Curriculum Solutions Book

Solutions
Advanced Student´s Book
Second edition
0

Curriculum Design

Solutions Second Edition

Framework

Solutions, advance students’ books second edition, is a guide that assists to develop the skillfulness
of the students with levels ranging from B2 to C2. Solutions book instructs in the most advance way.
Additionally, realize a productivity as the highest performance for teachers and students, who wield this
book.

This book is accepted by most local, national, and internationally institutions. That value this book like
the most practical and useful instrument for the learning-teaching process. Including not just four skills
as listening, writing, speaking and reading but it adds a section in which students can have an
intercession with real English through audios. Considering that each lesson increases the level of the
students with their skills and providing them with culture and origins of English.

The purpose of this curriculum is to provide educators with a tool to guide students into the develop of
the four skills: listening, reading, writing, and speaking. This program contains standards,
recommended activities, possible resources and instruction that should be taking place in schools. The
solutions program has a focus on the standards and aims in order to provide a logical sequence of
activities with the goal of mastering the standards at each grade level.

Also, the program has a literary focus, thereby are standards that apply specifically to literacy teaching
education with a specific focus on: Developing in students the ability to understand the importance of
literacy, know about different types of elements in books, scientific articles, and opinions.

This study program is intended to enhance the communication skills of those who wish to work or study
more effectively in challenging contexts. Students will improve their language skills and consider factors
affecting inter-cultural communication, culture, and global conflicts. Participants will also have the
opportunity to establish relationships and share points of view with a brand-new way of chances that
this globalized world provides with this book.

2

Standards Unit 1:

1. Students are available to use new vocabulary using prefixes, suffixes, and synonyms.
2. Students develop reading abilities.
3. Students are immersed in phrasal verbs review.
4. Learners can interact in written and spoken way statements including phrasal verbs.
5. Students can be able to communicate emotions in a written way.

Standards Unit 2:

1. Students comprehend the importance of adjectives.
2. Learners use adjectives in statements and paragraphs.
3. Learners use tenses in the creation of narrative statements.
4. Learners Identify the main characteristic of a picture.

Standards Unit 3:

1. Apprentices construct a new mental image about countries and culture.
2. Learners learn about the uses of Verb Pattern with grammar points (-ing)
3. Apprentices use of the modal verb, Would.
4. Apprentices describe the stages of an article.

Standards Unit 4:

1. Learners employ new vocabulary about changes.
2. Learners develop abilities of decision making with new vocabulary.
3. Learners construct sentences with different topics.

Standards Unit 5:

1. Learners discuss military conflicts in history.
2. Students mastered the use of infinitive in modern life situations.
3. Apprentices identify problems in human society and discuss about it.
4. Students prepare new dialogues using Ellipsis to avoid repetition.

Standards Unit 6:

1. Students emphasize in the use of gerund to obtain predictions.
2. Students learn how a phrasal verb can substitute a word.
3. Learners produce new knowledge by the use of a preexisting reading.
4. Learners report different activities in a workbook.

3

Standards Unit 7:

1. Apprentices comment with others about future projects.
2. Apprentices research information about a trip in a written and spoken way.
3. Students develop cultural understanding with different kind of resources.
4. Learners demonstrate abilities using addition and emphasis in a text.

Standards Unit 8:

1. Students exhibit an opinion about different cultural perception.
2. Learners meet new Modal Verbs and their uses.
3. Learners manage new levels of vocabulary.
4. Apprentice rite texts based in spoken description.

Standards Unit 9:

1. Apprentice discover new ways of communication through gossip and news.
2. Apprentice evaluate and find the best ways to use colloquial language.
3. Learners understand to literacy models.
4. Learners learn literal and figurative language in literacy.

Standards Unit 10:

1. Students develop the word farewell in a variety of contents.
2. Learners define significant life and death questions.
3. Apprentice apply previous knowledge to solve complex questions.
4. Apprentice innovate writing with the use of paraphrasing.

