CPI 2023 Preintermediate 1st Term

CPI
PreIntermediate
2023
Disclaimer: All images and content will be used for pedagogical purposes only and they will be
removed in case of copyright infringements
Unit 1
People and Places
In this Unit
Información personal. Presentarse a unx mismx en inglés. Descripción física de

personas y de sus rasgos de personalidad.
Expresar razón, causa o propósito a través de conectores lógicos (because, to, in
order to).
Descripción de lugares y ciudades y del estado del tiempo.
Estrategias de lectura a través de la organización textual y la jerarquización de las
partes textuales, paratexto icónico y lingüístico. Estrategias para el trabajo con
diccionario monolingüe y bilingüe, exploración de una entrada de diccionario,
categorías gramaticales, diferentes acepciones de una unidad léxica. Lectura de
textos descriptivos y narrativos. Expresiones de tiempo y marcadores de
secuenciación.
Tiempos verbales: present simple, present progressive, simple past (verbos
regulares e irregulares).
3
Introducing yourself to others
SPEAKING
1. Read the following personality traits and, working in pairs, classify them. Which are
positive (+) and which are negative (-)?
friendly reserved outgoing selfish
confident loud disrespectful patient
impatient curious generous optimistic
pessimistic ambitious shy creative
2. How would you define these words? Work in a group to explain their meanings. Are
there any words you don’t know? Don’t worry! Just keep them around; we’ll work with
them in the next activity.
charismatic - boring - interesting - reliable - unreliable - humorous

- funny - silly - energetic - active - lazy - hard working -
extroverted - introverted - outgoing - shy - indecisive - easygoing
- naive - artistic - enthusiastic - friendly - scatter-brain
WATCH
3. Watch the video Learn the Top 15 English Adjectives to Describe Your
Personality Best and compare the definitions in it to yours.
a. Which ones do you like better?
b. Could you understand the meaning of the words you didn't know?
4. In groups choose 3 of the words from the video and act out a situation that
illustrates the meaning of each word. Can the class guess which word you
chose?
SPEAKING
5. Considering stereotypes and personality traits…
What characteristics do you associate with an only child?
What characteristics do you associate with people who grew up in a big family?
What are some prejudices or stereotypes associated with different nationalities?
Use the words in the previous activities to answer the questions
4
READING
6. Sandra Cisneros is a Mexican-American writer. This is the beginning of a
story she wrote. Do any of the characteristics she mentions appear in your
discussion in activity 2?
Only Daughter ¹
by Sandra Cisneros
Once, several years ago, when I was just starting out my writing
career, I was asked to write my own contributor’s note for an
anthology I was part of. I wrote: “I am the only daughter in a family
of six sons. That explains everything.”
Well, I’ve thought about that ever since, and yes, it explains a lot
to me, but for the reader’s sake I should have written: “I am the
only daughter in a Mexican family of six sons.” Or even: “I am the
only daughter of a Mexican father and a Mexican-American
mother.” Or: “I am the only daughter of a working-class family of
nine.” All of these had everything to do with who I am today.
SPEAKING
7. In small groups discuss the questions
a. Why is it important that she was the only daughter in a family of six sons?
b. What’s the difference between having brothers and sisters?
c. What’s YOUR family like?
MIXER
8.Find Someone Who… (Once you found a person, ask follow up questions to
complete the extra information)
Find someone who… Name Extra information
…has more that 2 brothers/

sisters
When you're having a
conversation you often ask
the same questions that the
…is an only child other person asked you using
"And you?" or repeating the
…has a mother/father from question but stressing you
another country a. Where are you from?
b. I'm from Hurlingham.
…lives alone Where are you from?
…has pets
¹from Latina: Women's Voices From the Borderlands. Edited by Lillian Castillo-Speed. New York: Touchstone/Simon & Schuster, 1995.
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WRITING
9. Write a short text introducing yourself to the class.
More instructions on our Virtual Classroom
SPEAKING
10. Using the vocabulary we’ve seen so far, introduce your favorite family member to
the class in 1-2 minutes.
Useful language: x is my (brother/aunt/mother). He/she is….. He/she lives…, etc
Grammar Capsule: Present Simple
The simple present is a verb tense with two main uses. We use the simple present
tense when an action happens in the moment we speak, or when it happens regularly,
as in habitual actions or occurrences. Depending on the person, the simple present
tense is formed by using the root form of the verb or by adding -s or -es to the end in
the person singular.
Remember that the verb to be has its own rules!
We can also use the present simple to talk about the future in fixed timetables.
► In declarative positive sentences the structure is the following:

Subject + Verb + Complement
► In questions the structure is:

(Wh- word) + Do / Does + Subject + Verb + Complement + ?
► And in declarative negative sentences:

Subject + do /does + NOT + Verb + Complement
Check the Grammar Bank for more information and activities in the Present
Simple
Adapted from: https://www.grammarly.com/blog/simple-present/
6
Why are we here? Part 1 - English
SPEAKING
11. Answer the following question in just one sentence.
Why did you learn English? Why are you learning English?
______________________________________________________
WATCH
12. Watch the video Why did you learn English? and match each section with
the questions people are answering. You’ll use one question twice.
Sections Questions
1 (0:00 to 0:31) a. What do you recommend to learn English?
2 (0:31 to 0:57) b. Why is learning English useful?
3 (0:58 to 1:27) c. Why did you learn English
4 (1:27 to 1:56)
13. There are three speakers in the video: Alejandro, Daria and Betul. Read the following
comments and match them with each speaker.
Reasons for learning English:

a) __________________ says, "I learned English because I had no choice really. It was
a compulsory² subject at my school."
b) __________________ says, "I learned English because I know the world is a really
big place and I really want to explore it."
c) __________________ says, "I started studying English at high school in order to go to
university" Recommendations for learning English:
d) __________________ says, "My advice for somebody who is learning English would
be talk as much as possible so find native speakers and really try to practice as much as
you can."
e) __________________ says, "Put yourself into it, like really try to surround yourself
with many things that are in that language."
f) __________________ says, "The best way to learn English is actually where it is
spoken. (...) Probably the best way is to go where it is"
² Do you know the meaning of “compulsory”? Do you have problems with other words? You can find instructions on how
to use an online dictionary on APPENDIX 1.1.
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SPEAKING & WRITING
14. Read the recommendations for learning English in activity 13 (d-f) and carry out
the following tasks in pairs.
a) Compare d and f: are they similar? Can we, people who live in Argentina, easily
follow their advice? What alternatives can we find?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
b) Read e and provide examples of how you can surround yourself with the English
language.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
WRITING
15. Reflect upon the reasons for learning English in activity 13 (a-c). What words or
phrases are used to introduce reasons? What’s the difference in form?
________________________________________________________________
________________________________________________________________
________________________________________________________________
16. Rewrite your answer in activity 1 using "because" and "in order to."
________________________________________________________________
________________________________________________________________
________________________________________________________________
Clauses with "in order to" can

be converted to clauses with
"because" by adding a verb
that indicates necessity or
desire.
8
Scanning
READING is reading
for the
words th
17. Reflect on our own language answer th at
e questio
you have n
in mind
BEFORE READING before y
ou start
read. to
a. Scan the text and determine:
Source
Genre
Topic
b. Determine the information the following names provide
Melissa Vida
Dante Liano
Marc Puig
Chimaltenango
WHILE READING
a. Do you think Messi speaks "rosarino" or does he speak another variant of our
langage?
b. How many dialects are there in our country?
c. What is the main difference between "Argentinian Spanish" and the language that
is spoken in other Spanish speaking countries?
d. Does the same situation apply to English?
AFTER READING
Match the words in bold from the text with their antonym:
1. avoid a. be quiet An antonym is a a

2. restrain b. refrain word opposite in
c. free meaning to another
3. dare
4. spout d. deny
5. allow e. face
9
Photo by Marc Puig i Perez/Flickr (CC BY-NC-ND 2.0)
An old stupor makes me relapse into reading texts that I should avoid. Many times I have
restrained the impulse to write a letter to the editor of a newspaper, for several reasons, such
as the fact that these letters are usually treated with arrogance. One of these avoidable texts,
which tries to make a psychological analysis of the Argentine player Lionel Messi, has been
published by a major Italian newspaper. The piece interests me because it is on linguistics and
because it touches on a point that I have always struggled with. At the outset, it reads:
To paraphrase the novelist Cervantes: “We have stumbled upon ignorance, Sancho.” Ignorance
spread even at “cultured” levels, because until recently Italian publishers used to write, in the
translation of Argentine authors, that the text had been “translated from Argentine,” as if such a
phantom existed. The originality of our journalist lies in the fact that he invents the “South
American dialect,” a contradiction belonging to fantasy literature. Indeed, if the basis for
speaking of a “dialect” is to speak of a variant of a language, then there would have to be a
dialect for each country in South America: Colombian, Venezuelan, Peruvian, etc. So, Messi
could not speak in “South American,” simply because that abstraction does not exist.
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I remember, from my now distant childhood, that those of us from Chimaltenango, in Guatemala,
used to make fun of the cousins from San Andrés Itzapa, a town four kilometers from the
departmental capital. The Itzapecos would elongate their vowels, lazily, when speaking, and say
“Bueeeenos díaaaas, Tía Tereeeeeeeesa.” Could it be that the “itzapeco” dialect exists and I am
only now discovering it? Another gem from our journalist, analyzer of the depths of the soul and
language, is that he digs into the error, and points out that Argentines call Messi “Lío” instead of
“Leo.” One need only go to the Barcelona Fútbol Club website to learn that the soccer player is
called “Lionel” and that “Lio” is the natural nickname for his proper name, just as “San” is for
“Santo.” It would be enough to know just a bit of the Spanish language.
The examples referred to by the journalist belong to naïve linguistics, that which is used by people
to make fun of neighbors because they speak differently. He informs us that Messi pronounces
“pectacular” instead of “spectacular”; that he says “laburar,” instead of “trabajar,” and that he
pronounces “fúlbo” when he means “soccer.” Is it too much arrogance to explain to the educated
and the layman that each of us has our own way of pronouncing the language? And that no
general rule can be derived from the pronunciation of a single individual? Each of these examples
has its explanation, in the Spanish language, but I dare to propose the simplest one: the poor
hearing of our journalist. It would be more credible if he had written that Messi says: ‘ehpettacular,”
or “fúbbo,” phonetic features found throughout the Hispanic world. But that would be too much to
ask for a text written for the purpose of filling a Sunday slot.
As is often the case, perhaps the explanation does not lie in the text as it appears in the
newspaper, but in what the text hides. Let's try to turn the tables: what would happen if a “South
American” journalist said that Umberto Eco spoke “Bolognese,” Pier Paolo Pasolini spoke
“Friulian,” Alberto Moravia spoke “Roman” when they thought they spoke Italian? I imagine that no
one would dream of making such a bold assertion.
On the other hand, doesn't spouting a series of rambling assertions about the way “South
Americans” speak, focusing on a “stammering” Lionel Messi, return Americans to the colonial
condition as children, to the ideological justification that allowed their subjugation, that is, to the
claim that there was no culture there, that they were tabula rasa, blank minds where the West
could write the foundations of civilization? Perhaps, Sancho, we have not encountered ignorance,
but something worse.
This article by Dante Liano was originally published by Prensa Comunitaria and an edited version
is republished on Global Voices under a content-sharing agreement.
https://globalvoices.org/2022/12/09/does-messi-speak-spanish-or-argentine/#
11
Why are we here? Part 2 - Teaching
SPEAKING & WRITING

18. Answer the following question in just one sentence.
Why do you want to be a teacher?
__________________________________________________________
WATCH
19. Watch Why Teach (up to minute 2:07)
I. Describe (physically) the teacher who …
a) was inspired by another teacher:

________________________________________________________________
________________________________________________________________
b) who works at secondary school:

________________________________________________________________
________________________________________________________________
c) who chose teaching because they4 liked planning

________________________________________________________________
________________________________________________________________
WATCH
20. Watch again Why Teach (up to minute 2:07) and answer the following questions.
a) Does the first teacher in the video teach the same subject as his own teacher at school?
________________________________________________________________
b) What does this man like about being a teacher?

________________________________________________________________
c) What subject does the second teacher teach? What other subject does this person like?
________________________________________________________________
d) What did the third teacher find out?
________________________________________________________________
3 If the teachers are very similar, you can describe their clothes. Find useful phrases and vocabulary in APPENDIX 1.2.
4 Singular they is the use in English of the pronoun they or its inflected or derivative forms, them, their, theirs, and
themselves (or themself), as an epicene (gender-neutral) singular pronoun. For example, "Somebody left their umbrella
in the office. Could you please let them know where they can get it?"
12
WATCH
21. Watch the rest of the video and say who says these quotes: the first, the second or the
third teacher.
a) __________________ says, "Those types of comments keep you motivated and you
know you’re on the right track in your career."
b) __________________ says, "They would come in and work with me for extra hours."
c) __________________ says, "Some kids, you know, don’t have a strong home life."
d) __________________ says, "We did a project in class where I let the students draw
and use their artistic abilities."
Food for thought

22. read the following reasons for being a teacher. Which ones coincide with the
speakers in Why teach?
https://www.futurelearn.com/info/courses/explore-elt/0/steps/15694
LISTEN
23. Listen to the video at minute 1:03. What phrase does the woman use for
introducing her reasons for being a teacher? Rewrite your answer in activity 18
using that phrase.
________________________________________________________________
________________________________________________________________
13
READING
24. Read the text and complete the empty spaces (a, b and c) with the
following headings:
-To Change the Lives of Students
-To Give Back to Your Community
-To Improve the Quality of Education
Reasons for Becoming a Teacher

May 02, 2012 by Michelle Manno
Every teacher devotes their life to education for personal reasons, but these are almost all
united by the desire to impact people's lives. There is a demand for great teachers, and a person
becomes a teacher in response to that need. So, what’s calling you? Why do you want to teach?
a) ________________________________________
The demand for great teachers is an urgent need. The US has come a long way in education
reform, but there’s a long way to go: there are schools that are still in high need because of
budgetary concerns, and students still continue to drop out at alarming rates. One reason to
become a teacher is to impact the education system. If you recognize the need to improve the
quality of education in this country, then you may become a teacher to produce change. There is
a lot of work, but it is the collective effort of thousands of dedicated teachers that will make the
most difference.
School administrators and government officials have an impact at the legislative level, but it is
teachers who have a direct effect on students in the classroom - that is, after all, where learning
takes place. You won’t be able to improve the quality of education for every student in America,
but you will do it for your students. Helping just one student is worth it because, over a long and
productive career, you’ll have the chance to help thousands of students.
b) ________________________________________
One of the reasons for becoming a teacher is to contribute to your community in a meaningful
way. Teaching is one of the most direct ways to make an impact, and if you want to help those
around you, being a teacher is an invaluable contribution.
Perhaps you grew up in a high-needs area and are personally connected to the struggle of
students who come from low-income families and go to schools with little funding; this sort of
perspective allows you to recognize how much of a difference a devoted teacher can make.
Maybe an amazing teacher changed your life when you were younger, and you want to share
that with a new generation of students. Many people cite a favorite teacher as a source of
inspiration in their decision to pursue a career in education.
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c) ________________________________________
Teachers do more than teach, and their impact extends far beyond the classroom. One of the
most common reasons to become a teacher is to make a difference in the lives of as many
students as you can. Taylor Mali, a renowned poet and former teacher, describes this impact in
his poem, What Teachers Make. He says, “I make kids work harder than they ever thought they
could... I make parents see their children for who they are and what they can be... I make a
difference.”
Teachers have the potential to interact with students at all stages of development and from all
walks of life. A great teacher wants to help students along this path and to play a part in shaping
the person they will ultimately become. If you want to help a child struggling with low self-
esteem and problems at home, then become a teacher to encourage them and help them
realize their potential. Becoming a teacher lets you impart life lessons that they will never forget
and puts you in a position to influence their decisions, behaviors, strengths, weaknesses and
imaginations. Essentially, becoming a teacher lets you take part in shaping the next generation.
Edited from: https://teach.com/blog/reasons-for-becoming-a-teacher/
UNDERSTANDING
25. Read the text read again and answer the following questions.
a) What are the two problems that schools in the US have according to the text? Do
you think these problems coincide with our reality in Argentina?
________________________________________________________________
________________________________________________________________
b) If you help just one student, can you make a big change in society? How?
________________________________________________________________
________________________________________________________________
c) How can you contribute to your community by becoming a teacher?
________________________________________________________________
________________________________________________________________
d) Can you play a part in shaping students’ behaviour? How?
________________________________________________________________
________________________________________________________________
15
Every word is a part of speech. The term “part of speech” refers
There are 8 parts to the role a word plays in a sentence. These roles are designed
of speech to work together.
01 02 03 04
Noun Verb Adjective Adverb
names a
describes an describes a tells how often,
person, place how, when, where.
action or state noun or pronoun
things or ideas
05 06 07 08
Preposition Conjunction Pronoun Interjection

join words or replace the name express strong emption,
shows place, groups of words in of a person, place, often followed by an
time, direction a sentence thing or idea exclamation point
VOCABULARY
26. Check the meaning of the words in bold. Match some of them to the following
definitions.
Section a)
a) ____________________ (adj.): related to a sum of money separated for a particular

purpose.
b) ____________________ (verb): to stop going to school"
c) ____________________ (verb): to make something better.

d) ____________________ (prep.): having enough value to justify an action.
Section b)
e) ____________________ (adj.): synonym of significant.
f) ____________________ (adverb): synonym of “maybe.”
g) ____________________ (verb): to give permission.
h) ____________________ (adj.): the opposite of “high.”
i) ____________________ (noun): the money you receive as a salary.
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Section c)
j) ____________________ (noun): plural form of “life.”
k) ____________________ (adj.): synonym of “famous.”
l) ____________________ (noun): both mother and father.
m) ____________________ (verb): to motivate.
n) ____________________ (noun): the opposite of “strengths.”
REFERENCES
27. Read the following quotes taken from the text and pay attention to the underlined
phrase/word. What are they referring to?
There is a demand for great teachers, and a person is called to become a teacher in response
to that need. So, what’s calling you? Why do you want to teach?
a) What does “that need” refer to?

