B2-3 StudentBook (Issuu) by Mario A. GOmez M.

www.skool.co

Studentâ&#x20AC;&#x2122;s Book B2.3

Law and Order

SPEAKING Can hold a conversation about: • The internal organs of the human body and their functions in the body’s systems. • Conventional and alternative medical treatments and approaches. • Overcoming obstacles (phobias, disability and addiction). • The relationship between health, nutrition and beauty. • Agriculture, urban farming and new technologies in food production. • Heroic actions regular people are capable of in adverse situations.

WRITING Can write texts about: • The function(s) of one of the organs of the human body. • What healthy / unhealthy habits you have. • Some injuries you’ve had. How you treated them. • What you would suggest people to improve their lifestyles. • Your personal ideas of what it means to be beautiful. • A thing or situation in your life when you felt a certain way. • The advantages and disadvantages of having a vegetable garden at home. • What it means to be a hero for you. Childhood heroes.

READING • Understand and identify general ideas in a written text. • Understand and identify specific ideas and details in a written text. Passages: • The Body’s Systems • Coming Down with Chickenpox

• Nutrition Facts Label • Beauty Ideals • New Generation Addictions • Parents Trust Nature Knows Best • Organic Food Festivals • Everyday Heroes

LISTENING • Understand and respond to statements or questions. • Understand and identify general ideas in a spoken conversation or passage. • Understand and identify specific ideas and details in a spoken conversation or passage. • Infer meaning from context and intonation. • React to what has been said.

GRAMMAR • Homophones • Compound adjectives • Phrasal verbs • Definite and indefinite articles • Quantifiers + of • Conditionals (general review) • Cleft sentences

VOCABULARY

B2.3 Law and Order Hold a conversation about: • Advertising and consumer awareness • Bargains and haggling • Saving habits • TV watching habits • Crime and Punishment • Politics and voting • Religion and spirituality • Great thinkers and philanthropists

WRITING Write texts about: • Description of a product or service you would like to offer. • A time you were able to get a great price for something after bargaining or haggling with the vendor. • Your spending and saving habits? • Your favorite TV show(s). • Your political ideas and opinions / a politician you admire / different forms of government rule. • Traditions originated from religious rituals in your country / Your view on the relationship between religion, politics and education. • Influential people in history.

READING • Understand and identify general ideas in a written text. • Understand and identify specific ideas and details in a written text. • Infer meaning from context. • React to the reading expressing agreement or disagreement. Passages: • Advertising Strategies • Open-air market • Effective Saving

WRITING Write texts about: • One’s dream vacation. • A memorable experience one has had at an airport or on a flight. • A memorable experience one has had on vacation at an all inclusive resort. • One’s dream cruise. • A time one has had on a beach somewhere with family or friends. • Some popular or famous sights one has visited in their country or abroad. • An experience one has had on vacation where the time went by really fast. • Popular and tourist sunspots or other popular destinations in one’s country.

• Stuck at an Airport • An All Inclusive Vacation • Cruising the Caribbean • Summer at the Beach • New York City Guided Tour • Time Flies • Travel and Tourism

LISTENING • Understand and respond to statements or questions. • Understand and identify general ideas in a spoken conversation or passage. • Understand and identify specific ideas and details in a spoken conversation or passage. • Can infer meaning from context and intonation. • Can react to what has been said.

GRAMMAR • Unreal past - Making wishes • Passive voice - present and past continuous • Should + present perfect • Present participles - participle clauses • Future planning • Clauses of result • Past wishes • Future wishes

VOCABULARY

• Internal organs and systems • Medical treatment • Nutrition Facts • Health and beauty • Phobias, disability and addiction • Alternative medicine • Food production • Natural phenomena and disasters

B2.1 Feed me beautiful

SPEAKING

SPEAKING Can hold a conversation about: • Vacation planning and booking • Being at an airport and traveling aboard a flight • Activities and things done at hotels and all inclusive resorts (describing pictures) • Activities and things done aboard cruises and ships (describing pictures) • Activities and things done while having fun in the sun at the beach (describing pictures) • Activities and things done while sightseeing on tours (describing pictures) • Vacation situations (agreeing or disagreeing) • A tourism advertisement for a vacation getaway (presentations)

READING • Understand and identify general ideas in a written text. • Understand and identify specific ideas and details in a written text. Passages: • Planning on Getting Away

B2.2 Hit the Road

Marco Común Europeo B2

• TV Match • Smuggling Wildlife; a serious criminal offense • Why should I vote? • World Religions • Quotes by great thinkers

LISTENING • Understand and identify general ideas in a spoken conversation or passage. • Understand and identify specific ideas and details in a spoken conversation or passage. • Can infer meaning from context and intonation. • Can react spontaneously to what has been said.

GRAMMAR • Comparing people and things • Natural Adjective Order • Third conditional (inverted form) • Stress in Nouns and Verbs • Let / Make / Have something be done (passive causative) • Either - or / Neither - nor

• Vacation planning • Airports and travel • Hotels and all inclusive resorts • Cruises and ships • Fun in the sun/beach • Sightseeing and tours • Vacation ending • Travel and tourism

B2.4 High-Tech SPEAKING

Can hold a conversation about: • Giving one’s opinion on technology and its uses. • Things done or said on a mission to space. • Alien life theories and beliefs. • Myths and legends. • Extraordinary minds and transforming moments. • Wild animals. • Natural disasters and Emergency protocols. • Communication and socialization in social networks.

WRITING Write texts about: • How technology has affected one’s life. • One’s opinion on space travel. • One’s (imaginary) description of alien life. • An unsolved mystery or an urban legend. • An extraordinary mind/person one considers the smartest in mankind. • One’s opinion on having wild animals as pets. • Natural disasters • How social networks affects our lives.

• Wildlife • Overpopulation • Socializing

GRAMMAR - Expressing purpose for + (ing) - Future ability (Will + Be + able to) - Future perfect - Modal verbs: May, Might and Must (permission, possibility, obligation, assumptions or deductions). - Verb complements - Past perfect progressive - Get - Passive and Be - Passive constructions - Causative verbs

READING VOCABULARY • Advertising • Bargain • Saving • Law • Politics • Religion • Ideas

• Understand and identify general ideas in a written text. • Understand and identify specific ideas and details in a written text. Passages: • Use of Technology • Science or Fiction • Alien Life • Legends & Myths • High IQ

VOCABULARY - Technology and devices - Space talk - Planets, stars and galaxies - Myths and unsolved mysteries - Extraordinary minds - Life in the wild / Wild animals - Natural phenomena - Networking

Student’s Book B2.3

M . C. E . Marco

Común

Europeo

Law and Order

A1:

A1.1 A1.2 A1.3 A1.4

A2:

A2.1 A2.2 A2.3 A2.4

B1:

B1.1 B1.2 B1.3 B1.4

B2:

B2.1 B2.2 B2.3 B2.4

B2.3 Contents LESSONs 1 & 2:

Pag. 4-7

Greetings and goodbyes. Introductions. Indefinite article a/an. Alphabet. Simple present of verb To Be: I am / You are.

3 & 4:

8 - 11

Professions and occupations. Nationalities. Verb To Be: He is / She is.

5 & 6:

12 - 15

Days of the week. Months of the year. Family members. Numbers from 1 to 200. Simple present Verb To Be: negative sentences.

7 & 8:

16 - 19

Languages. More family members. Simple present – auxiliary verb Do / Don’t: affirmative and negative sentences (I / You).

9 & 10:

20 - 23

Transportation means. Common places around the city. Simple present – auxiliary verb Do / Don’t: interrogative sentences (I / You).

11 & 12:

24 - 27

Habits and routines. To have to / To need to / To want to + Verb.Question words what, where, when, how, what time.

REVIEW & PRACTICE

Congratulations As of this moment forth you will find yourself in the world of English learning as a second language, with which you will continue the path in pursuit of your goals. Bilingualism allows you to open borders and connect yourself with the world in social, occupational, cultural and educational aspects. Skool has focused on designing this teaching program based on scientific studies of human learning and using a methodology based on neuroscience, technological tools and stimulating teaching techniques to make learning English easy, fast and fun.

Juan Guillermo Ochoa Alarc贸n C.E.O.

“T h e m e d i a , a d v e r t i s i n g a n d c o n s u m e r s ”

INPUT

LESSON

ObjectIVEs

I will be able to:

• Talk about advertising and consumers. • Discuss strategies used by advertisers.

Word Bank: Media Brand Slogan Feature Statistics Billboard Marketing Campaign Commercial (TV / Radio) Advertisement (ad)

Reliable Appealing Unbeatable Remarkable (To) Imply (To) Launch (To) Advertise (To) Persuade (To) Convince (To) Challenge

(To) check something out Without any further ado (To) go viral online

Value for money Tried and tested Top-of-the-range

Grammar note: Comparing people and things Irregular adjectives change their form completely. For example: Good - Better - The best Bad - Worse - The worst Far - farther / further - The farthest / furthest For short 1 or 2 syllable adjectives we add “er” for the comparative and “the -est” for the superlative (* as always, there are some exceptions to the rule- such as “honest”) • Big - Bigger than - The biggest • Small - Smaller than - The smallest • Nice - Nicer than - The nicest For longer adjectives we use “more” or “less” for the comparative and “the most” or “the least” for the superlative • Beautiful - More beautiful than - the most beautiful • Remarkable - More remarkable than - the most remarkable • Interesting - Less interesting than - the least interesting • Appealing - Less appealing than - The least appealing

As + adjective or adverb + as • This brand is as good as any other. • This detergent is not as expensive as the other one. • The company is selling as much as the competition. • My car doesn’t run as fast as your Pick-up.

