ENGLISH II

Unit 5: challenges

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

• Learning outcome:
• Students will be able to use collocations about challenges and
discuss about the past using past simple and past continuous.
They will also talk about abilities using adjectives and too and
enough.

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

 BIBLIOGRAPHY

• [1] Johannsen, K. & Tarver Chase, R. (2020). World English 2

(Tercera). United States of America: National Geographic
Learning - Cengage Learning.

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

A. TALK ABOUT FACING CHALLENGES

What is she doing? How do you think she feels?

https://www.youtube.com/watch?v=UT3Ic6j0vGw

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

 CHALLENGE
something difficult that tests your ability

physical challenge mental challenge

Give examples Give examples

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

Read about two people’s challenges. Answer the questions below.

1. How did the person prepare for the physical challenge?

2. What did the person do to face the mental challenge?

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

 Write each word in blue next to the correct meaning

1. ______________a
goal target you hope to reach
2. ______________something
challenge new or different that requires effort
3. ______________introduces
although a statement with a contrast
4. ______________to
achieve succeed in making something happen
significant
5. ______________large enough to be important
progress
6. ______________improvement over time
7. ______________something
result that happens because of something else
8. ______________to
seem give an impression or appear a certain way
deal with
9. ______________to manage or handle a situation well
convince
10. ______________to persuade someone to do something

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

 MORE WORDS: COLLOCATIONS

WORD FOCUS
To face a challenge means
to decide to
do something new and set a goal / achieve a goal
difficult. significant change / improvement / progress
To make progress means to deal with a problem.
improve or get nearer to a
goal
over time.

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

Complete the sentences with the words in the box

challenges
progress
goals

Although
achieve
deal with
results
significant

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

WORK IN PAIRS
Talk about some relevant past achievements. Ask follow-up questions
if possible.

For example:

A: I finally got my driver’s license!

B: Really? When did you get it?
A: It was last year.

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

to talk about completed actions or situations

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

 Now look at the following sentence:

He was having a shower.

PRESENT FUTURE

The phone rang.

Which activity happened first?

He was having a shower when the phone rang.

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

To talk about an action that was in progress at a specific time in the
past

• What were you doing yesterday at 8 o’clock?

I was preparing breakfast.
• Were you working yesterday at 10pm?
No, I was watching TV at home.

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

 AFFIRMATIVE INTERROGATIVE NEGATIVE

was not
I was Was I I
wasn’t

playing You
You you
playing? We playing
We were Were we were not
They they They weren’t

He he He
She was Was she She was not
It it It wasn’t
 use the past simple with the past continuous to talk about a
past event that interrupted something already in progress

PAST SIMPLE
I was washing the dishes WHEN the phone rang.

(WHEN the phone rang, I was washing the dishes.)

use a comma after a time clause

PAST when it begins a sentence.
CONTINUOUS

WHILE I was washing the dishes, the phone rang.

(The phone rang WHILE I was washing the dishes.)

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

 when
When
while

when
While
when
while

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

Complete the sentence with the simple past or the past continuous tense.
1. I was walking
______________ (walk) home when
it ______________
started (start) to rain.
2. He_______________(play)
was playing tennis when
he _____________(hurt)
hurt his knee.
was sleeping
3. Everyone_____________(sleep) came
when he_________(come)
home.
4. They_____________(watch)
were watching a movie when they
___________
heard (hear) the noise.
5. While was singing
Annie________________(sing), he
covered (cover) his ears.
_________
What were you doing yesterday …?

• In the morning
• At midday
• After lunch
• In the evening

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

 What has been your biggest challenge?

Tell a partner about a challenge you have faced in your life.

1. What was happening in your life at that time?

2. What did you do? Do you think you dealt with the challenge
well?

That’s awful! What

My father lost his job
did you and your
last year while I was
family do?
studying for exams.

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

B. DESCRIBE PAST ACCOMPLISHMENTS
Look at the photo:

Why do we need to protect some animals?

WORD FOCUS
If an animal is
endangered, its
population is so small
that it might die out.
An animal is extinct
when none of its kind is
alive.

Give examples of endangered animals

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

 Describe Past Accomplishments

1. Write notes about something you achieved (you WORD FOCUS

learned to play a musical instrument) and how you To achieve a goal
means to succeed in
achieved it. doing something you
2. Tell a partner about your accomplishment. Give details hoped to do.
about how you did it and how you felt. An accomplishment
is something special
that you achieve.

To learn how to play the

piano, I practiced three
hours everyday and now I
play the violin pretty well.

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

C. USE TOO AND ENOUGH TO TALK ABOUT ABILITIES

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

Do you remember the challenges you talked about before?

• What abilities did you need to face these challenges?

For example:
You won a race
You were fast enough to win the race.

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

Look at the photo and answer the questions:

How old is he? Where is he?

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

 Read the text and answer the question.

What challenges did Subaru face?

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

 What’s a phrasal verb?

VERB
PHRASAL VERB
PREPOSITION
(It has a different meaning from the verb by itself.)

• I grew up in Trujillo.
• Learning English is hard, but don’t give up!

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

 Match each phrasal verb in blue with its meaning.

