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1 ОШ ФО Английский Язык ЕМН 10 Класс
1 ОШ ФО Английский Язык ЕМН 10 Класс
Grade 10
(natural-mathematical direction)
Nur-Sultan, 2019
1
Dear teacher!
The group of teachers designed this collection of tasks as a teaching aid to assist teachers
within the framework of updating the content of education. Tasks with assessment criteria and
descriptors are samples for assisting teachers in providing constructive feedback to learners in terms
of achievement of learning objectives; in selecting and designing similar tasks, in planning lessons
and carrying out Formative Assessment.
The advisory nature of the tasks collection allows teachers to adapt, add and make changes
in tasks according to learners’ capacities and requirements.
Additional materials (manuals, presentations, plans, etc.), the discussion possibility on
forums and video instructions can be found on the official website of «Nazarbayev Intellectual
Schools» Autonomous Educational Organisation smk.edu.kz.
This collection of tasks is designed for secondary school teachers, school administrations,
educational departments’ seniors, regional and school coordinators in criteria-based assessment and
others.
Freely available Internet resources such as pictures, cartoons, photos, texts, video and audio
materials, etc. have been used in designing this tasks collection. The collection of tasks was
designed for the noncommercial purposes.
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CONTENTS
TERM 1................................................................................................................................................ 4
Unit 1: Science and scientific phenomena ........................................................................................... 4
Unit 2: Natural Disasters .................................................................................................................... 19
TERM 2.............................................................................................................................................. 38
Unit 3: Virtual Reality........................................................................................................................ 38
Unit 4: Organic and non-organic world ............................................................................................. 49
TERM 3.............................................................................................................................................. 58
Unit 5: Reading for pleasure .............................................................................................................. 58
Unit 6: Capabilities of Human Brain ................................................................................................. 62
Unit 7: Breakthrough technologies .................................................................................................... 76
TERM 4.............................................................................................................................................. 95
Unit 8: Space X .................................................................................................................................. 95
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TERM 1
a. A new blood test may answer a question that scares many of us. True False
b. The cost of the test will be around $7,000. True False
c. Telomeres in our body kill potentially deadly bacteria and cancer. True False
d. The new blood test will be of great interest to insurance companies. True False
e. The test could lead to developments that will fight heart disease. True False
f. A consultant said people should not be concerned about the test. True False
g. The consultant said we would change our lifestyle if they took the test. True False
h. The test inventor believes it’s not useful to know your biological age. True False
Task 2. Make questions about the content of the conversation you would like to ask the class
about. Ask your partner / group your questions.
To make it more interactive organize the “Inside-Outside Circle” activity. Inside and outside
circles of learners face each other. Within each pair of facing learners, they quiz each other with
questions they have written. Outside circle moves to create new pairs.
Transcript
Would you like to know when you’ll die? It’s a scary question for many, but one which
could be answered using a new blood test. Spanish scientists have invented such a test that they
say will estimate how much longer you will live. The $700 test measures the length of telomeres
in our DNA. Telomeres control how often our cells divide to make new ones and are thus
responsible for aging. They limit the length of our lifespan. The company behind the project, Life
Length, says the test will give people an idea of the speed at which they are ageing and a
prediction of when the end might come. Critics have been quick to attack the test. They say it is
unethical, unreliable, and could lead to insurance firms demanding people take the test before
issuing policies.
Researchers say the test could lead to breakthroughs in age-related illnesses such as
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Alzheimer's and heart disease. Professor Jerry Shay, a consultant for Life Length, admitted
people are right to be wary of the new test. He said: "People might say, 'If I know I'm going to
die in 10 years, I'll spend all my money now', or 'If I'm going to live for 40 years, I'll be more
conservative in my lifestyle'. He added: "The worrying thing is that if this information ever got to
a point where it is believable, insurance companies would start requiring it in terms of insuring
people.” Maria Blasco, inventor of the test, believes it is important, saying: "It will be useful for
you to know your biological age. Maybe you would change your lifestyle habits if you find you
have short telomeres."
Descriptor A learner
Task 1 circles True and False statements appropriately;
Task 2 asks and responds to questions appropriately.
5
Unit 1: Science and scientific phenomena
6
C. Added more workload
2. The recent ancient human DNA from a fossil dating back about...
A. 100,000 years
B. 400, 000 years
C. 500, 000 years
4. Where was the oldest DNA evidence called “the pit of bones” found?
A. Spain
B. USA
C. Russia
5. Scientists were __________ to find that “the pit of bones” and DNA of the Denisovans
were similar.
A. Happy
B. Angry
C. Surprised
Task 2. Work in pairs and discuss the following questions. Use modal verbs in your speech.
How does this new information relate to humans today? What is the importance?
Reference
The text is retrieved from https://esl-voices.com/dna-fossil-unveils-another-species-of-humans/
Descriptor A learner
Task 1 choses correct answers for multiple-choice question appropriately;
expresses speculation and deduction using modal verbs.
Task 2
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Unit 1: Science and scientific phenomena
Rules of debate
Team members
Each debate has 2 teams. One team is called the proposition. The other team is called the
opposition. Each debate team has learners known as the first speaker for the team, the second
speaker for the team, and the last learner is the team`s rebuttal speaker.
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Task 2.
Ask learners to consider the following statement and develop arguments for further ideas and
discussion.
Science is a threat to humanity
Consider the following statement and decide on the pros and cons in pairs.
PROS CONS
Task 3.
Debate procedures for teachers to know.
1. Learners hear the topic and take positions (pro and con)
2. Teams discuss their topics and come up with statements
3. Teams deliver their statements and offer main points
4. Learners discuss the opposition`s argument and come up with rebuttals
5. Rebuttals delivered
6. Closing statements made
Speakers make their presentations in the following order. The time that is listed is the maximum
amount for each speech.
First speaker, proposition team 3 minutes
Cross-examination by the opposition team (only for clarification) 1 minute
First speaker, opposition team 3 minutes
Cross-examination by the proposition team (only for clarification) 1 minute
Second speaker, proposition team 3 minutes
Cross-examination by the opposition team (only for clarification) 1 minute
Second speaker, opposition team 3 minutes
Cross-examination by the proposition team (only for clarification) 1 minute
Learners discuss the opposition`s argument and come up with rebuttals 5 minutes
Rebuttal speaker, opposition team 2 minutes
Rebuttal speaker, proposition team 2 minutes
Discuss the topic ‘Science is a threat to humanity’ in your team and prepare your opening
arguments. The speakers have 2-3 minutes to present their principal ideas. The listening team
prepares notes to make rebuttal to the expressed opinions.
Your speech should:
be clear and structured
address the alternative viewpoint
While the debate is in progress, the teacher monitors and takes notes. At the end of the debate,
the teacher proves feedback based on the notes.
Answer keys:
Task 2:
Suggested pros:
New technologies have dissolved traditional families and led to creation of harmful new
relationships.
The manipulation of life is playing God.
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Science has created new means for the state to control the lives of its citizens.
Science enables much greater destruction.
Science leads to the damaging of the environment.
Suggested cons:
Lives could be more rewarding because science helps to take control of our environment.
Science is set of tools to improve humanity.
Science allows humans to collaborate more effectively.
Science saves and improves lives.
Descriptor A learner
Task 1 talks about the rules of debate and his/her role in it;
Task 2 expresses for and against arguments on the topic;
Task 3 participates in discussion;
illustrates argument with examples;
evaluates alternative perspectives on viewpoint.
10
Unit 1: Science and scientific phenomena
1. 2. 3.
4. 5. 6.
Task 2.
Read the passages below and match them with the corresponding graphic organizers. There are
two extra graphic organizers.
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then. All the continents were united to form one huge land mass known as Pangaea. The Jurassic
Period was the second phase. The continents began shifting apart. The time scale for this famous
period is from 205 to 138 million years ago. The Cretaceous Period was the last period of the
dinosaurs. It spanned a time from 138 million to about 65 million years ago. In this period the
continents fully separated. However, Australia and Antarctica were still united.
Task 3.
Choose a passage and draw an appropriate graphic organizer putting the information from the
passage into it. The following graphic organizers are examples. Feel free to make changes if
necessary.
Answer keys:
Task1: 1. Cause and effect, 2. Chronological, 3. Compare and contrast, 4. Order of importance, 5.
Problem and solution, 6. Process
Task 2: 1. Chronological Order, 2. Sequence / Process, 3. Cause and Effect.
Task 3: Suggested answers
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1
paint your
put him on your
dinosaur using
desk
non-toxic paint
2
a gigantic plants didn`t
meteorite receive
smashed into sunlight
the Earth
dinosaurs
vanished
from the
planet
Reference
The text is retrieved from https://www.ereadingworksheets.com/text-structure-
worksheets/identifying-text-structure-2-answers.html
Descriptor A learner
Task 1 names patterns of the text organization correctly;
reads the texts and identifies logical flow of events in a reading
Task 2 passage;
matches passages with the corresponding patterns of text
organization;
chooses 1 text and draws a graphic organizer showing the logical
Task 3 flow of events correctly.
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Unit 1: Science and scientific phenomena
Element Definition/Function
Headline Where the story begins
Byline Catches your attention
Sums up the story
Placeline The opening section
Gives most important information
Should answer most of the 5W’s
Lead What someone actually said
Adds accuracy
Adds “at the scene” feeling
Body Supplies detail
Most important details come first
Quotation Writer’s name
Writer’s Specialty, e.g.sports, food, crime, current events
Task 2.
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Think of recent scientific discoveries and write an article to a teenage magazine. You should
write a byline
create a placeline
create a catchy lead paragraph
write in the 3rd person
write the body (1-3 paragraphs)
be ensure to include a quotation
use different tenses
A byline – a line at the top of a magazine article giving the writer’s name
A placeline - where article is unfolded
A lead paragraph – contains most 5W and 1H (What? Who? Why? Where? When? How?).
Makes reader want to read the rest of the article. Basic but important information.
Task 3.
Read your partners news report. Answer the following questions as you read through the article.
How did your peer do? How many ‘yes’ answers did you circle?
1. Is the article related to headline? YES NO
2. Are all 5 W’s present? YES NO
3. Is there a quotation used? YES NO
4. Is third person narration used? YES NO
5. Are 3 paragraphs used? YES NO
6. Is there a placeline? YES NO
7. Is there a byline? YES NO
8. Is there a lead paragraph? YES NO
9. Are different tenses used? YES NO
Answer keys
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Task 1:
Element Definition/Function
Headline Catches your attention
Sums up the story
Byline Writer’s name
Writer’s Specialty, e.g.sports, food, crime, current events
Placeline Where the story begins
Lead The opening section
Gives most important information
Should answer most of the 5W’s
Body Supplies detail
Most important details come first
Quotation What someone actually said
Adds accuracy
Adds “at the scene” feeling
Descriptor A learner
Task 1 shows understanding of the main newspaper article elements by
matching elements with definitions or functions;
Task 2 writes an article in distinct paragraphs, each one covers a clear issue;
follows the article structure;
uses appropriately formal style and language, quotation;
includes a byline, a placeline;
writes in 3rd person;
uses different tenses;
reads partner’s news report and answers the questions;
Task 3
gives sensitive feedback to a partner’s work.
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Unit 1: Science and scientific phenomena
Task 2. This task can be done before writing an article to practice writing a direct quotation.
Work with your partner and take turns to answer the following questions. In your answer use:
a variety of perfect tense forms including time adverbials like so far, lately, all my life.
Question for Student A: What will the next big discovery in science be?
Question for Student B: What will science uncover in the next few decades?
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Answer keys:
Task 1: Suggested answers:
1. A "quotation" is the exact word or words that a person speaks.
2. A direct quotation, the words you hear from someone speaking, and an indirect quotation,
which are the words that someone else uses to describe another speaker.
3. In newspaper articles, scientific paper, magazines etc.
Descriptor A learner
Task 1 shares ideas on the use of quotations;
Task 2 writes a coherent paragraph quoting a partner;
punctuates a quotation correctly;
uses perfect tense and time adverbials correctly.
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Unit 2: Natural Disasters
Task 1. To activate learners` schemata, ask them to brainstorm possible effects of volcanic
eruptions on atmosphere, lithosphere and hydrosphere before listening to the audio.
Work in pairs and discuss how volcanic eruptions can affect atmosphere, lithosphere and
hydrosphere.
Task 2. Learners listen to the audio twice. Transcript can be found after the answer keys. Go to
this link to listen: http://www.bbc.co.uk/science/earth/collections/mount_st_helens#p00gzw7z
Listen to the news report. Circle True or False for the statement below.
Task 3. Listen to the report again and complete the following sentences by inserting ONE word
only:
1. Authorities in USA say Mount St Helens is ready to __________________.
2. Plumes of smoke and ___________________ are being forced into the sky.
3. Seismic data indicated new magma and _________are coming to the surface.
4. The alert level has been raised to Category __________________________.
5. When the volcano erupted previously ________________people were killed.
6. The ______ of people and the scientists are waiting to see what happens next.
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Answer keys:
Task 1: Possible answers: ash particles will throw up into the atmosphere, the volcanic ash can be
a threat to aircraft, volcanoes produce CO2, water temperature will rise, it can cause water
pollution through raining, volcanic eruptions can change, destroy or create the new type of rock
and landform.
Transcript:
Scientists monitoring Mount St. Helens in the United States say that the volcano could erupt
at any moment. Hundreds of people have been said to leave the area after the officials raised the
alert level. Our Washington correspondent Ian Pannel reports
Is Mount St. Helens ready to erupt? In the last three days the volcano suddenly burst alive.
Plumes of steam and ash forced into the Washington state`s sky as the earth beneath continues to
shake. And at this seismic data that has scientists concerned. They think new magma and gas are
pushing to the surface and the alert level has been raised to category 3.