In Context: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

They are putting up a new billboard on top of the building to advertise some shampoo. The company has started an advertising campaign in the media to launch the brand. We have our logo. Now we have to come up with a catchy slogan for the brand. The commercial shows us all the state-of-the-art features and benefits the gadget offers. Before Christmas we see tons of ads and commercials trying to persuade kids to get their parents to buy toys. Without any further ado, we introduce our new and remarkable product. The best value for your money. He showed statistics of how much sales had gone up around the country due to the new commercial. There have been tons of ads and videos which have gone viral online. The commercial claims their new model is unbeatable, dependable and long-lasting. This product has been tried and tested by generations of highly satisfied customers. We are proud to say we are able to offer our customers the best value for money in the market. Check this out! Can you believe how many people have accepted our challenge? You can be a part of it, too! The ad implies people will be better and more socially accepted if we drink their beverage. Advertisers have to make products appear as appealing as possible to convince us to buy it. The manufacturers claim to have included only top-of-the-range technology in their devices. The brand is challenging the competition by using more innovative marketing strategies.

Reading Comprehension: “Advertising Strategies” These are eight advertising techniques used by successful advertisers in ads and commercials. Match the letter of the example of a commercial or ad with the technique being used. 1. Persuade people to “Join the bandwagon”: Imply that everyone is using

a. A professional soccer player recommends a particular

2. “Snob appeal”: Show how using the product will make the user part of an

b. An internet provider shows a man talking with his kids

d. A gourmet coffee manufacturer shoes people dressed

e. A car company shows how fast its new model can reach 100 km per hour. f. A clothing manufacturer that claims its products are made by and for the people of this country.

have a positive meaning and association. ____ 7. Manipulate people’s emotions: Use images and words to appeal to

g. A credit card company says the card is being used by more and more people around the world.

customers’ feelings, such as love, anger, sympathy or even remorse. ____ 8. Provide testimonials: Use a celebrity or an “average consumer” to

formally at an art exhibition drinking its brand of coffee.

statistics and objective factual information. ____ 6. Associate positive qualities with the product: Use words and ideas that

child having a great time at the beach while drinking its product.

from some risk or uncomfortable situation. ____ 5. Provide facts and figures: Prove the superiority of the product by including

c. A soft drink manufacturer shows a young couple and a small

supporting the national economy and showing love for one’s country. ____ 4. Play on people’s hidden fears: Suggest that a product will protect the user

through internet from a hotel room.

elite and exclusive group. ____ 3. Play on people’s patriotism: Imply that by buying a product they are

brand of sneakers.

the product and so to not be left out of the group, you should, too. ____

h. A deodorant manufacturer suggests it will be socially

endorse a product so the viewer wants it too. ____

embarrassing if you sweat and produce foul odor.

According to the text, are the statements True (T) or False (F)? 1. Some companies show famous people using their product. ( 2. Some people buy products because they want to fit in. ( 3. Using fear as a resource isn’t a common advertising technique. (

) ) )

What words or expression from the text mean...? Recommend __________________________ Elitist __________________________

Guilt ___________________________

“T h e m e d i a , a d v e r t i s i n g a n d c o n s u m e r s ”

outPUT

LESSON

ObjectIVEs

Now I can:

• Talk about advertising and consumers. • Discuss strategies used by advertisers.

Grammar Practice:

Complete the sentences with the correct comparative or superlative adjective form of the word in parentheses, or with the structure as+adjective+as: 1. This ad isn’t _________________________ as the one I read before. (appeal) 2. That brand hasn’t been ____________________ as the others. (advertise) 3. This advertising company is ____________________ the last one we hired. (good) 4. Sales have been going up _______________ since the new ad was launched. (fast) 5. The new commercial is much ____________________ the old one. (convince) 6. It has ____________________ engine you will find on the market. (reliable)

I ntegrated Skills: Writing: A. Guided Practice: Write a sentence using each of these words. 1. Persuade 2. Challenge 3. Commercial 4. Reliable 5. Unbeatable 6. Media 7. Advertise 8. Top-of-the-range 9. Features

10. Imply

7 B. Autonomous Practice Write a description of a product or service you would like to offer. What are its features?

Speaking: A. Guided Practice:

Ask Me! 1. How do manufacturers make their products more attractive to customers? 2. What are some of your favorite TV or radio commercials? 3. What strategies do advertisers use to get kidâ&#x20AC;&#x2122;s attention? 4. Do you believe everything commercials tell you about a product is true? why/not? 5. What commercials donâ&#x20AC;&#x2122;t you like? Why? 6. Do you have any favorite brands? Why do you like them?

B. Autonomous Practice: Pair work: Create (and record if possible) a 30 second radio or TV commercial for one of the products or services you described in your writing task (or for a product or service that already exists).

Listening: Answer the questions that you hear. 1. ________________________________________________________________________________ 2. ________________________________________________________________________________ 3. ________________________________________________________________________________

Laugh and Learn

“A p e n n y s a v e d

INPUT

LESSON

is a penny earned”

ObjectIVEs

I will be able to:

• Talk about saving and spending habits. • Express remorse.

Word Bank: Thrifty Income Coupon Luxury Nest egg

Allowance Expenses Thrift shop A tightwad A spendthrift

To live within/beyond your means To strike it rich By the time

Penny Nickle Dime Quarter Wealthy

(To) (To) (To) (To) (To)

stash add up criticize cut back on pay off

(To) put it mildly (To) keep track of (To) make ends meet

Grammar note: Passive voice - Present & Past Continuous: Third Conditional (Inverted form): Had I (not) ... , / I would have ... Examples: If I had known that before, I would have gone sooner. • Had I known that before, I would have gone sooner. If we hadn’t talked to her first, we wouldn’t have known what to do. • Had we not talked to her first, we wouldn’t have known what to do. If she hadn’t come, I would have been very disappointed. • Had she not come, I would have been very disappointed.

In Context: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

Since their income is not as high as it used to be, they have had to learn to live within their means. My dad taught me to put away part of my allowance every week so I could afford the stuff I wanted. He has been living beyond his means, maxing out his credit cards, and now he’s drowning in debt. By the time they retired, they had managed to stash away a fifty thousand dollar nest egg together. Nice wheels! Have you been stashing up all year long or did you suddenly strike it rich? Had we not saved, we couldn’t have afforded to take this trip. All last year’s sacrifice really paid off. It’s one thing to be thrifty and economical another quite different is to be stingy or cheap. Her mother began criticising her compulsive shopping when the credit card debt started to add up. His niece is having trouble making ends meet because she’s such a spendthrift. To keep your economy flowing smoothly you should keep track of all your expenses during the month. He can be very unpleasant when it comes to spending his money. He’s a real tightwad. Had I known this couch would take up so much room, I would have bought the other one. Had I not spent all my money at the yard sale yesterday, I could have lent you a few bucks. Had she not lent him the money, he couldn’t have paid that huge phone bill this month. Had I realized it would be so difficult to operate, I wouldn’t have considered getting this phone at all. Had you not been informed, it would have been understandable for you not to come, but I told you.

Reading Comprehension: “Effective Saving” Emma and her husband realized they were living beyond their means, living to pay costly bills and started cutting back on expenses across the board. But instead of tackling large expenses, they started small. “Had we made large lifestyle changes my husband would have been turned off from the whole idea of saving money. We started setting aside a little, a little, a little, until it stashed up to a lot, a lot, a lot. Saving money is like losing weight, so to speak. Trying to make drastic changes can quickly discourage you. However, if you cut back a bit at a time, you’ll have better success. Little things do add up”, says Emma, who now blogs about her experience to help others do the same. However, not everybody is such a believer in the smaller-is-better approach. Rebecca Simms, a Certified Financial Planner thinks that what works better -and faster- is to downsize big expenses in life. Simms says savers get a bigger buck saved by moving out of a big house and into more modest dwellings, or getting rid of a second car. Does clipping coupons and just skipping the daily $4 latte really make a difference in the long run? Or is it big stuff that really helps families save? It all depends on your circumstances, capability for doing without and self-discipline. In any case, both points of view agree that finding simpler ways to live is definitely the way to go if you want to have a debt-free life and financial stability. Answer the questions according to the text? 1. What was Emma’s saving experience? __________________________________________________________________ 2. Does Simms think penny-pinching is an effective savings technique? ___________________________________________________________________ 3. What approach do you think is better in your case? ___________________________________________________________________ What words or expression from the text mean...? Confront ______________________________________ Discard, eliminate: _____________________________ Unmotivated ___________________________________

Listening: According to the conversation are these statements True (T) or False (F): 1. Charles has a nest egg saved up. ( 2. Charles spends more money than he makes. ( 3. Sara suggests he gets some professional financial help. (

) ) )

“A p e n n y s a v e d

outPUT

LESSON

is a penny earned”

ObjectIVEs

Now I can:

• Talk about saving and spending habits. • Express remorse.

