MODULE 2:

Perceptions of Society and Globalization

INTRODUCTION
The purpose of this module is to analyze and discuss the impact of development and globalization on
society.

TABLE OF CONTENTS FOR MODULE #2

MODULE #1 WEEK 6 WEEK 7 WEEK 8 WEEK 9 WEEK 10
LESSON A LESSON A PERFORMANCE LESSON A LESSON A
LISTENING: The next GRAMMAR: Perfect TASK 1 25% LISTENING: Global SPEAKING: Migration
 Economic Giant Tenses review / Kahoot Population Growth Phenomenon Analysis (Info
and Quiz LESSON A collection)
GRAMMAR: Present LESSON B Performance task 1 LESSON B
Perfect and Present SLO 3 PRACTICE: preparation: Groups are SPEAKING: LESSON B
Perfect Progressive Analyzing supporting chosen - Sources are Consequences of GRAMMAR: Introduction
THEME: arguments assigned – Students overpopulation to Third Conditional
Development and LESSON B READING: Income watch assigned videos
globalization in the GRAMMAR: Present Equality and Happiness and read the assigned LESSON C LESSON C + LESSON D
society Perfect and Present READING: A Global text in their groups and READING: Global Migration Phenomenon
Perfect Progressive: Look at the Connections draw main ideas (1 hour) Population Growth and Analysis (Oral presentations
Structure and Practice Between Happiness, its implications - Quiz)
TOPIC: Income, and Meaning LESSON B, C + D
Development / Performance task 1
Perceptions of SPEAKING: Talking LESSON D
about a country´s LESSON C application: Interviews LISTENING: The
Society and LISTENING: Is in groups (3 hours)
Globalization household expenses Migration Phenomenon
Finland Really the
Happiest Country in The
LESSON C World?
LISTENING:
The Economics of LESSON D
Happiness READING: Are we a
happy nation?
SPEAKING:
Money, the Key for SPEAKING:
Happiness? The Reasons why
Colombia is / isn´t a
LESSON D
Happy Country
READING: Money and
well-being: Is there a
connection?
SPEAKING: Critical
thinking – The
connection between
wealth and happiness

LESSON A
The next Economic Giant
Introduction: The world economic order has
been changing in the last decade. Let´s take a
look at some key aspects of the current
situation.
WARM UP
Which countries do you think are the 3 largest
economies of the world?

1.
2.
3.
Instructions: Listen to the audio about changes in the world’s largest economies. (Audio 1)
1. Which country is the largest economy of the world?

2. Which country has shown the biggest increase in wealth in recent years?

Instructions: Listen to the

conversation. Choose the MINT
countries. (audio 2)
_____Mexico ______Malaysia
_____India ______Indonesia
_____Namibia ______Nigeria
_____Tunesia ______Turkey

3. Why are MINT countries being analyzed?

GRAMMAR

Present Perfect and Present Perfect Progressive

Instructions: Take a look at the sentences below and check how present perfect and present
perfect progressive can be use to talk about change.
 Grammar practice #1:
Instructions: Listen to the conversation about MINT countries again. Complete the sentences from
the conversation using present perfect or present perfect progressive. (audio 2)
1. "Also, all four MINT countries have a growing young population, which means that the labor
force in these countries ______________________."

2. "Unfortunately, poverty and inequality ____________________ in many emerging countries."

3. "The Indonesian government ________________________ significant efforts to reduce poverty

levels in recent years."

Krochet Kids International

Grammar practice #2:

Instructions: Complete the information. Highlight the correct words. Then listen and
check your answers. (audio 3)

Krochet Kids International is a nonprofit organization that teaches crocheting to women

living in Uganda, and then helps them sell their crochet products in the U.S. It aims to empower Ugandan women to
break out of the poverty cycle. Since 2008, Krochet Kids (has employed / has been employing) 150 women in Uganda.
It (has increased / has been increasing) the average worker's personal income by as much as 10 times. Krochet Kids
also provides training in money management and business skills. More and more women (have used / have been using)
this training to set up their own businesses. Due to its success, the organization (has opened / has been opening) another
branch in Peru. The women in Krochet Kids Peru (have made / have been making) hats and other items since 2011.

LESSON B

Present Perfect and Present Perfect Progressive: Structure

GRAMMAR
Instructions: Check out how the structure of these two tenses differ.

Subject Complement
 Auxiliary Verb in past Auxiliary Verb in past
Complement Subject been
has/have participle has/have participle

Present Perfect Present Perfect Progressive

VS
China´s economy has grown rapidly China´s economy has been growing rapidly

Present Perfect
Instructions: Complete the sentences below with the verbs from the box. Use present perfect.

play - implement – improved – raise – experience

1. Many countries _________________ significant economic changes in the last decade,

particularly in the aftermath of the global financial crisis.

