B2-4 StudentBook (Issuu) by Mario A. GOmez M.

www.skool.co

Studentâ&#x20AC;&#x2122;s Book B2.4

High-Tech

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

H igh-Tech

Student’s Book B2.4

M . C. E . Marco

Común

Europeo

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

B2.4 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.

INPUT

LESSON

“G o , G o , G a d g e t s ! ”

ObjectIVEs

I will be able to:

• Talk about technology and its devices. • Express purpose using for + -ing.

Word Bank: Web developer Device Gadget Satellite Database Bluetooth Smartphone Headphones Software/Hardware Blu-Ray DVD Player

3D Realistic Wireless Efficient High-Tech High-Definition Remote controlled (To) store (To) update (To) design

GPS LED SD Card

(To) upload (To) download (To) keep in touch

Grammar note: Comparing people and things

Expressing purpose (for + -ing form): When we talk about the purpose of an object or an action, we normally use for + verb (-ing). This commonly answers the question: What is it used for? Examples: • What’s a cellular phone for? Cell phones are used for communicating. • What’s an mp3 player for? It’s used for storing and playing music and videos. • The internet is good for sharing information and socializing. • Cameras are great for capturing extraordinary moments.

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

The web can be used for uploading and updating software. Social networks are good for keeping in touch with family and friends. SD cards are great for storing large amounts of data. Databases are often used for telemarketing purposes. Satellites are commonly used for Earth observation. Web developers are used for designing websites and creating blogs. 3D technology is excellent for experiencing realistic images. GPS devices are very useful for pinpointing a precise location. Wireless headphones are good for listening to audio in private. Bluetooth is being used for transferring data from one device to another. Blu-Ray DVD players are the best for watching high definition movies. LED technology has been efficient for saving energy and helping the environment. Software and hardware are used for designing new programs and computers. Smartphones are good for communicating, storing tons of information, and downloading all sorts of files. He has a third generation smartphone, but he only uses it for making calls and listening to music. High-tech wireless devices are used for operating remote controlled gadgets.

Reading Comprehension: “Technology: helpful or harmful?” Technology has provided us with an array of high-tech products that we believe make our lives better. Just look inside your homes. Almost everything in them is a result of recent technology. Besides giving the world really cool gadgets and devices to use, technology has also raised questions about its uses that do not have easy answers. Consider the following situations. Nuclear energy is an important source of power, however, it does present some problems. There is no guaranteed safe way to dispose of used nuclear fuel. Several nuclear power plants have been shut down because they weren’t considered safe for this reason or because terrible accidents have occurred. Let’s talk about the web now. We all know that the Internet is a very useful educational tool. Its search engines make access to countless information a lot easier and faster. But in many cases it’s been used to commit identity fraud and other cyber crimes, not to mention pornography and the devastating moral damage it has caused to society, especially to children. In the end it comes down to how we as a society use it and how well we can adjust to its fast and ever improving pace, so that it isn’t harmful at all, or at least as harmless as possible. Answer the questions according to the text: 1. Is technology used in a good or bad way?___________________________________________________________________ 2. Are most things people own finished products of modern technology? ________________________________________ 3. What does it depend on for technology to be helpful or harmful? _____________________________________________ What words or expression from the text mean...? Dangerous, destructive _________________________ To provoke doubt, dispute _______________________ Dump, junk, trash, throw away ___________________

Listening: Fill in the gaps with the words you hear. Welcome to RadioShack! The place where you can find and purchase all your __________ __________ for the lowest prices, guaranteed! We __________ all the highest quality brands and the __________ __________ technology has to offer. __________ any of our stores this holiday weekend and receive up to _______________ on all _______________, __________ and _______________, plus much more. Get an extra 10% off if you make your purchases __________. This offer is only valid while supplies __________, so hurry to your nearest store now!

outPUT

LESSON

“G o , G o , G a d g e t s ! ”

ObjectIVEs

Now I can:

• Talk about technology and its devices. • Express purpose using for + -ing.

Grammar Practice: Unscramble the sentences. 1. video / pictures /are / taking / for / cameras / or / used ___________________________________________________ 2. for / or / positioning / used / is / global / GPS ______________________________________________________________ 3. is / YouTube / for / videos / sharing / used _________________________________________________________________ 4. researching / for / and / data / is / great / the web / sharing _______________________________________________ 5. with / used / cell phones / communicating / for / are / others ______________________________________________ 6. information / for / database / a / is / storing / used / personal ______________________________________________ 7. different / used / SD cards / storing / are / kinds / files / of / for _____________________________________________ 8. storms / for / satellites / used / weather / tracking / are ____________________________________________________

I ntegrated Skills: Writing: A. Guided Practice: Write a sentence using each of these words. 1. High-tech 2. Satellite 3. Bluetooth 4. Smartphone 5. Update 6. Gadget 7. Device 8. LED 9. GPS

10. Wireless

B. Autonomous Practice What do you think is the most important technological invention of the last fifty years? Why? How has technology affected or influenced your life? Whatâ&#x20AC;&#x2122;s a technological device or invention you couldnâ&#x20AC;&#x2122;t do without?

Speaking: A. Guided Practice:

Ask Me! 1. Have you ever uploaded anything onto the web? 2. Have you ever watched a movie on a Blu-Ray DVD player? 3. Do you own a GPS? 4. Do you own a smartphone? 5. Have you ever used a Bluetooth device? 6. Do you think 3D technology is realistic?

B. Autonomous Practice: Class debate: Listen to the questions your teacher will ask. Discuss and debate.

Listening: Choose the right option to complete the sentences that you hear. 1. a. Blu-Ray DVD player

b. Bluetooth

c. GPS

2. a. upload

b. download

c. design

3. a. high definition

b. wireless

c. realistic

4. a. remote controlled

b. wireless

c. realistic

5. a. database

b. gadget

c. bluetooth

Laugh and Learn

“G a l a x y Q u e s t ”

INPUT

LESSON

ObjectIVEs

I will be able to:

• Talk about things related to space. • Talk about predictions and future abilities.

Word Bank: UFO Drone Thrust Rocket Gravity

Asteroid Space suit Lunar Rover Flying Saucer Space Shuttle/Spacecraft

Sci-Fi Light speed Flight Simulator

Shooting star Unmanned drone Vast Endless Upwards

The Milky Way Reach for the stars Once in a blue moon

Grammar note: Future Ability: We know the modal verb can is used to express ability. However, it can only be used in the present and sometimes in the past tense. To express future ability we need to use the structure below: will be + able + full infinitive (to + verb) Examples: Someday, we will be able to travel to space at an affordable price. I don’t think I’ll be able to finish it until tomorrow. • What will we be able to do in 30 years from now? • I think, we will be able to fly through the streets in small spaceships.