_____________________________________________________________________
Taylor Mali, a renowned poet and former teacher, describes this impact in his poem, What
Teachers Make. He says, “I make kids work harder than they ever thought they could... I make
parents see their children for who they are and what they can be... I make a difference.”
b) What are “I” and “they” referring to?

_____________________________________________________________________
Teachers have the potential to interact with students at all stages of development and from all
walks of life. A great teacher wants to help students along this path and to play a part in
shaping the person they will ultimately become.
c) What is “they” referring to?

_____________________________________________________________________
INTEGRATION: SPEAKING
Record yourself (video format) telling us why you want to be a
teacher of English. Follow the steps on Campus while planning
your video.
17
At school
SPEAKING AND WRITING

28. In pairs discuss the questions and jot down notes of your answers. (keep the notes;
you’ll need them later)
a. Think back to the moment when you were 11 years old. How did you feel? Did you
have friends? Who was your teacher?
b. What were your birthdays like when you were a child?
c. Have you ever been disappointed by your birthday? How did you feel about your
birthday when you were a child? Did your birthday make you feel older?
d. Do you remember being embarrassed by a teacher when you were a child? What
happened?
e. What are some things a child might do in a situation where an adult, who has
more power, is being unfair to him or her?
29. The power ladder. Where would you put the people on the list according to their
power?
More Power
students
teacher
parents
headmaster/headmistress
Less Power
FOOD FOR THOUGHT

What are some problems that can happen because of the power asymmetry
at school?
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ELEVEN
30. Predictions. In this story there’s a situation involving power asymmetry between
Rachel, the protagonist, and her teacher; Mrs Price. Read the statements and decide
which one is more probable?
a. Rachel will be able to explain everything to Mrs. Price.
b. Mrs. Price will listen to Rachel.
c. Rachel will become more unhappy and cry.
d. Rachel will have a good birthday.
31. Eleven. Reading 1 - Read the story and check your predictions in activity 30. Is the
situation similar to what you predicted in activity 29, the power ladder?
32. Put the events in the story in order WITHOUT REREADING. How much do you remember?
a. Mrs Price puts the sweater on Rachel’s desk.
b. Mrs Price asks whose sweater it was.
c. Rachel breaks down and cries.
d. A girl says the sweater belongs to Rachel.
e. Rachel takes the sweater off.Rachel puts the sweater on.
f. Rachel pushes the sweater to the edge of the desk.
g. Mrs Price ignores Rachel’s anguish.
33. Reading 2. Check the order of the events.
34. Answer the questions. (You can go back to the story if there’s anything you don’t remember)
a. Where does the story take place?
b. Who is the narrator (the person telling the story)? How old is she?
c. Why is the day special to the narrator?
d. Why does Mrs. Price give Rachel the sweater?
e. What does the sweater look like?
f. What does Rachel plan to do with the sweater during lunchtime?
g. Why doesn't she do what she planned? What happens instead?
h. How does Rachel finally get rid of the sweater?
i. How does she feel at the end of the story?
j. According to Rachel, how is growing older similar to an onion or a tree with
rings?
Activities taken from Discovering Fiction 1, Cambridge University Press
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VOCABULARY
35. Find in the story words/expressions that mean…
a. very thin, in a way that is not attractive. Someone who is thin in an attractive way is slender
or slim (paragraph 9)
b. an unpleasant feeling on your skin that makes you want to scratch it (paragraph 18)
c. the clear liquid in your mouth (paragraph 19)
d. to throw something somewhere gently or in a slightly careless way (paragraph 14)
e. a short repeated sound that you make in your throat without intending to, usually because
you have been eating or drinking too quickly (paragraph 19)
f. old dirty clothes and looking very poor (paragraph 9)
g. to press something firmly, especially with your hands (paragraph 12)
Eleven has a first person narrator. This means that the story is told in
the first person by the main character, Rachel, rather than in the third
person, as many stories are. The first person narrator refers to him- or
Literary elements: herself as "I." Because Rachel tells the story, we see what happens
First Person through her eyes. We get a clear sense not just of what Rachel says
Narrator and does, but also of how Rachel thinks, how she feels, and what she
wishes for. We get to know Rachel. How much would we know if the
story had been told in the third person?
36. Complete the chart
Information you learn from Rachel as a Narrator Information any narrator could give you
Rachel’s ideas
Rachel’s words
Rachel’s feelings
Rachel’s wants and wishes
Rachel’s actions
Rachel’s ways of looking at the red sweater
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GROUP DISCUSSION
37. Discuss the following questions
a. Do you agree with Rachel's idea that, no matter how old we are, we always have all the ages
we have been inside of us? Why or why not?
b. If you were Mrs. Price, how would you have handled the situation with Rachel? 3. Why do you
think Phyllis Lopez at first didn't say the sweater was hers?
c. How does Cisneros make us understand how Rachel feels? Give examples from the story of
descriptions and language that helped you understand Rachel's feelings. Is the story
believable - that is, do Rachel and her situation feel real to you?
FOCUS ON LANGUAGE
38. Look at the following extracts taken from the text. Pay attention to the words in bold
Mrs. Price takes the sweater and puts it right on my desk, but when I open my
mouth nothing comes out.
That's what I tell Mama when she's sad and needs to cry. Maybe she's feeling
three.
(...) when you're eleven, you're also ten, and nine, and eight, and seven, and six,
and five, and four, and three, and two, and one
Like some days you might say something stupid, and that's the part of you that's
still ten
Complete the rules using the words in the box
different fact time words
The word
You use … s but,
when, als
and to join two___________ or parts of a sentence. o,
and are li
when to talk about the ___________ that something happens. nking
words
also to add a new ________________
but to add something _________ or surprising.
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Eleven
By Sandra Cisneros
What they don't understand about birthdays and what they never tell you is that
when you're eleven, you're also ten, and nine, and eight, and seven, and six, and
five, and four, and three, and two, and one. And when you wake up on your
eleventh birthday you expect to feel eleven, but you don't. You open your eyes
and everything's just like yesterday, only it's today. And you don't feel eleven at
all. You feel like you're still ten. And you are --underneath the year that makes
you eleven.
Like some days you might say something stupid, and that's the part of you that's
still ten. Or maybe some days you might need to sit on your mama's lap because
you're scared, and that's the part of you that's five. And maybe one day when
you're all grown up maybe you will need to cry like if you're three, and that's okay.
That's what I tell Mama when she's sad and needs to cry. Maybe she's feeling
three.
Because the way you grow old is kind of like an onion or like the rings inside a
tree trunk or like my little wooden dolls that fit one inside the other, each year
inside the next one. That's how being eleven years old is.
You don't feel eleven. Not right away. It takes a few days, weeks even,
sometimes even months before you say Eleven when they ask you. And you don't
feel smart eleven, not until you're almost twelve. That's the way it is.
Only today I wish I didn't have only eleven years rattling inside me like pennies in
a tin Band-Aid box. Today I wish I was one hundred and two instead of eleven
because if I was one hundred and two I'd have known what to say when Mrs.
Price put the red sweater on my desk. I would've known how to tell her it wasn't
min instead of just sitting there with that look on my face and nothing coming out
of my mouth.
"Whose is this?" Mrs. Price says, and she holds the red sweater up in the air for
all the class to see. "Whose? It's been sitting in the coatroom for a month."
"Not mine," says everybody. "Not me."
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"It has to belong to somebody," Mrs. Price keeps saying, but nobody can
remember. It's an ugly sweater with red plastic buttons and a collar and sleeves
all stretched out like you could use it for a jump rope. It's maybe a thousand years
old and even if it belonged to me I wouldn't say so.
Maybe because I'm skinny, maybe because she doesn't like me, that stupid
Sylvia Saldivar says, "I think it belongs to Rachel." An ugly sweater like that, all
raggedy and old, but Mrs. Price believes her. Mrs. Price takes the sweater and
puts it right on my desk, but when I open my mouth nothing comes out.
"That's not, I don't , you’re not...Not mine," I finally say in a little voice that was
maybe me when I was four. "Of course it's yours," Mrs. Price says. "I remember
you wearing it once." Because she's older and the teacher, she's right and I'm
not.
Not mine, not mine, not mine, but Mrs. Price is already turning to page thirty-two,
and math problem number four. I don't know why but all of a sudden I'm feeling
sick inside, like the part of me that's three wants to come out of my eyes, only I
squeeze them shut tight and bite down on my teeth real hard and try to remember
today I am eleven, eleven. Mama is making a cake for me tonight, and when
Papa comes home everybody will sing Happy birthday, happy birthday to you.
But when the sick feeling goes away and I open my eyes, the red sweater's still
sitting there like a big red mountain. I move the red sweater to the corner of my
desk with my ruler. I move my pencil and books and eraser as far from it as
possible. I even move my chair a little to the right. Not mine, not mine, not mine.
In my head I'm thinking how long till lunchtime, how long till I can take the red
sweater and throw it over the school yard fence, or even leave it hanging on a
parking meter, or bunch it up into a little ball and toss it in the alley. Except when
math period ends Mrs. Price says loud and in front of everybody , "Now Rachel,
that's enough," because she sees I've shoved the red sweater to the tippy-tip
corner of my desk and it's hanging all over the edge like a waterfall, but I don't'
care.
"Rachel," Mrs. Price says. She says it like she's getting mad. "You put that
sweater on right now and no more nonsense".
23
"But it's not--"
"Now!" Mrs. Price says.
This is when I wish I wasn't eleven, because all the years inside of me-- ten nine,
eight, seven, six, five, four, three, two and one-- are pushing at the back of my
eyes when I put one arm through one sleeve of the sweater that smells like
cottage cheese, and then the other arm through the other and stand there with
my arms apart like if the sweater hurts me and it does, all itchy and full of germs
that aren't even mine.
That's when everything I've been holding in since this morning, since when Mrs.
Price put the sweater on my desk, finally lets go, and all of a sudden I'm crying in
front of everybody. I wish I was invisible but I'm not. I’m eleven and it's my
birthday today and I'm crying like I'm three in front of everybody. I put my head
down on the desk and bury my face in my stupid clown-sweater arms. My face all
hot and spit coming out of my mouth because I can't stop the little animal noises
from coming out of me, until there aren't any more tears left in my eyes, and it's
just my body shaking like when you have the hiccups, and my whole head hurts
like when you drink milk too fast.
But the worst part is right before the bell rings for lunch. That stupid Phyllis Lopez,
who is even dumber than Sylvia Saldivar, says she remembers the red sweater is
hers! I take it off right away and give it to her, only Mrs. Price pretends like
everything's okay.
Today I'm eleven. There's cake Mama's making for tonight, and when
Papa comes home from work we'll eat it. There'll be candles and presents
and everybody will sing Happy birthday, happy birthday to you, Rachel,
only it's too late.
I'm eleven today. I'm eleven, ten, nine, eight, seven, six, five, four, three, two, and
one, but I wish I was one hundred and two. I wish I was anything but eleven,
because I want today to be far away already, far away like a runaway balloon, like
a tiny o in the sky, so tiny-tiny you have to close your eyes to see it.
24
WRITING
39. Choose one of the following writing assignments. Use the linking word and the
vocabulary we’ve studied so far.
1. Write a summary of the story in two to three paragraphs. Be sure to include all the
important events.
2. If you were Rachel, what would you have done? To answer this, write a dialogue
between Rachel and Mrs. Price. Begin your dialogue with: Mrs. Price: Of course the
sweater's yours. I remember you wearing it once. Continue the dialogue any way you want.
3. What sense do you have of Rachel from reading this story? Write a description of
Rachel - how she looks, what she's like as a person, what her family is like, what she wants
to do in the future - based on the information in the story and your imagination.
VIDEO WATCHING
40. We will watch a video of Sandra Cisneros speaking about writing and her sense of
place. When do you think she began writing? (choose one option) Sandra Cisneros -
Writing
when she was a child
when she started college
when she was already an adult
Watch the first part of the video to check your answer!
41. Watch the whole video and put the topics in order
a. The writers that inspired her when she was a child
b. The influence of Latin American writers
c. Advice to women writers
d. The influence of women writers
e. Advice to young writers
f. How she began writing
25
42. These are some sentences taken from the video. Fill in the blanks with the missing verbs.
a. I ______________writing with words around the 5th or 6th grade
b. When I ___________a child the writers that inspired me were Lewis Carroll
and the works of Hans Christian Andersen and Brothers Grimm
c. But later as I was writing House on Mango Street in my 20s, the models
________________ for me women; American women writers who were doing
something distinctive in Storytelling.
d. Grace Paley and Jean Rhys, even though she writes in English but she
____________ as an outsider
e. I think it'___ very difficult to become a writer without the education
f. I think women especially _____________ self censored
FOCUS ON TENSES
43. Look at the sentences in activity 42 and answer the questions
a. Which ones are in the present and which ones in the past?
b. Which sentence/s states a general truth?
c. Which sentence/s expresses a habit?
d. Which sentence/s expresses an event in the past?
e. Which sentence/s expresses a past situation?
26
44. This is part of Cisneros’ biography[1]. Put the verbs in the correct tense.
Sandra Cisneros ______ (be) a Mexican American writer. Her stories usually
___________ (present) characters from the Latino community. She __________(be)
recognized because she ______________(combine) different forms in her fiction.
Cisneros _______(be) born on December 20, 1954 in Chicago, Illinois. Although her
parents ________ (meet) in Chicago, they were both from Mexico. They
_____________ (have) seven children, but Cisneros was the only girl. A year after she
was born, her parents had another daughter, but she _________ (die) as a baby. When
Cisneros was ten years old, she ____________ (write) her first poem. However, she
____________ (not write) any more poetry until she was in high school. While in school,
she was an active writer and was known as “the poet.” After high school, Cisneros
____________ (attend) Loyola University of Chicago. In her third year of school she
_________ (take) a creative writing class and ___________ (decide) to continue
studying writing. She ____________ (graduated) in 1976 with a Bachelor of Arts degree
in English. Cisneros continued on to the University of Iowa where she graduated in 1978
with a Master of Fine Arts degree in Creative Writing. After Cisneros graduated with her
second degree, she _________________ (returned) to Chicago. She _________
(become) a teacher and counselor at the Latino Youth Alternative High School, where she
_________ (teach) students that _________________ (drop out) of school. A few
years later, Cisneros returned to Loyola University of Chicago as an administrative
assistant. Later on, she ___________ (work) at many universities including; California
State University at Chico, the University of California Berkeley, the University of Michigan
Ann Arbor, and the University of New Mexico.
Today, she ___________ (live) in San Miguel Allende, in Mexico.
Kerri Lee Alexander, NWHM Fellow | 2018-2020. https://www.womenshistory.org/education-resources/biographies/sandra-cisneros
27
GROUP DISCUSSION
45. Discuss these questions in small groups
Who inspired you when you were a child?
Was there anybody you admired as a child?
Do these people still influence you today?
INTEGRATION: WRITING
46. Look at the biography you worked on in activity 44.
a. Which tenses are used? How are they used?
b. What linking words can you find? List them below
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
c. How is time indicated in the text? Underline the following words:
A year after – When - While in school - In her third year of school - After Cisneros
graduated - A few years later – Today
d. Consider the person you discussed in this activity and write their biography (short!).
Follow the model of Cisneros’ biography and use the linking words and time expressions
you found.
28
Grammar Capsule: Past Simple
The simple past is a verb tense that is used to talk about things that happened or
existed before now, it shows that something has already happened. The simple past
tense emphasizes that the action is finished.
You can also use the simple past to talk about a past state of being, such as the way
someone felt about something. This is often expressed with the simple past tense of
the verb to be and an adjective, noun, or prepositional phrase.
Remember that the verb to be has its own rules!
For regular verbs, add -ed to the root form of the verb (or just -d if the root form
already ends in an e):
→
Listen Listened
→
Love Loved
For irregular verbs, things get more complicated.

→
See Saw
→
Go Went
→
Do Did
→
Am/Is/Are Was/Were
The good news is that verbs in the simple past tense (except for the verb to be) are
always the same for all grammatical persons.

Subject + Verb in the past+ Complement

(Wh- word) + Did + Subject + Verb + Complement + ?

Subject + Did + NOT + Verb + Complement
When you use the

auxiliary DID the verb
goes back to infinitive
Check the Grammar Bank for more information and activities in the Past Simple
Check the Appendix 2.2 for a list of Irregular Verbs
Adapted from: https://www.grammarly.com/blog/simple-past/
29
Local Places (part 1)
PAIR WORK
47. Imagine you meet a person in an online chat and that person decides to come to
Argentina. What are the five things this person can’t miss?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
48. Watch the video 10 Best Places to Visit in Argentina. Is there any coincidence with
your previous answers?
49. Watch the video again and classify what's recommended into places and activities
Places Activities

30
50. Watch the video one more time and answer the following questions?
a) How is Argentina described by the presenter of the video?