4

Book Content

Content Learning Objectives Activities Skills

Unit 1:  Students use 1. Students talk about  Speaking
Beginnings prefixes in a written what they used to  Writing
way. do in their
Prefixes childhood.  Speaking
Phrasal Verbs  Students manage  Writing
phrasal verbs in 2. Students make a  Listening
Talk about different activities. role play about  Reading
different things their inherited
Descriptions  Students make characters related
descriptions, with their parents.
Unit 2: Stories competition, and
Compound contrast. 3. Students make a
adjectives and debate about
nouns  Learners apply English origins.
Narrative adjectives and nouns
tenses through the different 4. Students make a
Characteristics four skills. presentation about
their different
5  Learners analyze sports.
real life emotions
from people 5. Students make
testimony, articles, exercises about
newspaper and phrasal verbs.
magazines.
6. Student make a
 Learners build discussion about
narrative statements DNA of humans
using grammatical against DNA of
structures from a chimpanzee.
diverse features and
materials. 1. Students write a
paragraph about
their favorite
movies.

2. Students make a
debate about TV
effects on children.

3. Students make a
performance about
different
professions.

4. Students write
summarize about
the most important
details of a novel.

5. Students write an
essay using a
variety of tenses.

6. Students show and
explain photos of
different topics.

Unit 3:  Apprentices extract 1. Students discuss  Speaking
Partners new vocabulary from different  Writing
Set phrases some’s text. relationships about
Verb patterns many topics.  Writing
Negotiation  Apprentices create  Speaking
Articles about opinions about 2. Students say a
places customs, cultures, speech about the
family, friend and importance of
Unit 4: relationships and friendship.
Changes their important in the
Comparative society. 3. Students make a
and superlative role play of married
forms  Apprentices use situations.
Talking about tools as dictionaries
change to identify different 4. Students write a
Discursive meanings of words summary about a
essay and develop love story.
hypothetical phrases
using the modal verb 5. Students make a
would. performance using
different a variety
 Students recognize of verbs.
the different forms in
which people 6. Students make a
change. debate about the
different situations
 Students understand that a person lives
the importance of in the field of
comparative and business.
superlative form.
1. Students talk about
 Students write the changes into
discursive essay. their neighborhood.

6 2. Students write a
paragraph about
their change
between school
and high school.

3. Students make a
summary about the
change in
American culture.

4. Students present
an overcoming
story.

Unit 5: Battles  Students synthetize 5. Students make a  Speaking
War and war audio files in a performance using  Listening
idioms spoken discussion. different  Writing
Talking about conditionals.  Reading
armed conflict  Students make
Description of a presentations about 6. Students discuss  Speaking
person life conflicts and give the advantages  Reading
their opinions. and disadvantages  Writing
Unit 6: Dreams about the changes
Expressions for  Students manage of their center city.
plans and Modals and auxiliary
predictions verbs incurring in 1. Students listen an
Talking about descriptions. audio about the
the future World War II.
Talking about  Students will be able
personal to make predictions 2. Students make a
ambitions of people’s life using debate based on
questions, photos, advantages and
and gestures. disadvantages of
family discussions.
 Students describe
their goals in future 3. Students make a
tenses. graphic organizer
about different
 Students topics.
demonstrate
knowledge about 4. Students read a
direct speech. book about wildlife.

7 5. Students work with
worksheets related
with modal and
auxiliary verbs.

6. Students make a
presentation about
the different world
wars.

1. Students describe
photos using future
tenses.

2. Students talk about
the significance
that their dreams
would have.

3. Students read an
article about
different politic
organizations in the
world.

4. Students read
articles about the

Unit 7:  Students sleeping  Speaking
Journeys communicate in importance.  Reading
Colloquial English using 5. Students do  Listening
language colloquial language. exercises about  Writing
Emphasis direct speech.
Talking about  Students relate  Listening
travel cultural destination 1. Students tell their  Writing
A letter of with other places. experiences about  Reading
complaint their trips.
 Students use the
Unit 8: Tastes Emphasis in a 2. Students talk
Clothes and conversation. different reasons to
styles go to different
Modal verbs  Students describe places.
Talking about several kinds of
youth culture wear. 3. Students read
A report different stories
 Students recognize about migration.
Modal Verbs in in
paragraph. 4. Students listen an
audio about some
 Students know about stories of travel
advantages and through time.
drawbacks of a topic.
5. Students make
8 exercises using
different structures.