Stranded (To) land (To) launch (To) navigate (To) skyrocket

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

Spacecrafts will be able to travel at light speed in the near future. We will be able to launch space shuttles powerful enough to reach other worlds. Astronauts will be able to navigate easily through the vast Milky Way. People will be able to live the experience of landing on the moon. Nasa will be able to produce endless quantities of hi-tech space suits. They think they will be able to launch the new version by spring next year. He asked me if I would be able to complete the project in time for the meeting. The drone signal was lost and it is now stranded somewhere in the Pacific Ocean. Last independence day, I burned some fireworks and rockets with my friends. I love to roam when I’m in a new city or town. Fusion engines provide the same combustion and thrust with much less fuel. Gas prices have skyrocketed this last decade due to the low production of oil in the U.S and allied countries. Space flight simulators will become more popular, therefore they’ll become more affordable. Science fiction movies often show an asteroid or flying saucers crashing against the Earth. The lunar rover has been set to zero gravity to avoid lifting off the lunar ground. Light speed is the fastest moving measurement recorded.

Reading Comprehension: “Science vs. Fiction” Many films are stunning because of their special effects. Nowadays, 3D computer graphics give movies a sense of authenticity. Here are some tips to help us separate the science from the fiction in recent Sci-Fi films: “There’s a cloud of lethal debris clashing against a satellite in orbit causing a chain reaction. Could such an incident really cause a chain reaction that wipes out everything in orbit? “It’s not impossible, but it’s unlikely”. Satellites are actually spaced pretty far apart, according to NASA scientist Leroy Chiao. “Transmitting in the blind” is a common expression heard in movies. Is it used in real life? Yes, that’s the real expression in all air and space radio transmissions. You call “in the blind” when you can’t hear the base but you think they can hear you. When the astronaut gets disconnected from the spacecraft, he or she goes into orbit at a fast speed. Can an astronaut really get into orbit that fast? Yes, it is possible and very dangerous.You have to be very careful. If something goes wrong and your tethers get unattached, there’s a slim chance that you will be stranded in space and no one can do anything to help you. Answer the questions according to the text? 1. What does “calling in the blind” mean? ________________________________________________________________________ 2. What would happen if an astronaut got unattached from the spacecraft? ________________________________________________________________________ 3. Can a cloud of debris cause a chain reaction of satellites clashing? _________________________________________________________________________ What words or expression from the text mean...? Fatal, deadly _________________________ Destroy completely __________________ Restricting chain or rope _______________ To leave helpless ____________________

Listening: Fill in the gaps with the words you hear. “__________ your Place in __________” Can you imagine _______________ 100 kilometers (62 miles) above __________ level? Well, you can stop imagining and __________ this __________ come true at Space _______________, Inc. We are the first company to offer _______________ __________ out to space. __________ in the __________ below to __________ your reservation form. This is the first step to _______________ an _______________. All seats to fly to space are US100,000. _______________ your reservation is made, _______________ you will be traveling to space! The full __________ is due at the time of booking and will guarantee the earliest available seat.

outPUT

LESSON

“G a l a x y Q u e s t ”

ObjectIVEs

Now I can:

• Talk about things related to space. • Talk about predictions and future.

Grammar Practice:

Unscramble the sentences and use the construction ‘will be able to’ to express future abilities. The first one is given as an example: 1. in Mars / astronauts / travel / in 2050 Astronauts will be able to travel to Mars in 2050. 2. launch / refueled / as soon as / it’s / the space shuttle_____________________________________________________________ 3. space station / the spacecraft / fly / to be repaired / to the next ___________________________________________________ 4. spaceships / through black holes / probably / travel ______________________________________________________________ 5. long distances / at the speed of light / humans / through

space / travel _________________________________________

6. astronauts / on Mars / in 50 years / set foot _______________________________________________________________________ 7. pinpoint / satellites / on other planets / an exact location _________________________________________________________ 8. humans / to and from space / travel / with no problem ___________________________________________________________

I ntegrated Skills: Writing: A. Guided Practice: Write a sentence using each of these words. 1. Sci-Fi 2. Stranded 3. Launch 4. Skyrocket 5. Asteroid 6. Satellite 7. Vast 8. Gravity

9. Endless 10. Roam

B. Autonomous Practice: Write about space travel. How far do you think we will be able to travel in 100 years? Do you know any space travel myths (flying saucers) or anecdotes?

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

Ask Me!

Would you like to fly on a spacecraft? Have you ever been inside a flight simulator? Have you ever experienced zero gravity? Do you think we will be able to afford space travel? Do you believe in UFOs? Have you ever seen a flying saucer?

B. Autonomous Practice: Role play: Make up two teams. Each team has a base crew and a flight crew. You are about to launch a space mission to fix a damaged satellite in orbit. Then, return to Earth. Use a separate sheet of paper to take notes.

Listening: Write the questions and then choose the right answer. 1. ________________________________________ a. It means a slow and gradual velocity. b. It means a very fast light. c. It means the speed at which light travels distances. 2. ________________________________________ a. It means the same as ‘very rarely’. b. It means the same as ‘once a month’. c. It means the same as ‘once a year’. 3. ________________________________________ a. Sci-Fi is short for scientology film. b. Sci-Fi is short for scientists filming. c. Sci-Fi is short for science fiction.

Laugh and Learn

4. _________________________________________ a. UFO means United Fund Organization. b. UFO means Unidentified Flying Object. c. UFO means Universe Flying Object. 5. _________________________________________ a. It means to have high or ambitious aims/ goals. b. It means to stretch your arm out and try to grab a star from the sky. c. It means to count as many stars as you can in the sky.

“O u t o f t h i s w o r l d ”

INPUT

LESSON

ObjectIVEs

I will be able to:

• Talk about planets, stars and galaxies. • Talk about future actions or expectations.

Word Bank: Human race Astronauts Scientist Planets Earth

Mars Jupiter The Sun The moon Life forms

Outer Space Ozone Layer Solar / Lunar eclipse

Suitable Advanced Clustered (Un)inhabitable/Inhabited/Inhabitation Extraterrestrial life/Alien

Spaced out Out of this world Scope out a planet

Grammar note: Future Perfect: The Future Perfect is used to talk about actions that will be completed before another action or a certain point in time. It’s also used to express expectations/predictions. Examples: NASA assures they will have explored Mars by 2030. By this time next year I will have graduated from my Astronomy course. • The Human race will have moved to another planet in 600 years. • In about 3.5 billion years, Earth will have fallen under the CO2 level needed to sustain life.

