Dossier Llengua II

LLENGUA ANGLESA I LA
SEVA DIDÀCTICA II (22117)
ACADEMIC YEAR 2021/2022

COURSE INFORMATION
1. LECTURERS AND VISITING HOURS:

Group 1: Susana María Cortés Pomacóndor (susana.cortes@uib.cat)
Office hours: Wednesdays 10:30-11:30 by appointment (online or on site)
Group 2: Connie Torrente (c.torrente@uib.es)
Office hours: Tuesdays, 18:00-19:00/ or by appointment
Group 3: Rebeca Valiño López (rebeca.valino@uib.es)
Office hours: Thursdays, 11:00-12:00/ or by appointment
Group 4: Xavier Ordinas Ribas (xavier.ordinas@uib.cat)
Office hours: Wednesdays, 17:00-18:00 / or by appointment
2. ASSESSMENT
Reading Use of English Listening Writing Group debate Storybook Edpuzzle
Midterm 7,5% 7,5% 7,5% 15% 10%
Final 7,5% 7,5% 7,5% 15% 15%
Pathway 15% 15% 15% 15% 15% 15% 10%
B
Pathway A
Reading (15%): Students will take two multiple choice Reading exams (midterm and final) each worth 7,5% of the
final mark. The marks will be put together to make a final mark. Students must pass with a minimum grade of
5/10.
Use of English (15%): Students will take two multiple choice Use of English exams (midterm and final), each worth
7,5% of the final mark. The marks will be combined to obtain a final mark. Students must pass with a minimum
grade of 5/10.
Listening (15%): Students will take two multiple choice Listening exams (midterm and final), each worth 7,5% of
the final mark. The marks will be combined to obtain a final mark. Students must pass with a minimum grade of
5/10.
Writing (15%): Students will write an essay for the final exam (to be taken during the last week of class). Students
must pass with a minimum grade of 5/10.
Speaking (discussion) (15%): In groups of 3 students will discuss a topic on education. This will take place during
the last week of class and will be worth 15% of the final mark, with a minimum mark of 5 needed in order to pass
the subject.
Teaching practice (25%): Students will present two lessons, one will be a storybook and the other will be an
Edpuzzle video activity. Students will be assessed on their presentation: speaking (5% - individual), writing (5%)
and appropriateness/relevance (5%) (group, 10%) – The storybook is worth 15% and the Edpuzzle is worth 10%.
Students will work in groups of 3-4. There is no minimum mark for this component but it cannot be retaken in
July. The presentation dates will be decided by the lecturer in advance.
Pathway B
Students will take all the exam components in the official examination period. They will have longer reading and
use of English exams and they will have two listening/writing exams. Please note that there is a minimum mark of
5 for all components except for the teaching practice. This part cannot be retaken in July.
Midterm Exam dates: Pathway A
Reading Use of English Listening 7,5%

7,5% 7,5%
Group 1 6/04/2022 6/04/2022 6/04/2022
Group 2 5/04/2022 5/04/2022 5/04/2022
Group 3 5/04/2022 5/04/2022 5/04/2022
Group 4 7/04/2022 7/04/2022 7/04/2022
Final Exam dates
Reading / Listening / Listening/ Speaking Teaching

Use of English writing I Writing II (Debate) practice
30% 10% 30%
Pathway A&B B B B
Group 1 15/06/2022 15/06/2022 16/06/2022 16/06/2022

09:00 - 10:45 11:00 - 12:00 09:00 - 10:30 10:45- 12:00
Group 2 15/06/2022 15/06/2022 16/06/2022 16/06/2022

16:00 - 17:45 18:00-19:00 16:00-17:30 18:00 – 21:00
Group 3 15/06/2022 15/06/2022 17/06/2022 17/06/2022

12:00 - 13:45 14:00 - 15:00 9:00-10:30 11:00 – 14:00
Group 4 15/06/2022 15/06/2022 17/06/2022 17/06/2022

16:00 – 17:45 18:00 – 19:00 16:00-17:30 18:00 – 21:00
General rules
1. At the beginning of the course students are expected to complete a student agreement form stating
whether they wish to follow Pathway A or Pathway B. Students who choose Pathway A MUST attend 80%
of the classes. If they do not comply with this requisite, they will automatically be moved to Pathway B.
2. Please be punctual for class and please do not leave before the end of the lesson unless you have
previously explained why you are leaving to the teacher.
3. You are expected to do your homework and come to class prepared. If you are not prepared, please do
not come to class.
4. Please do not use your mobile phones in class unless required to do so by the task.
5. Please do not send emails asking for information which can be found in the Aula Digital or that has been
given in class. If you miss a class, please ask your classmates for information on what you missed. If you
do need to contact a teacher, please send an email with your name, the subject and your groupnumber.
Dates for further assessment activities:
Storybook
Submission Presentation in class
(pathway A & B) (pathway A)
Group 1 13/04/2022 25/04/2022
Group 2 13/04/2022 27/04/2022
4/05/2022
Group 3 13/04/2022 25/04/2022
2/05/2022
Group 4 13/04/2022 27/04/2022
4/05/2022
Edpuzzle
Submission
(pathway A & B)
Group 1 26/05/2022
Group 2 23/05/2022
Group 3 23/05/2022
Group 4 26/05/2022
Speaking debate
Activity to be
done in class
(pathway A)
Group 1 26/05/2022
Group 2 25/05/2022
1/06/2022
Group 3 30/05/2022
6/06/2022
Group 4 26/05/2022
Writing & Listening

Exam in class
(pathway A)
Group 1 1/06/2022
Group 2 31/05/2022
Group 3 31/05/2022
Group 4 2/06/2022
Teaching Methodology
The Flipped Classroom methodology will be used as much as possible. This means that students will be expected
to complete certain assignments before the class (e.g. study grammar, prepare reading texts).
Students should download the App - Duolingo and work on their English at least 10 minutes a day.
Writing assignments should be written in a 12 point font and should have double spacing, allowing space for the
teacher to add comments.
3. COURSE CONTENTS – OVERVIEW
Unit 1 Education
Grammar 1. Grammar revision
Listening/writing 1. This is Britain (worksheet) This is Britain

2. High achieving teenagers (British Council) High achieving teenagers
3. What kind of student are you? (British Council) What kind of student are
you?
Reading 1. Opinion essay & Linking words - Dossier

2. Students and teachers - Dossier
3. Cartoons are always nice - Dossier
Speaking/vocabulary 1. Classroom vocabulary - Classroom Language

2. What makes a good teacher What makes a good teacher (Wordcloud)
Didactic procedures 1. Kahoot! /Plickers

2. Wordclouds (wordart.com) Word clouds
3. Dictogloss technique
Unit 2 Bullying
Grammar 1. Modals
Listening/writing 1. The Jamie Nabozny story Bullied, Film booklet (worksheet)

2. Film trailers: Wonder; Bully; Cyberbullying; etc.
Reading 1. The deadline The deadline

2. Study problems Study problems
3. Bullying – dossier
Speaking/vocabulary 1. How to deal with bullying useful vocabulary

2. Classroom rules The Minions
Didactic procedures 1. Storybooks- Storyjumper ; Video tutorial (see worksheet)

Unit 3 Human rights
Grammar 1. Infinitive / …ing & phrasal verbs /verb patterns
Listening/writing 1. Film – Freedom writers (worksheet)

2. Nelson Mandela - Dossier
Reading 1. Malala - Dossier

2. Human Rights Day - Dossier
3. History of Graffiti
Speaking/vocabulary 1. Vocabulary - Social issues

2. Debate/mini presentation/discussions
Didactic procedures 1. Content-based learning
Unit 4 English around the world
Grammar 1. Reported Speech
Listening/writing 1. English around the world (English in South Africa)

2. English accents around the world
Reading 1. European languages originated in Turkey

2. English as a global language
Write an opinion essay with ideas from the videos and readings.
Speaking/vocabulary 1. Take notes from the video English around the world. Choose an English
speaking country. Create a simple poster and present the information to
your classmates
Didactic procedures 1. WebQuest

Unit 5 Using ICT in the classroom
Grammar 1. Passive / have something done

2. Question forms/Embedded questions
Listening/writing 1. Can online gaming be educational? (worksheet)

2. Learn English with Harry Potter
Reading 1. The facebook party that became a riot

2. Video games are good for you
3. Selfies
Speaking/vocabulary 1. Create an Edpuzzle video Edpuzzle tutorial

2. Assignment practice - This is Britain
https://edpuzzle.com/assignments/5e4173d2d8dc7d40bafe5d16/watch
Didactic procedures 1. Edpuzzle
Unit 6 Teaching methodologies
Grammar 1. Relative Clauses
Listening/writing 1. Montessori schools (Worksheet)

2. TPR
3. TPR for storylearning
4. My favourite teacher
Reading 1. Task & project-based learning: learner-centred approaches TBL and

PBL
2. Get out and get wild
Speaking/vocabulary 1. Different teaching techniques - Which is best?
Didactic procedures 1. TPR etc.

CLASS MATERIAL
Grammar
Tense review
1 Complete the sentences with the verbs in the box.
1 We anything wrong in the art room, but the teacher told us to leave.
2 him an angry email. You’ll only regret it later.
3 I how to drive at the moment.
4 When I was younger, we much sport at my primary school.
5 Generally I best by doing rather than watching.
6 We any practice tests yet so I’m not sure what they’re like.
7 me a text message when you’re free.
8 The English exam was difficult because I enough phrasal verbs.
2 Complete the sentences with the correct present or past form of the verbs in brackets.
1 (tell) me exactly what (happen) last night!
2 Mrs Hudson is my maths teacher. She (teach) me for four years and in that time I (get) much better at
maths.
3 I (never /think) of a career in medicine before I spoke to my biology teacher but now I (seriously/
consider) it.
4 Oh no! I (forget) to bring my assignment! What am I going to do? This is the second time I (do) this!
5 I can’t remember what Mr Brown (say) yesterday about our homework. I (not listen) properly because
Charlotte (talk) to me at the same time.
6 Last year I (go) on a school trip to Scotland. We (have) a very interesting time.
7 At the moment I (think) about what subjects to take next year but I (make) a final decision yet.
8 A few people (misbehave) in class sometimes, but generally everyone is quite well behaved.
3 Choose the correct option.

A: Hello. What 1do you watch / are you watching?
B: A programme about the First World War, which I recorded last night. 2I study / I’m studying the First World War this term.
A: All 3I know / I’ve known about the First World War is that millions of people 4died / had died in it.
B: Yes, it was much, much worse than anyone 5has expected / had expected. It 6went on / has gone on for years. 7Do you want /
Have you wanted to watch the programme with me?
A: No, thanks. I’ve got to do some violin practice. 8I’ve just remembered / I just remembered that I’ve got a lesson tomorrow, and I
9don’t have / haven’t had time to practise my new piece this week.
B: OK. 10I’ve already done / I already did my piano practice, so I’ve got time to watch TV. See you later.
Out & About 2 – PHOTOCOPIABLE © Cambridge University Press 2015

Grammar
4 Find examples of tenses used for the future in the text and match them with the names and functions below.
together next summer!
1 present simple for a future event that is scheduled as part of a timetable
2 present continuous + a future time reference for an arrangement or a definite plan
3 going to for a future intention
4 will + infinitive for a prediction based on the writer’s opinion
5 future continuous for an action in progress at a future point in time
6 future perfect for something that will be finished by a future point in time

1 My cousins come / are coming to stay this weekend.
2 I don’t think anyone minds / will mind if we leave early tomorrow.
3 Could you meet me at the bus station on Wednesday? My bus arrives / will arrive at six.
4 This time next week we’re doing / we’ll be doing our chemistry exam!
5 I’ve decided that my next art project is going to be / is on Picasso.
6 By the time we perform next Friday, we’ll practise / we’ll have practised this piece hundreds of times.
7 I’m sure you’ll be getting / you’ll get a good grade in your music exam.
8 I’m going to buy / I’ll buy Isabel a book about cats for her birthday because she’s crazy about them.
9 We can’t go away in May. We’ll be revising / We revise for our exams then.
10 This time tomorrow I give / I’ll have given my presentation and I’ll be able to relax!

Grammar
6 Correct the incorrect verb forms in the sentences. Two are correct.
1 I lend you my copy of European Modern History if you can’t find one in the library.
2 Everyone says Barcelona is fantastic so I think you’re having a wonderful time there next year.
3 I can’t meet you on Saturday, I’m afraid. My parents will take me to the theatre then.
4 We will do most of our exams by the end of next week.
5 I’m quite tired this evening so I’ll probably just watch some TV and then go to bed early.
6 Joe will work in a hospital over the summer to gain some work experience.
7 I don’t know what to have for lunch. Oh – those sandwiches look nice. I’ll be having one of those.
8 We will be filming another school in the autumn for our TV series Educating … .
9 The summer term’s going to start on 12th April.
10 I haven’t done any revision so I’m not doing very well in the exam tomorrow.
7 Complete the text with the correct present, past or future form of the verbs in brackets. Sometimes there is more than one
possible answer.

Grammar
Used to and would

1 Change the past simple into would in the text where possible.
When I was 12, I joined a basketball team in my home town. We were supposed to wear our team’s kit, but we waited and
waited, week after week and the kits never arrived so we wore a green t’shirt and a pair of shorts of any colour. We didn’t mind
what colour they were but I always wore a purple and orange pair! We trained every Monday and Wednesday for an hour and
a half. We got really tired after those training sessions. There were 15 of us on the team and we played matches every Saturday.
Would you believe, we never won one match? We lost every single match we ever played on a Saturday. Did we mind? No, we
enjoyed playing together and working as a team so much that it didn’t matter. The following year, when I was 13, things
changed radically – we finally got our kits – which we wore with pride! Suddenly, we started winning. We told each other it was
because we finally had our lucky kits!
2 Complete the sentences with the correct form of used to and the verb in brackets.
1 I a PSP, but I sold it for 20 euros! (have)
2 My best friend a Chelsea supporter – now he’s seen sense and supports Liverpool, like me! (be)
3 tennis when you were at school? (you, play)
4 I that TV series but now I’m hooked! (not enjoy)
5 to that posh school on the corner? (your sister, go)
6 When my brother lived in France, he French very well. (speak)
7 My grandma broccoli but now she loves it! (not like)
8 My mum says that in the past, people about the future, like we do today. (not worry)
9 Did your as an actor or a writer? (dad, work)
10 My grandparents in the same street as us, but then they moved house. (live)
11 My mum a lovely old sports car but now she has a sensible seven-seater! (have)
12 People that the world was round! (not believe)
3 Compare what Lucy did ten years ago with what she does today. Use used to / didn’t use to and would / wouldn’t.
Ten years ago Today
She got up at 10 o’clock. She gets up at 6.30.
She was a student at university. She works in public relations in a multi-national company.
She lived in London. She lives in Manchester.
She wrote letters to her friends. She contacts her friends through social media networks.
She wore jeans and a t’shirt every day. She wears smart clothes.
She went to bed late every day. She goes to bed early!
She didn’t have any children She has three children.
She never went on holiday. She goes on holiday three times a year.
1
2
3
4
5
6
7
8

Grammar
4 Choose the correct option. Sometimes both options are correct.

