3º GRADE high school: UNIT 1 “Count on me”.

FIRST SEMESTER

Supporting material used in classes.

School: Niños Cantores de Viña del Mar.

Handout “Asking for and giving advice”: used in class nº 4, 5 and 6.

Asking for and Giving Advice.

You give someone a suggestion when

they don't know what to do.
You give a piece of advice to help
ADVISE is the verb (Ex: She advises me people do something better.
where to study English).

ADVICE is the noun. (Ex. I asked him some

advice.

Advice is an uncountable noun. This means

that we can't say an advice. Instead, we
say some advice or a piece of advice.

There are many ways of giving advice and make suggestion in English. Here are some of the
more common expressions.

Speaking tip

Many people don't like getting advice if they haven't asked for it! To avoid giving the wrong
impression, you can try some of these expressions:

"You could always…"

"Have you considered…"

"Perhaps we could…"

"Do you think it's a good idea to…?”

 Structure Example

"You should try to practise English".

should
"You shouldn't translate too much”.

"Why don't you join an English club?"

Why don't you

Ought to "You ought to read more."

If I were you, I
"If I were you, I'd watch more television."
would…

*All these expressions are followed by a verb, without to. For example:

"He should visit the Eiffel Tower." (Not "he should to visit the Eiffel Tower.")

Suggest and Recommend

Structure Example

Verb + ing
"I suggest visiting the Eiffel Tower."

That + a verb without
to: "I suggest that you visit the Eiffel Tower."

Noun
"I recommend the lasagne."

"I advise you to buy a good dictionary."

Advise

advice "Let me give you some advice."

"She gave me a very useful piece of advice: to
buy a good dictionary."
Script of a listening conversation (exercise related with giving advice): used in class nº 6.
 A - Hi Allison, how are you doing?

B - I’m doing well. And you?

A - Uh, so so. Not well really.

B - Why? What’s the matter?

A - Oh, come on! You know what my problem is!

B - Sure, let me guess. It’s about your ex, right? I told you that
____________________________ too much. Didn’t I?

A - Yeah, I know. But __________________________ again…. Maybe I ______________, in

fact I did It. I mean I talked to him on Saturday…

B - And…? What happened!

A - Nothing. ______________________________________ twice or 3 times a month. But he

didn’t accept.

B - ______________________________________ of him and just relax! You

_________________ _____________ more time on you…

A - Do you _______________________________ to be alone, I mean single?

B – Sure! If_____________________, I_______________________ to meet other guys. I

_______________________ for example. You _________________________ find something to
do. That’s what friends are for.

A- You’re right! I don’t need a selfish guy as a boyfriend. In fact I don’t have time to have a
boyfriend, but I would have a lot of friends, ahahaha.

B - Hey! Why ________________________ somewhere today? You need to relax!

A - I love that idea! In fact, we’re going right now…

B - But where are we going?

A – Uh… I _________________________________.

B - Which one?

A – You ________________________ and don’t ask too much! Ok?

B - But…
A – Oh, come on!

Diagram for encourage students to do their creative works on object pronouns: used in class nº 7.
Listening test on giving advice: used in class nº 8.
 TEST: “asking for and giving advice”

Name: ________________________ Grade: ________________ Date: ________________.

I. Give a title to the conversation: ___________________________________________________

________________________________________________________________________ (1point).

II. Mark the correct answer, according to the information that you listen (2 points each):

1) I told you that ____________________________ too much. Didn’t I?

A- I shouldn’t think of him. B- You shouldn’t talk of him. C- You shouldn’t think of him.

2) But __________________________ again….

A- Perhaps we could get together. B- Perhaps we won’t see. C- Perhaps he wants to get together.

3) Maybe I ________________________________________________.
A- Have to talk to him. B- Need to talk to him. C- Should talk to him.

4) Nothing. ______________________________________twice or 3 times a month.

A- He advised me to see each other. B- I advised him to see each other. C- I advised you to see
each other.

5) ______________________________________ of him and just relax!