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

inhabit sustain populate stargaze scope out

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

Astronauts will have set foot on Mars in 100 years. A lunar eclipse will have occurred by April of next year. Everyone will have stargazed at some point in their life. All sorts of animals will have traveled to outer space in a few years. By the year 2600 Earth’s temperature will have increased to the point of making it uninhabitable. Technology will have become more advanced in just a few years. Will the human race have made extraterrestrial contact by the year 2100? How many humans will have gone to the moon in the next 50 years? Some scientists have said there won’t be enough food in the future to sustain the human population. They will continue to seek other suitable planets for humans to inhabit. The rings on Jupiter are nothing but clustered dust and space debris. The ozone layer protects us from the Sun’s gamma rays and helps make our planet livable. Earth is being overpopulated by the human race. I had been scoping out the sky, when I noticed a shooting star. When she heard the bad news, she went into orbit. Every now and then I get a little spaced out in class.

Reading Comprehension: “Alien Power” It might sound unlikely but if you think about it logically, alien technology should be as extraordinary to us as a rocket ship to a caveman. We imagine they exist in massive ships, having used up all the resources from their home planet. Such advanced aliens would perhaps become nomads, looking to conquer and colonize whatever planet they can reach. If so, it makes sense of them to exploit each new planet for materials to build more space ships so they can move on. Perhaps their capabilities are only limited by how much energy they can control. If they could absorb all the energy from a single star to one single collection point, such power could open up a wormhole, better known as a portal. This portal could create a shortcut, allowing them to travel huge distances in the blink of an eye. With this kind of power alone, who knows what their limits would be. Answer the questions according to the text 1. If aliens are nomads, what are they looking to do? ______________________________________________________________ 2. What can be done with the energy absorbed from a single star?_________________________________________________ 3. Would alien technology be extraordinary to us? _________________________________________________________________ What words or expression from the text mean? Extremely fast __________________________________ A more direct or faster route ____________________ A shortcut in space ____________________________

Listening: Fill in the gaps with the words you hear. The possibilities of alien life are _______________ and infinitely intriguing. The _______________ is an _______________ place and our _______________ is just one of eight _______________ around our __________, which __________ is not so special, being one of about 200 billion stars in a _______________. Even our galaxy, The Milky Way, is just a __________ drop in a cosmic ocean. One of 100 billion galaxies forming a web _______________ away in all directions. At this scale, each point of light is an ____________________. Which not only puts our little world in _______________ but also makes it difficult to believe we really are alone. To most mathematicians, the numbers alone make it ____________________ to think about _______________. The real _______________ is to try and work out what aliens _______________ be like, living on some _______________ world.

outPUT

LESSON

“O u t o f t h i s w o r l d ”

ObjectIVEs

Now I can:

• Talk about planets, stars and galaxies. • Talk about future actions or expectations.

Grammar Practice: Write sentences using the Future Perfect will have + verb (participle) and the prompts given. The first one is given as an example. (Note: Look up the past participle form of the verbs in the sentences).

1. 2. 3. 4. 5. 6.

astronauts / explore / by the year 2030 / Saturn Astronauts will have explored Uranus by the year 2030. by the time Earth dies / the human race / a different planet / inhabit ________________________________________ seek / scientists / for other suitable planets _________________________________________________________________ The ozone layer / by contamination be / in a billion years / destroy __________________________________________ We / with extraterrestrial life / make / by the end of this decade / contact ____________________________________ advanced technology / the NASA / much more / sooner than we imagine / produce _______________________________________________________________________ 7. Third world countries / by 2050 / their own satellites / launch ________________________________________________ 8. A lunar eclipse the Earth / cover / before the end of next year. ______________________________________________

I ntegrated Skills: Writing: A. Guided Practice: Write a sentence using each of these words. 1. Eclipse 2. Ozone layer 3. Sustain 4. Cluster 5. Inhabitable 6. Suitable 7. Seek 8. Outer space

9. Scope out 10. Space out

B. Autonomous Practice:

What do you imagine life outside of our world to be like? Include a physical description, personality, superpowers and technology.

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

Ask Me! Do you believe in aliens? Do you think there are other inhabitable planets? Have you ever seen a lunar eclipse? Would you like to travel to outer space? Have you ever caught yourself stargazing? Have you ever scoped anything out?

B. Autonomous Practice:

Class debate: Make up two groups. One group will backup alien life theories. The other will go against it. Each group has to write down as many facts or reasons to support their view. Use a separate sheet of paper to take notes.

Listening: Write the questions that you hear and give a short answer. 1. ____________________________________________________________________________________ 2. ____________________________________________________________________________________ 3. ____________________________________________________________________________________

Laugh and Learn

“U N S O L V E D M Y S T E R I E S ”

INPUT

LESSON

ObjectIVEs

I will be able to:

• Express possibility, necessity and obligation. • Make deductions, guessings and assumptions.

Word Bank: Sasquatch / Bigfoot The Bermuda Triangle The Pyramid of Giza Pacific Ocean Easter Island Immortality Time travel Atlantis Déjà vu Stones

Ape-like Southeastern Northwest Forward / Backward Remains (noun) (To) remain (To) allow (To) research (To) sink (To) carve

BC (Before Christ) AD (after Christ) Paranormal activity

(To) decipher That’s spooky! In the blink of an eye.

Grammar note: Modal Verbs May, Might and Must: Modal verbs are used for different purposes, like suggesting, requesting or expressing obligation, necessity or possibility. Some of these modal verbs are may, might, must. Here are their different uses: • May is used to request permission politely. It can also suggest something that is possible. Examples: May I come in? (permission) May I have another cookie? (permission)

It may rain tonight. (possibility) They may believe that story. (possibility)

• Might expresses a smaller possibility than may does. It’s also more common in conversation. Examples: It’s been really hot these last few days. There might be a drought! (possibility) It might have been a coincidence to run into those celebrities that day. (possibility) • Must is used to express something formally required, an obligation or necessity. It can also be used to make deductions; we are not absolutely sure about something, but are guessing or assuming that it has happened, will happen or is the case.

Examples: • I must complete my English tasks in order to learn faster and effectively. (requirement) • The government must provide health care for everybody. (necessity) • I must take my antibiotics on time to avoid infection. (obligation) • There’s so much traffic. There must have been an accident ahead. (deduction). • We must recycle to help out the environment. • Tsunamis might also be a consequence of global warming.

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

There may be proof of Bigfoot in North America. The Bermuda Triangle must be one of the biggest mysteries of our time. The Pyramid of Giza may be one of the most ancient pyramids, dating back to 2470 B.C. The Pacific Ocean must cover most of the Earth’s surface. May I remain seated? Research shows that Atlantis might have sunk in the Mediterranean sea. Time travel might become possible within the next century according to some scientists. The stone statues at Easter island may have been carved before 1100 A.D. The Sasquatch is an ape-like creature seen in different places of the Pacific Northwest. Déjà vu is the experience of thinking that a new situation had occurred before. That’s spooky! Time travel would allow us to go forward to the future or backward to the past in the blink of an eye. The disappearance cases of many aircrafts and ships in the Bermuda Triangle remain unsolved. Easter island is in the southeasternmost point of the Pacific Ocean, in the Polynesian triangle. The great pyramid of Giza is aligned only 3 degrees northwest off the North star. Immortality is a clear case of paranormal activity. Archaeologists have found mammoth remains in Alaska.

