservation of Nature Act sets out
amazingly beautiful mountainous island nation which is like no other. b. In 2012, Iceland was given the title of the world leader
in… 1. short-term environmental goals.
d. With 84% of the country’s energy coming from renewable energy sources and world class nature conservation laws, 2. long-term environmental goals.
it is easy to see why Iceland is the most sustainable country in the world. 1. pollution control. 3. text doesn’t mention.
2. sustainability.
e. Iceland is the first country in the world to create an economy generated through industries which obtain their energy 3. greenhouse gas emission control. g. Iceland was voted the most sustainable country in the
needs through renewable sources like hydropower. world because…
c. Iceland’s main type of energy production comes from…
f. In 2012, Iceland was given the title of the most sustainable country in the world, ahead of other prominent countries 1. a large percentage of its energy comes from
like Switzerland, Costa Rica and Norway. 1. hydro energy. renewable sources.
2. hydrogen energy.
g. The use of hydrogen to fuel cars and fishing boats is just one of many ongoing alternative fuel projects in Iceland. 3. geothermal energy. 2. it has excellent nature conservation laws.
3. both 1 & 2.
Iceland: No. 1 for Sustainability and Conservation d. Iceland’s electricity predominantly comes from…

c It possesses many of the ideal components of unpolluted forests, effective management of timber 1. hydro energy.
2. hydrogen energy.
sustainability including a government and citizens reserves, and the effective climate change policy which 3. geothermal energy.

who are eco-friendly, vast and amazing landscapes, Iceland has become famous for. In fact, in 2010, Iceland

abundant renewable energy sources, pure and unpolluted was also labeled the world leader in pollution control,

water sources, exceptional wildlife, and an overall natural resource management, environmental public

commitment to the conservation of nature. Just recently, health, greenhouse gas emissions, and reforestation.

Iceland claimed that preserving the country’s natural b The country is considered a pioneer and world leader
wealth through conservation is one of its highest priorities. in the use of this form of renewable energy for heating,
and in recent years the amount of electricity generated
f This effectively means that Iceland is the cleanest

energy consuming country in the world, which is easy from geothermal energy has also increased significantly.

to understand when we consider the low levels of Geothermal energy facilities currently generate 66% of

environmentaldisease,lowairpollution,highwaterquality, the country’s total energy production. 29
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Writing Real Communication

1. Decide on an environmental problem which affects your city or country and answer the questions. Then, Lesson 4
use this issue to create the outline of two paragraphs.
a. What is the problem? ________________________________________________________________________________ In the Long Run
_____________________________________________________________________________________________
1. Match each sentence below with a picture. Then, change the underlined words for an
b. What are the causes of this problem? ___________________________________________________________________ expression on the right from the Word Bank.
c. W____h__a__t__a__r__e__t__h__e____co____n__se__q__u__e__n__c__e__s__o__f____th__e____p__ro__b____le__m____?________________________________________________________________A___n___s___w___e___r_s_____m___a___y___v___a___r_y___.______________________________________________________________________

d. What are the solutions? ______________________________________________________________________________
_____________________________________________________________________________________________

Paragraph 1 Paragraph 2 ce a db
Main topic (problem): Main topic (solution):
a. One day, the planet’s oil reserves might become exhausted. Word Bank
Secondary ideas (causes): Answers may vary. Secondary ideas (consequences): Answers may vary. b. People use electricity every day.
Topic sentence: Topic sentence: c. Ultimately, sustainable development is the only way to go! c 1. in the long run
d. You have to pay a lot for electronic cars. a 2. run out
e. At first, I did not think what I was seeing was real. There was so much smog. d 3. pay through the nose
e 4. not believe one’s eye
b 5. day in and day out

2. Use the appropriate expression from the Word Bank to complete the following text.

2. Use the information from exercise 1 to write the first two paragraphs of Writing Strategy ____D_a_y__in__a_n_d__d_a_y_o_u_t____(a) in Singapore, neon lights light up the skyline. Some Vocabulary Strategy
your article. say that the view is so beautiful that they _____c_a_n_’t_b_e_l_ie_v_e__th_e_i_r_e_y_e_s____(b),
Use outlines to organiza while others remark how this artificial lighting is visual pollution. Singapore Use synonymous words and
(Title) your ideas before writing. phrases to help work out
is impressively urbanized with very few natural ecosystems left. In fact, how and when to use idioms.

Paragraph 1 Paragraph 2 a major problem facing Singapore is the amount of water available. The
country is quickly _________r_u_n_n_i_n_g__o_u_t__________(c) of its supplies and
Topic sentence: _______________________________ Topic sentence: _______________________________
____________________________________________ ____________________________________________ will have to consider alternative water sources which will be the only solution
_____________________________________________ _____________________________________________ _______i_n__th_e__lo_n_g__r_u_n_______(d). Unfortunately, the water shortage means that
_____________________________________________ _____________________________________________ people _____p_a_y__th_r_o_u_g_h__t_h_e_n_o_s_e_____(e) for this basic necessity.
_S___e__c__o__n__d__a__r__y___i_d__e__a__s__:___________________________A____n___s__w____e__r__s___m_____a___y___v___a___r___y._____________________ _S___e__c__o__n__d__a__r__y___i_d__e__a__s__:__________________________A_____n___s_w_____e__r__s___m_____a___y___v___a___r__y_._____________________
_____________________________________________ _____________________________________________ 3. Use the expressions to write what you would say in each situation below.
_____________________________________________ _____________________________________________
_____________________________________________ _____________________________________________ a. You want to tell someone you paid a lot for your ecologically friendly house.
_I_p_a_i_d__th_r_o_u_g_h__th__e_n_o_s_e_f_o_r_m__y_e_c_o_l_o_g_ic_a_l_l_y_f_ri_e_n_d_l_y_h_o_u_s_e_._______________________________
30 31
b. Mention that you couldn’t believe it when you saw the price.
_I_c_o_u_l_d_n_’_t _b_e_li_e_ve__m_y__e_y_e_s_w_h_e_n__I_s_a_w__t_h_e_p_r_i_ce_._________________________________________

c. State that if people don’t start thinking green, soon we won’t have any non-renewable resources
left.
_I_f _w_e__d_o_n_’t_s_t_a_r_t _th_i_n_k_i_n_g_g_r_e_e_n_,_s_o_o_n__w_e_w__il_l_r_u_n__o_u_t_o_f_n_o_n_-_r_e_n_e_w_a_b_l_e_r_e_s_o_u_r_c_e_s._____

d. Tell the person that buying the house was worth it because in the future it will work
out cheaper.
_B_u_y_i_n_g_t_h_e__h_o_u_s_e_w_a_s__w_o_r_t_h_i_t _b_e_c_a_u_s_e_i_n_t_h_e_l_o_n_g__r_u_n_i_t_w_i_ll__w_o_r_k_o_u_t_c_h__ea_p_e_r_.____

e. Say that by using solar power every day, you will also help our planet.
_B_y__u_s_in_g__s_o_la_r_p__o_w_e_r_d_a_y__in__a_n_d__d_a_y_o_u_t_, _I_w_i_l_l _a_ls_o__h_e_lp__o_u_r_p_l_a_n_e_t.____________

4UNIT Lesson 1 Grammar and Vocabulary

Daydreaming 3. Look at the following pictures and use the words in parentheses to write sentences in the Second
Conditional.

1. Read the tweets each person has made on their Twitter account and complete the replies
with the correct form of the verbs from the Word Bank.

Vocabulary Strategy Word Bank ab c d

Look for synonyms and/or definitions • daydream • distract • fantasize a. If I __h_a_d_a__t_el_e_s_c_o_p_e_, _I_w_o_u_l_d__lo_o_k__a_t _th__e_s_ta_r_s_.____________________ (have / look) (telescope / stars)
in order to match information. • dream • procrastinate b. If she _d_i_d_n_’_t_te_l_l_t_h_e_t_r_u_th__t_o_h_e_r__b_o_y_fr_i_e_n_d_, _h_e_w__o_u_ld__b_e_a__n_g_r_y.______ (not tell the truth / be) (boyfriend / angry)
c. If I ____fi_n_i_sh__e_d_h_i_g_h_s_c_h_o_o_l_,_I_c_o_u_l_d_g_o__t_o_t_h_e_u_n_i_v_e_r_si_t_y.____________ (finish / go) ( high school / university)
Megan: My teachers are always telling me off because I often think about pleasant things, like what I am d. If he __a_t_e_t_h_a_t_d_i_sh__, _h_e_w__o_u_ld__fe_e_l_s_i_c_k_. _________________________ (eat / feel ) (that dish / sick)
going to do after school, while I am in class. Posted Mar 14

Reply: If you learned to prioritize tasks, you wouldn’t ________d_a_y_d_r_e_a_m____________ so much.

Toby: I always leave my homework to the last minute because there are so many other things that I enjoy 4. Read and complete the conversation with the appropriate form of the verb in parentheses and match
doing first, like watching T.V. or talking on the phone. Posted Jun 08 each question with an answer from the box.
Reply: If you broke your work down into smaller tasks, you would ________p_ro_c_r_a_s_t_in_a_t_e_________(a) less.
Beatrice: Hi Matthew, I have a mini-survey that I need to complete for my Answer Box
Shaun: Yesterday the teacher told my friend off because he wasn’t paying attention in class. Then she told English class. Do you have five minutes to answer some questions?
me off for preventing him from concentrating. Posted Aug 28 1. I would tell them to stop.
Reply: You wouldn’t feel the need to___________d_i_st_r_a_c_t __________(b) your friends in class if you paid more Matthew: Sure. Ask away! 2. No I wouldn’t. We need to use
attention to your teacher.
Beatrice: Ok, thanks. First question: If you __h__a_d__(have) the money, would you our time efficiently.
Tanya: Last week my friends and I were imagining that we were famous actors. We know it’s not real, but buy the new Xbox 720? 3. Of course I would. It is much
we enjoy pretending to be famous. Posted Sept 01
Matthew: 3 more technologically advanced
Reply: _________F__a_n_ta_s_i_z_in_g_________(c) can be a lot of fun and is healthy, but if you do it too much, you than the older version.
might lose touch with reality. Beatrice: What _w_o_u_l_d__ you _d_o_____(a. do) if you saw some kids bullying 4. Never! It’s a disgusting habit.

Nelly: Last night while I was asleep, I had the most amazing visions. I got an “A” for all my subjects at another kid after school?
school! I was so excited, but then I woke up and realized it wasn’t true. Posted Nov 17
Reply: Did you know that ___________d_r_e_a_m_i_n_g_________(d) is connected to your subconscious. Maybe it Matthew: 1
means that you will do very well in your exams this year!
Beatrice: If you __w_e_r_e__(b. were) older, would you smoke cigarettes?

Matthew: 4

Beatrice: And for the last question: If you procrastinated when you had to write an assignment for school, _w__o_u_l_d_ you
__b_e__a_b_le___(c. be able) to finish it on time?

Matthew: 2

Beatrice: Thanks Matthew.You really helped me out.

Matthew: No problem. Anytime!

2. Write complete sentences in the Second Conditional, according to the conditions (C) and results (R) 5. Look at the picture and write an appropriate question. Then ask What should
given. a friend the questions and record his/her answers. I do?

a. R We (not need) cars, trains or planes c. C we (like) them more Question: _______________________________________
C humans (fly) R teachers (give) us less homework ________________________A____n__s__w__e__r__s __m__a__y____va__r__y__.________________________________________
_______________________________________________
_I_f _h_u_m__a_n_s_c_o_u_ld__f_ly_,_w_e__w_o_u_l_d_n_’t_n_e_e_d__c_a_rs_,_________ _I_f_t_ea_c_h_e_r_s_g_a_v_e__u_s_l_e_ss__h_o_m_e_w_o_r_k_,_w__e_w_o_u_l_d_l_i_k_e____ Answer: ________________________________________
_tr_a_i_n_s_o_r_p_l_a_n_e_s________________________________ _t_h_e_m__m_o_r_e_.___________________________________ _____________________________________________________________________A___n___s___w___e___r___s___m_____a___y___v___a___r___y___. ___________________________

b. C everyone (spread) peace and love d. R my parents (be) so strict
R there (not be) so many wars in the world C I (have) more parties at home

_I_f _e_v_er_y_o_n_e__sp_r_e_a_d__p_ea_c_e__a_n_d_l_o_v_e_, _th_e_r_e_w__o_u_ld_n_’_t_b_e_s_o _I_f_m__y_p_a_r_e_n_ts__w_e_r_en__’t_s_o_s_t_r_ic_t_, _I_w_o_u_l_d_h_a_v_e__m_o_r_e____

32 _m_a_n_y__w_a_r_s_i_n_t_h_e_w__o_r_ld_._________________________ _p_a_r_ti_e_s_a_t_h_o_m__e_. _______________________________ 33

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Lesson 2 Grammar and Vocabulary
4. Read the apology letters. Then, write what these people wish to change about the situations.
I Wish…
a. “ctSS_oh_aa_ni_nrr_s_aagi__hdhs_w_’e,sb__yriees__obhtd__uote_e_fyksor__fn.srr__”oighe__wien_v_i_dw_In__logo___uvm___le__d_e__y_f,_o_o_I__urw__g_.__oi_I_v_uf_e__ly_d__ho___miu_m___a__._k___e_________
1. Complete the sentences with words from the Word Bank. Word b.__Tt_“_oh_W_e_b_e_e_r_ro_ce_c_hg_k_ar__neb_cw_gt_ah_eai_nas_dn_dhn_n_deg__o_sue___uet__t_nhh_t__ceoe___iyn___acdg__o_di__n_tmdh___cni_a_e_n’_ttr__its_h_a_td_l__arla__a_vct_et__oei___osnt_o_._nc___ep___r_rt__o__d_b__a_l__te__e_m__s___s_h_…__a___v”__e
Bank
a. Mr. Henderson is a very sick man. His family wishes he had better ________h_e_a_l_th______.
b. Aika applied for a new job but she didn’t get it. She really wishes her application had been a • appearance

______s_u_c_c_e_ss_______. • greed
c. Nasif wants to change how he looks, but his parents wish he were happier with his
• health
____a_p_p_e_a_ra_n_c_e______. • personality
d. Many nations have an intense and selfish desire for lots of money and power. My friends and • success

I wish that there weren’t such _______g_re_e_d________ in the world. • wealth
e. Susana is writing an essay on architecture from the 1700s, but she doesn’t know much about

the topic. She wishes she had a _____w_e_a_l_th_________ of knowledge on the topic.
f. My boss is extremely arrogant. I really wish he change his _____p_e_r_s_o_n_a_li_ty_____.

2. Look at the pictures and match them with a sentence in Column A. Then, complete the c. “tfWhoere2wa4arehteosrousrrursy,pspttolayirnwtifniolglrmbaetytmouuridntnehidagthotff
wishes in Column B. tT_o__h_n__e_i__g_w_W_th_u_i_t_sa_r…_h_nt__e_e”__tsr__h__t_ce_h_o__we__m_y_a__p_dt__e_ai__rd_n__ns_y__u’__t__p__h__p___a_l__y_v___e__o____ft__fo___.__________________

ab cd d. “We would like to take the
opportunity to apologize for losing
your order and we would like to e_.___T_Its__“hhw_t_I_awee_r_a_re_iss_tf_sa_ta_sho_al_ttl__feryh_u_ts_ye_cw_oo_hrk__fa_ue__i_n_trn_h_h__tp__aeea__r__dd_et_p__r_s_rtna__e_eo_fo__ns_f_sti__et_c_enam____ejt__ta_ia_i__tosm_t_hs__ni__eoe_._,._d_n_._b_”_.__u__t
resend you the products…”
The on-line retailer __w_i_s_h_e_s______

_t_h_e_y_h_a_d_n_´_t_l_o_st__th_e__o_rd_e_r_._/_T_h_e_y___

_w_o_u__ld__li_k_e_to__r_es_e_n_d__th_e__p_ro_d_u_c_t_s.__

_____________________________

Column A - Second Conditional Column B - Wishes Writing Strategy “Jimmy, it’s time to turn
__c__ 1. I wouldn’t feel so worried if I had revised my She wishes she ____h_a_d__s_tu__d_ie_d_____(study) last night. the Xbox off and start
We wish she ________s_p_o_k_e________(speak) quietly. Use wish to express a
notebooks. He wishes he ___c_o_u_ld__c_h_a_n_g_e____(change) his appearance. desire, regret or complaint. your homework.”
They wish he _____w__e_re_n__’t________(not be) so greedy.
__a__ 2. It would be so much nicer if she didn’t yell. 5. Write 3 things you wish you could change about your parents.
Then, ask a partner the same question and write his/her answers.
__d__ 3. If I looked differently, I might feel better.