2. Over the past few years, political leaders and economists _____________________ various
strategies to address the challenges posed by globalization.

3. Experts in international relations affirm that diplomatic efforts ________________ in

recent years to foster better cooperation among nations.

4. ONU decisions about the situation in Palestine, _________________ considerable

controversy, leading to debates about their effectiveness.

5. The World Bank and the International Monetary Fund ______________ key roles in
shaping the trajectory of the world economy, especially in regions facing economic
challenges.

Present Perfect Progressive

Instructions: Complete the sentences below with the verbs from the box. Use present
perfect progressive

work - progress - look for – discuss - evolve

1. Over the past few months, the economic situation _____________________ significantly,
leading to increased concerns among policymakers.

2. The negotiations for a new peace agreement in Ukraine ______________________ for

several years, but a resolution still seems difficult.
 3. In recent times, many governments _________________ on measures to stimulate
economic growth and address unemployment.

4. International organizations ______________________ for solutions to alleviate the impact

of the global recession on developing countries.

5. Different organizations __________________________ climate change for decades, but

concrete actions are still limited.

Talking about a country´s household expenses

SPEAKING
Instructions: Look at the following
table showing trends in U.S.
household expenditure. Then, explain
each one of the expenses using
present perfect and/or present
perfect progressive:

How have household

expenses in US changed in
the past ten years?

Example: HOUSEHOLD EXPENSES ON CLOTHING

-There hasn’t been any change in the expenditure on clothing. It has remained at 8 %
-This household expenditure has not been reporting important changes over the last decade

Example: HOUSEHOLD EXPENSES ON GROCERIES

Example: HOUSEHOLD EXPENSES ON HOUSING

LESSON C
Example: HOUSEHOLD EXPENSES ON TRANSPORTATION
LESSON C

The Economics of Happiness

Warm-up
Reflect and discuss with the classmate next to you the question
below. Then share one affirmative and one negative reason as an
answer.

Are rich people happier? Why?

LISTENING
Watch the following video
https://youtu.be/JSIkdWxotKw and answer
the questions below:
1. Why do people that win the
lottery report being unhappy?

2. What does the video suggest in terms of spending money and its connection with
happiness?

3. What does the video suggest in relation to job teams’ satisfaction?

4. How does the video contrast the concept of “experiences vs material things” as a source
of happiness?
 5. In conclusion: Can money buy happiness? Agree or disagree and why?
Money, the Key for Happiness?
SPEAKING
Instructions: Discuss with your partner, the reasons why money can / can´t buy happiness.
Student #1
Money can buy happiness
1- Access to Quality Education and Opportunities:
Financial resources can provide
access to quality education and
opportunities. For instance, a person
who can afford to attend a
prestigious university may have
more career options and, consequently, experience a sense of
accomplishment and happiness.
2- Health and Wellness:
Money enables individuals to
access healthcare services,
leading to improved physical
well-being. Regular check-ups,
preventive measures, and
timely medical interventions are more accessible to those with
financial means, contributing to a healthier and potentially
happier life
3- Experiences and Travel:
Money can facilitate travel and
enriching experiences. Exploring new
cultures, trying new activities, and
creating memorable moments during
travel contribute to a sense of
happiness. For instance, a family
vacation or an adventure trip can be a source of joy.
Philanthropy and Giving Back:
Having financial resources allows
individuals to engage in philanthropy and
charitable activities. Contributing to causes
that align with personal values can bring a
sense of purpose and happiness. Bill and
Melinda Gates, through their foundation,
Student #2
Money can´t buy happiness
1- Relationships and
Connection:
Money cannot buy genuine
connections or meaningful
relationships. Having wealth doesn't
guarantee emotional bonds or
understanding. For example, despite
having financial resources,
individuals may feel isolated if they lack deep, authentic
connections with others.
2- Health and Well-being:
While money can afford healthcare
services, it cannot buy good health or
well-being. Chronic stress and health
issues can affect individuals
irrespective of their financial status. For
instance, high-profile individuals with
substantial wealth may still struggle
with mental health challenges.
4- Fulfilment and Purpose:
True happiness often comes from a
sense of purpose and fulfilment, which
cannot be purchased. Some wealthy
individuals may find themselves
unfulfilled, realizing that material
possessions do not provide lasting
satisfaction. For instance, a person may have financial success
but still feel a lack of purpose in their life.
5- Inner Peace and Contentment:
Inner peace and contentment often
come from personal growth and self-
acceptance, which money alone cannot
provide. Someone with substantial
wealth may still struggle with internal
conflicts or dissatisfaction, highlighting
have positively impacted global health and education, deriving that happiness goes beyond financial achievements
satisfaction from their philanthropic efforts.
LESSON D

Money and Well-being: Is there a Connection?

WARM UP
Instructions: Discuss with the classmate next to you the following matters.

What are your simple daily joys…?

