And and And: I Think Talk Talk Talk

ITT I think and talk Teacher's Edition V
ITT I Think & Talk offers you an enjoyable, dynamic and creative
way to learn English through a wide variety of activities that
will help you develop language and life competences as well as
comprehension skills.
I think V
and talk
Teacher's Edition
ITT I Think & Talk will lead you to a better way of dealing with
concepts in English and integrate them with other subjects in
your curricula, because this series follows the English program
for Bachillerato Tecnolgico.
You will find illustrated dialogs, reading texts, listening and
writing activities that cover different and interesting topics
such as daily life experiences, history, science and technology
among others. There is an audio CD that includes all listening
activities to help you improve pronunciation and intonation in
the language. There are also, lots of opportunities to interact
with your classmates in and out of the room to learn, increase
and practice English in a realistic way!
Components in each level:
Students book with audio CD
Teachers Edition
9 786071 008589
N. 9585
9585 iTT SEMESTRE V Teachers Edition Cover.indd 1
2/10/15 10:07 AM
I think V
and talk
Teachers Edition
1. 9585_iTT_semestre V-U0 TE.indd 1
2/10/15 9:59 AM
E D
A D D
K E P
E
D C
A C
P C
C D
L
Francisco Vsquez Ponce

J. Francisco Ibarra Meza
Jean Denise Salazar Wolfe
Canda Machado Garza
Martha Berenice Hinojosa Rodrguez
Ivonne Carren Arredondo
Mario Estrada Paniagua
Francisco Ibarra Meza
Martha Berenice Hinojosa Rodrguez
A A
Guadalupe Snchez Cervantes
Shutterstock, Wikipedia
Francisco lvarez Miln
ITT I Think and Talk Teachers Edition V
Published by Editorial Esfinge, S. de R.L. de C.V.

Esfuerzo 18-A
Colonia Industrial Atoto
Naucalpan de Jurez Estado de Mxico, C.P. 53519
Adriana Dopazo Henderson
2015 Editorial Esfinge, S. de R.L. de C.V.
ISBN: 978-607-10-0858-9
No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise, without the prior permission of
the Publisher. Any person who does any unauthorized act in relation to
this publication may be liable to criminal prosecution and civil claims for
damages.
First edition: 2015
Every effort has been made to trace the copyright holders and we apologize
in advance for any unintentional omissions. We will be happy to insert the
appropriate acknowledgements in any subsequent editions.
Printed in Mexico
2/10/15 9:59 AM
To the teacher:
ITT V is the fifth course book in a five-level series for teenage
students of English, which complies with the Bachillerato
Tecnolgico syllabus.
Its main objective is to help students develop reading and writing
skills that will help them to understand different kinds of texts, analyze
them and synthesize their content at University level. By the end of the
semester students should be able to understand a wide variety of texts,
identify the main purpose, the main ideas, and the supporting ones. They
should also be able to deal with vocabulary and to summarize the
contents of a text. And even though the main focus is on reading and
writing skills, listening and speaking are also practiced daily.
We wish you a great semester and we are sure you will enjoy
teaching this book as much as seeing your students
think and talk in English in a natural way that will help
them open many doors for building a betterr
future.
The authors
iii
2/10/15 9:59 AM
ITT V Components
STUDENTS BOOK
UNITS
The book is divided into four units, each of which deals with science, technology,
economics and society. Each unit is divided into four lessons.
The Unit openers provide a list of the expected achievements and a picture that
reflects the main topic.
At the end of each unit there is a project plus self and co-evaluation pages, to help
students analyze their learning..
UNIT
Lesson 6
Technology
and Society
Achievements:
Identifies, orders and interprets ideas, data and
explicit and implicit concepts in a text, keeping in
mind the overall context.
Produces accurate texts considering
communicative intention and situation.
Expresses ideas and concepts in coherent
and creative written compositions including
clear introductions, development of ideas and
conclusions.
Identifies and interprets the main idea and
possible development of a spoken or written
message in a second language, using previous
knowledge, non-verbal elements and cultural
context.
Communicates in a foreign language using
coherent oral or written discourse according to
the situation.
Uses information and communications
technology to investigate, solve problems,
produce materials and transmit information.
LESSONS
85
84
Technology and Society
Each lesson deals with a different aspect of the