‘Level 3 indicates that we feel an eruption is imminent or is in progress. Obviously, it`s not
yet in progress so at imminent stage.’
24 years ago Mount St. Helens erupted with deadly ferocity. 57 people were killed. Much of
the region coated in ash. Today the warning signs are great but if an eruption happens, scientists
don`t think it will be a repeat of 1980. Hundreds of people flocked to the mount spelled by the
volcano emotion. But now the alert level`s being raised, they`ve been ordered to leave.
`I wanna emphasize that if I don`t see your back and your feet moving, you`re pointing in a
wrong direction’
Still many have chosen to ignore the warnings. Mount St. Helens has more visitors than ever
before. The crowds and the scientists watch and wait to see what happens next. Ian Pannel. BBC
news. Washington.
Descriptor A learner
Task 1 discusses possible effects of volcanic eruptions on atmosphere;
discusses possible effects of volcanic eruptions on lithosphere;
discusses possible effects of volcanic eruptions on hydrosphere;
Task 2 identifies true and false statements appropriately;
completes the gaps with suitable words;
Task 3
writes one word for each gap;
spells the words correctly.
20
Unit 2: Natural Disasters
Task 2. Read a newspaper article about a natural disaster. Choose from the sentences A-I the one
which fits each gap 1-7. There is ONE EXTRA sentence which you do not need to use.
A. This in turn led to an explosion of violence which reduced the food supplies still further.
B. But the colonists refused to change their social system.
C. History is not man-made, it is the planet itself which shapes our destiny.
D. But none of this would have produced a revolution if the country had not been faced with
famine.
E. Instead of improving their agriculture, their rulers fought endless wars to win more land.
F. This led to a massive lowering of temperature for several years.
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rains marked the beginning of the Waterloo campaign, creating 35 deep mud which for many
hours prevented Napoleon from moving his big guns.
The French revolution is one of many examples where a change of climate was the final
blow to an already threatened society.
40 The Little Ice Age, which started about AD 1400, threatened the Scandinavian colony in
Greenland. 4_____ They might have survived if, instead of sticking to their aristocratic society,
they had moved from farming to hunting, like the Eskimos who replaced them.
At about the same period the great civilization of the Mayas in Yucatan faced ever
worsening droughts. 5____This had the opposite effect to that intended, since forcing people into
the army meant they had to leave their land.
Task 4. Before doing this task check task 3 as a whole class so that your learners know which
words to use.
Make sentences with the words from the previous task. Pay attention to grammatical accuracy.
Answer keys:
Task 1: Sample answer: Floods generally occur as a result of bad weather. For instance, storms,
heavy or persistent rain or melting snow or ice. These events lead to a rise in the water level. Flood
may cause destruction. For example, destruction dwellings, of the economic infrastructure and of
vital installations. In order to prevent floods, we should build and develop infrastructure that will
prevent, avoid or limit floods and protect the population.
Task 3:
For a short time =temporarily
Financially ruined time = bankrupt
For the reason that =on the grounds that
Made angry =maddened
Very heavy rain =torrential rains
Descriptor A learner
Task 1 comes up with possible causes and effects of certain natural disasters;
answers the question;
Task 2 reads the newspaper article and fills in the gaps with proper sentence;
finds corresponding words in the article;
Task 3 makes sentences with words in task 3;
Task 4 writes grammatically correct sentences.
22
Unit 2: Natural Disasters
Hurricane, tornado,
avalanche, volcanic eruption,
3 4
flood, drought, forest fire,
tsunami.
5 6
7 8
Task 2. Work in pairs and decide which natural disasters happen in Kazakhstan. You should:
use topic-related vocabulary. Example: violent storm, fatal outcomes, destroy, damage etc.
support your answers with examples. Example: A calamitous flood destroyed many houses
in Atbasar in 2016.
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Task 3. Work in pairs and discuss the following natural disasters which often occur in our country.
Talk about causes, effects and possible solutions.
You should:
use topic-related vocabulary. Example: violent storm, fatal outcomes, destroy, damage etc.
use appropriate linkers to talk about causes, effects and possible solutions. Example: I guess
it`s because…, So…, Because…, I suppose the best way to deal with this problem is…
take turns when speaking and listen to others.
Answer keys:
Task 1: 1. Flood; 2. Tornado; 3. Forest fire; 4. Volcanic eruption; 5. Drought, 6. Tsunami;
7. Avalanche; 8. Hurricane.
Task 2 possible answers: flood (Example: Karaganda and Akmola regions), forest fire (West and
South Kazakhstan regions), avalanche (Example: Almaty, East Kazakhstan regions), and drought
(Zhambyl region).
Descriptor A learner
Task 1 matches pictures to suitable words;
Task 2 identifies the natural disaster;
provides examples to justify the answer;
uses vocabulary related to Natural disasters;
uses grammatically correct sentences;
Task 3 expresses ideas clearly and provides arguments/examples to justify
them;
makes theories about the topic collaboratively;
initiates and responds appropriately.
24
Unit 2: Natural Disasters
Task 2.
Ask learners to read the article below and identify the 3 Ts: title, topic and thesis.
Read the article below and answer the following questions.
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It took just 40 years for the Aral Sea to dry up.
Fishing ports suddenly found themselves in a desert.
But in one small part of the sea, water is returning.
Khojabay is a fisherman who lives in a desert.
Almost everyone in his village used to fish for a
living but in the 1970s the fish died, and the sea
began to dry up. The Aral Sea, in Central Asia, used
to be the fourth largest lake in the world, after the
Caspian Sea, and Lakes Superior and Victoria. Now
barely 10% of it is left. This must be one of the most
dramatic alterations of the Earth’s surface for centuries.
For more than half Khojabay’s life, the sea provided one sixth of the fish eaten in the USSR.
He became the skipper of a fishing boat.
“Catching 100kg was quite normal, and the fish
were big and healthy – he remembers one that weighed
7kg. But he also remembers when things began to go
wrong. His last catch in 1976, was a net full of dead
fish. As the sea receded, the climate began to change.
“We used to grow melons and other crops. We
ate them, sold them in the market and made money,”
he says. “We grew clover for our cattle and barley for
ourselves.”
But the rain stopped. Grass dried up, and the
small freshwater lakes that once existed near the sea’s
edge disappeared. Herds of antelope that used to roam
the area dwindled to nothing. The summers became blisteringly hot, the winters bitingly cold. And
just getting around became tough. In the old days everyone went from one fishing village to the
next by boat. Now they get about by car – but there are barely any roads. Instead, sturdy 4x4s
bump and shake their way over tracks across the former sea bed.
Khojabay still comes out of his house every day, and by instinct looks out where the sea
ought to be. He knows he will never see it here again - but he has heard there is a chance that his
15-year-old grandson will.
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Task 3.
Refer back to the K-W-L chart and ask learners to complete the last column.
Complete the last column in the K-W-L chart and write what you have learnt about the Aral Sea
problem. Then compare your W to L column and say if your questions have been answered while
reading.
Answer keys:
Task 2: 1. b; Suggested answers: 2. The problem of the Aral Sea, The Aral Sea crisis, The drought
of the Aral Sea etc. 3. The drought of the Aral Sea had tragic impact not only the environment in
that place but on people`s life as well. 4. Cause- the Aral Sea has dried up. Effects: dead fish,
climate change, people`s life became tough, the number of antelopes decreased, plants dried up.
Reference
The article is adapted from Waiting for the sea http://www.bbc.com/news/resources/idt-a0c4856e-
1019-4937-96fd-8714d70a48f7.
Descriptor A learner
Task 1 writes a fact about the Aral sea and its problem;
writes 1-2 questions he/she has about the Aral sea and its problem;
skims the article;
Task 2 identifies the most suitable title for the article;
identifies the topic and thesis statement of the article;
answers the questions;
identifies the cause and effect patterns in the text;
reflects on what he/she has learnt;
Task 3 completes the chart;
compares two columns of the chart.
27
Unit 2: Natural Disasters
Task 2.
Inform learners that they are about to create a news report about a natural disaster. To provide a
holistic picture of the activity, show an example video of a news report on natural disasters. The
video can be found here https://www.youtube.com/watch?v=GZvRUmY5jDY
You are going to organize and present the evening news. First, watch an example video and
comment on it using the criteria list you have created.
Task 3.
Work in groups of 3 and reflect on the vocabulary you are going to use when presenting your piece
of news. Prepare your news presentations following the criteria below.
1. Targeting the audience
-voice. Broadcaster speaks with an appropriate volume and for the audience to here.
Employs clear pronunciation. Uses non-monotonous, vocal expression to clarify the
meaning of the text.
-eye contact. Eye contact with audience is engaging.
-face/body gestures. Expressively uses non-verbal communication to clarify the meaning
of the text.
3. Vocabulary
-tellers` choice of language is descriptive and articulate;
-topic-related vocabulary is used.
4. Creativity
-tellers creatively present the sequence of events;
-all group members are involved to act like on-the scene reporters and witnesses.
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Assess each other according to the following form
Answer keys:
Task 1 suggested answers: structure, presentation manner, catchy opening, creativity etc.
Tasks 2 and 3 learners` answers: Sample news report can be found here
https://www.youtube.com/watch?v=GZvRUmY5jDY
Descriptor A learner
Task 1 describes a good news report;
makes a list of criteria;
Task 2 evaluates and comments on a news report;
Task 3 follows a clear structure and sequence which is easy to follow;
uses language which is clear and easy to understand;
uses language which is descriptive and articulate;
shows understanding of the speaker`s statements;
provides constructive feedback to peers.
29
Unit 2: Natural Disasters
1. smooth A. all into a jumbled or flattened mass through the force of external
pressure
2. collapse B. destroy
3. rigid C. to soil, stain, corrupt, or infect by contact or association
4. velocity D. deficient in or devoid of flexibility
5. demolish E. even and uninterrupted in flow or flight
6. conduit F. quickness of motion
7. contaminate G. a natural or artificial channel through which something (such as a
fluid) is conveyed
Task 2. Read the following passages and determine the text structure. One text structure is extra.
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1. The surface of the Earth is divided into pieces called “tectonic plates.” These plates move.
When the plates rub against each other, they do not move smoothly. When the plates do not move
smoothly, earthquakes result. Some parts of the world get more earthquakes than other parts. The
parts of the earth that get most earthquakes are near the edges of these plates.
How is the text structured?
_____________________________________________________________
2. Some countries, such as Japan, or parts of a country, like Almaty in Kazakhstan, have a lot of
earthquakes. In these places it is a good practice to build houses and other buildings so they will
not collapse when there is an earthquake. This is called seismic design or "earthquake-proofing".
How is the text structured?
_____________________________________________________________
3. The ability of a building to withstand the stress of an earthquake depends upon its type of
construction, shape, mass distribution, and rigidity. Different combinations are used. To reduce
stress, first, the building's ground floor must be flexible. One method is to support the ground
floor with extremely rigid, hollow columns, while the rest of the building is supported by flexible
columns located inside the hollow columns. A different method is to use rollers or rubber pads to
separate the base columns from the ground, allowing the columns to shake parallel during an
earthquake. Next, the outdoor walls should be made with stronger and more reinforced materials
such as steel or reinforced concrete. Then, to help prevent collapsing, the roof should be made out
of light-weight materials.
How is the text structured?
_____________________________________________________________
4. Hurricane Katrina began as Tropical Depression Twelve over the southeastern Bahamas on
August 23, 2005. The depression later strengthened into a tropical storm on the morning of August
24 where the storm was also named Katrina. Katrina continued to move into Florida, and became a
Category 1 hurricane only two hours before it made landfall around Hallandale Beach on the
morning of August 25. The storm weakened over land, but became a hurricane again while
entering the Gulf of Mexico.
How is the text structured?
_____________________________________________________________
5. Have you ever wondered what the inside of a volcano looks like? Deep underground is a
magma chamber. The magma chamber is under the bedrock of the earth’s crust. The conduit or
pipe runs from the magma chamber to the top of the volcano. The conduit connects the magma
chamber to the surface. Most volcanoes also have a crater at the top. Volcanoes are quite a sight,
and you can enjoy this site all over the universe. Volcanoes are found on planets other than Earth,
like the Olympus Mons on Mars.
How is the text structured?
_____________________________________________________________
31
Task 3.
Use a cause and effect paragraph and put information from the text into the appropriate graphic
organizer.
Answer keys
Task 1: 1.E 2.A 3.D 4.F 5.B 6.G 7.C
Task 2: 1 Cause and Effect, 2 Problem and Solution, 3 Sequence / Process Writing, 4
Chronological order 5 Spatial / Descriptive Writing.
Task 3: Passage1 is a cause and effect paragraph
Reference
The text is adapted from https://www.ereadingworksheets.com/text-structure-worksheets/text-
structure-3.pdf
Descriptor A learner
Task 1 matches the words to definitions correctly;
Task 2 identifies logical flow of events in a reading passage and matches
passages with the corresponding patterns of organization;
identifies cause and effect paragraphs correctly;
Task 3 completes the graphic organizer with information from the text.
32
Unit 2: Natural Disasters
Task 2.
Planning. As a prewriting stage, ask learners to complete the graphic organizer below to make
sure they have a clear vision of the problem itself.
Work in pairs and complete the graphic organizer below. Write problems related to global
warming and think of effective solutions. You should mention at least 2 problems and realistic
solutions.
Problems Solutions
Task 3.
Drafting.
Write a problem solution essay addressing the topic below.
Global warming is one of the biggest threats humans face in the 21st Century and sea
levels are continuing to rise at alarming rates. What problems are associated with this
and what are some possible solutions.
Task 4.
Revising.