What are lifelong experiences you can´t miss…?

BUILDING VOCABULARY
Instructions: Match the words in blue from the passage to their definitions.

declined A meaningful connection between two or more things

paradox A sudden increase
surge A point at which something begins or changes
correlation A puzzling statement that contains two opposing truths
threshold Became smaller, fewer or less

READING
Instructions: Read the text and answer the questions below.
There’s little doubt that having enough
money is important to your well-being.
The ability to afford food, clothing, and
shelter is essential to your quality of life.
However, well-being is not the same
thing as happiness. Well-being is the state
of being comfortable or healthy, while
happiness is an emotion. So, can money
also buy happiness? And taking a broader
perspective, do countries get happier
when they get richer?
THE EASTERLIN PARADOX
The idea that richer countries are happier may seem intuitively obvious. However, in 1974, research
by economist Richard Easterlin found otherwise. Easterlin discovered that while individuals with
higher incomes were more likely to be happy, this did not hold at a national level. In the United
States, for example, average income per person rose steadily between 1946 and 1970, but reported
happiness levels showed no positive long-term trend; in fact, they declined between 1960 and 1970.
These differences between nation-level and individual results gave rise to the term
“Easterlin paradox ”: the idea that a higher rate of economic growth does not result in higher
average long-term happiness.
Having access to additional income seems to only provide a temporary surge in happiness. Since a
certain minimum income is needed for basic necessities, it’s possible that the happiness boost from
extra cash isn’t that great once you rise above the poverty line. This would explain Easterlin’s
findings in the United States and other developed countries. He argued that life satisfaction does
rise with average incomes—but only in the short-term.
RISING INCOME, RISING HAPPINESS?
Recent research has challenged the Easterlin paradox, however. In 2013, sociologists Ruut
Veenhoven and Floris Vergunst conducted a study using statistics from the World Database of
Happiness. Their analysis revealed a positive correlation between economic growth and happiness.
Another study by the University of Michigan found that there is no maximum wealth threshold at
which more money ceases to contribute to your happiness: “If there is a satiation point, we are yet
to reach it.” The study’s findings suggested that every extra dollar you earn makes you happier.
With so much debate about the relationship between money and happiness, it’s clear that happiness
itself is a complex concept and depends on many factors.
INCOME EQUALITY AND HAPPINESS
According to psychologists Selin Kesebir and Shigehiro Oishi, happiness also depends on how your
income compares to the people around you. They argue that a country’s economic growth only
makes its citizens happier if wealth is evenly distributed. In advanced countries where income
average is over the line of poverty and is standardized in many professions as it is shown in in the
2016 labor and salaries document by the labor observatory of Zurich.
In emerging countries with high income inequality—where the rich get richer, and the poor get
poorer—average happiness tends to drop because only relatively few people benefit from economic
prosperity. This suggests that governments should consider implementing policies to ensure a more
equal distribution of wealth. The happier people are, the more productive they will be, thus leading
to improved economic outcomes at the individual and national levels.
There is continuing debate about the link between wealth and happiness, with arguments both for
and against the notion that richer countries are happier. However, it is clear that wealth alone isn’t
enough to make us happy. The effect of income inequality on happiness shows that happiness is a
societal responsibility. We need to remember the positive effects of generosity, altruism, and
building social connections. Perhaps our focus should be less on how much money we have, and
more on how we use it.

MAIN IDEA
Which sentence best summarizes the main idea of the passage?
a. The relationship between happiness and wealth is complex—it involves many societal and
economic factors.
b. Happiness means different things to different people, and there is no clear link between wealth
and happiness.
c. People living in rich countries are happier and more productive than those in poor countries.
UNDERSTANDING AN ARGUMENT
Instructions: Complete the sentences. Highlight the correct words.
1. According to the Easterlin paradox, there is (a / no) positive correlation between a country's
economic growth and average long-term happiness.

2. According to Veenhoven and Vergunst, people living in poor countries are (not / equally) as
happy as those in rich countries.

3. According to Kesebir and Oishi, people tend to be happier when there is (high/ low) income
inequality.

VOCABULARY USE
Instructions: Complete the sentences using the words in the box.

paradox - declined - threshold - correlation - surge

1. Income grew in the U.S. during the 1990s, but it ____________in the 2000s.

2. Economists predict that the "Internet of Things" will lead to a___________in productivity.

3. Researchers have found a direct _____________________between happiness and good health.

4. Easterlin's ideas are called a _________________ because he found that individual happiness
does not correspond with the overall happiness level of a country.

5. Psychologist Daniel Kahneman found that the income ___________________for Americans is

$75,000 a year. Beyond that, he believes, more money does not make them happier.

The Connection between Wealth and Happiness

SPEAKING
Critical thinking
Instructions: Discuss the questions below with the classmate next to you. Be ready to socialize
your ideas with the whole class.