corresponding field. It also offers specific reading
strategies and types of texts which students will
work on throughout. The reading strategy and type
of text included in each lesson is found next to the
lesson number.
iv
The topic of each lesson is presented by a leadin activity with the purpose of introducing it to the
students and eliciting their prior knowledge. This
activity is followed by a text. Different pre-reading,
while reading and after reading techniques are used
to help students understand and fully comprehend
the contents of the text. These activities vary from
answering close and open questions, identifying main
and supporting ideas, to completing charts, tables and
mind maps, and drawing graphs.
Most of the techniques are explained to make students
aware of the specific skill they are practicing.
Hello friends!
Unit 3
Lesson
Strategies: Prediction,
Inference / Informative,
Instructive texts
Economics Basics
and answer:
1. Look at the picture
it related to?
What social science is
a) sociology
A
2. Match the words in
A
c) anthropology
b) economics
with their meaning in
B.
B
is used for a special purpose

an amount of money that
people to
a government requires
amounts of money that
by the
to pay for the things done
pay and that are used
government
to be used when needed
a supply of something
resource (n)
scarce (adj)
fund (n)
in order to
to put (money) to work
to a wo
an amount of money paid
he or sh
of hours, days, etc., that
Strategies: Scannin
g, Prediction / Informa
numbe
tive, Instructive texts
very small in amount or
wages (n)
invest (v)
taxes (n)
Lesson 6
Technology and
Communication
ics/
e.org.i n/department/econom
http://scbdegreecolleg
Lesson
sentences.
each of the words to make
Work in pairs. Use
in the order they are mention
t
number the topics
3. Read the text and
description of each resource
1.
final consideration
country
economics related to a
s and its basic
definition of economic
Look at the pictures

and complete the
sentence to express
have in common.
what all of them
What is economics?
60
its w
its resources to satisfy
of how a society uses
co
Economics is the study
d it, here are some basic
erstand
To understan
What does that mean?
decide how
d therefore, scarce. To
and
All resources are limited
basic things we must
needs.. Needs are the
to look at our wants and
Economics is the
do not need to survive.
u
you
things
the
all
is all the rest;
limit resources we have.
needs with the limited
They all show
satisfy our wants and
Economics and Finances
Write PC (person
al communication
) or MC (mass commu
each picture. Then
nication) under
add one from each
type above.
nication:
Personal commu
Mass communication
:
2. Read and complet
e this text about
communication
words in the box.
technologies with
computers
commu
speed
radio
nicate
satellite
What is commun
ication? Sending
and
receiving spoken,
written or visual
messages. It is the
basis of our lives.
Important technolo
gical advances
have taken place
in communication.
Communication technolo
gy transmits
information through
the use of electron
ic
devices and systems
, for example, the
telephone, the radio
and cable or satellite
TV. It has made
great advances in
recent years. Commu
nication technolo
gy
allows us to commun
icate over large
distances and has
become associat
ed with
telecommunication.
the
message
technology
Telecommunication
is the science and
technology of sending
information over
distance using electron
ic means, such
as; voices, music,
pictures, words,
or
computer data, and
it arrives almost
immediately. The
telephon
television, and compute e, radio,
r, change
information into
signals that are sent
over
long distances using
wires, or a fiberoptic cable or through
wireless media.
The message is
broadcasted through
. The
air, such as radio,
infrared, microwa
ve, or
satellite.
39
2/6/15 10:00 AM
Before beginning with the activities in the lesson, teachers should draw
students attention to the opening activity, have them look at the picture or
information, and ask the question(s) in the book to activate their schema.
Call on different volunteers to give their opinions. If possible have them
give a reason for their conclusions. Next, teachers call on a student to
read the instructions for the activity out loud, and check they understand
the activity, giving an example, if necessary, prior to students doing them.
Once they have finished, you can check their answers as a group, or have
the work in pairs or small groups to check their own answers.
Vocabulary activities focus on developing students ability to recognize
cognates, infer the meaning of new words based on the context, pictures,
etc., understand prefixes and suffixes, identify unknown words by reading
their meaning, classify words, and others.
Lesson 6
and
4. Read the text again
Telecommunication
INF
Sender
Receive
Yes
Light
pulses
wires
options.
5. Circle the correct
s / es.
plural form by adding
s x z zz make their
Nouns ending in ch sh
to make the plural form.
Most nouns add -s /-es
and valley, make the plural
followed by y, like boy
Nouns ending in a vowel
adding
by
form
form by adding -ies / -s.
plural
the
t followed by a y make
Nouns ending in a consonan
-ies / -s.
mediums /media.
Latin word medium is
The plural form of the
base.
/
basis
word bases, is
The singular form of the
for example;
make their plural form,
Some nouns change to
men.
Sing: man Plural mans/
/ children
Sing: child Plural childs
plural form.
has / does not have a
n
informatio
word
The
le noun.
It is a countable /an uncountab
le / both.
/ uncountab
The word light is countable
6. Complete the sentences