6. Students write a
letter saying their
dislikes about
different topics.

1. Students get the
vocabulary about
clothes.

2. Students listen an
audio about food
and its advantages.

3. Students make a
paragraph related
different cultures.

4. Students read a
food science
article.

5. Students use the
newspaper and cut
advertisement
about food.

6. Students write a
report about what
people eat in
parties or
celebrations.

Unit 9: Secrets  Students understand 1. Students interact  Speaking
Literal and literal and figurative with others using  Reading
figurative language in many informal  Listening
language resources. vocabulary.
Passive  Speaking
structures  Students evaluate 2. Students listen  Writing
Talking about passive structures in audios using  Reading
gossip and readings. natural and
secrets colloquial
An opinion  Students argue language.
essay about different
modern life topics. 3. Students read
Unit 10: different readings
Endings  Students create about history
Synonyms for speech using the characters.
end help of synonyms.
Whatever, 4. Students read
whoever, etc.  Students display the different articles
Talking about relevance of about conspiracy
films and their endings. theories.
endings
 Students create new 5. Students do
text from articles exercises about
related with passive structures.
existential topic.
6. Students write an
opinion essay
based on pictures.

1. Students use
different words in
many contexts.

2. Students make a
debate about
important things
happening in the
world.

3. Students make a
speech about
different sports.

4. Students talk about
the money and its
relevance in the

world.
5. Students read and

discuss topics
between life and
death.
6. Students read
many articles

9

Suggested Forms of Assessment:

Formative

Homework Audios Work in groups Own evaluation

Writing sentences and Many topics can be Couples, teacher with Students do their self-
reading articles in involved in the couples, couple with evaluation being
which students couple, students make
developing listening an interaction with objectives with their
improve both skills in skill, such as record knowledge
their homes and prove their classmates
the knowledge acquire audios, listening outside and inside the
audios and
in class classroom
understand audios

Summative

Teacher´s evaluation Presentations Homework Test

Teachers can be Debates, power Paragraphs and Considering the four
flexible at the time to point´s presentations, essays can obtain a skills students are
make the evaluation going to get a grade
speeches, talk in grade depending for their answers.
thinking in their which students writing skills that
students and the way develop their speaking learners have.
skill in front of the
how they learn. classroom and outside
the classroom.

10

Solutions Syllabus
Advance Student´s Book

Second Edition

English Class
I Term 2019
(February 1st - May 10th)

Facilitator: Group number 5
Cellphone number:
E-mail address: 99387247 Section: C

Meeting Time and Place: [email protected]

Mon-Fri 8:00 pm to 10:00 pm

Course Description:

The purpose of this course is to introduce students into their four skills as Listening, Speaking, Reading
and Writing. Students will develop their four skills through activities that are going to help them to beef
up their knowledge they already know such as audios into the classroom to enhance their listening
skill, they are going to develop their listening comprehension. Short-reading to improve their
vocabulary, grammar points, intonation and pronunciation. Presentations about different topics to
improve their speaking skill. Paragraphs and essays to increase their writing skill.

II. Competencies

General Competences

1. Able to comprehend and analyze.
2. Able to coexist to new situations in life.
3. Apply new knowledge, vocabulary, grammar points in different life situations.
4. Develop work in groups and individual.

11

Specific Competences

1. Able to express ideas, feelings and emotions through written essays, letters, paragraphs.
2. Develop their vocabulary and grammar points through reading about magazines,

newspapers, books and articles.
3. Apply new knowledges to different contexts such as academic, social, cultural talking about

it.
4. Able to structure short and long comments, based on presentations or audios.

Course Competencies:
During the course, students will be able to:

1. Use of graphic organizers and dictionaries as a tool for reading comprehension.
2. Compare and express ideas in a spoken and written way.
3. Participate in different conversation techniques to improve their speaking skill.
4. Collaborate with classmates and teacher to be helpful into the classroom.
5. Show a positive attitude through their participation in the activities make in the class.

III. Course Requirement and evaluation: SCORE
ASSIGNMENTS 25%
Exam 1 15%
Debates 5%
Reading Control 15%
Essays and paragraphs 10%
Student's participation 15%
Listening proficiency exam 15%
Students’ performances 100%
TOTAL

12

ACTIVITIES DATE
Debate one and two  February 10th
 March 21st
Reading Control  May 1st
Essay  February 29th
Paragraph  May 2nd
Listening proficiency exam  May 8th
Performances  From February 15th to February 20th
Exam  May 9th

Course requirements
You will be expected to:

1. Attend every class on time: Most of the activities will take place in class. If you miss a
class, you will lose those points.