__b__ 4. He might share his money if he weren’t so
greedy.

3. Use the words in the Word Bank to complete the story. You

My brother and I aren’t allowed to eat chocolate. We wish we ______w_e_r_e_______, but sadly we Word a. _____________________________________________________________
are allergic to it. However, yesterday my brother had some chocolate. He became sick and wished Bank
he ______h_a_d_n_’_t ____(a). My parents couldn’t help him. They wished they ______c_o_u_l_d______ b. ____________________________________A__n__s__w__e__r__s__m____a__y__v__a__r__y.__________________________________________________________
(b), but unfortunately they had to take him to the hospital. The doctors were all really busy. We • could c.
wished they ______w_e_r_e_n_’t_____(c), but my brother had to wait. My mother complained, but she
didn’t have any success; even though she wished she _____h_a_d_________(d). Then, when a doctor • did Partner
attended my brother, he didn’t want to have the injection. We all wished he _______d_i_d_____(e). • didn’t
But, in the end everything worked out well. After finally convincing him to have the injection, my a. _____________________________________________________________
brother began to feel a lot better. In fact, now when he thinks about how silly he was for rejecting • had
34 the injection, he wishes he _______d_id_n_’_t_____(f). • hadn’t b. ________________________________________A__n__s__w____er__s__m____a__y__v__a__r__y__. ____________________________________________________ “I wish my parents wouldn’t
c. annoy me all the time.”
• were
• weren’t

35

Reading

Lesson 3 “should” for “wish”. Instead of saying, “I must write the essay that includes short, medium, and long-term goals to avoid
today”, say “I wish to write the essay today”. This way you will leaving everything to the last minute.
Breaking Bad Habits reduce the sense of urgency and feel more psychologically
prepared to start the task. 5. Be Selective: e They need to realize that often
1. Answer the questions individually and then discuss as a class. there isn’t enough time in the day to complete everything
2. Set realistic goals and time limits: f Be definite about perfectly. Only do your absolute best when it really matters.
a. What is procrastination? _____________________________________________________________________________ how you intend to achieve your goal. For example, goals like For example, not all the emails you send need to be perfectly
pyrooucrtahsintiknapteeo?p_le__p_r_o_c_ra_s_t_in_a_t_e_?___________________________________________________________A__n__s__w__e__r__s__m____a__y__v__a__r__y.__________________________________________ “I want to become healthy” often fail, whereas plans like “I composed. However, something like an essay or a book
b. Do you will jog 3 times a week at 7 a.m.” are more achievable. Also report should be.
c. Why do remember to give yourself more than enough time to get the
goal or task done and if you find that you have completed all 6. Please yourself first: Make sure that you do something,
d. Is procrastination a problem among students at your school? _______________________________________________ the set goals for the day, only then should you think about like a hobby, that you really enjoy as a way of creating a
adding another to your list; perhaps a goal that you had feeling of self-worth in areas different to those in which you
2. Decide if the following statements are facts (F ) or opinions (O). planned for tomorrow. procrastinate. g

F a. “A procrastinator is someone who habitually and consistently delays tasks; that’s 3. Reward yourself with scheduled time off: d Set a 7. Seek professional help: If you feel that you are a chronic
goal or task and then put all your energy into completing it. procrastinator and this is having negative consequences on
about 20% of the population”, Listen to your subconscious, but instead of letting yourself your school, work or social life, contacting a therapist who
get distracted, make a deal with yourself. Tell yourself, first I practices cognitive behavioral therapy can be effective.
O b. “I perform better under pressure”, will complete my goal or task and then as a reward, I will let
myself procrastinate a little with some “time-off”. Finally, as Dr. Joseph Ferrari said, Rome wasn’t built in a day,
O c. It is important to remind yourself that procrastination is simply a bad habit so h . Be aware of when you procrastinate and slowly put
4. Don’t believe myths: Myths such as b are exactly that, a stop to it. In time, you will begin to see a difference and
which needs breaking. myths which cannot be substantiated. Set up a schedule setting goals and achieving them will become a fun endeavor
instead of an obligation.
F d. People who struggle with procrastination find that their subconscious starts

suggesting alternative activities while they are working on the task at hand.

F e. Perfectionists are people who don’t like any errors in their work, no matter

how small,

O f. Set a single goal for the first day and then 2 for the next and so on,

F g. Studies have proven that stress relief helps people feel more motivated Reading Strategy 4. Taking into consideration the Reading Strategy on the previous page, decide if the text you have just
and less likely to postpone important tasks and goals. read is persuasive, informative or both. State your reasons why.

O h. Take small steps. Identify statements as facts or Type of text: ______________________________________________________________________________________
opinions to better understand if a R____e__a__s__o__n__s__:_________________________________________________________________________________________________________________________A___n___s___w___e___r___s___m______a___y___v___a___r___y__.____________________________________________________________________________________________________________________
O i. There are many ways to avoid success in life, but one of the surest is text is persuasive or informative. ___________________________________________________________________________________________________
procrastination!
Fact: A statement that can be proven
F j. Word association experiments have shown that our minds have been
conditioned from birth to react with a sense of urgency to these words. or measured.

Opinion: A statement based on one’s

3. Read the article and insert the statements a - j from exercise 2 beliefs or feelings.

into the appropriate places in the text. 5. Based on the above text, choose the most appropriate answer for the following questions.

Procrastination – A Real Time Consumer

i Procrastination is the habit of replacing high-priority of failure to a lack of self-control or maybe even the false a. Reasons why people procrastinate include c. Which of the following goals is more likely to be
actions with tasks of lower priority, or choosing to do belief that one performs better under pressure. Other causes accomplished?
something from which one gets enjoyment whilst leaving can include simply feeling tired and lazy, being a perfectionist fear of failure
important tasks to a later time. This negative habit, if left or feeling depressed. lack of self-control I want to become fitter
unchecked, can become a major problem at school or in feeling depressed I will become healthier
your career, as well as in your personal life, with side effects c Below, we have detailed a list of tips and ways to stop all of the above I will exercise 4 evenings a week
including missed opportunities, crazed work hours, stress, procrastinating. So, the next time you find yourself asking, all of the above
resentment, and guilt. “how can I stop procrastinating?” refer to this list and choose b. The words “must and “should” create a feeling of
2 or 3 ideas that suit you. Do not allow past failures and habits d. The article recommends
So why do people procrastinate if it can have such disastrous to control you any longer. Remember, “the choices we make, happiness
effects on their lives? Well, according to Dr. Joseph Ferrari, not the chances we take, determine our destiny.” pressure being a perfectionist
Associate Professor of Psychology at De Paul University in tranquility having hobbies
Chicago, everybody procrastinates at some time in their 1.Never say “I must” or “I should”: j The use of this kind all of the above stopping procrastinating in one day
lives, but not everyone is a procrastinator. a he explains. of language when thinking about a task or goal can create all of the above
The reasons why people’s procrastination range from a fear unnecessary pressure. Try changing the words “must” or 37
36

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Writing Real Communication

1. Write 4 things you wish you could change about your personality, appearance or health. Lesson 4

___________________ Example Wish ___________________ Kicking the Habit
______A__n__s__w__e__r__s__m____a__y__v__a__r__y.____ I wish I were taller. ____A____n__s__w__e__r__s__m__a__y____v__a__ry__.____
___________________ ___________________ Writing Strategy 1. Read the text about the problems between Owen and his family and
Things I wish to
Wish 2 change about ___________________ Use mind maps to help then complete sentences a - d with idioms from the Word Bank.
_________A___n___s___w___e___r___s___m______a___y___v___a___r___y___. ___ gather and order ideas
myself before writing a text. Owen is a very messy 15-year-old boy who has to share a bedroom with his
twin brother Jake. His parents are really tired of having to clean up after him
2. Considering the question “why do I wish to change my personality, appearance or health”? write all the time, not to mention how tired they are of hearing Jake complain about
sentences using the second conditional to answer the question for each wish you listed above. sharing a bedroom with Owen. What Jake really wants is his own bedroom, but
for now that isn’t possible. He has to wait until his older sister,Tahlia, moves out
Example wish: ___I_f_I__w_e_r_e_t_a_ll_e_r,_I__w_o_u_l_d_b_e__a_b_e_t_te_r__b_a_s_k_et_b_a_l_l _p_la_y_e_r_._________________________________________ of the state to go to university. As for Tahlia, she doesn’t like all the arguments
between her two younger brothers, but she refuses to let them annoy her.
Wish 1: __________________________________________________A____n__sw____e__rs____m__a__y____va__r__y__.______________________________________________________________________________________________________________ After all, she can see a sign of hope as next year she is moving to Chicago. Word Bank
Wish 2:
a. ____F_o_r__th__e_ti_m__e_b_e_i_n_g___, Jake and Owen can’t have their own bedrooms. • fed up with
3. Now, considering your wishes write a topic sentence for each wish b. Tahlia knows there is _____l_ig_h_t_a_t__th_e__e_n_d_o_f__th_e__tu_n_n__e_l ____, that’s why • for the time being
that explains why your wish is important. • kick the habit
she is relaxed. • light at the end of the tunnel
c. Owen’s parents are ____________f_e_d_u_p_________ with his messiness.
d. Owen really needs to ________k_ic_k__th_e__h_a_b_it________ of being messy.

Sample topic sentence: ___I_w_i_s_h_I__w_e_r_e_t_a_ll_e_r_b_e_c_a_u_s_e_h_e_i_g_h_t_i_s_a__m_a_j_o_r_____ 2. Look back at the previous text and write a definition for each idiom. Vocabulary Strategy
_______________________________f_a_c_to_r_f_o_r_b_a_s_k_e_t_b_a_ll_p_l_a_y_e_r_s.____________
Topic sentence : ____________________________________________________ a. fed up: ______t_i_re_d__o_f__________________________________________ Keep an eye on context clues
__________________________________________________________________ b. for the time being: _______________f_o_r_n_o_w________________________ which may help you understand
__________________________________________________________________ c. kick the habit: ______st_o_p__a_b_a_d__h_a_b_it______________________________ the use of some idioms.
T__o_p_ic__s_e_n_te_n__ce__:________________________________________A__n__s__w___e_r__s__m____a__y__v__a__r__y__. __________________________________ d. light at the end of the tunnel: ____s_e_e_a__si_g_n__o_f_h_o_p_e_________________
__________________________________________________________________
__________________________________________________________________ 3. Answer the following questions using the idioms in italics and then discuss with a partner.
__________________________________________________________________
a. Describe a situation when you felt fed up with someone or something.
4. Using your wishes and the topic sentences you wrote in exercise 3, write Writing Strategy ______________________________________________________________________________________________________________________A__n____sw____e__rs____m__a__y__v__a__r__y__. ________________________________________________
a two paragraph text about what you wish to change in your personality,
appearance and/or health. To write a good text, each b. Mention something you would like to change, which for the time being, isn’t possible.
paragraph should include: ______________________________________________________________________________________________________________________________________________________________A__n____sw____e__rs____m__a__y__v__a__r__y__. ________
________________________________________________________________________ 1. a topic sentence
________________________________________________________________________ c. Write about when you or someone you know managed to kick a habit.
________________________________________________________________________ stating the main point ______________________________________________________________________________________________________________________A__n____sw____e__rs____m__a__y__v__a__r__y__. ________________________________________________
_______________________________________________________________________________________A___n___s___w___e___r___s ___m___a___y______va___r___y___._______________________________________________________________________________________ of the paragraph.
________________________________________________________________________ 2. supporting sentences d. Discuss a situation where you thought there was no solution to a problem and then, suddenly you could see light at
________________________________________________________________________ /secondary ideas with the end of the tunnel.
38 details and specific ______________________________________________________________________________________________________________________________________________________________A__n____sw____e__rs____m__a__y__v__a__r__y__. ________
examples.
3. logical, coherent
thoughts that are
developed in order.

39

5UNIT Grammar and Vocabulary

Lesson 1 3. Read the Breaking News captions from different newspaper websites
and then complete the sentences reporting what they say.
The Forecast
Breaking News Captions

1. Use the clues to complete the crossword puzzle with words from the Word Bank. The Washington Post: Kenya’s main opposition party’s official statement denounces that
c. not everyone had a chance to vote in the elections.

Clues b. f It said the official statement ___________d_e_n_o_u_n__ce_d_______(a) that not everyone
_______h_a__d_h_a_d_____________(b) the chance to vote in the elections.
Across g. e a r t h q u a k e e. r o c k
t
a. formal declaration e r Word
d. to foretell or say in advance c e Bank
e. to shake or shock
• beat
f. to give or make available e d. p r e d i c • earthquake Grammar
g. earth tremor • forecast Strategy
• issue The Sun: Meteorologists predicted the torrential storms which have rocked the east coast.
Down f. i s s u e h. a • official It said meteorologists ___________h_a_d_p_r_e_d_i_c_te_d_____(c) the torrential storms which Pay attention to
b. economic s bs _________h_a_d_r_o_c_k_e_d_________(d) the east coast. the verb tense
statement changes when
decline a. o f f i c i a l s t a t e m e n t • predict The Morning Herald: French government issues a warning not to drink the local water. using Reported
c. prediction • recession It mentioned that the French government __________is_s_u_e_d____________(e) a warning not to Speech.
a • rock drink the local water.
h. to defeat o

nt

2. Complete the headlines with words from the Word Bank, making changes if necessary.
Then, match them with the statements below.

4. Read the following conversation and then use Reported Speech to mention what Steven said.

FINANCIAL ENTERTAINMENT Grammar Steven: Hey Matt, listen to this. It says here in the BBC Steven: Wow! Did you know that they have invented a
Strategy website that last night they found a monkey running motorcycle that is almost impossible to tip over?
Portuguese Economy NBC Universal’s around a shopping mall parking lot in America! Matt: You’re joking right? That’s impossible!
Annual Viewing Look at the words which
__________R_o_c_k_e_d___________ are already given to help Matt: Really, whose monkey was it? Steven: Well according to what I am reading, it uses
_______F_o_r_e_c_a_st_P__r_ed_i_c_t_s ____(b) predict the words that technology used on the International Space Station, so it
by complete the headlines. Steven: They don’t know. Apparently, animal rescue must be really hi-tech.
Rise in Viewers for 2013 officers caught the monkey and have taken it to an Matt: Cool!
__________R_e_c_e_s_s_io_n_________(a) animal sanctuary.
Steven: Well, if it’s true, it will make riding
WORLD NEWS SPORTS Matt: Poor little thing. People shouldn’t keep monkeys motorcycles much safer…
as pets. They are wild animals!
Haitian Government BOCA JUNIORS ____I_s_su_e_d____
COMMEMORATIVE FLAG AFTER a. First, Steven said that __th__e_n_ig_h__t _b_ef_o_r_e_t_h_e_y_h_a_d_f_o_u_n_d__a_m__o_n_k_e_y_r_u_n_n_i_n_g_a_r_o_u_n_d__a___
_____O_f_fi_c_ia_l__S_ta_t_e_m_e_n_t______ ________B_e_a_ti_n_g ________(d) _p_a_r_k_in_g__lo_t_i_n_A__m_e_r_ic_a_._____________________________________________________

Criticizes United Nations RIVER PLATE, 4-0 b. He also mentioned that __th_e_y__h_a_d_c_a_u_g_h_t__th_e__m_o_n_k_e_y__a_n_d__h_a_d_t_a_k_e_n_i_t_t_o_a_n__a_n_i_m_a_l__
after 2010 _s_a_n_c_t_u_a_r_y._______________________________________________________________

________E__a_r_th_q_u__a_k_e_______(c) c. Then, Steven stated that _t_h_e_y_h_a_d__in_v_e_n_t_e_d_a__m__o_to_r_c_y_c_le__th_a_t_i_s_a_l_m__o_st_i_m__p_o_ss_i_b_le__to__
_t_ip__o_v_e_r._________________________________________________________________
d 1. It said that they had won the game very easily. 41
d. Next, he mentioned that _it__u_se_d__te_c_h_n__o_lo_g_y__fo_u_n__d_o_n__th__e_I_n_te_r_n_a_t_io_n__a_l _S_p_a_c_e_S_t_a_t_io_n_.
b 2. It stated that the number of people who watched the _______________________________________________________________________
channel would increase.
e. Finally, he said that __if__it_w__a_s_tr_u_e_,_i_t_w_o_u__ld__m_a_k_e__r_id_i_n_g_m__o_t_o_rc_y_c_l_e_s_m_u__c_h_s_a_f_e_r.____
a 3. It mentioned that people marched against the budget cuts imposed by the government. _______________________________________________________________________
c 4. It said that the international community had failed the victims of the natural disaster.
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Grammar and Vocabulary

Lesson 2 4. Read and complete the comic using Reported Speech.

Making Headlines Day 1. Morning: Students are in literature class… Day 1. Afternoon: At home…

1. Use the pictures to complete the requests, warnings Word Bank Kids, please write the Son, write your
or pieces of advice with words from the Word Bank. book report by hand. book reports on the
• arrest • clone • crash Do not use a computer! computer, not by hand.
• rescue
• sentence • threaten

Police Chief: Officers, Best friend: Peter, do not
____a_r_r_e_s_t ___(a) anyone who ___c_r_a_s_h_____(d) my car.
looks like the thief.
But dad, our teacher told
Lawyer: Judge, please Guide: (on the phone) ____u_s__to__w_r_it_e_t_h_e__re_p_o_r_t___
____se_n__te_n_c_e____(b) the Emergency services? Please by hand. He warned us not
criminal to 3 years in jail. ____re_s_c_u_e_______(e) us; we are ____to__u_s_e____ a computer.
lost in the mountains.
Day 2. Morning: In literature class…
Day 2. Morning: Before class…
Students, you have to
Scientists: Please do not Environmental Activist: High How did you go with Good. But my dad told hand in your book reports
_____cl_o_n_e________(c) human mercury levels in oceans the book report? ____m__e_t_o__w_r_it_e_i_t__(a) before the end of the day.
beings, colleagues. ___t_h_r_e_a_te_n_____(f) global on the computer.
health.