brackets.
with the singular or plural
are
1.
2. All the
a party. (light)
3. There were three
(woman)
form of the nouns in
the sweetest thing in the

in the house were on.
world. (baby)
They were having
on the corner
standing
in the fridge?
4. Is there any
of the street.
41
(milk)
was very useful

of physics and chemistry
5. His
(knowledge)
t. (kn
performing the experimen
when
ation
Technology and Communic
8. Listen
to part of
a biology
hear them
lesson and
. Track 2
number
the sent
ences in
1
the orde
DNA
r you
technolo
gy is the
study and
4
manipula
It has mad
tion of gene
e possible
tic material
treatments
pest
.
and the crea -resistant plants,
vacc
tion
ines, hear
of entirely
7 So
t attack
new orga
me peop
nisms.
le say it is
wrong and
5
dangerou
DNA tech
s to man
nology is
ipulate gene
used
symptom
s.
s start, even to help diagnose
genetic dise
before birth
2 It
ases befo
.
re the
has forensic
, environm
ental and
6
agricultur
It has
al applicati
been used
ons.
to create
insulin and
3
Clonin
human grow
g is mak
th
horm
ing multiple
one.
9. Read
, identical
what the
copies of
teacher
a gene.
words in
continue
the box.
s saying
Then liste
n and chec and complete
the blan
k. Track
ks with the
3
forensics
disasters
innocenc
e
procedur
es
dangerou
s
productio
DNA finge
n
rprinting
has been
inno
used in
cenc
e
fore
nsic
of a susp
s
and to iden
ect. It has
to confirm
tify the rem
also been
guilt or
It is also
used to dete
applied also ains of individua
rmine pate
ls killed in
productiv
to
rnity
ity. Agricultu environmental

disasters
work to
ral scientist
plants that
.
s have engi improve agricultur
resist dise
al
neered a
value. This
ase, incre
number
ase
manipula
of crop
productio
tion has
n
may crea
led to worr
and
te dang
nutrition
ies abou
erou
al
s
t potential
laborato
new path
dangers,
ry proc
ogen
as
edur
it
s. Because
es have
of this, very
10. Work
been crea
strict
in sma
ted to ensu
turns expr ll groups. Read
re safety.
the informa
essing fact
clarify und
tion abo
s
ut DNA tech
erstanding. you learned, in
your own
wrong or
answer your Have the rest
words, or nology and take
of the grou
asking ques
question
p either
s.
correct you tions to
if you are
So, some
plan ts now
pest s beca
use of DNA resis t some
tech nolog
y.
Wha t does
it mea n that
scien tists
eng ineer
crop plan
ts?
Lesson 1
Yes, that
s righ t.
It mea ns
they mod
ify their
DNA .
11
DNA
d find
n
line a
ws on
TV neLatest News
m ND
o
icle fr
Guided Media
TV
Electricity
Most of the lessons include a writing activity where students are asked
to summarize the main contents of a text. Students are given tools to
perform this, such as identifying the main topics or ideas, the supporting
ones, paraphrasing and identifying pros and cons listed in certain texts.
This activity can be done in class or set for homework, depending onLetime
4
sson
availability. If done in class, teachers should provide help if needed. Pair
correction is usually included to promote the exchange of opinions between
students and to give them the opportunity to make suggestions on how to
improve the text.
INF
Radio
Computers
Each lesson has at least one speaking activity where students are asked to
reflect on a certain topic and then express their personal opinions, based on
the text and on their own ideas. This activity is usually carried out in pairs or
small groups with the purpose of exchanging points of view and promoting
debate. After some minutes of pair or group discussion, teachers can ask
some pairs or groups to share their points of view with the rest of the class.
t New
Wireless
No
Telephone
The vocabulary activities are usually followed by a review of the main

grammar points learned in previous semesters. This is a good opportunity
for teachers to notice whether some grammar points need clarifying or
further practicing.
Lates
complete the flow chart.
Lesson 4
The last page of each lesson is