Reading Comprehension: “Legend or Myth?” Whether you are speaking of Bigfoot, the Bermuda Triangle, Atlantis, The Pyramids or time travel, there is a supernatural force involved. Science helps us understand some of these mysteries, but can we actually tell the difference between what is real and what is fiction? Not really. We just process the information given and make our own deductions. Archaeologists weren’t able to figure out how or when the pyramids were built until recently. The Pyramid of Giza was made in 2470 B.C. and it took a 300,000 workforce. In North America, there have been sightings, footprints and hair from a bipedal, ape-like creature, giving life to the legend of Bigfoot or “Sasquatch”. Some experts say Bigfoot is just a combination of misidentification and people’s folklore. The lost city of Atlantis has never been completely found, but anthropologists have made recent discoveries of some of the city’s remains in the Atlantic Ocean and in Europe. Plato’s dialogues located it in the Mediterranean sea. The Bermuda Triangle still has several unresolved cases of aircrafts and ships disappearing mysteriously. According to the US Navy the triangle does not exist, the US Board for Geographic names does not recognize it either. And in 2013 WWF released a top 10 list of the most dangerous waters and the triangle was not among them. Déjà vu is a very complicated and confusing feeling that reveals a sixth sense-like experience. Many theories have been proposed, but none of them have stuck.. According to the text, are the statements True (T) or False (F)? 1. The Bermuda Triangle has been established as a high danger zone. 2. Bigfoot is an ape-like creature. 3. Atlantis might be located in the Pacific Ocean. 4. The Bermuda Triangle is recognized as a dangerous zone by many organizations. 5. Bigfoot might be just product of people’s folklore.

( ( ( ( (

) ) ) ) )

What words or expressions from the text mean: Paranormal, superhuman _____________________ Perceiving, observing of _______________________ Ancient ruins or pieces ________________________

Listening: Write the sentences that you hear. 1. _______________________________________________________________________________ 2. ___________________________________________________________________________________ 3. ______________________________________________________________________________________ 4. ______________________________________________________________________________________

“U N S O L V E D M Y S T E R I E S ”

outPUT

LESSON

ObjectIVEs

Now I can:

• Express possibility, necessity and obligation. • Make deductions, guessings and assumptions.

Grammar Practice:Fill in the gap using the modal verbs may, might or must to complete

the statements. 1. 2. 3. 4. 5. 6. 7. 8.

My dad __________ be able to help you with your case. He’s a lawyer. The car broke down and I can’t take you to school tomorrow. You __________ take the school bus. __________ I help myself to a drink? I think you __________ be right about that. The government __________ protect the people from organized and common crime. It __________ have rained. I didn’t realize. I left all my clothes out drying and they are all wet. __________ I lend an opinion? The chances of anyone winning the lottery __________ be 1 or 2 in 175,000,000

I ntegrated Skills: Writing: A. Guided Practice: Complete the sentence using your own idea. 1. Forward 2. Remain 3. Sink 4. Allow 5. Stone 6. Carve 7. Northwest 8. Ape-like 9. In the blink of an eye

10. That’s spooky!

B. Autonomous Practice:

Write a paragraph about a famous unsolved mystery or urban legend that you know from your country or any other place.

Speaking: A. Guided Practice:

Ask Me! Have you ever been to Egypt or Easter Island? Do you know about stone carving? Do you know any interesting facts about the Pyramid of Giza? Do you think time travel will be positive? What do you think about the Bermuda triangle not being recognized as a high danger zone? 6. Do you believe in stories like the Bigfoot one? 1. 2. 3. 4. 5.

B. Autonomous Practice: Pair work: â&#x20AC;&#x153;Draw what I describeâ&#x20AC;?. Make up couples. The teacher will give each member in the couple a list of things to describe. You should read the descriptions to your partner, who will then make a drawing based on the description he/she hears.

Listening: Write a summary of the passage.

Laugh and Learn

“E x t r a o r d i n a r y M i n d s ”

INPUT

LESSON

ObjectIVEs

I will be able to:

• Talk about extraordinary people and their minds. • Use verbs and complements to make statements.

Word Bank: Nobel Prize Brightness Judgment Discovery Wisdom

Legacy Cosmologists Physicist Sculptor Inventor

Enlightenment Commitment IQ (Intelligence Quotient)

Unquenchable Remarkable Stubborn Awarded Known

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

investigate develop achieve regard spend

Pass judgment Hold together Place under

Grammar note: The following are grammar rules to the use of verb complements: 1. Progressive -ing and/or Infinitive to forms of the verb with the same meaning. Verbs such as begin, bother, start, like, can’t stand, continue, hate and love can be followed by either form with little or no difference in meaning. Examples: • I began to do the research. • He started investigating a theory. • I began doing the research. • He started to investigate a theory. 2. Progressive -ing and/or Infinitive to forms of the verb with a different meaning. Verbs like remember, stop, try, forget, and regret can be followed by either form, but with a different meaning. Examples: • He remembered trying to solve the puzzle. • He remembered to solve the puzzle. • (He remembered that he tried to solve it) • (He remembered, then he solved it) • He stopped talking about finishing the sculpture. • (He no longer talks about it.) • He stopped to talk about finishing the sculpture. • (He finished what he was doing and started to talk) Note: There are some verbs that are not normally used in the continuous form -ing. Verbs such as know, have, like, love. Examples: • Do you know who Plato is? • (NOT: Are you knowing Plato?) • Do you have any personal achievements? • (NOT: Are you having any personal achievements?)

• Albert Einstein continues inspiring many people with his great teachings. • Albert Einstein regretted developing the atom bomb.

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

Physicists continue making discoveries regarding the Universe. Some people stop achieving their goals due to their lack of commitment. Benjamin Franklin regretted missing the opportunity to investigate a lunar eclipse. Leonardo da Vinci began to develop an unquenchable curiosity at a young age. Einstein never gave up investigating relativity. Cosmologists can’t stand being asked: “is there intelligent extraterrestrial life?” Leonardo da Vinci forgot to finish sculpting his first piece of art. Einstein never stopped developing his wisdom. Albert Einstein, Leonardo da Vinci and Benjamin Franklin had remarkable IQs. Critics are well known for passing judgment. One has to hold it together when placed under the spotlight. Most inventors have a stubborn brightness. Eureka was a common expression regarding moments of enlightenment. Einstein was awarded a Nobel prize in physics. Leonardo da Vinci spent many years developing his legacy. Some never achieve their resolutions because of their disregard to commitment.