2. Now write each request, warning or piece of advice from exercise 1 in reported speech.

a. The police chief ____to_l_d_h__is_o_f_f_ic_e_r_s_t_o_a_r_r_e_s_t _a_n_y_o_n_e_w__h_o_l_o_o_k_e_d_l_i_k_e_t_h_e_t_h_ie_f_.__________ Grammar Did you write it on Of course not! I What did
___________________________________________________________________________ Strategy the computer? wrote it by hand! he say?

b. The lawyer _______r_e_q_u_e_s_t_e_d_t_h_a_t_th__e_j_u_d_g_e_s_e_n_t_e_n_c_ed__t_h_e_c_r_im__i_n_a_l_to__3_y_e_a_r_s_i_n__ja_i_l._____ Use Reported Day 2. Students are handing in their book reports... He ordered ___u_s_t_o__h_a_n_d_i_n__
___________________________________________________________________________ Speech to mention ___o_u__r _b_o_o_k_r_e_p_o_r_t_s __(b)
what someone has before the end of the day.
c. Many scientists ___h__a_v_e_a_d_v_is_e_d__th_e_i_r_c_o_l_le_a_g_u_e_s__n_o_t_to__c_lo_n__e_h_u_m__a_n__b_e_in_g_.____________ warned, requested
___________________________________________________________________________ or advised. Day 2. Afternoon: After school…

d. Peter’s best friend _w__a_r_n_e_d_h_i_m__n_o_t_t_o_c_r_a_s_h__h_is__c_a_r.________________________________ Put it on the pile over there. Don’t
___________________________________________________________________________ forget to write your name on it!

e. Our guide called the emergency services and _a_s_k_e_d__th_e_m__t_o_r_e_s_c_u_e_u_s__b_e_c_a_u_s_e_w_e__w_e_r_e___ Here is my
_l_o_st__in__th_e__m_o_u__n_ta_i_n_s_. _________________________________________________________ book report.

f. The local council ___h__a_s_o_r_d_e_re_d__d_o_g__o_w_n_e_r_s_n_o_t_t_o_l_e_t_t_h_e_ir_d_o__g_s_to__t_h_re_a_t_e_n__p_eo_p__le__o_n____
_t_h_e_s_tr_e_e_t_s.__________________________________________________________________

3. Think of a piece of advice, a warning or a request that each of the following people might make. Where did he tell Oh no! I forgot to What? But the teacher
Then, write it in reported speech. us to put them? write my name on reminded ____u_s_t_o_w__r_it_e_o_u_r__
my book report. ___n_a_m_e_s____(d) on our reports.
E.g. Parents to children: __“_D_o_n_’_t_t_a_lk__w_i_th__y_o_u_r_m__o_u_t_h_f_u_l_l._”_________________________________________________
__M__y_p_a_r_en__ts_t_o_ld__m_e__n_o_t_t_o_t_a_lk__w_it_h__m_y_m__o_u_t_h_f_u_ll_.__________________________________________________

a. Brother to sister or sister to brother: b. Teacher to students:

42 ___________________________________________________A___n___s___w___e___r___s___m___a___y______v___a___ry___._______________________________________ ______________________________________________A_____n___s_w_____e___r_s_____m____a___y___v___a___r___y__.___________________________________________ He said ___t_o_p_u_t__th_e_m__o_n___ When? I didn’t I think you have a
____(c) the pile over there. hear him say that!
hearing problem!
43

Reading

Lesson 3 Although, there are some experts who say that there are a couple higher and more exhaustive demand on natural resources as
of obstacles in China’s way and some critical steps need to be the world’s population expands from 7.1 billion today to eight
Finding Your Voice taken before it can be bestowed with the honor of the title of billion people over the next two decades. It is predicted that
the world’s biggest economy. Patrick Chovanec from Beijing’s nearly half of the world’s population will live in areas that
1. Look at the title of the article. Answer the questions to predict what Tsinghua University’s School of Economics and Management suffer from extremely limited water resources and farmland,
you think the article is about. believes that there are several factors which could affect in turn, increasing the risk or threat of conflict in parts of
China’s rapid economic growth. He cites the fact that China is Africa, the Middle East and South Asia.
a. Who is currently considered the world’s leading superpower? extremely resource dependent and that today, those resources
b. H____o__w____d__o__c__o__u__n____tr__ie__s____b__e__c__o__m__e____w__o__r__l__d__s__u__p__e__r__p__o__w__e__r__s__?______________________________A__n____sw__e__r__s__m____a__y__v__a__ry__.____________________ are much scarcer than before. In particular he mentions water g. risk: ____________a__d_a_n_g_e_r_o_r_t_h_r_e_a_t____________
c. Which country do you think will become the world’s next superpower? shortages in northern China, which along with other resource
constraints, might limit China’s prospects of moving forward. Finally, the forecast has also suggested that the United States
______________________________________________________________________________ may become more active in settling international disputes
e. bestow: ______t_o_b_e__g_iv_e_n__o_r_p_r_e_s_e_n_te_d__w_i_th_______ in the future. As a mediator, America could work towards
Reading Strategy preventing what the forecast calls violence created from
f. scarce: _____________i_n_s_h_o_r_t_s_u_p_p_l_y____________ insecurity in Southeast Asia and the Middle East, adding
Use prior knowledge and context clues such as pictures, synonymous and antonymous words, and that if the United States and China work together to
the context of the surrounding sentences and words to infer the meaning of unknown vocabulary. The latest forecast by the American Intelligence Department lead and set the path for international cooperation,
also points out that, in the future, the world economy will be a brighter and more peaceful future can be shared
much more dependent on the health of developing countries, by all.
instead of the West. It mentions that there will be a much
resolve a problem

h. settle: _____________________________________

3. Go back to your answers from the exercise 1 and decide if your predictions were right.

2. Read the newspaper article. Infer the meaning of the words in bold face and underline the 4. Use reported speech to answer the following questions.
“clues” that help you with the definition.
a. According to the article, how have superpowers been defined in the past?
The World’s New Superpower
_S_u_g_g_e_s_t_e_d_A__n_sw__e_r_: T__h_e_a_r_t_ic_l_e_m_e_n__ti_o_n_s_t_h_a_t _in__t_h_e_p_a_s_t,_t_h_e_s_u_p_e_r_p_o_w_e_r_s_o_f__th_e__w_o_r_ld__h_a_d_a_l_w_a_y_s_____
In the past, the superpowers of the world have always been others and can exceed others in terms of economic stability _b_e_e_n__d_ef_i_n_e_d_a_c_c_o_r_d_in_g__t_o_t_h_e_ir__p_o_li_ti_c_a_l _a_n_d__m_i_li_ta_r_y__st_r_e_n_g_th_.___________________________________
defined according to their political and military strength, will probably be the new superpower. _______________________________________________________________________________________
or power. Even the struggle between the United States and
the USSR to become the biggest superpower after the Cold According to a new American intelligence forecast issued b. What characteristics does the author predict new superpowers will have?
War was resolved because the US was politically superior. earlier this week by the Director of National Intelligence, the
It became the sole superpower of the world as it was more world will look very different by the year 2030 and the United _S_u_g_g_e_s_t_e_d_A__n_sw__e_r_: T__h_e_a_u_t_h_o_r_p_r_e_d_i_ct_e_d_t_h_a_t_i_n_t_h_e_f_u_t_u_r_e_t_h_e_c_o_u_n_t_r_y_w_h_i_c_h_c_o_u_l_d__su_s_t_a_in__i_ts_e_lf______
technologically advanced and more powerful militarily than States will no longer be the superpower that it is today. In _b_e_t_te_r_t_h_a_n__o_th_e_r_s_a_n__d_c_o_u_l_d_e_x_c_e_e_d_o_t_h_e_r_s_i_n_t_e_r_m_s_o_f__ec_o_n__o_m_i_c_s_ta_b_i_l_it_y_w__o_u_ld__p_r_o_b_a_b_ly__b_e_t_h_e_n_e_w____
any other in the world, but above all it had the best political fact, it predicts that no single nation will have that kind of _s_u_p_e_r_p_o_w_e_r_. ____________________________________________________________________________
strategy-making techniques and that is why it has remained a influence, with power instead being redirected to coalitions or
superpower for such a long time. alliances between countries. c. According to the new American intelligence forecast, who will become the next superpower?

a. strength: ____a__v_e_ry__g_r_e_a_t _o_r_v_io_l_e_n_t_e_f_fo_r_t_i_n______ The intelligence forecast also states that Asia’s economic _S_u_g_g_e_s_t_e_d_A__n_sw__e_r_: T__h_e_n_e_w__A_m__e_r_ic_a_n__in_t_e_ll_ig_e_n_c_e__fo_r_e_c_a_s_t_s_u_g_g_e_st_e_d_t_h_a_t_n_o__s_in_g_l_e_n_a_t_io_n__w_o_u_l_d_____
order to do something power is predicted to rise substantially over the coming years. _h_a_v_e__su_c_h__d_o_m__in_a_n_t__in_f_lu_e_n__ce_,_w__it_h_p_o_w__e_r_i_n_s_te_a_d__b_ei_n_g__re_d_i_r_e_c_te_d__to__c_o_a_li_ti_o_n_s_o_r__a_ll_ia_n_c_e_s__b_et_w_e_e_n___
It suggests that the economy in Asia will become larger than _c_o_u_n_t_r_ie_s_.______________________________________________________________________________
b. struggle: ______t_h_e_q_u_a_l_it_y_o_f__b_e_in_g__s_tr_o_n_g________ that of North America and Europe combined, with China
overtaking the United States to have the largest economy in d. By the year 2030 who will have the world’s largest economy?
However, today the scenario is quickly changing. It is the world. _S_u_g_g_e_s_t_e_d_A__n_sw__e_r_: T__h_e_f_o_r_e_ca_s_t_s_a_i_d_t_h_a_t_C_h_i_n_a__w_o_u_l_d_o_v_e_r_ta_k_e__th_e__U_n_i_te_d__S_ta_t_e_s_a_n_d__h_a_v_e_t_h_e_______
becoming clear that the fight to become the next superpower _l_a_rg_e_s_t_e_c_o_n_o_m__y_i_n_t_h_e__w_o_r_ld_.______________________________________________________________
cannot be won on the basis of politics and force alone. The c. coalition: ___________a_l_li_a_n_c_e_o_r__u_n_io_n___________ ____________________________________________________________________________________
fact of the matter is that it is no longer about who is more
powerful. Rather the fight is now about which country is more d. overtake: ___to__p_a_s_s_o_r_b_e_c_o_m__e_b_i_g_g_e_r_o_r__st_r_o_n_g_e_r__ e. What obstacle does Patrick Chovanec believe to be in China’s way of being bestowed with the
sustainable. The country which can sustain itself better than title of the largest economy in the world?
44 ____________th_a_n__s_o_m_e_t_h_in__g_, _e_.g_._a__ri_v_a_l_c_o_u_n_t_ry___ _S_u_g_g_e_s_t_e_d_A__n_sw__e_r:_P__a_tr_i_ck__C_h_o_v_a_n_e_c__c_it_e_d_t_h_e_f_a_c_t _th_a_t_C__h_in__a_w_a_s__e_x_tr_e_m_e_l_y_r_e_s_o_u_r_ce________
_d_e_p_e_n_d_e_n_t_a_n_d_t_h_a_t_t_h_o_s_e_r_e_so_u_r_c_e_s_w__er_e__m_u_c_h__s_ca_r_c_e_r_t_h_a_n_b_e_f_o_r_e_. _In__p_a_r_ti_c_u_la_r__h_e_________
_m__e_n_ti_o_n_e_d_w__a_te_r_s_h_o_r_t_a_g_e_s_a_n_d__o_th_e_r_r_e_s_o_u_r_c_e_c_o_n_s_t_ra_i_n_t_s._______________________________ 45

f. What does the forecast say needs to happen to ensure the best possible future for everyone?
_S_u_g_g_e_s_t_e_d_A__n_sw__e_r_: T__h_e_f_o_r_e_ca_s_t_s_t_a_te_s_t_h_a_t_i_f_th__e_U_n_i_t_ed__S_t_a_te_s_a_n__d_C_h_i_n_a__w_o_r_k_e_d_t_o_g_e_th_e_r__to__se_t_t_h_e___
_p_a_t_h_f_o_r_i_n_t_er_n_a_t_i_o_n_a_l _c_o_o_p_e_ra_t_i_o_n_, _a_b_r_i_g_h_te_r__a_n_d_m__o_r_e_p_e_a_c_e_fu__l _fu_t_u_r_e_c_o_u_l_d_b_e__s_h_a_r_e_d_b_y_a_l_l_. _______
_______________________________________________________________________________________

T
219

T
220

Writing Real Communication

1. Read the fact cards about China and Brazil and Writing Strategy Lesson 4
use Reported Speech to write what was stated on
each card. Use Reported Speech to talk about The Bottom Line
what has been said or stated.

China Brazil 1. Unscramble the idioms. Vocabulary Strategy

a. Population: over 1.3 billion people. a. Population: over 193 million people. a. surface / the / scratch / barely: __b_a_r_e_ly__s_cr_a_t_c_h_t_h_e_s_u_r_f_a_c_e______________________ Don’t be misled by the
b. Identified as rising economic and military b. Considered a potential superpower of the 21st b. lengths / go / to / great: _______g_o__to__g_re_a_t_l_e_n_g_t_h_s____________________________ meaning of individual words
c. bottom / the / line: __________t_h_e_b_o_t_to_m__l_i_n_e_______________________________ when dealing with idioms.
superpower. century. d. eye / a / blind / turn: __________t_u_rn__a__b_li_n_d_e_y_e_______________________________
c. Has increased economic power through massive c. Has largest economy in Latin America and 6th largest
2. Read the questions asked to the chief editor at the local newspaper and complete his
trade and investment with Latin America and Africa. in the world. answer with the idioms you unscrambled.
d. Principal industries are automobiles, shipbuilding, d. Main industries include textiles, tobacco,

textiles, electronics and information technology. automobiles, ship & airplane building, food and
e. Last 30 years = rapid economic growth. tourism.
e. Doubled its national income between 1960 and 1980.

China Brazil Journalist: Tell us, is it possible to predict Journalist: Do local governments and
when and where an earthquake is going to communities always take earthquake
The fact card mentioned that… _C_h_i_n_a_’_s_p_o_p_u_l_a_ti_o_n_w__a_s___ Thefactcardstatedthat… _B_r_a_z_i_l’_s_p_o_p_u_l_a_ti_o_n__w_a_s_o_v_e_r_____ take place before it happens? predictions seriously?
o__ve_r__1_.3__b_il_li_o_n__p_eo__p_le_a__n_d_t_h_a_t_it__w_a_s_i_d_e_n_ti_f_ie_d__a_s _a_r_i_si_n_g__ 1__9_3_m__il_li_o_n__p_eo_p_l_e_a_n__d_t_h_a_t_it__w_a_s_c_o_n_s_i_d_er_e_d__a_p_o_t_e_n_ti_a_l___
e_c_o_n_o_m__i_c_a_n_d__m_i_li_t_a_ry__s_u_p_e_rp_o_w__e_r._____________________ s_u_p_e_r_p_o_w__er__o_f_th__e_2_1_s_t_c_e_n_tu__ry_.________________________ Seismologist: Well, as scientists we definitely Seismologist: In general, yes, people
It also stated that… C__h_in_a__h_a_d_i_n_c_r_ea_s_e_d__it_s_e_c_o_n_o_m_i_c_p_o_w_e_r_ It also mentions that… _B_r_a_z_i_l _h_a_d_t_h_e_l_a_r_g_e_s_t _e_co_n__o_m_y____ do take our predictions very
t_h_r_o_u_g_h_m__a_s_si_v_e_t_ra_d_e__a_n_d_i_n_v_e_st_m_e_n_t_w__it_h_L_a_t_in__A_m__e_ri_c_a____ i_n__L_a_t_in__A_m__er_i_c_a_a_n_d__th__e_6_t_h_l_a_r_g_e_st_i_n__th_e__w_o_r_ld_,_w__h_il_e____ ____g_o__t_o_g_r_e_a_t_le_n__g_th_s_______(a) to seriously. Even though these
a_n__d_A_f_r_ic_a_a_n__d_th__a_t _it_s_p_r_in_c_ip_a_l_i_n_d_u_s_tr_i_e_s_w_e_r_e_a_u_t_o_m_o_b_i_le_s_, _ i_t_s_m__a_in__in_d_u__st_r_ie_s_i_n_c_l_u_d_e_d_t_e_x_ti_le_s_,_t_o_b_a_c_co_,_a_u__to_m__o_b_il_e_s_, _ understand earthquake activity, but predictions are not always
s_h_i_p_b_u_il_d_in__g,_t_e_x_ti_le_s_,_e_le_c_t_ro_n_i_c_s_a_n_d_i_n_f_o_rm__a_ti_o_n_t_e_c_h_n_o_lo_g_y_._ s_h_i_p__&__a_ir_p_l_a_n_e_b_u_i_ld_i_n_g_,_f_o_o_d_a_n_d__t_o_u_ri_s_m_.______________ unfortunately, even though over the years accurate, it would be a grave
Finally… _i_t_s_a_id__th_a_t__th_e__c_o_u_n_tr_y__h_a_d_e_x_p_e_r_i_e_n_c_e_d_r_a_p_id_____ Finally… __it_s_a_i_d_t_h_a_t_t_h_e_c_o_u_n_t_r_y_h_a_d__d_o_u_b_l_e_d_i_ts__n_a_ti_o_n_a_l__ there has been extensive research into the mistake if governments
e_c_o_n_o_m__i_c_g_r_o_w_t_h_o_v_e_r_t_h_e__la_s_t_3_0__ye_a_r_s_._________________ i_n_c_o_m__e_b_e_t_w_e_e_n_1_9_6_0__a_n_d__1_9_8_0_. _______________________ topic, we have to accept that in reality, our and communities around
studies have ____b_a_r_e_ly__sc_r_a_t_c_h_e_d_t_h_e____ the world were to ________
Writing Strategy
__su__rf_a_c_e__(b) when it comes to understanding __t_u_r_n__a_b_l_in_d__e_y_e_______(d)
2. Using the facts from above, write a brief magazine article about the Use context clues to help readers earthquakes and seismology. Now, to answer to our forecasts. After all, it
way China or Brazil may become the world’s next superpower. understand difficult words and your question, _____t_h_e_b_o_t_to_m__l_i_n_e_____(c) is, is better to be prepared for
no, we cannot predict exactly when and where an earthquake that never
Paragraph 1 (introduction): complex sentences while reading. an earthquake is going to happen; however, happens than unprepared
we are able to make educated guesses by for an earthquake
looking at the history of earthquakes in that catches us by
a certain region and understanding the surprise…
movement of the Earth’s plates.