Grammar Practice:

Complete the sentences with a condition for these results. Use the inverted third conditional structure. (Note: students’ answers may vary greatly.) 1. ________________________________________________, we wouldn’t have known about it. 2. ________________________________________________, she wouldn’t have said that. 3. ________________________________________________, I could have helped you. 4. ________________________________________________, they would have passed the oral interview. 5. ________________________________________________, the boss would have been very mad. 6. ________________________________________________, he might not have been hired.

I ntegrated Skills: Writing: A. Guided Practice: Write a sentence using each of these words. 1. By the time 2. Live ... your means 3. Keep track of 4. Add up 5. Cut back on 6. Criticize 7. Wealthy 8. Thrifty 9. Luxurious

10. Financially

B. Autonomous Practice: What are your spending habits? How does that affect your life? (positively or negatively). Are you a spendthrift or a tightwad, or somewhere in between? Explain.

Speaking: A. Guided Practice:

Ask Me!

1. Do you keep track of your monthly expenses? 2. What advice could you give a friend facing a financial crisis? 3. Can you describe some of your countries coins? 4. Would you say you live within or beyond your means? 5. What would you like to save up for? 6. How can you save money on ordinary things like food, clothes, etc.?

B. Autonomous Practice: Role play: Giving financial advice. Create a dialogue where one of you is facing financial difficulties and the other one offers some advice. Use a separate sheet of paper to take notes and prepare.

Listening: Write an appropriate question for the sentences you hear. Are these statements true (T) or false (F) according to the text you hear? 1. You canâ&#x20AC;&#x2122;t still buy small things with a penny in the U.S. 2. The Canadian government decided to go on making pennies. 3. Making a penny costs more than its worth.

Laugh and Learn

INPUT

LESSON

What a bargain!

ObjectIVEs

I will be able to:

• Talk about shopping a street markets. • Discuss haggling and getting good prices.

Word Bank: Fake Flaw Trade Vendor Antique

Yard sale Handcraft Authentic Luxurious Street market

Fixed price Open for negotiation To make a living

Silk Wool Wood Cotton Leather

(To) (To) (To) (To) (To)

earn afford haggle bargain negotiate

Match the price Rock-bottom Penny pinching

Grammar note: Natural Adjectives Order: Adjectives can be used to describe lots of things, from physical size, age, shape, color, material, to more abstract things like opinion, origin and purpose. We can use adjectives together to give a detailed description of something. The order of adjectives in English is not random, different types of adjectives occur in a certain order.The exception to this is with adjectives of general description and physical state (size, shape, color), where their order may be reversed, depending on what the speaker wants to emphasize. In general, we can distinguish between fact and opinion adjectives. Fact based adjectives describe a physical characteristic of the noun like size, color, length, etc. Adjectives that express opinions usually come before all others, but it can sometimes depend on what exactly you want to emphasize. • She was wearing a beautiful long black dress. → The general order is: opinion, fact. • I like that yellow, big sofa → Emphasizing the color of the sofa. • I like that big, yellow sofa → Emphasizing that the sofa is big. When we group adjectives together there is a general (sometimes flexible) rule for the position of each type of adjective, these are: Opinion Size Age Shape Condition Ugly Huge Old Square Worn-out Talented Small New Round Broken

Color Pattern Origin Material Purpose Black Striped American Leather Dining Blue Plaid Spanish Plastic Running

Examples: • My grandmother kept the family photos in a small black wooden box. • My favorite old white cotton shirt was made in India. • I’m thinking of a sweet, small, round, green thing. What is it? • It was a big Swedish filing cabinet.

In Context: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15.

We have been looking around the stands for handcrafts to take back home as souvenirs. I’m sorry but I’m afraid this is a fixed price. It’s not open for negotiation. The sales clerk pointed out all the product’s remarkable features to persuade us of buying it. She pointed out some of the product’s flaws to the vendor to try to get a rock bottom price. The customer and the clerk have been negotiating the price of that couch for at least an hour. Take the item to be checked by a professional to make sure it’s an authentic antique and not a fake. Talented local artisans make a living from the crafts they create with their own hands. My mom bought a beautiful Chinese silk blouse when she went to a street market in Taipei. The guy haggles hard and sometimes manages to get prices down by even 50%. There are places, such as restaurants, where haggling is not an accepted practice. I’d also love to have that gorgeous new German car, but I’m afraid we can’t afford it just now. My wife always tries to find the best prices. She believes a penny saved is a penny earned. He’s going to the used car dealer where he can get a luxury car for half the price. In many places it’s customary to bargain for a lower price on items at street markets. His son has been penny-pinching here and there so he can save up to get his own place. We printed the best offer we found on the web to see if the store could match the price.

Reading Comprehension: “Open Air Market” A street market is an outdoor market which is traditionally held in a market square and often held only on particular days of the week. They take place all over the world and turn streets and markets into lively, vibrant, colorful spaces, where people chat with strangers, haggle over prices, smile, eat, and can take the time to smell the roses. Quite a feast for the senses . Some traders travel from the countryside during the night or early hours to attend markets. At many markets, especially the smaller sites, each vendor arrives to the market at a certain time and the build up is clockwork-like. In no time all vendors will be ready to open to the public. Most often traders are required to have provided proof of identity, insurance and hygiene certificate. The goods sold range from fresh produce, clothing and accessories to household items, furniture, toys and trinkets, if you can imagine it, it may probably be found in a street market. Some annual street markets or fairs occur around churches on the day of their patron saint. These take place in the evenings and have a more festive character, often involving attractions and food stalls. Travelers agree on the fact that it is in these places where you will really be able to get the feel of what everyday life is like for the people of a place, what they enjoy eating, their trading traditions, as well as the elaborate handcrafts their talented artisans create . If you happen to be in a new city or town, be sure to visit its street markets or market squares. According to the text, are the statements True (T) or False (F)? 1. Street markets always take place early in the morning. 2. You could buy souvenirs for your friends at a street market. 3. You can learn about the local culture at street markets.

( ( (

) ) )

What words or expression from the text mean? Vendors _____________________________________ Inexpensive ornaments _______________________ Small enclosed area __________________________

Listening: Write down the sentences that you hear. 1. _______________________________________________________________________________________________________________ 2. _______________________________________________________________________________________________________________ 3. _______________________________________________________________________________________________________________ 4. _______________________________________________________________________________________________________________ 5. _______________________________________________________________________________________________________________

outPUT

LESSON

What a bargain!

ObjectIVEs

Now I can:

â&#x20AC;˘ Talk about shopping a street markets. â&#x20AC;˘ Discuss haggling and getting good prices.

Grammar Practice: Put the adjectives in the correct order. 1. A luau is a(n) (1) (2) (3) party.

Hawaiian ( )

Exotic ( )

Beach ( )

2. In their apartment they have some (1) (2) (3) tables. American ( )

Old ( )

Lovely ( )

French ( )

Enormous ( )

Yellow ( )

Wool ( )

Old ( )

Ugly ( )

5. She sold me some (1) (2) (3) bags

Sleeping ( ) Comfortable ( )

Black ( )

6. We bought lots of (1) (2) (3)_ trinkets as souvenirs.

Wooden ( )

Cute ( )

3. I bought this (1) (2) (3) umbrella at a street market. 4. Throw away that (1) (2) (3) hat and buy a new one.

Little ( )

I ntegrated Skills: Writing: A. Guided Practice: Write a definition for each expression using your own words. 1. Haggling 2. To Afford 3. Handcraft 4. Quarter (of a dollar) 5. Souvenir 6. To make a living 7. Penny pinching 8. Flaw 9. Luxury

10. Earn

B. Autonomous Practice:

Write about a time you (or someone you know) was able to get a great price for something after bargaining or haggling with the vendor.

Speaking: A. Guided Practice: 1. 2. 3. 4. 5. 6.

Ask Me! How do you make a living? Do you ever haggle over prices with vendors? Why (no)t? What’s something you’d like to have but can’t afford now? What kind of souvenirs do you like to take home from your trips? Where do you get them? What kind of things are sold at street markets? Do you like to make or buy handcrafts?

B. Autonomous Practice: Role-play:

Bargaining. Create a dialogue where you bargain at a yard sale or a street market. Use expressions like: “Give me $100 and it’s yours”,“I’ll take it”,“You can have it for just 20 bucks”,“That’s rather expensive, how about …?”,“Can you lower the price?”, etc. Student A: Customer - Try to get rock bottom price for the items you want to buy, tell the vendor why he should lower the price but make sure not to offend the vendor. Student B: Vendor - You want to make the sale but you also need to make a profit so bargain with the customer on the item’s price.

Listening: Write a summary of the conversation you hear using your own words.

Laugh and Learn

“J u s t z a p p i n g t h r o u g h ”

INPUT

LESSON

I will be able to:

ObjectIVEs

• Talk about TV programming. • Use the idiomatic construction “the... the...” to discuss consequences.