After completing your draft, read it again carefully to find ways to make your writing better. Here
are some questions to ask yourself. Answer the questions by ticking the corresponding box.
Task 5.
Peer-assessment
Give feedback to your partner. Evaluate your partner`s problem-solution essay using the following
rating scale:
4 3 2 1
Organization Supports the thesis Uses a reasonably Chooses an Shows lack of
with a series of clear organization, organization not organizational
paragraphs exploring but occasionally suited to the topic strategy
a problem and its wanders from the (for example,
various solutions, topic presents the
ending with a solution without
discussion of the one having explained
proposed by the the problem)
writer
Presentation Explores the Explores the Does not explore Does not provide
problem and problem and the problem and any facts, details, or
solutions thoroughly solutions solutions examples to
with facts, details, adequately with adequately; does explore the
and reasons; links all several facts, not link supporting problem and
information to the details, or information to the solutions
goal of solving the examples; links goal of solving the
problem most information to problem
the goal of solving
the problem
Use of Uses a wide range of Uses a range of Uses a limited Uses topic related
language topic related topic related range of topic vocabulary poorly
vocabulary to vocabulary to related vocabulary
describe the cause of describe the cause to describe the
global warming of global warming cause of global
warming and
repeats
words/phrases
34
Answer keys:
Task 1: Learners` possible answers: extreme weather events, ice melts, sea levels rise, dirty air,
animals’ extinction etc.
Task 2: Learners` possible answers: recycling, replacing fossil fuels, consume less, infrastructure
upgrade etc.
Sample essay
Climate change is among the principal dangers facing people this century and ocean levels
are increasing dramatically. This essay will first suggest that the biggest problem caused by this
phenomenon is the flooding of homes and then submit building flood protection as the most viable
solution.
The foremost problem caused by sea levels creeping up is the flooding of peoples’
residences. Millions of people all over the world live in coastal areas and if the sea rises by even a
few feet, they will be inundated with water and lose their property. Shelter is one of the most basic
of human needs and widespread flooding would cause millions of people to become homeless, not
to mention losing all of their possessions. The devastation brought about by this was clear for all to
see during the 2011 Tsunami in Japan, in which millions of people were displaced.
A possible solution to this problem would be to build flood barriers. Flood defences, such as
dikes, dams and floodgates, could be built along coasts and waterways, thereby stopping the water
reaching populated areas. The Netherlands is one of the most populated areas in the world and also
one of the most vulnerable to flooding and they have successfully employed various flood defense
systems.
To conclude, stemming the rising tides caused by increasing global temperatures is one of
the foremost challenges we face and it will ultimately lead to many of the worlds’ cities being left
underwater, but a possible solution could be to utilise the flood prevention techniques already used
by countries like Holland. It is predicted that more and more countries will be forced to take such
measures to avoid a watery catastrophe.
Descriptor A learner
Task 1 lists more than 5 problems;
shares answers;
Task 2 provides logical and realistic solutions to certain problems;
uses adjectives related to natural disasters;
Task 3 follows the structure of a problem solution essay including
introduction, main body and conclusion;
provides examples and details to support his/her thesis;
Task 4
edits his/her essay via completing a checklist;
Task 5
evaluates partner’s essay;
provides sensitive feedback to peers using the scale
uses partner`s feedback to improve writing.
35
Unit 2: Natural Disasters
Listen to the audio and circle Yes (if they agree with the speaker`s viewpoint) or No (if they
contradict the speaker`s viewpoint).
1. In ancient times there were more natural disasters than now. Yes/ No
2. Many natural disasters happen because of global warming. Yes/ No
3. Japan can deal with natural disasters because they have money. Yes/ No
4. African people suffer from natural disasters more because of weather. Yes/ No
Task 2. Choose 1 natural disaster mentioned in the audio. Work in groups and make a presentation
on a natural disaster. Use the video as an example. Use the rubrics below for peer-assessment.
36
Topic-related Use of more than Use of more than six Use of more than
vocabulary (at least eight keywords. keywords. three keywords
8 words) and
grammar
Body language The students show The students show The students are shy
self-confidences all self-confidences most and speak
the time. of the time. looking at the floor.
Accuracy of All the content is Most of the content is Some of the
language factually correct. No factually accurate. A information
remarkable mistakes few grammar mistakes is factually accurate
Answer keys:
Task 1: 1. No/N; 2. Yes/Y; 3. Yes/Y; 4. No/N
Transcript:
I don’t know about you, but I think there are more natural disasters now than before. Every time I
turn on the news there’s some kind of disaster. There are bushfires in Australia and California,
earthquakes in China, hurricanes in Mexico and droughts in Africa. I’m sure global warming is
creating more natural disasters. I’m lucky. Where I live, we don’t really have natural disasters. I’ve
never experienced anything like the things on TV. Japan has many natural disasters. They have
earthquakes, typhoons, flooding, volcanoes, all kinds of things. They are lucky they have the
money to deal with them. There are countries in Africa that aren’t rich. When a natural disaster
hits them, everyone suffers terribly.
Descriptor A learner
Task 1 identifies Yes/ No statements appropriately;
Task 2 prepares a presentation about natural disaster;
uses infinitives and gerunds correctly;
has clear and well-paced verbal delivery and uses physical movement
as additional devices.
37
TERM 2
Task 2. Write a paragraph about your thought on following topic. Use a range of abstract
compound nouns and complex noun phrases.
If you could use David Peeters’ virtual restaurant and electrode caps to do your own research,
what would you try to learn about how people interact?
Descriptor A learner
Task 1 answers to the questions;
Task 2 writes a paragraph on topic;
uses a range of abstract compound nouns and complex noun phrases.
39
Unit 3: Virtual Reality
Present your speech. Your group mates are to peer assess your speaking according to the following
criteria.
Task 2. Write 10 min reflection, taking into account peers` recommendations. Having identified
successes and areas for personal improvement, highlight 3-5 personal learning goals in relation to
your speaking skills.
Descriptor A learner
Task 1 prepares speech on topic;
presents speech;
uses appropriate syntax;
uses relevant vocabulary;
Task 2 reflects on peers’ feedback;
sets 3-5 personal learning objectives.
40
Unit 3:Virtual Reality
Learning objective 10.1.1 Use speaking and listening skills to solve problems
creatively and cooperatively in groups
10.2.1 Understand the main points in unsupported extended talk
on a wide range of general and curricular topics, including
talk on a limited range of unfamiliar topics
10.6.15 Use infinitive forms after an increased number of verbs
and adjectives, use gerund forms after a variety of verbs
and prepositions, use a variety of prepositional and phrasal
verbs on a wide range of familiar general and curricular
topics
Assessment criteria Convey solutions for the problem in discussion
Identify the main points of extended talk
Use infinitive and gerund forms, prepositional and phrasal
verbs
Level of thinking skills Knowledge and comprehension
Application
Higher order thinking skills
Task 1. Listen to five different people talking about communication in the digital world. Match the
ideas to the speakers. There are TWO EXTRA ideas that you do not need to use.
Link: http://learnenglishteens.britishcouncil.org/skills/listening/advanced-c1-listening/living-
online
Speaker 1 a. Has recently learned about some of the negative effects of excessive online
communication.
Speaker 2 b. Is suffering from the fear of missing out.
Speaker 3 c. Has witnessed great changes in the way we communicate over recent years.
Speaker 4 d. Thinks that the amount of time teens spend online is alarming.
Speaker 5 e. Is quite happy for any photos of themselves to be posted online.
f. Thinks limiting teenagers’ access to technology is unfair.
g. Wishes people would talk more in person.
Task 2. Discuss in groups. Use infinitive and gerund forms or prepositional and phrasal verbs
where relevant :
1. Which of the speakers do you agree with most?
2. Do they express any views that you disagree with? Why?
3. Suggest solutions to the problems in relation to social media.
Answer keys:
Task 1. 1. c 2. g 3. a 4. f 5. h
Transcript:
Speaker 1: I think that even up until just a few years ago we could never have imagined how our
behaviour would change about using mobiles and tablets. I know that I would find it incredibly
difficult to live without my mobile. I’m constantly looking at my phone to see if I’ve got any new
messages or updates, and checking my apps to see what’s new. I wouldn’t say that I post my life
online, not like some people I know, but I do like to keep up with what people are up to – friends,
41
family and even other people I know but maybe haven’t seen for years, like old school friends, and
check out photos of what they look like now, ha ha ha (laughing)
Speaker 2: In a way, I think it’s quite funny that we’re always worrying about teenagers and
young people becoming obsessed with online communication, but if you ask me we need to worry
just as much about adults! At the office where I work, even when we have a break, nobody talks to
each other unless they absolutely have to, which is a sorry state of affairs to say the least.
Everyone’s too busy checking their social networks and sending messages to have time to
communicate face-to-face! People spend their lunchtime glued to their screens or barely glance up
from their phones. Even during meetings, people can’t resist subtly checking their phone, and what
really irritates me is when you are trying to talk to someone and they’re more interested in looking
at their phone than paying attention to what you’re saying, even though you're right in front of
them! Phubbing, I think it’s called!
Speaker 3: I was listening to this discussion on the radio the other day talking about online
communication and they were talking about FOMO or, what was it, Fear of Missing Out, which
apparently is a kind of modern-day psychological syndrome which we’re affected by because of
our obsession with online communication. Basically, they were saying that the reason why people
feel that they have to be connected 24/7 and communicate everything they’re doing and keep up
with everything that other people we know are doing is down to this fear of missing out. We’re
worried that everyone is having more fun than us or doing
something more exciting than us. They also said that because we’re spending more time
communicating in the online world, we’re losing the ability to enjoy the present.
Speaker 5: For me, one of the best things about online communication is that you can stay in
touch with everyone at the same time, all the time. You know exactly what’s going on, when and
where, so you never miss out on anything. I love the fact that you can update all your friends on
what’s going on in your life and they can respond immediately with a like or a comment, so you
feel like you’re together with people even though you might be completely alone sitting on a bus
or at home. I share loads of photos, but I only post up my best edited shots. I hate it when people I
know post photos of me not looking my best.
Descriptor A learner
Task 1 matches speakers to the ideas;
Task 2 participates in group discussion;
uses infinitive and gerund forms, prepositional and phrasal verbs.
42
Unit 3: Virtual reality
Task 1. Ask learner share and predict ideas to the reading title “A classroom of the Mind”.
Before reading activity, discuss:
1. What kinds of technology imitate reality in some way?
2. Why might someone want to imitate a classroom?
3. Name some things that often distract you from your schoolwork. Are there others that help
you concentrate?
Task 3. Discuss the following questions in group. While providing responses use active and
passive simple present and past forms and past perfect simple forms where relevant.
1. Do you think the virtual classroom would be more efficient than other tests to evaluate
students' problems?
2. Do you think that the virtual classroom would increase or reduce the number of kids who
take medication for ADHD? Why?
Task 4. After reading the article, what questions about virtual reality remain unanswered? Make
up three or four questions that you would like to ask Skip Rizzo about his research.
Task 5. Peer assessment: provide feedback to the designed questions, using the criteria table
findings below.
# Criteria Yes No
Specify your decision Specify your decision
1 The questions are specific
2 The questions are relevant
3 The questions are thought
provoking
4 The questions are creative
5 The questions are related to real
life based evidence
Descriptor A learner
Task 1 predicts and shares ideas;
Task 2 provides answers to the questions;
Task 3 participates in group discussion;
uses active and passive simple present and past forms and past
perfect simple forms;
Task 4 makes up 3-4 questions;
Task 5 peer assesses the questions;
Task 6 evaluates and responds constructively to peers’ feedback.
44
Unit 3: Virtual Reality
1. 2. 3. 4. 5. 6.
Task 2. Using the fixed order of determines create five sentences related to the topic “Virtual
Reality”. Use the words and phrases from the box.
Answer keys
Task 2.
1. 2. 3. 4. 5. 6.
quantifier article (a/an, demonstrative possessive number head noun
(e.g. all, both, the) (this, that, (e.g. my, her, (e.g. one,
some) these, those) our, Sam’s) three, 26)
Descriptor A learner
Task 1 arranges determiners in order;
Task 2 creates sentences using a wide range of determiners;
45
Unit 3: Virtual Reality
Word Definition
46
device in class and not engaged in what’s going on,” warns Kuznekoff. His team shared its
findings in the July 2015 issue of Communication Education.
Those findings mesh with what college students themselves report. Another new study found
that the more time students said that they typically text, use social media or read online during
class, the lower their grades are.
“A lot of students tend to think that they are good at multitasking,” or doing more than one
thing at a time, says Saraswathi Bellur. She’s a communications researcher at the University of
Connecticut (UConn) in Storrs. In fact, she and her colleagues found, multitasking in class “is
likely to harm their academic performance.”
“We also have data that show that people who multitask during class or while doing
homework have to spend more time studying,” notes UConn coauthor Kristine Nowak. In other
words, she argues, students who use mobile devices for something other than research or note-
taking during class “are not efficient, and it is costing them time.” Concludes Nowak, “People
believe they are better at multitasking than they are and this is leading them to bad study habits.”
Her group shared its findings in the December 2015 issue of Computers in Human Behavior.
Task 4. Read the following sentences related to the text “The downside of mobile devices”. Write
True, False, or Not Given for each sentence, justify your response.
Answer Keys:
Task 2. 1-b 2-f 3-d 4-c 5-a 6-e
Task 3.
№ Statements True/False/ Justification retrieved from the context
Not Given
1 The research provides False Distraction by mobile devices is indeed
evidence that there are no something to worry about.
concerns related to mobile
devices.
47
2 Three involved groups False One group of students could text or tweet
were exposed to equal about anything.
conditions. Another group could text and tweet only if
the messages related to the lecture.
A control group couldn’t text or tweet at all.