1 My grandma used to / would love gardening.
2 A few years ago, my brother didn’t use to / wouldn’t help me with my homework –now he does!
3 My sister used to / would know the lead singer in that band.
4 Did you use to / Would you get anxious the day before an exam when you were at school?
5 What did people use to do/ would people do before money existed?
6 My dad used to / would pay a lot for good beef in the supermarket, but now he’s vegetarian!
7 Jonathan didn’t use to / wouldn’t want any children, then he met his wife and they had four!
8 When I was little my mum used to / would read me a story every night.
9 I used to / would live in Edinburgh when I was young.
10 Didn’t Emma use to / Wouldn’t Emma play the piano?
5 Write five things you used to do or would do when you were younger.
1
2
3
4
5
6 Now write three things that your friend used to do or would do when he / she was younger.
1
2
3

Grammar
Conditional possibility
1 Match the two parts of the sentences.
1 If there was a branch near us, A I’d enjoy shopping more.
2 Even if I had more money, B we’ll contact you about our latest collections.
3 If you buy too many clothes, C I would never have found it.
4 If I’d had more time, D I wouldn’t buy very expensive things.
5 If you give us your email address, E it would be easier to take these trousers back.
6 If you hadn’t told me about that charity shop, F we’ll deliver them to you free of charge.
7 If the shopping centre wasn’t so crowded, G I would have looked for some other shoes.
8 If you order goods worth €70 or more, H I would have realised they weren’t the right size.
9 If I’d tried these jeans on in the shop, I you won’t have enough room for them in your wardrobe.
1 If they would have given / they’d given me a discount, I would have been satisfied.
2 If you place / will place your order before 20th December, you’ll receive it before Christmas.
3 What would happen if nobody would buy / bought anything, apart from essentials, for weeks or months?
4 I’ll be very surprised if I find / would find something in my size in the sale.
5 If my parents hadn’t lent / didn’t lend me the money, I wouldn’t have been able to afford a laptop.
6 I don’t think I signed / would have signed the contract if they had explained the charges more clearly.
7 Unless we all refuse / refused to pay these prices, companies will continue to charge them.
8 If fashions don’t change / didn’t change so often, I wouldn’t want to buy so many new clothes.
9 If the shops didn’t regularly offer big discounts, they wouldn’t sell / won’t sell very much.
10 If you stay away from the shops, you wouldn’t want / won’t want to buy anything.
3 Complete the second sentence so that it has the same meaning as the first. Use if.
1 I don’t know how to sew so I don’t make my own clothes.
If I knew .
2 Let’s swap clothes: I wear your jumper and you wear mine.
I’ll wear your .
3 We didn’t find what we were looking for because we didn’t get to the sale early.
If we’d got .
4 I’ll look in the charity shops first for what I want, and then the high-street shops.
If I don’t find what .
5 I used that website because you told me about it.
I .
6 We have lots of great shops here, so people come here to shop.
People .
7 To be able to afford a holiday, we have to save €100 every month.
We won’t be able .
8 He spoke out about the economic problems, so we became aware of them.
If .
9 They charge a booking fee, so the tickets cost €30 each.
If .

Grammar
4 Complete the text with the words and phrases in the box. Sometimes there is more than one possible answer.
5 Correct the sentences.

1 We’d buy less unless we didn’t see so many adverts and believe them all.
2 I wouldn’t ask you to lend me money if I wouldn’t really need it.
3 If only I would have read these reviews before ordering this hairdryer!
4 If I apologise again and again, she still wouldn’t forgive me.
5 If we miss the bus, we’d have to walk, so let’s leave now.
6 You’ll have a great time camping even if it’ll rain occasionally.
7 I wish I didn’t chose History as one of my subjects as I’m not very interested in it.
8 I wouldn’t have become an actor providing that my parents wouldn’t have encouraged me.
6 Complete the conversation with one word in each gap.

A: What do you think of our new apartment? Do you like it?
B: Yes, it’s really nice. It’s got lots of big windows, so 1 if it isn’t sunny, you’ll get lots of light in here. And I like your new
sofa!
A: Do you? I don’t! I wish my parents 2 bought it, but it was a bargain and they couldn’t resist it! If 3 it was a
different colour. But I don’t like that yellow. I 4 have gone for blue if it had been up to me.
B: Maybe you could put something over it … Did you get anything new for your bedroom?
A: Yes, a second-hand wardrobe. It’s quite small, but as long as I 5 buy lots of clothes, it’ll be fine. Come and have a
look and tell me what you think. I don’t know where to put my desk.
B: Well, if your bed was against the other wall, you 6 have more space for your desk.
A: I don’t think the bed would fit there, 7 I chopped the end off!
B: I think it would fit 8 you moved those boxes. You could keep them on top of the wardrobe 9 that they
weren’t too heavy. Shall we try?
A: OK! If anything goes wrong, 10 say it was your idea!
B: Thanks!

Grammar
Present perfect and past perfect

1 Write the past participle form of these regular and irregular verbs.
1 hate 8 tell
2 make 9 keep
3 speak 10 give
4 draw 11 pay
5 call 12 come
6 choose 13 walk
7 win 14 throw
2 Complete the sentences with the present perfect form of the verbs in brackets.
1 Andres always (want) to be a professional footballer.
2 You (not stop) talking since you got here!
3 you (see) my new laptop? It’s really cool!
4 Cristiano Ronaldo (score) eighteen goals so far this season.
5 My dad just (buy) a new car.
6 What you (do) to your hair? It’s pink!
7 My mum and dad (teach) me the most in life.
8 Where you (be) all morning?
9 I (not pass) all my exams this year so I’m disappointed.
10 My brother (fall) in love with a girl from France.
3 Choose the correct options.

1 I’ve been here for / since 3 o’clock.
2 They’ve known each other for / since many years.
3 Nobody has heard from Carla for / since Saturday.
4 My mum has been in her new job for / since three weeks.
5 She hasn’t called me for / since the party.
6 He has played for Arsenal for / since2006.
7 My grandparents have been married for / since forty years.
8 It hasn’t rained for / since about three weeks.
9 Nothing has happened for / since yesterday morning.
10 Jorge hasn’t played tennis for / since his injury.

1 Have you ever / already seen an opera?
2 I’ve already / just seen Pam. What’s she doing here?
3 They haven’t called me yet / already.
4 Carol has already / yet scored twenty points in this match.
5 We’ve ever / never eaten Spanish ham before.
6 I’ve yet / already called him three times today.
7 Do you ever / never go the gym?
8 I’m sorry, I haven’t made a reservation already / yet.

Grammar
5 Complete the sentences with the past perfect form of the verbs in brackets.
1 Before yesterday’s match, they (not win) any of their matches.
2 Before last year, she never (be) to Granada.
3 I (call) her twice before she finally sent me a message.
4 It was the first time he (hear) such beautiful music.
5 John always (think) that he wasn’t a good basketball player.
6 Laura never (be) good at dancing so she was very nervous.
7 My parents always (refuse) to let me stay out late so I was surprised when they said yes.
8 I never (drink) beer before that day. It wasn’t very nice.
9 By the time I got home, I (lose) my wallet.
6 Rewrite the sentences with the word in brackets in the correct place.
1 I don’t think I’ve tried surfing. (ever)
2 I had heard such an inspiring story. (never)
3 Have you asked your parents? (yet)
4 He had seen the film twice. (already)
5 I’ve finished reading the most amazing book. (just)
6 Had you studied English before you came here? (already)
7 I don’t think he has finished. (yet)
8 Have you seen the film Titanic? (ever)

Grammar
Perfect and simple tenses

1 Complete the conversation with the present perfect, past simple or present simple form of the verbs in brackets.
A: 1 you (hear) anything from Julia in the last few weeks?
B: Yes, she’s in Madrid. She 2 (be) there since Saturday.
A: Oh, yeah! I 3 (forget) about that. 4 she (go) with her parents?
B: Yes, I think so. They 5 (go) to Madrid every Christmas. I think her brother 6 (live) there.
He 7 (be) there for a couple of years.
A: I 8 always (want) to visit Madrid. It’s such a beautiful city.
B: Do you think so? I’ve heard that it’s really hot in summer and really cold in winter.
A: My parents 9 (go) there last summer. I 10 (not go) because I 11 (have) exams.
B: Oh yes, I remember that. 12 you (pass) them all?
A: No, I 13 (fail) Spanish so I decided to take extra classes. I 14 (start) them in September.
B: So, 15 your Spanish (get) better since then?
A: Yes, I think so. I 16 really (improve) my vocabulary, especially since I met Pedro!
B: Pedro? Who 17 (be) Pedro?
A: He’s my new boyfriend. We 18 (be) together for three weeks now!
2 Complete the story with the correct form of the verbs in brackets. Use the present simple, past simple, present perfect or
past perfect.
good
11 now
(want)

Simple and perfect tenses
1 Rewrite the sentences. Use the present perfect and the words in brackets.
1 The match finished an hour ago. (already)
The match .
2 She started to work at the school canteen two months ago. (for)
She .
3 Alice is still doing her homework. (yet)
Alice .
4 The English teacher started teaching at our school some years ago. (since 2009)
The English teacher .
5 Olivia wins tennis trophies. This is her fifth one. (already)
Olivia .
2 Rewrite the sentences. Use the present perfect or the past simple.
1 My father hasn’t travelled abroad since 2008.
The last time 2008.
2 I started playing the piano four years ago.
I four years.
3 I haven’t played tennis for a week.
I last ago.
4 The last time he saw a doctor was in 2007.
He hasn’t 2007.
3 Make questions for the answers.

1 ? 3 ?
Yes, I’ve read Don Quixote twice. Yes, the film has already started.
2 ? 4 ?
Yes, they’ve played tennis before. No, he hasn’t bought his mum’s birthday present yet.
4 Answer the questions. Use the time word in brackets.
1 Had you done your homework when you started playing the video game? (already)
2 Has James ever visited your house? (never)
3 Have you handed in your essay yet? (just)
4 Since when have you supported this team? (always)
5 Rewrite the sentences. Use the present perfect or the past perfect.
1 The concert started at 8 p.m. We arrived at 8.15.
When we arrived, the concert .
2 Sarah lived in London when she was a little girl. She lives in London now.
Sarah all her life.
3 I arrived home at 8 p.m. and dinner was prepared. Susan cooked it.
Susan before I got home.
4 Karen stopped going out with Tom. After that, she went to university.
By the time she went to university, .
5 I started having dancing lessons. One week later I broke my leg.
I when I broke my leg.

CLASSROOM LANGUAGE
Cosas que podrías decir a tu profesor/a Things you might say to your teacher
Lo siento, no lo entiendo I’m sorry, I don’t understand.
¿Perdón? Pardon? Sorry?
¿Qué quiere decir “chair”? What does “chair” mean?
¿Cómo se dice “X” en inglés? How do you say “X” in English?
¿Cómo se deletrea eso? How do you spell that?
¿Es esto correcto? Is this correct?
¿Cuál es el pasado de “go”? What is the past of “go”?
¿Cómo se pronuncia esta palabra? How do you pronounce this word?
¿Qué tenemos que hacer exactamente? What exactly do we have to do?
Perdone, ¿puedo pasar? Excuse me. May I come in?
¿Podría hablar más despacio, por favor? Could you speak more slowly, please?
Perdone. Lo siento, llego tarde. Excuse me. I’m sorry, I’m late.
¿Puedo ir al baño, por favor? May I go to the toilet, please?
¿Puedo sacar punta al lápiz, por favor? Can I sharpen my pencil, please?
Dígalo otra vez, por favor. Say that again, please.
¿Puede ayudarme, por favor? Can you help me, please?
¿Es esto correcto / incorrecto? Is this right / wrong?
Lo siento, he olvidado mi cuaderno. I’m sorry, I forgot my notebook.
Lo siento, no hice mi tarea. I’m sorry, I didn’t do my homework.
Cosas que tu profesor podría decirte. Things your teacher might say to you.
Abrid vuestro libro por la página 25. Open your book at page 25.
Responde las preguntas. Answer the questions.
Escribe las respuestas. Write the answers.
Trabajad solos / en parejas / en grupos. Work alone / in pairs / in groups.
Haz estas preguntas a tu compañero. Ask your partner these questions ...
Responde las preguntas de tu compañero. Answer your partner’s questions ...
Escucha y repite… otra vez… Listen and repeat … again …
Haz la pregunta. Make the question.
Escucha el CD y esponde las preguntas. Listen to the CD to answer these questions.
Lee el texto. Read the text.
Escribe una redacción sobre… Write a composition about…
Copiad esto en vuestras libretas. Copy this into your notebooks.
La tarea es … ejercicio 5, página 11 The homework is ...exercise 5, page 11
¡Bien hecho! Well done!
¿Habéis terminado? Have you finished?
¿Dónde está Pedro hoy? Where’s Pedro today?
¿Quién falta hoy? Who is absent / missing today?
¿Habéis hecho la tarea? Have you done your homework?
Nos vemos la próxima clase. See you next lesson.
¡Que tengáis un buen fin de semana! Have a nice weekend!
¿Cómo estás? How are you?
¡Estaos quietos! Be quiet!
Ven a la pizarra. Come to the board.
Siéntate. Sit down.
Levántate. Stand up.
Cierra el libro. Close your book.
Abre el libro. Open your book.
Enséñame tu libreta. Show me your notebook.
Vamos a empezar con la clase ahora. Let’s start with the lesson now.
¿Está todo el mundo listo para empezar? Is everybody ready to start?
Voy a pasar lista. I’m going to take attendance.
¿A quién le gustaría tener un positivo hoy? Who would like to get extra marks today?
Coge uno y pásalos. Take one and pass them on.
Cosas que podrías leer en tu libro o en Things you might read in your book or in an
un examen. exam.
Completa las frases con las palabras de Complete the sentences with the words below.
abajo.
Completa las frases con la forma correcta Complete the sentences with the correct form of
de los verbos entre paréntesis. the verbs in brackets.
Escribe las frases en negative e Write the sentences in the negative and
interrogative. interrogative.
Elige / Subraya / Rodea Choose / Underline / Circle the correct…
Escribe las palabras en el orden correcto. Write the words in the correct order.
Lee el texto y responde las preguntas. Read the text and answer the questions.
Escribe cinco frases sobre… Write five sentences about…
Traduce las siguientes frases a inglés. Translate the following sentences into English.
Escribe los contrarios. Write the opposites.
Cosas que podrías decir a tu compañero. Things you might say to your classmate.
¿Podría coger prestado tu…? Can I borrow your…, please?
¿Puedes dejarme un…? Can you lend me a …?
Lo siento, no recuerdo tu nombre. Sorry, I can’t remember your name.
¿Podemos compartir el libro? Can I share your book with you?
¿En qué página estamos? What page is it on?
¿Me puedes pasar esas hoja, por favor? Can you pass me that piece of paper, please?
Perdona, ese es mi libro. Excuse me, that’s my book.
¿Quién va a empezar? Who is going to start?
¿A quién le toca? Whose turn is it?
Me toca a mi ahora. It’s my turn now.
UNIT 1 EDUCATION: This is Britain
Watch the video ‘This is Britain’ and answer the following questions.
https://www.youtube.com/watch?v=yMUJKH1fFF0
Take note of important/new vocabulary:
Questions from the video

1. What does the lollipop lady do?
2. Why do you think she’s called the ‘lollipop lady’?
3. What do the children have to wear?
4. What happens in class registration?
5. Describe school assembly
6. What time does the first class start?
7. What is a synonym for clean up?
8. What games do the children play during the break?
9. Where do the children eat lunch?
10. Some children have school lunches and some take packed lunches. True or False
11. What time does school finish?

Ask a partner questions about the video
1.
2.
Discussion/essay questions
1. What differences are there between the British primary school day and the Spanish
primary school day?
2. Can you think of three advantages and three disadvantages of the British school day?
3. In your opinion, which school system is better.

Listening skills practice: High-achieving teenagers – exercises
Listen to the radio interview about high-achieving teenagers and do the exercises to practise and improve
your listening skills.
1. Preparation: grouping
Do this exercise before you listen. Write the words in the correct group.
photographers
talent scouts followers
People working in arts and media The audience for arts and media
2. Check your understanding: multiple choice

Do this exercise while you listen. Circle the best option to complete these sentences.
Many famous and successful teenagers have used new technology / worked from an early age
1. / been inspired by YouTube videos .
Justin Bieber started off singing with R&B star Usher / sending videos to talent scouts / posting
2. videos on YouTube .
Some people say Justin Bieber is the most influential person in the world because he has had
so many number one songs / he has so many followers on Twitter / he is friends with Barack
3.
Obama .
A negative consequence of fame for Justin Bieber is he has very little privacy / people get
4. bored of hearing about him / people criticise his appearance .
Tavi Gevinson started a fashion blog when she was 11 years old / when she was in 11th grade
5. in high school / in 2011 .
“Rookie” means a beginner / a fan / someone who is bad at something .