1- If you and your family had better incomes, would you be happier?
What would make the difference?

2- Do you think that there is a limit where no more money is necessary?

Why / Why not?
 LESSON A

Perfect Tenses Review and Quiz

Instructions: Let´s review perfect tenses by doing the

following kahoot
https://play.kahoot.it/v2/?quizId=a43c8158-50bf-4af4-
a6c6-a9f7fb7337f7

Grammar Quiz on Brightspace

LESSON B

Analysing Supporting Arguments

Instructions: There are four steps to argument identification. Read or listen to an argument
carefully and verify the following.

1) Identify the argument's claims: what is the author/speaker trying to convince you of?

2) Identify evidence: What facts, statistics or real life examples are given to support the claims?

3) Identify assumptions: What are the unproved or unexamined beliefs used to support his/her
 ANALYZING SUPPORTING ARGUMENTS – MODEL TEXT

READING
Instructions: Read the model text below and check out how the argument analysis is carried out.

Income Equality and Happiness

According to psychologists Selin Kesebir and Shigehiro Oishi, happiness
also depends on how your income compares to the people around you. They
argue that a country’s economic growth only makes its citizens happier if
wealth is evenly distributed. In advanced countries where income average is
over the line of poverty and is standardized in many professions as it is
shown in in the 2016 labor and salaries document by the labor observatory of
Zurich.
In emerging countries with high income inequality—where the rich get richer, and the poor get poorer—average happiness
tends to drop because only relatively few people benefit from economic prosperity. This suggests that governments should
consider implementing policies to ensure a more equal distribution of wealth. The happier people are, the more productive
they will be, thus leading to improved economic outcomes at the individual and national levels.
There is continuing debate about the link between wealth and happiness, with arguments both for and against the notion that
richer countries are happier. However, it is clear that wealth alone isn’t enough to make us happy. The effect of income
inequality on happiness shows that happiness is a societal responsibility. We need to remember the positive effects of
generosity, altruism, and building social connections. Perhaps our focus should be less on how much money we have, and
more on how we use it.
CLAIMS
what is the author/speaker
trying to convince you of?
EVIDENCE
What evidence (facts,
statistics, real life examples,
reference to authorities) is
given to support the claims?
“happiness also depends on how your income compares to the people around you”
“a country’s economic growth only makes its citizens happier if wealth is evenly distributed”
“In advanced countries where income average is over the line of poverty and is standardized in
many professions as it is shown in in the 2016 labor and salaries document by the labor
observatory of Zurich.”

ASSUMPTIONS The happier people are, the more productive they will be, thus leading to improved economic
Are there any unproved or outcomes at the individual and national levels.
unexamined beliefs used to
support his position?
CONCLUSION
What logical conclusions it is clear that wealth alone isn’t enough to make us happy. The effect of income inequality on
did he arrive to in his happiness shows that happiness is a societal responsibility
reasoning?

Analysing Supporting Arguments - Practice

READING
Instructions: In pairs, you will read the text and complete the chart below.

A Global Look at the Connections Between Happiness, Income, and Meaning

Adapted from: https://www.gsb.stanford.edu/insights/global-look-connections-between-happiness-income-meaning
Wealthy people may be happier. But a new study finds that money
can’t buy a sense of purpose. “Humans think happiness is this one
thing: You’re either happy or you’re not,” Jennifer Aaker says. Of
course, it’s not so simple: New research conducted by Aaker and her
colleagues not only challenges the assumption that happiness is
binary but also finds that the relationship between happiness and our
sense of meaning can change depending on our financial situation.
“This is particularly interesting because research has shown when
people get wealthier, they experience greater happiness,” explains
Aaker, a marketing professor at Stanford Graduate School of
Business who has extensively studied happiness, meaning, and
money. “But this research suggests that the nature of happiness also shifts based on income.”
In a forthcoming study in the journal Emotion, Aaker and her coauthors find that meaning is a stronger predictor of
happiness for people with low incomes than those with greater financial resources. In other words, people with more
money may be happier, but people with less money view happiness as tied to a sense of meaning — the belief that their
life has purpose, value, and direction. And, remarkably, that connection is consistent across much of the world.
The paper, written by Rhia Catapanoopen in new window of the University of Toronto, is one of the first to explore
how income and wealth affect the relationship between meaning and happiness on a global scale. The researchers
began by looking at the United States, where they first discovered the correlation between meaning and happiness as
income decreases. At first, they wondered if this was particular to Americans or “a fluke,” Aaker says. Yet as the team
expanded its study to analyse large-scale datasets spanning more than 500,000 people from 123 countries on six
continents, the same patterns emerged.
“The results were almost universally consistent across the United States and much of the world,” Aaker says. “Among
low-income people, having a sense of meaning in one’s life is more closely associated with overall happiness.”
The visual representation of the findings — a world map with the countries where the results hold true are shaded — is
“striking,” she says: “It’s an interesting pattern to see so robustly across different cultures.”
Such is the case of a recent study investigated the level and predictors of life satisfaction in people living in slums in
Kolkata, India. Participants of six slum settlements (n = 164; 91% female) were interviewed and data on age, gender,
poverty indicators and life satisfaction were collected. The results showed that the level of global life satisfaction in this
sample of slum residents did not significantly differ from that of a representative sample of another large Indian city. In
terms of life-domain satisfaction, the slum residents were most satisfied with their social relationships and least
satisfied with their financial situation. This study supports previous findings showing that people living in slums tend to
report higher levels of life satisfaction than one might expect given the deprivation of objective circumstances of their
lives.
The researchers propose a few possibilities for why meaning has a stronger correlation with happiness for people with
less income. “It’s possible that financial constraints pose such practical and emotional strain that people are compelled
to try to make sense of their situation,” Aaker says. She notes other research that has found that “having negative or
challenging experiences and then being able to make sense of them is one route to experiencing life as meaningful.”
Aaker cautions that these findings should not be used to minimize or dismiss the real disadvantages that low-income
people and communities face. Instead, the paper provides additional context for future research and policymaking. “In
addition to improving basic conditions for lower-income people, policies should not neglect the importance of
meaning” in life, she says.
Students´ names