2. Participation: We will be developing a lot of small and large group assignment, and you
have to be willing to contribute actively in the activities.

3. Good behavior: All the students must respect any authority within the classroom.

4. Respect your classmates: If you carry your cell phone turn it to silence or vibration, cease
text messaging during class. To receive an emergency call, go outside of the classroom.
Respect the opinion of other students.

5. Classroom performance: Your active participation and performance is required during this
course, the use of language techniques and skills taught in class, in order to perform in a
correct proficiency level inside the classroom.

Bibliography
Tim Falla, Paul and Davies (2010) Solutions. Oxford: Oxford University Press.

This syllabus is subject to changes that instructor may consider appropriate.

13

Facilitator: Solutions Plan
Subject: English
Advanced Student´s Book

Second Edition

(February 1st - May 10th)

English Level from B2 To C2

Date: Thursday, November 23rd, 2018
Period: 1st period

Topics:
Memories
Inheritance
The origins of English
Sporting Origins

Time Activities Resources Objectives
Warm Up  human
(Activation of previous  Teacher presents an activity in a At the end of the class students
knowledge) circle, which consist in makes will be able to talk about their past
recall of past adventures; each experiences.
Pre student will have 10 seconds to
say a sentence in order to
complement with their classmates’
examples related with their
childhood memories.

1. Teacher presents a video of  data show At the end of the class students
different countries around the  reading will be able to create their own
world with their inherence, culture, presentations guided by a reading.
worksheet Students will be able to analyze
sports and origins of their different new topics.
language.
14 2. Teacher gives to the students a
little piece of paper with
information of different countries

around the world.
3. Students read their information

and they prepared for discuss
the character about the country
they represent.

While 1. Students discuss between each  human Students will be able to discuss the
Post other the characteristics, culture,  paper main aspects or characteristics of
sports, inherence and origins of  alarm their country.
the language; to make notice that  piece of
their country is the better than Students Will be able to use
others. papers phrasal verbs in real context.
 speaker
2. Teacher presents a dynamic called  song Students will be able to create and
“Cabbage” which consists in pass presents their own events.
the cabbage between the students
while the teacher set an alarm, or  Worksheets At the end of the class students
play a song, when the alarm or the will be able to work by themselves
song stop, the student who keeps  Human using phrasal verbs.
the cabbage is going to take one
leave of the cabbage and it At the end of the class students
contains one phrasal been, in this will be able to perform their own
way teacher introduces a new events.
topic.

3. Students make a perforce using
the phrasal verbs previous taught
by the teacher.

4. Teacher explains how to describe
an event, by telling a story to their
students. Teacher describes the
place, how the event was, where
the event took place.

5. Teacher makes groups with the
students to create an event and
describe and discuss it.

1. Teacher gives to the Students a
worksheet such contains exercises
with phrasal verbs, and students
have to complete them.

2. Students presents their
performance about describe an
event given by the teacher.

15

English Test
Solutions Book

Name: _____________________________________ Section: _______ Date: ____________

Grammar 25 %
Instructions: Circle the correct answer.
4.My daughter has a talent for languages. She
1.How long have you and your boyfriend been _____ French in just 2 months in Paris.
____?
picked up
making out made up
going out got up
going in took up
coming out

2. I don't know how you _____ with only one part- 5. I just _____ my former boss on the street.
time salary?
came into
get in ran in
get up found in
get by ran into
get over

3.We _____ some information on insurance. 6.My children _____ most of the time. They play
together a lot.
are searching
are looking in get on
are finding out get off
are looking for get in
get up
16

Instructions: Put the correct prefix in each box to complete the sentence. Write (-) where is necessary.

over mis anti- ex-

pre- under pro- multi

1. The lingual staff at this school will make you feel very welcome.
2. He has been charged with use of company funds.
3. government forces have won the latest battle and the Prime Minister seems safe for the time

being.
4. This was an early prototype of an aircraft missile but was replaced within a year due to repeated

malfunction.
5. The meat was superb, but the pasta was completely cooked and tasted like wet cardboard.
6. The bar was closed down for having sold alcoholic drinks to age customers
7. I am not a socialist now. I would describe myself as an communist but I have changed my

opinions on many matters.
8. Many Hollywood celebrities now sign nuptial agreements to prevent financial disputes if things

go wrong.