6.
Style Rookie allowed readers to post pictures of themselves / soon had a lot of readers / was
7. noticed by Karl Lagerfeld .
When some people didn't believe her age, Tavi was sad and angry at first / decided to attack
8. them in return / completely ignored them and continued working .
Tavi employs only teenagers / writers and photographers of all ages / a very small group of
9. people .
Louise thinks it’s difficult for Tavi to have a normal life / there’s more pressure when you are a
10. writer / there’s more pressure when you are a performer .
3. Check your understanding: gap fill

Do this exercise while you listen. Write the numbers to complete the gaps.
1. Justin Bieber started off posting videos on YouTube at the age of ______________ _ .
2. Justin Bieber has over _______________ followers on Twitter.
3. Tavi Gevinson started Style Rookie when she was only _______________ years old.
4. Tavi’s blog soon built up a huge following of up to ________________ reader per day.
5. One magazine upset Tavi by printing an article saying the writer didn’t believe Tavi was only
_______________ .
6. Tavi started Rookie Magazine in _____________ _ .
7. Less than a week after it started Rookie Magazine had _______________ followers.
8. Tavi employs about ________________ writers and photographers.

Listening skills practice: What kind of student are you? – exercises
Listen to the teacher giving students a quiz about their study skills and do the exercises to practise and
improve your listening skills.
Preparation: matching
Match the two parts of the question and write a–h next to the numbers 1–8.
1…….. When do you usually get a. to do when you finish school?
2…….. When do you usually do b. with the staff at school?
3…….. What is your average mark c. an exam?
4…….. How do you feel before doing d. to school?
5…….. What kind of relationship do you have e. your homework?
6…….. Where do you usually sit f. studying before an exam?
7…….. How much time do you spend g. in tests?
8…….. What do you want h. in class?

Circle the best answer to these questions.
1. At the beginning the teacher asks the students to think carefully about …
a. the questions.
b. their answers.
c. where they sit.
2. The answers the students choose will be seen by …

a. the other students.
b. the teacher.
c. nobody.
3. The first question is about the time …

a. students arrive at school.
b. students spend at school.
c. students leave.
4. The teacher asks about …

a. where students do their homework.
b. how much time students spend doing their homework.
c. when the students do their homework.
5. In question three, students who normally get half marks should answer …
a. A.
b. B.
c. C.
6. Question four is about the students’ relationship with …

a. people in their lives outside school.
b. people working at the school.
c. people studying at the school.
7. The teacher thinks some students prefer to sit in the middle of the class so that …
a. they can hear the teacher without being right at the front.
b. they can have pleasant thoughts without following the lesson.
c. no one will notice them using their phones.
8. Question six is about students’ …

a. exam results.
b. future career.
c. plans for the future.
9. Students with mostly As have a good …

a. attitude towards studying.
b. idea about what they want to do in the future.
c. network of support at school.
10. Students with mostly Bs need to …

a. become excellent students.
b. increase the time they spend studying.
c. change some of their habits.
11. Students with mostly Cs are probably …

a. wasting a lot of their time.
b. unable to do any better.
c. going to be unemployed in the future.
12. Students with mostly Cs should …

a. join the homework club.
b. try to change as soon as possible.
c. leave school at the first opportunity.
2. Check your vocabulary: gap fill

Write the word to fill the gaps.
1. The quiz is designed to find out what kind of _______________ you are.
2. The teacher tells the students to pay _______________ to what she is saying.
3. One question asks about the students’ average _______________ in tests.
4. Another question asks about students’ relationship with the ________________ at the school.
5. For some people, what they do after school _______________ on their exam results.
6. Students with mostly A answers have a good _______________ towards studying.
7. Students with mostly B answers can improve and ________________ excellent students.
8. If ‘C’ students don’t change, they might leave school without any ______________ _.
Vocabulary Box Write any new words you have learnt in this lesson.
C. 1 Read the text and answer the questions.
Students and Teachers
Different students like or dislike different subjects. However, there is one thing
in common for all of them: the role of the teacher in these ‘likes’ and ‘dislikes’.
It’s very hard for a student to succeed in learning a subject if he or she doesn’t
like the person who teaches it.
To be sure that students are going to like a teacher the school wants to hire, the
principal of one high school decided to try a new way of choosing teachers. In
order to be accepted, the candidate has to be interviewed twice – first by the
principal and then by the students’ committee.
Gabi Levy explains the reason for this double interview: “We, the students, want
to know what kind of person our future teacher is because he or she will teach
us and not the principal.” Another student adds: “It is great that ourschool
allows us to make important decisions and influence our school life.”
The principal, Ronen Dan, agrees with his students: “The students want to know
whether the candidate answers their criteria, and the administration hasits own
requirements. We discuss the results of each interview together and decide who
can be accepted. I hope that now there will be fewer conflicts and more
understanding between students and teachers in our school. This experiment
teaches kids to take responsibility for their choice. If they approve of a teacher,
they can’t complain that his or her requirements are unfair.”
C. 2 . Answer the questions in English. ( 20 points)
1. What is the connection between the teacher’s personality and (3 pts)

a student’s success?
2. What made the school principal try a different approach in finding (3 pts)
new teachers?
3. Who interviews potential teachers? (2 pts)

a)
b)
4. What is the purpose of the double interview, according to students? (3 pts)
5. How do students feel about their school because of this experiment? (3 pts)
6. How do the principal and the students cooperate when choosing the (3 pts)
right teacher for their school?
7. What goal does the principal want to achieve by letting students (3 pts)
take part in a job interview?
The first time I took my daughter to the movie theater she was 6 and the movie was “Bambi”.
I’m a movies lover, so I had chosen it carefully and thought a cartoon movie would be an
effective introduction to the Seventh Art World.
Everything was going just fine until Bambi’s mother was shot and killed. My daughter got
anguished and asked to go home in the middle of the movie. Fortunately later choices turned
out OK and she likes movies as much as I do.
My point is: are cartoons really safe for kids? Or do parents need to pay attention to the
type of cartoons kids are watching during their spare time?
Once I sat on the sofa to watch a cartoon with my 8-year-old son and got completely
dumbfounded when I realized a cartoon character was agonizing right in front of us, bleeding
as if it was an action adult movie!
Everybody knows that the cartoon “The Simpsons” doesn’t spread nice manners or behavior,
but what about the “kid stuff” they display in the afternoon for young children?
The next time you take a kid to the movies maybe a cartoon doesn’t make the best choice,
unless you take the time to watch it and analyze its content first. Or you take the risk of
exposing your child to messages s/he isn’t prepared to get yet.
According to the text:

Bambi is a cartoon movie. ( ) true ( ) false
There isn’t violence in cartoon movies. ( ) true ( ) false
Bambi’s father is killed in the movie. ( ) true ( ) false
Children are exposed to violence content watching cartoons. ( ) true ( ) false
Parents shouldn’t worry about the cartoons content. ( ) true ( ) false
“The Simpsons” spreads nice manners and behavior. ( ) true ( ) false
Young children may feel anguished when they are exposed to things they are not
prepared to deal with. ( ) true ( ) false
Before taking a child to the movies, it’s important to check the movie content.
( ) true ( ) false
Cartoons are for kids, so they are safe. ( ) true ( ) false
Are cartoon characters always nice? Support your answer.
Have you ever been shocked by something you say in cartoons? What was it? _
Are cartoons classified by age in your country? (If aff.) Do you know the criteria used to
classify them?
In some countries movies are classified from 12 to 18 and every movie classified under 12 is
allowed for children of any age. Do you think the content that is OK for a 12-year-old child
is always proper for younger kids? Why?
What’s your favorite cartoon? Why do you like it? _ _
There were two actions in the past:

- I had chosen carefully a movie. (first action in the past)
- I took my daughter to the movie theater. (second action in the past)
As you see, we use the past perfect to describe the action that happened
before another action when both happened in the past.
Complete with the simple past / past simple of the verbs given:
We missed the plane because when we to the airport, the plane
. [to get / to take off]
I was stuck in traffic because when I about the wreck on Main
Avenue on the radio I _ it. [to hear / to take]
I woke up early today. As a matter of fact, when the alarm clock I
. [to go on / to get up]
I couldn’t give Mary your message because when she to the
office yesterday I . [to return / to leave]
Writing skills practice: An opinion essay – exercises
Look at the essay and do the exercises to practise and improve your writing skills.
Preparation
Are these points about Video games or Sports? Circle the correct subject.
1. You can play basketball, water-ski or dance in your own room. Video games Sports
2. You can play them outside in the fresh air. Video games Sports
3. It's the best way to stay physically fit and healthy. Video games Sports
4. You can play them even when the weather is bad. Video games Sports
5. You can compete with people all over the world via the internet. Video games Sports
1. Check your understanding: multiple selection
Tick the six points which are mentioned in the essay.
1. There are a lot of different types of games.
2. Video games are fun to play with your friends.
3. Video games allow you to play many different sports.
4. You can compete with people all over the world via the internet.
5. Playing video games is the best way to stay physically fit and healthy.
6. It's better to do exercise outside in the fresh air.
7. You can play video games even when the weather is bad.
8. Playing sport is more intense exercise than playing video games.
2. Check your writing: matching – useful words and phrases

Match the words and phrases that have the same meaning and write them below.
In addition, … First of all, … Nowadays, … In fact, …
In conclusion, … I believe that … I disagree that …
1. Today, …
2. Firstly, …
3. Also, …
4. I think that …
5. I don’t think that …
6. Actually, …
7. To sum up, …
Discussion
Are video games really a good way to keep fit? What do you think?
3. Check your writing: multiple choice
Circle the correct linker for these sentences. Both may be possible, or neither may be correct.
1. Some people think it is bad to eat carbohydrates. , most dieticians believe they
are part of a healthy diet.
a. However
b. Nevertheless
c. Both of the above
d. Neither of the above
2. what many people think, the USA does not have the most obese population.
a. Despite
b. Although
3. I can see their point, I still believe that they are wrong.
a. Although
b. Even though
4. Vegetables are a good source of dietary fibre. , they contain many nutrients and
vitamins.
a. On the other hand
b. In addition
5. fast food is bad for us, many people enjoy it.
a. Despite
b. Despite the fact that
6. the economic crisis, the employment rate is falling.
a. In spite of
b. Despite
7. there is a lot of traffic in city centres, pollution is a problem.
a. Since
b. Because of
8. Young people are thought to be lazy. most young people I know are extremely
hard-working.
a. Another important point is that
b. On the contrary,
Grammar
Modals
1 I’ve put on a bit of weight so A What do you think I should wear?
2 Your hair is very long. B Don’t you think you ought to start it now?
3 Tom was really rude and C I probably ought to exercise more.
4 I know you have a test tomorrow but D you shouldn’t worry so much about passing or failing.
5 You said a really horrible thing to Cristina E so you shouldn’t eat too many biscuits.
6 You’re going to have dinner in an hour F you should never speak to him again.
7 I’m going to a party tonight. G Don’t you think you should get it cut?
8 You’ve got a lot of homework. H so I think you ought to apologise to her.

1 I don’t think I can / could go out tomorrow. I have to study.
2 The WiFi isn’t working so we can’t / haven’t been able to log on to the internet for two days.
3 My mum wasn’t able to / couldn’t speak English when she was a child.
4 The door wasn’t locked so we could / were able to get into the house.
5 I’m sure Sam won’t can / be able to come to the picnic next Saturday. He’s got a football match.
6 Would you be able to / Could you really play the piano when you were five years old?
7 My laptop stopped working but after I had checked all the cables I could / was able to get it working again.
8 He won’t be able to / hadn’t been able to finish his homework before the teacher arrived.
3 Put the words in the correct order to make sentences.

1 tidy / really / bedroom / have / I / to / my
2 have / school / to / take / bus / Derek / Does / the / ?
3 yesterday / Why / go / you / cousin’s / have / to / to / did / your / house / ?
4 you / study / Do / we’ll / year / to / think / hard / next / have / ?
5 secret / our / anyone / mustn’t / so / you / It’s / tell
6 museum / Do / into / you / the / to / pay / to / get / have / ?
7 take / You / forget / to / keys / go / mustn’t / your / out / you / before
8 me / don’t / to / tell / have / You / now, / tell / later / can / you / me
9 wouldn’t / you / train / us, / came / with / the / take / you / have / If / to
10 had / early / My / every / get / to / sister / up / week / morning / last

Grammar
4 Correct the sentences.

1 I don’t can see the television. Can you sit down, please.
2 Mark don’t have to call me if he doesn’t want to.
3 If I was rich, I would can buy lots of cool things.
4 When you’re in Bilbao, you ought visit the Guggenheim Museum.
5 I’m sorry I won’t able to go to your party on Friday.
6 Students must to always hand in their homework on time.
7 The police were called and they could catch the thieves.
8 I’m sorry but you don’t must smoke here.
5 Complete the sentences with the correct form of a modal verb to express ability, obligation, prohibition or to give advice.
1 You really pay much attention to Philip. He’s always making fun of everyone. (advice)
2 At our school, all the students wear a uniform. (obligation)
3 We print out these pages because the printer’s not working. (ability)
4 You sit down on that bench because the paint is wet. (prohibition)
5 OK, you hand in the homework tomorrow. I’ll give you until Friday. (obligation)
6 When my dad was younger he use a computer. No one had ever taught him. (ability)
7 My brother thinks I get my hair cut. He says it’s too long. (advice)
8 I’ve been calling Paul all day but I speak to him yet. (ability)
9 My mum worked in the USA so she speak English at work. (obligation)
10 We’re installing some new software so you switch off the computer. (prohibition)
6 Complete the sentences with the verbs in the box and the correct modal verb. Sometimes there is more than one possible
answer.
1 If you don’t like the film, I think you something else.

2 You the exam in 30 minutes but you a calculator. This is the non-calculator exam.
3 I on the amount of sugar I eat. My teeth are terrible!
4 You music while you’re studying. You can’t concentrate.
5 When I was five, I a bike.
6 You me – I can keep a secret.
7 Did you everything the teacher said in your notebooks?
8 Were you the password when you logged on?

Modals
1 Make the sentences negative.
1 As a teenager, he could come up with new recipes very easily.
2 Matthew had to study very hard for the previous test.
3 You should snack between meals.
4 She was able to go out last week and she can go out tonight.
2 Make questions for the answers.

1
Yes, I will be able to help you with your homework this afternoon.
2
Yes, the girls have to play football at this school.
3
Yes, she has been able to train in the wet weather.
4
Yes, the government should be worried about obesity in young people.
3 Rewrite the sentences without changing their meaning. Use the correct form of should, ought to, must, can and have to.
Use each modal verb only once.
1 It’s a good idea to cut down on sweet food.
You .
2 Tim isn’t allowed to polish off all the cake before his sister gets home.
Tim .
3 My doctor advised me not to eat in front of the television.
My doctor said I .
4 I know how to cook healthy food.
I .
5 It wasn’t necessary to chew every mouthful 30 times!
You .
4 Rewrite the sentences. Use the prompts in brackets.

1 Peter and Tom must help with the housework when their mother is busy.
a (no obligation) .
b (advice) .
2 Jenny ought to visit her grandparents on Saturday.
a (obligation) .
b (ability) .
3 The children can’t eat lots of fast food.
a (prohibition) .
b (advice) .
4 I have to keep my weight down.
(advice) .
(non-ability) .

Bullied – The Jamie Nabozny story
Answer these questions before you watch the video. True or False
1. Nearly one-third of American teens are involved in bullying.
2. Fewer than 10% of American teens admit to bullying others.