__________________________________________________________________
b) Where are the Ibera Wetlands located? How many animal species inhabit that area?
__________________________________________________________________
c) Who are the most interesting type of tourists in visit Mount Fitz Roy?
__________________________________________________________________
d) What was Ushuaia's primary use back in the day?
__________________________________________________________________
e) What does Mendoza offer?
__________________________________________________________________
f) You can hike and climb in the North and South of Santa Cruz
True
False
51. Read the following phrases. Which places mentioned in the video are they referring
to?
a) “.... has undergone rapid growth …”
b) “... offers access to beautiful scenery and outdoor adventures…”
c) “This granite mountain is surrounded by glacial lakes and dramatic ice fields”.”
d) “... home to more than 200,000 students, providing the city with a youthful and
lively atmosphere”
e) “located on the … river, straddling the border between Brazil and Argentina”
f) “Nature lovers and outdoor enthusistast will revel in exploring all that it has to offer”
g)“Pulsating with vitality and seductive charm from colourful European architecture to
animated neighborhoods and sizzling life… “
h) “... the national park features the largest ice cap outside of Greenland and
Antarctica”
i) ” The nearby mountains are a hot spot for snow skiing…”
j) “The nearby mountains provide hiking in the summer and snow sports in the winter”
31
VOCABULARY
52. Match the words and phrases in bolds in activity 51 to the following definitions.
For each word you will have 2 different definitions and/ar word category. Read the
sentence carefully and pay attention to the context to determine which one will fit best
Word Definition 1 Definition 2
(adj) growing or expected to grow in

(n) the act or process or a manner
growth value or earnings at a rate higher
of growing
than average
(n) any item used on a stage to

(n) the general appearance of a
scenery represent a locale or furnish
place
decorative background.
surrounded (v) to enclose on all sides (adj) to be enclosed on all sides
lively (adj) full of life or vital energy (adv) with briskness
(v) to stand or sit on something (v) to favor or appear to favor both

straddling
with the legs on either side of it sides of something
revel (n) the act of enjoying activities (v) to take great pleasure or delight
(v) to make a hissing sound, as in

sizzling (adj) very passionate
frying
(v) to show the main (n) an important part or

features
characteristics characteristic
(n) an area hotter than the

hot spot (n) a place of lively activity
surrounding surface
nearby (adj) next to (adv) in the area close by
WRITING
53. Taking into consideration the video you watched, which place would you like to visit
and why? Give two reasons using “because” and “in order to”.
32
READING
54. Read the article 10 EPIC Things to do in Buenos Aires, Argentina and match the
headings to the paragraphs.
Drink delicious craft beer

Party!
Enjoy a meal or coffee at Gran Café Tortoni
Go wine tasting
Visit Tigre
Walk the colorful streets of La Boca
Explore the botanical gardens
Enjoy a traditional Argentinian BBQ
Wander Plaza de Mayo
River Plate Museum
10 EPIC Things to do in Buenos Aires, Argentina
Buenos Aires is one of those cities that leaves its mark on you – in a good way, I promise! This
city is the beating heart of the country and definitely, one of the highlights of Argentina you
have to visit at least once. With its rich blend of architecture, incredible food, and energetic
nightlife, Argentina’s capital city is a place you definitely don’t want to miss.
It can feel overwhelming at first but trust me, it won’t take long for Buenos Aires to capture your
heart.
The city is made up of 48 neighborhoods (called ‘barrios’), each with its own vibrant personality.
You can bet that there’s something interesting to do in each one! Honestly, you could spend
years in this city and never get bored.
Here are the best things to do in Buenos Aires to make sure you enjoy your time in this amazing
city.
33
a) __________________________________________
For us, it was the best neighborhood in Buenos Aires (although admittedly, we didn’t visit all 48).
It is known for its colorful houses, live music, buzzing bar scene, and amazing art museums. It’s
a powerhouse of creativity and energy, and it’s impossible not to have a good time here.
Caminito is the most popular street. It’s a pedestrianized street lined with brightly painted
houses, cafes, and art galleries. It’s one of, if not the most, famous tango spots in the city. You’ll
often see tango dancers performing on the cobbles. If you’ve ever wanted to come to Argentina
and learn to tango, this is the place to do it!
b) __________________________________________
This is an iconic Buenos Aires coffeehouse that’s been around since 1858. It’s one of the oldest
cafes in the city, and has a rich history, having been frequented by some of Argentina’s most
famous writers and artists.
These days, the cafe is just as popular as ever, and it’s actually one of the most popular Buenos
Aires tourist attractions for food and drink. It has even been named one of the most beautiful
cafes in the world!
c) __________________________________________
This is the main square of Buenos Aires. A lot of Argentina’s major political events have taken
place here over the years. It has seen revolutions, political demonstrations, and many public
gatherings.
If you’re in the square at 3:30 pm on a Thursday, you’ll see the Madres de la Plaza de Mayo
marching by. This organization was founded by a group of mothers whose children
disappeared during the country’s military dictatorship, and they continue to march every week to
demand justice. It’s a haunting but moving reminder of Argentina’s past.
d) __________________________________________
Viva la fiesta! Partying is a popular Buenos Aires activity, and people here are all about the
buena onda (good vibes). Generally, when I travel, I don’t like to spend too much time partying,
but I still like to head out for a night or two on the town.
From rooftop shindigs to underground dance parties, there’s something for everyone here, no
matter how you like to let loose.
34
e) __________________________________________
Argentina is world-famous for its wines, and there are several regions within the country that
produce some outstanding varieties.
The most famous wine region is Mendoza, but that’s over 1,000 kilometers (600 miles) away
from Buenos Aires. However, there are some excellent vineyards much closer to the city.
f) __________________________________________
It is one of the biggest sports museums in the world, so it’s a must for any soccer fan.
In case you’re not a sports aficionado, River Plate is one of the most successful soccer clubs in
Argentina. This museum covers the club’s entire history, from its humble beginnings in 1901 to
its many trophies and accolades.
Soccer is such a huge part of Argentine culture that it’s a really interesting museum even if
you’re not a huge fan yourself.
g) __________________________________________
You might think that you’ve had great barbecue before, but trust me, you haven’t had anything
until you’ve tried an Argentinian asado. An asado is a traditional barbecue where meat is
cooked over an open fire. It’s a very social affair with plenty of wine and fernet, a local herbal
liqueur.
h) __________________________________________
Visiting this place in Buenos Aires is great if you need a break from the hustle and bustle of
the city. The gardens are huge, and they’re home to an impressive variety of native and exotic
plants. Here you’ll find an enormous variety of birds, butterflies, cacti, and mushrooms, to name
just a few.
i) __________________________________________
Buenos Aires isn’t just about the wine (although, let’s be honest, that is a big part of the appeal!)
– there’s also a great craft beer scene here too. In recent years, microbreweries have been
popping up all over the city – in fact, you’ll probably struggle to find a street without one!
j) __________________________________________
It is a cool little town located just outside of Buenos Aires.

It’s a gateway to the Paraná Delta, where you can find Islands of Peace and a range of
activities such as birdwatching, fishing, kayaking, and more. However, the town itself is also
well worth checking out thanks to its museums, antique shops, and lovely parks.
https://destinationlesstravel.com/things-to-do-in-buenos-aires-argentina/
35
55. Are these statements true or false? Account for your answer
a) There are 48 neighborhoods in La Boca

________________________________________________________________
________________________________________________________________
b) Cafe Tortoni has been named one of the biggest cafes in the world
________________________________________________________________
________________________________________________________________
c) People in Buenos Aires are not generally nice

________________________________________________________________
________________________________________________________________
d) Mendoza is the only place in Argentina where you can do wine testing
________________________________________________________________
________________________________________________________________
e) Argentinian asado is usually reserved for family and close friends

________________________________________________________________
________________________________________________________________
f) There are only plants and flowers at the Botanical Garden

________________________________________________________________
________________________________________________________________
g) Microbreweries are hard to find in the city

________________________________________________________________
________________________________________________________________
h) Don't go to Tigre of you don't like water sports

________________________________________________________________
________________________________________________________________
SPEAKING
The authors refer to Buenos Aires as the beating heart of the country, what do you think they
mean by that? Do you think they're right?
36
VOCABULARY
56. Check the meaning of the words highlated. Match them to the following definitions.
a. ____________ (n) a large, lively party, especially one celebrating something.

b. ____________ (n) a gathering or other organized festive occasion
c. ____________ (n) a person, group, team, or the like, having great energy, strength,
or potential for success
d. ____________ (n) something that serves as a means of entry or access
e. ____________ (idiom) a large amount of activity and work, usually in a noisy
surrounding
f. ____________ (n) an area of contrasting lightness or brightness
g. ____________ (adj) producing strong emotion, especially sadness or sympathy.
h. ____________ (adj) having or showing a modest or low estimate of one's
importance
i. ____________ (adj) clearly very much better than what is usual
j. ____________ (adj) to be overcome with emotion as a result of an amount of
something that's just too much to handle
k. ____________ (adj) full of excitement or activity
l. ____________ (adj) having qualities such as sadness or beauty that linger in the
memory
Reference is used to refer to things in a text that have already been

mentioned or will be mentiones at a later time.
This kind of cohesive device is used in writing as to avoid repetion thus
making a coherent text and easy to follow.
Cohesive Devices:
The words that are frequently used as references are pronouns (personal
Reference
and demonstrative), comparatives and the definite article (the).
However, it is not uncommon to see other phrases used with the same
purpose.
37
REFERENCE
57. Find the following quotes taken in the text and pay attention to the underlined
phrase/word. What are they referring to?
a. “…This city is the beating heart of the country and definitely…”

What does "this city" refer to?
____________________________________________________
b. “… each with its own vibrant personality…”

What does "its" refer to?
____________________________________________________
c. “… It’s a pedestrianized street lined with brightly painted houses, cafes, and
art galleries…”
What does "it" refer to?
____________________________________________________
d. “… A lot of Argentina’s major political events have taken place here over
the years…”
What does "here" refer to?
____________________________________________________
e. “…This organization was founded by a group of mothers whose children
disappeared during the country’s military dictatorship…”
What does "this organization" refer to?
____________________________________________________
f. “…there are several regions within the country that produce…”

What does "the country" refer to?
____________________________________________________
g. “…This museum covers the club’s entire history…”
What does "this museum" refer to?
____________________________________________________
h. “…the town itself is also well worth checking out…”

What does "the town itself" refer to?
____________________________________________________
38
A conjun
ction is a
word use
d to
connect w
ords,
58. Read the following paragraph again and pay attention to phrases a
nd clause
s
the highlighted conjunctions and classify them according to their function
A private tour is a really great way to cover multiple Buenos Aires tourist attractions
in a single day. Since you’ll be accompanied by an expert local guide, it’s also a
good option for those who are hungry for knowledge as well as the city’s excellent
food.
The tour includes 12 stops. We won’t bore you by listing all of them, but some of the
highlights include Casa Rosada, the seat of the Argentine government; the San
Telmo market; and La Bombonera stadium, which is one of the most famous soccer
stadiums in the world. This stadium is located in La Boca neighborhood. If you took
high school Spanish then you might remember that “la boca” means “the mouth.” This
is because La Boca was the port area where all the ships coming into Buenos Aires
would dock.
The best thing about this tour is that you can customize it to your own interests. So if
there’s something you’ve already seen and want to skip, just say the word! Or if
you’ve got some time left at the end of the tour and want to revisit one of the stops,
that’s no problem either.
The price of the tour starts at $112 USD per car, and you can have up to four
participants although you’ll need to pay for your admission to La Bombonera
Stadium, which costs around $6 USD.
Addition Alternative Contrast Purpose Reason
39
FOCUS ON TENSES
59. Pay attention to the underlined sentences. Classify them according to tense (are they in
the present simple or present continuous tense?
____________________: Buenos Aires is waiting for you.

____________________: This city rarely sleeps.
60. This is information about a tour in Buenos Aires. Complete the blacks with the verbs in
brackets in the right tense (present simple or continuous)
Go on a free walking tour
A walking tour _____ (be) an excellent way to get acquainted with a new city –
especially one as big as Buenos Aires. You _____ (learn) all about the city’s history,
culture, and architecture while you _____ (get) some exercise, too. It’s also a very
wallet-friendly way to meet fellow travelers.
There _____ (be) several companies right now that _____ (offer) free walking tours in
Buenos Aires, but the most reputable is Buenos Aires Free Walks, so that’s who we went
with. They _____ (have) two free walking tours on offer: the City Center, and Retiro &
Recoleta.
The City Center Tour is more focused on the political history of Buenos Aires. You
_____ (start) at the National Congress and _____ (make) stops at several important
landmarks as you learn about Argentina’s fascinating history, from the prosperity of the
early 1900s to The Dirty War. As the name _____ (suggests) this was one of the darkest
periods in the country’s past.
The Retiro and Recoleta Tour is more cultural, and it _____ (focus)on the city’s parks,
architecture, and religious landmarks. While you _____ (walk) through some of Buenos
Aires’ most beautiful areas, you _____ (learn) about some of the city’s famous figures,
from war heroes to eccentric aristocrats.
The City Center Tour _____ (run) on Tuesdays, Thursdays, and Saturdays at 3 pm,
while the Retiro and Recoleta tours _____ (be) on Mondays, Wednesdays, and Fridays
at 10 am. This _____ (mean) that you can easily do both (and you may as well since
it’s free!).
However, if you only have time for one, we _____ (prefer) the Retiro and Recoleta
tour. It _____ (be) more engaging and really showed us the character of the city.
40
Grammar Capsule: Present Continuous
The present continuous verb tense indicates that an action or condition is happening
now, frequently, and may continue into the future.
The Present Continuous Formula: to be [am, is, are] + verb [present participle (ending
in -ing]
The present continuous (present progressive) tense is a way to convey any action or
condition that is happening right now, frequently, and may be ongoing. It adds energy
and action to writing, and its effect helps readers understand when the action is
happening.
When to Use the Present Continuous Tense
Use the present continuous tense with the appropriate “to be” verb and a dynamic
verb. A dynamic verb shows action and/or process
When Not to Use the Present Continuous Tense
Do not use the present continuous tense with stative verbs. Stative verbs show a
state of being that does not show qualities of change. These verbs can stay in the
simple present.
The Exception to the Rule
Some verbs can be both dynamic and stative! Think about the verbs to be and to
think. In its dynamic form, the verb to be can show action, but in its stative form, the
verb to be is awkward if conjugated in the present

Subject + Verb to be (is, are, am) + present participle (verb+ing) + Complement

(Wh- word) + Verb to be + Subject + present participle (verb+ing) + Complement + ?

Subject + to be + NOT + present participle (verb+ing) + Complement
Common Stative Verbs that DO NOT USE the Present Continuous
Opinion Verbs Ownership Verbs Emotion Verbs
deserve own feel

know belong hate
recognize need love
understand possess sound
Check the Grammar Bank for more information and activities in the Present
Continuous
Adapted from: Grammarly Blog. Retrieved from: https://www.grammarly.com/blog/present-continuous/
41
61. Read the Grammar Capsules for Present Continuous and Present Simple. Then, in
pairs, go back to actvity 60 an read your answers, is there anything you'd like to change?
62. Look at the pictures and write captionsX in order to describe them. Use both the present
simple and the present continuous.
Grammar Capsule: There is - There are
We use “there is” and “there are” to express the existence of something.
The choice between the phrases there is and there are at the beginning of a sentence is
determined by the noun that follows it.
Use there is when the noun is singular. Use there are when the noun is plural
In most sentences, the noun comes before the verb. But in sentences that begin with there is
and there are, the noun comes later.
Check the Grammar Bank for more information and activities with There is and There
are
A caption is a title or brief explanation accompanying an illustration, cartoon, or poster.
42
SPEAKING
62. What’s your favourite weather season? Why?
VIDEO WATCHING
63. Watch the video Clima Buenos Aires - Weather and put the weather
seasons in order (autumn, spring, summer, winter)
64. What clothes are recommended for each season? Watch again and complete
the chart.
Autumn Spring Summer Winter

65. What weather words did you identify? Make a list.
Weather words

WRITING
66. Describe the weather during the week of your last birthday. Use the words in
Appendix 1.3 to help you!
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
43
WRITING
67.Choose two of the following categories: arts, history, relaxing, shopping and
sports. Explain how Buenos Aires can be famous around the world in relation to the
categories you’ve chosen.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
VIDEO WATCHING
68.Watch the video Buenos Aires, Argentina and associate each place to one of the
categories from the previous activity.
Arts History Relaxing Shopping Sports

LISTENING
69. Listen to the video and complete the transcript with the following adjectives.
best better bohemian

colourful complete famous final
great huge impressive
44
Firstly, take a tour of La Casa Rosada and follow the footsteps of Evita Perón by
seeing the rooms and enjoying the views from this (a) ____________________
building.
The San Telmo neighbourhood is the (b) ____________________ quarter of Buenos
Aires and always has a (c) ____________________ vibe in its streets.
One of the (d) ____________________ places to get your orientation in the city is
at the top of the Palacio Barolo building which has a 360-degree view downtown.
A (e) ____________________place to chill out or go for a run or cycle is in the
parklands of the Bosques de Palermo.
The Recoleta Cemetery is the most (f) ____________________of its kind I have
ever seen in the world. It's the (g) ____________________resting place of Evita
Perón.
Buenos Aires has a (h) ____________________ tango see. If you’re a (i)
____________________novice to tango and want to learn more, then I can think of
no (j) ____________________place than at the National Tango Academy.
FINAL TASK
Write a text recommending a place in Argentina. You can’t choose any of the places
mentioned in the videos we watched. Follow the following steps while planning your
writing.
Paragraph 1: Introduce the place and give a bit of background information, eg.
What is it (a city, a museum, a stadium)? Where is it? When was it built or set up?
What does it look like?
Paragraph 2: Explain when it is the best time to go. Mention weather conditions.
Paragraph 3: Describe what there is to see and do in the place. Describe the
surroundings and what to do there.
Paragraph 4: Sum up why you like this place.
We recommend that you check Appendix 1.4 before writing your text.
45
Unit 2
The Media & Our Health
In this Unit
Frases y locuciones para expresar opinión y puntos de vista. Clausulas de relativo

(defining and non-defining). Pronombres relativos. Lectura de textos narrativos y
argumentativos. Vocabulario relacionado con los medios de comunicación y las
redes sociales, y su impacto en la salud mental. Sustantivos que tienen plurales
irregulares. Adjetivos en grado comparativo y superlativo. Uso de adverbios.
Estrategias de lectura: determinación de oración tópico, ideas principales y
secundarias. Escucha general y específica. Describir los principales problemas de
las redes sociales y sus impactos en la salud mental. Conjunciones: neither... nor;
either... or. Prefijos dis- y un-. Used to para descripción de rutinas en pasado.
Infinitivos y gerundios.
Tiempos verbales: Contraste entre simple past y past progressive; while y when.
46
What is the Media?
WRITING
1. What is media to you?
______________________________________________________
______________________________________________________
______________________________________________________
WATCH
2. Watch the video What is the Media? and try to spot the big 6 categories the
speaker identifies within “The Media”
C______, M_____
N________________ T_________________ _____ =
I_____________
R________________ F_______ & C________ S__________________
b- The speaker emphasizes “everyone” making reference to whom?
____________________________________________________________
c- Who decides what is fact and what is fiction according to him?
__________________________________________________________________
d- Watch again and try to complete his phrase:

“ The Media is a host of ever hanging , ___________________________________ impacting
______________________________________us.”
WRITING: Giving your opinion.