A- What don’t you stop thinking? B- Why don’t you stop thinking. C- Why don’t you stop calling.

6) You ______________________________ more time on you…

A- Ought to spend. B- Should to spend. C- Have to spend.

7) do you _______________________________ to be alone, I mean single?

A- Have a good idea. B- Believe it’s a good idea. C- Think it’s a good idea.

8) Sure! If_____________________,
A- You were me. B- You were you C- I were you.

9) I_______________________ to meet other guys.

A- Will take this time. B- Would take this time. C- Won’t take this time.

10) I _______________________ for example.

A- Suggest going clubbing. B- Suggest to go clubbing C- suggest going dancing.

11) You _________________________ find something to do.

A- Could always. B- Can always. C- Have always.

12) Hey! Why ________________________ somewhere today?

A- Don’t you have. B- Don’t we go out. C- Won’t we go out.

13) Uh… I _________________________________.

A- Suggest the new club. B- Recommend the new club. C- Prefer the new club.

14) You ________________________ and don’t ask too much! Ok?

A- Don’t to join me. B- Ought to give me. C- Ought to join me.
III. Read the statements and decide if they are true (T) or false (F) (2 points each):

1) ________ the conversation is between a woman and her boyfriend.

2) ________ the speaker “A” is doing well.
3) ________ Allison advised her friend to stop thinking on her boyfriend.
4) ________ Speaker “A” is thinking on the possibility to get together with her boyfriend again.
5) ________ Speaker “A” met with her boyfriend on Saturday.
6) ________ Speaker “B” considers that her friend need more time to herself.
7) ________ Speaker “A” doesn’t have time to go clubbing.
8) ________ Speaker “A” really likes the idea of going out somewhere.
9) ________ Allison wants to know where they are going.
10) ________ the two friends are planning to go out on Saturday.

IV. Read the following situation and give a piece of advice to help that person. There is an
example at the beginning (5 points).

“Hi, my name is Sandra. I’m in a pop band and next Saturday we are having a very important
concert. The problem is that the same day it’s my little sister graduation. I’m very confused because
both, my family and my band are important for me. If I don’t go to my little sister’s graduation she
is going to get annoyed with me; but if I don’t play with my band on Saturday the concert will be a
mess. What can I do?”

Example: Sandra. I think you should go to your little sister’s graduation, because it occurs just once
in life. There are going to be lots of concerts with your band, haven’t you considered that? In fact, if
I were you I would talk to the band and explain them the situation. You could always find someone
to replace you as a musician, but not as a sister, don’t you think so?

Now it’s your turn!: _______________________________________________________________

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
_______________________________________________________________________________.

GOOD LUCK!!

Worksheet on giving advice: used in class nº 9.

Cards on giving advice: used in class nº 9.
Worksheet Reported Speech: used in class nº 10.
Script Song: “With a little help from my friend”: used in class nº 12.

WITH A LITTLE HELP FROM MY FRIEND (JOE COCKER)

What would you do if I sang out of tune,

Would you stand up and walk out on me?
Lend me your ears and I'll sing you a song
And I'll try not to sing out of key.

Oh, I get by with a little help from my friends

Mm, I get high with a little help from my friends
Mm, gonna try with a little help from my friends

What do I do when my love is away

(Does it worry you to be alone?)
How do I feel by the end of the day,
(Are you sad because you're on your own?)

No, I get by with a little help from my friends

Mm, I get high with a little help from my friends
Mm, gonna try with a little help from my friends

Do you need anybody

I need somebody to love
Could it be anybody
I want somebody to love.

Would you believe in a love at first sight

Yes, I'm certain that it happens all the time
What do you see when you turn out the light
I can't tell you but I know it's mine,

Oh, I get by with a little help from my friends

Mm, I get high with a little help from my friends
Mm, gonna try with a little help from my friends

Do you need anybody

I just need someone to love
Could it be anybody
I want somebody to love.