3. Students who are bullied usually participate in class and have good attendance.
4. Most students who bully are insecure.
5. Male bullies are not usually bigger and physically stronger than their peers.
6. Witnesses often end friendships with the victim and feel guilty for not
reporting the incident.
7. Bullies have trouble making friends.
8. Bullies do poorly in school compared to students who do not bully.
9. Most bullies discontinue aggressive behaviour in adulthood.
10. Nine out of 10 LGBT students have been bullied.
Answers are in the film booklet, p.11.
Themes in focus
After watching Bullied, talk about these questions in small groups and share your answers
in a class discussion. Suggested answers available online at www.tolerance.org/bullied.
Courage and Empathy
1. What did Jamie hope to accomplish by filing a lawsuit?
2. What do you think Jamie felt on a typical day?
The Impact of Bullying: Dealing with Discrimination

1. What role did bystanders play in Jamie’s bullying?
2. What are some common misconceptions about bullying?

The deadline
Maggie: Hi Tom, have you finished your
homework?
Tom: Oh hi Maggie. No, I haven’t.
Maggie: The deadline is tomorrow you know so

you have to submit it tomorrow.
Tom: I can’t make it. I haven’t even started it yet.

Can we hand it in next week?
Maggie: I don’t know. You’ll have to ask Mrs.

Robinson about that. I think you must finish it by
tomorrow. She probably won’t accept projects
after tomorrow.
Tom: I’ve had so many other things to do. I

couldn’t even start it. I don’t know what to do.
Maggie: Don’t worry. I’ll help you. It’s not very

difficult. I finished it in one day.
Tom: Really? Great!
Maggie: First, you should read the article that Mrs. Robinson gave us. It’s about the Mohican Civilization. Then,
you have to design a poster for a play about them – the Mohicans – for the theatre.
Tom: Yeah I know but it looks a bit difficult…
Maggie: Not at all. You don’t have to make the poster from scratch and it doesn’t have to be a work of art. There
are lots of templates on the internet. You can just use one of those designs to make your own poster.
Tom: Well, I think I can do it. What title shall I use? Can you help me?
Maggie: Yeah, I can give you some suggestions but you mustn’t use the same title as anyone else in our class.
You have to create your own title.
Tom: Okay, I can come up with something I guess.
Maggie: Alright?
Tom: Yeah, I’ve got to go now and make a start on it. I’ll follow the project guidelines like you said. Thanks,
Maggie.
Maggie: No problem. Good luck!
Decide if the statements are true or false according to the text.
1. Maggie has completed her project.

2. Tom has submitted his project.
3. Tom must ask Mrs. Robinson if he can hand in the project after the deadline.
4. The poster must look great when it’s finished.
5. Tom must design the entire poster by himself.
6. Maggie can’t help Tom with the poster in any way.
© www.photocopiables.com 2016
For classroom and personal use only. Not for commercial use.
Reading skills practice: Study problems – help is here – exercises
Are you going crazy with the amount of homework and exams you've got? Never fear, help is here ... in the
form of E-tutor's online problem page.
Preparation
Complete the sentences with a word from the box.
lack distracts storage
peers revise process rota
siblings improve efficient
1. He me by playing music when I’m studying.
2. I need to for my end-of-year exams.
3. I have two – one sister and one brother.
4. We have a system for housework and it’s my turn to do the washing-up today.
5. I need to find space for my things while I am travelling.
6. Some plants may die when there is a of rain.
7. Slow down! I can't all the information if you speak too quickly.
8. If the weather doesn’t , we won't be able to have a picnic.
9. My at school are quite competitive at exam time.
10. Sharing a car is a more way of travelling to work every day.

1. Check your understanding: grouping

Who is it about? Write the sentences in the correct group.
This person feels embarrassed This person is advised to study a This person is panicking because
about a problem. little every day. of insufficient time.
This person isn’t sure about which This person has exams in two This person is advised to create a
things need to be studied. weeks’ time. detailed plan for studying.
This person is advised to study This person is advised to study This person shares study space
outside the house. with other people. with a member of the family.
Meg Rudy Hayley
2. Check your understanding: true or false

Circle True or False for these sentences.
1. Meg doesn’t respect her sister. True False
2. Meg finds it difficult to talk to her sister. True False
3. E-tutor thinks Meg’s problem is unusual. True False
4. Rudy believes he has an impossible task. True False
5. E-tutor thinks Rudy needs to start studying immediately. True False
6. Rudy needs to study a little and often. True False
7. Hayley is confident that her problem can be solved. True False
8. E-tutor recommends that Hayley studies with a teacher. True False
Discussion
Have you got any study problems or tips to share?

Reading & Writing
Student Worksheet
Task 2 – Multi-text Reading:
Bullying
A. Read the four texts and decide which text each question refers
to – A, B, C or D.
Which text
1. shows how negative traits can become positive? Text:

2. mentions further steps to end the problem discussed? Text:
3. refers to a more modern variant of the problem mentioned? Text:
4. gives reasons and consequences of bullying? Text:
5. gives advice on how to deal with aggression? Text:
B. Read the text again. Tick () the five statements from 1-8
below that are true according to the information given in the
four texts.
Statements ?
1. Cyberbullying is a modern form of bullying.
2. A number of celebrities are hardened by their negative

experience.
3. Bullying can have a negative influence on someone’s

performance at school.
4. Christian Bale used to react violently to being bullied.
5. After having lost weight, Tyra Banks became successful.
6. Some comedic actors think they learned how to be funny thanks

to the problems they had with bullies.
7. Selena Gomez was bullied when she was a kid.
8. Lady Gaga set up a charity with her colleague Brittany Snow to

end bullying.
Reading & Writing
C. Complete the summary notes below with suitable words or

phrases from the texts.
Bullying: Summary Notes
 Celebrities are often the victim of cyberbullying which means constant

(1) ………………………… through social media
 Some deal well with this perhaps because of being bullied as a child
 Bullying can have an impact on schoolwork and (2) ................................. ,

often psychological problems in later life
 T. Banks and M. Phelps were bullied because of their appearance but

ironically later thanked their (3)…………………………. to it
 Ch. Bale and Ch. Rock didn’t use (4) ………………………… in response to
their bullies
 S. Gomez and Rihanna became stronger because of the experience
 Lady Gaga wants to give hope to her fans and B. Snow started a (5)
………………………… to end bullying
Reading & Writing
Reading Text
Bullying
A. Bullying is of all times, but a more recent phenomenon is

cyberbullying in which the bully uses email, text messages, twitter and
other social media or online forums to hurt the victim. It is no surprise
that celebrities who are constantly in the public eye arecyberbullied
relentlessly. Celebrities are critized literally for every move they make.
A lot of the comments are about looks. Celebrities need to have a thick
skin to deal with this constant stream of criticism.Some seem to do fine
though. This may have to do with past experiences as surprisingly many
celebrities have been the victim of bullying when they were young.
Bullying is a serious problem to such an extent that many children and
teenagers are afraid to go to school.The main reasons for becoming a
victim of bullying are appearanceand social status. Bullies attack their
victims physically and psychologically. Bullying can have terrible effects
on its victims. Schoolwork may suffer, but also health. Research
suggests that victims may suffer from mental health problems later in
life such as depression, low self-esteem and anxiety. This doesn’t have
to be the case though. Many famous people have been bullied as a child
and despite this experience have become very successful.
B. We cited appearance as a major reason for being bullied. Ironically,

the exact reason for being bullied has made some celebrities successful.
Supermodel Tyra Banks for example was made fun of for being so thin.
This exact thin physique helped her to have a very successful career as
a model. Athlete Michael Phelps was bullied in school for his long arms.
Later he won several medals at the Olympic Games and those long arms
will certainly not have been at his disadvantage.
Reading & Writing
C. Batman actor Christian Bale used to be beaten up a lot when he was a

kid. He feels that it has made him stronger. It was for him a lesson for
life. Christian didn’t hit back. Violence often makes things worse as
you don’t know what the bully’s response will be. Using violence could
in the end have brought him more trouble. Holding the anger cannot be
easy but perhaps humor can be thrown in to fend the bully off. Comic
actor Chris Rock for example claims he developed his quick wit as a
response to being bullied.
D. Actor and singer Selena Gomez was bullied all the way through
elementary and middle school. She said that it was her energy and focus
that made her a target. Ultimately, the experience has made her a
stronger person. A similar story we hear from colleague singer Rihanna.
She also got bullied in school but now she is even grateful as the teasing
has made her tough. Extravagant pop star Lady Gagawent even
further as she actively uses her experience of being bullied to reach out
to her fans and this way tries to give them hope. Singer and actor
Brittany Snow also used her negative experience for something positive
by setting up a non-profit organization that seeksto put an end to
bullying.
Teaching Practice Activity 1: Digital storytelling
Storyjumper – www.storyjumper.com
1. Watch the tutorial on You Tube

https://www.youtube.com/watch?v=1bUPqVsH_Xs&t=29s
2. Create a digital story book of approximately 20 pages (minimum 180 words)
3. Include the audio

4. When you have finished, choose the option “Share” and click on “Share with your
family and friends” to obtain the URL.
5. In the Aula Digital, add your names and the URL to the storytelling Forum page.
Also add some information saying the age of the students for which you have
written the story, who has read which pages, and where you have obtained the
images from. Include a short summary of the story and explain why you chose the
topic.
Story content
1. Write a story with a moral! You should also add the audio – in the Aula Digital
please say who is reading which pages. It must be an ORIGINAL story. On the last
page(s), please include an activity/questions. You may use images from Google
images or you may provide your own drawings or photos. If you draw your own
pictures, please include this information in the Aula Digital.
Assessment
1. The written work is worth 15% of your final mark. All books should be added to
the Aula digital Forum by Mid March (week 16th-20th) – Your teacher will let you
know the exact date.
2. Students will need to present the storybook in class – just as they would do with a
group of children. Students will have 10 minutes per group.
Vocabulary
Do and make
1 Circle the correct option.
1 I asked her if she could do / make me a favour.
2 Can you please do / make sure that you have all the necessary equipment?
3 When I’ve done / made my homework, I’ll call you.
4 Don’t do / make fun of your sister. It’s not nice.
5 It’s very late and I’m trying to sleep. Please stop doing / making so much noise.
6 The teacher said we had done / made a very good job.
7 This is an emergency. Please do / make your way to the exit immediately.
8 I haven’t done / made any plans for the weekend. What about you?
9 I only got three questions correct, out of ten. I didn’t do / make very well.
10 Let’s go on a picnic tomorrow. We can do / make some food.
2 Complete the sentences with the correct form of do or make.

1 Have you the dishes yet?
2 I tried really hard and my best in yesterday’s exam.
3 I’d like a job where I can lots of money!
4 I’m nearly ready. I’m a list before we go to the supermarket.
5 I’m sure a week on the beach will me a lot of good.
6 John would like to me an offer on my car.
7 Sarah has a lot of progress in English this year.
8 I’m going to be very busy in the summer. I’m a Spanish course at the university.
9 David room for us on the bench so that we could sit down.
10 Scientists have already a lot of research in this area but much more is needed.

LASD II WORKSHEET: FREEDOM WRITERS
1. At the beginning of the film they show a news report of the “Rodney King’ riots that took
place in Los Angeles in … a. 1982 b. 1988 c. 1992 d. 1998
3. What happens when Eva lets some boys into the school?
4. When some of the students are in a supermarket, who shoots the shopkeeper?
a. The boy playing on the machine b. someone who was in the shop c. Eva’s friend
5. In class, one of the boys draws a picture of a black boy with big lips. Erin, the teacher, decides
to explain about
6. What does Erin buy for her students?
7. What did Erin do when no parents came to the teacher-parent meeting?

a. go home b. read the students’ diaries c. go to a party
8. Erin takes her class to the Museum of Tolerance. What do the students have to do?
9. In class, at the beginning of the new term, the students make a ‘Toast for ........................ ’
10. After reading Anne Frank the students have to write a letter to
a. Miep Gies b. Otto Frank c. Anne Frank
11. Who visits the students at their high school? ……………………………………………
12. For their final project what do the students have to do?
13. When was the book “The Freedom Writers Diary” published? …………………………….
14. What are the main topics in the film?
15. What is your opinion of the film?
16. Write a short summary of the film.

Exam
Listening practice 4
Track 2B and 2C You are going to hear a talk about the life of Nelson Mandela.
Choose the best answer according to the recording. Only one answer is correct.
0 When did Mandela’s presidency end?
A 1994
B 2013
C 1918
D 1999
✓
1 The name ‘Nelson’

A was given to him by his first teacher.
B was the name of his clan.
C was not his original name and meant ‘troublemaker’.
D is the English for ‘Madiba’.
2 Why was Mandela impressed at the ANC meetings?
A Because there were a lot of black people there. B
Because he was interested in African culture.
C Because there were so many different people there.
D Because he wanted to attend university.
3 Apartheid meant that
A black people weren’t allowed to take buses.
B blacks and whites were completely separated.
C black people didn’t go to school.
D black people were very poor.
4 At university Mandela studied
A African culture.
B law.
C politics.
D religion.
5 Mandela was sent to prison for
A acting against the government.
B political activism.
C speaking out against apartheid.
D creating opposition to apartheid abroad.
6 When was Mandela released from prison?
A 1989
B 1994
C 1993
D 1990
7 Which of these problems are black people in South Africa still facing?
A Discrimination
B Poverty
C Lack of education
D Disease
8 Where was Mandela’s memorial service held?
A In the USA.
B At his home.
C In a stadium.
D Near Johannesburg.

Listening
Listening practice 2
1 You are going to hear a talk about the life of Nelson Mandela. What do you know about him? Work with a partner and
make notes.
2 Track 2B and 2C Listen. Were your notes correct?
information you need to find out.
3 Track 2B and 2C Read the questions carefully. Listen again and make notes. Then compare your notes with your partner.
1 When was Mandela president of South Africa?
2 How did he get the name ‘Nelson’?
3 What impressed him most about the ANC meetings?
4 What was apartheid?
5 Why was Nelson Mandela sent to prison?
6 What happened when he got out of prison?
7 What is the situation like for black people in South Africa now?
8 Where was Mandela’s memorial service held?
4 Work in pairs. Choose the answer that most closely matches your answers in Exercise 3.
1 A From 1994 to 2013. 5 A For political activism.
B From 1999 to 2013. B For acting against the government.
C From 1994 to 1999. C For speaking out against apartheid.
2 A It was given to him by his first teacher. 6 A He became president with FW De Klerk.
B It was the name of his clan. B There were democratic elections and he jointly won
C It was the English for ‘Madiba’. the Nobel Peace Prize.
3 A There were a lot of black people.
C He worked with FW De Klerk, who had won the
Nobel Peace Prize.
B Everyone was interested in African culture.
C There were so many different people there. 7 A A lot of them still live in poverty.
B They still can’t work with white people.
4 A black people being unable to take buses.
C There is still a lack of education.
B blacks and whites being completely separated.
C black people not going to school. 8 A In the United States of America.
B Near Johannesburg.
C In a stadium.
5 Work with a partner. Discuss the questions.

1 Why do you think Nelson Mandela was such an inspiration to so many people?
2 Who is an inspiration for you?

International Women’s Day
 Who was Malala?