(Note: groups were exposed to different
conditions)
3 One of the female Not Given In fact, she and her colleagues found,
researchers found out, multitasking in class “is likely to harm their
multitasking in class “is academic performance.”
likely to harm peer Note: Nothing is related to peer relationships).
relationships.”
4 Students’ academic True In other words, she argues, students who use
multitasking could result in mobile devices for something other than
the inescapable lack of research or note-taking during class “are not
time. efficient, and it is costing them time.”
Descriptor A learner
Task 1 elaborates on prior knowledge and personal experience;
answers the questions;
Task 2 identifies vocabulary context by matching words with their
definitions;
Task 3 predicts the content of the text by discussion in pairs;
highlights the key ideas in the text;
Task 4 writes True, False, Not Given for each sentences;
justifies his/her answers with information from the text;
Task 5 reflects on a range of world issues.
48
Unit 4: Organic and non-organic world
Transcript:
Organic Foods Have Same Nutritional Value.
A new study out of Stanford University suggests that organic foods have no additional
nutritional value than non-organic foods. The study suggests that other factors, such as the
ripeness of the produce when it is picked, determine the nutritional quality. The study did
find that organic food contained significantly less pesticide residue than non-organic food.
Despite the massive research that went into the study, critics say that the research is flawed
and based on short-term evidence. Consumers have a variety of reasons for choosing organic
foods, including concerns about animal welfare and the environment. Certified-organic food
is produced with environmentally and animal-friendly production methods, and does not
contain genetically modified ingredients.
The main conclusion of the Stanford study was that organic food does not have greater
nutritional value than non-organic food. Critics don’t agree with this study because it is
based on short-term evidence. Certified-organic food is food that does not contain
genetically modified ingredients, and is produced with environmentally and animal friendly
production methods. Pesticide use is limited.
Descriptor A learner
Task 1 identifies specific information;
answers to the questions;
Task 2 shares opinion;
gives explanations to the answers;
provides justifications to the answers.
49
Unit 4: Organic and non-organic worlds
50
Task 2. Have a discussion about organic food in pairs by asking and answering the questions
below. Use paraphrasing and correction to modify your speech. Use past modal forms to express
speculation and deduction where relevant.
51
Unit 4: Organic and non-organic worlds
Task 1. Read the text and decide whether the statements below true (T) or false (F).
Dr Smith-Spangle's review of over 200 different reports on organic food suggests people
should perhaps revise their shopping choices, based on the levels of pesticides. Smith
Spangler said both organic and conventional foods rarely exceeded the allowable limits for
pesticides in the USA. She said the evidence wasn't too clear on whether the difference in
pesticides would have an effect on health. She concluded by saying consumers should know
there is overwhelming evidence that eating fruit and vegetables is good for your health, so
people should eat more fresh produce, whether it is organic or conventional. Organic foods
accounted for $31 billion in sales in the USA last year, up from $3.6 billion in 1997.
Descriptor A learner
marks statements T/F.
52
Unit 4: Organic and non-organic worlds
Task 1. Organic food survey Write five open-ended questions about organic food in the
table. Write the questions on your own paper. Design the questions in accordance with the
suggested criteria. When you have finished, interview other learners in your group. Write
down their answers.
Task 2. Write 10 min reflection, taking into account peers` recommendations. Identify
successes and areas for personal improvement in your questioning skills; highlight three-five
personal learning objectives in relation to your questioning skills.
53
Descriptor A learner
Task 1 creates open-ended, thought provoking questions;
uses question structures accurately;
uses a range of topical vocabulary in relevant way;
Task 2 identifies success learning areas in questioning skills using peers`
feedback;
identifies areas for personal learning development in questioning
skills using feedback;
identifies three-five specific areas in questioning skills for
personal learning objectives.
54
Unit 4: Organic and non-organic worlds
Task. Read the text and decide whether the statements below true (T) or false (F).
1. The production of biofuels will more than double over the next decade. T/F
2. The demand for biofuels will help increase global trade. T/F
3. Governments are extremely keen to replace fossil fuels with biofuels. T/F
4. There is an international competition to produce a clean biofuel. T/F
5. There are no critics of biofuels. T/F
6. Analysts believe biofuels are a major cause of rising food prices. T/F
7. It’s possible that food riots might break out in developed countries. T/F
8. A UN official said biofuels were a crime against humanity. T/F
Descriptor A learner
Task 1 identifies whether the statements true or false.
55
Unit 4: Organic and non-organic worlds
Task. Discuss with your partner the following questions. While discussing take into account the
speaking criteria:
-----------------------------------------------------------------------------
56
Descriptor A learner
conveys relevant and creative ideas;
evaluates and comments partner’s answer;
uses if / if only in third conditional structures;
uses a variety of relative clauses.
57
TERM 3
Task 1. Read the biography of Albert Einstein and put the events of his life in the correct order,
the first one has been done as an example for you.
58
In 1908. Albert Einstein was recognized as a leading scientist and quit the patent office to
secure a teaching post at the University of Zurich. In 1911, he made headlines by theorizing that
the sun's gravity can bend light from other stars after which he was proven correct. He received
the Nobel Prize in his work on the photoelectric effect in 1921.
In 1933 Albert Einstein migrated to the United States because of the Nazis rise to power and
gained citizenship in 1940. In WWII, he and other scientists aided the US in developing the
Atomic Bomb and pressed regret a year before his death Einstein died in 1955 at the age of 76.
‘Albert Einstein and other scientists aided the US in developing the Atomic Bomb
and pressed regret a year before his death.’ Why do you think Einstein regretted
inventing the atomic bomb?
Answer keys
Task 2: 1 He migrated to Italy; 2 He received his PhD; 3 He left his job at the patent office; 4 He
won the Nobel Prize for science; 5 He moved to the USA.
References
The text is retrieved from http://canada-esl.com/printscript/printpage.php
Descriptor A learner
Task 1 skims and scan the text;
puts the events of Einstein`s life in the correct order;
Task 2 shares ideas and hypothesis regarding the question.
59
Unit 5: Reading for pleasure
Task 1. Choose a famous person to write about. Use the Internet to find information about this
person and use the graphic organizer below to write a plan.
Task 2. Write a biography of the person you have chosen. You should:
60
Use conjunctions
Use appropriate style
Reference
Graphic organizer is retrieved from
https://www.teacherspayteachers.com/FreeDownload/Biography-Graphic-Organizer-Elementary-
634279
Descriptor A learner
Task 1 completes the graphic organizer with relevant information;
Task 2 includes 3-4 facts in the biography;
uses topic vocabulary;
uses appropriate conjunctions in the biography;
uses appropriate style.
61
Unit 6: Capabilities of Human Brain
2. Which of the following is not an area where new neurons are generated?
A. Amygdala
B. Dentate gyrus (part of the hippocampus)
C. Sub ventricular zone
D. Striatum
3. What factors have been shown to possibly stimulate the neurogenic process?
A. BDNF
B. GDNF
C. Transplanted healthy human stem cells
D. B and C
4. What type of brain cell, other than neural stem cells, can be coaxed into generating
neurons?
A. Purkinje cells
B. Astrocytes
C. Schwann cells
D. Microglia
Transcript:
Imagine the brain could reboot, updating its withered and damaged cells with new, improved
units. That may sound like science fiction, but it's a potential reality scientists are investigating
right now. Will our brains one day be able to self-repair? It's well known that embryonic cells in
our young developing brains produce new neurons, the microscopic units that make up the brain's
tissue. Those newly generated neurons migrate to various parts of the developing brain, making it
self-organize into different structures.
62
But until recently, scientists thought cell production came to an abrupt halt soon after this
initial growth, leading them to conclude that neurological diseases, like Alzheimer's and
Parkinson's, and damaging events, like strokes, are irreversible. But a series of recent discoveries
has revealed that adult brains actually do continue to produce new cells in at least three
specialized locations.
This process, known as neurogenesis, involves dedicated brain cells, called neural stem cells
and progenitor cells, which manufacture new neurons or replace the old ones. The three regions
where neurogenesis has been discovered are the dentate gyros, associated with learning and
memory, the sub ventricular zone, which may supply neurons to the olfactory bulb for
communication between the nose and brain, and the striatum, which helps manage movement.
Scientists don't yet have a good grasp on exactly what role neurogenesis plays in any of these
regions, or why they have this ability that's absent from the rest of the brain, but the mere
presence of a mechanism to grown new neurons in the adult brain opens up an amazing
possibility.
Could we harness that mechanism to get the brain to heal its scars similar to how new skin
grows to patch up a wound, or a broken bone stitches itself back together? So here's where we
stand. Certain proteins and other small molecules that mimic those proteins can be administered
to the brain to make neural stem cells and progenitor cells produce more neurons in those three
locations.
This technique still needs improvement so that the cells reproduce more efficiently and more
cells survive. But research shows that progenitor cells from these areas can actually migrate to
places where injury has occurred and give rise to new neurons there. And another promising
possible approach is to transplant healthy human neural stem cells, which are cultured in a
laboratory, to injured tissue, like we can do with skin. Scientists are currently experimenting to
determine whether transplanted donor cells can divide, differentiate and successfully give rise to
new neurons in a damaged brain. They've also discovered that we might be able to teach other
kinds of brain cells, such as astrocytes or oligodendrocytes to behave like neural stem cells and
start generating neurons, too. So, a couple of decades from now will our brains be able to self-
repair?
We can't say for sure, but that has become one of the major goals of regenerative medicine.
The human brain has 100 billion neurons and we're still figuring out the wiring behind this huge
biological motherboard. But every day, research on neurogenesis brings us closer to that reboot
switch.
Descriptor A learner
chooses correct options to the answers.
63
Unit 6: Capabilities of Human Brain
Subunit Investigate and report on the functions of the brain
Learning objective 10.4.2 Understand specific information and detail in extended
texts on a range of familiar general and curricular topics,
and some unfamiliar topics
10.4.8 Use a wide range of familiar and unfamiliar paper and
digital reference resources to check meaning and extend
understanding
Assessment criteria Identify specific information and detail in extended text
Use a dictionary or other digital resources to understand
the meaning of a word and expand vocabulary
Level of thinking skills Knowledge and comprehension
Application
Task. Read the text. Use reference resources to check meaning of the words in bold.
Descriptor A learner
64
Unit 6: Capabilities of Human Brain
Task 1. Walk around the class and talk to other learners about ‘BEING BILINGUAL’. Change
partners often. Sit with your first partner(s) and share your findings.
Task 2. Read the text and decide whether the statements below true (T) or false (F)..
65
Task 3. Use reference resources to find meanings, collocations, synonyms and antonyms for the
words 'brain' and 'power'. Write 2-3 example sentences.
BRAIN POWER
Meaning
Collocations
Synonyms
Antonyms
Examples
Descriptor A learner
Task 1 shares opinion on the topic;
listens to others’ opinion;
shares findings;
Task 2 identifies whether the statements T/F;
Task 3 contributes to group work;
Task 4 uses referencing resources to find information;
completes the table.
66
Unit 6: Capabilities of Human Brain
Task 1. Read the text and highlighting the main ideas and details.
Task 3. Read definitions of words, phrases and identify the words referring to the text.
1. A technique to view structures inside the brain, typically with X-rays or a magnetic
resonance imaging (or MRI) machine. With MRI technology — especially the type known
as functional MRI (or fMRI) — the activity of different brain regions can be viewed during
67
an event, such as viewing pictures, computing sums or listening to music.
Answer: ___________ _____________
2. A network of that transmits electrical signals. In the body, nerve cells create circuits that
relay electrical signals to the brain. In electronics, wires typically route those signals to
activate some mechanical, computational or other function.
Answer: _______________
3. A term that relates to mental activities, such as thinking, learning, remembering and
solving puzzles.
Answer: ______________
4. (fMRI) A special type of machine used to study brain activity. It uses a strong magnetic
field to monitor blood flow in the brain. Tracking the movement of blood can tell researchers
which brain regions are active. (See also, MRI or magnetic resonance imaging)
Answer: __________ ___________ ________________ _____________
5. The field of science that deals with the structure or function of the brain and other parts
of the nervous system. Researchers in this field are known as neuroscientists.
Answer: ____________
6. The ability to hold something in the mind for a short period of time, such as a mental
grocery list or a phone number.
Answer: _________ ____________
Answer keys:
Task 2
1 brain scan
2 circuit
3 cognitive
4 functional magnetic resonance imaging
5 neuroscience
6 working memory
Descriptor A learner
Task 1 employs active reading strategies;
68
Task 2 identifies the meaning of the words;
Task 3 identifies main argument of the author;
provides facts, examples and evidence from the text;
produces short summary.
69
Unit 6: Capabilities of Human Brain
Subunit Investigate and report on the functions of the brain
Learning objective 10.5.1 Plan, write, edit and proofread work at text level independently
on a range of general and curricular topics
10.1.4 Evaluate and respond constructively to feedback from others
Assessment criteria Write accurate and well-structured paragraph
Provide constructive feedback
Level of thinking Knowledge and comprehension, Application
skills Higher order thinking skills
Task 1. Learners pair share their ideas on the topic “Capabilities of Human Brain”. A visual is a
support to brainstorm ideas on the topic.
Engage learners with the topic by having them turn and talk to a partner, sharing
what they know about the human brain.
As they talk, label a piece of chart paper 'The Human Brain' and create the subtitle
'What we know about the human brain.'
Ask partners to share what they discussed and list on the chart paper.
Task 2. Learners create vocabulary bank on the topic “Capabilities of Human Brain”, group
work.
Create relevant vocabulary bank on the topic.
Task 3. Learners write one well-structured paragraph on the topic “Benefits of Being Bilingual:
the more languages you know the better is your brain development”. Agree or disagree.