Two rising superpowers of the 21st century, China and Brazil, are… ______________________________________________ 3. Use the idioms in parentheses to write a sentence about the topic listed.
___________________________________________________________________________________________________
__________________________________________________________________________________________________________ a. You really want to do well on your Math exam next week.
________________________________________________________________________________ (go to great lengths)
Paragraph 2 (main body):
H_B_roa_wz_ie_l v_ies_/r_h,_aC_sh_…i_n_a____i_s__/_h__a__s_…__________________________________________________________________________________________________________________________________________________________A___n___s___w___e___r___s___m___a___y_____v_a___r___y___. _______________________________________________. b. You realize that the information you have already found for your project only covers a small percentage of it.
_____________________________________________________________________________________________________ c. _W___h__i__le____re__s__e__a__r__c__h__in____g__a__s__p__e__c__i__fi__c__t__o__p__i__cA,__y__no__swu____err__es__am__li__azy__e__vta__hr__ay__t. __p__r__e__v__io__u__s__i__n__v__e__s__t__ig__a__t__o__r__s__h__a__v__e__i__g__n__o__r__e__d__e__s_s(_eb_na_tr_eia_lyl_i_ns_fcor(artmtucrahntitoahneb.lisnudrfeaycee))

Paragraph 3 (conclusion): d. You want to state that the main point of your argument is that daily exercise is important for our health’.
___________________________________________________________________________________ (the bottom line)
Taking the above reasons into account, I believe that… __________________________________________________
_________________________________________________________________________________________________ 47
__________________________________________________________________________________________________________
46

6UNIT Grammar and Vocabulary

Lesson 1 3. Decide if each phrasal verb is separable or non-separable and check the correct answer.

20th Century Inventions a. Clean up e. Come up with

1. Complete each phrasal verb with the Word Bank I used a vacuum cleaner to help clean up all Phillips and Sony came the idea of working
correct particle from the Word Bank. the mess. together up with to invent the Compact Disc.
I used a vacuum cleaner to help clean all the Phillips and Sony came up with the idea of
• across • up • on • out (2X) mess up. working together to invent the Compact Disc.
• behind • after both both
• up with
b. Give out f. Leave behind
a. clean ___u_p__________ e. leave ____b_eh__in_d______
b. come ___a_c_r_o_s_s ______ f. rely ____o_n_________ Global Positioning Systems give out The invention of the ballpoint pen left behind the
c. come ___u_p__w_i_th______ g. take ____a_ft_e_r_______ information regarding one’s physical location. old-styled fountain pen.
d. give ___o_u_t_________ h. work ____o_u_t ________ Global Positioning Systems give information The invention of the ballpoint pen left the old-
out regarding one’s physical location. styled fountain pen behind.
2. Read the history competition. Then, match the phrasal verbs in italics with their definitions. both both

a. __l_e_a_v_e_b_e_h_i_n_d____: to make obsolete e. __c_o_m_e__u_p__w_i_th___: to invent or create c. Rely on g. Work out
b. __r_e_l_y_o_n_________: to count or depend on f. __c_le_a_n__u_p_______: to make neat and tidy
c. __g_i_v_e_o_u_t________: to emit or broadcast g. __t_a_k_e_a_f_te_r______: to resemble; to look like Parachutes work by relying on the law of While inventing video game consoles,
d. __c_o_m__e_a_c_r_o_s_s____: to find accidentally h. __w_o_r_k__o_u_t______: to solve or figure out gravity and air resistance. inventors had to work out many problems.
Parachutes work by relying the law of gravity While inventing video game consoles,
Teacher: OK class, we are going to have a competition to T: You’re right. Come on team 1, keep up! This next one and air resistance on. inventors had to work many problems out.
was developed more recently, in 1993. It helps people work both both
see who can name and provide a little information about out or locate where they are and how to get to different
places. d. Come across h. Take after
the 20th century inventions we talked about yesterday! OK, Team 1: The Global Positioning System or the GPS.
Percy Spencer came across the idea of using The first domestic dishwasher took the
invention number one was invented in 1968 for fun and T: Excellent guys! The scores are, 2 points for Team 1 and microwave energy to heat and cook food industrial dishwashers after which were
3 points for Team 2. There are 3 more inventions left. while working at Raytheon. invented back in the 19th century.
today we rely on or need the most up-to-date technology Percy Spencer came the idea of using The first domestic dishwasher took after the
available for high definition games. Professor Leonard Klienrock originally thought of or came microwave energy to heat and cook food industrial dishwashers which were invented
across while working at Raytheon. back in the 19th century.
Team 1: The video games console! up with the idea of this sixth invention in the early 1960s, both both
but it wasn’t presented to the public until 1969.
T: Great! Well, talking about technology, this useful thing Team 2: That’s easy. The Internet! 4. Change the objects in boldface for an object Vocabulary Strategy
pronoun (him, her, it, or them) and depending on
was invented in 1980 in a collaboration between Phillips and T: Ok, number 7 is something that was invented by William the phrasal verb used, place the pronoun in the Learn which phrasal verbs are separable and which are non-
Howard Livens back in 1924. I’m sure most of you use one correct position in the sentence. separable to avoid confusion when expressing yourself.
Sony and left behind the old cassette tapes which are no to wash or clean up the dirty dishes at home.
longer used. Team 1: The first domestic dishwasher! a. Oh no, I have made a mess. Can you clean up the mess please? Can you __________c_l_ea__n_i_t_u_p_p__le_a_s_e_?__________
Team 2: The Compact Disc.
T: Very good guys. Now for our third invention! This is T: And the lucky last was invented in 1945 by Richard James, b. Paul looks exactly like his dad. He definitely takes after his dad. He definitely _________ta_k_e_s_a_f_t_e_r_h_i_m_._________

something that was invented back in 1960 by Theodore an engineer who by chance found or came across the idea c. New technology has seen old-style video game consoles become obsolete.
H. Maiman. It’s used to read CDs and DVDs among other when he observed a spring fall off a table. It is probably one The new consoles have left behind old style video game consoles.
of the simplest; yet, best toys ever invented. Can anyone
things and gives out or emits light which is only one color The new consoles _______h_a_v_e_l_e_ft_t_h_e_m__b_e_h_i_n_d_._____
and travels in a straight line. guess what it is?
Team 2: It’s the laser. Team 1: We know; it’s the slinky! d. That’s an amazing idea. How did you come up with the idea?
T: Well done guys! Both teams have 4 points each, so it’s a
T: Excellent team 2! Invention number 4 was invented in draw. Both teams win! Well done! How did you ________c_o_m__e_u_p__w_i_th__it_?_________
1913 and was the first of its type to be used by the military.
The design took after the original idea from the 15th century. e. There are too many problems with the design.You need to work out the problems Thomas
In fact, this original design was used as a model. and then show me the final result. You need to ____w_o__rk__th__em___o_u_t_a_n_d__th_e_n_…______ Edison

Team 2: The parachute! f. Thomas Edison’s wife frequently complained because he worked so hard and often
48 forgot to eat and rest. In fact, he relied on his wife to tell him when to stop working.

In fact, he ______r_e_li_e_d_o_n__h_e_r_t_o_t_e_ll_…________

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Grammar and Vocabulary

Lesson 2 3. Considering exercise 2, match the conditions with the results to make
Third Conditional sentences.
Groundbreaking Events
Condition clause Result clause

1. Use the Word Bank to complete the following sentences. Word a. If World War II hadn’t taken place, __b__ 1. Many more people might have died from
Bank diseases.
b. If penicillin hadn’t been discovered,
a. Something which is vitally important or fundamental is considered to be • boundary __f__ 2. women wouldn’t have won the right to vote and
_______p_i_v_o_ta_l_______. • groundbreaking c. If the Berlin Wall hadn’t fallen, run in elections.
• hoax d. If the moon landing hadn’t really
b. When something or someone is brought down or overthrown it or he / she / it is • pivotal __a__ 3. millions of lives would have been saved.
_______t_o_p_p_le_d_______. • toppled happened,
• accomplishment e. If the Civil Rights Act hadn’t been __e__ 4. the rights of minorities in the United States
c. Something that indicates a limit or a border is called a ________b_o_u_n_d_a_r_y____. wouldn’t have been protected.
approved,
d. An act which is intended to deceive or trick is known as a ________h_o_a_x________. f. If Women’s Suffrage hadn’t taken place, __d__ 5. some concrete evidence would have been
found.

e. If something is described as ___g_r_o_u_n_d_b_r_e_a_k_in__g___, it means that it is __c__ 6. the Cold War might not have ended when it did.
pioneering or very innovative.
Vocabulary Strategy

f. An ____a_c_co_m__p_l_is_h_m__e_n_t__ is something that has been achieved or Look for context clues in a text to 4. Use the Third Conditional to complete the interview about World War II.
a successful result. help associate words and events.
Interviewer: If Japan ___h_a_d_n__’t_i_n_v_a_d_e_d____ (not invade) China in 1937 and Germany and the Soviet Union
2. Match the 20th century events in the box Word Bank ___h__a_d_n_’t_i_n_v_a_d_e_d____ (a. not invade) Poland in 1939, could World War II have been avoided?
with their corresponding description.
Then, complete the gaps with the words 20th Century Events Historian: I don’t believe that the war would have been avoided if China and Poland hadn’t been invaded,
from the Word Bank above. because the world was suffering the effects of the Great Depression in the 1930’s and there were still a lot of
• Civil Rights Act of 1964 • The Moon Landing nationalistic tensions resulting from the First World War.
• Discovery of Penicillin • Women’s Suffrage
• Fall of the Berlin Wall • World War II I: ______W__o_u_l_d________ the United States ___h_a_v_e__b_e_c_o_m_e______ (b. become) directly involved in the war if Japan
hadn’t attacked Pearl Harbor?
a. ______W__o_m_e_n_’_s_S_u_f_f_ra_g__e______: This movement actually d. ___C_i_v_il_R__ig_h__ts_A__c_t _o_f_1_9_6_4_____: This legislation changed
began in the late 19th century and fought for the right of the laws in the United States, making discrimination against H: I think the United States would have eventually entered the war, even if Japan ___h__a_d_n_’t_a__tt_a_c_k_e_d___ (c. not attack)
women around the world to vote and run for office. When racial, ethnic, religious minorities and women illegal. It Pearl Harbor. We have to remember that Germany had also declared war on the United States because it was
countries around the world began recognizing women’s ________t_o_p_p_le_d___________ previous laws which permitted supplying money, weapons and aid to the allied forces.
rights to vote and run for office, the movement was deplorable behavior such as racial segregation in schools,
considered a huge worldwide ______a_c_c_o_m_p__li_sh__m_e_n_t______. and workplace, and as well as at facilities that served the I: If the United States hadn’t dropped the atomic bomb on Hiroshima in Japan, ______w__o_u_ld_________ World War II
general public, like restaurants and toilets. __h__a_ve__e_n_d_e_d________ (d. end) when it did?
b. ___D_i_s_c_o_v_er_y__o_f_P_e_n_i_c_il_li_n______:This __g_r_o_u_n_d_b_r_e_a_k_i_n_g__
__________________ discovery by Alexander Fleming e. __T_h_e__M_o_o_n__L_a_n__d_in_g__________: This event took place in H: This question has been debated ever since the war finished. Many scholars believe that if the United States
in 1928 happened by chance. The mold from a previous 1969 and was the first time that man walked on the moon. h__a_d_n_’t_d__ro_p_p_e_d_______ (e. not drop) the bomb on Hiroshima, the war would still have ended given that Japan’s
experiment that had become contaminated turned out Over the years, many people have suggested that it was situation was catastrophically hopeless and they were ready to surrender. The bomb simply advanced the war’s end
to contain a powerful antibiotic. While Fleming originally in fact a ___________h_o_a_x____________, and that it never by a few months.
discovered the antibiotic, it wasn’t until a decade later that it happened, but no concrete evidence has ever been found to
was turned into the miracle drug of the 20th century. prove this theory. 5. Unscramble the questions and then answer them using the third conditional to say what you think.

c. __W__o_r_ld__W_a__r_I_I______________: This horrific 20th century f. ___F_a_l_l _o_f_t_h_e_B_e_r_l_in__W__a_ll______: This 1989 event was a. had been directly involved / a neutral country / would b. hadn’t taken place / would the boundaries / if
event took place between 1939 and 1945 and involved a large extremely ___________p_iv_o_t_a_l__________, not only because they have been considered / if Switzerland / in the war World War II / have been redrawn / of many Eastern
number of countries from around the world. It is by far the it opened up a divided city, but it also marked the end of the /?/ European countries / ? /
deadliest conflict in human history with over 60 million deaths. Cold War which had devastated parts of Europe for nearly 45
The end of the event saw the ______b_o_u_n_d_a_r_i_e_s_______ of years. It was originally built in 1961. Question: If Switzerland had been directly involved in Question: Would the boundaries of many Eastern
many Eastern European countries redrawn. the war, would they have been considered a neutral European countries have been redrawn if World War II
country? hadn’t taken place?

50 Answer: Answer: 51

__________________________________________A___n___s___w___e___r___s___m___a___y______va___r___y___. ______________________________________________________ _____________________________________________A___n______sw___e___r___s___m______a___y___v___a___ry___.___________________________________________________
______________________________________________ ______________________________________________

Reading

Lesson 3 a What Had He Found? and were able to produce a brown powder that kept its
Fleming spent several weeks growing more mold and trying antibacterial properties for longer than a few days. They
A Pivotal Accomplishment to determine the particular substance in it that killed the experimented with the powder and found it to be safe to be
bacteria. After further testing and discussing the mold with used on humans.
1. Read the quotation from scientist Alexander Fleming and different experts, Fleming realized that it was a Penicillium
answer the questions. mold; hence, he gave it the name, penicillin. Fleming h Mass Production
continued to run numerous experiments to determine the Needing the new drug immediately on the war front, mass
“One sometimes finds what one is not looking for.” effect of the mold on other harmful bacteria. Surprisingly, production started quickly. The availability of penicillin
the mold killed a large number of them, encouraging Fleming during World War II saved many lives that otherwise would
a. What is the quotation talking about? to conduct more tests to see if the mold was toxic, which it have been lost due to bacterial infections in even minor
b. What type of person do you think Fleming was? wasn’t. wounds. Today, despite the fact that many bacteria have
become resistant to penicillin, it is still widely used to treat
Reading Strategy e Medical Community’s Reaction many common diseases in human beings as well as prevent
At the time, the importance ofAlexander Fleming’s discovery infections that, in the past, might have caused serious
Pay close attention to the details given in each paragraph in was not understood and, in fact, the medical community illnesses or even death.
order to match them with Third Conditional sentences. reacted coldly to this new discovery. They did not believe
that this was the “wonder drug” that they had been looking d Recognition
2. Read the Third Conditional sentences below (a-h) and then read for. Fleming did however see some potential, but since he After initially reacting coldly to Fleming’s discovery of
the article about the discovery of penicillin. Decide which sentence was not a chemist he was having problems isolating the penicillin back in 1928, the medical community, upon
best summarizes each paragraph. active antibacterial element, penicillin, and could not keep realizing the antibiotic’s medical importance, soon changed
the element active long enough to be used in humans. its point of view. Although Fleming is credited with
a. If Fleming hadn’t conducted various tests, he e. If Fleming had proven that discovering penicillin, it was Florey and Chain who made it
wouldn’t have discovered that penicillin is nontoxic penicillin could fight off infection b More Than a Decade Later a usable medical product; hence, in 1945, all three of them
It was not until 1940, the second year of World War II, that (Fleming, Florey and Chain) were awarded the 1945 Nobel
and that penicillin is both nontoxic and kills a large in people, the medical community Oxford scientists, Dr. Howard Florey from Australia and Dr. Prize in Physiology or Medicine.
number of harmful bacteria. would have reacted differently. Ernst Chain from Germany, began researching projects in
b. If there hadn’t been a need for a drug that fights off f. If Fleming hadn’t discovered that nasal mucus helps bacteriology that could possibly be enhanced or continued casualties: people killed or injured in a war
fights germs, he wouldn’t have realized that it was with chemistry. As the war with Germany continued, the Petri dishes: round glass used in laboratory experiments
infection, Florey and Chain might not have begun possible to find a substance that kills bacteria without number of casualties kept rising, in turn, increasing the need harmful: something that causes damage or injury
working with penicillin. harming the body. for a drug that could fight off infection. Using new chemical wounds: injuries to the body
c. If Fleming hadn’t been working on a vaccine for g. If Fleming hadn’t gone on vacation with his family, he techniques, Florey and Chain began working with penicillin mold: a fungus that grows in dark and wet places
influenza, he might not have discovered penicillin. wouldn’t have found the contaminated Petri dishes.
d. If Fleming, Florey and Chain hadn’t all taken part h. If penicillin hadn’t been available in World War II, 3. Check the most appropriate answer for the following questions.
many more lives could have been lost.
in the discovery of penicillin as an antibiotic, they a. Alexander Fleming’s discovery of Penicillin was
wouldn’t have been awarded the 1945 Nobel Prize in considered a chance discovery because d. When Florey and Chain began experimenting further
Physiology or Medicine. with penicillin, why was there urgency for their work?