Word Bank: Rerun Viewer Villain Hilarious Sequel Sitcom Thriller Newscast News anchor Talk show host

Rating Zapping Renowned Worthwhile Infomercial Prime time (To) Zap (To) Tune in (To) Remove (To) Broadcast

Fat chance Chances are Remote control (RC)

Closed caption Premium channel Public service announcement

Grammar note: Idiomatic Expression: “The more… the more...” The more one thing happens, the more another thing happens. This is an expression used when two things vary together; as one happens repeatedly, something else happens or becomes likely. We simply use the comparative form of the adjective. Examples: • The more, the merrier. • The bigger they are, the harder they fall. • The more you work, the more money you’ll make.

In Context: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

There’s a fat chance this show will be removed. It has low rating and chances are it won’t remain on the air. Could you please pass me the remote control, I’d like to change the channel. It will only cost you an additional $15 to get the premium channels to watch the latest movies. The best shows are always on at prime time, when the greatest amount of people are watching TV. Grandpa is always sitting in front of the tube at 6 p.m. ready to watch the newscast. They learned a lot of vocabulary by watching sitcoms because they use real everyday language. The anchor made a tiny mistake while broadcasting the sports news last night. She actually likes watching infomercials and sometimes even buys the stuff being advertised. Do you remember the name of the actor who played the villain in that movie? The more I watch this sitcom rerun the more I laugh. I can’t get enough. The talk show hosted by the renowned journalist was so popular it became a household name. Stop zapping and let me see something for Christ’s sake! You’re driving me mad! I saw a public service announcement on TV about keeping the local parks clean. What is considered worthwhile watching or not is subjective. It’s a matter of personal taste. Most shows nowadays have optional closed captions for the hearing impaired. We are hooked on the thriller series broadcasted on this channel because they’re interesting.

Reading Comprehension: Match the words on the left column to their definition on the right column: 1. Villain

( )

a) It’s a show that reports current local, national and international events.

2. Newscast

( )

b) It’s a comedy that shows people in particular situations.

3. Viewer

( )

c) It’s a program led by a host where people come together to discuss certain topics.

4. Sitcom

( )

d) It’s a series of TV or radio programs in a sequential episode-by-episode fashion.

5. Documentary ( )

e) It’s a person who reads the news during a newscast.

6. Talk show

( )

f) It’s a rather long commercial which tells people alleged facts about a product.

7. Zapping

( )

g) It’s a film that presents the facts about a real person, thing, place or event.

8. Anchor

( )

h) It’s to surf channels stopping only a few moments and moving on.

9. Serial

( )

i) It’s the antagonist, a character who is the counterpart of the star or hero.

10. Infomercial

( )

j) It’s the person who watches a TV show or film.

According to the text, are the statements True (T) or False (F)? 1. Infomercial are very short commercials. 2. Documentaries show fiction stories. 3. If there’s nothing interesting on TV you might start zapping. What words or expressions from the text mean: Adversary, opponent __________________________ Supposed ____________________________________ Present day ___________________________________

Listening: Write down the sentences that you hear. 1. ___________________________________________________ ________________________________________________ 2. ____________________________________________ ___________________________________________ 3. ___________________________________________ ________________________________________

( ) ( ) ( )

“J u s t z a p p i n g t h r o u g h ”

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LESSON Now I can:

ObjectIVEs

• Talk about TV programming. • Use the idiomatic construction “the... the...” to discuss consequences.

Grammar Practice:Change these statements using the construction “the… the...” 1. Sooner is better. _____________________________________________________________________ 2. If you practice more you’ll improve faster. _____________________________________________ 3. If I work harder, I get more tired. ______________________________________________________ 4. If you start sooner, you’ll finish earlier. _________________________________________________ 5. If you drive slower, you will be safer. ___________________________________________________ 6. As I learn more, I fear less ____________________________________________________________

I ntegrated Skills: Writing: A. Guided Practice: Complete the sentence using your own idea. 1. It’s worthwhile to 2. The villain 3. Chances are 4. The sequel 5. The talk show host 6. There’s a fat chance 7. He is renowned for 8. Close captions 9. The news anchor

10. The more

B. Autonomous Practice: Write about your favorite TV show(s):

Speaking: A. Guided Practice: 1. 2. 3. 4. 5. 6.

Ask Me! What do enjoy watching on TV? How does it help to read the captions on English TV shows? How many channels does your cable provider offer you? What famous fictional villains can you remember? What shows are usually broadcasted at prime time? What shows do you think have the best rating right now?

B. Autonomous Practice:

Role-play: Choose one of the two scenarios below: Situation A: You are both news anchors reporting the latest news (present at least two sections). Situation B: You are on a TV talk show. One of you is the host the other is the guest. Choose the topic of your interview.

Listening:

Write a summary of the news you hear using your own words.

Laugh and Learn

“O b j e c t i o n y o u r h o n o r ”

INPUT

LESSON

ObjectIVEs

I will be able to: • Talk about criminal cases. • Discuss crime and punishment.

Word Bank: Jail Trial Jury Judge Witness

Defense Prosecutor On parole Felony Misdemeanor

Life imprisonment Every so often Scene of the crime

Grammar note: Nouns and Verbs Stress: Some words in English are spelled the same way but are pronounced differently, depending on their function, either as a noun or as a verb. Notice how different syllables are stressed in each case: Noun Verb

Object Object Record Record Present Present Control Control

Gang Theft Murder Kidnapping Shoplifting

(To) (To) (To) (To) (To)

Court of law Press charges District Attorney’s office

object punish sentence release be tried

In Context: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

The jury listened to all the parts during the trial before reaching their final verdict. Kidnapping is a terrible crime that deserves to be punished severely. The woman was sentenced to life imprisonment for first degree murder. She was taken to jail and stood trial for shoplifting at local department stores. The cops let the boy go because they checked and he was clean. He doesn’t have a criminal record. The girl who witnessed the murder will testify in court and is now under protective custody. The accused is being tried in a court of law for fraud and grand theft. The boy was punished with a year of social work and psychological counseling for his misdemeanor. The gangster came out of jail on parole and will be visited by a police officer every so often. Several of the man’s fingerprints were found and taken as evidence in the scene of the crime. The case was presented before a judge in the district attorney’s office last month. Objection, your honor. There is no substantial evidence to support such claim. The suspect was proven to be innocent so he was immediately released from jail. The defense attorney called upon the second witness to give his testimony. The prosecutor aggressively interrogated the suspect about that night’s events. The criminal group was tried for kidnapping, murder and extortion.

Reading Comprehension: “Smuggling Wildlife: A Serious Felony” Airline security staff don’t often say: “Could you please take off your leg, sir?”, but that’s just what James Hoaxley was asked to do by an officer at a US airport when some crested iguanas were reported missing from a natural reserve in Fiji and alert was posted on all departing international flights. The crested iguana is an endangered species which inhabits the island and is a major attraction for wildlife smugglers who sell it for very high prices in the black market in the US and other countries. US prosecutors claim that James Hoax, a Californian tourist - or so it seemed - stole the protected bright green baby lizards from a nature reserve in Fiji, which he had been visiting the previous week. James then attempted to smuggle the iguanas back to the United States by hiding them in a specially designed compartment in his prosthetic leg. It seems this had not been his first trip to fetch the little fellows as evidence was found in his place of residence which proved his relation with the market, previous trips to several exotic locations and client records. Mr. James had to pay a costly fine and now faces up to 5 years in prison for his criminal offense. Answer the questions according to the text: 1. What was James Hoax arrested and charged for?_____________________________________ 2. In your opinion why is wildlife smuggling a problem? __________________________________ 3. How do you think he stole the lizards?_________________________________________________ What words or expression from the text mean...? At risk ____________________________________________ Keep out of view _________________________________ Take, pick up _____________________________________

Listening: Write down the sentences that you hear. 1. _________________________________________________________________________________________ 2. _________________________________________________________________________________________ 3. _________________________________________________________________________________________

“O b j e c t i o n y o u r h o n o r ”

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LESSON

ObjectIVEs

Now I can:

• Talk about criminal cases. • Discuss crime and punishment.

Grammar Practice:

Is the underlined word being used as a noun or as a verb? How should it be pronounced? Present Continuous am/is/are + going to + verb will + verb will + be + verb + ing 1. The attorney should object the prosecutors claim.

noun ___

verb ___

2. The suspects fingerprints were found on the object.

noun ___

verb ___

3. That man had a long criminal record.

noun ___

verb ___

4. The witness could record the event with his camera.

noun ___

verb ___

5. I would like to present this crucial piece of evidence.

noun ___

verb ___

6. She gave her husband a nice present on his birthday.

noun ___

verb ___

I ntegrated Skills: Writing: A. Guided Practice: Write a sentence or a definition for each word. 1. Jail 2. Jury 3. Witness 4. Punish 5. Release 6. Every so often 7. Court of law 8. Object (verb) 9. Crime

10. Theft

B. Autonomous Practice:

Write a story about a trial in a court of law.

Speaking: A. Guided Practice: 1. 2. 3. 4. 5. 6.

Ask Me! Are you for or against the death penalty? Why? What crimes do you consider misdemeanors? Why? Do you think underage offenders should be tried as adults? Why (not)? What is the function of the jury? What do you consider to be a serious crime? Why? What kind of evidence is used in a court of law?