Group work: learners are divided in two groups, the first one, those who agree, the second one,
who opposes the statement. Learners brainstorm and share ideas on the thesis of the paragraph.
Topic sentences
Explanation
Example
Teacher`s resource:
Task 1
Definition: the organ inside the head that controls thought, memory, feelings, and activity.
Retrieved from: https://dictionary.cambridge.org/dictionary/english/brain
Examples:
Marie has an amazing brain (= is very intelligent).
That can't possibly be the right way to do it - use your brain!
The poor child inherited his mother's brains and his father's looks.
He's got brains but he's too lazy to use them (= he is intelligent but lazy).
Task 2
Useful vocabulary:
Nouns: neurology, cells, capacity, ability, storage, skills, multifunctioning, perceptions, reaction,
communication, response, research, evidence, study
Verbs: function, transmit, boost, enhance, reflect, store, trigger, deter, prevent, develop, overcome,
respond, react, reveal, present
Adjectives: insightful, deep, extensive, adverse, positive, scientific, current,
Phrases: adverse effects, positive effects, be aware of, due to…, regardless of …., what is more, in
other words, finally.
Task 3
Sample paragraph
(Topic sentence): Language study by an individual deters the cause of a wide range of mental
diseases. (Explanation): Firstly, the complex brain structure activates other cells while being
exposed to the consistent language study practices. Furthermore, regular trainings of cell structure
enhance the overall functioning of the intellectual organ. In other words, once a learner memorizes
vocabulary or compound grammar rules, then the brain signals transmit the impulses to other cell
centers. Consequently, the more training the brain gets, the less are the chances to physical and
mental brain decay. (Example): The above mentioned fact could be exemplified by a recent
research of Cambridge University in 2015, which provides sound evidence delivered by the
survey. According to the survey, 79% of multilingual respondents claimed that they did not suffer
from dementia.
Descriptor A learner
Task 1 identifies definition of the word;
shares background knowledge and experience;
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brainstorms ideas on thesis of the paragraph;
Task 2 completes the chart paper;
writes the list of relevant vocabulary;
Task 3 writes one well-structured paragraph;
provides topic sentence, explanation and example;
Task 4 peer assesses according to the criteria;
gives constructive feedback on partner’s work.
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Unit 6: Capabilities of Human Brain
Subunit Describing the symptoms of stress and giving advise on how to reduce
stress
Learning objective 10.1.10 Use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world
10.5.3. Write with grammatical accuracy on a range of familiar general
and curricular topics
Assessment criteria Write with grammatical accuracy
Connect sentences into coherent paragraphs
Use appropriate layout in writing
Spell high-frequency vocabulary correctly
Use correct punctuation
Reflect on a range of perspectives on the world
Level of thinking Knowledge and comprehension, Application, Higher order thinking
skills
STRESS: Walk around the class and talk to other learners about stress. Change partners often. Sit
with your first partner(s) and share your findings. CHAT: In pairs / groups, decide which of these
topics or words from the article are most interesting and which are most boring.
Have a chat about the topics you liked. Change topics and partners frequently.
1. reveals a. major
2. questioned b. connected
3. attitudes c. de-stress
4. related d. surveyed
5. returning e. disconnected
6. main f. shows
7. cut off g. from afar
8. remotely h. totally
9. unwind i. opinions
10. fully j. coming back
A new report reveals that going on summer holiday may be more stressful than working. The
study, by the UK’s Institute of Leadership and Management (ILM),
questioned 2,500 of its members about attitudes towards long summer
breaks. It found forty per cent of managers do not come back from a
holiday feeling relaxed. A worrying finding was that many workers
came back from a holiday more stressed than when they left. Many in
lower- and upper-management positions actually work while they are
on vacation. The researchers discovered that 80 per cent of those surveyed answer work-related e-
mails, around 50 per cent make and take business-related phone calls and 10 per cent go into the
office. Over 90 per cent of managers worried about returning to hundreds of e-mails. Information
technology and the weakened global economy are the main causes of managers being unable to de-
stress while on holiday. Penny de Valk, chief executive of the ILM, said: "Gone are the days when
people cut off contact with work for a fortnight over the summer and made a complete break.
While technology means that it is easier than ever to work remotely, it also makes it extremely
hard to switch off. Uncertain economic times also mean that many UK employees are keeping one
eye on their job at all times, when what they really need is time away from the office to rest and re-
energize.” The study also revealed that on average, it takes two days and seventeen hours into a
holiday to totally unwind. Ten per cent of managers said it took them up to a week to fully get into
holiday mode.
Summer holiday is more stressful than studying. Agree or disagree. Justify your opinion; use your
prior experience, knowledge and skills. Ask your classmates about their opinion.
Task 4. Write a letter to a stressed worker. Ask him/her three questions about stress. Give him/her
three opinions on stress and how to reduce it.
While writing a letter use the following criteria to self-assess your writing performance.
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Answer keys:
Task 1
A. SYNONYM MATCH:
1. reveals a. shows
2. questioned b. surveyed
3. attitudes c. opinions
4. related d. connected
5. returning e. coming back
6. main f. major
7. cut off g. disconnected
8. remotely h. from afar
9. unwind i. de-stress
10. fully j. totally
B. PHRASE MATCH:
1. more stressful a. than working
2. attitudes towards long b. summer breaks
3. come back from a holiday c. feeling relaxed
4. came back from a holiday more d. stressed
5. returning to e. hundreds of e-mails
6. the weakened global f. economy
7. cut off contact g. with work
8. uncertain economic h. times
9. totally i. unwind
10. fully get into holiday j. mode
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Unit 7: Breakthrough technologies
Subunit Nanotechnology
Learning objectives 10.2.3 Understand the detail of an argument in unsupported extended
talk on a wide range of general and curricular topics, including talk on
a limited range of unfamiliar topics
10.2.8 Recognise inconsistencies in argument in extended talk on a
range of general and curricular subjects
Assessment criteria Identify detail of an argument in extended talks
Identify inconsistencies in various circumstances on a range of
general and curricular subjects
Level of thinking Knowledge and comprehension
skills
Task 1. To activate learners` schemata, ask them to look at the picture below and try to guess
what the recording is going to be about. Encourage them to work in pairs.
You are going to listen to a recording about technology. In pairs discuss the picture below and
guess what the recording is about.
Task 2. Allow learners to look through the questions before listening. One minute is enough. After
the first listening, let learners discuss their answers with partners. Then play the recording again.
When the recording ends, give learners one minute to tidy up their answers.
Go to this link to listen: https://learningenglish.voanews.com/a/artificial-intelligence-helpful-and-
dangerous/3334422.html Play the recording twice. (listen until 2.25)
Listen to the talk and answer the questions below. You will hear the recoding twice. You
have 1 minute to look through the questions.
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C) intelligent
2. Tick the AI that is mentioned as being ‘all around us’. There are 3 examples given.
Internet searches
Siri
GPS devices
Robots in service industries
Autopilots
Bus drivers
3. ‘It is very important that we make sure that we develop AI that does things that we are
happy with’. (circle one) True False
4. There are three jobs that are mentioned where humans may be replaced by AI in the
future. Tick these industries that are mentioned:
Jobs in manufacturing
Jobs that require physical labour
Jobs that have repetitive duties
Jobs in education and training
Management and administration jobs
Jobs where studying a lot of data is needed
5. ‘Russell believes AI will not change our lives or the economy very much at all’.(circle one)
True False
Task 3. Complete an exit ticket answering the questions about the topic discussed in the talk.
Exit ticket
1. What are the advantages and disadvantages of AI?
2. What do you personally think about AI?
Answer keys:
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Task 3:
1. Advantages: Jobs that require a lot of physical labor will be replaced. E.g. agricultural jobs, jobs
with repetitive duties like telephone call centers, jobs in the financial industry, jobs that require
studying a lot of data. Good for health industry. E.g. AI can process huge amounts of data, so
doctors can use the most up-to-date information to diagnose and treat patients.
Disadvantages: Dangerous because can be used a weapon. E.g. combining drone aircraft
technology and AI to create autonomous weapons. People might use this technology to develop
nuclear weapon.
Transcript:
Computers and other machines have and will continue to change the way people do business
and how we live.
Many researchers use the term artificial intelligence (AI) to describe the thinking and
intelligent behavior demonstrated by machines. While AI can be helpful to human beings,
scientists warn, it can also be a threat.
We live with artificial intelligence all around us. A few examples are iPhone’s personal
assistant Siri, searches on the Internet, and autopilot programs on airplanes.
AI is not new. But it is quickly getting more and more complex, and, well, more intelligent.
Stuart Russell teaches computer science at the University of California, Berkeley. He says
humans should be sure to make AI products that we like.
”If we are going to make systems that are going to be more intelligent than us, it’s absolutely
essential for us to understand how to absolutely guarantee that they only do things that we are
happy with.”
In the future, Russell says, many of today’s jobs that require a lot of physical labor will be
replaced by machines with artificial intelligence. These include agricultural jobs, and ones with
repetitive duties like telephone call centers. AI machines could also replace jobs like ones in the
financial industry — jobs that require studying a lot of data.
This could lead to more questions.
”But if we replaced all the jobs that require human physical labor and then we replace all the
jobs that require human mental labor, then you have to ask, well, 'What’s left?'”
Russell sees artificial intelligence changing the economy and current way of life.
Descriptor A learner
Task 1 makes hypotheses about the topic of a talk;
discusses the picture;
chooses appropriate answer;
Task 2 puts a tick in proper boxes;
identifies true and false statements appropriately;
Task 3 comes up with at least 1 advantage and disadvantage mentioned
in the talk;
expresses opinion about AI.
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Unit 7: Breakthrough technologies
Subunit Nanotechnology
Learning objective 10.4.7 Recognise patterns of development in lengthy texts
[inter-paragraph level] on a range of general and curricular
topics
Assessment criteria Identify logical flow of events in a reading passage in
unfamiliar general and curricular topics
Make connections between the features/details of the
paragraphs to analyze the text
Level of thinking skills Application
Task 1. Learners pair share their ideas on the questions.
Task 2.
Skim the passages below and match them with the corresponding headings (A-E). There is ONE
EXTRA heading you DO NOT NEED to use.
1. ________________________
Most mobile phones sold today have an operating system that was either designed by Apple or
Google. Apple makes the iOS operating system powering their iPhones and iPads. Google makes
the Android operating system that can be found on many different mobile phones and tablets. Both
of these operating systems allow users to connect to app stores and download applications. To
launch these applications, users press small square buttons that appear on their home screens. One
major difference between these two operating systems is that Apple makes all of its own hardware.
That is to say, the iOS operating system only appears on products created by Apple. On the other
hand, many different manufacturers like Samsung, Sony, and LG use the Android operating
system. Which one do you like better: Android or iOS?
2. ___________________
For better or worse, mobile phones are changing the world; however, one place where phones are
definitely making things worse is on the road. Today it is common for motorists to play with their
mobile phones while driving. Drivers may get bored or impatient while waiting in traffic and use
their smart phones to pass the time by checking sports scores, stock numbers, or news stories.
Worse still, they may engage in text messaging. Some drivers are so used to receiving and
responding to communications immediately that it does not occur to them to wait until an
appropriate time to respond. As soon as they get a message, these drivers will try to read and
respond to it. There are many reasons why people use cell phones while driving, but none of them
are good reasons
3. ____________________
A smart phone is a mobile phone with built-in computer system that can send emails, view
websites, or download applications. The first use of the term smart phone was in 1997, when
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Ericson described its GS 88 as a “smart phone.” In 2003 phones got even smarter when Andy
Rubin launched the Android mobile operating system. It would take years for the first Android
powered phone to reach the market, but today over 80%nof all mobile phones are powered by
Android. Yet, perhaps the biggest development in the history of smart phones occurred in 2007,
when the original iPhone was released. The first iPhone didn’t even have an app store, but it set
many of the standards that people have come to expect from smart phones, like using the phone
with just a finger on the screen rather than with a keypad or stylus. Smart phones have changed the
world and continue to improve. I don’t know where the future will take us, but I bet that the
phones will be cooler.
Task 3.
Read the passages from Task 2 and determine how each paragraph is mainly structured. Match
each paragraph with the corresponding graphic organizer. There are TWO graphic organizers you
DO NOT NEED to use.
Graphic Organizer
1.____________
2. ____________
3. ____________
Task 4. Ask learners which passage is about the drawbacks of using mobile phones. Ask them to
think of more drawbacks and share them with the whole class.
Decide which paragraph from Task 2 has information about drawbacks of using mobile phone.
Add your disadvantages of using mobile phones and share them with the whole class.
Answer keys:
Task 1: Suggested answers. I use my phone every hour to use Facebook, VK and Instagram. I
can`t even imagine my life without a mobile phone. It would be definitely inconvenient because I
would send real letters instead of messages or have to carry my CD player to listen to music. Yes,
they do. Some of them are addicted to their mobile phones. They cannot stay away from them,
even for a minute. They play games, chat with their peers, watch videos and listen to music.
Mobile phones should be banned during class, but not from schools altogether. There is still some
need for students to have contact with family.
Task 2: 1B, 2C, 3A D is extra
Task 3: 1 Compare and contrast, 2 Cause and Effect, 3 Chronological Order
Task 4: 2 Eyes on the Road. Suggested answers. Possible drawbacks: Eyesight issues. Hunching
over your phone screen for hours in the dark can strain your eyes. Isolation. Mobile phones can
drive people apart. Dependency. People become addicted to mobile phones and forget to
communicate in real life.
Reference
The text is retrieved from https://www.ereadingworksheets.com/text-structure-worksheets/text-
structure-worksheet-8.htm
Descriptor A learner
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Task 1 answers the questions relying on prior knowledge or
experience in a group;
Task 2 reads the paragraphs and identifies suitable headings for
Task 3 each of them;
identifies corresponding graphic organizers;
Task 4 comes up with disadvantages of mobile phone use.