a section called Latest News
am
t
The n
n
e
e
m
g
and presents a short text about
l ele
enta
emica
A perc
f a ch
ame o
some recent news related to the
n
.
e
s
s
h
T
ion
f a ga
quest
ame o
ars lesson topic. It is followed by a
er the
M
w
n
The n
s
o
n
a
gen
le and
g Oxy
e artic
Makin
comprehension
activity and an oral
how
t
ead th
s
R
e
.
T
1
study
1
ion to
logy to
s
o
l
is
il
n
h
w
m
c
exchange
ofdopinions after reflecting
Te
on a
ment
ute of
instru
will fly
the Re
s Instit
by MIT
ly ontheme.
hat this on
t
t
t
t
d
n
the
Here, again teachers
e
e
d
e
s
p
e
r
c
r
u
lo
n
e
ch
ver cu
annou
nt dev
Massa
sity ro
ain pairs or groups to
A has
trume
io
4
S
s
m
1
r
A
u
in
0
s
can
invite
some
N
2
It
C
g
.
,
ll.
t 04
reatin
phere
e Mars
fuel ce
d
Augus
xygen-c artian atmos similar to th
ide an with the class.
everse their
a rshare
dioxideas
: An o
n
is
M
y
n
r
o
,
o
e
t
t
o
b
t
h
n
g
r
t
a
e
a
r
f
in
is art
can th
10. S
n
e of a
10. Scan this article from NDTV news online and find:
10. Scan
men
instru
The name of an instrument
A percentage
The name of a chemical element

The name of a gas
11. Read the article and answer the questions.
Massachusetts Institute of Technology to Test Making Oxygen on Mars

August 04, 2014
Washington: An oxygen-creating instrument developed by MIT will fly on a mission to study how
to make oxygen out of the Martian atmosphere. NASA has announced that this instrument will
accompany Mars 2020, a roving laboratory similar to the Mars Curiosity rover currently on the Red
Planet.
MOXIE, short for Mars Oxygen In situ Resource Utilization Experiment, is a reverse fuel cell. Its main
function is to consume electricity produced by a separate machine, combine it with carbon dioxide and
produce oxygen in Mars, where the atmosphere is 96 per cent carbon dioxide.
If it works on the Mars 2020 mission, a MOXIE-like system could later be used to produce oxygen on
a larger scale, both for human travelers and to provide liquid oxygen needed to burn the rocket fuel
for a return trip to Earth if the planet is determined habitable by humans.
http://www.ndtv.com/article/world/massachusetts-institute-of-technology-to-test-makingoxygen-on-mars-570451
1. What instrument did MIT invent?

2. When will it be used?
o
o
perim
with c
Wash
ing lab
en out
tion Ex , combine it
, a rov
e oxyg
on
Utiliza
e
e
in
c
to mak y Mars 2020
h
r
e
c
u
a
oxygen
id .
u Reso
n diox
rate m
oduce
pan
o
r
a
it
el
m
s
b
p
p
u
o
r
e
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o
c
a
s
In
t
t
c
c
a
a
used
cent
rocke
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ed by
.
rn the
96 per ould27later be
Mars O icity produc
u
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r
is
o
Planet
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fo
t
r
t
osphe
tem c
eeded
, shor
electr
ghe atm
ygen n
ike sys
MOXIE to consume
makin
here t
uid ox
OXIE-l
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3. How does it work?
4. Why can this instrument be useful later?
5. Is NASA interested in sending manned missions to Mars?
12. Work in small groups. After reading about Mars and Mars exploration answer
the questions.
Will it be possible to live on Mars sometime in the future? Why/ Why not?
Exploring Mars
ent did
h
1. W
trum
at ins
vent?
MIT in
2/6/15 10:00 AM
Following the four lessons of each unit, students are presented with several optional
projects to choose from. These projects are about different topics dealt with in the
previous four lessons.
PROJECTS
Students are required to work in teams, do some research and present information about
the topic they chose in any format they like.
Teachers should supervise the whole process, make suggestions and help students
throughout the different stages of the project.
At the end of the presentation there is
always a debate instance to exchange
opinions with the rest of the class and
to promote discussion of interesting or
controversial issues related to the topic.
PROJECT S Unit 2
Unit 2
Choose one of the
three projects:
Lessons 6 and 7
ATION
NSPORT
5
OF TRA
Lesson
MEANS
LOGY AND
ps.
cs:
rtation
TECHNO k in small grou
wing topi
Transpo
Wor
of the follo and Means of
ose one
logy
Cho
of Techno ion Nowadays
tion from
c
rtat
A History
informa
er
spo
scientifi
of Tran
can gath
, books,
Means
sider
arch, (you on the Internet
rese
you con
e
tion
les
som
informa
Do
s and artic
is easily
ose the
recent new etc.) and cho
the text
and
es,
it. Be sure mar, spelling
magazin
marize
.
ck gram
ded
ing. Sum
Che
nee
rest
inte
correct.
help if
of a
her for
ood and
the form consider
underst
your teac
class in
you
tion. Ask
tion to the other format
punctua
r informa
or any
ent you
a video
ut
Pres
ions abo
, a poster, ve.
ng
your opin
brochure
acti
ate amo
tion give
and attr
ote deb
presenta
suitable
of your
vity, to prom next step in
end
acti
the
of
k the
closing
At
you thin
cs as a
re means
the topi
What do
Will futu
energy?
smates.
will be?
rces of
your clas ion technology
wable sou
rtat
rene
spo
only
tran
use
/ Why not?
rtation
e? Why
transpo
be possibl
Could this
COMMUNIC
TECHNOLOGY AND COMMUNICATION
Work in small groups.
Write about this topic:
Advances in Telecommunications
Do some research (you can gather information from recent news and articles on the
y consider
magazines, etc.) and choose the information you
Internet, books, scientific magazines,
interesting. Summarize it. Be sure the text is easily understood and correct. Check
grammar, spelling and punctuation. Ask your teacher for help if needed.
brochure, a poster, a video or any
Present your information to the class in the form of a brochure,
other format you consider suitable and attractive.