3. a. Do you agree with him?
b. To what extent do you think we are influenced by the media?
Whenever you state your opinion

you can use these phrases:
In my opinion / In my view / The
way I see things…
47
WATCH
4. You will now watch a video. You can listen twice while trying to fill in the gaps.
You will also, in some cases, have to decide which option is appropriate.
“The problem is that the _______ ____________ to a device, the ______ aware/
unaware of the reality around as/us.
Way back ___ ________, prehistoric /historic time before everyone had a cellphone and
______________ were named after the year they were ________ in, life seem/ seemed
different. Especially human interaction.
if you want/wanted to talk to someone you had no other/another option than to
_____________ go out and find them and spend ___________________ time with
them in the same room __________ you were there. There was nothing
______________ _____ _____________ away.
That degree of presence, practiced ______ ____ and ______ ______ created a
difference/different richness to human interaction.
….
The terrifying crack to the problem is quite/quiet simple. There is a massive
______________ between the grade of _____________ and __________________
and our biology and technology.
Social Media and Instant communication is extremely __________________.
This addiction changes not only our _________________ through hacking our positive
reinforcement centres of the brain, but how over time it changes the _______________
of reality itself.”
5. Listen to the last part of the video and try to explain: “How do we stop all this from happening?
What does he mean? Explain.-
Awareness
Maintain balance of in person

and digital interaction.
48
What is fake news?
SPEAKING
6. a. Where do you generally get your information?
b. Where do you need the news?
c. Do you check if the information you read is reliable?
READING
7. Read the text and answer the following quesions
a. What is the difference between fake news and false information?
_____________________________________________________________
_____________________________________________________________
b. Why is false information a big deal nowadays?
_____________________________________________________________
_____________________________________________________________
c. What is the difference between “clickbait” and “misleading headings”?
_____________________________________________________________
_____________________________________________________________
d. How is information created by its consumers?
_____________________________________________________________
_____________________________________________________________
e. Which of the 8 types of false information do you think is the most dangerous?
Why?
_____________________________________________________________
_____________________________________________________________
49
"False Information v Fake News
Experts now recommend avoiding the term ‘fake news’, or at least limit its use, as the
term ‘fake news’ is closely associated with politics, and this association can unhelpfully
narrow the focus of the issue. The term ‘false information’ is preferable as it can refer to
a diverse range of misinformation and disinformation covering topics such as health,
environmental and economics across all platforms and genres, while ‘fake news’ is more
narrowly understood as political news stories.
What is False Information?

Lots of things you read online especially in your social media feeds may appear to be
true, often is not. False information is news, stories or hoaxes created to deliberately
misinform or deceive readers. Usually, these stories are created to either influence
people’s views, push a political agenda or cause confusion and can often be a profitable
business for online publishers. False information can deceive people by looking like
trusted websites or using similar names and web addresses to reputable news
organisations.
According to Martina Chapman (Media Literacy Expert), there are three elements to fake
news; ‘Mistrust, misinformation and manipulation’.
The Rise of False Information

False information is not new, however it has become a hot topic since 2017.
Traditionally we got our news from trusted sources, journalists and media outlets that
are required to follow strict codes of practice. However, the internet has enabled a whole
new way to publish, share and consume information and news with very little regulation
or editorial standards.
Many people now get news from social media sites and networks and often it can be
difficult to tell whether stories are credible or not. Information overload and a general
lack of understanding about how the internet works by people has also contributed to an
increase in fake news or hoax stories. Social media sites can play a big part in
increasing the reach of these type of stories.
The economics of social media favour gossip, novelty, speed and “shareability”’ Simeon
Yates
50
Types of False Information
There are differing opinions when it comes to identifying types of false information.
However, when it comes to evaluating content online there are various types of false or
misleading news we need to be aware of. These include:
1. Clickbait
These are stories that are deliberately fabricated to gain more website visitors and
increase advertising revenue for websites. Clickbait stories use sensationalist headlines
to grab attention and drive click-throughs to the publisher website, normally at the
expense of truth or accuracy.
2. Propaganda
Stories that are created to deliberately mislead audiences, promote a biased point of
view or particular political cause or agenda.
3. Satire/Parody
Lots of websites and social media accounts publish fake news stories for entertainment
and parody. For example; The Onion, Waterford Whispers, The Daily Mash, etc.
4. Sloppy Journalism
Sometimes reporters or journalists may publish a story with unreliable information or
without checking all of the facts which can mislead audiences. For example, during the
U.S. elections, fashion retailer Urban Outfitters published an Election Day Guide, the
guide contained incorrect information telling voters that they needed a ‘voter registration
card’. This is not required by any state in the U.S. for voting.
5. Misleading Headings
Stories that are not completely false can be distorted using misleading or sensationalist
headlines. These types of news can spread quickly on social media sites where only
headlines and small snippets of the full article are displayed on audience newsfeeds.
6. Biased/Slanted News
Many people are drawn to news or stories that confirm their own beliefs or biases and
fake news can prey on these biases. Social media news feeds tend to display news and
articles that they think we will like based on our personalised searches.
51
7. Imposter Content
When genuine sources are impersonated with false, made-up sources. This is
dangerous as it relates to information with no factual basis being presented in the style
of a credible news source or article to make it look like a legitimate source.
8. Manipulated Content
When real information or imagery is manipulated to deceive, as with a doctored photo or
video. This can be used to mislead people or create a false narrative about something or
someone.
The False Information Business Model

The internet and social media have made it very easy for anyone to publish content on a
website, blog or social media profile and potentially reach large audiences. With so
many people now getting news from social media sites, many content
creators/publishers have used this to their advantage.
False information can be a profitable business, generating large sums of advertising
revenue for publishers who create and publish stories that go viral. The more clicks a
story gets, the more money online publishers make through advertising revenue and for
many publishers social media is an ideal platform to share content and drive web traffic.
False Information, Social Media, and the Filter Bubble

In a recent article on media literacy, Hugh Linehan noted; “Media is no longer passively
consumed – it’s created, shared, liked, commented on, attacked and defended in all
sorts of different ways by hundreds of millions of people. And the algorithms used by the
most powerful tech companies – Google and Facebook in particular – are brilliantly
designed to personalise and tailor these services to each user’s profile.”
When we go online or login to a social network we are generally presented with news,
articles and content based on our own searches online. This type of content tends to
reflect our own likes, views and beliefs and therefore isolating us from differing views
and opinions. This is often referred to as a filter bubble.
What can we do about False Information?

Google and Facebook have announced new measures to tackle fake news with the
introduction of reporting and flagging tools. Media organisations like the BBC and
Channel 4 have also established fact checking sites While these are welcome
developments, digital media literacy and developing skills to critically evaluate
information are essential skills for anyone navigating the internet and especially for
young people.
52
How to spot False Information?
Anyone can fall for false information online. There are a number of things to
watch out for when evaluating content online.
1.Who is sharing the story?

Check if the the social media account sharing the post is verified. Most public
figures and media outlets display a “blue badge or check mark” which means the
account has been authenticated. This can mean the content of the post is more
likely to be reliable, although not always.
2. Take a closer look

Check the source of the story, do you recognise the website? Is it a
credible/reliable source? If you are unfamiliar with the site, look in the about
section or find out more information about the author.
3. Look beyond the headline

Check the entire article, many fake news stories use sensationalist or shocking
headlines to grab attention. Often the headlines of fake new stories are in all caps
and use exclamation points.
4. Check other sources

Are other reputable news/media outlets reporting on the story? Are there any
sources in the story? If so, check they are reliable or if they even exist!
5. Check the facts

Stories with false information often contain incorrect dates or altered timelines. It
is also a good idea to check when the article was published, is it current or an old
news story?
6. Check your biases

Are your own views or beliefs affecting your judgement of a news feature or
report?
7. Is it a joke?
Satirical sites are popular online and sometimes it is not always clear whether a
story is just a joke or parody… Check the website, is it known for satire or
creating funny stories?
53
WATCH
8. Watch the video the first time and take down notes, you will use them later
9. Listen to the video a second time and answer the questions below:
a. Is the information similar to the one in the article? Mark the simmilarities in
the text
_____________________________________________________________
_____________________________________________________________
b. Does the video give you more information? Which one/s
_____________________________________________________________
_____________________________________________________________
c. If you found similar pieces of information between the two, list them
_____________________________________________________________
_____________________________________________________________
10. Listen to the video one more time and complete the missing information with the
options given in brackets in each case
With so much information at our fingertips it can be easy to come across something online
that isn’t quite as accurate or reliable as it should be. This kind of information is often called
Fake News but a ______ (best/better) description might be False Information because it
______ (affects/ effects) more than news stories. Sometimes false information is shared,
but no ______ (hurt/harm) is meant like when a journalist hasn’t checked the accuracy of
their information, or has made an ______ (honest/ honesty) mistake or when false
information is created for a bit of fun like satirical websites and social media accounts
which______ (public/publish) fake news stories for entertainment and parody. However,
false information can also be deliberately created and shared for ulterior motives such as
misleading or deceiving in order to ______ (influence/ affluence) people’s views or actions,
______ (putting / pushing) a political agenda or causing confusion or harm such as
propaganda or false health information.
Another reason false information is created is to make money through clickbait content. The
______ (economy / economics) of the internet means that the more clicks that a story gets
the more money online publishers make through advertising revenue.
54
Social media is an ideal platform to create content and drive web traffic because the more
outrageous, controversial or dramatic the content is, the more likely it is to be shared and go
viral. Sometimes stories that are not completely false can be distorted using misleading or
sensationalist headlines in order to spread ______ (quickly/quick) on social media sites
where only headlines and ______ (short /small)l snippets of the full article are displayed on
audience newsfeeds.
In the past, our news ______ (come/ came) from journalists and media outlets that are
required to follow strict codes of practice and this meant we could have a certain amount
of trust in the news we received. However, the internet has enabled a ______ (hole /whole)
new way to publish, share and consume information which mostly falls outside of existing
rules and regulations. Now, we get a lot of our news from social media sites and networks
with little to no editorial ______ (process / progress). As a result, false or misleading
information can be made to look just like information from trusted websites using familiar
names, colours, brands and web addresses making it difficult to know who or what to trust
online.
Information overload, missing ______ (context / content) and a general lack of
understanding about how the internet works has compounded this issue. So how do we
figure out what is accurate and reliable and what is false? The best defense against false
information is to think critically about what you are reading, ______ (earring /hearing) or
seeing.
Here are a couple of ways to help you analyze content and make an informed choice.
Take a closer look: Check the source of the story, do you recognize the website? Is it a
credible/reliable source? If you are unfamiliar with the site, look in the about section or find
out more information about the author
Look beyond the headline: check the ______ (enter/entire) article, many fake news stories
use sensationalist or ______ (choking / shocking) headlines to grab attention. Often the
headlines of fake news stories are in all ______ (gaps/ caps) and use ______
(exclamation/ interrogation) points.
Check other sources: are other ______ (refutable/ reputable) news/media outlets
reporting on the story? Are there ______ (many/any) sources in the story? If so, check they
are reliable or if they even exist
55
Check the facts: fake news stories often contain incorrect dates or altered timelines. It is
also a good idea to check when the article was published, is it current or an old news story?
Check your biases: in general, we are all drawn to information that confirms our own beliefs
or biases. Social media algorithms that are designed to give us news and information based
on our ______ (personalized/ personal) searches and ______ (interesting/ interests) make
it harder to see beyond our own ______ (world/word) view. To really make an informed
choice about information we have to be aware that our own views or beliefs may affect our
judgment of how accurate or reliable a piece of information is.
Is it a joke?: satirical sites are popular online and sometimes it is not always ______ (clear/
clean) whether a story is just a joke or parody. Check the website, is it known for satire or
creating funny stories?.
Finally, before you believe it or share it, check your own instincts. Does it seem like it to be
true, is it accurate and helpful, is it fair to share?
FOCUS ON VOCABULARY
11. Identify the following words in the text. Pay attention to their place in the sentence,
then classify them according to their category in the chart below
fingertips drive grab

accurate outrageous current
accuracy distorted drawn to
honest mistake snippets aware
deliberately enabled whether
ulterior motives overload through
deceiving lack fair
revenue against figure out
beyond
Noun Verb Adjective Adverb Conjunction Preposition
56
WRITING
12. Make 5 sentences using at least 10 of the words in the previous activity by inferring their
meaning from the context. Do not use the dictionary!
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
FOCUS ON STRUCTURES
13. Look at the following sentences.
False information can be a profitable business, generating large sums of advertising

revenue for publishers who create and publish stories that go viral.
Sometimes false information is shared, but no harm is meant like when a journalist hasn’t
checked the accuracy of their information, or has made an honest mistake or when false
information is created for a bit of fun like satirical websites and social media accounts
which publish fake news stories for entertainment and parody.
Sometimes stories that are not completely false can be distorted using misleading or
sensationalist headlines in order to spread quickly on social media sites where only
headlines and small snippets of the full article are displayed on audience newsfeeds.
We are all drawn to information that confirms our own beliefs or biases.
What is the purpose of the underlined phrases?

Can they stand on their own, that is, can they be read alone and have full meaning? Why do you
think that is?
57
Grammar Capsule: Relative Clauses
A relative clause is one kind of dependent clause. It has a subject and verb, but can't
stand alone as a sentence. A relative pronoun is a word that introduces a dependent (or
relative) clause and connects it to an independent clause. A clause beginning with a
relative pronoun is poised to answer questions such as Which one? How many? or What
kind? Who, whom, what, which, when, where and that are all relative pronouns.
There are two kinds of relative clause:
► 1. defining relative clause: We use relative clauses to make clear which person or
thing we are talking about:
publishers who create and publish stories that go viral
social media accounts which publish fake news stories for entertainment and
parody
In this kind of relative clause, we can use that instead of who or which:
We can leave out the pronoun if it is the object of the relative clause:
This is the house (that) Jack built. (that is the object of built)
The relative pronoun is the subject/object of the relative clause, so we do not repeat the
subject/object:
publishers who they create and publish stories that go viral (who is the subject of
create so we don’t need it)
►2. non-defining relative clause We also use relative clauses to give more information
about a person, thing or situation:
With this kind of relative clause, we use commas (,) to separate it from the rest of the
sentence.
In this kind of relative clause, we cannot use that:
The country of Costa Rica, where extinct species such as the golden toad once
thrived, has extensive measures in place to protect endangered rainforest animals
The nondefining clause tells us more about Costa Rica, but nothing that is essential to
understanding of the sentence.
A clause is a group of words

that contains a subject and a
verb that have a relationship.
A sentence can have just one
Adapted from: https://www.grammarly.com/blog/grammar-basics-what-are-defining-clauses/
or multiple clauses
58
Besides the type of information added (essential vs. nonessential), the use of commas is
different between the two types of clauses. Commas set off nondefining clauses from the
rest of the sentence. Defining clauses do not need commas.
Relative clauses are also sometimes referred to as adjective clauses, because they identify
or give us additional information about the subject of the independent clause they relate to.
Like adjectives, these clauses in some way describe that subject. Relative pronouns, like
conjunctions, are words that join clauses—in this case, a relative clause to its main clause.
The type of relative pronoun used depends on what kind of noun is being described.
Who: Refers to a person (as the verb’s subject)

Whom: Refers to a person (as the verb’s object)
Which: Refers to an animal or thing
What: Refers to a nonliving thing
That: Refers to a person, animal, or thing
NOTICE
"That" is used to indicate a specific object, item, person, condition, etc., while "which" is
used to add information to objects, items, situations, etc.
In a defining clause, use that.
In non-defining clauses, use which.
Check the Grammar Bank for more information and activities with Relative Clauses
WRITING
14. Look up the meaning of the words given in the box and make definitions for each using
that, who, or which. For example: "a TV is a device which we can use to see and hear the
news, watch movies, series and shows"
review -TV- ad - editor - newspaper - Science - consumers

- paparazzi - spot - announcer-columnist - billboard
59
Grammar Capsule: "What" vs "That"
One common mistake among many English learners is using "what" and "that"
interchangeably in the middle of the sentence
The word "that" should be used to introduce clauses, whereas "what" should be used
when it is the object of the clause you will introduce.
Let us take the following examples about someone choosing between two classes in
college:
Mary liked that the professor of the chemistry course was very nice.
Mary liked what her friends said about the biology course.
While the words "that" and "what" may seem to fill an identical role, they are very
different.
In the first example, "that" is not the object of the clause it introduces. Its role is only to
introduce clauses. It could be replaced with "the fact that"
On the other hand, in the second sentence, "what" is the object of what Mary's friends
said. Mary's friends said something about the biology course and Mary liked that
something. So you can replace it with "the thing(s) that" or " the thing(s) which”.
Another version of explanation
In this case “what” is a pronoun and “that ” is a conjunction.
Examples:
I know what they won.
The pronoun “what” is the object of the clause “what they won”; the clause “what they
won” is the object of the sentence “I know what they won”. “What” replaces the noun,
phrase or clause like “the price”.
I know (it) that they won.
The conjunction “that” makes the clause “they won” equal to the omitted “it” in the clause
“I know it”. “That” indicates the phrase or clause (something can't be explained only by a
noun). “That” can also be omitted sometimes.
If you understand these sentences, you have understood the differences of “what” and
“that”:
I know that they won, but I don't know what they won. What did they win? The
scholarship?
I know what they won. They won the scholarship. Of course I know that they won
60
FOCUS ON WORDS
15. Look at the following extract from the video. Pay attention to the highlighted words
Fake news stories often contain incorrect dates or altered timelines. It is also a good
idea to check when the article was published, is it current or an old news story?
Do they have the same meaning?