CLAIM
what is the author/speaker
trying to convince you of?

EVIDENCE
What evidence (facts,
statistics, real life
examples, reference to
authorities) is given to
support the claims?

ASSUMPTIONS
Are there any unproved or
unexamined beliefs used
to support his position?

CONCLUSION
What logical conclusions
did he arrive to in his
reasoning?
LESSON C

The Happiest Countries in the World

WARM UP

Which do you think is the top 3 happiest countries of the world? Why?

1.

2.

3.

LISTENING

Is Finland Really the Happiest Country in The World?

Instructions: Watch the video
https://www.youtube.com/watch?v=9FPU4F-Ajh8
and answer the questions below.
1. What are the positive and negative aspects of
living in Finland?

POSITIVE NEGATIVE

2. What do people from Finland think about their country being reported as one of
the happiest countries in the world?
 3. What are Frank Martella’s conclusions regarding this topic?

SPEAKING
CRITICAL THINKING
Instructions: Discuss the questions below with the partner next to you.

1-What is the stereotypical perception South American people have about quality
of life in European countries?

2-What is the stereotypical perception Europeans have about quality of life in

South American countries?

3-Are the wealthiest countries the happiest ones? Why? Why not?
 LESSON D

Identifying Main ideas

MAIN IDEAS

At the beginning of paragraphs. The first sentence often explains the subject being discussed in the passage.

In the concluding sentences of a paragraph, the main idea can be expressed as a summation of the information in the paragraph.

Are We a Happy Nation?

WARM UP
What do you consider are 3 key factors for a
country to be happy?

1.
2.
3.

READING
Instructions: Read each paragraph. Choose the main idea.

Since 2012, the United Nations (UN) has been publishing a list of the a. There are over 150 countries that are part of the
happiest countries in its annual World Happiness Report. Each year, a global economy.
team of economists, psychologists, health experts, and other professionals b. The UN publishes a report about happiness in
analyze and rank over 150 countries in terms of happiness. countries around the world.
c. Psychologists have been studying happiness for
the UN since 2012.
What’s the happiest country in the world? It might not be the country you a. The happiest country in the world
think. The United States has the largest economy in the world, but it ranks b. The world's largest economy
13th in terms of happiest countries for 2016. China, with the world’s c. The most unhappy country in the world
second largest economy, does not even make the UN’s top 50. In 2016,
Denmark was number one on the list.
Surprisingly, it may not be wealth that makes Denmark the happiest a. How wealth correlates to happiness in Denmark
country in the world. According to a ranking done by Global Finance, b. What makes Denmark the happiest country
Denmark was the 21st wealthiest country in 2015. So why is it number c. How Danish life expectancy contributes to
one on the UN’s list for happiness? The criteria used by the UN include
wealth, but the UN also uses five other factors to determine happiness: a happiness
healthy life expectancy, social support, freedom, generosity, and lack of
corruption. Denmark got its highest marks for healthy life expectancy. The
average Dane lives to be about 80 years old, but what's more important is
that elderly Danish people are in fairly good health.

As the statistics on happiness grow each year through the UN’s research, a. Happiness equality
they hope to have a better understanding of happiness. In 2016, they b. Economic equality
looked at the correlation between happiness and happiness equality. Just c. Distribution of happiness in Denmark
like with wealth, where there can be a big difference in the number of rich
and poor people, countries can have a big difference in the number of
happy people and unhappy people living in its borders. The UN
determined that when happiness is distributed more equally in a country,
people are happier in general.
The UN believes that happiness is an important factor in the quality of a. Working for the United Nations
human development. They feel that governments should pay more b. Development in poor countries
attention to how happy its citizens are. As more data is collected, trends c. Recommendations for the future
can be observed, and hopefully, all countries can learn from and become
as happy as Denmark.