express their opinions about
Promote a discussion among your classmates to express
communication and technology.
What new or improved means of communication do you think we could have in the future?
ea
How has fast communication made our lives easier?
What safety measures should we take? (think about exposure in social networks, hackers, etc.)
Here, the teachers role is very important as

a moderator to keep the focus of the debate
and organize it.
Lesson 8
CE
INTELLIGEN
ARTIFICIAL
s.
small group
ing topics:
Work in
one of the follow
and latest ones.
Choose
First robots
Robotics
Robots
news and
Evolution in
s related to
from recent
Legal Issue
information
and choose
Ethical and
can gather
zines, etc.)
research, (you
, scientific maga arize it. Be sure the
Do some
books
et,
Summ
the Intern
and
interesting.
articles on
ar, spelling
you consider
ation
Check gramm
the inform
and correct.
d.
r,
understood
for help if neede of a brochure, a poste
text is easily
er
teach
form
. Ask your
class in the
punctuation
attractive.
ation to the
suitable and
your inform
the advances
t you consider
Present
tions about
other forma
Will humans
n make predic
a video or any
ates.
ntatio
prese
your classm
us?
of your
to interact with so, how would they serve
At the end
take place,
If
?
will
be
this
think
robots
ent
you
feelings, could
to create intellig
If they have
ever be able
?
in any way?
dangerous
gs in the future
Could it be
there be cybor
? Why? Will
problematic
55
Projects
54
ication, and Artificial
Technology, Commun
Intelligence
Intel
SELF AND
CO-EVALUATIONS
There is a page for self-evaluation and another one for co-evaluation at the
end of each unit.
On the self-evaluation page there is a table with all the strategies practiced
in the unit.
Students are asked to think and grade their ability to perform each of the
tasks according to their own degree of achievement.
On the co-evaluation page there is a table with questions related to the unit
project.
Students are asked to answer these questions giving their own personal
opinion about different aspects of the project which range from the
availability of sources and resources to carry it out, to their teammates
performance and contributions as well as their own. Students are also
asked to grade their project and to make suggestions on certain aspects
they would like to improve in future ones.
vi
The second stage of the co-evaluation

is when students get together with their
project teammates to read, compare and
discuss their answers with the group.
After giving students a chance to discuss
their ideas, the teacher should elicit some
of the things they talked about.
Self-Evaluation
I CAN

Understand texts related

Identify the main topic
Infer the meaning of unknown

words using
the context and pictures.
of a text.
Identify the main and supporting

ideas in a
text.
Number instructions in
Use mind maps, charts

and tables to
organize and classify the
information in
a text.
Ask and answer questions

about a specific
topic.
their logical order.
Give personal opinions

about a
certain topic.
Summarize a text.
30
Science, science everywhere
Use the table below to

evaluate different aspects
of your project.
Write your own honest
answer to each question
on the left.
to science topics
Co-Evaluation
Use the table below to

self-evaluate your English
learning process.
After learning about humanity
advances in three scientific
fields,
Do you think your project