Subaru Takahashi was only 14 years old when he set out on an amazing adventure. His goal
was to sail from Tokyo to San Francisco—alone. Subaru grew up near the sea and loved sailing.
His parents thought he was old enough to sail alone, and they helped him buy a boat. He left on
July 22. At first, the trip was easy. Then, after three weeks, his batteries broke down, so he didn’t
have any lights. He had to watch out for big ships at night, because it was too dark to see his
boat. Five days later, his radio stopped working. Subaru was really alone then, but he didn’t give
up. His progress was very slow, but he kept on sailing. He almost ran out of food, and he was not
fast enough to catch fish. He put up with hot sun and strong wind. On September 13, Subaru
sailed into San Francisco. He was the youngest person ever to sail alone across the Pacific
Ocean.
d
f
e
b
g
c
a
h
ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.
Complete the sentences with the correct phrasal verb. You don’t need to use one phrasal
verbs
ran out of broke down puts up with grew up
keeps on watch out give up set out
puts up with his younger brother's bad behavior.
1. Steven _____________
watch out
2. In the summer you need to ________________ for mosquitoes.
give up
3. During the race Amina was really tired, but she refused to _______________.
4. On the trip to the beach they _________________
ran out of gas.
5. The teacher _____________________
keeps on telling the students to speak English
outside of class.
grew up
6. We ____________________ in China and moved to Australia two years ago.
7. When I retire I’d like to_______________on
set out a long journey around the world.

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

WORK IN PAIRS
• On a piece of paper write sentences
with the phrasal verbs: set out, grow
up, break down, watch out, give up,
keep on, run out of, put up with
• Upload your sentences in TAREAS
(CANVAS)

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

Read the question and look at the picture
Can the boy drive a car?

He is too young to drive a car.

He is not old enough to drive a car.
(Too young and not old enough both mean the same thing)

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

Can you buy a Lamborghini?
$500,000

It is too expensive to buy.

It is not cheap enough to buy.

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

Can he play basketball?

He is tall enough to play basketball.

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

 Enough, Not Enough, Too + Adjective
• The boat was too dark. • The boat was not • The boat was bright
• Tony is too young to bright enough. enough.
travel alone. • Tony is not old • Tony is old enough to
• His progress was too enough to travel travel alone.
slow. alone. • His progress was fast
• His progress was not enough.

TOO + ADJECTIVE fast enough.

(excess or more than
wanted or needed) (sufficient)
(insufficient)

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

 Grammar Practice: Enough, Not Enough, Too + Adjective

• WORK IN PAIRS. Ask and answer questions about the following things:

run 10 km-play chess-buy a house-play with toy cars-climb mountains-read a book of 500
pages

• Use enough, not enough, too + adjective in your answers

No, I’m too old to run Can you run 10

10 km. / Yes, I’m fit km?
enough to run 10 km.

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

D. DISCUSS STEPS TOWARD A GOAL

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

DISCUSS IN PAIRS
Are young people in middle school or high school old enough to do good
things for the environment?

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

 LET’S CHECK SOME WORDS!
1 2 3

4 5 6

booklets garbage empty water bottles

streams straws reusable shopping bags

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

 WORK IN GROUPS

Follow the steps with your group.

1. What problem is everyone in your group concerned about? It might be a
global problem or a local problem in your country or city.
2. What is a realistic goal you might set to try to deal with the problem?
3. What are 3–4 small steps you could take toward achieving your goal? Make
a list.
POSSIBLE TOPICS TO DISCUSS
Endangered languages
Pedestrian safety
Health issues
Endangered animals

Tell the class about the problem you

chose, the goal you set, and the steps
you need to take to achieve it

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

E. DESCRIBE A PERSONAL CHALLENGE

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

Watch the video and answer the questions:

https://www.youtube.com/watch?v=CqKRfZHpYBs
1. Is this activity challenging? Why?
2. Why do you think the artist chose to take on this
challenge? What will he get from it?

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

 1. People face challenges for different reasons,
but there is usually some reward when they
accomplish their goal. What are three or four
challenges in life that cannot be avoided?
For example, it can be a challenge to get
along well with all of our family members
or neighbors.

2. What are the rewards if we face

those challenges? Discuss these
questions in pairs.

3. Tell your partner about two or

three challenges in your life that
you chose for yourself. Why did you
choose to do those things?
reward: something that you receive because you
accomplished something. It can be something physical
like a medal or emotional like feeling good
• Learning outcome:
• Students will be able to develop a paragraph about a challenge
they have faced, including interesting details to engage the reader.

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

WRITING

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

 Do you remember this text?

It started with a lesson at their school about significant people. Two sisters,
Melati and Isabel Wijsen, were only 10 and 12 years old at the time. They
were inspired after learning about people such as Mahatma Gandhi,
Princess Diana, and Nelson Mandela. So they asked themselves: What can
two girls in Bali, Indonesia do to make a difference in the world?

How does the reader make us interested in the topic? At the end
of the paragraph, do you want to read more? Why?

• What specific information is there in the first paragraph of

the article?
• Which significant people did they learn about?
• What did they ask?

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

In pairs, rank the information from 1 (most specific) to 3 (least specific). Discuss your reasons.

3
1. ______children 1
______two-year-old boys 2
______two-year olds
2. _____vehicles
2 1
______airplanes 3
______transportation

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

WRITING

PART 1
Choose one of the challenges you told your partner about in A.
Follow the steps.
1. Write the challenge as one sentence in your notebook.
2. Under the sentence, list key words about what happened.
How did you face the challenge? What happened after that?

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

WRITING

PART 2
Use your sentence and notes from the previous activity write a
complete paragraph about a challenging experience from your own life.
Finish the topic sentence below or write your own. Then, add details
with interesting specific information.

Topic sentence: When I was__________years old, I decided

to________________________________________________
Details: It was a challenge because_____________________
_________________________________________________.

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

Remember to use this graphic organizer when writing a paragraph.
 METACOGNITION

Number Self-reflection
4 I can __________ VERY well.

3 I can __________ pretty well.

2 I still have some questions and I am

unsure sometimes.
1 I have LOTS of questions. I need to
practice everything.

ENGLISH II COORDINATION CAPUÑAY, F - CHICCHÓN, M - LAVALLE, A- VÁSQUEZ, S.

 GRACIAS
THANK YOU

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