B. Autonomous Practice: Group work: Discuss these cases. What would your verdict and punishment be in each case? Case #001 Accused: Jonathan Kinsley (Age: 17) Crime: Theft (shoplifting) In the morning of March 5th Jonathan Kinsley was caught attempting to leave the local K5 mini market without paying. Three pieces of candy, a bag of potato chips and two soda cans were found in his backpack. “I’m sorry. I forgot I had put that in my bag, I was going to pay for it”, said Kinsley.

Case #003 Accused: Frank Rowenson (Age: 44) Crime: Breaking and entering, theft In the evening of December 26 Mr. Rowenson was arrested accused of the theft of two bicycles from the MB bike shop. The bikes were found in his home. “My wife and I have been unemployed for the last six months. I just wanted to give my kids something for Christmas”, said Rowenson.

Case #002 Accused: Anette Morrison (Age: 35) Crime: Murder After receiving an emergency call the police found Mrs. Morrison sitting on the ground in the middle of her living room next to her dead husband. She had shot him. “ I thought he was going to kill me”, Morrison said. There had already been three reports of domestic violence from Mrs. Morrison.

Case# 004 Accused: Ginna Hersh Crime: Drunk driving, Manslaughter At 5:35 on April 23rd Mrs. Hersh was driving home from an afternoon party with her friends. She had drunk several cocktails. She hit and killed 4-year-old Laura Smith. Mrs. Hersh had been arrested for drunk driving two times before the incident. “I’m so sorry. I’ll never drink again”, said Hersh.

Listening: Write an appropriate question to the sentences you hear. 1. _________________________________________________________________________________________ 2. _________________________________________________________________________________________ 3. _________________________________________________________________________________________

Laugh and Learn

INPUT

LESSON

“C a s t y o u r b a l l o t ”

ObjectIVEs

I will be able to: • Talk about politics. • Discuss political proposals.

Word Bank: Polls Voter Ballot Mayor Senator Civic duty Minority vote Cast your ballot

Governor President Candidate Platform Proposal

Politics Politician Government Socialism Communism

Democracy Democrat Republican Dictatorship Constitutional

(To) run for Political party Election campaign

Grammar note: Reported Speech (Orders, Requests and Suggestions): Reported Orders and Requests: When we want to report an order or request, we can use a verb like ‘tell’ with a ‘to’ clause. Some verbs used to report orders and requests in this way are: command, order, warn, ask, advise, invite, teach, forbid. Examples: The doctor said to me: “Stop smoking.” • The doctor told me / advised me to stop smoking. “Get out of the car!”, said the policeman. • The policeman ordered him to get out of the car. “You must not waste water!”, said the mayor to the citizens. • The mayor ordered / warned the citizens not to waste water. The president said: “I call upon all citizens to participate in the upcoming elections”. • The president asked / invited / advised all citizens to participate in the upcoming elections. Reported suggestions: Suggestions are usually reported with a ‘that’ clause. ‘That’ and ‘Should’ are optional in these clauses. Some verbs used in this way are: suggest, insist, recommend, demand, request, propose. Examples: The teacher said: “I advise you to carefully study each candidate’s proposal”. • The teacher suggested / recommended (that) we carefully study each candidate’s proposal.

Why don’t you stay at my house tonight?”, she said. • She suggested / proposed (that) I (should) stay at her house tonight.

“I think you really should reconsider the candidate you will vote for”, said my father. • My father recommended (that) I (should) reconsider the candidate I will vote for. The man said: “I demand that my name be included in the list”. • The man demanded that his name be included in the list. Suggest can also be followed by a gerund: “We should postpone the elections”, the commission recommended. • The commission suggested / recommended postponing the election.

In Context: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

The voters have been attending the polls since early this morning to meet their civil duty. The candidates have already started their election campaigns for congress and senate. We have been following closely all the politicians’ proposals and political platforms. Most of the citizens are satisfied with the improvements made in the city by the current mayor. There are still a few countries in the world which have been under a dictatorship since last century. Candidates hired image consultants to assist them in their political campaigns. Citizens should participate in the election of their representatives to allow their voices to be heard. Unfortunately, many people have lost their faith in their politicians and don’t feel represented by them. She had never been very interested in politics until she understood how it affects her life directly. If you vote for me I assure you I’ll make my greatest effort to improve public transportation in the city. The governor has decided to run for president during next year’s elections The two main political parties in the United States are the democrats and the republicans. There are still some countries which are ruled under fascist dictatorships. Several senators are being accused and tried for corruption. The social studies teacher explained the main differences between socialism and communism. It’s easy to register at the nearest polling station to be able to cast your vote on election day.

Reading Comprehension: “Why Should I Vote in the Elections?” With all the skepticism generally surrounding politics you might ask why you should even bother to vote at all? Does your vote actually mean anything? Does one tiny voice really count? Many call voting a “sacred right”, and it is our civic duty. Voting is one of the most important parts of democracy, the power of the people. Many people complain about politicians not attending the public’s needs but if we do not bother to vote we won’t have a say on who are the elected officials in the first place. Our elected representatives are guided by what we particularly state when we vote. And if we don’t vote we are telling our politicians that we don’t care what they do, that they have all the power to decide for us, and that is a very dangerous thing to do. Benjamin Franklin, a great politician and thinker from the United States once told local citizens at the Constitutional Convention in 1787 that the founders had given the American nation a Republic, if they could keep it. By that, Franklin meant that it is citizens’ duty to know what is going on politically, that we should arrive at an informed position about what political ideas we support, and finally that we should be sure and vote our conscience on Election Day. If you want change, your first duty is to vote your conscience. Answer the questions according to the text: 1. How do people generally feel about politics? _____________________________________ 2. What do we say when we don’t vote?_____________________________________________ 3. Do you agree or disagree with Ben Franklins thought?_____________________________ What words or expression from the text mean...? Disbelief: _______________ 2. Very small : _______________ 3. Moral sense: _______________

Listening: Check how many times you hear the words. Then write a summary of the conversation using your own words.

Vote: ___

Elections: ___

Party: ___

Agree: ___

“C a s t y o u r b a l l o t ”

outPUT

LESSON

ObjectIVEs

Now I can:

• Talk about politics. • Discuss political proposals.

Grammar Practice:

Rewrite the sentences using reported speech. Use an appropriate verb and a ‘to - clause’ or ‘that - clause’ as it corresponds. 1. “The votes must be recounted”, said the election commission to the polling staff. _____________________________________________________________________________________ 2. “The governor needs to do his job!”, demanded the citizens in public demonstration. _____________________________________________________________________________________ 3. “Invite Alice”, suggested Mary. _____________________________________________________________________________________ 4. “Why don’t you register at the nearest polling station today?”, suggested Tom. _____________________________________________________________________________________ 5. “Please, please, do cast your vote on election day!”, said the candidate. _____________________________________________________________________________________ 6. “Stop jumping on the chair!”, said the mother to her child. _____________________________________________________________________________________

I ntegrated Skills: Writing: A. Guided Practice: Write a definition for each expression using your own words. 1. Government 2. President 3. Election campaign 4. Civic duty 5. Candidate 6. Democracy 7. Constitution 8. Political party

9. Dictator 10. To run for

B. Autonomous Practice:

Choose one of these topics to write about: Your political ideas and opinions / a politician you admire / different forms of government rule.

Speaking: A. Guided Practice: 1. 2. 3. 4. 5. 6.

Ask Me!

Is there any politician you admire? Why do you admire him/her? Do you think it’s important for citizens to vote? What do you think is the most important political issue right now? Why is it important? Why do you think most young people are not interested in politics? What are some important issues for politicians to address? Why do you think there are so few female politicians?

B. Autonomous Practice: Group work: Make up two or three groups. Each group will choose a representative to run for “class president”. Each representative will give a short speech to convince the class to vote for them. Every student in each group should contribute ideas to the speech. (Don’t write out the whole speech, just take notes on important points. Use a separate sheet of paper.)

Listening: Answer the questions that you hear. 1. _____________________________________________________________________________________ 2. _____________________________________________________________________________________ 3. _____________________________________________________________________________________

Laugh and Learn

“R e l i g i o n a n d s p i r i t u a l i t y ”

INPUT

LESSON

ObjectIVEs

I will be able to: • Talk about world religions. • Discuss spiritual beliefs.

Word Bank: God / Goddess Deity Jewish Muslim Christian Atheist Heaven Hell Blessing Church choir

Sin Soul Holy Nun / Monk Priest(ess) (To) pray (To) fast (To) tithe (To) preach (To) worship

Spiritual belief Sacred ritual In honor of

For the love of God Forgive and forget Follow one’s calling

Grammar note: Either - or / Neither - nor: • We use either … or in a positive sense to offer a choice between two possibilities

(one or the other, this or that, he or she, etc.):

Either Mike or Lisa will do the thanksgiving prayer. You can either come to church with us today or with your grandparents tomorrow. We can either eat now or after the movie - it’s up to you. • We use neither … nor in a negative sense to deny both possibilities (not this one

nor the other, not this nor that, not he nor she, etc.):

Neither Susan nor her husband is very religious. Neither the teacher nor the students were in the classroom this morning. He speaks neither English nor French. Note: Notice that in both cases (either … or / neither … nor) the verb conjugation

depends on the subject (singular or plural) closest to the conjugated verb. ZYou can either believe or not believe. Either Jonathan or I can do this.