A Chance Discovery he was looking for a wonder drug. the number of casualties in the war was rising.
he was looking for an influenza vaccine.
c The Man Behind the Discovery discovered a natural substance found in tears and nasal the competition for the development of a ‘wonder
mucus that helps the body fight germs. It was at this point in b. What was the significance of Fleming being on drug’ was growing.
Alexander Fleming, a Scottish bacteriologist who worked time that Fleming began to realize the possibility of finding vacation before discovering penicillin?
at St. Mary’s Hospital in London is credited with accidently a substance that could kill bacteria, but not adversely affect e. Why did penicillin save the lives of many people during
discovering the drug, penicillin. Much of his work was the human body. While he was on vacation the bacteria had the war?
focused on the search for a cure or vaccine that could fight time to kill the influenza virus.
off the virus that causes influenza. His research in this field g How the Discovery Happened because it decreased the pain felt when wounded.
While he was on vacation, the mold had time because it fought off bacterial infections in the
led him to accidently discover the 20th century “wonder Six years later, on a September morning in 1928, Alexander to grow. wounded.
drug”, penicillin. Fleming sat at his work table at St. Mary’s Hospital after
having just returned from vacation with his family. Before c. Why did the medical community react coldly to f. Why were Florey and Chain also awarded the 1945 Noble
f Before the Discovery Fleming’s discovery of penicillin? Prize if Fleming is credited with discovering penicillin?
he had left for vacation, Fleming had put some Petri dishes
Although the concept that bacteria causes diseases had on his table. While he was sorting through the dishes, he because they were jealous of his discovery. because they worked on Fleming’s experiment
because they didn’t understand the while he was on vacation with his family.
been around since the late 19th century, no one had yet been discovered that many of them had been contaminated with importance of the discovery.
able to find a chemical that would kill harmful bacteria, because they are credited with making penicillin a
but not harm the human body. That is, until 1922, when a blue-green mold and that there was a bacteria-free ring usable medical drug. 53
Alexander Fleming made an important discovery. He around this unusual looking mold.
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Writing Real Communication

1. You are a famous inventor who made an important invention in the 20th century. You have now been Lesson 4
invited to write an article for a scientific magazine about how you came up with the invention. Before
writing the article, complete the graphic organizer below. Paving the Way Forward

Introduction Discovery / Invention Conclusion 1. Read the situations described and match each one with a sentence from the box.
____________________________
Who are you and what is the Summary of your opinion of a. Computers are one of the most amazing inventions. They have facilitated Sentences
invention? the invention. the development of gadgets like the cell phone, the Internet, and of course
video game consoles! c They were fed up with
_______________A___n___s__w____e__r_s_____m___a___y____v__a___r___y_.____________________ __________________A___n___s___w___e__r___s___m____a__y____v__a___r___y_._________________ the original computer.
b. Deciding who actually invented the computer has been a topic of
discussion for many years with various scholars disagreeing on who should b They don’t see eye to
be credited with the invention. eye.
Paragraph 1 Paragraph 2 Paragraph 3
c. The original computers were very big and heavy; not to mention slow to d They ironed out the
Why was the invention How and when did the What effects (positive & use. People quickly became tired of these disadvantages and soon, faster problems.
needed? invention take place? negative) has it had on society? and more compact computers were developed.
a They paved the way
_______________A___n___s__w____e__r_s_____m___a___y____v__a___r___y_.____________________ _______________A___n___s___w___e___r__s___m____a___y_____v_a___r__y___.__________________ __________________A___n___s__w___e___r_s___m_____a___y___v_a___r__y___. __________________ d. The invention of the computer hasn’t been without its problems. However, for future creations.
as technology has advanced, these have gradually been solved and today
computers can be found in most homes around the world.

2. Look at the following pictures and use an idiom to complete the descriptions below.

Writing Strategy

When writing an informative text, pay attention to the text’s organization.
Consider how, titles, subtitles, numbers, italics, and the use of bold face or different fonts to emphasize
important words or phrases can help you to organize your writing. Try to make the title and subtitles as
concise, yet as informative as possible. Also make sure dates, names and places are in chronological order.

2. Taking the article on penicillin and the notes you wrote in the graphic organizer a. The powers that ruled East Germany did not c. The ruling parties from both sides began to
above into consideration, write your article for a scientific magazine. ____s_e_e_e_y_e_t_o__e_ye____ with the powers that ruled West ____i_r_o_n_o_u__t _______ their problems.
Germany and therefore the Berlin Wall was built.
54 __b_I___P_n_P___Pe___C___at___ac_a__r__o_r_a_r__ro_a__a__nua____dg___g__csg____u___relr___r__au_a_c__a_____ps_t_p__p____i__ih__ho_o__h_________n_n___1_2__3____::__:_:___:__________I___tA_IT___I_____t__owht__________ri___c__at__s_i__ah_g___s____i_n__ei____n__tn______h__v__at_b______eei___l_m_e_l___n__y__y______t_e___ec__ic_____,o___oa__a_____nt__r_n_m___h______c____h_e___el_______ua_r________e__usd___________pe_h_w_________d_a_____w____a__d______s___ti___t___h__m__a_hn______a_n___o___a_t__t_d____h_n____o___t__eI_y____ht_____w___h__eei_____d___ea__f______ef__r_s____e____a____i_i_c____n_n____to______v__s____mf____e______o__i___n___yn___n_____t___v___iw_____o___se_______o_o__n_n_______c__r__t____kl_ii_____i__en___ks________tg_h__e__y________o___:t___t_____p_h_h_b________,_e_e_o________l___t_o___________h__o_____________k_p____i_____s__i__o_____n___A_______s_/_g______in_____t____h__f_s_i______vo_w__a_______e___r__s_e_________r_/___a___s_b_____w___n_____me_______d_o____e______a__r___nn______y_k______e_____i__v__n___g___._a__b__g____a__r_I__a_t__y__t____o_c_._i____w__v__nk_______e____a_______i.____n_s_______I_______t____a__________________A__m_______________n________u_______s_______c__w____________h___e____________r________n___s___________e___m___________e.________a_____dI_______y______ew__________v__d_______a_a___________s_ri_______n_y__________.____v___________e________w_____n____________h__t_________i___e__o__________n_____n____________ d. Negotiations ____p_a_v_e_d_t_h_e_w__a_y___ for the Berlin Wall
b. People from both sides of the wall became ___f_e_d__u_p__ to finally be toppled in 1989.
with being separated from their friends and family.

3. Answer the questions using the idioms in italics.

a. What has the invention of the Internet paved the way for? ___________________________________________________

b. _WA___rhe__y__th__we__or__eu__la__dn__py__e__lio__tpt__lle__e__gh__raa__vm__e__m__b__ae__rc__om__mi__se__ta__fke__ed__s__uy__po__uw____kite__he__tp__h__me__a__ok__rii__gn__ign__wa__l__hc__ioc__hm__y__po__uu__t__enr__es__e?__d___t___o____i__r_o___n_____o___u____t__?_________________A________n____sw______e__r____s____m______a____y______v__a____r__y____.______________________________________
c.

______________________________________________________________________________________________

d. What famous political figures would the leaders of the Women’s Suffrage movement have seen eye to eye with?

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Test Training Sections – Rubrics and Grading English B1.2

In English B1.2, threeTestTrainings have been prepared to promote continuous
evaluation and to have a more accurate picture of students’ progress
throughout the book. The format of the tests resembles the one used in
diverse international examinations.This decision is based on different reasons.
First, it has been widely recognized that international tests measure the levels
of the CEF performance descriptors appropriately; second, by providing an
international examination format and linking it to the CEF standards, both
teachers and students will have a consistent point of reference concerning
foreign language achievement; finally, by using this format students will have
the opportunity to become familiar with and develop the strategies needed
to take an international exam for evaluating foreign or second language
proficiency.
These tests can serve two purposes: a) as an opportunity for teachers to work
on ongoing assessment practices; b) as summative or cumulative evaluations
to get a sense of the CEF standards consolidated through the program and
what areas need further practice.

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For grading the speaking and writing tasks, the following rubrics should
be used. Each rubric corresponds to a different aspect of the tasks and to
a score that has been specified at the top of each column. The sum of the
corresponding scores per rubric, including all aspects, should yield the final
score.

Test Training A (Units 1 and 2) - Rubrics
Qualitative Aspects of Spoken Language: Interaction (10 points)

Grading Scale 0.5 1.0 1.5 2.0
Vocabulary
range Has an insufficient Has a limited Has a good Has an outstanding
repertoire of words repertoire of words repertoire of words repertoire of words
Accuracy and simple phrases and expressions to and expressions to and expressions to
to talk about his / talk about his / her talk about his / her talk about his / her
her topics of interest topics of interest topics of interests topics of interests or
or to recommend or to recommend or to recommend to recommend careers
careers based on careers based on careers based based on information
information provided information provided on information provided in advance.
in advance. His / in advance. Most of provided in His / Her vocabulary
Her low vocabulary the time confuses the advance. Confuses control facilitates
range impedes meaning of words or or lacks some of communication.
communication. expressions, making the vocabulary
the message unclear. at times, but this Uses structures
Shows very does not affect and patterns to talk
limited control communication. about his / her topics
of grammatical of interests or to
structures and Uses, with a lot of Uses a basic recommend careers
patterns to talk effort, grammatical repertoire of based on information
about his / her topics structures and grammatical provided previously.
of interests or to patterns to talk structures and The appropriate use
recommend careers about his / her topics patterns to talk of the structures and
based on information of interests or to about his / her patterns facilitates
provided previously. recommend careers topics of interests communication.
Excessive confusion based on information or to recommend
and inaccurate use provided previously. careers based
of these structures Confuses grammatical on information
and patterns impedes structures provided
communication. and patterns previously. Some
systematically, confusion may be
which usually causes present, but this
communication does not affect
breakdowns. communication.

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Fluency Manages only Can make himself / Has enough Has an outstanding
Interaction isolated sentences herself understood in language to language command
Coherence and confuses tenses. very short utterances, keep going to keep going
Struggles to handle even though pauses, comprehensively, comprehensively,
pre-packaged false starts and even though even though
utterances, with a lot reformulation are very pauses for occasionally pauses
of pausing to search evident. Speech is still grammatical and for grammatical and
for expressions. slow and hesitant. lexical planning. lexical planning.
Speech is slow and Repair is evident,
hesitant. Can, with a lot of especially in Can successfully
effort, talk about his / longer stretches of talk about his / her
Has great difficulty her topics of interests production. topics of interests or
to talk about his / her or recommend recommend careers
topics of interests or careers based on Can, with some based on information
to recommend careers information provided hesitation, talk provided in advance.
based on information in advance. Very rarely about his / her Is able to provide extra
provided in advance. understands enough topics of interests details spontaneously
Finds it hard to to keep the discussion or recommend in the ongoing
initiate, maintain, going of his /her own careers based conversation.
respond and close accord. Repetition on information
the conversation. on part of the other provided in Organizes his / her
Requires constant speaker is required. advance. ideas successfully,
repetition of the Responses are especially when
message delivered by Connects ideas adequate in talking about his
the other speaker. inappropriately, the ongoing / her interests or
especially when conversation most recommending careers
Presents the required asking questions. of the time. based on information
information (based on Natural conversation provided before. The
a suggested plan) in a tone is not achieved. Organizes, with message is clear and
very inconsistent way. Task input is some sufficiency, concrete and the task
Finds it very difficult inadequately covered his / her ideas input is fully used.
to organize his / her or omitted. Meaning when talking about
ideas especially when is usually lost. his / her interests
asking questions or or recommend
when following the careers based
conversation. Total or on information
notable omission of provided before.
task input. Meaning is The message is
not conveyed. clear, although
there are some
hesitant sentences.
Task input is used.

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Test Training A (Units 1 and 2) - Rubrics
Qualitative Aspects of Writing (10)

Grading Scale 0.5 1.0 1.5 2.0
Content
The text largely The information The text presents the The text clearly
Grammatical lacks data or it is included in the text intended message. presents the
accuracy hardly related to is sometimes unclear However, some information
the information and confusing. circumlocutions suggested (review
suggested in the A lot of the make sentences of his/her favorite
prompt (review information related too long and movie).
of his/her favorite to the task prompt unconnected,
movie). (review of his/her impeding
favorite movie) is communication to a
Inappropriate use missing. certain extent.
of past tenses
(Simple Past, Past Attempts to use past Appropriate use Past tenses
Progressive and tenses (Simple Past, of past tenses (Simple Past, Past
Present Perfect), Past Progressive and (Simple Past, Past Progressive and
gerunds, infinitives Present Perfect), Progressive and Present Perfect),
and connectors of gerunds, infinitives Present Perfect), gerunds, infinitives
contrast to review and connectors of gerunds, infinitives and connectors
his / her favorite contrast to review and connectors of of contrast to
movie. Little his / her favorite contrast to review review his / her
demonstration or movie. Sometimes his / her favorite favorite movie are
no understanding of demonstrates movie. A few successfully used.
their use. understanding of mistakes may be This makes the
their use; however, present, but they do message clear.
the message is still not impede a clear
confusing. message

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Vocabulary range Very limited control Limited control Shows control of Shows an excellent
and range of words of words and an average range and accurate
Organization and and expressions expressions of vocabulary control of words
cohesion related to the field related to the related to the field and expressions
of cinema. Frequent field of cinema. of cinema. Some related to the field of
Appropriateness misuse of vocabulary Lexical limitations confusion might be cinema.
of register and completely obscures may obscure the present, but it does
the message. message. not greatly impede Capitals and
format communication. punctuation
The text lacks of The text shows marks are used
punctuation marks some attempts at Capitals and when necessary.
and capitals. The capitalizing and punctuation The argument
message consists using punctuation marks are used and supporting
mostly of a vague marks, but most appropriately sentences of the
arguments and of the time this is most of the time. text are linked with
unconnected done incorrectly. The argument the appropriate
supporting Attempts to connect and supporting connectors. The
sentences. The poor the argument to sentences of the message is clear,
organization and its supporting text are connected precise and within
cohesion make the sentences, but appropriately. The the number of words
message mostly this is not done text covers most of required (between
incomprehensible. consistently. The the prompts asked 30 and 45 words).
Too far below the text is still shorter for in the task.
number of words than suggested in The expressions
required by the task the task (between 30 The expressions and the layout used
(between 30 and 45 and 45 words). and the layout used consistently make
words). make, most of the the text’s register
The expressions time, the text’s (formal) and format
The expressions and the layout used register (formal) (movie review)
and the layout used make the text’s and format (movie appropriate for the
make the text’s register (formal) review) appropriate task.
register (formal) and format (movie for the task.
and format (movie review) somewhat
review) mostly inappropriate for or
inappropriate for or inconsistent with the
inconsistent with the task.
task.