81
Unit 7: Breakthrough technologies
Subunit Nanotechnology
Learning objectives 10.1.8 Develop intercultural awareness through reading and discussion
10.6.17 Use if / if only in third conditional structures,
use a variety of relative clauses including with which [whole previous
clause reference] on a wide range of familiar general and curricular
topics
Assessment criteria Foster intercultural awareness through active reading
Use third conditional structures and a variety of relative clauses
on familiar topics
Level of thinking Knowledge and comprehension
skills Application
Task 1. Skim the text Top five inventions and discoveries made by accident. In pairs, discuss the
following questions.
Do you agree with the order inventions and discoveries?
Which invention or discovery is the most important for you?
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Task 2. Read the text and write which discovery or discoveries…
1. was/were made outside a laboratory?
2. was/were a result of not cleaning up?
3. can save lives?
4. developed out of a failed idea?
5. was/were a result of a different experiment?
6. was/were a result of two lucky events?
Task 4. Think about how history would have been different if the things in the box hadn`t been
invented. Then work in pairs and compare your ideas.
telephone TV
Answer keys:
Task 1: Sample answer: I would change the order as follows penecilin, safety glass, microwave
oven, sticky notes and cellophane because sticky notes are not that important. Penecilin is the most
important invention to my mind as it can be used in medicine.
Task 2: 1 sticky notes; 2 penecilin; 3 safety glass; 4 sticky notes and cellophane, 5 microwave
oven; 6 safety glass.
Task 3: Suggested answers: 1 discovered penecilin; 2 hadn`t tried the glue invented by his
colleague; 3 he wouldn`t have discovered safety glass; 4 invented the microwave oven if a
chocolate bar hadn`t melted; 5 hadn`t worked for a textile company, he wouldn`t have discovered
cellophane.
Task 4: Sample answer:If the computer hadn`t been invented, the internet wouldn`t have been
developed. If the printing press hadn`t been invented, ordinary people wouldn`t have been able to
read books.
Descriptor A learner
Task 1 skims the text and discusses questions in pairs;
Task 2 reads the text and identifies the correct discovery;
Task 3 completes the sentences with information from the text;
uses third conditional structures correctly;
Task 4 uses third conditional structures to make sentences about
inventions;
works in pairs and compares ideas.
83
Unit 7: Breakthrough technologies
Subunit Robotics
Learning objective 10.1.7 Develop and sustain a consistent argument when speaking or
writing
10.4.9 Recognise inconsistencies in argument in extended texts on a
wide range of general and curricular topics
10.6.6 Use a wide variety of relative, demonstrative, indefinite,
quantitative pronouns and reflexive pronoun structures on a wide range
of familiar general and curricular topics
Assessment criteria Present and advance an argument when speaking
Identify inconsistencies in various circumstances on a range of
general and curricular subjects
Apply various pronouns and pronoun structures
Level of thinking Knowledge and comprehension
skills Application
Task 1.
What jobs do you think robots can do? Write as many different jobs as you can on the board.
Task 2.
You are going to read an article about the use of robots. Seven sentences have been removed from
the article. Choose from the sentences A-H the one which fits each gap (1-7). There is ONE
EXTRA sentence which you DO NOT NEED to use.
A) But does a physical robot really provoke a greater response in people than a much cheaper
animated agent on a computer screen could?
B) An attached camera can detect when the user changes position, allowing RoCo to adjust
its posture accordingly.
C) This does not mean that the robots of the future may be able to see things from our point
of view and correct us when we make bad decisions.
D) Using technology to manipulate someone or shape their mood is nothing new.
E) The robot had actually prompted lots of participants to declare that they would take up
more healthy activities, such as exercising and avoiding fatty foods.
F) They also believe that by tuning into users’ moods, the robot might help them to get their
work done more effectively.
G) Recently he has begun using it to represent him at meetings and classes at the Advanced
Telecommunications Research Institute when he can’t attend in person.
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California have already proved that an in-car assistance system, for example, can make us drive
more carefully if the voice matches our mood. But robots can have a greater impact. ‘If it can
actually touch you, it’s a lot more meaningful,’ says Cynthia Breazeal of the Media Lab, who
created RoCo with her colleague Rosalind Picard.
Breazeal suggests that RoCo could be programmed to adopt the right posture to foster
greater attention and persistence in children. 4______To find out, Aaron Powers at iRobot in
Burlington, Massachusetts, and colleagues at Carnegie Mellon University in Pittsburgh,
Pennsylvania, invited volunteers to chat about health and happiness with a 1.3-metre-tall, talking
humanoid robot called Pearl. They then compared their impressions with those of people who had
only heard the robot and seen its projected image.
They found that volunteers rated the physical robot as more trustworthy, sociable,
responsive, competent, respectful and lifelike than the projected image of the robot. More
importantly, the researchers also found that the physical robot had the most influence over the
volunteers. 5_____
This persuasive power is important and is already being put to use in the classroom. Hiroshi
Ishiguro, a roboticist at Osaka University in Japan, has developed a remote-controlled robotic
clone of himself called Germinoid-H1. 6_____. Interestingly, his students preferred this to a video
or telephone link.
Task 3.
Imagine that you work for a robot design company. You and your team are responsible for
designing the next generation of robots. Talk to your team and decide on these points:
What will your robot be able to do?
What will your robot look like?
How much will your robot cost to buy?
What type of people will want to buy your robot?
What brand name will you give your robot?
Answer keys:
Task 1: Robots can be good housekeepers, gardeners; soldiers; stockroom workers, clerks etc.
Task 2: 1B; 2F; 3D; 4A; 5E; 6G.
Task 3: Our robot will be a soldier. It will be called Bomb finder. It will be a member of a bomb
squat and will respond to bomb-related incidents. The robot will have wheels and many different
sensors which will enable them to check suspicious objects and see bombs. It will cost about 5
million KZT. Police officers and military people will use it.
Descriptor A learner
Task 1 lists jobs that robots can do;
Task 2 reads the text and puts sentences in each gap correctly;
Task 3 works with a team and discusses the questions;
comes up with a design of a robot.
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Unit 7: Breakthrough technologies
Subunit Robotics
Learning objective 10.1.8 Develop intercultural awareness through reading and discussion;
10.4.6 Recognise the attitude or opinion of the writer in extended texts
on a wide range of familiar general and curricular topics;
Assessment criteria Foster intercultural awareness through active reading
Determine the author’s point of view
Identify the author’s argument and purpose
Level of thinking Knowledge and comprehension
skills
Task 1. Pre-reading. Ask learners to make small groups and tell the groups the title of the
reading passage. The learners should work together to pool their knowledge of this topic. Again,
once the group has finished, each group can share their ideas with the other groups.
You are going to read an article. Look at its title and discuss anything you know about this topic.
Having robots around to do the laundry and mop the floors sounds like a great idea. But will
they be polite? How will they act and behave when interacting with humans? And how will you
teach them not to always have the TV remote control?
In only three years’ time there will be more than four million robots in domestic service in
homes throughout the world! That’s according to the latest United Nations report. They won’t,
however, be like C-3PO with their very own list of psychological ‘issues’, although they will still
need to follow codes of behaviour. But how can you teach robot social skills?
A Research Group at Hertfordshire University’s School of Computer Science is trying to
answer this question. Advances in technologies are making the dream of autonomous household
robots into a reality that is closer than we may think. In the very near future, robots could be as
common as vacuum cleaners and blenders, so their ‘personalities’ are going to be important. That
is why the Hertfordshire University group has hired behavioural psychologists to work alongside
programmers and electronics engineers.
The team is conducting experiments in which robots interact with people, assist them with
various household tasks, and even play with children. Observations and post-experimental surveys
are revealing. The person’s own personality-type, age and gender influences perceptions of the
robot. Service robots should really be able to assess and judge different types of people and react
accordingly – much as we do ourselves.
It is hoped the guidelines for robot etiquette will be established for when technology makes
robots ready to share a house with people. And for when people are ready to share a house with
robots.
How long will that be? ‘It might take five years, it might take twenty or more,’ says Bob
Dautenhahn, Head of the Research Group, cautiously. However long, it is probably inevitable.
Sceptics should note that large companies including Dyson, Electrolux and Hoover, are seriously
investing in home robotics. They should also remember similar doubts expressed about the
potential for home computers.
Of course the friendly C-3PO is not the only model of electronic companion. Anyone who
has seen 'The Terminator' will probably need little persuading as to the benefits of a charm school
for robots.
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C) robots will be watching a lot of TV
3. People who do not believe that household robots will be a common feature in the near
future should remember two things. What are they?_________________________
Task 3. Identify if the statements below are facts or opinions. Write F for facts and O for opinions.
1. Having robots around to do the housework sounds like a great idea. _______
2. In 3 years, there will be more than 4 million robots in domestic service in homes
throughout the world. _______
3. Robots could be as common as vacuum cleaners and blenders, so their ‘personalities’ are
going to be important. _______
4. The person’s own personality-type, age and gender influences perceptions of the robot.
_______
5. It is hoped the guidelines for robot etiquette will be established for when technology makes
robots ready to share a house with people. _______
6. However long, it is probably inevitable that people will share a house with robots. _______
7. Such large companies as Dyson, Electrolux and Hoover, are seriously investing in home
robotics. _______
Answer keys:
Task 1: Robot is a machine controlled by a computer. Robots can do dangerous tasks instead of
people. They are usually used in healthcare, army or mining but they can be also used in
household. Example, robot vacuum cleaners.
Task 2: 1b; 2a; 3 Large companies investing in home robotics, doubts over home computer.
Task 3: 1O; 2F; 3O; 4F; 5O; 6O; 7F.
Task 4: I would use a robot to provide personal security. They can be used as automatic cameras
and look for intruders.
Reference
The text is retrieved from
https://www.teachingenglish.org.uk/sites/teacheng/files/Robots%20student%20worksheet.pdf
Descriptor A learner
Task 1 shares prior knowledge and personal experience;
Task 2 reads the text and identifies the main idea and specific details in
it;
Task 3 identifies facts and opinions correctly;
Task 4 shares thoughts and opinion about the topic.
87
Unit 7: Breakthrough technologies
Subunit Robotics
Learning objectives 10.1.2 Use speaking and listening skills to provide sensitive feedback to
peers
10.5.5 Develop with support coherent arguments supported when
necessary by examples and reasons for a wide range of written genres in
familiar general and curricular topics;
10.6.8 Use a variety of future active and passive and future continuous
forms on a wide range of familiar general and curricular topics
Assessment criteria Provide constructive feedback to peers
Write coherent arguments with support
Include examples and reasons to support arguments in written
form
Use future forms active and passive voice in writing
Level of thinking Application
skills Higher order thinking skills
Task 1. To activate learners` schemata, ask them to brainstorm potential benefits and drawbacks
of robots.
Answer the questions.
Intelligent machines such as robots are widely applied to take the place of human beings. Please
discuss the advantages and disadvantages. Work in groups and brainstorm possible advantages and
disadvantages of robots.
Task 2. You are going to write an essay. Use the concept map below to decide which advantages
and disadvantages to write about in your essay.
Write the topic of your essay at the top of the map.
List each advantage and disadvantage.
Add support for each advantage and disadvantage.
After filling in the map, cross out any advantage or disadvantage you could not support.
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Task 3. Now write an essay discussing the advantages and disadvantages of robots. Use the
following organizer to shape your ideas.
INTRODUCTION
How will you grab your audience’s attention? (2sentences)
What is your main idea?
BODY
First Paragraph
What is your first advantage/disadvantage?
How will you support it?
Second Paragraph
What is your second
disadvantage/advantage?
How will you support it?
Third Paragraph
What is your third disadvantage/advantage?
How will you support it?
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Fourth Paragraph
What is your fourth
disadvantage/advantage?
How will you support it?
CONCLUSION
How will you restate an advantage and a disadvantage?
Closing? (2sentences)
Task 4. Use the following questions to evaluate your advantages/disadvantages essay or that of
one of your classmates.
Answer the questions.
Rate the parts of the essay. The lowest score is 1, and the highest is 4.
Write your suggestions if necessary.
Answer keys:
Task 1: Advantages: Jobs that require a lot of physical labor will be replaced. E.g. agricultural
jobs, jobs with repetitive duties like telephone call centers, jobs in the financial industry, jobs that
require studying a lot of data. Good for health industry. E.g. AI can process huge amounts of data,
so doctors can use the most up-to-date information to diagnose and treat patients.
Disadvantages: Dangerous because can be used a weapon. E.g. combining drone aircraft
technology and AI to create autonomous weapons. People might use this technology to develop
nuclear weapon.
Task 2: Sample answer: Topic: Intelligent machines such as robots are widely applied to take the
place of human beings. Disadvantage: can take the place of many humans in the factories.
Support: People will have to find new jobs or be retrained. It might lead to unemployment.
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Task 3: Sample essay. The technology of intelligent machines improves amazingly with the help of
artificial intelligence. Robots, known as steel-collar workers, are widely employed in different
aspects, such as marine research, space exploration and some modern assembly lines. Robots bring
about advantages undoubtedly, and meanwhile, they are not as versatile as expected.
The advantages of robots are innumerable. The employment of robots on assembly lines saves a lot
of labor forces. Robots are widely used in developed countries. In Japan, one out of ten thousand
workers are robots, which not only improve the working efficiency, but also enhance accuracy.
That is the reason why robots are so popular in automobile industry and electronic production line.