The Reasons why Colombia is / isn´t a Happy Country

SPEAKING
Instructions: Discuss with your partner, the reasons why Colombia is / isn´t a happy country and
therefore a great / bad place to live in.
Student #1 Student #2
Colombia is a happy country Colombia isn´t a happy country
1-Social Connections: 1-Historical Conflict and
Colombia is known for its warm Violence:
social connections. Strong family Colombia has experienced a
ties, community bonds, and a culture prolonged period of internal
that places value on relationships
conflict involving guerrilla groups,
where people help each other, which
contributes to a sense of happiness and fulfilment.
2-Natural Beauty and Biodiversity:
Colombia has stunning natural
landscapes, including lush
rainforests, picturesque beaches, and
towering mountains. The country's
incredible biodiversity and diverse
ecosystems provide ample
opportunities for outdoor activities,
contributing to a high quality of life
and overall happiness.
3-Positive Outlook and Resilience:
Despite historical challenges,
including periods of conflict,
Colombians are often praised for
their resilience and positive outlook
on life. The ability to overcome
adversity and maintain a positive
attitude has played a role in the
country's overall sense of happiness.
4-Music, Dance, and Festivals:
Music and dance are integral parts
of Colombian culture. The country
is renowned for its lively festivals,
such as the Carnival of
Barranquilla and the Feria de Cali.
Engaging in music, dance, and festive celebrations contributes to a
joyful and celebratory atmosphere.
paramilitary forces, and drug cartels. Despite significant
improvements in recent years, the historical association with
violence has impacted the country's international image.
2-Economic Inequality:
While Colombia has a growing
economy, economic inequality remains
a challenge. Disparities in income
distribution and limited access to basic
resources contribute to social issues and
create difficulties for a significant
portion of the population.
3-Human Rights Concerns:
Colombia has faced human rights
challenges, including issues related
to violence against social leaders,
indigenous communities, and
political activists. Such concerns
contribute to international scrutiny
and negatively impact the country's reputation.
4-Drug Trafficking and Illegal Activities:
Colombia has been historically
associated with drug trafficking due
to the production and export of
illegal narcotics. The presence of
drug cartels has led to security
concerns and negatively influenced the perception of the
country on the global stage.

LESSON A

Global Population Growth

Introduction: HANS ROSLING is a professor of
International Health at the Karolinska Institute in Sweden.
He also co-founded Doctors Without Borders Sweden.
Rosling is known for the creative ways he presents
information about global health and economic issues.
Hans Rosling’s idea worth spreading is that if we want to
manage population growth, we must raise the income of
the world’s poorest billion people.

WARM UP
Introduction: Complete the sentences with the words
from the list. You will hear these words in the TED Talk.
 emerging economies developing world industrialized world

1. Developed countries that are part of the _____________________including Canada, Japan, and

Germany. These countries have advanced technology and highly developed economies.

2. Countries such as Brazil and India have ___________________; they once were part of the

developing world but are now increasing in wealth.

3. The ____________________________is a term that describes the type of economy in countries

such as Haiti and Laos. These countries have low levels of technological or economic resources.

LISTENING

Instructions: Watch the video https://youtu.be/fTznEIZRkLg and complete the tasks below.

1960
1. Instructions: Watch Part 1 of the TED Talk (from minute 0:00 to 2:06)
a. Complete the diagram below:

b. Which are the characteristics of the people in the blue box?

2010
 2. Instructions: Watch Part 2 of the TED Talk (from minute 2:06 to 4:25).
a. Complete the diagram below.

b. Which are the characteristics of the people in the developing world in 2010 in contrast with
1960?

c. Which are the characteristics of the people in the emerging economies?

2050

3.Instructions: Watch Part 3 of the TED Talk (from minute 4:25 to 6:23)

a. What is the condition for the emerging economies to be able to move forward economically by
2050 so their people will buy cars?

b. What will happen to the people in the developing world by 2050?

c. What is the only way to stop population growth?

4.Instructions: Watch Part 3 of the TED Talk (from minute 6:23 to 10:15)

Instructions: Look at the graph below showing the

relationship between family size and child survival. Then
complete the sentences.

a. Each bubble represents a ________________.

b. Each color represents a ________________.

c. With the pass of the time, with the family planning the
family size has _______________ in both the developing
world and the emerging economies.

d. Countries from the __________________ world have big families and poor child survival.

e. Improving child _____________ and helping people in the developing world to move on
economically are the best ways to stop population growth.
 LESSON B

Consequences of Overpopulation
WARM UP

Instructions: Discuss the following question with the partner next to you.