Reading Comprehension: “High IQ” IQ is a problematic measure of intelligence. Wisdom is something which is purely a gift of nature. Nobody acquires wisdom overnight. There are very few blessed people who are gifted by this most precious wealth of nature. However, intelligence is something that needs to be polished throughout one’s life or it would be of no great use. History shows that the most intelligent people struggle really hard during their lifetime. The most intelligent people in the world are very different from ordinary individuals.Their approach towards different affairs of life is unique, which distinguishes them out of billions of people living in this world. Being one the world’s cleverest is a huge plus, but many people with high IQs tend to share some bad habits. They are, for instance, more likely to drink more heavily and suffer from anxiety and insomnia. Answer the questions according to the text 1. What is IQ? _______________________________________________________________ 2. Do clever people have an easy life? _______________________________________________________________ 3. Are smarter people more prone to vice? _______________________________________________________________ What words or expression from the text mean...? Knowledge: _______________________________________ Riches, abundance: ______________________________ Matters of public interest: _________________________

Listening: Check how many times you hear each word. Then write a summary of the passage. a. Intelligence: 2

b. Difficult: 2

c. Extremely: 2

d. Skills: 3

e. Unique: 1

f. Intelligent: 1

g. Effective(ly): 2

h. Manage: 1

“E x t r a o r d i n a r y M i n d s ”

outPUT

LESSON

ObjectIVEs

Now I can:

• Talk about extraordinary people and their minds. • Use verbs and complements to make statements.

Grammar Practice: Use the verbs given in the progressive or infinitive forms to complete the

following exercise: a. look b. see c. work 1. 2. 3. 4. 5. 6. 7. 8.

d. take

e. fill

f. smoke

g. eat

h. take off

He gave up _______________ fattening foods after his heart attack. She’s waiting _______________ the dentist. The pilot is preparing _______________. Wait a minute, please. Let me finish _______________ this form out. He does not mind _______________ an extra hour. We are thinking about _______________ an English course. I can’t stand someone _______________ near me. The team needs _______________ at how these ideas can be implemented.

I ntegrated Skills: Writing: A. Guided Practice: Write a sentence or a definition for each word. 1. Unquenchable 2. Enlightenment 3. Stubborn 4. Confident 5. Awarded 6. Develop 7. Achieve 8. Regard

9. Spend 10. IQ

B. Autonomous Practice:

Write a paragraph about the 3 people you consider the smartest in mankind.

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

Ask Me! Do you or have you ever felt an unquenchable thirst for learning? Do you consider yourself a persistent / tenacious person? Have you ever been awarded any prizes at school or in a sport? Are you self-confident? What are some of your latest achievements? Could you describe your perfect moment of enlightenment?

B. Autonomous Practice: Pair work: “Draw what I describe”. Make up couples. The teacher will give each member in the couple two sentences with a description of a scene. You should read the descriptions to your partner, who will then make a drawing based on the description he/she hears.

Listening: Fill in the gaps with the words you hear. 1. 2. 3. 4. 5.

People tend to _______________ _______________ as they ______________. I’m _______________ I’ll _______________ my next _______________. She’s very _______________ _______________ her _______________. We’re _______________ our next _______________ in the __________ Polynesia. For a moment I _______________ I was _______________ a moment of _______________.

Laugh and Learn

INPUT

LESSON

“U n t a m e d ”

ObjectIVEs

I will be able to:

• Talk about wild animals. • Correlate two events in the past.

Word Bank: Bush(es) Antlers Moose Wings Claws Horns

Chick Paws Fins Cub Canine

Endangered species Piggy bank Lone wolf

Feline Cold blooded Untamed Fierce Sassy Furry

(To) strike (To) lie (To) poke (To) roar (To) rush away

Barking up the wrong tree. Let the cat out of the bag. (To) throw (someone) to the wolves

Grammar note: Past Perfect Progressive: Had been + Verb (-ing) We use the Past Perfect Progressive (or Continuous) to show that something started in the past and continued up until another time in the past. In other words, that an on-going action in the past has ended. It can be used to connect two events in the past, one of them occurring while the other one was still going on or had just finished. Examples: I had been trying to take a snapshot of the tiger all afternoon. The giraffe had been feeding his calf for a while when the lion cub came out of the bushes.

• The bird had been tweeting for an hour when it started to rain. • Biologists had been researching the behavior of the moose for many years. • When my car broke down I was not surprised. It had not been running well for a long time. • Had the pilot being drinking before the crash?

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

The cub’s paw had been healing well on its own when the veterinarian finally could check him. If the bear’s claws had been striking him during the attack, he would’ve never made it out alive. The bull’s horns had been poking the bullfighter for a while before aid arrived. A shark’s fin had been roaming around the boat when he went overboard. When the stampede rushed the moose away, it had been scraping its antlers against the trunk of a tree. My boss had been barking up the wrong tree when my coworker told him I didn’t cause the problem. The penguin’s chick had been lying under its mom’s wing when the wave washed them offshore. The Gray wolf’s habitat had been restricted since the winter started. I hope to one day see untamed horses running in the wild. The battle between the tiger and the alligator was fierce. My canine is a bit sassy at times. The sound of a lion’s roar is more fierce than an elephant’s. She let the cat out of the bag when she told him about his surprise birthday party. When he met the angry customer at the meeting he realized his boss had thrown him to the wolves. I’m saving all of my change in a piggy bank and using it for my next vacation. My dog’s paws are really furry.

Reading Comprehension: “Wildlife” Scientists estimate 8.7 million species currently on Earth. There are 6.5 million found on the ground and 2.2 in the ocean. Although 25 % of this figure is dwelling in the ocean depth. Organisms that inhabit the soil or parasitize other organisms are likewise challenging to locate and therefore difficult to quantify. Furthermore, a study published by Hawaii University and Halifax University, says a staggering 86% of all species in land and 91% of those in the seas have yet to be discovered. Over the course of Earth’s history, anywhere between 1 and 4 billion species have existed on this planet. The overwhelming majority of these species are now extinct, be it through disease, over-predation, genetic obsolescence or other factors. Extinction is a part of evolutionary history. Evolution is a continuous process of all living organisms on Earth. According to the text, are the statements True (T) or False (F)? 1. Scientist are certain of the existence of 25% of the ocean species. 2. Parasites are easy to find, therefore likewise to quantify. 3. 91% of marine species are yet to be discovered. 4. Evolution is part of the history of extinction. What words or expression from the text mean...? Ground, dirt ______________________________________ To exist in a given place or state __________________ Devastating, tremendous _________________________

Listening: Fill in the gaps with the words you hear. 1. 2. 3. 4. 5.

The __________ on moose are __________. I’m more a __________ person than a __________ person. The lion struck its prey with a __________ force. Bears _______________ their __________ in the trees. It’s _______________ to see an eagle __________ its __________.

( ( ( (

) ) ) )

outPUT

LESSON

“U n t a m e d ”

ObjectIVEs

Now I can:

• Talk about wild animals. • Correlate two events in the past.