 Where was she born?
 Do most Pakistani girls attend school?
 What did the Taliban force girls to do?
 How did she make herself heard?
 What was she fighting for?
 What happened to her on a bus in 2012?
 What has she won and why is it so
special?
Do you What human
respect rights organi-
other sations do
people's you know
about?
What is the
most important Do you think
human right? that religions
Why? respect
human
Is human
rights
guaranteed Do you
in your know
country? someone
whose rights
have been
Do you know
about anyone,
personally or
What rights
by name, who
should people
has had to
who violate
fights for their
the rights
Do you find it
What would possible that
the world be everyone in
like if everyone the world will
respected the have the same
human rights? rights in the
future?
Poster source: http://www.undp.org/content/rbec/en/home/ourwork/democraticgovernance/human-rights/more-ab out-human-rights/
Reading skills practice: The history of graffiti – exercises
Is graffiti a vibrant urban art form or senseless vandalism? When did graffiti first become popular? Read
this article to find out about the history of street art and hear from both sides of the debate.
Preparation
Are these ideas for or against graffiti? Circle for or against.
1. Graffiti is a way for people to express their ideas and feelings. for against
2. It is a waste of money cleaning it up. for against
3. Graffiti ruins public areas and makes children afraid to play in parks. for against
4. Graffiti makes a town look more attractive. for against
5. Why should one person decide what public property looks like? for against
6. Museums and art galleries now include graffiti in their collections. for against
7. Graffiti is art. for against
8. Graffiti is vandalism. for against

1. Check your understanding: matching

Write the paragraph headings next to the paragraphs. One heading is not needed.
Art or vandalism? Increasing exposure and attention The future of graffiti
Famous graffiti artists Not just a modern phenomenon
1. paragraph 1
2. paragraph 2
3. paragraph 3
4. paragraph 4
5. not needed

Circle the best answer to these questions.
1. Why was the seventies an important decade in the history of graffiti?

a. That was when modern graffiti first appeared.
b. That was when modern graffiti first became really popular.
c. That was when graffiti first reached New York.
2. What is a 'masterpiece' in graffiti?

a. A really high-quality piece of graffiti.
b. A work of graffiti showing the artist's name.
c. A full piece of graffiti, like those seen on subway trains.
3. What was the main motivation for the first taggers?

a. Showing which streets belonged to which gangs.
b. Creating a strong visual identity for their 'crew'.
c. Sending coded messages to other gangs.
4. Who coined the phrase 'graffiti'?

a. New York gangs who had a lot of Italian immigrant members.
b. A newspaper and an author.
c. The man who was the mayor of New York in the late seventies.
5. How did things change after the first war on graffiti?

a. It was considered a more serious crime.
b. Graffiti artists had to find different places to paint.
c. New York looked a lot cleaner.
6. What does New York city councillor Peter Vallone say about graffiti?
a. Graffiti can be good for cities as long as it is tasteful and conveys positive messages.
b. Graffiti can be beautiful if it is done by a skilled artist.
c. Graffiti is a crime if the artist does not have permission.
7. What do the Berlin-based group Reclaim Your City say about graffiti?
a. Involving young people in graffiti stops them getting involved with serious crime.
b. Graffiti helps the public to own the streets and take control away from advertisers.
c. Graffiti actually increases the value of property by making the area more attractive.
8. What is the author's final point?

a. Graffiti has now become mainstream and can make artists a lot of money.
b. Graffiti is not a good way to become a respected artist.
c. Some of the most popular graffiti artists end up being exploited by the art world.

Complete the gaps with a noun from the box.
spray paints stencil property springboard
vandal taggers crews canvas
1. People who graffiti their names are called .
2. Graffiti is usually done with .
3. Taggers originally worked in groups called .
4. A piece of heavy fabric on which a painting can be created is called a .
5. Something that someone owns is called their .

6. A person who deliberately destroys or damages someone else's property is called a
.
7. If something helps to start an activity or process, we say it is a to doing
something.
8. A piece of plastic, cardboard or other material with a design cut into it to reproduce that pattern is
called a .
Discussion
What do you think about graffiti? Is it art or vandalism?

Grammar
Reported speech
1 People sometimes change their minds or don’t exactly tell the truth. Complete the dialogues using the correct form of the
verbs in brackets.
1 A: ‘I’m washing my hair tonight, sorry.’
B: ‘But you your hair last night too!’ (say / wash)
2 A: ‘She’s going to the party with Guillermo.’
B: ‘But him.’ (tell me / not like)
3 A: ‘I’ll probably stay in on Saturday night.’
B: ‘But you with me.’ (say / go out)
4 A: ’I’m lost, sorry.’
B: ‘But you here before’ (say / be)
5 A: ‘She can’t swim very well.’
B: ‘But she brilliantly.’ (tell me / can / swim)
6 A: ‘I have to go home now.’
B: ‘But you until midnight.’ (say / not have to / go)
2 Correct the mistakes in these sentences.

1 He asked to her to go snowboarding with him next week.
2 The instructor asked me if I have ever been scuba-diving before.
3 The examiner told that we stop writing and put down our pens.
4 Yesterday, I asked whether you had some walking boots I could borrow and you said me yes.
5 Alex and Lara asked if we need any help, but we stupidly said we didn’t need any.
3 Match the sentences with the appropriate reporting verb.

1 You should try drinking some hot milk to help you sleep. a order
2 I feel really bad about telling everyone. Sorry. b suggest
3 Don’t stand too close to the animals, Oscar. They bite. c advise
4 Emma! Tidy up the kitchen immediately! d apologise
5 Honestly, I didn’t eat all the biscuits. e remind
6 Why don’t we go rollerblading in the park tomorrow? f deny
7 You have to watch Zac Efron’s new film. It’s fantastic! g warn
8 OK everybody! Don’t forget that we’re meeting at h recommend
4 o’clock outside the station.
4 Complete the reported sentences using the correct verb from Exericse 3.
1 He everyone.
2 She too close to the animals because they bite.
3 He some hot milk to help me sleep.
4 She the kitchen immediately
5 He all the biscuits.
6 She in the park the next day.
7 He Zac Efron’s new film. He said it’s fantastic.
8 She that we were meeting at 4 o’clock outside the station.

Grammar
5 Rewrite the following sentences in reported speech.

1 ’We’re watching the X-Factor right now, so I can only talk for a minute,’ said Miki.
Miki
2 ‘She’s gone to the cinema, but I’ll tell her to call you later,’ Pilar’s dad told me.
Pilar’s dad
3 ’I’d heard of the fi lm, but I didn’t expect it to be so good,’ Nacho said.
Nacho
4 ’We won’t be able to come to your party, but we hope you both have a great night,’ my aunt said.
My aunt
5 ’I saw the new Spiderman fi lm when we were fl ying to New York a few weeks ago’, Lucía told me.
Lucía
6 ‘We’re going to your brother’s concert, and we’re looking forward to seeing you there,’ my cousin told me.
My cousin
6 Find four mistakes and rewrite the sentences correctly.

1 Rocio said us to meet her outside the cinema.
2 Juan asked I’d like to go to the concert with him.
3 Pablo asked me which was the best band I’d ever seen.
4 Fernando told me not to borrow his i-pod without asking fi rst.
5 Silvia asked that I can lend her the DVD.
6 Zara ordered them leave the party.
7 Complete the text with the correct form of the reporting verbs.
warn apologise promise threaten accuse admit claim

Sentence transformation
Reported speech
1 Rewrite the statements as reported speech. Don’t forget to change the time words.
1 The athlete said, ‘I will do my best in the race today.’
2 ‘Joe isn’t going to the basketball match tonight,’ Mike told me.
3 My brother told me, ‘I went rock climbing with my friends yesterday.’
4 ‘Sam can play cricket,’ David told his mum.
2 Rewrite the questions as reported speech.

1 ‘Will you marry me?’ he asked his girlfriend.
He asked his girlfriend .
2 ‘Have you finished your homework?’ Paul’s mum asked him.
Paul’s mum asked him .
3 ‘Are you playing football later?’ he asked me.
He asked me .
4 ‘Did he do yoga last year?’ William asked.
William asked .
5 ‘What are you doing here?’ he asked me.
He asked .
6 ‘What’s wrong with you?’ she asked Paul.
She asked .
7 ‘What has happened to your girlfriend?’ Carol asked her brother.
Carol asked .
8 ‘Why don’t you want to come with us to the cinema?’ our parents asked us.
Our parents asked .
4 Report the commands and requests. Use the correct form of the words in brackets.
1 ‘Don’t go swimming in the lake.’ (He / tell / me)
2 ‘Please don’t make any plans.’ (My mum / ask / me)
3 ‘Could you please make your way to the tennis court.’ (The coach / ask / us)
4 ‘Please sign up to do the sandboarding course.’ (My friend / ask / me)
5 Rewrite the sentences as reported speech. Use deny, recommend, apologise, remind, order, warn and suggest. The verbs can
be used more than once and some sentences can have more than one answer.
1 ‘You should eat breakfast every day,’ said my mum.
2 Hannah said, ‘I’m sorry that I didn’t remember the book.’
3 The lifeguard said to us, ‘Don’t swim right after a meal.’
4 The football official said, ‘I didn’t cheat!’
5 ‘Don’t make a lot of noise!’ my dad told me again.
6 ‘Get out of the swimming pool!’ the teacher told Joe.

6 Rewrite the statements as reported speech.

1 ‘Where are you going to sleep tonight?’ Tony asked.
2 ‘You shouldn’t buy so many things’, he told her.
3 ‘Although Paul hadn’t slept at all, he went to see his girlfriend’, Laurie said.
4 ‘This film will never win an Oscar’, Matt said.
7 Rewrite the questions as reported speech.

1 ‘Where are you coming home from?’ he asked me.
2 ‘Why isn’t he talking to me?’ Sarah wanted to know.
3 ‘What has happened to him?’ she asked.
4 ‘Can I ask you a personal question?’ Mike wanted to know.
5 ‘Will you please stop making that silly noise?’ my mother asked.
8 Report the commands and requests.

1 ‘You have to be at the cinema before 7’, he said.
He told us
2 ‘Stop shouting at each other!’ their mum told them.
Their mother told them
3 ‘Phone me when you arrive, please’, he asked her.
He asked her
4 ‘You can’t tell anyone what I just told you’, Lisa told her.
Lisa told her
5 ‘Leave all your mobiles on that table’, the teacher said.
The teacher asked us
9 Rewrite the sentences as reported speech. Use one of the following verbs: admit, claim, offer, promise, threaten, warn or
explain.
1 ‘I won’t do it again’, said Peter.
2 ‘Mary took your mobile away’, Susan said.
3 ‘I’ll speak to your parents if you don’t change your attitude’, the teacher said.
4 ‘Don’t leave the keys there’, my mum told me.
5 ‘I can pick you up from school later’, he told me.
6 ‘I’ve made a big mistake’, Harry said.

that language Proto-Indo-European (PIE).
back thousands of years.
languages we speak today.
A Say whether the following statements are TRUE or FALSE. Explain WHY using your own words OR finding evidence in the
text.
1 William Jones proposed that European and Indian languages have developed from one single language.
2 Researchers have now discovered where the first Europeans came from.
3 Studying cognates enabled researchers to recreate languages that are now extinct.
4 The researchers discovered that language and basic words are in our DNA.
B In your own words and based on the ideas from the text, answer the following question.
1 What are ‘cognates’?
2 Why are cognates so important in researching the history of language families?
3 What have researchers found out about Anatolia?
C Find in the text words or phrases which mean the same as the ones below:
1 spoke to a group of people (paragraph 1) 4 to describe or indicate the exact position of something
(paragraph 3)
2 the moment when something started to exist
(paragraph 2) 5 to give something to someone who will live after you die
(paragraph 3)
3 came or developed from something else (paragraph 2)
D Complete the second sentence. It must mean the same as the first sentence.
1 We didn’t live 8,000 years ago, so we didn’t speak Proto-Indo-European.
If .
2 ‘Why don’t we study cognates in these different languages?’ Mr Jones said to his colleagues.
Mr Jones .

that language Proto-Indo-European (PIE).
back thousands of years.
languages we speak today.
Choose the best answer according to the text. Only one answer is correct.
1 What did William Jones propose to the Asiatic Society?
A He said that similarities between certain languages showed that they all came from one source.
B He claimed he had found similarities between certain languages that were probably just a coincidence.
C He said he had found the original language from which all European and Indian languages originated.
D He said researchers should look more closely at cognates to find out where all languages came from.
2 The ‘common ancestor’ is
A either Greek or Latin.
B called ‘Proto-Indo-European’.
C called ‘Anatolian’.
D still spoken in Turkey today.
3 Proto-languages
A are languages made up of words from different languages.
B were discovered by William Jones.
C have given us some of the words we still use today.
D can still be heard in some parts of Europe and India today.
4 Linguists found that cognates came from
A a language family tree.
B Proto-Indo-European.
C Greek.
D proto-languages.
5 Why are basic words ‘like DNA’?
A They can be found in all languages and proto-languages.
B They are passed from one generation to the next.
C They help us to understand family trees.
D They are in our blood.
6 The first speakers of PIE
A spoke Turkish.
B spoke lots of different languages.
C lived in what is now Turkey.
D lived for a long time.

English as a global language
People often talk about English as a global language or lingua franca. With more than 350 million
people around the world speaking English as a first language and more than 430 million speaking it
as a second language, there are English speakers in most countries around the world. Why is English
so popular, though? And why has it become a global language?
People often call English the international language of business, and it’s increasingly true as
international trade expands every year, bringing new countries into contact. Many of the best MBA
programs are taught in English, so speaking it well can put you in a position to get the best training
and credentials. Most multinational companies require a certain degree of English proficiency from
potential employees so in order to get a position with a top company, more and people are learning
English.
If your ambitions lie in science or medicine, you can’t neglect English either. Much of the technical
terminology is based on English words, and if you want to learn about the latest developments and
discoveries from around the world, you’ll read about them in journals and research reports published
in English, no matter whether the scientists who wrote them are from China or Norway. And, of
course, with good conversational English, you’ll be able to network and make important contacts at
conferences and seminars.
English also opens doors in the academic world. Of course, if the best program in your field is in an
English-speaking country, English will give you the opportunity to study with the top scholars.
Western universities are attracting more and more visiting scholars, students and professors from all
around the world, and their common working language is English. As well as studying and
teaching, attending international conferences and publishing in foreign journals are some of the key
steps to success in academia. In order to speak at these conferences or publish in these journals,
excellent English is essential.
Journalists and writers around the world are finding a good command of English to be an increasingly
useful skill. Even if you’re writing your articles and doing interviews in your own language, with
good English you can get background material from international wire services and papers and
magazines from around the world. You can interview foreign businessmen, diplomats and maybe
even get sent to cover overseas stories. Good English skills mean that you are not reliant on translators
and can work faster and more accurately with English information sources.
If you want a career in travel, English is absolutely essential. As the international language of aviation,
pilots and cabin crew all need to speak English. Even if you’re not up in the air, speaking English
accurately will ensure you are able to communicate with clients and suppliers all over the world.
So, what’s stopping you from learning this global language? With all the English resources available
on the internet and so many other English speakers around the world to practice with, there’s never
been a better time to start learning English. Pick up a book, learn a few words, or even start a course
today and take your first steps towards becoming one of nearly 800 million English speakers in the
world.
Grammar
Passive / to have / get something done

1 Complete the sentences using the passive form of a verb from the list and the tense given in bold.
1 Are you OK? I heard you had an asthma attack yesterday.