What is the difference between the two?
Can you tell something about how they are written?
Now, look at these passages, what can you tell about the highlighted words?
However, false information can also be deliberately created and shared for ulterior
motives such as misleading or deceiving in order to influence people’s views or actions,
pushing a political agenda or causing confusion or harm such as propaganda or false
health information
Children need to develop critical thinking from an early age
Grammar Capsule: Irregular Plurals
An irregular plural noun is a type of noun that doesn't abide by the same rules as most
other nouns. Unlike regular plurals, irregular plurals don't become pluralized when -s or
-es is added to the end.
Plural Noun Forms
Some changes in spelling
► Nouns ending in Y = change "y" to "ies"

► Nouns ending in sh, ch, s, x, z = add "es"
► Nouns ending in o = add "s" or "es"
► Nouns ending in lf = change "f" to "ves"
61
Irregular plural Changes Examples
Nouns Ending in baby → babies

Consonant + Y
change y to "ies"
party → parties
Nouns Ending in SH, Ch, S, beach → beaches
X, or Z add "es" box → boxes
church → churches
tomato → tomatoes
hero → heroes
Exceptions:
kilo → kilos
logo → logos
Nouns Ending in O add "s" or "es"
piano → pianos
solo → solos
cargo → cargos
leaf → leaves
half → halves
Nouns Ending in LF
change "f" to "ves"
self → selves
man → men
woman → women
Different Spellings - child → children
foot → feet
person → people
deer → deer
fish → fish
Some animals do not
sheep → sheep
change when forming the
trout → trout
plural.
squid → squid
Animal Plurals
mouse → mice
Other animals change goose → geese
form in the plural. ox → oxen
louse → lice
Check the Grammar Bank for more information and activities with Irregular Plurals
62
FOCUS ON WORDS: CONJUNCTIONS
16. Take a look at the highlighted words, is there any other conjunction that could take
their place? Which one/s?
Sometimes false information is shared, but no harm is meant like when a journalist
hasn’t checked the accuracy of their information, or has made an honest mistake or
when false information is created for a bit of fun like satirical websites and social
media accounts which publish fake news stories for entertainment and parody.
However, false information can also be deliberately created and shared for ulterior
motives such as misleading or deceiving in order to influence people’s views or
actions, pushing a political agenda or causing confusion or harm such as propaganda
or false health information

17. a. What is the main source of false information?
b. What can we do to stop it?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Find useful phrases and vocabulary to express your opinion in APPENDIX 2.1
63
THE RISE OF SOCIAL MEDIA APPS
BEFORE READING
18. The rise of social media has changed how we perceive and handle information. For
many, social media has become their main source of information. For the first time,
having access, publishing and sharing news is fairly easy. Anyone can create,
anonymously, on or more accounts in each social media platform. These platforms, by
design, encourage users to share information effortlessly through a click of a button, and
yet, news gets distorted along the way. So, how can we tackle the issue of fake news
on social media?
How many times do you check to determine if a piece of news is true or fake?
How many accounts devoted to news do you follow?
WHILE READING
19. Read the text Study: On Twitter, false news travels faster than true stories and answer
the questions below:
a. Who or what are the main “spreaders” of fake news?

____________________________________________________________________
____________________________________________________________________
b. What is the difference between “false news” and “fake news”?

____________________________________________________________________
____________________________________________________________________
c. What type of news are more likely to be subject of “false news”?

____________________________________________________________________
____________________________________________________________________
d. In your own words, explain the following statement: “people who share novel information
are seen as being in the know.”
____________________________________________________________________
____________________________________________________________________
e. In your own words, explain why “People respond to false news more with surprise and
disgust”
____________________________________________________________________
____________________________________________________________________
f. Why do you think researchers focused their investigation on Twitter, rather than Facebook,
Instagram or other social media platforms?
____________________________________________________________________
____________________________________________________________________
64
A new study by three MIT scholars has found that false news spreads more rapidly on the social
network Twitter than real news does — and by a substantial margin.
“We found that falsehood diffuses significantly farther, faster, deeper, and more broadly than the
truth, in all categories of information, and in many cases by an order of magnitude,” says Sinan
Aral, a professor at the MIT Sloan School of Management and co-author of a new paper detailing
the findings.
“These findings shed new light on fundamental aspects of our online communication ecosystem,”
says Deb Roy, an associate professor of media arts and sciences at the MIT Media Lab and
director of the Media Lab’s Laboratory for Social Machines (LSM), who is also a co-author of the
study. Roy adds that the researchers were “somewhere between surprised and stunned” at the
different trajectories of true and false news on Twitter.
Moreover, the scholars found, the spread of false information is essentially not due to bots that
are programmed to disseminate inaccurate stories. Instead, false news speeds faster around
Twitter due to people retweeting inaccurate news items.
The study provides a variety of ways of quantifying this phenomenon: For instance, false news
stories are 70 percent more likely to be retweeted than true stories are. It also takes true stories
about six times as long to reach 1,500 people as it does for false stories to reach the same
number of people. When it comes to Twitter’s “cascades,” or unbroken retweet chains, falsehoods
reach a cascade depth of 10 about 20 times faster than facts. And falsehoods are retweeted by
unique users more broadly than true statements at every depth of cascade.
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Why novelty may drive the spread of falsity
The genesis of the study involves the 2013 Boston Marathon bombings and subsequent
casualties, which received massive attention on Twitter.
“Twitter became our main source of news,” Vosoughi says. But in the aftermath of the tragic
events, he adds, “I realized that … a good chunk of what I was reading on social media was
rumors; it was false news.” Subsequently, Vosoughi and Roy — Vosoughi’s graduate advisor at
the time — decided to pivot Vosoughi’s PhD focus to develop a model that could predict the
veracity of rumors on Twitter.
Subsequently, after consultation with Aral — another of Vosoughi’s graduate advisors, who has
studied social networks extensively — the three researchers decided to try the approach used in
the new study: objectively identifying news stories as true or false, and charting their Twitter
trajectories. Twitter provided support for the research and granted the MIT team full access to its
historical archives. Roy served as Twitter’s chief media scientist from 2013 to 2017.
To conduct the study, the researchers tracked roughly 126,000 cascades of news stories
spreading on Twitter, which were cumulatively tweeted over 4.5 million times by about 3 million
people, from the years 2006 to 2017.
To determine whether stories were true or false, the team used the assessments of six fact-
checking organizations (factcheck.org, hoax-slayer.com, politifact.com, snopes.com,
truthorfiction.com, and urbanlegends.about.com), and found that their judgments overlapped more
than 95 percent of the time.
Of the 126,000 cascades, politics comprised the biggest news category, with about 45,000,
followed by urban legends, business, terrorism, science, entertainment, and natural disasters. The
spread of false stories was more pronounced for political news than for news in the other
categories.
The researchers also settled on the term “false news” as their object of study, as distinct from the
now-ubiquitous term “fake news,” which involves multiple broad meanings.
The bottom-line findings produce a basic question: Why do falsehoods spread more quickly than
the truth, on Twitter? Aral, Roy, and Vosoughi suggest the answer may reside in human
psychology: We like new things.
“False news is more novel, and people are more likely to share novel information,” says Aral, who
is the David Austin Professor of Management. And on social networks, people can gain attention
by being the first to share previously unknown (but possibly false) information. Thus, as Aral puts
it, “people who share novel information are seen as being in the know.”
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The MIT scholars examined this “novelty hypothesis” in their research by taking a random
subsample of Twitter users who propagated false stories, and analyzing the content of the
reactions to those stories.
The result? “We saw a different emotional profile for false news and true news,” Vosoughi says.
“People respond to false news more with surprise and disgust,” he notes, whereas true stories
produced replies more generally characterized by sadness, anticipation, and trust.
So while the researchers “cannot claim that novelty causes retweets” by itself, as they state in the
paper, the surprise people register when they see false news fits with the idea that the novelty of
falsehoods may be an important part of their propagation.
Directions for further research.
While the three researchers all think the magnitude of the effect they found is highly significant,
their views on its civic implications vary slightly. Aral says the result is “very scary” in civic terms,
while Roy is a bit more sanguine. But the scholars agree it is important to think about ways to limit
the spread of misinformation, and they hope their result will encourage more research on the
subject.
On the first count, Aral notes, the recognition that humans, not bots, spread false news more
quickly suggests a general approach to the problem.
“Now behavioral interventions become even more important in our fight to stop the spread of false
news,” Aral says. “Whereas if it were just bots, we would need a technological solution.”
Vosoughi, for his part, suggests that if some people are deliberately spreading false news while
others are doing so unwittingly, then the phenomenon is a two-part problem that may require
multiple tactics in response. And Roy says the findings may help create “measurements or
indicators that could become benchmarks” for social networks, advertisers, and other parties.
The MIT scholars say it is possible that the same phenomenon occurs on other social media
platforms, including Facebook, but they emphasize that careful studies are needed on that and
other related questions.
In that vein, Aral says, “science needs to have more support, both from industry and government,
in order to do more studies.”
For now, Roy says, even well-meaning Twitter users might reflect on a simple idea: “Think before
you retweet.”
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Grammar Capsule: Adverbs
An adverb is a word that modifies (describes) a verb (he sings loudly), an adjective
(very tall), another adverb (ended too quickly), or even a whole sentence (Fortunately,
I brought an umbrella).
Adverbs often end in -ly, but some (such as fast) look exactly the same as their
adjective counterparts.
► Adverbs and verbs

Adverbs often modify verbs. This means that they describe the way an action is
happening. The adverbs in thise case answer the question in what manner?
However, there is one type of verb that doesn’t mix well with adverbs. Linking verbs,
such as feel, smell, sound, seem, and appear, typically need adjectives, not adverbs. A
very common example of this type of mixup is
I feel badly about what happened.

I feel bad about what happened.
► Adverbs and adjectives

Adverbs can also modify adjectives and other adverbs. Often, the purpose of the
adverb is to add a degree of intensity to the adjective.
We will be slightly late to the meeting.
► Adverbs and other adverbs

You can use an adverb to describe another adverb. In fact, if you wanted to, you could
use several.
Phillip sings rather loudly.
► Adverbs and sentences

Some adverbs can modify entire sentences—unsurprisingly, these are called sentence
adverbs. Common ones include generally, fortunately, interestingly, and accordingly.
Sentence adverbs don’t describe one particular thing in the sentence—instead, they
describe a general feeling about all of the information in the sentence.
Interestingly, no one at the auction seemed interested in bidding on the antique

spoon collection.
AFTER READING
20. Read the text again and identify all the adverbs you can. Which other element in the text
is it modifying? Adapted from: https://www.grammarly.com/blog/adverb/
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Grammar Capsule: Comparatives and
Superlative Adjectives
Adjectives can compare two things or more than two things. When we make these
comparisons, we use comparative and superlative forms of adjectives.
Comparative adjectives
Comparative adjectives are used to compare differences between the two objects
they modify (larger, smaller, faster, higher). They are used in sentences where two
nouns are compared, in this pattern:
Noun (subject) + verb + comparative adjective + than + noun (object).
The second item of comparison can be omitted if it is clear from the context
Forming regular comparatives

► One syllable adjectives
Add -er for the comparative at the end of the adjective. If the adjective has a
consonant + single vowel + consonant spelling, the final consonant must be doubled
before adding the ending (e.g bigger, sadder)
► Two syllables
Adjectives with two syllables can form the comparative either by adding -er or by
preceeding the adjective with more. If you are not sure play it safe and use more. For
adjectives ending in y, change the y to an i before adding the ending (e.g. happier,
busier)
► Three or more syllables

Adjectives with three or more syllables form the comparative by putting more in front of
the adjective
His cat is more large than my dog.

His cat is larger than my dog.
So what makes the first example wrong and the second right? There are a few rules
that explain this:
For adjectives that are just one syllable, add -er to the end (this explains the above
example).
For two-syllable adjectives not ending in -y and for all three-or-more-syllable
adjectives, use the form “more + adjective.”
For two-syllable adjectives ending in -y, change the -y to -i and add -er.
These simple rules make it easy to tell when you should add -er or -ier and when you
should use “more + adjective.”
Adapted from: https://www.grammarly.com/blog/comparative-and-
superlative-adjectives/
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Superlative adjectives
Superlative adjectives are used to describe an object which is at the upper or lower
limit of a quality (the tallest, the smallest, the fastest, the highest). They are used in
sentences where a subject is compared to a group of objects.
Noun (subject) + verb + the + superlative adjective + noun (object).
The group that is being compared with can be omitted if it is clear from the context
Forming regular superlatives

► One syllable adjectives
Add -est for the superlative at the end of the adjective. If the adjective has a
consonant + single vowel + consonant spelling, the final consonant must be doubled
before adding the ending (e.g biggest, saddest)
► Two syllables
Adjectives with two syllables can form the superlative either by adding -est or by
preceeding the adjective with most. If you are not sure play it safe and use most. For
adjectives ending in y, change the y to an i before adding the ending (e.g. happiest,
busiest)
► Three or more syllables

Adjectives with three or more syllables form the superlative by putting most in front of
the adjective.
Forming comparative and superlatives of irregular adjectives
It’s important to note that there are irregular adjectives (and adverbs) that you have to
memorize because they don’t follow the rules above. They are:
Adjective/Adverb Comparative Superlative
good/well better best
bad/badly worse worst
far farther, further the farthest, the furthest
little less least
AFTER READING
21. Find instances of comparative and superlative adjectives and determine what elements
they are connecting
70
22. Take a look at the underlined phrases in the text.
The study provides a variety of ways of quantifying this phenomenon

people can gain attention by being the first to share previously unknown
Now behavioral interventions become even more important in our fight to
stop the spread of false news
1. What do you notice about the verbs? What happens to the words that end
in -ing? Are they instances of progressive tenses?
2. What about the words in bold?
3. How do you know when to use one or the other?
Grammar Capsule: Gerunds and Infinitives
A gerund is a verb form that ends in “-ing” and is used as a noun (walking, traveling, voting); an
infinitive is the base form of a verb preceded by “to” (to walk, to travel, to vote). Gerunds and
infinitives can function as the subject of a sentence or the object of a verb.
A gerund is a verb that’s acting as a noun. By that, we mean that the verb—the word that
describes the action that’s happening, like “biking,” “thinking,” “running,” or “speaking”—becomes
a thing, a concept that can now be the sentence’s subject, direct object, indirect object, or the
object of a preposition.
It doesn’t stop being a verb, but the role it plays in a sentence shifts from describing the action to
being a focal point.
Here are two examples of sentences that contain gerunds:
As a food blogger, eating is an involved production for Mary.
John turned off his phone and shut the door so he could focus on studying.
Gerunds are verbs in the present participle form. This means they’re the root verb + “ing”. But
that’s not what makes them gerunds. To be a gerund, a verb has to act as a noun in its sentence.
Present participle verbs are not gerunds when they describe the action in a sentence.
She is seeing the painting for the first time.
As I was walking to school, I tripped on uneven pavement.
Types of gerunds
There are six types of gerunds:
1. Subject: Biking is my newest hobby.
2. Subject complement: My preferred commuting method is biking.
3. Direct object: I love biking.
4. Indirect object: My sister gave biking a try.
5. Object complement: I see myself biking every day.
6. Object of a preposition: I blocked out a few hours this Sunday for biking.
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How do you know when to use one or the other?
We use gerunds (verb + ing):
After certain verbs - I enjoy singing

After prepositions - I drank a cup of coffee before leaving
As the subject or object of a sentence - Swimming is good exercise
We use 'to' + infinitive:
After certain verbs - We decided to leave

After many adjectives - It's difficult to get up early
Infinitive of purpose - I came to London to study English
We use the bare infinitive (the infinitive without 'to'):
After modal verbs - I can meet you at six o'clock

After 'let', 'make' and (sometimes) 'help' - The teacher let us leave early
After some verbs of perception (see, watch, hear, notice, feel, sense) - I watched her walk away
Check the Grammar Bank for more information and activities with Gerunds and
Infinitives.
Adapted from: https://www.perfect-english-grammar.com/gerunds-and-infinitives.html
READING
23. You will read Mark`s biography
a. Complete the empty spaces with the headings below

b. Put the verbs in brackets into the correct tense
c. Select the correct option (words in bold)
Mark Zuckerberg and Founding FacebookMark

Zuckerberg's College Experience
Mark Zuckerberg’s Education
Early Life
Who Is Mark Zuckerberg?
‘Harvard Connection’ and Legal Hurdles
72
A-__________________________________
Mark Zuckerberg co-founded the social-networking website Facebook out of his college dorm
room at Harvard University. Zuckerberg ______________(leave) college after his sophomore year
to concentrate on the site, the user base of which/who has grown to more than two billion people,
making Zuckerberg a billionaire many times over. The birth of Facebook was portrayed in the
2010 film The Social Network.
B-__________________________________
Zuckerberg was born on May 14, 1984, in White Plains, New York, into a comfortable, well-
educated family. He was raised in the nearby village of Dobbs Ferry.
Zuckerberg’s father, Edward Zuckerberg, ____________(run) a dental practice attached to the
family's home. His mother, Karen, ________(work) as a psychiatrist before the birth of the
couple's four children — Mark, Randi, Donna and Arielle.
Zuckerberg developed an interest in computers at an early age; when he _____________(to be)
about 12, he used Atari BASIC to create a messaging program he named "Zucknet." His father
_____________(use) the program in his dental office, so that the receptionist could inform him of
a new patient without yell/yelling across the room. The family also used Zucknet to communicate
within the house.
Together with his friends, he also created computer games just for fun. "I had a bunch of friends
who/which were artists," he said. "They'd come over, draw stuff, and I'd build a game out of it."
C-____________________
To keep up with Zuckerberg's growing/grow interest in computers, his parents
____________(hire) private computer tutor David Newman to come to the house once a week
and work with Zuckerberg. Newman later told reporters that it was hard to stay ahead of the
prodigy, which/who began take/taking graduate courses at nearby Mercy College around this
same time.
Zuckerberg later _________________(study) at Phillips Exeter Academy, an exclusive
preparatory school in New Hampshire. While he _____________(show) talent in fence/fencing,
he also _____________(become) the captain of the school's team and excelled in literature,
earning a diploma in classics.
Yet Zuckerberg remained fascinated by computers and continued to work/working on developing
new programs. He ______________(create) an early version of the music software Pandora,
which he called Synapse.
Several companies—including AOL and Microsoft—expressed an interest in buying the software,
and hiring the teenager before graduation. He declined the offers.
D-___________________________
After graduating/graduate from Exeter in 2002, Zuckerberg __________(enroll) at Harvard
University. After his sophomore year, Zuckerberg dropped out of college to devote himself to his
new company, Facebook, full time.
By his sophomore year at the Ivy League institution, he had developed a reputation as the go-to
software developer on campus. It was at that time that he ___________(build) a program called
CourseMatch, which helped students choose their classes based on the course selections of
other users.
73
He also ____________(invent) Facemash, which compared the pictures of two students on
campus and allowed users to vote on which/that one was more attractive. The program became
wildly popular, but ____________(to be) later shut down by the school administration after it was
deemed inappropriate.
Based on the buzz of his previous projects, three of his fellow students—Divya Narendra, and
twins Cameron and Tyler Winklevoss—sought him out to work on an idea for a social networking
site they ________________(call) Harvard Connection. This site was designed to use/using
information from Harvard's student networks in order to create/creating a dating site for the
Harvard elite.
Zuckerberg agreed to helping/help with the project, but soon ______________(drop out) to work
on his own social networking site, The Facebook.
E-__________________________
Zuckerberg and his friends Dustin Moskovitz, Chris Hughes and Eduardo Saverin
_________________(create) The Facebook, a site that allowed users to create their own profiles,
upload photos, and communicate with other users. The group ________________(run) the site
out of a dorm room at Harvard University until June 2004.
That year Zuckerberg dropped out of college and moved the company to Palo Alto, California. By
the end of 2004, Facebook ___________(have) 1 million users.
In 2005, while he _____________________ (work) ,Zuckerberg's enterprise _________(receive)
a huge boost from the venture capital firm Accel Partners. Accel invested $12.7 million into the
network, which at the time was open only to Ivy League students.
Zuckerberg's company then ___________(grant) access to other colleges, high school and
international schools, pushing the site's membership to more than 5.5 million users by December
2005. The site ________________(begin) attracting the interest of other companies that wanted
to advertise with the popular social hub.
Not wanting to sell out, Zuckerberg _______________(turn down) offers from companies such as
Yahoo! and MTV Networks. Instead, he ____________(focus) on expanding the site while he
________________(open up) his project to outside developers and adding more features.
F-_____________________________
Zuckerberg seemed to be going nowhere but up. However, in 2006, the business mogul
__________(face) his first big hurdle: while the creators of Harvard Connection
_____________(claim) that Zuckerberg ____________(steal) their idea, and insisted the software
developer needed to pay for their business losses.
Zuckerberg _________(maintain) that the ideas were based on two very different types of social
networks. After lawyers searched Zuckerberg's records, incriminating instant messages
_________(reveal) that Zuckerberg may have intentionally stolen the intellectual property of
Harvard Connection and offered Facebook users' private information to his friends.
74
LISTENING
24. Listen to the video This is how social networks are destroying your life: The False
Realitya nd answer the following questions:
a. According to the video, what does it mean to be human?