Grammar Practice: Rewrite the sentences using the Past Perfect Progressive and create a

main clause that is logical.

Example: He had tried to get help. He had been trying to get help when the paramedics arrived. 1. I had taken my dog to the vet. _________________________________________________________________________________ 2. We had bought our dog’s food at that store. ___________________________________________________________________ 3. My dog had lain for a long time. ______________________________________________________________________________ 4. The wild animal had devoured its prey.________________________________________________________________________ 5. The lion had roared fiercely at the pack of hyenas. _____________________________________________________________ 6. The bull had poked the fighter with the left horn. ________________________________________________________________ 7. The moose had struck its antlers against its enemy. _____________________________________________________________ 8. The vultures had flown around the lions kill. ____________________________________________________________________

I ntegrated Skills: Writing: A. Guided Practice: Write a sentence using each of these words. 1. Untamed 2. Sassy 3. Fierce 4. Antler 5. Fin 6. Chick 7. Cold blooded 8. Paw

9. Cub 10. Claws

B. Autonomous Practice:

What is your favorite wild animal? If you could have an exotic untamed animal, what would it be? Do you agree or disagree on having wild animals as pets? State your reasons.

Speaking: A. Guided Practice:

Ask Me!

1. Have you ever been on a safari? 4. How many felines can you name in 30 seconds? 2. Are you afraid of any animals? 5. Are you a lone wolf? 3. Do you own a pet? 6. Can you name 10 endangered species?

B. Autonomous Practice: Describe the pictures: Say as much as you can about the pictures. Use the vocabulary you have learned. Look up any new words in the dictionary.

Listening: Write the questions that you hear and choose the correct answer. 1. 2. 3. 4. 5.

____________________________________? ____________________________________? ____________________________________? ____________________________________? ____________________________________?

Laugh and Learn

a. It can be really feared. b. Yes, it can. a. Yes, they do.

b. No, they have antlers.

a. Yes, they are.

b. No, they’re hen’s young.

a. No, they can’t.

b. Yes, they can.

a. No, it’s not.

b. Yes, it is.

INPUT

LESSON

“M o t h e r N a t u r e ”

ObjectIVEs

I will be able to:

• Talk about forces of nature and natural disasters. • Talk about accidental or unexpected events using get passive constructions.

Word Bank: Natural environment Human population Twister / Cyclone Global warming Earthquakes

Hurricanes Resources Tsunamis Drought Surface

Median age Fluctuating Inadequate Renewable Sudden

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

Greenhouse gases Tectonic plates Richter scale

Second nature to someone It’s the nature in the beast Call of nature Call of nature

Grammar note: Get - passive vs. Be - passive: We use get - passive to express the accidental and/or unexpected nature of what happened. The focus is usually on the subject. Examples: • We got washed off shore and we didn’t have life vests on. • Jane got caught off guard when the strong gusts blew and her dress got lifted.

We use be - passive to state an observation; to tell what happened.The focus is usually on the action.A by- phrase is optionally included. Examples:

• Last winter was recorded as the coldest in the last three decades. • The man was issued a citation for littering (by the police officer). In general, using get - passive instead of be - passive is considered to be informal, but there are some instances when a be - passive and a get - passive are not interchangeable and express different things. For examples:

• He was selected / chosen for the award. (Intentional action that requires thought or deliberation). • He got selected / chosen for the award. (Good or bad fortune. The result is determined by chance or an unnamed source). • The rescue unit was dispatched as soon as the accident was reported. • Many crops got damaged by the severe drought.

detach cut off flood toss rate

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

The house got detached from the ground and tossed into the air, as if it were a cloth. The plant employees were evacuated when we found out there was a radioactive leak in the reactor. 90% of the coastal cities surface was flooded by hurricane Katrina. Japan was struck by two tsunamis in the last decade. The earthquake was rated 8.9 on the Richter scale. The meteorologist got swept off his feet along with his teammates. Satellite communications got cut off when the cyclone touched the ground. Natural resources were categorized as renewable or non-renewable. The sudden movement of the tectonic plates can cause earthquakes and tsunamis. The median age was 30 years in 2012 and it’s expected to be 37 years by 2050. Extinction is part of evolution. It’s the nature of the beast. The lumberjack went to answer the call of nature. Chasing twisters is Mike’s second nature. Our natural environment is being contaminated by greenhouse gases produced by human population. The inadequate use of natural resources will affect future generations. One of global warming’s many consequences is fluctuating temperatures.

Reading Comprehension: “Overpopulation” There are about nine billion people living on Earth according to an estimate issued by the US Census Bureau. Eminent experts calculate we need 1.5 Earths to sustain this society. In economic terms, this means we are either burning through our capital, or stealing from future civilizations. Obviously, we can’t borrow natural resources. Physic laws state that when things aren’t sustainable, they stop. When a system is operated past its limits and then continued going on at a speeding rate, eventually, the system stops working and breaks down. That is what’s happening to us now. The evidence is all around us, if you really want to see it. Science has been warning us for over 50 years about the urgency of change.Then, there is also the debt crisis, the elevated prices of food and gas, money influence on politics, weather and climate, etc. Yet, we have done very little to change course. In fact, we are not even slowing down. The good thing is, the human race is amazing. We are innovative and we can come up with all sorts of ways to improve things. We really are clever; on the other hand, this population growth engine is just getting warmed up. If we get it wrong, it means the end to civilization as we know it, but if we get it right instead, it means the beginning of civilization.The time to act is now. What are you doing to help? According to the text, are the statements True (T) or False (F)? 1. There are 9 million people living on Earth. 2. Our society is sustainable. 3. We have been warned about the need to change for a long period of time. 4. We are making a huge change in course. 5. Humans are an amazing species.

( ( ( ( (

What words or expression from the text mean...? Supply with necessities and support __________________ Rising temperature, become hotter ___________________ Rushing, racing ___________________________________

Listening: Fill in the gaps with the words you hear. “Mother _______________” Mother __________ is the personification of Earth’s nature as a deity, a _______________ being as a mother. Earth has beautiful _______________ and magnificent __________. _______________, Mother Nature can be violent too. Millions of people are affected every year when nature shows its __________. These acts of nature, however, might just be side effects from our continuous pollution. We cannot do anything to stop natural _______________ and we only have preventive _______________ for some of these _______________. We do not possess anything that can foresee _______________, for instance, and in the best case, when an earthquake takes place _______________, mostly in the Pacific Ocean, and a __________ is caused, we have but a small gap of time to ___________ towns and cities near the shore. Truth is, Mother Nature can be implacable.

) ) ) ) )

outPUT

LESSON

“M o t h e r N a t u r e ”

ObjectIVEs

Now I can:

• Talk about forces of nature and natural disasters. • Talk about accidental or unexpected events using get passive constructions.