18 Reading

Instructions: Read the following paragraph and answer the questions below.

English as a National Foreign Language

India has two national languages for central administrative purposes: Hindi and English. Hindi is the
national, official, and main link language of India. English is an associate official language. The Indian
Constitution also officially approves twenty-two regional languages for official purposes.

Dozens of distinctly different regional languages are spoken in India, which share many characteristics
such as grammatical structure and vocabulary. Apart from these languages, Hindi is used for
communication in India. The homeland of Hindi is mainly in the north of India, but it is spoken and
widely understood in all urban centers of India. In the southern states of India, where people speak
many different languages that are not much related to Hindi, there is more resistance to Hindi, which
has allowed English to remain a lingua franca to a greater degree.

Since the early 1600s, the English language has had a toehold on the Indian subcontinent, when the
East India Company established settlements in Chennai, Kolkata, and Mumbai, formerly Madras,
Calcutta, and Bombay respectively. The historical background of India is never far away from everyday
usage of English. India has had a longer exposure to English than any other country which uses it as
a second language, its distinctive words, idioms, grammar and rhetoric spreading gradually to affect all
places, habits and culture.

In India, English serves two purposes. First, it provides a linguistic tool for the administrative
cohesiveness of the country, causing people who speak different languages to become united.
Secondly, it serves as a language of wider communication, including a large variety of different people
covering a vast area. It overlaps with local languages in certain spheres of influence and in public
domains.

Generally, English is used among Indians as a ‘link’ language and it is the first language for many well-
educated Indians. It is also the second language for many who speak more than one language in India.
The English language is a tie that helps bind the many segments of our society together. Also, it is a
linguistic bridge between the major countries of the world and India.

English has special national status in India. It has a special place in the parliament, judiciary,
broadcasting, journalism, and in the education system. One can see a Hindi-speaking teacher giving
their students instructions during an educational tour about where to meet and when their bus would
leave, but all in English. It means that the language permeates daily life. It is unavoidable and is always
expected, especially in the cities.

The importance of the ability to speak or write English has recently increased significantly because
English has become the de facto standard. Learning English language has become popular for
business, commerce and cultural reasons and especially for internet communications throughout the
world. English is a language that has become a standard not because it has been approved by any
‘standards’ organization but because it is widely used by many information and technology industries
and recognized as being standard. The call centre phenomenon has stimulated a huge expansion of
internet-related activity, establishing the future of India as a cyber-technological super-power. Modern
communications, videos, journals and newspapers on the internet use English and have made ‘knowing
English’ indispensable.

The prevailing view seems to be that unless students learn English, they can only work in limited jobs.
Those who do not have basic knowledge of English cannot obtain good quality jobs. They cannot
communicate efficiently with others, and cannot have the benefit of India’s rich social and cultural life.
Men and women who cannot comprehend and interpret instructions in English, even if educated, are
unemployable. They cannot help with their children’s school homework everyday or decide their
revenue options of the future.

A positive attitude to English as a national language is essential to the integration of people into Indian
society. There would appear to be virtually no disagreement in the community about the importance of
English language skills. Using English you will become a citizen of the world almost naturally. English
plays a dominant role in the media. It has been used as a medium for inter-state communication and
broadcasting both before and since India’s independence. India is, without a doubt, committed to
English as a national language. The impact of English is not only continuing but increasing.

Q1 - According to the writer, the Indian constitution recognizes
22 official languages.

Hindi as the national language.

2 national, official languages.

2 national languages.

Q2 - English's status as a lingua franca is helped by
its status in northern India.

the fact that it is widely understood in urban centers.

the fact that people from the south speak languages not much related to Hindi.

it shares many grammatical similarities with Hindi.

19

Q3 - In paragraph 3, 'toehold' means that English
dominated India.

changed the names of some cities in India.

has had a presence in India.

has been in India longer than any other language.
Q4 - Hindi-speaking teachers

might well be heard using English.

only use English.

only use English for instructions.

do not use English.
Q5 - In paragraph eight, it says 'the prevailing view', which suggests that

the view is correct.

the view is held by the majority.

the view is incorrect.

the view is held by the minority.
Q6 - English in India

is going to decrease.

has decreased since independence.

causes disagreement.

is going to have a greater importance.