Yes, thanks. The attacks are brought on by pollution, and yesterday it was really bad. (present simple)
2 What happened to your arm?
I by a car and broke it. (past simple)
3 You look worried. Are you OK?
No. I the results of my blood test this afternoon. (going to)
4 Why are you angry at your granddad? He’s not very well.
I know, but he to give up smoking, but he hasn’t. (present perfect)
5 Any news about the woman who was bitten by a wild dog?
Her condition as serious, but improving. (present continuous)
6 Why did you miss your medical check up this morning?
I the appointment was at 11.30, not 10.30. (past perfect)
7 Is your mum OK now? I heard she’s been ill for months.
Yes, thanks. She the wrong tablets by the chemist, but she’s ok now. (past continuous)
2 Complete the sentences with the present or past passive form of the modal verb and the verb given.
1 The doctor said these tablets after you’ve eaten. (must / take)
2 I suppose he by the exams he had last week. (might / stress out)
3 Diabetes , only controlled. (can’t / treat)
4 You about the side effects of the treatment. (should /tell)
5 Scientists are confi dent a cure for the common cold in the next few years. (will / fi nd)
3 Answer these health questions with the passive form using the information and verb given.
1 How many people suffer from mental health problems? (One in four / think)
2 How many people in Spain are obese? (One in six / believe)
3 What is the most infectious disease (malaria / consider)
4 What is the number one cause of death around the world? (heart disease / say)
5 How many people in the world are living with HIV? (34 million / estimate)
6 Which is the healthiest country in the world? (Japan / think)
4 Reorder the words to make questions. The answers are provided to help you.
1 World Earth Day / day / on / observed / which / is
April 22nd
2 held / the / where / Earth Summit / first / was
? Stockholm
3 as / second / gas / greenhouse / known / the / what / is
? Methane
4 much / wasted / by / average / how / food / the / European / is
? 95-115kg

Grammar
5 Complete the conversation using the passive form of the verbs in brackets.
6 Now, complete the sentences with a noun from Box A and a verb from Box B.
A laptop photo hair nose teeth
1 I’ve got a job interview next week, so I’m going to have my quite short. I need to look smart.
2 I don’t really want an ice cream. I’ve just had two so it’ll hurt.
3 She’s having her for the school magazine. She won an award for creative writing.
4 I need to get my I think it might have some strange virus, or something.
5 I got my a few months ago, but it got infected. It was horrible.

Passive / to have something done

1 Rewrite the sentences in the passive voice. Use by only when necessary.
1 Perhaps next year the government will offer incentives for recycling.
2 In this town they recycle batteries.
3 He has painted her room with environmentally-friendly paint.
4 By the time I got there, someone had taken a bag of cans to the recycling depot.
2 Rewrite the sentences in the active voice.

1 People are being charged a fee by the town council if they don’t recycle.
2 Global warming is considered a serious problem by scientists.
3 The rubbish was picked up by the students before they left the park.
4 The lights have been switched off to save energy.
3 Rewrite the sentences. Use modal verbs in the passive voice.

1 You can also recycle plasterboard and timber.
2 You have to sort your rubbish into different bins.
3 They should encourage students to be more aware of the environment.
4 You mustn’t mix aluminium and paper in your recycling bins.
4 Rewrite the sentences where possible using get instead of the passive be.
1 Many people were injured that night.
2 The school is cleaned every morning before the students arrive.
3 If the books are ruined, you’ll have to pay for them.
4 The president is loved by almost everybody.
5 Rewrite the sentences. Use causative have or get.

1 The painters are painting our house.
We .
2 A designer is going to make Lucy’s wedding dress.
Lucy .
3 My car broke down. They are repairing it at the garage.
I .
4 The photographer took a photo of Sam.
Sam .
5 My hair was too long so the hairdresser cut it.
I because .

6 Rewrite the sentences in the passive voice. Use by only when necessary.
1 Scientists have made great advances in recent years.
2 Young people don’t drink a lot of alcohol.
3 The doctor encouraged him to give up smoking.
4 The postman had already delivered the letters by eleven o’clock.
5 I wouldn’t buy the medicine if it wasn’t necessary.
7 Rewrite the sentences in the active voice.

1 Penicillin was discovered by Alexander Fleming.
2 DNA has been considered essential in cancer treatment by many scientists.
3 He was bitten by a snake in the desert.
4 These tablets were given to me by the doctor.
5 The project had been finished before I arrived.
8 Rewrite the sentences. Use modal verbs in the passive voice.

1 The teachers will publish the marks on 2nd June.
The marks
2 You must do exercise to be fit.
Exercise
3 I may have given the wrong essay to the teacher.
The teacher
4 People can prevent high cholesterol with a healthy diet.
High cholesterol
5 We would buy more organic food if there were more shops that sold it.
More organic food
9 Rewrite the sentences in the passive. Use the verbs in bold.

1 People know that doing exercise is good for your health.
It is
2 Many old people believe eating apples is healthy – we should eat at least an apple a day.
It is
3 They expect more cases of cancer in the near future.
More cases of cancer
4 People consider diabetes to be the illness of the future.
Diabetes
5 Governments estimate the majority of people will stop smoking.
It is

Grammar
Questions
1 Complete the questions in this survey for students in their last year at school. Use the verbs in brackets. Sometimes there
is more than one possible answer.
1 What (you / enjoy most) about school?
2 What (you / like least)?
3 What subjects (you / study) this year?
4 When (you / start) at this school?
5 (you / know) anyone at this school when you first came?
6 (you / ever / have) any problems at school?
7 If yes, (you / talk) to a teacher about them?
8 If yes, (the teacher / be) helpful and supportive?
9 (you / think) anything could be improved at your school?
10 (you / receive) any advice at school about what to do next year?
2 Write questions to respond to the statements using the question word given.
1 The swimming pool looks small.
What ?
2 Mary and Jack are coming to my party.
Who ?
3 Joshua will be in Salamanca tomorrow at 6 o’clock.
When ?
4 I like the green jumper more than the red one.
Which ?
5 She’s not going to school tomorrow.
Why ?
6 Let’s go for lunch!
Where ?
3 Add the correct question tag to these questions.

1 She always forgets her keys, ?
2 Let’s have a party ?
3 We can’t turn left here, ?
4 Olly played really well, ?
5 You won’t tell anyone, ?
6 I’ve got one of those, ?
7 They’re not going on holiday again, ?
8 He couldn’t possibly be telling the truth, ?

Grammar
Embedded questions
1 Complete the sentences with embedded questions.
1 My birthday is on March 15th.
I asked
2 Whose is this book?
I wondered
3 What kind of films do you like?
Could you tell me
4 What’s his favourite video game?
The question is
5 What time is she coming home tonight?
Who knows
6 Why did you sell all your books?
I’d like to know
7 How much money have they got?
I don’t know
8 Where do they live?
I wonder
9 What happened at school today?
I’m curious to know
10 Evie is not feeling well.
I was interested to know
2 Correct the mistakes in the sentences.

1 I’ll ask my dad if can I stay until midnight.
2 The police don’t know to stop the problem of violence in the city centre.
3 I asked my sister why she looks so happy.
4 I wonder who did he meet last night.
5 Jamie wondered if to phone his friend after the argument or not.
3 Finish these embedded questions with your own ideas.

1 I don’t know
2 I doubt
3 I wonder
4 I’d like to know
5 I’m not sure
6 I’m interested in
7 I’m curious to know

UNIT 5
Can online gaming be educational?

https://www.youtube.com/watch?v=kgEoG04IcOc
A. You are going to watch a short Ted Talk on the topic of gaming. First of all try to think
of 3 reasons why gaming could be considered educational and 3 reasons why not
Reasons for:
1.
2.
3.
Reasons against:
1.
2.
3.
B. Answer the following questions with full sentences

i. What three skills did the speaker say he has developed.
ii. When did he first become interested in World of Tanks?

iii. What other area of design was the speaker interested in?
iv. Can you explain how the game is played.
v. Where does he feel WWII was won?

vi. The speaker says that the Sherman tank was just as good as the Panther/Tiger tanks.
True or False
vii. Did Lewis go to a local school?
viii. Name 4 household responsibilities that Lewis has
1.
2.
3.
4.
ix. What technique does he use to manage his ‘internal conflict’?
x. What does Lewis ask the audience to do at the end of the video?
C. Writing
1. Write a summary of the video

Or
2. Write an opinion essay on the topic
Reading skills practice: The Facebook party that became a riot – exercises
How did a quiet 16th birthday celebration turn into a full-scale riot? Read this to find out what happened
when a Dutch teenager made a Facebook error.
Preparation
Match the sentence halves to make things that can go wrong at a party. Write a–f next to the numbers 1–6.
1…….. Someone breaks a. gatecrash the party
2…….. Loads of people you don't know b. in your parents' bed
3…….. Someone spills c. embarrassing photos from the party on Facebook
4…….. The neighbours complain d. their drink on the carpet
5…….. Your mates post e. an expensive glass
6…….. Someone falls asleep f. about the noise


Choose the best option to complete these sentences.
1. Merthe Weusthuis made the mistake of .

a. using Facebook to organise her birthday celebration
b. letting her friends invite their friends to her party
c. inviting people she did not really like to her party
d. not checking who could see her online invitation
2. The number of confirmed guests .

a. did not reflect the reality
b. got out of control almost immediately
c. was manageable until the Twitter campaign
d. suddenly shot up when people started watching the YouTube video trailers
3. 'Project X Haren' was named after .

a. another party in the same area
b. the group who promoted the party online
c. a party video on YouTube
d. a film
4. Local journalists .
a. gave the event publicity
b. tried to discourage people from attending
c. gathered outside the house
d. started the violence
5. Violence broke out when .

a. teenagers arrived in large numbers
b. people realised there was no party
c. rival gangs turned up
d. gatecrashers saw the riot police
6. After the riot, Facebook was used to .

a. plan another party in Haren
b. send messages of support to Merthe and her family
c. help rioters get in contact with each other
d. help the town recover from the violence
7. Bradley McAnulty .
a. made the same mistake as Merthe Weusthuis
b. sent invites via Blackberry Messenger
c. had taken steps to prevent problems
d. posted details of the event online
8. In Bradley McAnulty's case, .

a. only a small number of people arrived
b. the gatecrashers were well behaved
c. the gatecrashers caused a lot of damage to his home
d. the gatecrashers caused a lot of damage to his town

Complete the gaps with a phrase from the box.
take place broke out set on fire turned up
send out leaked out named after brought in
1. Merthe used her Facebook page to invitations.
2. The event was a party in a film.
3. Teenagers at the house to have their photos taken.
4. 5,000 teenagers gathered in Haren on the night the party was supposed to .
5. When it became clear there was no party, violence .
6. Riot police were to control the crowds.
7. Shops were vandalised and cars were .

8. Even though Bradley McAnulty had been careful, news of his party and
appeared on Blackberry Messenger.
Discussion
Is Facebook a good way to organise a party? Why or why not?

Are you careful with your privacy settings on social network sites?
Reading skills practice: Video games are good for you – exercises
You know all those people that told you that video games are bad for you? They were wrong. Read this to
find out more.
Preparation
Write the type of computer game next to the description.
Fighting game Role-playing game (RPG) Strategy game
Platform game Racing game Shooter
A game that involves travelling and jumping across platforms, often

1. with obstacles and other elements like ladders.
A game that focuses on one-on-one combat against an opponent.

2.
A game whose main focus is combat involving guns or other projectile
3. weapons such as missiles.
A game in which the player controls a central character. They explore

the game world, solve puzzles and take part in tactical fights to
4.
complete their quest.
A game that requires careful planning and tactics to achieve victory,
5. often from a godlike perspective over the game world.
A game in which the player races against opponents in some type of
6. transportation.

Circle the best option to complete these sentences.
1. Only relatively recently have people started to realise .

a. the harmful effects of video games
b. the beneficial effects of video games
c. how much we don't know about video games' effects
d. how much video games affect the people that play them
2. Very young children show improved after playing video games.

a. muscle control and co-ordination
b. social interaction
c. decision-making
d. ability to differentiate between different colours
3. Playing video games helps doctors .

a. do operations and read X-rays
b. make decisions under pressure
c. operate complex equipment
d. tend to more than one patient at a time
4. Video gamers' decision-making speed is significantly improved by .

a. years of gaming experience
b. long periods of game playing
c. playing video games in short bursts
d. certain types of video game
5. Women who play video games demonstrate .

a. faster reaction speeds
b. reduced stress levels
c. better spatial awareness
d. better multitasking ability
6. In one research study, the video game Tetris helped people to .

a. improve their concentration
b. overcome depression
c. forget disturbing experiences
d. make decisions faster
7. Research shows that violent video games .

a. have no negative effects on players
b. only affect players' brains after extended hours of play
c. may have positive and negative effects on the brain
d. only affect players' brains in beneficial ways
8. In the future, computer games may be used for .

a. treating a variety of medical problems
b. training doctors to deal with emotional pressure
c. helping parents to deal with difficult teenagers
d. treating prisoners with a history of violent behaviour

Complete the gaps with a noun from the box.
shades attention decisions behaviour
errors skills field scans difference
1. Playing video games improves the speed at which people can make .
2. Video gamers also demonstrate an improved ability to pay to several things at
once.
3. Pre-school children who play video games have been shown to have improved motor
.
4. Playing video games also has a beneficial effect on vision, increasing players' ability to tell the
between varying of grey.
5. Surgeons who play computer games work faster and make fewer .
6. Researchers from Indiana University investigated the effects of violent video games by doing some
brain on video gamers.
7. Their research showed that violent video games affect emotional control and may cause more
aggressive .
8. Daphne Bavelier is one of the most experienced researchers in her .
Discussion
What kind of computer games do you like?

Do you think they are good for you? Why or why not?
What could be more narcissistic?
properly.
always choose a photo showing a better-looking version of ourselves.
1 The author
A thinks that social media is a stupid idea.
B implies that posting photos of cats is strange or stupid.
C thinks that we’re obsessed with our mobile phones.
D doesn’t like cats.
2 What does he think is narcissistic?
A Social networks.
B Photos of cats.
C Photos taken with our mobile phones.
D Posting photos of ourselves on social networks.
3 Posting selfies may reveal
A negative aspects of our personality.
B a mental disorder.
C little intelligence. D
a love of fashion.
4 Humans
A are absolutely sure what they look like.
B don’t have mirrors at home.
C aren’t absolutely sure what they look like.
D are very attractive.
5 In the experiment there were photos
A that made the person look worse only.
B of other people.
C that made the person look better only.
D that made the person look both better and worse.
6 Selfies are popular because
A we love cats.
B we have a high opinion of our appearance.
C they show us to be attractive.
D they help us form relationships.

Teaching Practice Activity 2: Edpuzzle
Edpuzzle - https://edpuzzle.com/
1. Watch the YouTube tutorial video https://www.youtube.com/watch?v=gnL1DsRAQ0E

Basic Instructions:
- Sign up as a teacher for an account

- Create a class
- Go to ‘Content’, then ‘my content’ and upload a video (this may take a few minutes)
-Tick the box underneath your video and then choose ‘edit’.
- Crop, add audio notes and questions.
- When it is complete, press finish, then assign to a class.
- Add due date, press the ‘prevent skipping’ option and then share your assignment. Copy
the URL and paste it to the Edpuzzle forum in the Aula Digital.
2. You should include:
- 8 questions by using the quizzes mode (multiple choice or open-ended) and two
comments
- At least 2 ‘audio notes’
- Remember to use the ‘no skipping’ mode so that students have to answer all the
questions
3. Copy the URL link and add it to the Edpuzzle forum page in the Aula Digital with the
names of the students in your group. Explain the topic and the age group that your video
is for. Go to at least 3 of the videos created by your classmates and do their Edpuzzle
activities. This way you will be able to see how the gradebook works.
Grammar
Relative clauses
1 What’s the name of the woman a where you can read all the gossip about film stars and
2 It’s a quiz show pop stars.
3 He’s the TV presenter on London Live b where the contestants have to answer questions while
4 The competition is on the same website they’re on a rollercoaster!
5 Do you remember the programme c we saw last week about celebrity chefs?
6 I loved the episode d who used to read the news on Channel 9?
e when they all go for a picnic in the countryside.
f whose voice is really annoying.
2 Mark where the non-defining relative clauses go in the text below.

a , who was born in the province of Toledo in 1984,
b , whose family support Atlético de Madrid,
c , which is an Italian channel dedicated to football.
d , when she was in her third year of a degree in journalism,
e , when she was covering the 2010 World Cup for Spanish TV,
f , who had just lifted Spain’s first World Cup,
Sara Carbonero is a sports journalist on Telecinco and Cuatro. She also presents news about the Spanish league on Premium
Calcio.
Sara left university before graduating. In 2004, she got the chance to do work experience at Radio Marca, and hasn’t looked
back.
Sara first made the news around the world, in South Africa. British newspapers suggested her presence on the pitch before
the game had distracted Spain’s captain, Real Madrid goalkeeper, Iker Casillas. Sara appeared on front pages again only a few
weeks later. An emotional Casillas kissed her on live national TV.
3 Correct the mistakes in the sentences below.