Neither Buddhism nor Hinduism originated from the Abrahamic tradition. You may neither eat nor take pictures inside the temple.

In Context: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

I’m a muslim and my neighbor is a christian. We are very good friends despite our differences. Her son decided he wanted to follow his calling and became a catholic priest. Jews worship their god at a synagogue, muslims at a mosque and christians at a church. He’s not an atheist, he just says he thinks he could never be able to comprehend the idea of a deity. The celebrity started out her singing career when she was discovered in her church choir. To fast is to stop doing something for a while, like eating certain food, for spiritual reasons. Some people believe your soul either goes to hell or to heaven depending on your actions in this life. There are all sort of spiritual beliefs in the world, but most of them share many similarities. There have been a great number of “holy wars” throughout human history due to fanaticism. A Jehova witness knocked on my door early this morning to teach me about the Bible. You can either forgive and forget or become a hateful and bitter person. It’s up to you. Pagans performed sacred rituals to honor the fertility deities at the beginning of spring. Some nuns and monks go to impoverished countries on humanitarian missions. People like to listen to him preach because he talks about truly important issues. There is a city known as Sin City because of all the unholy things that go on there. The buddhist monks have been meditating for several hours atop that hill.

Reading Comprehension: “World Religions” Tens of thousands of years ago humans needed a way to explain the natural world and its phenomena. Although humans lived in isolated groups all over the planet, there are many common basic beliefs. Hunting rituals expressed the reverence for the bodies and spirits of creatures killed to provide life for their own bodies.The female was considered holy as well, due to the ability to foster new life. Death rituals involved building monuments to commemorate the deceased. There was animism, the belief that spirits inhabit all people, creatures and things and play a particular role in the world. Shamanism centers on an individual who acts as the spiritual leader of the community. After the oncoming of agriculture and writing - a major turning point - came the development of civilization. The first allowed for a bigger number in population and the latter let humans record their spiritual beliefs for future generations. It was at this point that world religions grew to be dominant and indigenous beliefs began to fade, but we can still identify all of these ideas and beliefs in some form in many of our modern day religions or spiritual practices. In a world growing ever more diverse and globalized it’s become vital to know, understand and tolerate others’ ideas, values and beliefs, including spiritual beliefs. In today’s world, while many people seem to have moved away from spirituality, many others seem to have found new or renewed spiritual perspectives or find meaning to their own view of the world. Science and technology has been another turning point in terms of human spirituality. Many recent scientific discoveries pose interesting challenges to the way humans have viewed the world, our position in the structure of the cosmos and the answers we have given ourselves in order to explain the mysteries of life. According to the text, are the statements True (T) or False (F)? 1. Spiritual beliefs developed from humans need to explain the world to themselves. ( ) 2. The growth in population and the possibility to record thoughts in writing led to the development of religions. ( ) 3. None of the ancient spiritual beliefs are found in modern-day spirituality. ( ) What words or expression from the text mean...? Dead ____________________

Slowly disappear ____________________

Last one mentioned ____________________

Listening: Write a summary of each of the religions mentioned, using your own words. 1. Christianity: ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ 2. Hinduism: ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ 3. Buddhism: ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

4. Judaism: ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ 5. Islam: ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________ 6. Sikhism: ____________________________________________________ ____________________________________________________ ____________________________________________________ ____________________________________________________

“R e l i g i o n a n d s p i r i t u a l i t y ”

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LESSON

ObjectIVEs

Now I can:

• Talk about world religions. • Discuss spiritual beliefs.

Grammar Practice: Complete the sentences using either ...or / neither … nor: 1. You have two choices, you can __________win _____ lose. It’s up to you. 2. He believed __________ Jim _____ Mike. He knew they were both lying. 3. __________ you return the money _____ I’ll call the cops. 4. That’s my final offer. You can __________ take it _____ leave it. 5. She is __________ at work _____ at home. I can’t find her. anywhere. 6. He is __________ a priest _____a monk. He’s just a very spiritual person.

I ntegrated Skills: Writing: A. Guided Practice: Write a sentence using each of these words. 1. Priest 2. Belief 3. God 4. Soul 5. Choir 6. Worship 7. Pray 8. Forgive

9. Preach 10. Heaven

B. Autonomous Practice: Choose one of these topics to write about: • Holidays and traditions originated from religious rituals in your country • Your view on the relationship between religion, politics and education.

Speaking: A. Guided Practice:

Ask Me!

1. Are you a religious person? 2. Do you think it’s a good idea to stay away from the topic of religion in social conversation? Why? 3. What are the main religions in your country? 4. What are some kinds of religious or spiritual rituals people perform in your culture or in other cultures? 5. What are some religious holidays in your country? 6. Are people becoming more or less religious in your country?

B. Autonomous Practice: Debate: Have students choose among the proposed topics below and conduct a debate. Make sure every student in the class participates by expressing their opinion. • The importance of religion in a person’s life • What is your view on the influence between religion and politics. • Should religion be taught in schools? • Public funds used for religious celebrations and city monuments. • In a cross-religious marriage how should the children be raised?

Listening: Are the statements True (T) or False (F) according to the text you hear? 1.

(

)

Laugh and Learn

(

)

3 .

(

)

“F o o d f o r t h o u g h t ”

INPUT

LESSON

ObjectIVEs

I will be able to:

• Alk about great thinkers and philanthropists. • Discuss popular wisdom found in proverbs.

Word Bank: Essay Lecture Wisdom Courage Deviant

Eccentric Freedom Skeptical Philosopher Freethinker

(To) bring up Figure of speech (To) have a flashback

Sympathy Empathy Philanthropy Unorthodox Fanaticism

Food for thought See eye to eye (To) be of a different mind

Grammar note: More inverted forms: Inverted forms are more common than you may think, and using them properly will improve your mastery of the language. Look at the following sentences and analyze the word order being used: By no means would they tolerate any fanaticism to spark in the group. Never did she imply you couldn’t do it. She trusts you 100%. Not only will they evaluate the causes, but also the effects. Only then did we understand the real problem.

(To) Lack (To) Reject (To) Quote (To) Spark (To) Acknowledge

In Context: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

In her essay the philosopher analyzed some of the causes of religious and political fanaticism. Some very important issues were brought up by the students during one of their debates. Only after a heated discussion on the matter could they finally see eye to eye in some points. During that time freethinkers were mostly seen as deviant and eccentric characters. They noted that official history lacks acknowledgement to many of the great female thinkers of our time. When I heard that thinker’s quote I had a flashback to my philosophy class in school. Some of the school directors were skeptical about their unorthodox teaching methods, but they worked. Their methodology sought to spark the kids’ curiosity and feelings of empathy with the world. Many of his philosophical ideas were rejected at the time by his contemporaries. The teacher suggested that the students change some parts in their essay which lacked clarity. A man’s true character is revealed by what he does when he thinks no one is watching. The series of lectures given by the experts really gave us a lot of food for thought. Please, don’t misunderstand me. I didn’t mean that literally. It’s just a figure of speech. True philanthropists don’t seek to get acknowledgement in return for their deeds. The community leaders exhibited great courage and wisdom when defending their beliefs. The natives showed sympathy for the travelers and bid them farewell with tokens of appreciation.

Reading Comprehension: “Quotes by Great Thinkers” We’ll present a few quotations by some of the world’s great thinkers, people whose words have encouraged and inspired millions of people over the years. “M ankind mus t evol ve for all human conflict a method which rejects aggression and revenge. The foundation of such a method is love.”

“Being powerful is like being a lady. If you have to tell people you are it means you aren’t.”

“Be respectful at home, serious at work, faithful in human relations. Even if you go to uncivilized areas, these virtues are not to be abandoned.”

• Reverend Martin Luther King Jr. “However many holy words you read, however many you speak, what good will they do you if you do not act upon them?”

• Margaret Thatcher, former UK prime minister “It’s the action, not the fruit of the action, that’s important. You may never know what results come from your action. But if you do nothing, there will be no result.”

• Confucius - Chinese teacher, politician and philosopher “I think, at a child’s birth, if a mother could ask a fairy godmother to endow it with the most useful gift, that gift should be curiosity.”

• Siddharta Gautama (Buddha) - spiritual leader.

• Mohandas Gandhi - lawyer, thinker.

• Eleanor Roosevelt - Activist.

Answer the questions according to the text. 1. What virtues do these thinkers consider important? 2. Do you agree with them? Why (not)? 3. Which quote did you find most appealing or interesting? Why? What words or expression from the text mean...? Retaliation _________________ Humanity _________________ Confer, give _________________

Listening: Write down the sentences that you hear. 1. ________________________________________________________________________________ 2. ______________________________________________________________________________ 3. ____________________________________________________________________________

outPUT

LESSON

“F o o d f o r t h o u g h t ”

ObjectIVEs

Now I can:

• Alk about great thinkers and philanthropists. • Discuss popular wisdom found in proverbs.