Another merit is that robots can take the place of human beings and work in the dangerous
environment or the places not accessible for us. Human beings have extended their cognition to the
outer space, where there are considerable unpredictable dangers. Robots can work in any kind of
situation, no matter how awful the environment is. In hospital, robots work as professional doctors
doing operation on the patients. Furthermore, robots can work around the clock, never knowing
what tiredness is.
However, the disadvantages of robots are undeniable. Firstly, all the robots and other intelligent
machines are designed by human beings. What robots do is follow the instruction and pre-set
programming by human beings. If there is something wrong with the electric circuit or programs,
robots will become good-for-nothing machines. Besides, robots cannot work creatively when
confronted with complicated situation.
In short, robots are subsidiary to human beings. However competent they are in various kinds of
field, robots will never take the place of human beings and play a decisive role in our work and
life.
Descriptor A learner
Task 1 elaborates on prior knowledge and personal experience;
generates ideas on the benefits and drawbacks of robots and adds
evidence for each benefit or drawback;
Task 2 completes the concept map with appropriate information;
writes a topic of the essay;
gives advantages and disadvantages of the topic;
evolves arguments, reasons, and evidence;
Task 3
writes the essay using organizer;
states how the evidence supports the thesis/topic sentence;
restates the arguments in the conclusion;
Task 4
answers the questions;
provides constructive feedback to a partner.
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Unit 7: Breakthrough technologies
Subunit Robotics
Learning objectives 10.1.3 Respect differing points of view
10.3.2 Ask and respond to complex questions to get information about
a wide range of general and curricular topics
10.3.5 Interact with peers to make hypotheses about a wide range of
general and curricular topics
Assessment criteria Demonstrate respect towards peers and their ideas
Respond to fellow learners, relating the discussion to relevant
course concepts and providing substantive feedback
Express opinions and ideas clearly
Contribute to the learning community
Level of thinking skills Higher order thinking skills
Task 1. To activate learners` schemata get them work in groups and create a word cloud about
robotics. They can either draw it or use https://www.wordclouds.com/.
In groups brainstorm the words related to robotics and make a word cloud. Your word cloud
should include at least 15 words.
Task 2. Individually write questions for a survey about robotics. Use your word cloud and
template below to write questions. Your questionnaire should:
include 5 questions
be grammatically correct and sentences should make sense
include topic-related vocabulary
include different types of questions
Task 3. When your questionnaire is ready walk around the class to ask others in the class what
they think/know about robotics.
Teacher monitors the learners and assesses them using the rubrics below.
Name:
Criteria Non- Basic Proficient Distinguished
Performance
Responds to Does not Responds to Responds to Responds to fellow
fellow learners, respond to fellow learners fellow learners, relating
relating the fellow without relating learners, the discussion to
discussion to learners. discussion to the relating relevant course
relevant course relevant course discussion to concepts and
concepts and concepts. relevant course consistently
providing Provides concepts. extends the
substantive feedback, but is Feedback is dialogue through
feedback not substantive. substantive provision of
most of the substantive
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time. feedback.
Expression Does not Unclear Opinions and Expresses opinions
within the post express connection to ideas are and ideas in a clear
opinions or topic evidenced in stately clearly and concise
ideas clearly; minimal with manner with
no connection expression of occasional lack obvious connection
to topic opinions or ideas of connection to topic
to topic
Contribution to Does not make Occasionally Frequently Aware of needs of
the learning effort to makes meaningful attempts to community;
community participate in reflection on direct the frequently attempts
learning group’s efforts; discussion and to motivate the
community as marginal effort to to present group discussion;
it develops; become involved relevant presents creative
seems with group viewpoints for approaches to topic
indifferent consideration;
interacts freely
Answer keys:
Task 1: Sample word cloud: retrieved from Internet
Descriptor A learner
Task 1 works in a group and uses topic-related vocabulary to make a
wordcloud;
Task 2 comes up with a list of questions related to robotics;
uses grammatically correct sentences;
uses topic related vocabulary from Task 1;
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uses different types of questions;
Task 3 asks and responds to fellow learners, relating to the discussion;
expresses opinions and ideas in a clear and concise manner;
contributes to the discussion.
94
TERM 4
Unit 8: Space X
Task 1. Learners walk around the class and talk to other learners about astronauts. Change
partners often and share your findings. Listen actively to the peers.
CHAT: In pairs / groups, talk about these topics or words from the article. What will the article
say about them? What can you say about these words and your life?
Have a chat about the topics you liked. Change topics and partners frequently.
1. program a. give
2. received b. chance
3. next c. unbelievable
4. opportunity d. working
5. incredible e. upcoming
6. desire f. varied
7. diverse g. course
8. contribute h. like
9. such as i. wish
10. operating j. got
Task 3. Read the text “Over 18,300 apply for 14 astronaut jobs”
A record number of people have applied to NASA to be part of its astronaut training program.
NASA said it received over 18,300 applications for just 14 jobs. This is a
record for the administration. Human resources officials at NASA will
now spend the next 18 months looking at the applications to select the
best ones. It plans to announce the successful applicants in the middle of
2017. Brian Kelly of NASA said it would be a lot of work. He added:
"It's heartening to know so many people recognize what a great
opportunity this is to be part of NASA's exciting mission. I look forward to meeting the men and
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women talented enough to rise to the top of what is always a pool of incredible applicants."
It seems there is a great desire to work on America's space program and perhaps go to Mars.
NASA's Charlie Bolden said: "It's not at all surprising to me that so many Americans from diverse
backgrounds want to personally contribute to blazing the trail on our journey to Mars." The top
applicants will have an interview at the Johnson Space Center in Houston, Texas. The chosen
candidates will then get two years of initial training. They will learn skills such as spacewalking,
teamwork and operating spacecraft systems, and learn Russian. After that, they could go to the
International Space Station or work for companies making spacecraft for tourists, such as Boeing
and SpaceX.
Task 4. Read the headline. Guess if a-h below are true (T) or false (F).
a. NASA has received its biggest ever number of applicants for jobs. T/F
b. It will take NASA 1½ years to choose the best applicants. T/F
c. NASA will announce the successful job applicants in 2018. T/F
d. Applicants will have to go into a pool and rise up. T/F
e. A NASA spokesman was surprised at how diverse the applicants were. T/F
f. The top applicants will be interviewed at Cape Canaveral in Florida. T/F
g. The applicants will learn spacewalking after two years of training. T/F
h. The applicants could join private companies such as Boeing. T/F
Task 5. Take randomly a card and prepare 5 minute nonstop talk with your partner, follow the
Role card instructions. You have 5 minutes to brainstorm ideas.
Role A – Physical fitness. You think physical fitness is most important for an astronaut. Tell the
others three reasons why. Tell them why their things aren’t so important. Also, tell the others
which is the least important of these (and why): being a team player, engineering skills or a sense
of humor.
Role B – Team player. You think being a team player is most important for an astronaut. Tell
the others three reasons why. Tell them why their things aren’t so important. Also, tell the others
which is the least important of these (and why): physical fitness, engineering skills or a sense of
humor.
Role C – Engineering skills. You think engineering skills is most important for an astronaut.
Tell the others three reasons why. Tell them why their things aren’t so important. Also, tell the
others which is the least important of these (and why): being a team player, physical fitness or a
sense of humor.
Role D – Sense of humor. You think a sense of humor is most important for an astronaut. Tell
the others three reasons why. Tell them why their things aren’t so important. Also, tell the others,
which is the least important of these (and why): being a team player, engineering skills or physical
fitness.
Peer asses the speaking of one-two pairs, use the following criteria:
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Sentences are grammatically correct
Speakers are confident and persuasive
Complex and compound grammar
structures are used
Ideas are relevant and creative
Answer keys:
Descriptor A learner
Task 1 works collaboratively, shares ideas;
listens actively;
employs skills of effective communication;
Task 2 matches the words accurately;
Task 3 employs active reading strategies;
Task 4 identifies false/true statements;
Task 5 produces nonstop talk using subject specific vocabulary;
peer assesses the talk.
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Unit 8: Space X
Subunit Things you didn’t know about space
Learning objective 10. 2.5 Recognize the attitude or opinion of the speaker in unsupported
extended talk on a wide range of general and curricular topics, including
talk on a limited range of unfamiliar topics
10.6.17 Use if/if only in third conditional structures, use a variety of
relative clauses on a wide range of familiar general and curricular topics
Assessment criteria Identify relevant opinion of the speaker in a talk
Employ third conditional while expressing a claim
Level of thinking Knowledge and comprehension
skills Application
Higher order thinking skills
Task 1. Walk around the class and talk to other students about space junk. Change partners often.
Sit with your first partner(s) and share your findings.
Task 2. Read the headline. Guess if a-h below are true (T) or false (F).
a. Scientists say space junk will fall onto our cities and kill thousands. T/F
b. Space junk is a threat to the International Space Station (ISS). T/F
c. There are 22,000 objects in space that could damage the ISS. T/F
d. A scientist warned that we could no longer control our environment. T/F
e. Space agencies have never agreed on a plan to keep space clean. T/F
f. All space junk should fall to Earth and burn up. T/F
g. The amount of space debris had trebled in the past decade. T/F
h. One solution to clean up the debris is a huge magnet put in space. T/F
Task 4. Select two questions, share your ideas with a partner and support your claims with
relevant evidence.
Use if/if only in third conditional structures.
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1. What is the danger of us getting hit by space debris?
2. Do you think it’ll be too dangerous to fly into space one day?
3. What do we do with all the collected space junk?
4. What questions would you like to ask a space debris expert?
Answer keys:
Task 2
a. F b. T c. F d. T e. F f. T g. F h. T
Task 3.
Scientists warn of space junk danger (script)
Scientists have warned that the (1) volume of debris floating around in space is becoming a
(2) danger to the International Space Station (ISS). Experts say that the time has (3) come to start
cleaning it up. America’s space agency NASA estimates that there are around 22,000
(4) objects in orbit that are big enough to track. These include things like spent booster rockets and
old satellites. They also say there are (5) countless smaller pieces of scrap that could damage the
ISS, space ships travelling to it, and (6) multi-million-dollar satellites. It is such a big problem that
the ISS occasionally has to (7) move out of the way to avoid being hit. Donald Kessler, a retired
NASA scientist said, "We've lost (8) control of the environment."
Space agencies have come up with many plans over the (9) past few decades to address this
problem. Agreements to (10) restrict the amount of new space junk had been working. These
agreements are supposed to (11) ensure that anything sent into orbit eventually falls back to Earth
and (12) burns up. However, in the past four years, the amount of space junk has (13) doubled. In
2007, China blew up a satellite in a missile test, and in 2009 two satellites crashed while in orbit.
These two events changed everything and effectively made (14) previous agreements out of date.
There have been (15) several suggestions on how to clear the junk. These include launching large
magnets or putting (16) giant nets into space to catch dangerous items.
Descriptor A learner
Task 1 shares arrange of ideas while communicating with others;
Task 2 employs prediction skills;
Task 3 identifies relevant opinion of the speaker;
Task 4 uses third conditional while conveying ideas.
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Unit 8: Space X
Subunit Things you didn’t know about space
Learning objective 10.5.6 Write coherently a text level using a variety of connectors on a
range of familiar general and curricular topics
10.6.8 Use a variety of future active and passive and future continuous
forms on a wide range of familiar general and curricular topics
Assessment criteria Communicate clearly in writing using a range of connectors
Employ future active and passive and future continuous forms in
writing
Level of thinking Knowledge and comprehension
skills Application
Higher order thinking skills
Task 1. JUNK: How much of a problem is it and what do we do with it? Complete this table with
your partner(s). Change partners and share what you wrote. Change and share again.
Scientists have warned that the (1) ____________ of debris floating countless
around in space is becoming a (2) ____________ to the International come
Space Station (ISS). Experts say that the time has (3) ____________ to move
start cleaning it up. America’s space agency NASA estimates that there
are around 22,000 (4) ____________ in orbit that are big enough to track. volume
These include things like spent booster rockets and old satellites. They
also say there are (5) ____________ smaller pieces of scrap that could control
damage the ISS, space ships travelling to it, and (6) ____________ - objects
million-dollar satellites. It is such a big problem that the ISS occasionally
has to (7) ____________ out of the way to avoid being hit. Donald danger
Kessler, a retired NASA scientist said, "We've lost (8) ____________ of multi
the environment."
Space agencies have come up with many plans over the (9) ____________ previous
few decades to address this problem. Agreements to (10) ____________ restrict
the amount of new space junk had been working. These agreements are
supposed to (11) ____________ that anything sent into orbit eventually giant
falls back to Earth and (12) ____________ up. However, in the past four ensure
years, the amount of space junk has (13) ____________. In 2007, China doubled
blew up a satellite in a missile test, and in 2009 two satellites crashed
while in orbit. These two events changed everything and effectively made
(14) ____________ agreements out of date. There have been (15) past
____________ suggestions on how to clear the junk. These include several
launching large magnets or putting (16) ____________ nets into space to burns
catch dangerous items.
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Task 3. Write a letter to a space junk expert. Ask him/her three questions about space junk. Give
him/her three of your opinions on how to deal with it. Read your letter to your partner(s) in your
next lesson. Your partner(s) will answer your questions.
Descriptor A learner
Task 1 communicates ideas clearly in writing;
Task 2 identifies relevant vocabulary in the gap fill tasks;
Task 3 produces a formal style writing using a range of connectors, complex and
compound grammar structures.
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Unit 8: Space X
Subunit Things you didn’t know about space
Learning objective 10.1.3.Respect different points of views
10.4.5. Deduce meaning from context in extended texts on a wide range
of familiar general and curricular topics, and some unfamiliar topics
Assessment criteria Respect different points of view while working in groups and
pair
Identify relevant meaning according to the context
Level of thinking Knowledge and comprehension
skills Application
Higher order thinking skills
Task 2. Read the text: 1st Mars Colonists Should Be 'Prepared to Die,' Elon Musk Says.