What are the possible consequences of overpopulation?

SPEAKING

Instructions: Explain why you think these could be the possible consequences of overpopulation.
Student #1 explains consequences 1,2,3 and 4 and student #2 explains consequences 5,6,7 and 8:

1 2 3 4

Student 1
 5 6 7
8

Student 2

WRITING (Critical Thinking)

Instructions: Write a short paragraph (around 100 words) where you propose viable solutions for
overpopulation. Share your paragraph in the chat.

LESSON C

Global Population Growth and its Implications

BUILDING VOCABULARY

Instructions: Match the words with their corresponding definitions.

stabilize The ability to conceive children

longevity Excessive dependence on or trust in someone or something

Fertility The action of using up a resource

expenditures Separate, disengage, or dissociate (something) from something else.

Consumption Make or become unlikely to change

decoupling An amount of money spent on something

Overreliance Long life

READING

Instructions: Read the text and

complete the table below.

Adapted
from:https://www.un.org/development/desa/pd/sites/www.un.org.development.desa.pd/files/undesa_pd_2022_policy_brief_population_growth.pdf

We are living in an era of unprecedented population growth. Since the middle of the twentieth
century, the world’s population has more than tripled in size, reaching almost 8 billion people in
2022. Projections by the United Nations suggest that the size of the global population could grow to
almost 11 billion by around 2100. However, the pace of global growth has slowed considerably
since around 1970, and the world’s population is expected to stabilize by the end of the century.
The unprecedented growth of the global population that has occurred since 1950 is the result of two
trends: on the one hand, the gradual increase in average human longevity due to widespread
improvements in public health, nutrition, personal hygiene and medicine, and on the other hand, the
persistence of high levels of fertility in many countries.

The world’s poorest countries have some of the fastest growing populations: the population of low-
income countries, located mostly in sub-Saharan Africa, is projected almost to double in size
between 2020 and 2050, accounting for most of the global increase expected by the end of the
century.

Sustained, rapid population growth adds to the challenge of achieving social and economic
development and magnifies the scale of the investments and effort required to ensure that no one is
left behind.

Rapid population growth makes it more difficult for low-income and lower-middle-income
countries to afford the increase in public expenditures on a per capita basis that is needed to
eradicate poverty, end hunger and malnutrition, and ensure universal access to health care,
education and other essential services.

Lack of autonomy and opportunity among women and girls can contribute to high fertility and rapid
population growth. Achieving the Sustainable Development Goals (SDGs) of the 2030 Agenda for
Sustainable Development, especially targets related to reproductive health, education and gender
equality, requires empowering individuals to make informed choices.

Today, millions of people around the globe, mostly in low-income and lower-middle-income
countries, lack access to the information and services needed to determine whether and when to
have children. In general, women with higher levels of education tend to have greater autonomy to
make these decisions compared to women with no education living in the same country.

Environmental damage often arises from economic processes that lead to higher standards of living
for the population, especially when the full social and environmental costs, such as damage from
pollution, are not factored into economic decisions about production and consumption.

Population growth amplifies such pressures by adding to total economic demand. However, the
countries that have been contributing the most to unsustainable patterns of production and
consumption are generally those where income per capita is high and the population is growing
slowly if at all, not those where income per capita is low and the population is growing rapidly.
Moving the global economy towards greater sustainability will require a progressive decoupling of
the growth in population and in economic activity from a further intensification of resource
extraction, waste generation and environmental damage. Limiting climate change and global
warming, for example, will require rapid progress in decoupling economic activity from the current
overreliance on fossil fuels.

Achieving sustainability, therefore, will depend critically on humanity’s capacity and willingness to
increase resource efficiency in consumption and production and to decouple economic growth from
 damage to the environment, with high-income and upper-middle-income countries taking
responsibility and leading by example.

Instructions: Complete the table based on the previous reading.

DESCRIPTION OF THE PROBLEM

CAUSES OF OVERPOPULATION

CONSEQUENCES OF OVERPOPULATION

POSSIBLE SOLUTIONS

VOCABULARY USE
Instructions. Complete the sentences using the words from the box.

stabilize – longevity – fertility – expenditures – consumption – decoupling – overreliance

1. Industrialized countries should reduce their energy ________________.

2. Societies need a progressive ____________________ of extractive economies. It is

definitely not sustainable.

3. Nowadays we have an ________________ on technology. The day it fails it will be a

disaster.

4. The economy was __________ once the interest rates were lowered. Now everything looks

normal.

5. Greater _____________rates are a measurement of good life quality in a society.

6. The _____________ on taxes for companies is too high. They can barely survive.

7. Anxiety and stress affect ______________ in both men and women. Having a stressful job

is not recommended for people who want to have a family.