Grammar Practice: Complete the sentences with your own ideas, using the inverted form: 1. Not only do ________________________________________________________________________________ 2. Only then could ____________________________________________________________________________ 3. By no means will ___________________________________________________________________________ 4. Seldom has ________________________________________________________________________________ 5. Only at night can __________________________________________________________________________ 6. Not until I got home did ____________________________________________________________________

I ntegrated Skills: Writing: A. Guided Practice: Write a sentence using each of these words. 1. Wisdom 2. Eccentric 3. Lack 4. Flashback 5. To bring up 6. Courage 7. Philosophy 8. Quote

9. Acknowledge 10. Spark

B. Autonomous Practice:

Write about someone who in your opinion is or was one of the most influential people in history. Explain the person’s impact on humanity.

Speaking: A. Guided Practice:

Ask Me! 1. What do you think are the most important things to keep in mind to have a good life? 2. What are some topics you are skeptical about? 3. What things spark your curiosity? 4. In your opinion, what are the most important virtues a person should possess in order to be a good person? 5. What three people would you say have been the most influential in modern history? Explain why. 6. What famous philanthropists have you heard about?

B. Autonomous Practice: Pair work: Interpret these proverbs and tell your partner what you think it means. You should then try to use it in a sentence or explain the situation it might occur in. • Easy come, easy go. • Every cloud has a silver lining. • ou can’t judge a book by its cover. • To be between the devil and the deep sea.

• The early bird catches the worm. • Actions speak louder than words. • Where there’s a will , there’s a way. • It’s more blessed to give than to receive.

Listening: Write the statements that you hear. Are they true (T) or false (F), according to the passage? 1. ( ) __________________________________________________________________________________ 2. ( ) __________________________________________________________________________________ 3. ( ) __________________________________________________________________________________ 4. ( ) __________________________________________________________________________________ 5. ( ) __________________________________________________________________________________

Laugh and Learn

Review & Practice Sounds Great:

Age Jello

Joke Judge

Jewel Schedule

Graduate Module

Grammar: Unscramble the sentences. 1. 2. 3. 4. 5. 6.

Just/as/she/as/am/is/healthy/ I Brand-new/She/wore/red/skirt/silk/a He/new/a/bargain/got/on/pick-up/his/terrific Give/The/you/more/you/get/more/the The/advised/sugar/that/doctor/he/his/intake/watch Wanted/ I /known/Had/he/it/have/for/would/him/bought/it/ I

Vocabulary: Match the synonyms. 1. Further 2. Persuade 3. Statistics 4. Top-of-the-range 5. Affordable 6. Luxurious 7. Rerun 8. Worthwhile 9. Proposal 10. Misdemeanor

( ( ( ( ( ( ( ( ( (

) ) ) ) ) ) ) ) ) )

a. Fancy, elegant b. Additional, extra c. Plan, idea, proposition d. Minor criminal offense e. Useful, valuable f. Data, facts and figures g. Convince, seduce h. The best, the highest i. Repetition, replay j. Within financial means

I ntegrated Skills: Writing: A. Guided Practice: Complete the sentences with your own ideas. 1. Had I been there ________________________________________________________________________ 2. Hadnâ&#x20AC;&#x2122;t we arrived late ___________________________________________________________________ 3. The old, African, wooden _________________________________________________________________ 4. My new neighbor isnâ&#x20AC;&#x2122;t as ________________________________________________________________ 5. Neither my dad _________________________________________________________________________

B. Autonomous Practice: Choose one of these topics to write about: Drug and nutrition facts found on labels. / Your opinion on advertising and consumer awareness. / What you would like to see more or less of on TV. / Your opinion on crime and punishment.

Speaking: Guess it !

A. Guided Practice: Pairwork: Tic Tac Toe Step 1 - Players will first complete the spaces with vocabulary they choose together from all the units. Step 2 - Choose a symbol to represent each player then toss a coin to determine who will start the game. Step 3 - Player 1 chooses a square to begin the game. Player 2 will then choose a word from the two options for P1 to create a sentence with. If the sentence provided by P1 is appropriate, P1 may mark the square. If the word is not properly used or the sentence has a grammar or pronunciation mistake that makes the sentence or the word incomprehensive, the player must correct the mistake but may not mark the square and it is left free for P2 to claim it by creating a sentence of his/her own. The first player to place three marks in a row will be the winner. (There may be a second round using the remaining words). P1 - 0 a. Felony

b. __________

a. __________

b. Brand

b. Billaboard

a. Income

b. __________

a. Wisdom

b. __________

a. __________

b. Soul

a. Polls

b. __________

2. a. __________

P2 -

a. Authentic

b. __________

a. __________

b. Sequel

B. Autonomous Practice: Choose one of the topics below to speak about to the class for two minutes. Try to use as much of what you’ve learned. You can make notes on ideas but not write out the monologue. • TV shows which are or aren’t appropriate for kids to watch and the reasons why. • Your view on your country’s legal and penal system. • A shopping experience at a street market or yard sale on one of your trips. • Your view on the importance of being actively involved in your country’s political decisions.

Reading Comprehension: Read this student’s essay expressing her opinion on

gun control. Then answer the questions about it.

“Gun Control or Ban?” At this point in time, banning guns completely from common citizens is the best idea. It was necessary to allow citizens to possess a gun for hunting and for personal protection when the US Constitution was written, 200 years ago, for a new nation was just being built. However, owning a gun nowadays has no useful purpose any more for the common citizen. The National Rifle Association (NRA) argues that we need guns for protection from criminals. However, more than half the victims of violence are attacked by their own relatives, friends or acquaintances, rarely by complete strangers. Plus, we now count on an organized police force to protect us and fight criminals. The rest of us must stop using unnecessary violence as a way of solving social and personal conflicts. Gun related violence costs the United States over $80 billion dollars a year in medical and legal expenses. Banning guns from private citizens and learning new ways to solve problems will save us billions of dollars, not to mention thousands of lives. Keeping kids from violent lifestyles and avoiding children’s exposure to violence on TV shows and movies -which glorify it- would be a good start. Schools ought to really start teaching kids how to solve problems intelligently without resorting to violence in any form. Are the statements True (T) or False (F) according to the text? 1. The writer of the essay agrees with gun possession by common citizens. ( ) 2. It was necessary for common citizens to own a gun two centuries ago. ( ) 3. Kids should be trained in conflict resolution. ( ) What words or expressions from the text mean...? Prohibit __________ Someone you have met but don’t know very well ________________

Risky contact ______________

Listening: Write down and answer the questions. Support your answers. 1. ___________________________________________________________________________________________________________________ 2. ___________________________________________________________________________________________________________________ 3. ___________________________________________________________________________________________________________________

Feedback Date of Assessment: ____________________ Student: _________________________ Teacher: _________________________

Assessment Criteria Performance Understands and uses appropriate vocabulary to talk about: • Unemployment and activities related to employment search. • Landing a job successfully and expressing purpose. • Duties and responsibilities related to the workplace and future actions. • Everyday situations at work and regret over past actions. • Different job descriptions and actions which happened before other actions at some point in the past. • Entrepreneurship and possibility, lost opportunity or drawing conclusions over past actions. • Industries and actions which happened at different times or were happening at the same time in the past. • Global economy and contrasting situations. Can hold a conversation about being unemployed and employment search. Understands general ideas and details from written texts about the topics. Understands and responds appropriately to questions in the reading exercises. Understands and responds appropriately to questions in the listening exercises.a

Product Writes texts about: • The experiences one has gone through while searching for employment. • How one landed his/her first job. • Some of the duties and responsibilities one has at work. • How one leads by example, becomes employee of the month or gets along with others at work. • Different job positions one or one’s family members have had in the past. • His/her preferred business venture choice and how he/she would make the idea/plan for it to be an innovative and catchy one. • The industry one believes to have the greatest impact in the world today. • Some of the favoring and not favoring issues global economy is facing these days.

Can hold a conversation about: • Unemployment and activities related to employment search. • Landing a job successfully. • Duties and responsibilities at work. • Everyday situations at work. • Different job descriptions at work. • Entrepreneurship. • Industries. • Global economy.

Expresses present, past and future events. Pronounces clearly and uses an adequate intonation depending on the context.

Grade

Compromise Attendance and punctuality.

Makes an effort to express his/her ideas and opinions in English when talking to classmates and teachers in and out of class. Practices outside of class which is evident by the increase of confidence, precision in grammar and written and oral fluency as well as in listening and reading comprehension.