b. What does an attention engineer do?
c. When is our mind the most vulnerable on social media? Why?
d. Why is it hard to detect depression in the newer generations? Why?
25. Listen to the video one more time and try to fill in the gaps to complete the
sentences
a. People __________________ on Facebook suffer __________________
than ____________________________________.
b. We are all __________________ to _________ ______________.
c. We really care when we are ____________ in a ___________________.
d. We walk around and search for _________________________.
e. Engagement with social media and ___________________ releases a
_____________ called ______________ which is the chemical that makes us
feel good.
f. In other words, it is _____________ _________________.
g. Social Media offers ____________________ ____________________.
h. You will become happier when you stop ______________
________________ of yourself.
i. Our lives are becoming more ____________________________.
WRITING
26. Write your opinion about the impact and use of instagram in your life.
Remember to use elements taken from the box. Try to mention at least one fact
from the video.
Opinion In my opinion / In my view / The way I see things
Fact According to / In fact / As a matter of fact
Closing All in all / Finally
75
FOCUS ON TENSES
27. Read the following quote taken from the article.
“When the American battleship Maine exploded under mysterious circumstances,

Hearst seized the moment” .
a- Look at the word in bold. What does it make reference to?

___________________________________________________________
b- Circle the verb after “when”. What tense is it?________________________
28. Now compare these sentences and answer the questions below:
a-When he heard the news, there was a man knocking at the door.
b-When the postman arrived, I was no longer connected to the Zoom session.
c-I felt satisfied when I saw him again.
29. Pay attention to the verb following “when”. What grammatical rule can you think of
and why?
_________________________________________________________________
30. Was the event in progress or it had already finished?

_________________________________________________________________
31. Now take a look at these other sentences.

While I was texting Robert, something unexpected happened.
While she was reporting the event, the witness turned up.
a What does “while” refer to?

_________________________________________________________________
b- What tense is used after it?

_________________________________________________________________
c- What assumptions can you make?

_________________________________________________________________
d-After analyzing the use of “when” and “while”, What would you say is the difference
between them?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
76
Grammar Capsule: Past continuous or past
simple?
Choice of emphasis
Often there is little difference between the past continuous and the past simple, except that the
past continuous suggests that the event(s) were in progress at a time in the past or that they
were happening as background or temporary events.
Whether we choose to use the past continuous or past simple often depends on how we see the
past event(s).
Compare:
Doctors were treating patients in

Past continuous: writer chooses to show the
temporary beds and they were trying
events as ongoing at that time in the past.
to do their best in a difficult situation.
Doctors treated patients in temporary

Past simple: writer chooses to show the events
beds and they tried to do their best in
as finished.
a difficult situation.
Events in progress in the past
We use the past continuous to talk about events and temporary states that were in progress
around a certain time in the past. We use the past simple to talk about events, states or habits at
definite times in the past.
Compare:
The past continuous emphasizes the action or

At 4 pm last Tuesday, I was working in event in progress around a time in the past. The
the office. event (working) was in progress at 4 pm.
The event was not completed at that time.
The past simple emphasizes the event that

happened at a definite time in the past.
At 4 pm last Monday, I finished work
The focus is not on events in progress but rather
early and went home
on the whole events (finished work, went home).
The events were completed at that time.
See Appendix 2.2 for a list of irregular verbs
77
Emphasizing main events with the past simple
When one event is more important than the other in the past, we can use the past simple to
emphasize the main event. We can use the past continuous for the background event (the less
important one):
I was listening to the radio when Helen phoned.
background event main event
I was sitting in the park and suddenly saw an old school friend I hadn’t seen
for 30 years
Past continuous
We use was/were + the -ing form of the verb.
I
were
you
he
she was verb ending in -ing
it
we
were
they
Remember
► To make questions we place the verb to be before the subject

Was/were + subject + verb -ing
► To make negative sentences we add not to the verb to be
Subject + was/were + verb -ing
78
Past continuous: uses
Events happening at a particular time in the past
We generally use the past continuous to talk about actions and states in progress (happening)
around a particular time in the past. It can emphasize that the action or state continued for a
period of time in the past:
A: Where was Donna last night?

B: I’m not sure. I think she was visiting her family. (action)
I remember that night. You were wearing that red dress. (state)
Background events
When one event is more important than another in the past, we can use the past continuous for
the background event (the less important event) and the past simple for the main event:
[background event]Lisa was cycling to school when [main event]she saw the accident.
[background event]What were you thinking about when [main event]you won the race?
Reasons and contexts for events

We often use the past continuous to give a reason or context for an event:
A: I can’t believe you met Fran and Dave in Portugal.
B: It was funny. They were staying in the hotel next to ours. (giving a reason/context for meeting
them)
I didn’t make the meeting last week; I was traveling to Rome.
Ongoing and repeated events

We can use the past continuous to talk about repeated background events in the past. It can
suggest that the situation was temporary or subject to change:
She was feeding her neighbours’ cat every morning while they were on holiday. Then one
morning, it was gone.
The neighbours were making so much noise, night after night. We had to complain eventually.
Warning:
We only use the past continuous for repeated background events. If they are repeated main
events, we use the past simple:
I phoned you four times last night. Where were you?
Not: I was phoning you four times last night.
Check the Grammar Bank for more information and activities in the Past Continuous.
Adapted from: https://dictionary.cambridge.org/grammar/british-grammar/past-
continuous-or-past-simple
79
Grammar Capsule: Used to
We don’t use the past continuous in the same way as used to when we talk about things in the
past which are no longer true:
We used to go on holiday to Yorkshire every year when I was little.
Not: We were going on holiday …
Used to is a phrase that can mean “accustomed or habituated to” or refers to something from
the past that is no longer true.
► Used to shows a former fact, habit, or action

We also use the phrase used to in the sense of formerly to indicate something that happened in
the past but no longer does. While in centuries past there was a corresponding present tense
form, use to, we now use this construction only in the past tense.
The grocery store used to be at the corner of Main and Fifth.

Karl used to work out every morning, but he has been too busy to keep up with it.
My father used to take a donkey to school.
The only time you should write use to instead of used to with this meaning of the phrase is when
it is paired with did or didn’t. The reason is that did or didn’t will have assumed the obligation of
reflecting the past tense.
► Get used to it—how to use it correctly

The construction of the example above involves the verb to be + used to in order to show that
the speaker is in a state of being accustomed to something. A closely related construction is get
+ used to, which is an idiomatic phrase meaning “become accustomed to.”
► Use followed by an infinitive

Both use and used can correctly appear before to when to is part of the infinitive of a second
verb.
What do you use to decorate cakes and cookies?

Buttercream icing was used to frost all of today’s cakes and cookies.
In these kinds of sentences, whether you decide to write use to or used to will depend on
whether the present or past tense is needed.
Check the Grammar Bank for more information and activities with Used to
Adapted from: https://www.grammarly.com/blog/used-to/
80
SOCIAL MEDIA AND MENTAL HEALTH
SPEAKING: FOOD FOR THOUGHT

32. Self-reflection
a. How old were you when you started using your first social media app?
b. How important is social media to you?
c. What effect does social media have on you?
d. How many hours do you spend scrolling or posting on social media a day?
WATCH
33. Watch the TEDxTalk Impact of Social Media on Youth | Katanu Mbevi
and answer the questions below
a. To which purposes is youth using social media nowadays?

____________________________________________________________________
____________________________________________________________________
b. What are the three stressors that the speaker introduces?

____________________________________________________________________
____________________________________________________________________
c. How does social media build our insecurities?

____________________________________________________________________
____________________________________________________________________
d. What is social currency?

____________________________________________________________________
____________________________________________________________________
e. What is the main issue with social currency?

____________________________________________________________________
____________________________________________________________________
f. Why do people take down posts on social media?

____________________________________________________________________
____________________________________________________________________
g. Which metaphor does the speaker use to compare social media posts?
____________________________________________________________________
____________________________________________________________________
81
h. What is FOMO?
____________________________________________________________________
____________________________________________________________________
i. What are the dangers of FOMO?

____________________________________________________________________
____________________________________________________________________
j. In which ways can social media be positive?

____________________________________________________________________
____________________________________________________________________
AFTER WATCHING
34. Create a post on Instagram warning your followers about the three social
media stressors. Include the hashtag #CPISocialMedia #Stressors. Tag the
Profesorado de Inglés account (@prof.universitario.ingles).
Your creations and texts will be reposted so other students may see your
work!
WATCH
34. Watch the video Are You Living an Insta Lie? and jot down some notes
a. What do you think is the meaning the video is trying to convene?
____________________________________________________________________
____________________________________________________________________
b. Have you ever found yourself in any of these situations?

____________________________________________________________________
____________________________________________________________________
c. What do you think is the main problem with the use of social media?
____________________________________________________________________
____________________________________________________________________
d. How does the video relate to the three stressors Katanu Mbevi mentioned in her talk?
____________________________________________________________________
____________________________________________________________________
e. Which examples of social currency and FOMO can you spot?

____________________________________________________________________
____________________________________________________________________
f. Which connections can you make with the video This is how social networks are destroying
your life: The False Reality?
____________________________________________________________________
____________________________________________________________________
82
READING
35. Before reading
Look at the pictures and analyse them. Use the following questions to guide
your analysis:
a. Are these situations experienced in real life?

b. How is social media connected?
c. Have you ever experienced any similar situations?
d. Is it easy to lie on social media?
e. Do people show their real selves on Instagram/Facebook?
f. What do we share on social media?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
83
36. While reading
a. Imagine the text is divided into five different parts. Create a subtitle to each
one:
Part one (paragraph 1 to 7): _______________________________

Part two (8 & 9): _______________________________________
Part three (10 to 14 ): ____________________________________
Part four (15 to 17): ______________________________________
Part five (18 to 25): ______________________________________
b. Answer the following questions:
i. According to the text, what are the advantages and disadvantages of social media?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
ii. How can you retell Placido’s anecdote?

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
iii. Have you ever experienced a similar situation? Where? How was it?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
iv. How can you describe this quote: “The virtual world is getting ever more real, so to speak.” ?
Think of an example.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
v. Imagine a situation to explain the meaning of F.O.M.O. Describe it below.

____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
84
Early last year, Ditch the Label, a pro-equality and anti-bullying international charity
commissioned a tell-all video clip titled; Are you living an Insta lie? Social Media Vs
Reality.
In the three minute clip, the lie we live on social media is vividly portrayed vis-a-vis our
real lives.
In the opening episode, a girl wakes up from bed, heads to the washroom to freshen up,
and cleans her face with a towel, before returning to bed to take a selfie. She
immediately posts it on Instagram with the hashtag #WokeUpLikeThis.
In the next episode, a young man drives his car to the countryside, pulls out a bike
helmet and wears it, before taking a selfie with the caption; “30 km bike ride done.”
Another young man buys a green juice drink from a store, rushes with it to a trendy bar,
takes a selfie and immediately posts on social media with the caption; Super healthy
breakfast. “New me. #Juice cleanse.”
In another episode, a guy is working on his laptop when he suddenly decides to apply
women’s makeup, turning instantly into a “woman”. He posts the picture on his network
and it immediately elicits a torrent of “oohs” and “aahhs”, with comments like; ‘Looking
fab’, ‘gorgeous’, ‘hot hot hot’, to ‘absolute babe’, ‘can I come over’, and ‘you are my
queen perfection’.
It goes on and on.
In all the clips, the actions of the characters are influenced by feelings of envy, or
F.O.M.O (Fear Of Missing Out), after seeing a post from another person.
85
Why envy? Well, because every day, social media jams us with unsolicited reminders of
the seemingly perfect lives that other people are living. With each passing day, it
becomes increasingly harder to recognise that social media presents an augmented,
edited version of people’s otherwise ordinary lives.
In a world where everything is increasingly on show, keeping in touch is no longer the

only motivation for logging on to social media. As society gets ever more inter-
connected, social media is taking the lead in facilitating human interaction beyond the
traditional confines of close family and friends. The virtual world is getting ever more
real, so to speak.
Psychologists argue that social media (Facebook, WhatsApp, Instagram, Snapchat and
etcetera) taps into the innate human desire to be heard. It has given us all a voice. As
such, it is no longer just about keeping in touch with friends, family and peers, but
sharing intimate tid bits of our lives for the world to see.
Most importantly, it gives us the power to construct an ideal identity, and over which we
have total control. Social media makes people obsessed with aesthetics and keeping
up appearances, not matter the cost.
This has given rise to a whole host of online applications through which one can
completely alter their look to taste. At the mere click of a button, one can change the tan
of their skin, one can acquire a thick moustache where there is none, or even a six pack
even for those known to have pumpkin bellies.
As such, most of our social media profiles become augmented realities in which people
embrace their ideal persona.
The practice of keeping up appearances on social media has given rise to a new term:
Insta-Lie. An Insta-Lie (from the word Instagram) is “an intentionally false representation
of real life on social media”.
This often manifests in different ways.
Posing for pictures in airplanes and at airports to create the impression that one is a
frequent flyer; taking a million photos before choosing just one to post on your timeline;
to posting internet pictures of fancy food and captioning them ‘lunch is served’ or ‘dinner
is ready’ and such.
86
Placide Mutegeki, a social media user, argues that the notion of keeping up rosy
appearances is neither new, nor exclusive to social media users.
“The need to present a glossy image of oneself or to put the best foot forward has
always been there; when meeting a new date, when going for job interviews,” he says.
In December last year, while visiting the gorillas in the Volcanoes National Park under
the Tember u’Rwanda initiative, I came face to face with the downside to this social
media frenzy.
No sooner had we entered the park, than everybody whipped out their smart phones, in
readiness for the most important occasion during the tour – a selfie moment with the
gentle giants.
Ordinarily, the gorillas are a feared lot that many people would rather watch from a
distance, even though they are known to be peaceable.
But the need to take intimate and make-believe selfies near the animals ensured that
everybody threw all caution to the winds.
Pleas by our park guides to keep a safe distance from the gorillas all fell on deaf ears,
as everyone sought the closest shot with a gorilla.
Needless to say, few of these people could wait for the two-hour gorilla trekking tour to
end before they could share the images on their timelines.
For our guides, the biggest challenge was in holding the attention of the group, as many
people had their heads buried in their phones, either editing, filtering pictures, or posting
them and looking out for likes/comments.
87
Grammar Capsule: Hyphenated Compound
Words
When two words come together to create a single new idea that expresses meaning
different from that of either of the individual words, the result is a compound word.
Sometimes compound words include a hyphen. There are a great many grammar rules
regarding hyphens in compound words. One important rule of thumb to remember is that
in most cases, a compound adjective is hyphenated if placed before the noun it
modifies, but not if placed after the noun.
Correct: a long-term solution

Incorrect: This is not a good solution for the long term.
37. After reading

a. Find the hyphenated compound words in the text to replace the words in bold below.
Change the word order if necessary.
i. Lynn and Mandy are passing round pretend cakes.

____________________________________________________________________
ii. Last Monday our students took part in the march in favor of egalitarianism.
____________________________________________________________________
iii. Teachers against harassment delivered a workshop on grooming.

____________________________________________________________________
iv. How can you define his autobiography? In my opinion, it is a revealing story.
____________________________________________________________________
v. It’s impossible for Marina to watch a film for two hours.

____________________________________________________________________
vi. The trees' branches are intertwined forming a dark roof over the path.
____________________________________________________________________
88
38. In the text there are some expressions in bold, assign one of them to each of the
definitions below. In groups, create dictionary entries for each of these terms. Provide its
definition, category, some examples, pronunciation and any other necessary information.
Here you have a real dictionary entry as an example:
i. ____________: uncontrolled and excited behaviour or emotion that is sometimes
violent.
ii. _____________: to push something hard with sudden effort.
iii. _____________: to continue to talk to or write to someone.
iv. _____________: an urgent and emotional request.
v. _____________: a short piece of text under a picture in a book, magazine, or
newspaper that describes the picture or explains what the people in it are doing or
saying.
vi. ____________: an object that shows great beauty.
vii. _____________: in relation to.
viii. _____________: a situation that gives hope of success or happiness.
ix. _____________: a small piece of interesting information, or a small item of food.
89
39. FOCUS ON VOCABULARY: CONJUNCTIONS
Check the following quotes taken from the text and the words in bold:
Placide Mutegeki, a social media user, argues that the notion of keeping up rosy appearances
is neither new, nor exclusive to social media users.”
“For our guides, the biggest challenge was in holding the attention of the group, as many
people had their heads buried in their phones, either editing, filtering pictures, or posting
them and looking out for likes/comments.”