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Test Training A (Units 1 and 2) – How to Grade

Section CEF Standard Performance Descriptor

Listening Can follow a Excellent Easily understands the general topic and extracts the essential
(5 points) lecture or talk (5) information from a straightforward and clearly structured talk.
within his/her own
Reading field, provided the Good Understands the general topic and extracts the essential
(10 points) subject matter is (3-4) information from a straightforward and clearly structured talk,
familiar and the but shows some misunderstanding at times.
Writing presentation is Needs practice
(10 points) straightforward (0-2) Has difficulty to understand the general topic and extract
and clearly the essential information from a straightforward and clearly
Speaking structured. Excellent structured talk.
(10 points) (10)
Can scan longer Successfully draws logical conclusions based on the
texts in order to Good information provided in long texts.
locate desired (6-9)
information, Draws logical conclusions based on the information provided
and gather Needs practice in long texts. Difficulties may be present when inferring some
information from (0-5) ideas, but these do not affect comprehension.
different parts of
a text to fulfill a Excellent Fails to draw logical conclusions based on the information
specific task. (10) provided in long texts.

Can write Good Accurately writes a coherent short text including a general
straightforward (6-9) statement and cause-effect relations to support facts,
connected texts reflections and conclusions.
on a range of Needs practice
familiar subjects (0-5) Writes a short text including a general statement and cause-
within his / her effect relations to support facts, reflections and conclusions.
field of interest, Excellent However, still has language problems in terms of grammar,
by linking a (10) vocabulary, and spelling.
series of diverse
elements into a Good Fails to write a coherent short text including a general
linear sequence. (6-9) statement and cause-effect relations to support facts,
reflections and conclusions.
Can give or seek
personal views Is able to talk about his / her interests or recommend careers
and opinions based on information provided before. Is able to ask for
when discussing information and give his / her personal views and opinions in
topics of interest. order to interact appropriately.

Although can talk about his / her interests or recommend
careers based on information provided before, some
occasional language mistakes do not allow him / her to
complete the task appropriately.

Needs practice Fails to talk about his / her interests or to recommend careers
(0-5) based on information provided before. Grammar problems
cause misunderstandings and a lack of interaction. Very limited
fluency because of hesitant speech and a lack of appropriate
structures.

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Test Training B (Units 3 and 4) - Rubrics
Qualitative Aspects of Spoken Language: Interaction (10 points)

Grading Scale 0.5 1.0 1.5 2.0
Vocabulary
range Has a very limited Has a limited Has a good Has an outstanding
repertoire of words repertoire of words repertoire of words repertoire of words
Accuracy and expressions to and expressions to and expressions to and expressions to
discuss solutions to discuss solutions to discuss solutions discuss solutions to
ecological problems. ecological problems. to ecological ecological problems.
Uses some memorized problems.
Does not manage the phrases.
Passive Voice and
Second Conditional Shows limited control Correctly uses the Uses in an appropriate
to discuss solutions to of the grammatical Passive Voice and way the Passive
ecological problems. structures (Passive Second Conditional Voice and Second
Grammar aspects Voice and Second to discuss solutions Conditional to discuss
studied in previous Conditional) to to ecological solutions to ecological
levels are wrongly discuss solutions to problems. problems.
used. ecological problems. Sometimes
Confuses expressions confuses the use
systematically, of verb tenses and
which may cause expressions, but
communication monitors himself /
failure. herself; so, those
mistakes do not
greatly affect
communication.

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Fluency Manages very short Can make himself / Has enough Has an outstanding
Interaction and isolated sentences herself understood in language to language command
Coherence with mainly pre- very short utterances, keep going to keep going
packaged utterances. even though pauses, comprehensively, comprehensively, even
Too much pausing to false starts and even though though some pausing
search for expressions reformulation are very pauses for for grammatical and
and speech is evident. Speech is still grammatical and lexical planning may
slow and hesitant. slow and hesitant. lexical planning. occur.
Communication is Repair is evident,
greatly affected. especially in
longer stretches of
production.

Has great difficulty Can, with a lot of Can, with some Can successfully
responding to simple effort, respond to hesitation, respond to simple
statements and asking simple statements respond to simple statements and
questions. Finds it and initiate and statements and hold a face-to-face
hard to initiate and hold a face-to-face hold a face-to- conversation about
hold a face-to-face conversation. Very face conversation solutions to ecological
conversation when rarely understands about solutions problems. Is able to
discussing solutions to enough to keep the to ecological provide extra details
ecological problems. conversation going. problems. Both, spontaneously in the
Requires repetition of Repetition on part of responses and ongoing conversation.
the message delivered the other speaker is questions, are
by the other speaker required to maintain adequate in
because he / she is the conversation. the ongoing
unable to understand. conversation most
of the time.

Finds it very difficult Connects ideas Can organize, with Is able to organize his /
to organize his / her inappropriately, some sufficiency, her ideas successfully,
ideas, especially when especially when asking his / her ideas when especially when
asking questions questions or following asking questions asking questions or
or following the the conversation or following the when following the
conversation where where using Passive conversation where conversation where
using Passive Voice Voice and / or Second using Passive using Passive Voice
and / or Second Conditional is Voice and / or and / or Second
Conditional is needed. needed. Task input is Second Conditional Conditional is needed.
Total or notable inadequately covered is needed. The The message is clear
omission of task input or omitted. Meaning message is clear and concrete.
and meaning is not usually gets lost. although there
conveyed. are some hesitant
sentences. Task
input is used.

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Test Training B (Units 3 and 4) - Rubrics
Qualitative Aspects of Writing (10)

Grading Scale 0.5 1.0 1.5 2.0

Content The topic and The topic and The topic and the The topic and
the task are not the task are task are developed, the task are
developed. It not completely but the paraphrased well-developed,
lacks the intended developed. It lacks sentences lack part of achieving the
message. Does most of the intended the intended message. intended message.
not paraphrase message. Reflects Provides most of the All the original
the information a failed effort to information delivered information
provided originally. paraphrase the in the main sentences, requested to be
original sentences. but some relevant paraphrased is
points are missing. provided.

Grammatical Shows insufficient Uses, with a lot Uses a basic repertoire Successfully
accuracy control of simple of effort, simple of simple and uses simple
and complex and complex complex grammatical and complex
grammatical grammatical structures (Passive grammatical
structures (Passive structures (Passive Voice and Second structures (Passive
Voice and Second Voice and Second Conditional) to Voice and Second
Conditional) to Conditional) to paraphrase the Conditional)
paraphrase the paraphrase the original information. to paraphrase
original information. original information. Some confusion may the original
Excessive confusion Confuses these be present, but this information.
and inaccurate use of structures does not impede The appropriate
these structures and and patterns communication. use of these
patterns impedes systematically, structures and
communication. which causes patterns facilitates
communication communication.
breakdowns.

Vocabulary range The range of The range of Shows control of Shows an excellent
vocabulary to vocabulary to an average range range and accurate
paraphrase the paraphrase the of vocabulary to control of words
original information original information paraphrase the original to paraphrase
is very limited. is limited. Lexical information. Some the original
Frequent misuse limitations may circumlocutions might information.
of vocabulary obscure the be present, but they
completely obscures message. do not greatly impede
the message. communication.

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Organization and Paraphrases Does not include Paraphrases the Excellent
cohesion the original all information sentences with most of completion of
information ignoring delivered in the information in them. the paraphrased
Appropriateness the suggested original sentences. Most of the time the sentences. Correct
of register and indications. Incorrect Recurrent incorrect input is used correctly. use of the input
use of the input use of the input provided makes
format provided makes the provided to carry out Paraphrased the message
message mostly the task. sentences have a clear and easily
incomprehensible. formal register and are understandable.
The register well-structured, which
The register (formal) and format are, most of the time, Paraphrased
(formal) and format (paraphrase) appropriate for the sentences have
(paraphrase) are are sometimes task. a formal register
inappropriate or inappropriate or and are well-
inconsistent with the inconsistent with the structured, which
task. task. are consistently
appropriate for the
task.

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Test Training B (Units 3 and 4) – How to Grade

Section CEF Standard Performance Descriptor

Listening Can follow a Excellent Easily understands the general topic and extracts the
(5 points) lecture or talk (5) essential information from a straightforward and clearly
within his/her own structured talk.
Reading field, provided the Good
(5 points) subject matter is (3-4) Understands the general topic and extracts the
familiar and the essential information from a straightforward and clearly
Writing presentation is Needs practice structured talk, but shows some misunderstanding at
(10 points) straightforward (0-2) times.
and clearly
Speaking structured. Excellent Has difficulty to understand the general topic and
(10 points) (5) extract the essential information from a straightforward
Can scan longer and clearly structured talk.
texts in order to Good
locate desired (3-4) Successfully draws logical conclusions based on the
information, and information provided in long texts.
gather information Needs practice
from different (0-2) Draws logical conclusions based on the information
parts of a text to provided in long texts. Difficulties may be present
fulfill a specific Excellent when inferring some ideas, but these do not affect
task. (10) comprehension.

Can take messages Good Fails to draw logical conclusions based on the
that communciate (6-9) information provided in long texts.
enquiries and
explain problems. Needs practice Excels at paraphrasing information related to the
(0-5) environmental conservation.
Can explain the
main points of an Excellent Is able to paraphrase information related to the
idea or problem. (10) environmental conservation. Some inaccuracies in
grammar and vocabulary may be present, but they do
Good not affect communication.
(6-9)
Fails to paraphrase information related to the
Needs practice environmental conservation. Incorrect use of grammar
(0-5) and vocabulary.

Successfully proposes strategies to solve an ecological
problem.

Proposes strategies to solve an ecological problem.
Some lexical and grammatical mistakes and hesitations
may be present, but these do not greatly affect
communication.

Shows difficulty to propose strategies to solve an
ecological problem. Very often uses inappropriate
vocabulary and patterns to express ideas, which may
cause communication failure.

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Test Training C (Units 5 and 6) - Rubrics
Qualitative Aspects of Spoken Language: Interaction (10 points)

Grading Scale 0.5 1.0 1.5 2.0
Vocabulary
range Has an insufficient Has a basic repertoire Has a good repertoire Has an outstanding
repertoire of words of words and of words and repertoire of words
Accuracy and expressions to expressions to be part expressions to be part and expressions to
be part of a debate of a debate about two of a debate about two be part of a debate
Fluency about two important important inventions important inventions about two important
inventions for for humans. for humans. inventions for
humans. humans.
Uses grammatical
Shows very Uses, with a lot of structures and Successfully uses
limited control effort, grammatical patterns to provide grammatical
of grammatical structures and arguments and stand structures and
structures and patterns to provide up for his / her ideas. patterns to provide
patterns to provide arguments and Sometimes confuses arguments and
arguments and stand stand up for his / these structures stand up for his
up for his / her ideas. her ideas. Confuses and patterns, but / her ideas. The
Excessive confusion these structures communication is not appropriate use of
and inaccurate use and patterns greatly affected. these structures and
of these structures systematically, patterns facilitates
and patterns impedes which causes Has enough language communication.
communication. communication to keep going
failure. comprehensively, Has an outstanding
even though pauses language command
Manages only very Can make himself / for grammatical and to keep going
short, isolated herself understood in lexical planning. comprehensively,
sentences and very short utterances, Repair is evident, even though
fragmented speech. even though pauses, especially in occasionally pauses
Utterances are mainly false starts and longer stretches for grammatical and
pre-packaged, with reformulation are of production. lexical planning.
a lot of pausing evident. Speech is However, this does
to search for slow and hesitant not greatly affect
expressions. Speech is and takes time to communication.
slow and hesitant. complete sentences
with fluency.

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Interaction His/Her ability to Can, with a lot of Can, with some Can successfully
Coherence ask and answer effort, ask and hesitation, ask and ask and answer
questions, initiate, answer questions, answer questions, questions, and
maintain and close a initiate, maintain and and initiate, maintain initiate, maintain and
face-to-face debate close a face-to-face and close a face-to- close a face-to-face
about two important debate about two face debate about debate about two
inventions for humans important inventions two important important inventions
is very limited. for humans. Rarely inventions for for humans. Is able to
Communication is understands enough humans. Responses provide extra details
totally dependent on to keep the debate are adequate in the spontaneously in the
the repetition of pre- going of his / her own ongoing debate most ongoing debate.
fabricated patterns. accord. of the time.
Is able to organize
Does not organize Connects ideas Can organize, with his / her ideas
his / her ideas, inappropriately, some sufficiency, successfully when
especially when especially when his / her ideas. The talking about two
debating about two debating about two message is clear important inventions
important inventions important inventions although there for humans. The
for humans. Total or for humans. Task are some hesitant message is clear and
notable omission of input is inadequately sentences. Task input concrete, and task
task input. Meaning is covered or omitted is used to a certain input is fully used.
not conveyed. and the meaning extent.
usually gets lost.

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Test Training C (Units 5 and 6) - Rubrics
Qualitative Aspects of Writing (10)

Grading Scale 0.5 1.0 1.5 2.0
Content
The text largely The information The text presents The text fully
Grammatical lacks data or it is provided in the intended presents the
accuracy poorly related to the the text is message. Some information
information requested disorganized. of the task input requested. It
Vocabulary range (providing arguments Arguments are is used. Some includes arguments
that support the not supported circumlocutions are to show the
importance of an by consistent still present, but importance of an
invention). ideas. Some they do not obscure invention. Ideas
Reduced writing. Too circumlocutions communication. are clear. Task
many circumlocutions, make the input is entirely
which make the text message used and letter
incomprehensible. confusing. sections are clearly
differentiated.
Inappropriate use of Attempts to Appropriate
Reported Speech and use Reported use of Reported Reported Speech
Third Conditional to Speech and Speech and Third and Third
provide arguments that Third Conditional Conditional to Conditional to
support the importance to provide provide arguments provide arguments
of an invention. Little arguments that that support the that support the
demonstration or no support the importance of an importance of an
understanding of their importance of invention. A few invention are used
use. an invention. mistakes may be correctly. This
Sometimes present, but they do makes the message
Low range of demonstrates not impede a clear clear.
vocabulary to provide understanding message.
arguments that support of their use; Shows sufficient
the importance of an however, the range and
invention. Permanent message is still accurate control
use of inappropriate confusing. of vocabulary to
words impedes provide arguments
communication. Limited range Average range that support the
of vocabulary and control of importance of an
to provide vocabulary to invention.
arguments that provide arguments
support the that support the
importance of importance of an
an invention. invention. Some
Lexical limitations circumlocutions
may distort might be present,
communication. but they do not
greatly impede
communication.

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Organization and The text lacks Attempts to Capitals and The structure
cohesion punctuation marks capitalize and punctuation marks, of the text does
and capitals. Wrong or use punctuation most of the time, not lead itself to
Appropriateness no attempts at using marks, but most used appropriately. confusion because
of register and connectors. Sentences of the time Use of connectors of its clarity. Capitals
do not seem to connect this is done helps to make the and punctuation
format together or to follow a incorrectly. The text flow logically. marks are used
logical sequence. The text is confusing. The text is close when necessary.
message is too short Attempts to use to the number of The message flows
and simple. Too far connectors, the words required (100 naturally as a result
below the number of text doesn’t flow words). of the excellent
words required by the logically. The use of connectors.
task (about 100 words). message is much The expressions The message is
shorter than and the layout used clear, precise and
The expressions and requested in the in general make within the number
the layout used make task (about 100 the text’s register of words required
the text’s register words). (formal) and format (about 100 words).
(formal) and format (argumentative)
(argumentative) mostly The expressions appropriate for The expressions
inappropriate for or and the layout the task and its and the layout
inconsistent with the used make the audience. used make the
task and its audience. text’s register text’s register
(formal) (format) and format
and format (argumentative)
(argumentative) consistently
somewhat appropriate for
inappropriate for the task and its
or inconsistent audience.
with the task and
its audience.

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Test Training C (Units 5 and 6) – How to Grade

Section CEF Standard Performance Descriptor

Listening Can understand Excellent Easily understands the general topic and extracts the
(6 points) the main points of (6) essential information from a straightforward and clearly
radio news bulletins structured report.
Reading and simpler Good
(5 points) recorded material (4-5) Understands the general topic and extracts the
about familiar essential information from a straightforward and clearly
Writing subjects. structured report, but shows some misunderstanding at
(10 points) times.

Speaking Needs practice Has difficulty to understand the general topic and
(10 points) (0-3) extract the essential information from a straightforward
and clearly structured report.

Can recognize Excellent Easily understands straightforward newspaper articles
significant points (5) and reports about contemporary issues.
in straightforward
newspaper Good Understands straightforward newspaper articles and
articles on familiar (3-4) reports about contemporary issues, but gets confused
subjects. at times, affecting comprehension.

Needs practice Shows great difficulty to understand straightforward
(0-2) newspaper articles and reports about contemporary
issues. This clearly indicates that comprehension has
not occurred.

Can write an Excellent Accurately produces an argumentative text that aims at
essay or report (10) arguing the importance of an invention.
which develops an
argument, giving Good Is able to produce an argumentative text that aims
reasons in support (6-9) at arguing the importance of an invention. Some
of or against a inaccuracies in text structure, grammar and vocabulary
particular point. may be present, but they do not greatly affect
communication.

Needs practice Fails to produce an argumentative text that aims at
(0-5) arguing the importance of an invention.

Can express his / her Excellent Excels at making a brief oral presentation providing
ideas and opinions (10) arguments to show the importance of an invention.
with precision,
and present and Good Makes a brief oral presentation providing arguments
respond to complex (6-9) to show the importance of an invention, and uses
lines of arguments expressions to sound more natural. Some grammatical
convincingly. and lexical mistakes are sometimes identified. However,
they do not greatly hinder communication.