The first people who fly with Space X to Mars should be OK with the possibility that the decision
could cost them their lives, company founder and CEO Elon Musk said. Space X aims to ferry 1
million people to the Red Planet over the next 50 to 100 years using the Interplanetary Transport
System (ITS), a rocket-spaceship combo that Musk unveiled Tuesday (Sept. 27) during a talk at
the International Astronautical Congress (IAC) in Guadalajara, Mexico. (Well, he unveiled the ITS
in concept; neither vehicle has been built yet.). Musk painted a picture of a not-too-distant future in
which 1,000 or more ITS spaceships, each loaded up with 100 or 200 settlers, zoom off toward
Mars simultaneously from Earth orbit. But it's naïve to expect that everything will work perfectly
from the start, he said.
"I think the first journeys to Mars are going to be really very dangerous. The risk of fatality will be
high; there's just no way around it," Musk said at the IAC, adding that, for this reason, he would
not suggest sending children on these flights.
"It would be, basically, 'Are you prepared to die?' If that's OK, then, you know, you're a candidate
for going," he said. Musk said he'd like to go to Mars, but it's unclear if he'll be among the Red
Planet vanguard. In a teleconference with reporters Tuesday after the IAC talk, he said he wasn't
sure if he'd be aboard the first-ever Mars colony ship, which may be called "Heart of Gold" after a
vehicle in Douglas Adams' "Hitchhiker's Guide to the Galaxy."
"I would definitely need to have a very good succession plan, because the probability of death is
quite high on the first mission, and I'd like to see my kids grow up and everything — so, some pros
and cons there," he said. Musk has long said that he founded SpaceX in 2002 chiefly to help
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humanity colonize Mars. Becoming a multiplanet species would serve as an insurance policy,
minimizing the risk of humanity's extinction should something terrible happen on Earth, he has
said. Musk reiterated that argument during the IAC presentation Tuesday. But he also put forth
another reason why settling Mars is worth the trouble and the treasure and the risk. "It would be an
incredible adventure; it would be the most inspiring thing that I can possibly imagine," he said.
"Life needs to be more than just solving problems every day. You need to wake up and be excited
about the future, and be inspired and want to live."
Musk has long___ that he ___Space X in 2002 ___to help ___colonize Mars. Becoming a multi
planet___ would ___as an insurance policy, minimizing the___ of humanity’s ___should
something___ happen on Earth.
WORD LIST: terrible, species, said, risk, humanity, founded, chiefly, extinction, serve
I
The first journey to Mars will going to be really dangerous.
The risk of fatality will be high.
Setting up shop on Mars isn’t going to be a cakewalk.
II
This is less about who goes there first.
It’s worth the risk to become multi planetary species.
Musk says the trip to Mars will be an incredible adventure.
III
Life needs to be more then just solving problems.
It’s about protecting human life.
This mission is also about having a tremendous sense of adventure.
Answer keys
Task 1. Word Inference
ferry |ˈferē| verb (ferries, ferrying, ferried) [ with obj. ] transport from one place to another on
short or regular trips: helicopters ferried 4,000 men into the desert.
simultaneously |ˌsīməlˈtānēəslē| adverb -at the same time: the telethon was broadcast
simultaneously on 31 US networks. it works simultaneously as character study, teen drama and
sci-fi thriller.
naïve |nīˈēv| adjective -(of a person or action) showing a lack of experience, wisdom, or judgment:
the rather naive young man had been totally misled.
fatality |fāˈtalədēfəˈ noun-an occurrence of death by accident, in war, or from disease: shooting
was heard and there were fatalities.
teleconference |ˈteləˌkänf(ə)rəns| noun-a conference with participants in different locations linked
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by telecommunications devices.
vanguard |ˈvanˌɡärd| noun-a group of people leading the way in new developments or ideas: the
experimental spirit of the modernist vanguard.
colonize |ˈkäləˌnīz| verb-(of a country or its citizens) send a group of settlers to (a place) and
establish political control over it.
reiterate |rēˈidəˌrāt| verb [ reporting verb ]say something again or a number of times, typically for
emphasis or clarity: she reiterated that the administration would remain steadfast in its support .
extinction|ikˈstiNG(k)SH(ə)n| noun-the state or process of a species, family, or larger group being
or becoming extinct: the extinction of the great auk| mass extinctions.
incredible |inˈkredəb(ə)l| adjective-impossible to believe: an almost incredible tale of triumph and
tragedy.
I-1-is
The first journey to Mars is going to be really dangerous.
II-2-a
It’s worth the risk to become a multiplanetary species.
III-1-than
Life needs to be more than just solving problems.
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Unit 8: Space X
Subunit Things you didn’t know about space
Learning objective 10. 3.3 explain and justify own and others` point of view on a wide
range of general and curricular topics
10.6.15 use infinitive forms after an increased number of verbs and
adjectives, use gerund forms after a variety of verbs and prepositions,
use a variety of prepositional and phrasal verb on a wide range of
familiar general and curricular topics
Assessment criteria Express own position clearly and consider different perspectives
on a range of issues
Use infinitives, verbs, adjectives, phrasal verbs, prepositional
phrases accurately
Level of thinking Knowledge and comprehension
skills Application
Higher order thinking skills
Task 1. Vocabulary Preview. Match the words on the left with the meanings on the right.
1. possibility E A. to make
2. billionaire B. to say something publicly to many people
3. announce (v.) C. the national space agency of the USA
4. CEO D. not too expensive; able to be bought
5. create (v.) E. something that may be true
6. technology F. computers and rockets, for example
7. affordable G. a person who has one billion (1,000,000,000) dollars
8. NASA H. the Chief Executive Officer (leader) of a company
Task 2. Use the above words to complete the sentences. Use plural forms and past tense when
necessary.
Task 3. Choose any two of the above words and write your own sentences.
1. _____________________________________________________________________________
2. _____________________________________________________________________________
For several years, many people have (1)_____ about the possibility of flying to Mars. One of the
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problems with such a trip, however, has (2)_____ the cost: US 10 billion dollars
(US$10,000,000,000) to (3)_____ one person to the red planet. Elon Musk, a billionaire
businessman, recently announced his plans to change (4)_____. He is the CEO of Space X, a
company that he created, and he (5)_____ to change the world by
selling tickets to Mars for only US$200,000. (6)_____ can he do this? The answer is technology.
With new technology, he believes, his company will (7)_____ to make the long trip to Mars
affordable. He plans to send the first human to Mars (8)_____ 2025, and after that his company
wants to send one million people to Mars in the next 40 (9)_____ 100 years. To do this, Space X
needs to (10)_____ about 1,000 space
ships. (11)_____ his company be successful? “I think he will be able to put humans on Mars
because he wants to do it,” says Robert Zubrin, the president of the Mars Society. “Right now
NASA can’t do it because they (12)_____ want to.”
1. 3. 5. 7. 9. 11.
(A) talk (A) sending (A) hope (A) be able (A) to (A) Does
(B) talked (B) sent (B) hopes (B) able (B) at (B) Is
(C) talks (C) send (C) hoping (C) ability (C) by (C) Will
2. 4. 6. 8. 10. 12.
(A) being (A) this (A) What (A) by (A) built (A) aren’t
(B) be (B) those (B) How (B) on (B) building (B) don’t
(C) been (C) these (C) Who (C) to (C) build (C) weren’t
1. Do you think Space X will be really able to send a million people to Mars? Why? / Why not?
2. Why would some people like to travel to and live on Mars?
3. Would you like live on Mars? Why? / Why not?
Answer keys:
Task 1. Vocabulary Preview Task 4.
1. E 1. billionaire 1. B 7. A
2. G 2. possibility 2. C 8. A
3. B 3. CEO 3. C 9. A
4. H 4. affordable 4. A 10. C
5. A 5. NASA 5. B 11. C
6. F 6. create 6. B 12. B
7. D 7. announce
8. C 8. technology
Descriptor A learner
Task 1 identifies relevant vocabulary;
Task 2 uses plural forms and past tense in a relevant and accurate way;
Task 3 constructs grammatically accurate sentences;
Task 4 uses infinitives, verbs, adjectives, phrasal verbs, prepositional phrases
accurately;
Task 5 expresses own position clearly considering different perspectives on a range
of issues.
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Unit 8: Space X
Subunit Things you didn’t know about space
Learning objective 10.5.6 Write coherently at text level using a variety of connectors on a
range of familiar general and curricular topics
10.1.9 Use imagination to express thoughts, ideas, experiences and
feelings
Assessment criteria Produce coherent and grammatically accurate writing using a
range of connectors
Use imagination to express ideas
Level of thinking Knowledge and comprehension
skills Application
Higher order thinking skills
Task 3. Read the text: 1st Mars Colonists Should Be 'Prepared to Die,' Elon Musk Says.
The first people who fly with Space X to Mars should be OK with the possibility that the decision
could cost them their lives, company founder and CEO Elon Musk said. Space X aims to ferry 1
million people to the Red Planet over the next 50 to 100 years using the Interplanetary Transport
System (ITS), a rocket-spaceship combo that Musk unveiled Tuesday (Sept. 27) during a talk at
the International Astronautical Congress (IAC) in Guadalajara, Mexico. (Well, he unveiled the ITS
in concept; neither vehicle has been built yet.). Musk painted a picture of a not-too-distant future in
which 1,000 or more ITS spaceships, each loaded up with 100 or 200 settlers, zoom off toward
Mars simultaneously from Earth orbit. But it's naïve to expect that everything will work perfectly
from the start, he said.
"I think the first journeys to Mars are going to be really very dangerous. The risk of fatality will be
high; there's just no way around it," Musk said at the IAC, adding that, for this reason, he would
not suggest sending children on these flights. "It would be, basically, 'Are you prepared to die?' If
that's OK, then, you know, you're a candidate for going," he said.
Musk said he'd like to go to Mars, but it's unclear if he'll be among the Red Planet vanguard. In a
teleconference with reporters Tuesday after the IAC talk, he said he wasn't sure if he'd be aboard
the first-ever Mars colony ship, which may be called "Heart of Gold" after a vehicle in Douglas
Adams' "Hitchhiker's Guide to the Galaxy." "I would definitely need to have a very good
succession plan, because the probability of death is quite high on the first mission, and I'd like to
see my kids grow up and everything — so, some pros and cons there," he said.
Musk has long said that he founded Space X in 2002 chiefly to help humanity colonize Mars.
Becoming a multiplanet species would serve as an insurance policy, minimizing the risk of
humanity's extinction should something terrible happen on Earth, he has said. Musk reiterated that
argument during the IAC presentation Tuesday. But he also put forth another reason why settling
Mars is worth the trouble and the treasure and the risk. "It would be an incredible adventure; it
would be the most inspiring thing that I can possibly imagine," he said. "Life needs to be more
107
than just solving problems every day. You need to wake up and be excited about the future, and be
inspired and want to live."
108
Unit 8: Space X
Subunit Things you didn’t know about space
Learning objective 10.1. 9 Use imagination to express thoughts, ideas, experiences and
feelings
10.2.5 Recognize the attitude or opinion of the speaker in unsupported
extended talk on a wide range of general and curricular topics, including
talk on a limited range of unfamiliar topics
Assessment criteria Express ideas, experiences and feelings coherently
Identify speakers attitude and opinion in a relevant way
Level of thinking Knowledge and comprehension
skills Application
Higher order thinking skills
2. SpaceX is:
a) NASA program b) a rocket c) a private company
Task 3. In pairs, discuss how likely the predictions below are. Use the language from the previous
exercise.
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Task 4.
1. Before watching the video, match the underlined expressions with their meanings (1-6):
Link: https://www.youtube.com/watch?time_continue=19&v=I7LJIuB2CHE
a) If you set your sights too low, you will not be sufficiently challenged and will be let down when
you achieve your aim.
b) We had to stop some flights to Spain for the winter time because they were not commercially
viable during that time.
c) The man in the wheelchair insisted that he was capable of taking care of himself.
d) The boosters will detach from the rocket at certain altitude and return to the launch pad.
e) The biggest thrill is when your team wins a game against their worst rivals.
f) The latest success of SpaceX may spell trouble for other spaceflight companies as they start
falling behind.
Task 5. Watch the video again and answer these questions (to 3:50):
1. How much more cargo than any other rocket can Falcon Heavy carry?
2. What kind of Falcon Heavy features do Elon Musk name?
3. What has been the biggest challenge to make Falcon Heavy fly?
4. What is Elon Musk most excited about in terms of that rocket launch?
5. Why is SpaceX a fantastic idea according to Bill Nye?
Task 6. Discuss and share your ideas. One of the interviewee’s in the video said the following:
“There are two questions we’ve have all asked: where did we come from and are we alone in the
universe? and if you want to answer those two questions you have to explore space.”
1. Do you believe that these questions can be answered through space exploration?
2. Are these questions something that you’ve ever thought about?
3. Does the humankind really need answer to these questions?
Answer keys:
Task 4
1. - d)
2. - a)
3. - e)
4. - c)
5. - f)
6. - b)
Task 5
1. Almost twice as much
2. It’s a super heavy class rocket, that’s economically viable and can carry people to the Moon
3. Redesigning the center core (the middle section)
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4. Inspiring people to get excited about space again
5. They want to make rockets be like planes – you can use them multiple times
Descriptor A learner
Task 1 uses prior knowledge on the topic;
Task 2 identifies accurate ways of prediction;
Task 3 predicts the likelihood of the positions;
Task 4 employs prediction skills before listening;
Task 5 identifies relevant attitude and opinion of the speaker;
Task 6 expresses ideas, feelings and experiences coherently.
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