What are they expressing?

Are the two pairs of words used to express the same?
Grammar Capsule: Conjunctions
Neither... nor
Neither allows us to make a negative statement about two people or things at the same time.
Neither goes before singular countable nouns.
We can use neither as a conjunction with nor. It connects two or more negative alternatives. This
can sound formal in speaking.
Example: Neither Italy nor France got to the quarter finals last year.
The less formal alternative is to use and … not … either:

Italy didn’t get to the quarter finals last year and France didn’t either.
Not with neither and nor: When a clause with neither or nor is used after a negative clause, we invert
the subject and the verb after neither and nor:
We didn’t get to see the castle, nor did we see the cathedral.
Either … or…
Either… or… connects two choices. We use either… or… to connect items which are the same
grammatical type, e.g. words, phrases, clauses:
We can either pre- or post-date the document. I don’t mind. (connecting prefixes)
It’s either black or grey. I can’t remember. (connecting words)
You can stay either with me or with Janet. (connecting phrases)
Either I drive to the airport or I get a taxi. (connecting clauses)
The opposite of either… or… is neither… nor…. We use it to make negative statements connecting
items
Adapted from: https://dictionary.cambridge.org/grammar/british-grammar/neither-neither-nor-and-not-

either_2
90
40. Find in the text at least five examples of the following categories, and complete the chart:
Social media Comparative and

Compound nouns Adverbs Connectors
specific vocabulary Superlative adjectives
41. #Hashtags
Read the definition of #hashtag.
SPEAKING
42. Discuss:
Do you use hashtags? In which platform?
Which common hashtags do you know?
Do you use hashtags to search for specific information?
What are trending topics?
WRITING
43. Create at least five hashtags to describe this class.
91
SPEAKING
44. How often do you use filters on your Instagram or Tik-Tok posts? How do you
decide which filter you will use in each post?
WATCH
45. Watch the video How social media filters impact mental health and answer the
following questions:
a. Why is Tephy a “sensation” on Tik Tok?

____________________________________________________________________
____________________________________________________________________
b. Why does she say that we are losing touch with reality?
____________________________________________________________________
____________________________________________________________________
c. According to Erin Vogel, why are filters dangerous?

____________________________________________________________________
____________________________________________________________________
d. What does the number 62 refer to? And 57?

____________________________________________________________________
____________________________________________________________________
e. What could be the outcome if the results of a surgery don’t match with the filter?
____________________________________________________________________
____________________________________________________________________
f. Why did Instagram flag an image of Nyome Nicholas-Williams?

____________________________________________________________________
____________________________________________________________________
DEBATE
46. In groups, discuss the following questions:
Facebook said that “they ban effects that clearly promote eating disorders or that
encourage potentially dangerous cosmetic surgery procedures”. In your experience, is this
true?
Why does instagram ban diverse bodies’ posts ?
92
FOCUS ON VOCABULARY
47. Match the following words to their definitions.
life-like to apologize
a slippery slope to follow the trend
alienating to go over the top
astonishing to go under the knife
boost to go viral
guidelines to lose touch
harsh to reach out
preconceived touch ups
skewed trigger
surge warped
a. ___________: very similar to the person or thing represented

b. ___________: a general rule, principle, or piece of advice
c. ___________: too extreme and not suitable, or demanding too much attention or effort,
especially in an uncontrolled way
d. ___________: help or encourage (something) to increase or improve
e. ___________: a course of action likely to lead to something bad or disastrous
f. ___________: a withdrawing or separation of a person or a person's affections from an
object or position of former attachment
g. ___________: cruel or severe
h. ___________: cease to be aware
i. ___________: have surgery
j. ___________: seek to establish communication with someone, with the aim of offering
or obtaining assistance or cooperation
k. ___________: a quick improvement made to the appearance of something
l. ___________: to become very popular very quickly
m. ___________: to cause a strong emotional reaction of fear, shock, anger, or worry in
someone, especially because they are made to remember something bad that has
happened in the past
n. ___________: distorted
o. ___________: a sudden large increase, typically a temporary one
p. ___________: express regret for something that one has done wrong
q. ___________: to be similar, be in line with something
r. ___________: formed too early, especially without enough thought or knowledge
s. ___________: biased or distorted in a way that is regarded as inaccurate, unfair, or
misleading
t. ___________: extremely surprising or impressive
93
FOCUS ON VOCABULARY
48. Look at the following words, what are their antonyms?
unvarnished: ___________ dissatisfaction: ___________

unhuman: _____________ disorders: _______________
unattainable: ___________ disregard: _______________
49. Complete the chart with the words above:
Verb Adjective
The prefix un means not, reverse action, deprive of, release from. For example:unable or unfair.
The prefix dis also means not and opposite of. For example :disconnect.

50. Write your opinion about the use of filters in adolescents, what issues may they
develop? Do you think parents should control their social media apps more?
In your text inlclude:
instances of relative clauses
irregular plurals
conjunctions
neither... nor; either...nor
adverbs
comparatives and superlative adjectives
gerunds
past tenses
all the vocabulary we've seen so far
94
SPEAKING
51. In groups, discuss the following questions:
a. What is an influencer?
b. Do you follow many influencers on social media apps?
c. What is their main goal?
d. Is an influencer the same as a content creator?
READING
52. Before reading
a. Reflect on the the title, what do you think the text will be about?
b. Do you think social media is toxic? Why or why not?
53. While reading 1

Read the article and assign a summary in no more than 4 words to each paragraph.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
54. While reading 2

Highlight the main ideas in each paragraph, is all the information important?
55. While reading 3

a. What are the consequences of being an “influencer” for the person who does the job?
and for their followers?
b. In which ways is social media shaping our behaviour?
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
95
My job title is content creator. I get paid per post—on TikTok, Instagram, or YouTube.
Viewers watch my content for a few seconds, perhaps are briefly entertained, and then
swipe next. I am called an “influencer,” which means I am paid to showcase products in
my content, thereby influencing people to buy them. I am referred to as “the talent” in
contracts in which my manager negotiates my rates and duties. I have 1.3 million
followers across all my platforms.
For each item, I get a package in the mail full of products and a campaign brief in my
email inbox. The amount I am compensated changes depending on the platform. The
videos are 15 to 60 seconds long. I am instructed to mention specific details about the
product and when to add text overlay. Absolutely no profanity ever. The campaigns
require that I dig deep into why I love the product: It transformed my skin, I have more
energy than ever before, it’s the most comfortable shoe I’ve ever worn. Always
hyperbolic.
96
They tell me to be natural and not to stray too far from my authentic self. I edit and splice
the video so that there are no pauses in my speech. I have zest and zeal that teeters on
mania. My mouth is clenched into a smile for the entirety of the clip, jaw flexed and
bulging. People enjoy this. A smiling girl effusing about her love for exercise on the
internet is not only palatable but highly lucrative, I’ve learned.
I decide to be vulnerable—often celebrated as “real” on the internet—and make a video

about my struggles with clinical depression. I post it and watch its upload progress,
jumping from 17 to 83 percent in a matter of seconds. One hundred percent. It’s live.
Within five minutes, someone comments that they don’t like the video because it makes
them sad; I delete it immediately. What was I thinking? That’s not my brand. The next day
I post a tutorial on how to make my favorite kale smoothie. People demand the name of
the pea protein powder I used. Someone else comments that they love me so much.
I’ve been on the other side of influencing, of course—a victim to its insidious powers. I’m
mindlessly scrolling, and then a bright color, beautiful face, or particular texture catches
my eye. I tap on the photo and am pleased to discover the product is tagged. Suddenly I
have a digital shopping cart and hopeful visions of my future self. I’m not buying a $70
shirt. I am buying poreless skin, a flat stomach, long legs. I’m buying a type of beauty that
I will never have. I recognize (and worry) that when I post images of my own body on
social media—advertising clothes or powders or lotions—I may be the very source of
toxic thought spirals of body comparison for other women.
The shirt arrives the following week. The sleeves are too narrow, and the fabric is itchy. I
don’t bother returning it; a trip to the post office feels wildly inconvenient. So I throw the
garment into my closet. I will try it on occasionally and always take it off, choosing another
top. The shirt will come to represent my eternal dissatisfaction with my body.
A few months ago, I was a guest on a podcast. The host introduced me as a “rising
TikTok star” and a “symbol of body positivity.” The latter was news to me and I know she
meant it as a compliment, but the remark stung. She told me I inspire other women to be
confident in their normal, healthy-looking bodies, that I demonstrate how exposed ribs are
not a prerequisite to feeling beautiful. On a conscious level, I know this is a good thing.
But I think there will always be a part of me that wishes I looked like the women who
monopolize my own Instagram and TikTok feeds—sinewy, svelte, smooth, perfect.
97
Amy Klobuchar shared an anecdote about a teenage boy who fell and broke his tooth. He
used Snapchat to get painkillers, took one pill, and died. He thought he had bought
prescription Percocet, but the pills were laced with fentanyl. “No parent should have to
bury their kid,” Klobuchar said in her concluding remarks calling for Snapchat to be
regulated.
Klobuchar didn’t mention America’s opioid crisis or the lapses in the American health care
system that also contributed to this tragedy. I am not a staunch defender of Big Tech. I
just think if we are going to critique coercive platforms, we should at least do so without
coercive storytelling.
Recently my mom found out via Facebook that her childhood friend’s daughter died. The
girl’s father—my mom’s friend—changed his Facebook profile picture to one of his late
daughter, smiling, tanned, beautiful, only 19 years old. People commented on the photo
that they were praying for him and the rest of his family. Some users included a 😢 emoji
in their Facebook condolences, which felt cruel and inappropriate even though they were
just well-meaning boomers bumbling on the internet. My mom reached out to their mutual
friend, asking what happened. He responded, “Jenna killed herself.” “It’s just horrible,” my
mom said, tearing up.
“I mean. What makes a 19-year-old do something like that?” my dad asked in the kitchen.
No one answered. No one knows.
Later that night, I lay in bed and looked Jenna up on Instagram. Her account was public. I
scrolled through the last pictures Jenna posted to the internet before she died. Her profile
was carefully curated. It was clear she had worked tirelessly to cultivate a brand—each
photo was edited with the same bright, iridescent filter, giving her grid an eerily cohesive
aesthetic. This didn’t surprise me. Most Gen Zers I know have a distilled style on the
internet. I zoomed in on Jenna’s face—her perfect skin, her plush lips stretched wide into
a dazzling smile that exposed her pristine, straight, white teeth—and I tried to see
anything in her eyes that would indicate she was unhappy. But I just saw what seemed to
be a joyful college freshman.
Leaked Facebook studies suggest that the portrayals of false perfection that saturate
Instagram are psychologically harmful. However, for me, those harmful feelings—of
worthlessness, body dysmorphia, loneliness, etc.—don’t seem to arise as much when I
am consuming others’ content and their personal portrayals of false perfection as when I
am trying to present the false perfection of myself. As I looked at Jenna’s page, I
wondered if she felt the same way.
98
I follow several accounts on TikTok and Instagram dedicated to amplifying the idea that
the internet isn’t real. One of the accounts recently exposed an editing software that
allows creators to lengthen their legs, shrink their waists, smooth over textured skin, and
re-sculpt their faces in not just photos but also videos. The creator posted two videos—
one edited and one unedited—and both appeared totally normal and real even though her
body in the edited video was entirely modified. I think that accounts like these are helpful.
They remind me that the people and things I compare myself with on the internet are
altered and sometimes completely imagined.
We often consume edited and fictional content unknowingly on social media. We forget
that people can simply make things up and present it as truth. We—or I should probably
just speak for myself here—I don’t browse these platforms expecting to be deceived, and
yet I am deceived constantly. The imaginary and fantastical are presented as reality. This
feels quite dangerous.
Social media has exposed the fragility of truth. Often the spread of misinformation on
these platforms is discussed in the context of politics and a threat to our democracy. But
the more time I spend on the apps as both a creator and consumer of content, the more
the threat of misinformation feels personal—it threatens the way, consciously and
subconsciously, I perceive. But truth and fact are not the priority for social media
platforms—because truth and fact are often not as interesting as fantastic fiction. It
doesn’t make financial sense for the algorithms to promote what is most true; it makes
sense for them to promote what is most entertaining. This would be entirely fine if the
consumers of this entertainment didn’t so often use the platforms as viable sources of
factual information.
There is a stark dissonance between what social media platforms provide and what the
users of these platforms believe they receive. We, users, think we are getting truth when
a piece of content is presented as such. When I see a fellow fitness influencer post a
picture of their fit, slender body, I assume that’s what their body actually looks like.
Unfortunately, this assumption is often inaccurate—images of bodies, especially of people
with large followings, are frequently modified on these platforms, edited or airbrushed to
perfection. But this is only the tip of the iceberg. That same influencer who flaunts their
svelte body in photos—edited or not—may also preach methods (diet and exercise) by
which they achieved this body that are vastly, or even subtly, untrue. That same
influencer may claim that their diet and its aesthetic outcome improved their mental and
physical well-being when it did not, and in fact may have been detrimental to both. Even
something as simple as the influencer smiling while showcasing their body, suggesting
that their body makes them happy, is potentially fraudulent messaging. On a platform
where so much information is implied, the opportunities for subtle misinformation are
endless.
99
What is clear is that this misinformation is harmful to its users—particularly the ones most
vulnerable, children and adolescents. The question we’re left with is, what could the
platforms do to protect their users? And do they even have a responsibility to protect us?
Unfortunately, it seems that upholding that responsibility comes in direct conflict with what
generates growth and money for these companies. It is not in social media’s best interest
to censor and to only allow that which is 100 percent true, because these platforms serve
first and foremost to entertain.
Of course, I understand the hypocrisy of my own words—that I am calling for the
regulation of an industry from which I directly profit. Today I have two brand campaigns to
complete. One is a TikTok video and one an Instagram picture. I am going to walk to the
beach and take photos in bright, stretchy clothes and smile and twirl, and hopefully if I
smile and twirl enough, people on the internet will tell me I have “good vibes.”
WRITING
56. Write a summary of no more than 250 words of the article. Do not copy and
paste! Use your own words. Include your own conclusion of the whole text
answering the question: What have I learned from this perspective?
PEER CORRECTION
57. Instructions:
a. Give your summary of the article to one of your classmates to read and correct.
b. Read your classmate’s summary. Is everything they wrote important? Is every
important aspect included? What would you do differently?
c. Focus on grammar: are tenses used correctly? What about vocabulary? And
conjunctions? Give some feedback at the end!
100
SOCIAL MEDIA AND OUR PRIVACY
WATCH
58. Video Session: Black Mirror Season 3 - Episode 1: Nosedive
We will watch the first episode of season 3 of the

anthology television series Black Mirror "Nosedive", which
is an episode starring Bryce Dallas Howard as Lacie, a
woman pursuing social media popularity in a world
where individuals assign ratings to every interaction with
each other.
The word "nosedive" means a sudden extreme drop, how
do you think it will relate to the episode?
While you watch the video, take down notes on:

how social media inserted itself in society;
how people interact with each other;
why ratings are so important;
and how this new perspective affects society as a whole
SPEAKING
59. What aspects of the video are similar to reality and which ones are different?
How does the protagonist mental health is affected by society's spectations?
How does her interactions with other people evolves?
How is privacy perceived?
WRITING
60. In no less than 200 words, write a different ending for the episode. Remeber
the elements that you saw on the video (society, socil media, ratings, mental
health, etc.) and include as many structures and as much vocabulary you can.
101
WATCH
61. Watch Bryce Dallas Howard’s TED Talk: How to preserve your private life in the
age of social media and answer the following questions:
a. Why does she say making the episode felt familiar?

____________________________________________________________________
____________________________________________________________________
b. What is the first issue she tackles regarding privacy?

____________________________________________________________________
____________________________________________________________________
c. What is the "blueprint" she refers to?

____________________________________________________________________
____________________________________________________________________
d. Why didn't her mother payed any attention to her father in high school?
____________________________________________________________________
____________________________________________________________________
e. What were Sheryl's tactics with her kids and granchildren to get them out of their comfort
zone?
____________________________________________________________________
____________________________________________________________________
f. Where does confidence come and how is it built, according to Sheryl? What did she do with
the mirrors in her house?
____________________________________________________________________
____________________________________________________________________
e. Why is keeping a private life precious?

____________________________________________________________________
____________________________________________________________________
g. What would happen if we didn't keep something to share only with those closest to us?
____________________________________________________________________
____________________________________________________________________
h. What is the two-day delay?

____________________________________________________________________
____________________________________________________________________
102
FOCUS ON VOCABULARY
62. Look at the words taken from the video and match them with their
definitions:
to join forces
to rate
coddling
anervous breakdown
toughen up
to fit in
a buzzkill
to get ahead
glance
a life-altering decision
nip sth in the bud
boundary
chore
to contend
to withhold
to handle
inner circle
to put ourselves out there
the digital frey
a fist fight
a. ___________: be socially compatible with other members of a group.

b. ___________: to make someone stronger.
c. ___________: a fight or argument that had already started in virtual settings.
d. ___________: having an effect that is strong enough to change someone's life.
e. ___________: stop something immediately so that it does not become a worse problem.
f. ___________: to protect someone or something too much.
g. ___________: a usually spontaneous fight with bare fists.
h. ___________: being open and honest about who you are and how you feel.
i. ___________: something that points out or shows a limit or end.
j. ___________: a period of mental illness resulting from severe depression, stress, or
anxiety.
k. ___________: manage a situation or problem.
l. ___________: become successful in one's life or career.
m. ___________: a routine task, especially a household one.
n. ___________: assign a standard or value to something or someone according to a
particular scale.
o. ___________: a small, intimate group of people.
p. ___________: struggle to overcome a difficulty.
q. ___________: a person or thing that has a depressing or dispiriting effect.
r. ___________: take a brief or hurried look.
s. ___________: refuse to give something that is desired by another.
t. ___________: combine efforts.
103
WATCH
63. Before Watching
a. Have you watched the movie “The Truman Show”?
b. What is it about? Write a brief paragraph.