1 She’s the actress which played Mikage in Kitchen.
2 They interviewed a man who he had climbed Everest
3 Robert Pattinson who plays Edward in the Twilight films visited our school last week.
4 What’s the name of the song what they play at the end of the film?
5 Last night, at the cinema I saw the girl what lives next door with her friends.
4 Complete the sentences with a relative pronoun. More than one answer may be possible.
1 I have a friend grandparents went on the demonstration.
2 The activist spoke fi rst was very passionate.
3 This is the square the uprising began.
4 The group I belong to is fi ghting against the fur trade.
5 I’ll never forget the moment the police arrived.
5 In which sentences in Exercise 1 can the relative pronoun be omitted?

Grammar
6 Correct the mistake in the sentences.

1 The bank that I use it is in fi nancial trouble.
2 Police have closed the website that you could get more information.
3 Many young people can’t fi nd work are moving abroad.
4 The new laws which are very unpopular will affect us all.
5 A new factory is opening in the town, that is very good news.
7 Join the sentences using defining or non defining relative clauses.

1 A friend of mine helped organise the strike. She is a trade union member.
2 They are protesting against the spending cuts. They feel the spending cuts are unfair.
3 She met an interesting old man. He had gone to Germany to fi nd work in the 70s.
4 The animal rights group have planned a demonstration. The group’s members are all vegetarian.
5 The riots spread to residential areas. They had started in the city centre.

Relative clauses
1 Rewrite the sentences. Use the correct relative pronoun.
1 The documentary he watched was about the Spanish economy.
2 The news she wanted to watch was on at the same time as the football match.
3 Brad Pitt is the actor my sister likes the most.
4 The year we went to Spain on holiday it rained every day!
2 Join the sentences to make one. Use defining relative clauses and relative pronouns where necessary.
1 Marta is planning a holiday to the island. The reality show was set on the island.
2 For his class, Tim has to watch the documentary. It was produced by his unconventional professor.
3 The sitcom is not on tonight. Jenny likes to watch the sitcom.
4 The soap opera is called Eastenders. My mum likes Eastenders the most.
5 I was polite to the teacher. I had given up his class.
6 I’m going to have a party in the restaurant. We had our first meal there.
3 Rewrite or join the sentences. Use non-defining relative clauses.

1 Little Red Riding Hood was on her way to see her grandmother and met a wolf.
2 The shy quiz show contestants are usually nervous and make a lot of mistakes.
3 The Oscar is a prestigious cinematic award and is given to the best films of the year.
4 John’s mother loves to watch movies in black and white and owns a large collection of DVDs.
5 She hasn’t seen the new Channel 4 drama yet. The drama is about a criminal family.
6 Andrew’s sister likes to watch reality shows. His sister’s name is Anna.
4 Join the sentences to make one sentence. Use defining or non-defining relative clauses and the words in brackets.
1 Rafael Nadal has played tennis since he was a boy. He is number one today.
Rafael Nadal, , has played tennis since he was a boy. (who)
2 He’s a famous actor. His brother is a football player.
He’s the famous actor . (whose)
3 Gossip Girl is a very popular series. It takes place in Manhattan. (which)
Gossip Girl, , is a very popular series.
4 My sister Sofia likes my upstairs neighbour. He doesn’t go to our school. (who)
My sister Sofia likes my upstairs neighbour, .
5 That village in the north of Spain is beautiful. We spent our holidays there as children. (where)
That village in the north of Spain is beautiful.

5 Rewrite the sentences. Use the correct relative pronoun.

1 Gandhi was an important pacifist. He was born in India.
2 Teachers are usually keen on helping the students. The students show interest.
3 There are new political parties. Their members are usually young.
4 This is the Geography book. I told you about it the other day.
6 Join the sentences to make one. Use defining relative clauses and relative pronouns when necessary.
1 David doesn’t usually visit his parents. They live very far away.
2 I can always trust my best friend. He is always there for me.
3 They are showing a fantastic film later on. It’s about Luther King’s life.
4 The café has good coffee. It is round the corner.
5 I like that song. It reminds me of you.
7 Rewrite the sentences. Use non-defining relative clauses.

1 Don Quixote is one of the most important literary novels and it takes place in Spain.
2 My upstairs neighbour is always shouting. She is 13.
3 The teacher is very good and she is new here.
4 How I met your Mother is an American TV series and it takes place in New York.
5 There are fantastic English summer courses. They can be about almost anything.
8 Join the sentences to make one sentence. Use defining or non-defining relative clauses as appropriate. Add commas
where necessary.
1 My schoolmate is a professional footballer. He trains every day.
My schoolmate
2 There is a tree falling down. It was hit by lightning.
The tree
3 That hotel was fantastic. It was near the sea.
That hotel
4 The European elections didn’t interest everybody. They were held in May.
The European elections
5 Martin met Lisa in Budapest. He was travelling around Europe.
Martin

Unit 6 Maria Montessori
Watch the video and answer the questions. (https://www.youtube.com/watch?v=UzmvtVAuuyI)

1. Where and when did Maria open her first school?
2. What was this first school furnished with?
3. When had she developed the material?
4. Why did she create the material?
5. What sort of activities did the children do at this first school?
6. What happened when the children could choose which activities to do in the classroom?
7. Maria said that the role of the teacher was as a

8. Name some well-known people who were/are advocators of this teaching method.
9. What are the main characteristics from the Montessori Method that are used
nowadays?
10. Answer the question posed at the end of the video (short essay) – What are your
thoughts on Montessori?
Track 2A You are going to hear a radio programme in which people talk about their favourite teachers at school.
Choose the best answer according to the recording. Only one answer is correct.
0 The radio station is called
A KPR FM.
B CPR FM.
C CPA FM.
D KPA FM.
1 What might Mary O’s job be?
A A teacher.
B A bookseller.
C A writer of books.
D A nurse.
2 Bill’s PE teacher
A made him a good football player.
B didn’t just teach them about sports.
C told them that football was his life.
D gave up football to become a PE teacher.
3 Jennifer’s favourite teacher taught
A Maths.
B Economics.
C Statistics.
D All of the above.
4 Mrs Henderson’s lessons were helpful to Jennifer later in life because
A they were very funny.
B they were all about Economics.
C they helped her in her university classes.
D she became a Maths teacher too.
5 Why was Mr Jennings such a good teacher?
A He could remember a lot of dates.
B He taught only the facts.
C He could draw pictures of events.
D He helped students imagine what really happened.
6 Pete
A is a History student.
B is a soldier.
C lives in London.
D is a History teacher.
7 Nikki had a special talent for
A Science.
B remembering things.
C drawing.
D writing.
8 How did Nikki feel when she met her old primary school teacher?
A Sad because she was very old.
B Surprised because she hadn’t forgot Nikki.
C Embarrassed because she didn’t remember Nikki.
D Happy because of the funny stories she told.

6/2/2019 TBL and PBL: Two learner-centred approaches | TeachingEnglish | British Council | BBC
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TBL and PBL: Two learner-centred approaches
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Submitted 5 years 6 months ago by admin.
Many newly qualified or inexperienced teachers tend to base

their lesson planning on the traditional PPP approach
(Presentation, Practice, Production) because it is reliable and it
is a valid framework around which to base a series of classroom
activities.
It is also usually the best way of covering all the lexical areas and
grammar points in the course book or syllabus. All good and well. The
problem is that PPP serves the teacher ’s needs but it is debatable
whether or not it fulfills the needs of the learner.
The language presented and practiced does not take into account the
particular needs of each learner; the language content is almost always
dictated by the coursebook and/or syllabus. For this reason, many
teachers, having experimented with the PPP approach turn to more
learner-centred approaches where the needs of the learner are central
to the lesson content. Two such approaches are TBL (Task-Based
Learning) and PBL (Project-Based Learning).
https://www.teachingenglish.org.uk/article/tbl-pbl-two-learner-centred-approaches 1/9
What is TBL?
In task-based learning, the central focus of the lesson is the task itself,
not a grammar point or a lexical area, and the objective is not to ‘learn
the structure’ but to ‘complete the task’. Of course, to complete the task
successfully students have to use the right language and communicate
their ideas. The language, therefore becomes an instrument of
communication, whose purpose is to help complete the task
successfully. The students can use any language they need to reach their
objective. Usually there is no ‘correct answer’ for a task outcome.
Students decide on their own way of completing it, using the language
they see fit.
Different teachers use TBL in different ways. Some integrate it into the
existing syllabus, some use it to replace the syllabus altogether, some
use it as an ‘extra’ to their traditional classroom activities. But generally,
teachers using a TBL approach divide their task-based classes into three
stages:
Stage 1: The pre-task. The teacher introduces the topic and familiarizes
students with situations/lexical areas/texts (reading and listening)). This
draws the students into the topic and brings up language that may be
useful. The teacher then explains what the task is and sets up the
activity.
Stage 2: Students perform the task in pairs or groups. They may then
present their findings/conclusions to the rest of the class. In this stage,
mistakes are not important; the teacher provides support and monitors.
The learners focus on communication, perhaps at the expense of
accuracy, but this will be dealt with in the next stage.
Stage 3: The teacher works on specific language points which come up

in stage 2. (During the monitoring stage, most teachers make notes of
common errors and students’ particular learning needs). Students reflect
on the language needed to complete the task and how well they did. This
is their opportunity to concentrate on accuracy and make sure they
resolve any doubts or problems they had.
Tasks can be as simple as putting a list of animals in order from fastest to

slowest and then trying to agree with a partner on the correct order. Or
it could be something more complicated like a survey to find out which
parts of town your classmates live in and how they get to school, ending
in visual information presented in the form of pie charts and maps. Or it
could be something really complicated like a role-play involving a
meeting in the Town Hall of the different people affected by a new
shopping centre development and the consequent demolition of a youth
centre and old people ’s home. Whatever the task, it should always have
some kind of completion; and this completion should be central to the
class - the language resulting naturally from the task and not the other
way round.
The advantage of TBL over more traditional methods is that it allows

students to focus on real communication before doing any serious
language analysis. It focuses on students ’ needs by putting them into
authentic communicative situations and allowing them to use all their
language resources to deal with them. This draws the learners’ attention
to what they know how to do, what they don’t know how to do, and what
they only half know. It makes learners aware of their needs and
encourages them to take (some of the) responsibility for their own
learning. TBL is good for mixed ability classes; a task can be completed
successfully by a weaker or stronger student with more or less accuracy
in language production. The important thing is that both learners have
had the same communicative experience and are now aware of their own
individual learning needs.
Another advantage of this approach is that learners are exposed to a

wide variety of language and not just grammar. Collocations, lexical
phrases and expressions, chunks of language, things that often escape
the constraints of the traditional syllabus come up naturally in task-based
lessons. But this can also be a disadvantage. One of the criticisms of TBL
is this randomness. It doesn’t often fit in with the course book/syllabus,
which tends to present language in neat packages. Some teachers (and
learners) also find the move away from an explicit language focus
difficult and anarchistic. Many teachers also agree that it is not the best
method to use with beginners, since they have very few language
resources to draw on to be able to complete meaningful tasks
successfully.
The PBL approach takes learner-centredness to a higher level. It shares

many aspects with TBL, but if anything, it is even more ambitious.
Whereas TBL makes a task the central focus of a lesson, PBL often makes
a task the focus of a whole term or academic year.
Again, as with TBL, different teachers approach project work in different

ways. Some use it as the basis for a whole year’s work; others dedicate a
certain amount of time alongside the syllabus. Some use projects only on
short courses or ‘intensives’. Others try to get their schools to base their
whole curriculums on it. But there are generally considered to be four
elements which are common to all project-based
activities/classes/courses:
1. A central topic from which all the activities derive and which drives the
project towards a final objective.
2. Access to means of investigation (the Internet has made this part of

project work much easier) to collect, analyse and use information.
3. Plenty of opportunities for sharing ideas, collaborating and

communicating. Interaction with other learners is fundamental to PBL.
4. A final product (often produced using new technologies available to
us) in the form of posters, presentations, reports, videos, webpages,

blogs and so on.
The role of the teacher and the learner in the PBL approach is very
similar to the TBL approach. Learners are given freedom to go about
solving problems or sharing information in the way they see fit. The
teacher’s role is monitor and facilitator, setting up frameworks for
communication, providing access to information and helping with
language where necessary, and giving students opportunities to produce
a final product or presentation. As with TBL, the teacher monitors
interaction but doesn’t interrupt, dealing with language problems at
another moment.
The advantages and disadvantages of PBL are similar to those of TBL,

but the obvious attraction of project-based learning is the motivating
element, especially for younger learners. Projects bring real life into the
classroom; instead of learning about how plants grow (and all the
language that goes with it), you actually grow the plant and see for
yourself. It brings facts to life. The American educational theorist John
Dewey wrote “education is not a preparation for life; education is life
itself”. Project work allows ‘life itself’ to form part of the classroom and
provides hundreds of opportunities for learning. Apart from the fun
element, project work involves real life communicative situations,
(analyzing, deciding, editing, rejecting, organizing, delegating …) and
often involves multi- disciplinary skills which can be brought from other
subjects. All in all, it promotes a higher level of thinking than just learning
vocabulary and structures.
Both TBL and PBL focus primarily on the achievement of realistic

objectives, and then on the language that is needed to achieve those
objectives. They both treat language as an instrument to complete a
given objective rather than an isolated grammar point or lexical set to
learn and practise. They give plenty of opportunity for communication in
authentic contexts and give the learner freedom to use the linguistic
resources he/she has, and then reflect on what they learned or need to
learn. Finally, as EFL teachers are eclectic by nature, teachers often use
a combination of TBL, PBL and traditional techniques such as PPP. Some
teachers use TBL and PBL as a small part of a more conventional
approach and many teachers on 100% TBL/PBL courses resort to PP
type activities when dealing with grammar or vocabulary problems. As
always, the important thing is to use what works best for you and your
learners.
Tags
Get out and get wild
Children in the UK are being told to get away from screens and get out into nature. Today’s children spend much more time
indoors than previous generations. More traffic on the streets, the attraction of TV and computer screens, not to mention
parents’ anxieties about letting their children out of their sight is causing children to disconnect with the natural world, which
some experts refer to as ‘nature deficit disorder’.
Now health, environmental and children’s organisations are trying to convince parents to substitute thirty minutes of screen
time for outdoor play. They want children to get out into their back gardens, parks or into the countryside, to reconnect with
nature and the natural environment. ‘Children can learn an awful lot from playing in nature,’ said one expert. ‘It can do wonders
for their development, creativity and independence.’
It’s not just for developmental reasons that health experts agree outdoor play is important. ‘Britain is now experiencing growing
levels of obesity among its population and psychological disorders like ADHD (Attention Deficit Hyperactivity Disorder) are
becoming a major problem.’
What’s more, evidence shows that children behave better when lessons are given outdoors, their attention improves and they
are happier being active outdoors than using technology. Fiona Reynolds, Director-General of the National Trust is clear. She
says: ‘As a nation, we need to do everything we can to make it easy and safe for our children to get outdoors.’
A Are the following statements true (T) or false (F)? Identify the part of the text that supports your answer by copying the
exact passage.
1 New technologies are one reason why kids don’t get out as much as previous generations.
2 Health and other organisations want children to have thirty minutes more of screen time.
3 Children’s mood can be improved by going out more.
B Answer the following questions using your own words but taking into account the information in the text.
1 What is ‘nature deficit disorder’?
2 What are the benefits of outdoor play?
C Find words or phrases in the text that mean:

1 existing before something else (paragraph 1)
2 nervousness or worries (paragraph 1)
3 improve or have a very positive effect on (paragraph 2)
4 very important or big (paragraph 3)
1 ‘Children can learn a lot from playing in nature,’ said one expert.
One expert .
2 Although we have wonderful parks here, not many children use them.
Despite .