Grammar Practice: Complete the sentences using either ...or / neither … nor: 1. team / sent / stranded / The / to / the / aid / was / rescue / crew ________________________________________________________________________________________________ 2. has been / gases / Global / mostly / greenhouse / caused / warming / by ________________________________________________________________________________________________ 3. plate / sudden / got / movement / to / due / tsunami / tectonic / underwater / The / started / a ________________________________________________________________________________________________ 4. by / rain / relentless / year / were / Last / floods / caused / the / heavy ________________________________________________________________________________________________ 5. While / my / wife / cut / my / to / speaking / was / call / I / got / off ________________________________________________________________________________________________ 6. 14 countries / a tsunami / in 2004 / the / Indian / flooded / Ocean / got / In Asia / by / in ________________________________________________________________________________________________ 7. old / the / to be / was / 30 years / age / In 2012 / median / of / estimated / old ________________________________________________________________________________________________ 8. its / got / The / from / foundations / building / structure / detached ________________________________________________________________________________________________

I ntegrated Skills: Writing: A. Guided Practice: Write a sentence using each of these words. 1. Earthquake 2. Tsunami 3. Global warming 4. Resources 5. Environment 6. Drought 7. Surface 8. Inadequate

9. Toss 10. Rate

B. Autonomous Practice:

Write a paragraph about a natural disaster you have heard of recently. Give as many details as you can.

Speaking: A. Guided Practice:

Ask Me! 1. Have you ever seen a cyclone from up close? 2. What do you do at home to help stop global warming? 3. Have you ever witnessed any natural disasters or forces of nature? 4. How do you react in case of a natural disaster? Do you panic, or do you remain calm? 5. Do you know what you should do during an earthquake? 6. What do you think is the most destructive force of nature? An earthquake? A hurricane? A tsunami? A volcanic eruption?

B. Autonomous Practice: Group activity: Emergency Brigade. Make up groups of 3 or 4. Pretend you work for a company or factory and you have to develop an â&#x20AC;&#x153;emergency protocolâ&#x20AC;? to follow in case of a natural disaster. At the end, compare your proposals and see how many common points you thought of. Use a separate sheet of paper to take notes.

Listening: Answer the questions that you hear, according to the passage in the Reading Comprehension section on Lesson 13. 1. ___________________________________________________________________ 2. ___________________________________________________________________ 3. ___________________________________________________________________ 4. ___________________________________________________________________ 5. ___________________________________________________________________

Laugh and Learn

INPUT

LESSON

“N e t w o r k i n g ”

ObjectIVEs

I will be able to:

• Talk about social and business networks. • Use causative verbs correctly.

Word Bank: Background Advertising Regularity Password Revenue

Patterns Network Liability Profile Login

Online dating Internet slang: LOL (laughing out loud) OMG (oh my God)/BRB (be right back)

Cost-effective Like-minded Discernible Prominent Targeting

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

develop forward sign in reply chat

It spread like a wildfire I’ll keep you posted It will blow over

Grammar note: Causative Verbs: Causative verbs are used to refer to actions that are done for the subject rather than by the subject. They are also used to say that the subject causes the action to be done. The most commonly used causative verbs are: have, get, let and make. • GET + Person + To + Verb This construction means “to convince someone to do something”. Example: Some TV commercials are trying to get people to stop smoking. • HAVE + Person + Verb This construction means “to give someone the responsibility to do something”. Example: I had the technician check my computer. • MAKE + Person + Verb This construction means “to force someone to do something”. Example: Chris made Jennifer log out of her laptop so that he could check an important e-mail. • LET + Person + Verb This construction means “to allow someone to do something”. Examples: • Jennifer let Chris use her laptop to check his e-mail. • My sister finally got me to create a profile on that dating website. • I had my secretary forward all my work e-mails to my boss.

In Context: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17.

Steve got his partner to forward the link to his business network to all his contacts. Jane made her staff develop an advertising campaign to promote sales. The system won’t let me sign in. It says my login and password do not match. I’ll have my secretary reply to all my e-mails while I’m away on vacation. We can never get our daughter to chat with her brother who is overseas. The corporate office is going to have IT work all night on all the passwords for that new software. I’ll have my lawyer run a background check on our new driver, he seems untrustworthy. Social networks let you keep in touch with your closest ones with great regularity. Networking is a business activity for like-minded people that could be really cost-effective. Victoria: hey, are you there? Bryan: yeah, wait a minute. BRB The serial killer got caught because of the discernible pattern on all his victims. Some social networks spread like a wildfire, but they tend to blow over very quickly as well. Online dating websites create a profile based on your background targeting like-minded people There is a prominent liability in the revenue. Keep me posted on the matter. Advertising combines precise targeting and a quality network to deliver results for advertisers. John: Lol…omg.That was hilarious!! / Celia: I found it last night on Youtube.

Reading Comprehension: “Socializing” It is within our nature to socialize, make new relationships, share feelings and opinions. We have developed many ways to communicate, to stay in touch, to socialize; we even created different languages to expand this on-growing network. Nowadays, thanks to advanced technology we can do it regularly. The web offers a large variety of business and social networks that allows users to keep in touch with a select group of people, share ideas, feelings, chat, and upload pictures. Business networks are an efficient and cost-effective method in which groups of people that share certain compatibility create and generate business opportunities. Leisure social networks on the other hand, can be a little more time wasting if not used properly. Almost everyone is constantly checking their phone or signing in from their computer in search of an update to their friends’ status, the newsfeed, or an instant message from one of their contacts. According to the text, are the statements True (T) or False (F)? 1. It is within human nature to socialize. 2. Socializing is an on-growing network. 3. Business networks are worthless and available to users at steep prices: 4. Networks help create and generate business and relationship opportunities. 5. You can login to your profile from your pager. What words or expression from the text mean...? To maintain communication ___________________________________________________ To talk informally _______________________________________________________________ Capable of existing or performing in harmony with others _______________________

Listening: Check the words you hear. Then answer the questions. 1. 2. 3. 4. 5.

Chair ___ Please out ___ Once ___ Sprout ___ Further ___

Sure ___ Plays out ___ Ones ___ Spause ___ Farther ___

Share ___ Place out ___ Juan’s ___ Spouse ___ For their ___

1. _______________________________________________________________________________________ 2. ____________________________________________________________________________________ 3. ___________________________________________________________________________________

( ( ( ( (

) ) ) ) )

outPUT

LESSON

“N e t w o r k i n g ”

ObjectIVEs

Now I can:

• Talk about social and business networks. • Use causative verbs correctly.