Excellent

Very Good

Good

Acceptable

Needs to Reinforce

94% - 100%

86% - 93%

78% - 85%

59% - 77%

58% or less

Teacher’s Notes:

Required Improvement Description:

Recomendations:

Date of reinforcement and / or next check out: (DD/MM/AAAA): ____________________

Teacher’s Signature:

Student’s Signature

notes

Verbos Irregulares Infinitive Be Beat Become Begin Bet Blow Break Bring Build Burst Buy Catch Choose Come Cost Cut Deal Do Draw Drink Drive Eat Fall Feed Feel Fight Find Fly Forget Freeze Get Give Go Grow Hang Have Hear Hide Hit Hold Hurt Keep Know Lay Lead Leave Lend Let Lie

Simple Past Was/were Beat Became Began Bet Blew Broke Brought Built Burst Bought Caught Chose Came Cost Cut Dealt Did Drew Drank Drove Ate Fell Fed Felt Fought Found Flew Forgot Froze Got Gave Went Grew Hung Had Heard Hid Hit Held Hurt Kept Knew Laid Led Left Lent Let Lay

Past Participle Been Beaten Become Begun Bet Blown Broken Brought Built Burst Bought Caught Chosen Come Cost Cut Dealt Done Drawn Drunk Driven Eaten Fallen Fed Felt Fought Found Flown Forgotten Frozen Got, Gotten Given Gone Grown Hung Had Heard Hidden Hit Held Hurt Kept Known Laid Led Left Lent Let Lain

Infinitive Light Lose Make Mean Meet Pay Put Read Ride Ring Rise Run Say See Sell Send Set Shake Steal Shine Shoot Show Shut Sing Sink Sit Sleep Slide Speak Spend Spring Stand Stick Swear Sweep Swim Swing Take Teach Tear Tell Think Throw Understand Wake Wear Weave Win Write

Simple Past Lit Lost Made Meant Met Paid Put Read Rode Rang Rose Ran Said Saw Sold Sent Set Shook Stole Shone Shot Showed Shut Sang Sank Sat Slept Slid Spoke Spent Sprang Stood Stuck Swore Swept Swam Swung Took Taught Tore Told Thought Threw Understood Woke Wore Wove Won Wrote

Past Participle Lit Lost Made Meant Met Paid Put Read Ridden Rung Risen Run Said Seen Sold Sent Set Shaken Stolen Shone Shot Shown Shut Sung Sunk Sat Slept Slid Spoken Spent Sprung Stood Stuck Sworn Swept Swum Swung Taken Taught Torn Told Thought Thrown Understood Woken Worn Woven Won Written

Primera publicación 2014 Publicado por Asociación Colombia Bilingüe S.A.S. bajo la marca skooL®, English skooL® y/o skooL English Institute® © Copyright 2014 Asociación Colombia Bilingüe S.A.S. Todos los derechos reservados. Dirección proyecto: Juan Guillermo Ochoa Alarcón. Coordinación proyecto: María del Carmen Arellano Cano. Elaboración de contenidos: Elizabeth Novoa Hidalgo. Edición: Paul Andrés Jaramillo Birmaher. Diseño y diagramación: Mario Andrés Gómez Morales. Asesoría en Comunicación: Lina Giraldo Gálvez.

Ninguna de las partes de esta publicación o su totalidad podrá ser reproducida, archivada en sistema de recuperación digital o transmitida de cualquier forma o por cualquier medio electrónico, mecánico, fotocopiado, fotografiado, grabado o cualquier otro, sin previa autorizacion de Asociación Colombia Bilingüe S.A.S., titular de los derechos de la marca skooL y sus productos. Ley 23 de 1982. skool.co

SPEAKING • Social networks. • Activities at a Wedding (describing an image). • What people do at social gatherings (describing an image). • Things you had done in your life before other events in the past. • Problems which affect your community. • Make predictions. • Working for the community. • Culture shock.

WRITING • What’s your opinion on the internet, how often do you use it and to do what? • What were you doing yesterday at different times? • Some social events you have attended or some of the dates you have gone on. • Your dream wedding / a wedding you have attended / planning a wedding. • What will you do or be doing in 5 years? What do you think you will be doing in 20 years? • Things citizens could do to help improve some of the most common problems in their communities. • A special relationship you have had with one of your pets or the care you should provide for a pet.

READING • Changing families trends. • Being an asset to your community. • Intercultural etiquette. • Choosing the right pet. • The World Wide Web. • What is small talk?

• Going Dutch. • Wedding Traditions.

LISTENING • Understand and respond to statements or questions about changing family trends, community living, wedding ceremonies, intercultural etiquette, culture shock, globalization, pet care. • Understand and identify general ideas from a passage or conversation. • Understand and identify basic details from audio material. • Respond to questions about your intentions.

• Stative verbs. Present simple and present progressive. • Past simple and past progressive. • Present perfect and present perfect progressive. • Past Perfect and Past perfect progressive. • Future Simple with “will” & Future Progressive. • So / Such. • So / Neither. • Connectors.

VOCABULARY • Internet. • Small Talk. • Housing and family life. • Weddings. • Community Living.

WRITING Write texts about: • Someone’s experience on a business trip. • Communication problems with mobile devices. • Own driving experience. • Suggestions to become economically independent. • Safety rules one has to keep at work or school.

READING • Understand and identify general ideas in a written text. • Understand and identify specific ideas and details in a written text. Passages: • A Well-Planned Itinerary. • Job Description. • Driver’s License in Florida goes High-tech. • Wise Investments. • Stay Safe On-the-job. • Placing an Order (conversation script). • Guidelines for Effective Oral Presentations. • Getting your Money Back.

• The experiences you remember going through while seeking employment. • How you landed your first job. • Some of the duties and responsibilities you have at work and how you perform them. • The things you should/can do to lead by example, become employee of the month and get along with others at work. • The different job positions you or some of your family members have had in the past. • The business you would like to venture in as an entrepreneur and how you would make your business idea/plan innovative and catchy. • The industry you believe has the greatest impact in the world today. • Some of the favoring and not favoring issues you believe the global economy is facing these days.

READING • Seeking employment. • A person notifying another of their new job through a letter.

LISTENING • Understand and respond to statements or questions to make arrangements to leave on a business trip, leave or take a message, getting help at the Department of Motor Vehicles (DMV). • Understand and identify general ideas in a spoken conversation or passage. • Understand and identify specific ideas and details in a spoken conversation or passage. • Infer meaning from context and intonation.

GRAMMAR • Compound adjectives. • Phrasal Verbs. • Using auxiliaries to emphasize. • Prefixes and Suffixes. • Had better (not). • Would rather. • Passive voice with modals (review). • Passive voice with past modals.

• Two people having small talk about one’s new job. • Life at work. • A person being interviewed for a job. • Entrepreneurship. • Industries. • A newspaper article on one of the day’s headlines.

LISTENING • Understand dialogues about job/work related matters. • Understand words, phrases and sentences in specific points of a dialogue. • Understand words and phrases in specific points of a sentence. • Understand general statements and questions about job/work related matters. • Understand and respond to questions about job/work related matters. • Understand the main ideas of statements and ask appropriate questions to them.

GRAMMAR • Gerund (-ing) form. • Full and bare infinitives. • Future passive voice. • Conditional sentences type 3. • Past perfect. • Modal verbs + Present Perfect. • Time linkers. • Connectors.

VOCABULARY • Seeking employment. • Landing a job. • Duties and responsibilities. • At work. • Job positions. • Entrepreneurship. • Industries. • Global economy.

B1.2 Get That Job

Marco Común Europeo B1

B1.3 On The Clock SPEAKING

WRITING

GRAMMAR

B1.1 Living Social

Hold a conversation about: • Planning a business trip. • Own on-the-job travel experiences and habits. • Mobile communication technology. • Transit issues. • Workplace safety. • Banking transactions and investments. • Placing an order for supplies. • Expressing complaints, preferences and apologies.

SPEAKING • Unemployment and activities related to employment search. • Landing a job and things related to situations once employed (expressing purpose). • Everyday job/work related duties and responsibilities (future actions). • Situations at work and regret over past actions (unreal situations in the past). • Different job descriptions at the workplace and job/work related situations which happened at some point in the past. • Entrepreneurship and the risks and gains of starting one’s own business. • The processes and general works of the world’s industries. • Issues related to the global economy.

B1.4 Fun In The Sun SPEAKING

Can hold a conversation about: • Making leisure plans. • One’s favorite athlete or one they know of • One’s opinion about athlete’s salaries in sports. • Moments in sports (describing pictures). • Extreme sports (describing pictures). • Leisure activities other than sports.

LISTENING • Understand, write down sentences and answer questions about leisure and sports. • Understand, complete and create questions to sentences. • Understand, complete and answer questions to dialogues. • Understand sentences and questions to change to reported or direct speech.

WRITING Write texts about: • One’s favorite hobbies and pastimes. • An experience one has had as an athlete or player in a competition. • An athlete’s talents and athleticism of one’s choice. • A sport one would like to train for or has trained for before. • A sport’s team or athlete one knows of that has gone all the way in a competition. • The most exciting and dangerous sport one has ever tried or would like to and why • A game one grew up playing with either family or friends.

GRAMMAR • Defining relative clauses. • Non-defining relative clauses. • Reported speech (statements). • Reported speech (commands). • Reported speech (requests). • Reported speech (questions). • A lot, many, much & far + more (than).

VOCABULARY • Business trips. • Calling services. • On-the-job protection. • Banking and investment. • Complaints and refunds. • Purchases. • Ideas and proposals. • Complaints and apologies.

READING • Identify general ideas in a written text. • Identify specific ideas and details in a written text. Passages: • The use of one’s leisure. • A sport’s legend. • Getting scouted. • Training for sport. • Going all the way (dialogue). • Living on the edge.

VOCABULARY • Leisure activities. • Sportsmanship. • Sports and athlete scouting. • Sports and training. • Sports and championships. • Extreme sports and leisure. • Leisure activities other than sports.