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____________________________________________________________________
c. Do you think the media interferes with our lives? How?

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____________________________________________________________________
64. While Watching
a. Watch the video once and try to infer how Truman’s life is. Describe it in a
short paragraph. Use between 70 and 100 words.
b. Watch the video again and answer the questions:
i. Truman greets his neighbors every time he sees them. What does he say?
____________________________________________________________________
____________________________________________________________________
ii. How many cameras are inside Truman’s town?

____________________________________________________________________
____________________________________________________________________
iii. How was Truman adoption?

____________________________________________________________________
____________________________________________________________________
iv. Does Truman realize about everything alone? Why?

____________________________________________________________________
____________________________________________________________________
104
65. After Watching
a. Group discussion: Discuss with your classmates the following questions.

Do TV shows like Truman’s exist nowadays? What are they called?
Is it possible to be real when you are constantly being recorded?
Can you imagine a show like this being screened nowadays?
What moral and ethical problems do you see with making a program of this nature?
Who are the responsible parties? Who is guilty of ethical infractions?
How does this movie shows the influence that media has on our lives?
b. In the same groups, try to imagine your ideal world. Each of you must imagine a different
aspect. Some examples are education, media, technology, families, jobs, etc. Write a
complete description of this ideal world. Then, upload it on campus with some pictures or
drawings that perfectly illustrate your “ideal world”.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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105
HOW TO USE SOCIAL MEDIA IN HEALTHY WAYS
WATCH
66. Watch the video Tom Holland Announces Mental Health Break From Social Media
and answer:
Why did Tom Holand decide to "take a break" from social media?
What impacts did social media had on his mental health?
Why did people take an interest in him?
How did his fans and collegues take the news?
What is the "Brothers Trust"? What kind of work do they do?
READING
67. Before reading
a. Reflect on the the title, what do you think the text will be about?
b. Do you think social media is toxic? Why or why not?
68. While reading 1

Read the article and assign a summary in no more than 4 words to each paragraph.
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
69. While reading 2

Highlight the main ideas in each paragraph, is all the information important?
WRITING
70. Write a summary of no more than 150 words of the article. Do not copy and
paste! Use your own words. Include your own conclusion of the whole text
answering the question: What have I learned from this perspective?
PEER CORRECTION
71. Instructions:
a. Give your summary of the article to one of your classmates to read and correct.
b. Read your classmate’s summary. Is everything they wrote important? Is every
important aspect included? What would you do differently?
c. Focus on grammar: are tenses used correctly? What about vocabulary? And
conjunctions? Give some feedback at the end!
106
Post, like, share, comment – social media platforms never run out of new posts for you to
interact with. But how does constantly scrolling through a never-ending feed of posts
impact your health?
The link between health and social media is complex. On one hand, social media helps
us maintain important social connections with far-away friends and family members. But
at the same time, some social media content may increase feelings of anxiety and
depression.
More research is needed to understand the complex relationship between social media
and our health, but there are many ways we can take action today to protect our well-
being by practicing healthy social media habits.
7 Healthy Habits for Social Media
Be intentional when you use social media. Instead of going on auto-pilot as you scroll
through your feed, practice being mindful of what you’re seeing, thinking and feeling.
Focus on your real-life friends. Social media can be a great way to keep up with what
your long-distance friends and family are up to. However, social media likes and
comments don’t always provide the same interpersonal connection as a conversation
over the phone, video chat or even text messages. Focus on those real-time
conversations, and use social media as a secondary tool to nurture your real-life
relationships.
107
Limit the time you spend scrolling each day. It’s easy for time to get away from us
when we’re distracted on social media – but a small study published in the Journal of
Social and Clinical Psychology shows that people who limit their time spent on social
media to under 30 minutes each day report happier moods and feelings. Using the "do
not disturb" function or focus time to manage screen time are great ways to put this
practice in place.
Follow people and pages that bring you joy. Are there any upsetting posts that pop up
as you scroll through your feed? Unfollow, block or mute content that bothers you, and
instead choose to follow things and people that make you happy.
Avoid using social media before bed. The blue light from our phones and other devices
can negatively impact how well we sleep, but getting good night's rest is important for
regulating your mood. Be sure to log off of social media and shut down your screens
about an hour before bedtime.
When you’re out and about, live in the moment. When you’re doing something fun,
don’t worry about having the perfect picture to share on social media. Instead, take full
advantage of the moment by putting away your phone and being fully present.
Take a break! If you notice that using social media has made you feel anxious or
depressed, it’s a good idea to take a break for a few days. Unplugging helps you recharge
your batteries and helps you refocus on what’s most important in your life.
If you’re experiencing the symptoms of anxiety or depression, you’re not alone – reach
out to a trusted resource, like your health care provider, for help.
108
FINAL TASK
Group Presentation
You will have to prepare a group oral presentation relted to the content we've seen in
Unit 2.
Select a video from Teens & Tech - Videos: Science Shorts
Summarize the information the video provides and relate it to the topics seen in
this unit.
Provide information related to section E (How to use Social Media in Healthy
Ways).
Prepare a presentation in any format (PowerPoint, Canva, Genial.ly, Prezi, etc.)
which includes the video you've chosen.
Write a script with the content you will deliver to your classmates to hand in.
Check our virtual classroom for more information and guidance
109
Unit 1
Appendix
1.1 How to use an online dictionary
Go to the site: wordreference.com
Select language. We recommend you

to use English definitions
Type the word you want to look for and press
Your results should look like this

LISTEN: to check pronunciation
Inflections of the word (plural). You can

find inflections related to tenses and
adjectives
Definitions of the word and examples
Derivations
I
1.2 Useful vocabulary for physical descriptions
We use BE for: height, weight, skin colour.

We use HAVE for: hair (length, style, colour) and facial features.
Height: Short - Medium height - Tall

Weight: Skinny - Thin - Slim - Medium weight - Plump, Chubby - Fat - Overweight - Obese
Skin Colour: Fair-skinned - Tanned - Dark-skinned
Hair (Length): Short - Medium length - Long
Hair (Style): Spiky, Straight - Wavy - Curly
Hair (colour): Black, Blonde, Brown, Pink, Red, etc.
Facial Features: A Big/Small Nose - A Beard - Black Eyes - A Moustache - Pimples - A
Toothy Smile Other Features: Mole - Scar - Wart - Wrinkles
If you want to combine hair characteristics together in the same sentence, then the
structure is: Length + Style + Colour + Hair. For example, “Michael has short curly black
hair.”
Other examples
(He) has got long black / short curly hair.
(He) has got a beard / a moustache
(She) has got big brown eyes and a small nose.
(She) is wearing (her) hair loose / in a ponytail…
(He) is rather pump / short…
You can also refer to their clothes

(He) is wearing a colourful shirt
(She) is in red / in trousers.
Edited from: https://www.vocabulary.cl/Lists/Physical_Descriptions.htm
II
1.3 Words To Describe Weather
General Words Describing Weather

1. climate – the type of weather that a country or region has
2. climate change – changes in the earth’s weather, including changes in temperature,
wind patterns and rainfall, especially the increase in the temperature of the earth’s
atmosphere that is caused by the increase of particular gases, especially carbon
dioxide
3. meteorology – the scientific study of weather
4. seasonal – suitable or typical of the time of year it is now
5. spell – a period when there is a particular type of weather
6. weather forecast – a report on likely weather conditions for a period of time in the
future
7. zone – one of the large areas that the world is divided into according to its
temperature
Words Describing Warm Weather

1. balmy – warm and pleasant
2. blistering – extremely hot in a way that is uncomfortable
3. dog days – the hottest days of the year
4. heatwave – a continuous period of very hot weather, especially when this is unusual
5. Indian summer – a period of warm weather in autumn
6. scorcher – an extremely hot day
7. sunny – not stormy or cloudy
8. thaw – ice and snow turns into water
9. the heat – very hot weather
10. tropical – like weather near the equator, climate that is frost-free
Words Describing Cold Weather

1. bleak – very cold and grey
2. biting – so cold that it makes you feel uncomfortable
3. brisk – fairly cold and a fairly strong wind is blowing
4. crisp – cold and dry
5. fresh – fairly cold and the wind is blowing
6. frosty – cold enough to produce frost
7. hard – a very cold winter
8. harsh – extremely cold and unpleasant
9. icy – very cold, like ice
10. raw – cold and unpleasant
11. snowy – covered with snow
III
Words Describing Pleasant Weather
1. calm – very little wind
2. clear – no clouds, rain, etc.
3. clement – pleasant because it is neither very hot nor very cold
4. cloudless – no clouds in the sky
5. equable – does not change very much
6. fair – pleasant and not raining
7. fine – sunny and not raining
8. pleasant – dry and neither very hot nor very cold
9. still – without wind
10. temperate – a temperate climate or region is never extremely hot or extremely cold
11. windless – without any wind
Words To Describe Unpleasant Weather

1. bone-dry – completely without water or moisture
2. fierce – very strong or severe
3. foul – unpleasant, with rain, snow, or wind
4. gale-force – an extremely strong wind
5. gusty – the wind blowing in gusts
6. harsh – extremely cold and unpleasant
7. humid – hot and wet in a way that makes you feel uncomfortable
8. muggy – warm in an unpleasant way because the air feels wet
9. murky – dark and unpleasant because of fog, clouds, etc.
10. severe – extremely unpleasant and likely to cause harm or damage
11. sultry – the air is hot and slightly wet
12. threatening – clouds, skies, or seas show that the weather is likely to be bad
13. torrential – rain falling in large amounts
14. unseasonable – not the type of weather that you expect in a particular season
15. windy – with a lot of wind
Words To Describe Wet & Cloudy Weather

1. bank – a large mass of cloud or fog
2. billow – a cloud that rises and moves in a large mass
3. blizzard – a snowstorm with very strong winds
4. cloudy – full of clouds
5. column – something that rises up into the air in a straight line
6. cumulus – a large low white cloud that is round at the top and flat at the bottom
7. dull – when there are a lot of clouds and it is rather dark
8. ffoggy – full of fog or covered with fog
9. grey – when it is not very bright, because there is a lot of cloud
10. hurricane – a violent storm with very strong winds
11. mist – small drops of liquid in the air
12. misty – lots of mist in the air
13. overcast – a sky completely full of clouds
14. pall – cloud that covers an area and makes it darker
15. sea mist – a thin low cloud that comes onto the land from the sea
IV
Words To Describe Changes In Weather
1. break – if the weather breaks, it changes unexpectedly, and usually becomes worse
2. break through – if the sun breaks through the clouds, it appears from behind them
3. brighten up – if the weather brightens up, it becomes sunnier
4. clear up – if the weather clears up, the clouds or rain go away
5. close in – if the weather closes in, it becomes unpleasant
6. cloud – to become darker because grey clouds are forming in the sky
7. ease – if bad weather such as wind or rain eases, it becomes less strong
8. fickle – weather that is fickle changes often and unexpectedly
9. lift – if something such as cloud or fog lifts, the weather improves and you can see clearly
again
10. melt away – if ice or snow melts away, it changes into water as it gets warmer
11. thaw – if the weather thaws, it becomes warmer and causes ice or snow to change into
liquid
12. track – if weather tracks in a particular direction, it moves in that direction
https://www.writerswrite.co.za/words-to-describe-weather/
V
1.4 Useful vocabulary for describing places
Opinion adjectives: austere, beautiful, breathtaking, charming, dramatic, grand, historic,

impressive, magnificent, monumental, spectacular, vast, secluded, awe-inspiring, quaint,
ramshackle, hectic, overpopulated, overrated, underrated, lively, scenic, touristy
Descriptive adjectives: Bare, glass, granite, huge, stone, tiny, ornamental, wooded.
Buildings: entrance, dome, façade, fountain, roof, ruins, stairway, tower.
Nature: forest, glacier, hill, lake, pond.
Expressions: Without doubt, it is the most important, what strikes you is the…, is worth
visiting, is surrounded by…, impressed me so much because of…
Linking: It is extremely large. In fact, it is the biggest church in Spain.

To compare: It is very crowded in August. In contrast, in February there is hardly anyone.
VI
Unit 2
Appendix
2.1 Phrases and Vocabulary to Express your Opinion
1. Informal English Phrases
“IN MY OPINION, + [YOUR SENTENCE]”

“I BELIEVE THAT + [YOUR SENTENCE]”
“IN MY MIND, + [YOUR SENTENCE]”
2. More Formal Academic Phrases With ‘That’
“IT WOULD SEEM THAT + [YOUR SENTENCE]”

Use this when you support your opinion with evidence.
“IT COULD BE ARGUED THAT + [YOUR SENTENCE]”
Use this when you want to challenge an existing opinion.
“THIS SUGGESTS THAT + [YOUR SENTENCE]”
Use this when you don’t want to fully commit to an opinion. You’re giving yourself some distance.
“THIS PROVES THAT + [YOUR SENTENCE]”
Use this when you are confident with your opinion. This phrase is quite strong*
“THIS SUPPORTS THE IDEA THAT + [YOUR SENTENCE]”
Use this one when you are supporting an opinion that you have already made.
3. Other Ways To Express Opinion
“ALTHOUGH [IDEA YOU DISAGREE WITH], [IDEA YOU AGREE WITH]

Use this when you want make your opinion seem balanced.
USING ADVERBS, ADJECTIVES AND NOUNS
You can use adjectives to show your opinion.
VII
2.2 Irregular Verbs
Infinitive Past Simple Past Participle

To be (Am, are, is) Was / Were Been
Awake Awoke Awoken
Beat Beat Beaten
Become Became Become
Begin Began Begun
Bite Bit Bitten
Break Broke Broken
Bring Brought Brought
Burn Burned / Burnt Burned / Burnt
Buy Bought Bought
Creep Crept Crept
Come Came Come
Do/Does Did Done
Dream Dreamt / Dreamed Dreamt / Dreamed
Drink Drank Drunk
Eat Ate Eaten
Feel Felt Felt
Fly Flew Flown
Forget Forgot Forgotten
Freeze Froze Frozen
Give Gave Dar
Go Went Gone
Hang Hung / Hanged Hung / Hanged
Have Had Had
Hear Heard Heard
Hit Hit Hit
Hurt Hurt Hurt
Know Knew Known
VIII
Infinitive Past Simple Past Participle
Lay Laid Laid
Learn/Learnt Learned/Learnt Learned
Leave Left Left
Let Let Let
Lie Lay Lain
Light Lit/Lighted Lit/Lighted
Lose Lost Lost
Make Made Made
Pay Paid Paid
Put Put Put
Read Read Read
Ring Rang Rung
Run Ran Run
Say Said Said
See Saw Seen
Sell Sold Sold
Send Sent Sent
Set Set Set
Shake Shook Shaken
Shut Shut Shut
Sing Sang Sung
Sleep Slept Slept
Smell Smelt Smelt
Spend Spent Spent
Steal Stole Stolen
Strike Struck Struck
Swim Swam Swum
Teach Taught Taught
Understand Understood Understood
Win Won Won
Write Wrote Written
IX

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CPI

Información personal. Presentarse a unx mismx en inglés. Descripción física de

friendly reserved outgoing selfish

confident loud disrespectful patient

impatient curious generous optimistic

pessimistic ambitious shy creative

charismatic - boring - interesting - reliable - unreliable - humorous

Find someone who… Name Extra information

…has more that 2 brothers/

Grammar Capsule: Present Simple

Remember that the verb to be has its own rules!

► In declarative positive sentences the structure is the following:

► In questions the structure is:

► And in declarative negative sentences:

Adapted from: https://www.grammarly.com/blog/simple-present/

1 (0:00 to 0:31) a. What do you recommend to learn English?

2 (0:31 to 0:57) b. Why is learning English useful?

3 (0:58 to 1:27) c. Why did you learn English

Reasons for learning English:

Clauses with "in order to" can

b. Determine the information the following names provide

b. How many dialects are there in our country?

d. Does the same situation apply to English?

1. avoid a. be quiet An antonym is a a

SPEAKING & WRITING

I. Describe (physically) the teacher who …

a) was inspired by another teacher:

b) who works at secondary school:

c) who chose teaching because they4 liked planning

b) What does this man like about being a teacher?

d) What did the third teacher find out?

Food for thought

Reasons for Becoming a Teacher

Edited from: https://teach.com/blog/reasons-for-becoming-a-teacher/

d) Can you play a part in shaping students’ behaviour? How?

Preposition Conjunction Pronoun Interjection

a) ____________________ (adj.): related to a sum of money separated for a particular

b) ____________________ (verb): to stop going to school"

c) ____________________ (verb): to make something better.

e) ____________________ (adj.): synonym of significant.

f) ____________________ (adverb): synonym of “maybe.”

g) ____________________ (verb): to give permission.

h) ____________________ (adj.): the opposite of “high.”

i) ____________________ (noun): the money you receive as a salary.

j) ____________________ (noun): plural form of “life.”

k) ____________________ (adj.): synonym of “famous.”

l) ____________________ (noun): both mother and father.

m) ____________________ (verb): to motivate.

n) ____________________ (noun): the opposite of “strengths.”

a) What does “that need” refer to?

b) What are “I” and “they” referring to?

c) What is “they” referring to?

SPEAKING AND WRITING

FOOD FOR THOUGHT

b. Mrs. Price will listen to Rachel.

c. Rachel will become more unhappy and cry.

d. Rachel will have a good birthday.

a. Mrs Price puts the sweater on Rachel’s desk.

b. Mrs Price asks whose sweater it was.

c. Rachel breaks down and cries.

d. A girl says the sweater belongs to Rachel.

e. Rachel takes the sweater off.Rachel puts the sweater on.

f. Rachel pushes the sweater to the edge of the desk.

g. Mrs Price ignores Rachel’s anguish.

_ (present) characters from the Latino community. She (be)

_ (take) a creative writing class and ___ (decide) to continue

second degree, she _________ (returned) to Chicago. She _

_ (teach) students that _________ (drop out) of school. A few