Grammar Practice:

Complete the sentences, using the appropriate causative verb (have, get, let, make) and the correct form of one of the verbs from the list below: look / fix / call / reply / buy / stay / clean up / confirm / chat / eat 1. Instead of buying a new bicycle, why don’t you __________ your old one __________? 2. My mom always __________ me __________ my room on Saturdays. 3. Our little girl wants us to __________ her __________ overnight at her friend’s place. 4. Mr. Levine __________ his secretary __________ Ms. Jackson and __________ their meeting. 5. No matter what I do, I can never __________ Sam __________ his vegetables. 6. His parents won’t __________ him __________ with his friends on Facebook. 7. The car is making funny noises. I’ll __________ the mechanic __________ at it. 8. I don’t know how, but that saleswoman __________ me __________ this useless encyclopedia.

I ntegrated Skills: Writing: A. Guided Practice: Write a sentence using each of these words. 1. Background 2. Password 3. Network 4. Profile 5. Like-minded 6. Discernible 7. Forward 8. Sign in

9. Reply 10. Patterns

35 B. Autonomous Practice:

Write a paragraph about your social lifestyle. Include what you do on your spare time, who you keep in your closest circle, and/or if you belong to any online or faceto-face social or business networks.

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

Ask Me! Do you or have you belonged to any online dating clubs? How do you socialize mostly, online or face-to-face? Are you a frequent social networks user? Do you use the networks mostly for leisure or for business purposes? Would you go out with someone you met online? Have you ever been on a blind date?

B. Autonomous Practice: Group work: Describe the pictures. Divide the class into groups of 3 or 4. Students should discuss the meaning of the images. How do they relate to communication and socialization? Compare their answers.

Listening: Write a summary of the passage. _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________ _________________________________________________________________________________

Laugh and Learn

Review & Practice Sounds Great:

The ‘ch’ combination is sometimes pronounced like /k/ in certain words. Consider the following examples: Technology Chemistry

Architect Mechanic

Character Orchestra

Stomachache Echo

Grammar Practice: Unscramble the sentences. 1. Satellite are used ____________ Earth and space. a) for observe b) to observing

c) for observing

2. In the future people ______________ take affordable trips to outer space a) will be able to b) will be able c) will be able for 3. In the next 50 years humans ____________ on Mars. a) have landed b) will have land c) will have landed 4. _____ I use your smartphone to log in to my facebook account, please? a) Must b) Might c) May 5. She stopped __________ her English course because she couldn’t afford it anymore. a) to attend b) attended c) attending 6. He ____________ on his smartphone and driving when the accident suddenly happened. a) have been texting b) has been texting c) had been texting

Vocabulary: Match the synonyms. 1. Keep in touch ( 2. Once in a blue moon ( 3. UFO ( 4. Spaced out ( 5. Out of this world ( 6. Déjà vu ( 7. That’s spooky ( 8. IQ ( 9. Lone wolf ( 10. Throw to the wolves (

) ) ) ) ) ) ) ) ) )

a. Very rarely b. A feeling of having already experienced a present situation c. Scary, creepy d. Someone who prefers to act alone e. Flying saucer f. To sacrifice someone to save the rest g. Intelligence Quotient h. Not concentrated or focused, disoriented i. Maintain communications with someone j. Extraordinary, wonderful, fantastic

I ntegrated Skills: Writing: A. Guided Practice: Complete sentences with your own ideas using the words below. 1. Keep in touch 2. Once in blue moon

3. Spaced Out 4. Out of this world

5. That’s spooky! 6. In no time! 7. Throw to the wolves 8. Like-minded 9. Piggy bank 10. Stubborn

B. Autonomous Practice:

Choose one of the topics in the box to write about: Modern technology / A myth, legend or unsolved mystery / A famous and extraordinary person / Mother Nature or wild animals

Speaking: Guess it! A. Guided Practice: Make up small groups. By turns, a volunteer from each group comes up and describe the five words provided in a lapse of 90 seconds. The rest of the group must guess as many words as possible. The student must only speak in English but may mime or produce sounds to be understood. Smartphone Planets Piggy bank Wings To Chat

Like-minded Drought Dèja vú GPS Sci-Fi

Wireless Once in a blue moon Outer space 3D Light speed

Throw to the wolves Spaced out UFO To Sink That’s spooky

Network In no time! Shooting star Keep in touch IQ

B. Autonomous Practice: Choose three topics to speak about to the class for two minutes. Try to use as much of what you’ve learned in the lessons as seems natural and proper. • Technology (gadgets and devices) • Unsolved mysteries • Networks (Social or business) • Wild Animals • Nature (natural disasters)

Reading Comprehension: “Technology in the 21st Century” Science and technology have come a long way since the beginning of mankind as we know it. Extraordinary minds both past and present have paved the way for new inventions with their theories, research and findings. The modern world that we live in is literally made up technological discoveries and inventions. The 21st Century has presented us with some of the most thrilling inventions and advances in the fields of communications, transportation, robotics and nanotechnology, just to mention a few. Take the iPhone for instance - one of the most popular gadgets of the present century, which brought the term “smartphone” to a new level. The first model was presented in 2007. Today the iPhone can be used to make videos and pictures, listen to music, watch clips and more.

In the field of transportation, although electrical cars and hybrids seem to be the short-term norm, they will find considerable competition coming from hydrogen powered cars, which could completely change the statistics of pollution in our planet. These cars have the ability to use hydrogen in the combustion chamber instead of gasoline and leave just a puff of water vapour. On the other hand, the way we travel by aircraft has completely changed in this century, mainly due to the prime development in the area of hypersonic transportation. Now we have planes and a train that travels very much equal to the speed of sound. Robotics is something that modern day scientists of the 21st Century have been working alone for long. According to the very latest results in various experiments, it has been proved that robots can be efficiently used in certain tasks that were previously done by men. This can have a great impact in areas such as the military and the manufacturing industry. Nanotechnology is arguably the most fascinating advent in the field of technology. The subject deals with extremely small microscopic particles that could be injected into the system in order to repair human organs. This feat is still far away from becoming a reality but the prospects are great, particularly in Medicine. Next time you look around try to discover the technology behind everything and get amazed at how fast it advances and how much it affects our lives. Mark True (T) or False (F) according to the text: 1. Science and technology have always been present in the life of man. ( 2. Electrical cars and hybrids are not the tendency in modern transportation. ( 3. The military can be greatly affected by robotics. (

) ) )

What words or expressions from the text mean...? To have accomplished much, to have advanced much:_________________________ The arrival of a notable person or thing: _________________________________________ An act of skill and imagination; an achievement: _______________________________

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

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

Assessment Criteria Performance Understands and uses appropriate vocabulary to talk about: • Technology and devices • Space talk • Planets, stars and galaxies • Myths and unsolved mysteries • Extraordinary minds • Life in the wild / Wild animals • Natural phenomena • Networking Understands general ideas and details from written texts about the topics given. Understands and responds appropriately to questions in the reading exercises. Understands and responds appropriately to questions in the listening exercises.

Product Writes 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.

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 the classroom. Practices outside of class, which is evident by the increase of confidence, accuracy in grammar use 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: Jairo Olmedo Manchola Rueda. 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.