 LESSON D

The Migration Phenomenon

Warm up
Instructions: Discuss the question below with the
person next to you.

What are the main causes of migration?

BUILDING VOCABULARY
Instructions: Match the words with their corresponding meanings.

famine - flee - grant - sovereignty – threat – vetting – tout - burden

Famine Agree to give or allow (something requested)

Flee The authority of a state to govern itself

Grant A statement of an intention to inflict pain, injury, damage, or other hostile

action on someone
Sovereignty Fostering or embracing

Threat Extreme hunger

Vetting A load, typically a heavy one

Tout Make a careful and critical examination of (something)

Burden Run away from a place or situation of danger

LISTENING
Instructions: Watch the following video: https://youtu.be/vwSOds50Afk and complete the task
below.
1. What are economic migrants?

2. What is the difference between a migrant and a refugee?

3. What are asylum seekers?

4. What are internally displaced persons?

5. What are some strategies countries like the US apply to protect their borders from
illegal immigrants?

6. What are the main arguments in favor of and against large scale immigration?

IN FAVOR AGAINST

LESSON A

Migration Phenomenon Analysis

SPEAKING TASK
 Instructions: In groups of 4-5 students, research about one recent migration processes of the world.
Choose one of the countries in the box. (Include graphs/props that help illustrate the concepts).
Then, make a 7 minutes’ presentation showing your findings.

Mexico, Venezuela, Ukraine, Cuba, Palestine

GROUP MEMBERS:
COUNTRY:
DESCRIPTION OF THE MIGRATION PHNOMENON

OPPOSING VIEWS AND SUPPORTING EVIDENCE

(Use statistics, real life examples and/or reference to authorities)

CAUSES

CONSEQUENCES

CONCLUSION AND POSSIBLE SOLUTIONS

RUBRIC: The following is the holistic rubric to assess your presentation:

Content X20 Visuals X10 Accuracy X10 Pronunciation X10

Description: A complete description of the Clear visual aids (graphs) and/or Uses general grammar Correct pronunciation while
phenomenon under study props help illustrate your ideas correctly presenting
Arguments: Clear positions
Evidence: Use statistics, real examples and reference
to authorities that support arguments
Conclusion: Strong concluding ideas

TOTAL

/50
LESSONS B

Introduction to Third Conditional

GRAMMAR

Third conditional is used to speculate about a situation that didn't happen in the past, and
to imagine the logical result of this situation.
 Instructions: Look at the structure of a sentence in third conditional.

If the government had invested more in city security, the criminals wouldn´t have attacked the girls

THIRD CONDITIONAL

Example:
Action in Action (modal +
If Subject Complement Complement
past perfect Subject present perfect)

If the government had invested more in city security the criminals wouldn´t have attacked the girls

Statement #2 is the logical result

Statement #1 is the speculation in the past

Si el gobierno hubiera invertido más en seguridad ciudadana, Los criminales no hubieran atacado a las niñas

Contractions used in Third Conditional

Instructions: Take a look at how to use contractions in the third conditional.

She would have invested more money… She would´ve invested…

If she had controlled the losses… If she´d controlled the losses…

He might have lost his money… He might´ve lost his money…

We could have done something different… We could´ve done something different…

Investors should have prevented this situation… Investors should´ve prevented this situation…

GRAMMAR – THIRD CONDITIONAL PRACTICE #1

Instructions: Complete the following statements using third conditional. Choose the correct option:

Condition in the past Logical result

If the governments had invested more in diseases a. Covid hadn´t killed so many people.
prevention, b. Covid wouldn´t have killed many people.
c. Covid didn´t kill so many people.

a. If China had implemented hard birth control China would have had a lot more population.
policies,
b. If China wouldn´t implemented hard birth control
policies,
 c. If China hadn´t implemented hard birth control
policies,
If Russia hadn´t invaded Ukraine,
a. If Chavez wouldn´t have ever been elected as
president,
b. If Chavez had never been elected as president,
c. If Chavez had been elected as president,
If world economies had had more political will,
Speculating about the Past
if….???
Student #1
Germany had won second world war II?
a. The world inflation had been more controlled now.
b. The world inflation would´ve been more controlled
now.
c. The world inflation would be more controlled now.
Venezuela would have been the first Latin American
economy
a. the global warming had decreased by now
b. the global warming would decrease by now
c. the global warming would´ve decreased by now
SPEAKING
Instructions: Ask and answer the following
questions to the partner next to you. Use third
conditional to speculate about the past.
What would´ve happened
Student #2
Petro hadn´t won the presidency?
Marijuana consumption had been legalized in Colombia? Scientists hadn´t found the covid vaccine?

Chavez had never been

You had been born in the US?
elected as president in Venezuela?

You hadn´t had the chance to study in the University? You had been rich?

LESSON C + LESSON D
Oral Presentations: Migration Phenomenon Analysis