Oh, I get by with a little help from my friends

with a little help from my friends.
Handout Reported speech: used in class nº 13 and 14.
Handout reporting verbs: used in class nº 14.

Worksheet Reported speech (comic): used in class nº 14:

 3º GRADE high school: UNIT 2 “What do you think?”

FIRST SEMESTER

Supporting material used in classes.

School: Niños Cantores de Viña del Mar.

Handout “what is an outline?”: used in class nº 17.

 WRITING AN OUTLINE FOR THE DEBATE.

What is an Outline?
An outline is a formal system used to think about and organize your paper. For example, you can
use it to see whether your ideas connect to each other, what order of ideas works best, or whether
you have sufficient evidence to support each of your points. There are two kinds of outlines: the
topic outline and the sentence outline:

• The topic outline: consists of short phrases. It is particularly useful when you are dealing with a
number of different issues that could be arranged in a variety of ways in your paper.

• The sentence outline: is done in full sentences. It is normally used when your paper focuses on
complex details.

This helps both you and anyone who reads your outline to follow your organization easily. This is
the kind of outline most commonly used for classroom papers and speeches. There is no rule for
which type of outline is best. Choose the one that you think works best for your paper.

Make the Outline

1. Identify the topic: The topic of your paper is important. Try to sum up the point of your paper in
one sentence or phrase. This will help your paper stay focused on the main point.

2. Identify the main categories: What main points will you cover? The introduction usually
introduces all of your main points, and then the rest of paper can be spent developing those points.

3. Create the first category: What is the first point you want to cover? If the paper centers on a
complicated term, a definition is often a good place to start. For a paper about a particular theory,
giving the general background on the theory can be a good place to begin.

4. Create subcategories: After you have the main point, create points under it that provide support
for the main point. The number of categories that you use depends on the amount of information
that you are going to cover; there is no right or wrong number to use.

* By convention, each category consists of a minimum of two entries.

Keep Your Outline Flexible

Although the format of an outline is rigid, it shouldn't make you inflexible about how to write your
paper. Often when you start writing, especially about a subject that you don't know well, the paper
takes new directions or includes new sections. If so, then feel free to change the outline-just as you
would make corrections on a crude map as you become more familiar with the terrain you are
exploring. Major reorganizations are not uncommon; your outline will help you stay organized and
focused.
However, when your paper diverges from your outline, it can also mean that you have lost your
focus, and hence the structure of your paper. A good way to check yourself is to use the paper to
recreate the outline. This is extremely useful for checking the organization of the paper.
If the resulting outline says what you want it to say in an order that is easy to follow, the
organization of your paper has been successful. Your outline can help you with this, because the
problems in the outline will show you where the paper has become disorganized.

Example of an outline

Topic: The divorce Argument: against. Title: “Negative Effects of Divorce on

Adolescents”

I. (Thesis) when family conflicts arise as a result of divorce, adolescents suffer:

A. During the first year, these young people may be depressed due to conflicts between the
custodial and non-custodial parents.
B. Grandparents, aunts, and uncles are often restricted by visitation provisions.
C. Almost without exception, adolescents find divorce very painful, but they react in differing
degrees depending on their age.

II. Some of the most negative effects on adolescents may be associated with economic problems:

A. The family will most probably experience a lower standard of living due to the cost of
maintaining two households.
B. Some female custodial parents have poor job skills and must train before entering the job
market.
C. The lower standard of living may result in misunderstanding and conflicts within the family.
D. The decreased standard of living, particularly for an untrained female custodial parent, often
causes relocation.
 The family may have to move to a poorer neighbourhood in order to cut costs.
 As a result, the adolescent may have to attend a different school.

III. Adolescents from divorced families often experience peer problems.

A. Due to relocation and prejudice, adolescents may lose friends.

B. The lack of a solid relationship with both parents affects an adolescent's attitude toward the
opposite sex.

Notes:
- The thesis is stated in the first section, which is the introduction.