20

Writing

Instructions: Write an essay of 1200 words, about this paragraph with the message and principal idea.

Mark Rothko

Mark Rothko, one of the greatest painters of the twentieth century, was born in Daugavpils, Latvia in 1903. His
father emigrated to the United States, afraid that his sons would be drafted into the Czarist army. Mark stayed
in Russia with his mother and older sister; they joined the family later, arriving in the winter of 1913, after a 12-
day voyage.

Mark moved to New York in the autumn of 1923 and found employment in the garment trade and took up
residence on the Upper West Side. It was while he was visiting someone at the Art Students League that he
saw students sketching a nude model. According to him, this was the start of his life as an artist. He was
twenty years old and had taken some art lessons at school, so his initial experience was far from an immediate
calling.

In 1936, Mark Rothko began writing a book, which he never completed, about the similarities in the children's
art and the work of modern painters. The work of modernists, which was influenced by primitive art, could,
according to him, be compared to that of children in that "child art transforms itself into primitivism, which is
only the child producing a mimicry of himself." In this same work, he said that "the fact that one usually begins
with drawing is already academic. We start with color."

It was not long before his multiform developed into the style he is remembered for; in 1949 Rothko exhibited
these new works at the Betty Parsons Gallery. For critic Harold Rosenberg, the paintings were a revelation.
Rothko had, after painting his first multiform, secluded himself to his home in East Hampton on Long Island,
only inviting a very few people, including Rosenberg, to view the new paintings. The discovery of his definitive
form came at a period of great grief; his mother Kate died in October 1948 and it was at some point during that
winter that Rothko chanced upon the striking symmetrical rectangular blocks of two to three opposing or
contrasting, yet complementary colors.

As part of this new uniformity of artistic vision, his paintings and drawings no longer had individual titles; from
this point on they were simply untitled, numbered or dated. However, to assist in distinguishing one work from
another, dealers would sometimes add the primary colors to the name. Additionally, for the next few years,
Rothko painted in oil only on large vertical canvasses. This was done to overwhelm the viewer, or, in his
words, to make the viewer feel enveloped within the picture.

On February 25, 1970, Oliver Steinecker, Rothko’s assistant, found him in his kitchen, lying on the floor in front
of the sink, covered in blood. His arms had been cut open with a razor. The emergency doctor arrived on the
scene minutes later to pronounce him dead as the result of suicide; it was discovered during the autopsy that
he had also overdosed on anti-depressants. He was just 66 years old.

21

Listening
Instructions: Listen the audio and answer the following comprehension questions.

Question 1
I think the show is about starting now
I think the show is about in start now
I think the show is to start now

Question 2
You would have heard the news yet
You won’t have heard the news yet
You will have heard the news yet

Question 3
What do you think…

You’ll do
you’ll be doing
you are doing
…ten years from now?

Question 4
That’s a small Victorian round wooden table
That’s a Victorian small round wooden table
That’s a Victorian round wooden small table

22

Question 5
A was going to call you
I was thinking of call you
I was calling you

… but then I forgot.

Question 6
At the time
In time
By the time

… I got to the airport, the plane had left.

Question 7
Bicycles are widely used in Amsterdam
Bicycles used widely in Amsterdam
Bicycles are in used widely in Amsterdam

Question 8
The children were looked after by my mother
The children after by my mother
The children were been look after by my mother

23

Question 9
I’ve just been done at the hairdressers
I’ve just cut my hair at the hairdressers
I’ve just been to the hairdressers

Question 10
Sarah got her handback snatched
Sarah had her handback snatched
Sarah’s handback had snatched

Question 11
If I had known you were coming…

I had bought a cake
I would have bought a cake
I will buy a cake

Question 12
That letter should have arrived by now
That letter should to have arrived by now
That letter must be arrived by now

24

Question 13
I think you might have told me!
I think you might tell me?
I think you might to have told me!

Question 14
At any time, was I informed
At no time, was I informed
At no time, was informed I

Question 15
its not just worth to get involved
its not just worth getting involved
its not just worth to involve myself

Speaking
Instructions: Students will have an interview with a native speaker 25 minutes talking about
controversial topic.

Everything you want is out
there waiting for you to
ask…

25

26