4B
becoming a major problem.’
1 Children in the UK
A spend too much time in the street.
B are making their parents anxious.
C are not spending enough time in the natural environment.
D are suffering from different disorders.
2 Child experts recommend
A that children play only in their gardens.
B swapping screen time for time outdoors.
C that children use computers more.
D that parents take away children’s computers.
3 Playing in nature
A doesn’t teach children anything.
B improves children’s growth.
C can happen only in parks.
D is good for children’s development.
4 Obesity
A is becoming an increasing problem in Britain.
B is a problem only for children.
C can be cured by getting outside more.
D can affect people’s behaviour.
5 It has been shown that
A it is not safe to play outside.
B lessons held outside can improve children’s attention.
C using technology makes children happier.

EXTRA
READING/WRITING
PRACTICE
Writing: B2
An opinion essay
Learn how to write an opinion essay.
Before reading
Do the preparation task first. Then read the text and tips and do the exercises.
Preparation task
Information will soon be so easy to find on the internet that people will not need to
remember anything. Do you agree?
Tick the four ideas that are most relevant to this question.
You can find information about everything on the internet.
Not everyone has access to the internet all the time.
Internet banking is very popular now.
People use the internet to commit crimes.
It is quicker to remember something than to look it up online.
Not everything you read on the internet is true.
The internet is an important tool for marketing.
Reading text: An opinion essay

Information will soon be so easy to find on the internet that people will not need to
remember anything. Do you agree?
Nowadays all the information we could ever need is available online and some people say that
means the end of having to learn anything.
It is true that these days everything you want to know is a few clicks away as long as you have
internet access. However, not everyone has working internet all the time, for example in
certain buildings or remote locations, so we do need to be able to remember information.
Moreover, it takes time to look up everything you need to know online, whereas remembering
something is immediate. The human memory is a much more efficient system.
Another problem is the quality of the information online. How do we know if it is accurate or
reliable? We need to think about other facts we know and remember how to compare
information from different websites. Knowing (and remembering) how to find certain
information will be more important than knowing the information itself.
© 2019 British Council www.britishcouncil.org/learnenglish

Finally, the internet is a good tool but it is not a useful replacement for our brains. If we did
not remember anything, we would all spend even more time on our phones and computers
than we already do, which is not good for society.
In conclusion, the internet offers us many things but it is still important to use our knowledge
and memories. We need our memories to function without the internet and we also need to
know how to use the internet properly.
……………………………………………………………………………………………
Tips
1. Read the question carefully. Respond to all ideas in it or all parts of it.
2. Plan your ideas first and then choose the best ones.
3. Introduce your essay by restating the question in your own words.
4. Show understanding of both sides of the argument.
5. Use linking words to connect your ideas.
6. Draw your conclusion from the main ideas in your essay. Don’t introduce new ideas at the
end.
Tasks
Task 1
Write a number (1–5) to put the essay paragraphs in order.
Main point – the advantages of using memory over searching online
Main point – the negative social effects of internet use
Introduction – an explanation of the essay question in other words
Conclusion – the internet cannot replace memory
Main point – the difficulty of finding good quality information online

Task 2
Write the linking words and phrases in the correct group.
To sum up On the other hand However
What’s more Moreover As well as
Whereas Finally In conclusion
Contrasting Adding ideas Finishing
Task 3
Complete the sentences.
other hand Moreover Finally
Nowadays However whereas
more conclusion As well as
1. , people are living longer and staying active until later in their lives.
2. Most people agree that living longer is a good thing. ......................... , an ageing
population presents some challenges for society.
3. In the past, people lived on average 14 years past retirement age, ………………………………
now they can expect to live 30.
4. People’s retirement savings have to last longer .........................., there may be little or
no support available from a state pension.
5. On the ........................., many companies can benefit from the experience and
expertise of older workers. What’s ......................... , many retired people say they
enjoy working occasionally on one-off projects.
6. contributing to the workplace, older members of society can spend
valuable time with their children and grandchildren.

7. , caring for the elderly is also an issue. Financial and practical support
should be available to help people look after their loved ones.
8. In ....................... , living longer can bring many opportunities but also some
challenges. People need to plan for the future and the government should provide
financial and practical support for people’s retirement and medical care.
Discussion
What do you think about the question? Would it be better or worse if we never learned
anything and just used the internet instead?

Answers
Preparation task
1. You can find information about everything on the internet.
2. Not everyone has access to the internet all the time.
3. It is quicker to remember something than to look it up online.
4. Not everything you read on the internet is true.
Task 1
1. Introduction – an explanation of the essay question in other words
2. Main point – the advantages of using memory over searching online
3. Main point – the difficulty of finding good quality information online
4. Main point – the negative social effects of internet use
5. Conclusion – the internet cannot replace memory
Task 2
Contrasting Adding ideas Finishing
On the other hand What’s more To sum up
However Moreover Finally
Whereas As well as In conclusion
Task 3
1. Nowadays
2. However
3. whereas
4. Moreover
5. other hand | more
6. As well as
7. Finally
8. conclusion

Reading practice 5A
Google and the World Cup

Google celebrated the start of the World Cup in Brazil with its latest Google doodle on its homepage. The doodle features a ball
in the Brazilian colours of green and yellow rolling across the screen, before a scene that shows some of the country’s most
famous landmarks.
Excitement reached fever pitch in Brazil as the tournament started. The manager of Brazil’s national side, Luis Felipe Scolari, said:
‘For all Brazilians, I want to say our time has arrived. We want to go together. This is our World Cup.’
He was joined by Brazil’s star forward Neymar in increasing the anticipation. ‘As Mr Scolari has said, the time has arrived, that all
Brazilians and I think the whole world was waiting for,’ said Neymar. ‘And we the players hope that the last day goes by very
quickly. I am anxious, of course. But also I’m extremely happy of being where I am today. So I really hope I can help my team in
the best possible way to fulfil the dream of us players, Brazilians, to win the World Cup.’
Away from the opening ceremony, the England side were concerned over the state of the pitch on which they had to face Italy
in Manaus on Saturday. Carlos Botella, the head of the Royal Verd company which was responsible for the stadium conditions
at Manaus and six other World Cup stadiums said: ‘We’ve started to implement an emergency plan to try to save the field and
improve it as much as possible, but I don’t think the conditions will be the best.’
exact passage.
1 The doodle shows a Brazilian flag with a ball in the centre.
2 Neymar took part in the opening ceremony.
1 What did the Google doodle show?
2 What did Neymar hope?
C Find words in the text that mean:

1 emblematic places (paragraph 1)
2 sports competition (paragraph 2)
3 accomplish, carry out (paragraph 3)
4 put into practice (paragraph 4)
1 Brazil started preparing for the World Cup four years ago. It is still preparing things.
Brazil
2 Mr Scolari said, ‘The time has arrived that all Brazilians and the whole world was waiting for.’
Mr Scolari said
3 Some people think that the pitch conditions were not very good.
It was

Reading practice 5B
1 Google
A used a doodle to start the World Cup in Brazil.
B used a doodle to commemorate the beginning of the World Cup.
C had to choose Brazil’s most famous landmarks.
D used the national flag to commemorate the beginning of the World Cup.
2 Luis Felipe Scolari
A mentioned the importance of all the nations in the World Cup.
B said participation was essential.
C said the time had arrived to give an opportunity to others.
D mentioned how important it was for Brazil.
3 Neymar
A played for the Brazilian team.
B was joined by other Brazil football stars.
C didn’t want the World Cup to finish very quickly.
D wanted to help other teams to fulfil their dreams.
4 According to the text,
A England wasn’t worried about the condition of the pitch.
B Carlos Botella thinks the situation of the pitch will be fine.
C Both Italy and England have doubts about the situation of the pitch.
D England has doubts about the situation of the pitch.
5 Royal Verd
A had been responsible for the state of the field in many other stadiums.
B was responsible for Manaus.
C sent Botella to solve the possible problems in the fields.
D were satisfied with the conditions of the fields.

Reading practice 4A
there to post about their lives.’
oung
available and accessed, either by an organisation or an individual.
exact passage.
1 In general, Facebook is becoming old-fashioned.
2 Teenagers don’t want to continue on Facebook when their parents want to become their friends.
1 What are teenagers not concerned about?
2 What were the conclusions obtained from the research carried out with Italian Facebook users?
C Find words in the text that mean:

1 fill up completely so it is difficult to use (paragraph 1)
2 a group of people who work together (paragraph 2)
3 extremely important (paragraph 3)
4 that you can get or obtain (adj) (paragraph 3)
1 Facebook became very popular ten years ago. It is still very popular.
Facebook
2 Facebook is not as popular as WhatsApp.
WhatsApp
3 The team worked for many months. The members knew each other very well.
The team,

Reading practice 4B
there to post about their lives.’
oung
available and accessed, either by an organisation or an individual.
1 According to the text,

A Facebook is as popular as it was in the past.
B nowadays Facebook is less popular among teenagers.
C parents and users love Facebook.
D Facebook users are usually between 16 to 18.
2 Daniel Miller
A is the leader of the research team.
B was the leader of the research team.
C was professor at University College London.
D believes in the family.
3 Children claim
A parents insist on being informed.
B parents worry too much.
C parents were worried about them joining Facebook.
D they need space.
4 Teenagers
A don’t care about style and status.
B don’t care about what is done with the information they give.
C like to make commercial use of their information.
D are frightened of security services.
5 According to the research with Italian Facebook users,
A the vast majority had never changed their privacy settings.
B less than half didn’t care about their privacy settings.
C the vast majority changed their privacy settings.
D the vast majority were not concerned about their privacy settings.

Reading practice 6A
Do we really hate Mondays?

You would think that everyone really hates Mondays. It’s the first day of the working or school week, after a relaxing and fun-
packed weekend and it’s the day we return to ‘normality’ and routine. But do we really hate Mondays more than the other days
of the week?
On the one hand, one research project has found that there is no basis whatsoever for calling Monday the most depressing day
of the week. It seems we don’t hate Mondays any more or less than we hate Tuesdays, Wednesdays or Thursdays. That is to say
that there are people who find Tuesday to be the most depressing day of the week, while others would go for Wednesday or
Thursday.
According to this research done via telephone interviews, it seems that the idea of Monday being more depressing than other
days is a cultural myth, which focuses far too much attention on Mondays over and above the other days of the week. The
research did, however, show that most people agree that by the time Friday comes around, we are generally happier than on
other days and our bad mood disappears.
However, another piece of research claims that one in three people hate Mondays more than any other day of the week and
will spend on average about fifteen minutes more complaining on Monday morning than the rest of the week. So which is
your least favourite day of the week?
exact passage.
1 One study shows that we hate Mondays as much as other days of the week.
2 Phone interviews revealed that we are generally happier by the end of the week.
3 Another study shows that we complain less on Mondays than on other days of the week.
1 According to the text why would it be normal to hate Mondays?
2 What is ‘a cultural myth’ according to the writer?
C Find words or phrases in the text that mean

1 enjoyable, full of entertaining activities (paragraph 1)
2 to choose (paragraph 2)
3 happens as usual (paragraph 3)
4 saying something is wrong or you are not happy with it (paragraph 4)
1 ‘Do you really hate Mondays?’ she asked him.
She .
2 We pay far too much attention to Mondays.
Far .

6B
Thursday.
other days and our bad mood disappears.
your least favourite day of the week?
1 It is natural to hate Mondays because
A it’s worse than other days of the week.
B bad things happen to us on Mondays.
C it means returning to a routine after the weekend.
D we hate working or going to school.
2 The first study reveals that we
A hate Mondays more than other days of the week.
B hate Mondays less than other weekdays.
C hate Mondays as much as other weekdays except Friday.
D we don’t hate Mondays at all.
3 It is a ‘cultural myth’ that
A we are depressed on Mondays.
B Mondays are more depressing than the rest of the week.
C we view each day of the week in the same way.
D Mondays are too important.
4 The same study shows that
A we feel happier by the end of the week.
B we’re happier when we have fun at the weekend.
C we get even more depressed near the weekend.
D we only enjoy ourselves at the weekend if we’re in the right mood.
5 The other study
A says that we complain a lot.
B says that a third of the population work on Mondays.
C shows that we complain about Mondays all week.
D disproves the previous study.

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LLENGUA ANGLESA I LA

SEVA DIDÀCTICA II (22117)

ACADEMIC YEAR 2021/2022

1. LECTURERS AND VISITING HOURS:

Midterm Exam dates: Pathway A

Reading Use of English Listening 7,5%

Reading / Listening / Listening/ Speaking Teaching

Group 1 15/06/2022 15/06/2022 16/06/2022 16/06/2022

Group 2 15/06/2022 15/06/2022 16/06/2022 16/06/2022

Group 3 15/06/2022 15/06/2022 17/06/2022 17/06/2022

Group 4 15/06/2022 15/06/2022 17/06/2022 17/06/2022

Dates for further assessment activities:

Writing & Listening

Grammar 1. Grammar revision

Listening/writing 1. This is Britain (worksheet) This is Britain

Reading 1. Opinion essay & Linking words - Dossier

Speaking/vocabulary 1. Classroom vocabulary - Classroom Language

Didactic procedures 1. Kahoot! /Plickers

Listening/writing 1. The Jamie Nabozny story Bullied, Film booklet (worksheet)

Reading 1. The deadline The deadline

Speaking/vocabulary 1. How to deal with bullying useful vocabulary

Didactic procedures 1. Storybooks- Storyjumper ; Video tutorial (see worksheet)

Grammar 1. Infinitive / …ing & phrasal verbs /verb patterns

Listening/writing 1. Film – Freedom writers (worksheet)

Reading 1. Malala - Dossier

Speaking/vocabulary 1. Vocabulary - Social issues

Didactic procedures 1. Content-based learning

Unit 4 English around the world

Grammar 1. Reported Speech

Listening/writing 1. English around the world (English in South Africa)

Reading 1. European languages originated in Turkey

Didactic procedures 1. WebQuest

Grammar 1. Passive / have something done

Listening/writing 1. Can online gaming be educational? (worksheet)

Reading 1. The facebook party that became a riot

Speaking/vocabulary 1. Create an Edpuzzle video Edpuzzle tutorial

Didactic procedures 1. Edpuzzle

Unit 6 Teaching methodologies

Grammar 1. Relative Clauses

Listening/writing 1. Montessori schools (Worksheet)

Reading 1. Task & project-based learning: learner-centred approaches TBL and

Speaking/vocabulary 1. Different teaching techniques - Which is best?

Didactic procedures 1. TPR etc.

3 Choose the correct option.

Out & About 2 – PHOTOCOPIABLE © Cambridge University Press 2015

together next summer!

1 present simple for a future event that is scheduled as part of a timetable

2 present continuous + a future time reference for an arrangement or a definite plan

3 going to for a future intention

4 will + infinitive for a prediction based on the writer’s opinion

5 future continuous for an action in progress at a future point in time

5 Choose the correct option.

Out & About 2 – PHOTOCOPIABLE © Cambridge University Press 2015

4 We will do most of our exams by the end of next week.

9 The summer term’s going to start on 12th April.

Out & About 2 – PHOTOCOPIABLE © Cambridge University Press 2015

Used to and would

Out & About 2 – PHOTOCOPIABLE © Cambridge University Press 2015

4 Choose the correct option. Sometimes both options are correct.

Out & About 2 – PHOTOCOPIABLE © Cambridge University Press 2015

2 Choose the correct option.

Out & About 2 – PHOTOCOPIABLE © Cambridge University Press 2015

5 Correct the sentences.

2 I wouldn’t ask you to lend me money if I wouldn’t really need it.