- The body follows the introduction, and breaks down the points the author wishes to make. Note
that some section have subdivisions, others do not, depending on the demands of the paper. Some
may only have three major sections, others more than the five given here.

- Your conclusion should restate your thesis, and never introduce new material.

Handout (information about each topic for the debates): used in class nº 17 and 19.
ARGUMENTS FOR AND AGAINST THE LEGALIZATION OF MARIJUANA

Heard of the "War on Drugs"?

It refers to governmental programs intended to suppress the consumption of certain recreational

drugs. First used by US President, Richard Nixon, in 1972 to describe US’s programs, equivalent
terms are now used in many countries.

The War on Drugs utilizes several techniques to achieve its goal of eliminating recreational drug
use: specialized law enforcement agencies, officers and techniques information campaigns to
educate the public on the dangers of recreational drug use critics often cite these campaigns as a
primary reason to end the War on Drugs; they claim the campaigns are frequently misleading or
outright lying streamlined enforcement and evidence-gathering procedures

Marijuana is a drug included in the “war”. Drugs deemed socially, religiously, medically or
politically unfit for recreational use are frequently banned. The legal position of marijuana alters
throughout the world, reflecting how Governments wage their “war”. From a blanket prohibition
suppressing all use, to permitting certain amounts for personal use, the legalization of marijuana
fights different fights in different countries. However arguments FOR and AGAINST the
legalization of marijuana remain the same.

FOR:

Prohibition must be weighed against the loss of personal freedom. Countries have a responsibility
to respect individual free will and the right of self-determination.
The immorality of marijuana use can only be based on one set of moral beliefs. For example, it is
discriminatory to claim that Judeo-Christian abstinence from intoxication is the correct set of moral
beliefs.
The War on Drugs serves the immediate interests of politicians. By taking a "moral" stand against
recreational drugs, or fighting the evils caused by the illegal drug trade they increase their
popularity amongst constituents.
Legal prohibition does not stop consumers from consuming drugs; it does not stop Traficant from
producing and selling it. The price of the final product increases to abnormally high values because
of the black market status, which together with the powerful effects of drug addiction causes users
to commit crimes in order to fund their addiction.

Critics of the War on Drugs advocate the partial or complete decriminalization of illegal drugs,
combined with a system of regulation, as happens with alcohol and prescription drugs. By providing
legal supplies of currently illegal drugs the price will fall, leading to a collapse in the illegal drug
industry, and a reduction in crimes committed by both drug suppliers and users. They also argue
that the reduction in the price will lead to little, if any, growth in drug addiction, due to the
inelasticity of demand. Some even state that in a strictly regulated market, drug use may fall overall,
by removing the marketing activities of the illegal drug industry.

It is not worthwhile for a law to forbid people from willingly exposing their own bodies to harm by
using drugs, any more than by overeating or bungee-jumping. Obesity is a national epidemic,
killing millions every year, but the government has no right to regulate how much citizens eat.

Drug users exercise free will when they chose to use drugs; a person has the right to give up his or
her own freedom. A Government does not have the right to dictate them. No drug eliminates free
will. It is possible to quit using any drug. Many banned drugs are significantly less deleterious to
free will than legal alcohol or tobacco. Severe physiological addiction has been demonstrated for
tobacco (stronger than cocaine), but no strong physiological addiction has been shown for
marijuana.

 Legalize marijuana and reduce health care costs by reducing the probability of overdoses and
accidental ingestion of an unintended drug through standardization of drug purity by state-
sponsored production and sale.
 There is no clear and obvious third party harm. Such examples are caused by related activities
that can be illegal without blanket prohibition. For example, driving while intoxicated is illegal,
while drinking alcohol without driving is not.
 Harm caused to children by their parents' excessive drug use is criminal insofar as it constitutes
child neglect; drug-specific laws are unneeded.
 If drugs were legalized, the companies that manufacture and market them would be sued, such
as cigarette companies have been exposed to lawsuits. Legalization of drugs would work to
increase liability on producers forcing health standards.
 Legalization would allow greater regulation. Cigarettes come with warnings. Alcoholic
beverages are clearly marked with the amount of alcohol. Currently legal drugs contain a listing
of all active and inactive ingredients. Illegal drugs could be sold legally with ingredients lists,
warnings and purity levels clearly marked.
 Recreational drug has no clear and obvious harmful effect on anyone besides the user (who
chooses to accept those risks). The War on Drugs, on the other hand, places non-users' friends
and loved ones in jail. The War on Drugs does have clear and obvious harmful effects on third
parties.