Needs practice Has many difficulties making a brief oral presentation
(0-5) providing arguments to show the importance of an
invention. Often does not use expressions to sound
more natural, and cannot reject his / her partner’s
arguments.

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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: _______________________________________________________________________ Year: ________________________

1. INFORMATIVE DATA Area: English as a Foreign Language Grade / Course: 3rd BGU Class:
Teacher:
Book: English B1.2 Unit: 1 Objectives:
Let’s Talk Movies
O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in

building an intercultural and multinational society.

O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning

and practice opportunities. Respect themselves and others within the communication process, cultivating habits of honesty and integrity into

responsible academic behavior.

O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a limited but effective

command of the spoken language. (CEFR B1 level).

Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN Evaluation Criteria
CE.EFL.5.3 Interpret cultural and language patterns in English, including nonverbal
Skills and Performance Criteria communication, and apply them in appropriate contexts.

Communication and Cultural Awareness CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas in extended
EFL 5.1.4 Identify and interpret how cultural and language patterns in English are used when conversations on familiar social and academic topics by expressing opinions and feelings and
exchanging ideas on familiar topics according to a B1.2 level. (Example: slang, idioms, humor, clarifying meaning.
levels of formality, etc.).
Oral Communication: (Listening and Speaking) CE.EFL.5.11 Identify and apply a range of reading strategies in order to make texts meaningful and
EFL 5.2.11 Express opinions on abstract topics, such as film and music, and concrete topics, to select information within a text that might be of practical use for one’s own academic needs.
such as personal experiences, while describing one’s reactions to them and others’ opinions.
EFL 5.2.14 Request and provide information and assistance orally for personal, social and
academic purposes in order to clarify and extend meaning in spoken interactions.
Reading
EFL 5.3.2 Identify and use reading strategies to make informative and narrative texts
comprehensible and meaningful. (Example: skimming, scanning, previewing, reading for main
ideas and details, using structural and context clues, cognates, format, sequence, etc.).

Writing CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the writing process
and while demonstrating an ability to justify one’s position on an argument through carefully
EFL 5.4.3 Apply new and prior knowledge in order to plan and create texts and determine if the selected information and appropriate language, tone and evidence.

new knowledge adds value to or contradicts prior information.

EFL 5.4.5 Justify and explain the rationale for a position on an argument, using persuasive

language, tone, evidence and well-developed arguments through essays, editorials, movie and

book reviews, position papers and brochures.

Language through the Arts CE.EFL.5.18 Use a range of criteria to evaluate and recommend literary texts to others, and
recognize how chosen criteria affects evaluation.
EFL 5.5.4 Read aloud with confidence, accuracy, fluency and expression to demonstrate

understanding and to convey an interpretation of meaning.

Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments

Communication and Cultural Awareness • New Curriculum EFL Communication and Cultural Awareness Activities
I.EFL.5.3.1 Learners can interpret cultural and • Decide on a movie to watch at home.
• Participating in short role plays using a range of verbal and for Subnivel BGU language patterns in English, including • Take notes about its genre, setting, plot,
nonverbal communication, and apply them in characters, etc.
nonverbal communication. • Student’s Book English appropriate contexts. (I.3, I.4, S.1, S.2) • Make a short summary of the plot: Name:
Oral Communication True Grit; Cast: Jeff Bridges, Matt Damon,
• Talking in pairs about a video learners have watched using only B1.2 (including I.EFL.5.8.1 Learners can respond to and build etc.; Setting: American Old West. Main events:
on other people’s ideas in extended A girl was looking for a man
English. interactive version) conversations on familiar social and academic
who had murdered her father…
• Demonstrating appropriate language use during class, group and • Audio CD

pair discussions • Teacher’s Guide

• Watching a video and identifying desirable language use. • Photocopiable

• Comparing nonverbal and body language between L1 and L2 worksheets (TG)

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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

cultures. • Quiz Time (SB) topics by expressing opinions and feelings and • Investigate the film director of the movie you
• Creating selfie videos for class assignments and sharing them on a saw in Stage 1. Take notes using the new
clarifying meaning. (I.3, I.4, S.1, J.3, J.4) time expressions: After directing Batman, he
class blog. directed Planet of the Apes, and Batman
Oral Communication: (Listening and Speaking) Reading Returns.
• Showing a movie trailer and asking learners to share their • Write a film review about the movie you
I.EFL.5.11.1 Learners can Identify and apply a watched and a mini biography of the director.
opinions in pairs and say whether they would go see that movie or • Pay attention to connectors of sequence,
not. range of reading strategies in order to make time expressions and verbs in all tenses.
• Doing a mingle activity where learners ask and answer questions
about things they have or haven’t done, in order to extend the texts meaningful and to select information within Techniques
exchange. Reading
• Establishing a clear expectation of English use for classroom a text that might be of practical use for one’s • Use knowledge to associate word meanings.
functions. Informal assessment could involve personal notes from • Pay attention to the time expressions.
the teacher to learners who use L2 regularly. own academic needs. (I.1, I.2, I.4, S.3) Listening
Reading • Use pictures to predict content and order
• Underlining interesting facts in a text and then doing a little Writing before listening.
research on the topic. • Use context clues to understand idioms.
• Using an interesting idea from a text to inspire extra research on a I.EFL.5.15.1 Learners can plan and produce Speaking
topic. • Use idiomatic expressions to share an
• Predicting main ideas by reading the title and using other well-constructed informational texts by applying experience.
contextual clues (e.g., illustrations, subheadings, etc.). Writing
• Skimming online reference web sites for ones that have the the writing process and while demonstrating an • Use verb tenses and time expressions to
information needed for a research project. help readers follow the sequence of events.
• Scanning a text for the main characters. ability to justify one’s position on an argument
Writing Instruments for oral and written evaluation
• Writing new words and phrases in a vocabulary notebook and then through carefully selected information and • Rubrics
writing a text using three words from your vocabulary notebook. • Portfolio
• Using new words or information from a class lesson and creating appropriate language, tone and evidence. (I.2, • Oral interviews individual/ in pairs
an online game to practice them, then sharing and playing the • Essay Tests
game with the rest of the class. I.3, I.4, S.3, J.1) • Practical Exams
• Exchanging writing in pairs in order to make suggestions about • Writing Tests
things that could be improved. Language through the Arts • Training Test
Language through the Arts
• Brainstorming features and conventions of a genre and then I.EFL.5.17.1 Learners can demonstrate and
reading an example in order to locate each one.
• Discussing how visual presentation can change your response to a convey different levels of meaning in literary
literary text.
texts by identifying distinguishing features,

interpreting implicit and explicit messages and

responding in a variety of ways. (I.3, I.4, J.3)

3. ADAPTED CURRICULUM

Students with Special Needs Specifications of the Material to Be Applied

Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,

disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented

empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple

accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.

CLIL Components Transversal Axes

Science/Technology/Arts: Work in groups to make a PowerPoint presentation of a film review and a mini biography. Intercultural awareness, tolerance, respect, multiculturalism, responsibility,

solidarity, etc.

Prepared by Revised by Approved by

Teacher: Teacher: Teacher:

Signature: Signature: Signature:

Date: Date: Date:

Educamos para tener Patria
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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: _______________________________________________________________________ Year: ________________________

1. INFORMATIVE DATA Area: English as a Foreign Language Grade / Course: 3rd BGU Class:
Teacher:
Book: English B1.2 Unit: 2 Objectives:
Professions!
O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely, and openly

experiencing other cultures and languages from the secure standpoint of their own national and cultural identity.

O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on

work, study, or general topics of common interest, expressing ideas and opinions effectively and appropriately.

Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN

Skills and Performance Criteria Evaluation Criteria
CE.EFL.5.4 Communicate effectively using a variety of media and formats, including ICT, by saying
Communication and Cultural Awareness things in alternative ways and applying self-correcting and self-monitoring strategies when needed.

EFL 5.1.11 Apply self-correcting and self-monitoring strategies in social and classroom

interactions by adjusting presentation and language production to effectively express opinions

and make evaluations. (Example: asking questions, starting over, rephrasing, exploring

alternative pronunciations, etc.).

Oral Communication: (Listening and Speaking) CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas in extended
conversations on familiar social and academic topics by expressing opinions and feelings and
EFL 5.2.14 Request and provide information and assistance orally for personal, social and clarifying meaning.
CE.EFL.5.11 Identify and apply a range of reading strategies in order to make texts meaningful and
academic purposes in order to clarify and extend meaning in spoken interactions. to select information within a text that might be of practical use for one’s own academic needs

Reading CE.EFL.5.14 Identify, critically evaluate and recommend a variety of potential resources and
references, including digital tools, that support collaboration and productivity, for educational and
EFL 5.3.9 Skim and scan reference materials, in print or online, in order to identify information academic use.
CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the writing process
that might be of practical use for one’s own research and academic needs. and while demonstrating an ability to justify one’s position on an argument through carefully
selected information and appropriate language, tone and evidence.
Writing

EFL 5.4.2 Identify a variety of types and formats of potential resources and the value, purpose

and audience of each for use in the educational domain. (Example: audio/video, multimedia,

website, database, book, thesaurus, scholarly/popular, current/historical, etc.)

EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, revise and

publish written work in a way that supports collaboration, learning and productivity. (Example:

image editing, Google Drive, infographic makers, audio and video editing, presentation apps,

etc.).

Language through the Arts CE.EFL.5.19 Engage in collaborative activities through a variety of student groupings in order to

EFL 5.5.8 Contribute to team projects to produce original works and solve problems while solve problems and reflect on literary texts, and produce criteria for evaluating the effectiveness of

effectively negotiating and managing interactions to accomplish social and classroom tasks. the group.

Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments

Communication and Cultural Awareness • New Curriculum EFL Communication and Cultural Awareness Activities

• Participating in short role plays using a range of verbal and for Subnivel BGU I.EFL.5.4.1 Learners can communicate • Do some research about a job profile, skills,

nonverbal communication. • Student’s Book English effectively using a variety of media and formats, personality and the education level required: A

• Using a definition or example to explain a concept or word that B1.2 (including including ICT, by saying things in alternative nurse must be social and good at working with

one does not yet have the exact language for. interactive version) ways and applying self-correcting and self- patients and their families.

• Watching a video and identifying desirable language use. • Audio CD monitoring strategies when needed. (I.1, I.3, J.4) • Prepare your university prospectus with

• Comparing nonverbal and body language between L1 and L2 • Teacher’s Guide Oral Communication illustrations and a description of each career

cultures. • Photocopiable I.EFL.5.8.1 Learners can respond to and build investigated.

• Responding to classroom activities and pair work through short worksheets (TG) on other people’s ideas in extended

expressions or emoticons. • Quiz Time (SB) conversations on familiar social and academic Techniques

Oral Communication: (Listening and Speaking) topics by expressing opinions and feelings and Reading

• Playing a conversation game, where learners move their tokens clarifying meaning. (I.3, I.4, S.1, J.3, J.4) • Associate words with similar meanings to

around the board after choosing a card and answering the increase vocabulary.

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question. DIRECCIÓN NACIONAL DE CURRÍCULO • Classify words according to word endings to
• Working in pairs to complete an information gap activity. remember vocabulary.
• Doing a mingle activity where learners ask and answer questions Reading Listening
I.EFL.5.12.1 Learners can engage with a variety • Use pictures to predict content and order
about things they have or haven’t done, in order to extend the of digital and print texts and resources by before listening.
exchange. evaluating and detecting complexities and Speaking
• Establishing a clear expectation of English use for classroom discrepancies in the information in order to find • Use connectors of contrast to make
functions. Informal assessment could involve personal notes from the most appropriate sources to support an idea comparisons.
the teacher to learners who use L2 regularly. or argument. (I.2, I.4, J.3) Writing
Reading Writing • Use connectors of contrast in a text.
• Doing a mingle activity where learners ask and answer questions I.EFL.5.14.1 Learners can identify, critically
about things they have or haven’t done. Observing to see whether evaluate and recommend a variety of potential Instruments for oral and written evaluation
the learners can interact effectively and whether they are able to resources and references, including digital tools, • Rubrics
ask follow up questions in order to extend the exchange. that support collaboration and productivity, for • Portfolio
• Showing a movie trailer and asking learners to share their educational and academic use. (I.1, I.2, S.3, S.4) • Oral interviews individual/ in pairs
opinions in pairs and say whether they would go see that movie or Language through the Arts • Essay Tests
not. I.EFL.5.19.1 Learners can engage in • Practical Exams
• Asking classmates to repeat an answer or statement if needed to collaborative activities through a variety of • Writing Tests
clarify something Establishing a clear expectation of English use student groupings in order to solve problems and •Training Test
for classroom functions reflect on literary texts, and produce criteria for
Writing evaluating the effectiveness of the group. (I.1,
• Identifying the best resources for a writing project in pairs. I.2, S.2, S.3, S.4, J.3, J.4)
• Using a list of criteria in order to evaluate a web site.
• Analyzing three different types of dictionaries.
Language through the Arts
• Writing a checklist in pairs to use to evaluate another group’s
project.
• Searching the Internet for illustrations and examples of effective
group collaborations and then sharing why they are effective.
• Comparing answers in pairs in order to help each other understand
errors or concepts.

3. ADAPTED CURRICULUM

Students with Special Needs Specifications of the Material to Be Applied

Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,

disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented

empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple

accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.

CLIL Components Transversal Axes

Science/Technology/Arts: Prepare a presentation on 3 professions and present it at a university careers fair in the Intercultural awareness, tolerance, respect, multiculturalism, responsibility,

form of a university prospectus. solidarity, etc.

Prepared by Revised by Approved by

Teacher: Teacher: Teacher:

Signature: Signature: Signature:

Date: Date: Date:

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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: _______________________________________________________________________ Year: ________________________

1. INFORMATIVE DATA Area: English as a Foreign Language Grade / Course: 3rd BGU Class:
Teacher:
Book: English B1.2 Unit: 3 Objectives:
Environmentally
friendly! O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in

building an intercultural and multinational society.

O.EFL 5.5 Directly access the main points and important details of up-to-date English language texts, such as those published on the web, for

professional or general investigation, through the efficient use of ICT and reference tools where required.

O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on

work, study, or general topics of common interest, expressing ideas and opinions effectively and appropriately.

Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN

Skills and Performance Criteria Evaluation Criteria

Communication and Cultural Awareness CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing cultural products and referents
from Ecuador and other countries while making informed choices about and taking action on
EFL 5.1.6 Demonstrate an ability to make informed choices about and take action on issues of issues of prejudice and discrimination.
CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas in extended
prejudice and discrimination. conversations on familiar social and academic topics by expressing opinions and feelings and
clarifying meaning.
Oral Communication: (Listening and Speaking) CE.EFL.5.10 Find specific information and identify the main points in simple, straightforward texts
on subjects of personal interest or familiar academic topics while making informed decisions about
EFL 5.2.15 Engage in an extended conversation on most general topics and keep it going by one’s own reaction to the text.
CE.EFL.5.14 Identify, critically evaluate and recommend a variety of potential resources and
expressing and responding to suggestions, opinions, attitudes, advice, feelings, etc. references, including digital tools, that support collaboration and productivity, for educational and
academic use.
Reading

EFL 5.3.3 Determine the main conclusion in texts which clearly argue a point of view in order to

make informed decisions about one’s own opinion and reaction to the text.

Writing

EFL 5.4.1 Critically evaluate information from references, including those found on the web, and

recommend print and digital sources to other learners.

EFL 5.4.2 Identify a variety of types and formats of potential resources and the value, purpose

and audience of each for use in the educational domain. (Example: audio/video, multimedia,

website, database, book, thesaurus, scholarly/popular, current/historical, etc.)

Language through the Arts CE.EFL.5.19 Engage in collaborative activities through a variety of student groupings in order to
solve problems and reflect on literary texts, and produce criteria for evaluating the effectiveness of
EFL 5.5.9 Engage in collaborative activities through a variety of student groupings to share, the group.

reflect on, express and interpret opinions and evaluations of a range of literary texts. (Example:

small groups, cooperative learning groups, literature circles, process writing groups, etc.)

Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments

Communication and Cultural Awareness • New Curriculum EFL Communication and Cultural Awareness Activities
I.EFL.5.2.1 Learners can exhibit an ability to • Investigate the different forms of renewable
• Recognizing instances of discrimination or prejudice in one’s daily for Subnivel BGU discuss culture by analyzing cultural products energy available and choose one form to
and referents from Ecuador and other countries investigate more about: Wind power, solar
life and analyzing reasons for them in small groups. • Student’s Book English while making informed choices about and taking energy, hydropower, biofuel, geothermal
action on issues of prejudice and discrimination. energy, biomass.
• Inviting a guest speaker from another country to class and asking B1.2 (including (I.1, I.2, S.2, J.1, J.3) • Investigate more about your group’s selected
Oral Communication form of renewable energy. Look for
and answering questions about his/her culture/country. interactive version) I.EFL.5.9.1 Learners can present information information about how it is made, what it is
clearly and influence an audience effectively used for and what advantages and
• Researching through the Internet about other cultures and ways of • Audio CD through well-developed arguments in prepared disadvantages it has: Solar Energy: The Sun’s
presentations and other forms of oral rays are captured and converted into
life and presenting them to the class using digital tools. • Teacher’s Guide communication. (I.2, I.3, J.2) electricity by solar panels. That energy is used
Reading for heating, lighting, etc.
• Working in small groups to complete a cultural project. • Posters and pictures I.EFL. 5.10.1 Learners can find specific • Use the information found to prepare a

Oral Communication: (Listening and Speaking) about the topic

• Researching a topic and preparing a presentation for the class. • Photocopiable

• Recording a video about one’s opinion of a story read in class. worksheets (TG)

• Sharing opinions in a way that encourages others to perform a • Quiz Time (SB)

specific action. (Example: Convincing the class that you should

always wear your helmet when riding a bike, etc.)

• Using intonation to convince a partner to take action

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Reading DIRECCIÓN NACIONAL DE CURRÍCULO seminar for a science fair about the form of
• Read quickly looking for words each paragraph. information and identify the main points in renewable energy chosen by your group:
• To get familiar with the topic of a text, take a quick look at the simple, straightforward texts on subjects of Solar energy is the conversion of the sun’s
personal interest or familiar academic topics rays, which are captured by solar panels, into
Reading a text and answering information questions. while making informed decisions about one’s electricity. It can be used for lighting, heating,
• Choosing from a list of words to complete gaps from a reading. own reaction to the text. (I.1, I.2, S.2) horticulture, etc. The advantages are… and
• Reading a paragraph about a familiar content area subject and the disadvantages are...
then correcting incorrect sentences. Writing
Writing I.EFL.5.14.1 Learners can identify, critically Techniques
• Finding a variety of online references to practice a grammar evaluate and recommend a variety of potential Reading
structure, then recommending the best one to the class. resources and references, including digital tools, • Identify the main idea of a paragraph.
• Using new words or information from a class lesson and creating that support collaboration and productivity, for Listening
an online game to practice them, then sharing and playing the educational and academic use. (I.1, I.2, S.3, S.4) • Understand some compound nouns and
game with the rest of the class. relative pronouns.
• Reading a dialogue which serves as a model text, then writing a Language through the Arts Speaking
similar dialogue on a different topic while implementing new I.EFL.5.18.1 Learners can use a variety of • Use some compound nouns and relative
words/expressions from the unit. criteria for evaluating and recommending literary pronouns.
Language through the Arts texts to others, and recognize how chosen Writing
• Analyzing three different rubrics and discussing how each one criteria affects evaluation. (S.1, S.4, J.2, J.4) • Use passive voice when the focus is on the
might influence the way it is evaluated. action.
• Discussing how visual presentation can change your response to a
literary text. Instruments for oral and written evaluation
• Creating a group presentation using biteslide.com.
• Finding a reliable source to back up a statement

▪ Rubrics
▪ Portfolio
▪ Oral interviews individual/ in pairs
▪ Essay Tests
▪ Practical Exams
▪ Writing Tests

▪ Training Test

3. ADAPTED CURRICULUM

Students with Special Needs Specifications of the Material to Be Applied

Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,

disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented

empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple

accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.

CLIL Components Transversal Axes

Science/Technology/Arts: Prepare seminar about renewable energy at a science fair. Intercultural awareness, tolerance, respect, multiculturalism, responsibility,

solidarity, etc.

Prepared by Revised by Approved by

Teacher: Teacher: Teacher:

Signature: Signature: Signature:

Date: Date: Date:

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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: _______________________________________________________________________ Year: ________________________

1. INFORMATIVE DATA Area: English as a Foreign Language Grade / Course: 3rd BGU Class:
Teacher:
Book: English B1.2 Unit: 4 Objectives:
Imagine That!
O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely, and openly

experiencing other cultures and languages from the secure standpoint of their own national and cultural identity.

O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning

and practice opportunities. Respect themselves and others within the communication process, cultivating habits of honesty and integrity into

responsible academic behavior.

O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a limited but effective

command of the spoken language. (CEFR B1 level).

Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN

Skills and Performance Criteria Evaluation Criteria

Communication and Cultural Awareness CE.EFL.5.1 Display an understanding of the integrity of different cultures by sharing experiences
and by participating in class activities and discussions in a way that shows empathy and respect
EFL 5.1.2 Demonstrate mindfulness, empathy, tolerance and an overall respect for the integrity for others.
CE.EFL.5.7 Production – Accuracy and Intelligibility: Use appropriate vocabulary and language in
of cultures in daily classroom activities. a variety of oral interactions for a range of audiences and level-appropriate purposes.

Oral Communication: (Listening and Speaking)

EFL 5.2.12 Use appropriate vocabulary, expressions, language, routines and interaction styles in

formal and informal social or academic situations by asking permission, thanking someone,

apologizing to friends, giving advice, making a suggestion, etc.

Reading CE.EFL.5.12 Engage with a variety of digital and print texts and resources by evaluating and
detecting complexities and discrepancies in the information in order to find the most appropriate
EFL 5.3.6 Display an appreciation of the language by interacting and engaging with a variety of sources to support an idea or argument.

digital and print texts and resources and by selecting and evaluating these materials as a means CE.EFL.5.13 Produce emails, blog posts and other written texts using an effective voice and a
variety of appropriate writing styles and conventions.
to promote and strengthen literacy skills and language acquisition.

Writing

EFL 5.4.9 Use a variety of oral, print and electronic forms for writing to others or for writing for

self, applying the conventions of social writing. (Example: notes, invitations, emails, blog entries

and comments, notes to self, etc.)

Language through the Arts CE.EFL.5.16 Respond to and interpret literary texts, including original stories written by peers,
referring to details and literary elements of the text.
EFL 5.5.1 Compare and present personal and formal responses to and interpretations of

published literary texts and the works of peers, referring to details and features of the text.

(Example: text structure, plot, ideas, events, vocabulary, etc.)

Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments

Communication and Cultural Awareness • New Curriculum EFL Communication and Cultural Awareness Activities
I.EFL.5.1.1 Learners can demonstrate an • Create 5 imaginary situations and, using the
• Writing a weekly journal entry about a cross-cultural experience. for Subnivel BGU understanding of the integrity of different cultures second conditional, write questions about the
by sharing experiences and by participating in situations: What would you do if you were lost
• Reading a myth from another region/culture and sharing a similar • Student’s Book English class activities and discussions in a way that in the forest at night with no food or shelter?
shows empathy and respect for others. (I.3, S.1, • Use the imaginary situations to conduct a
experience. B1.2 (including S.2, J.1, J.3) survey with the students from other groups.
Oral Communication • Analyze the answers collected in the survey,
• Reflecting on differences between people from other countries and interactive version) I.EFL.5.7.1 Learners can communicate clearly and represent them on a graph showing
and effectively by using appropriate vocabulary percentages. Organize the results for a
regions. • Audio CD and language in a variety of oral interactions for PowerPoint presentation: 65% of the people
a range of audiences and level-appropriate interviewed said they would build a shelter
• Comparing nonverbal and body language between L1 and L2 • Teacher’s Guide purposes. (I.2, I.3, J.2) using trees and build a fire for warmth.
Reading
cultures. • Posters and pictures

• Watching a video or reading a text about different cultural practices about the topic

and talking about similarities and differences in small groups. • Photocopiable

Oral Communication: (Listening and Speaking) worksheets (TG)

• Recording in-class conversations and dialogues in order to make • Quiz Time (SB)

note of correct and appropriate language usage and intelligibility.

• Having learners make a selfie video to say what they know about

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a topic before coming to class. Observing that they can say what DIRECCIÓN NACIONAL DE CURRÍCULO Techniques
they want without too many long pauses. Reading
• Singing songs that practice helpful language. I.EFL.5.12.1 Learners can engage with a variety • Pay attention to the conjunction or to identify
• Asking the learners to read a dialogue in pairs. Learners record of digital and print texts and resources by synonymous words.
themselves and then listen to the recording in order to assess evaluating and detecting complexities and Listening
clarity of sounds, production of phonemes, rhythm and intonation discrepancies in the information in order to find • Differentiate main ideas and supporting
Reading the most appropriate sources to support an idea ideas.
• Read quickly looking for words each paragraph. or argument. (I.2, I.4, J.3) Speaking
• To get familiar with the topic of a text, take a quick look at the Writing • Use idiomatic expressions to share an
vocabulary it contains. I.EFL.5.13.1 Learners can produce emails, blog experience.
• Comparing and contrasting the opinions of two experts on a topic posts and other written texts using an effective Writing
of personal interest. voice and a variety of appropriate writing styles • Give arguments and state facts to support
• Identifying unreliable resources on the Internet. and conventions. (I.3, S.3, J.2) ideas in a text.
• Reading about a topic and then identifying reference materials and Language through the Arts
sources that could be used to find out more information. I.EFL.5.16.1 Learners can respond to and Instruments for oral and written evaluation
Writing interpret literary texts, including original stories • Rubrics
• Finding a variety of online references to practice a grammar written by peers, referring to details and literary • Portfolio
structure, then recommending the best one to the class. elements of the text. (S.1, S.4, J.2) • Oral interviews individual/ in pairs
• Using new words or information from a class lesson and creating • Essay Tests
an online game to practice them, then sharing and playing the • Practical Exams
game with the rest of the class. • Writing Tests
• Writing an email to a friend recommending a movie you’ve seen. • Training Test
• Watching a short video and writing a description of what you saw
or how it made you feel, then comparing ideas in pairs.
Language through the Arts
• Taking pictures to tell a story using a digital storyboard.
• Producing short, creative texts using digital storytelling.
• Converting a corner of the room into a writer’s workshop, where
learners can access writing prompts and authentic texts which
may help inspire their own creative writing.
• Using a checklist to mark off literary elements present in a text.

3. ADAPTED CURRICULUM

Students with Special Needs Specifications of the Material to Be Applied

Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,

disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented

empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple

accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.

CLIL Components Transversal Axes

Science/Technology/Arts: Conduct a survey to find out what you would do in several imaginary situations. Intercultural awareness, tolerance, respect, multiculturalism, responsibility,

solidarity, etc.

Prepared by Revised by Approved by

Teacher: Teacher: Teacher:

Signature: Signature: Signature:

Date: Date: Date:

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Quito-Ecuador www.educacion.gob.ec

SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: _______________________________________________________________________ Year: ________________________

1. INFORMATIVE DATA Area: English as a Foreign Language Grade / Course: 3rd BGU Class:
Teacher:
Book: English B1.2 Unit: 5 Objectives:
In The News
O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in

building an intercultural and multinational society.

O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills through an appreciation of

linguistic differences. Enjoy an enriched perspective of their own L1 and of language use for communication and learning.

O.EFL 5.5 Directly access the main points and important details of up-to-date English language texts, such as those published on the web, for

professional or general investigation, through the efficient use of ICT and reference tools where required.

Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN Evaluation Criteria
Skills and Performance Criteria CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing cultural products and referents
from Ecuador and other countries while making informed choices about and taking action on
Communication and Cultural Awareness issues of prejudice and discrimination.
EFL 5.1.6 Demonstrate an ability to make informed choices about and take action on issues of CE.EFL.5.9 Production – Fluency: Present information clearly and influence an audience
prejudice and discrimination. effectively through well-developed arguments in prepared presentations and other forms of oral
Oral Communication: (Listening and Speaking) communication.
EFL 5.2.7 Present information clearly and effectively in a variety of oral forms for a range of
audiences and purposes. (Example: summarizing, paraphrasing, personal narratives, research CE.EFL.5.10 Find specific information and identify the main points in simple, straightforward texts
reports, essays, articles, posters, charts and other graphics, etc.) on subjects of personal interest or familiar academic topics while making informed decisions about
Reading one’s own reaction to the text.
EFL 5.3.3 Determine the main conclusion in texts which clearly argue a point of view in order to CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the writing process
make informed decisions about one’s own opinion and reaction to the text. and while demonstrating an ability to justify one’s position on an argument through carefully
Writing selected information and appropriate language, tone and evidence.
EFL 5.4.5 Justify and explain the rationale for a position on an argument, using persuasive
language, tone, evidence and well-developed arguments through essays, editorials, movie and
book reviews, position papers and brochures.

Language through the Arts CE.EFL.5.16 Respond to and interpret literary texts, including original stories written by peers,
referring to details and literary elements of the text.
EFL 5.5.5 Create original, imaginative stories using appropriate vocabulary and elements of the

literature learners have read or heard.

Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments

Communication and Cultural Awareness • New Curriculum EFL Communication and Cultural Awareness Activities
I.EFL.5.2.1 Learners can exhibit an ability to • Agree on 1 or 2 sections of the television
• Recognizing instances of discrimination or prejudice in one’s daily for Subnivel BGU discuss culture by analyzing cultural products news (world news, local news, sports,
and referents from Ecuador and other countries business, weather).
life and analyzing reasons for them in small groups • Student’s Book English while making informed choices about and taking • Investigate a recent event or situation that is
action on issues of prejudice and discrimination. taking place around the world or a piece of
• Researching through the Internet about other cultures and ways of B1.2 (including (I.1, I.2, S.2, J.1, J.3) news that has made the headlines:
Oral Communication Entertainment. New movie, Hunger Games
life and presenting them to the class using digital tools. interactive version) I.EFL.5.9.1 Learners can present information made more than $300 million USD in the first
clearly and influence an audience effectively 3 weeks.
• Working in small groups to complete a cultural project. (Example: • Audio CD through well-developed arguments in prepared • Share with your group the piece of news you
presentations and other forms of oral investigated. The group decides on 1 or 2
different musical genres in Ecuador, traditional food in Latin • Teacher’s Guide communication. (I.2, I.3, J.2) pieces of news to present.
• Write the scripts that each person will be
America, etc.) • Posters and pictures responsible for: “And now we are going to

• Reading a list of actions people take and evaluating and discussing about the topic

the consequences on others (including on the environment). • Photocopiable

• Simulating desirable social and cultural behaviors through role play worksheets (TG)

activities • Quiz Time (SB)

Oral Communication: (Listening and Speaking)

• Researching a topic and preparing a presentation for the class.

• Recording a video about one’s opinion of a story read in class.

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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

• Sharing opinions in a way that encourages others to perform a DIRECCIÓN NACIONAL DE CURRÍCULO pass to our Reuters’ correspondent, Shelly
specific action. Reading Rowe, live in Syria.
I.EFL. 5.10.1 Learners can find specific
• Using a digital presentation to raise awareness about a local issue. information and identify the main points in Techniques
Reading simple, straightforward texts on subjects of Reading
• Reading a short news article and completing an outline. personal interest or familiar academic topics • Look at the text around new words to predict
• Reading an adapted news article about a current event and while making informed decisions about one’s their meaning.
own reaction to the text. (I.1, I.2, S.2 Listening
formulating a personal response to it. Writing • Use information to make logical conclusions.
• Reading a blog post and writing a comment. I.EFL.5.15.1 Learners can plan and produce Speaking
• Reading a short text and showing comprehension by completing well-constructed informational texts by applying • Use clues to help listeners to understand a
the writing process and while demonstrating an message.
the accompanying graphic organizer. ability to justify one’s position on an argument Writing
• Agreeing or disagreeing with a strong opinion stated in a text and through carefully selected information and • Use context clues to help readers understand
appropriate language, tone and evidence. (I.2, difficult words and complex sentences.
giving reasons for one’s own response. I.3, I.4, S.3, J.1)
• Reading a text and answering information questions. Language through the Arts Instruments for oral and written evaluation
• Choosing from a list of words to complete gaps from a reading. I.EFL.5.16.1 Learners can respond to and • Rubrics
Writing interpret literary texts, including original stories • Portfolio
• Finding a variety of online references to practice a grammar written by peers, referring to details and literary • Oral interviews individual/ in pairs
elements of the text. (S.1, S.4, J.2) • Essay Tests
structure, then recommending the best one to the class. • Practical Exams
• Using new words or information from a class lesson and creating • Writing Tests
• Training Test
an online game to practice them, then sharing and playing the
game with the rest of the class.
• Reading a dialogue which serves as a model text, then writing a
similar dialogue on a different topic while implementing new
words/expressions from the unit.
• Writing new words and phrases and vocabulary in your notebook..
Language through the Arts
• Using a checklist to mark off literary elements present in a text.
(Example: setting, main character, title, etc.)
• Explaining through pictures, physical expression or charts (ICT)
how a text makes the learner feel.
• Using ICT to research about a topic of learners’ choice and writing
a short, creative story with the findings.

3. ADAPTED CURRICULUM

Students with Special Needs Specifications of the Material to Be Applied

Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,

disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented

empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple

accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.

CLIL Components Transversal Axes

Science/Technology/Arts: Investigate a current event or situation from around the world and develop a news report Intercultural awareness, tolerance, respect, multiculturalism, responsibility,

which you will present as a television news program to your classmates. solidarity, etc.

Prepared by Revised by Approved by

Teacher: Teacher: Teacher:

Signature: Signature: Signature:

Date: Date: Date:

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