Countries who have experimented with legalization have had positive results.

AGAINST:

A State cannot be involved with the distribution of substances considered immoral by relevant lots
of the population. A substance considered unhealthy cannot be produced and distributed with the
help of the state, because the goal of the state is to protect citizens' health and not to expose them to
risk.

The easy availability of drugs would create new consumers rather than rescuing current ones.

Drugs are addictive. They rob the user of free will. A drug user cannot make an informed and
rational decision to continue using drugs because the use of the drug eliminates that user's ability to
think logically. Nor can they disseminate themselves from drug taking.

Drug use is dangerous to persons besides the user, in the rise of health care costs, violence
associated with the use of drugs, neglect of children by drug-addicted parents, and other third party
effects.

The use of soft drugs, such as marijuana, leads to the use of hard drugs (the Gateway Theory).
Drug dealers will sell to anyone, including children. Merchants who legally sell alcohol and tobacco
are not allowed to sell to children. Many high school students report that it is easier to obtain illegal
drugs than alcohol and tobacco.

Legalizing drugs will send a message to children that drug use is acceptable.
Ten Arguments For Abortion and Against Abortion
Abortion Pros and Cons, and Main Points of the Debate
Though the points that can be made in opposition to and in support of abortion are many, here are
ten that represent a range of topics as seen from both sides.

Pro-Life

 Since life begins at conception, abortion is akin to murder as it is the act of taking human life.
Abortion is in direct defiance of the commonly accepted idea of the sanctity of human life

 No civilized society permits one human to intentionally harm or take the life of another human
without punishment, and abortion is no different.

 Adoption is a viable alternative to abortion and accomplishes the same result. And with 1.5
million American families wanting to adopt a child, there is no such thing as an unwanted child.

 An abortion can result in medical complications later in life; the risk of ectopic pregnancies
doubles, and the chance of a miscarriage and pelvic inflammatory disease also increases.

 In the instance of rape and incest, proper medical care can ensure that a woman will not get
pregnant. Abortion punishes the unborn child who committed no crime; instead, it is the
perpetrator who should be punished.

 Abortion should not be used as another form of contraception.

 For women who demand complete control of their body, control should include preventing the
risk of unwanted pregnancy through the responsible use of contraception or, if that is not
possible, through abstinence.

 Many Americans who pay taxes are opposed to abortion, therefore it's morally wrong to use tax
dollars to fund abortion.

 Those who choose abortions are often minors or young women with insufficient life experience
to understand fully what they are doing. Many have lifelong regrets afterwards.
 Abortion frequently causes intense psychological pain and stress.

Pro-Choice

 Nearly all abortions take place in the first trimester, when a fetus cannot exist independent of
the mother. As it is attached by the placenta and umbilical cord, its health is dependent on her
health, and cannot be regarded as a separate entity as it cannot exist outside her womb.

 The concept of personhood is different from the concept of human life. Human life occurs at
conception, but fertilized eggs used for in vitro fertilization are also human lives and those not
implanted are routinely thrown away. Is this murder, and if not, then how is abortion murder?

 Adoption is not an alternative to abortion, because it remains the woman's choice whether or not
to give her child up for adoption. Statistics show that very few women who give birth choose to
give up their babies - less than 3% of white unmarried women and less than 2% of black
unmarried women.
 Abortion is a safe medical procedure. The vast majority of women - 88% - who have an
abortion do so in their first trimester. Medical abortions have less than 0.5% risk of serious
 complications and do not affect a woman's health or future ability to become pregnant or give
birth.

 In the case of rape or incest, forcing a woman made pregnant by this violent act would cause
further psychological harm to the victim. Often a woman is too afraid to speak up or is unaware
she is pregnant, thus the morning after pill is ineffective in these situations.

 Abortion is not used as a form of contraception. Pregnancy can occur even with responsible
contraceptive use. Only 8% of women who have abortions do not use any form of birth control,
and that is due more to individual carelessness than to the availability of abortion.

 The ability of a woman to have control of her body is critical to civil rights. Take away her
reproductive choice and you step onto a slippery slope. If the government can force a woman to
continue a pregnancy, what about forcing a woman to use contraception or undergo
sterilization?

 Taxpayer dollars are used to enable poor women to access the same medical services as rich
women, and abortion is one of these services. Funding abortion is no different from funding a
war in the Mideast. For those who are opposed, the place to express outrage is in the voting
booth.

 Teenagers who become mothers have grim prospects for the future. They are much more likely
to leave of school; receive inadequate prenatal care; rely on public assistance to raise a child;
develop health problems; or end up divorced.

 Like any other difficult situation, abortion creates stress. Yet the American Psychological
Association found that stress was greatest prior to an abortion, and that there was no evidence of
post-abortion syndrome.

Same-sex marriages (SSM), civil unions & domestic partnerships

Three quotes:
 "Marriage between one man and one woman is critical to maintaining social stability.
Society as a whole pays a high price when marriage is devalued. You see divorce; you see single-
parenting; you see a rise in out-of-wedlock pregnancies." Shari Rendall, director of legislation and
policy for Concerned Women for America. 3
"An unjust law is (one that a) majority group compels a minority group to obey but does not
make binding on itself. ... "Lamentably, it is an historical fact that privileged groups seldom give up
there privileges voluntarily." Martin Luther King, Jr. in a letter from a Birmingham jail.

"A loving man and woman in a committed relationship can marry. Dogs, no matter what
their relationship, are not allowed to marry. How should society treat gays and lesbians in
committed relationships? As dogs or as humans?" Anonymous posting to an Internet mailing list.

Background:
For some years, same-sex marriage (SSM) has been near or at the top of any list of leading
religious/secular/political controversies in North America. It is complex, divisive, and not readily
amenable to compromise. After all, U.S. states either allow SSM or ban it.

Any change or threat of change, to the culture is distressing to many people. But a change to the
structure of the fundamental building block of society -- the family -- can be particularly upsetting.
Also, a change related to human sexuality can be profoundly disorienting.

Arguments for SSM Arguments against SSM

Religious freedom: For most Americans,
Dignity & respect: "The institution of marriage
marriage is a religious sacrament or ceremony. If
conveys dignity and respect towards a couple
the definition of marriage is changed to allow
that make a lifetime commitment to support each
SSM, some religious individuals and groups feel
other. "Same-sex couples deserve this dignity
that they will become at risk of having to violate
and respect."
their beliefs by being forced to marry same-sex
 
couples.
Equal rights: Denying marriage to same-sex Children benefit: Many religiously conservative
couples removes from one group a fundamental, researchers have found that children thrive best
important human right -- the right to marry the when reared in a home with a married mother and
person that one loves and to whom one has made father. Boys and girls have needs that are
a commitment. That is unfair and unjust in a uniquely met by parents of the opposite gender.
democracy.  
Financial & security: Denying one group the
Teaching about SSM: The role of marriage in
right to marry has many adverse emotional and
society is a major topic taught in public schools.
financial consequences. Examples are Social
If SSM is legalized, schools would be required to
Security, Medicare, medical leave, and other
teach that same-sex marriage is equivalent to
benefits; property inheritance; the right to visit
opposite-sex marriage, starting as early as
their spouse in hospital, and make medical
Kindergarten. That would violate the beliefs of
decisions if they are incapacitated; security of the
many parents.
couple and of their children.