was
interesting?
Did you have enough sources
of
information?
Did you have enough
resources to present your
project? (materials used
in the
elaboration and presentation
)
Was it easy to divide tasks
while
working?
Are you satisfied with
your
performance or do you
think you
could have done better?
Why?
Who do you think made
important contribution
s to the
project?
Do you think the class
liked it?
Did you enjoy working

with your
team? Why/ Why not?
If you had to grade your
project (information, materials,
presentation, team work)
what
grade would you give it
from 1
(very poor) to 10 (excellent)?
What would you like to
change
or improve in your next
project?
Get together with your
project team.
Read each question aloud
and share and compare
your answers.
Discuss: Are all the evaluations
similar or are there many
differences?
31
Self-Evaluation & Co-Evaluatio
2/6/15 10:00 AM
STUDENTS BOOK
BACKMATTER
Reference Unit 1
Grammar
Verb be
Unit 1
Present tense
We use the verb be:
To say who we are:
To say what we are:
To say where we are:
To describe people:
:
To express nationalities
Grammar Reference section
Negative form
Affirmative form
There are four Grammar Reference sections, one for each unit. Each grammar
section has two pages. Here, the main grammar points are explained; tables are
sometimes included as well, to help students visualize information they want
to verify or clear up any doubts they may have. Before turning to the grammar
reference page, teachers should either write a sentence with the target structure
on the board, or ask a question and have a student answer using the target
structure. Write examples on the board, and elicit pertinent information from
students. Finally, have them analyze the information in the grammar reference
section and elicit more examples. Clear up any doubts. Students can access
this source of information at any moment they need to.
We are not (arent)

They are not (arent)
We are
They are
Answers
not.
Yes, you are. / No, youre
Am I kind?
Yes, I am. / No, Im not.
Are you a student?
he/she/it isnt.
Yes, he/she/it is./ No,
Is he /she/it at home?
Yes, we are. / No, we arent.
Are we late?
arent.
Yes, they are. / No, they
Are they teachers?
Questions
I am not (Im not)
You are not (arent)
He /She / It is not (isnt)
I am
You are
He/She/It is
I am Paul. She is Susan.

is an engineer.
They are students. He
We are at home.
She is in the classroom.
They are nice. I am tired.
French.
I am Mexican. You are
Interrogative form
verbs
Present tense Other
affirmative form.
she, it) adds an s in the
third
Third person singular (he,
negative statements in
to ask questions and make
The auxiliary does is used
Affirmative form
I play
You play
He/She/It plays
We play
They play
all other
person singular.
negative statements in
to ask questions and make
The auxiliary do is used
persons.
Interrogative form
Negative form
Answers
Questions
dont.
you
No,
do./
I dont play.
Yes, you
Do I play?
You dont play.
Yes, I do. / No, I dont.
Do you play?
he/she/
He/She/It doesnt play
Yes, he/she/it does. / No,
Does he/she/it
We dont play
it doesnt.
play?
They dont play
Yes, we do. / No, we dont.
Do we play?
dont
Yes, they do./ No, they
Do they play?
for specific
Wh questions
when, and how to ask
like what, where, who,
We use questions words
information.
verb be
Wh questions with the
Answers
Questions
Adriana.
is
My name
What is your name?
Im at school.
Where are you?
Its on February 9.
When is your birthday?
They are my cousins.
Who are they?
She is fine.
How is your aunt?
Wh questions with other
verbs.
Answers
They eat eucalyptus leaves.
I live on 29 Oak Street.
You have lunch at 2:00.
She calls her boyfriend.
go by bus.
We
e
clas
smatesgo?
of all kind
are runn
How do you
s (sex
ing a scho
, age, colo
about the
ol campaig
r of skin
actions you
, sex pref
n against
of discrimin
and your
erences,
discrimin
team wou
political
ation, cond
ation
ideas,
Reference
ld take (info
prom
uct
Grammar
ote resp
rm students etc.). Write
ect and toler surveys, give pres
entations
of real case
ance.
, hang post
s
ers, etc.)
to
Questions
What do koalas
Writing
Where do you live?
ac we have
itylunch?
When do tiv
Unit 4
You and
som Who does she call?
eat?
110
Writing section
There are four writing pages at the end of the book, one for each unit. On these
pages students are asked to develop a topic related to each field (science,
technology, economics and society). These writing pages can be used at any
moment the teacher deems appropriate.
As a final note, this series is Competence-based, every activity in the Students
Book offers scaffolding tools to help students build up self-confidence as they
work on becoming competent in English communication.
121
Writing Activ
ity
TEACHERS BOOK
This teachers book offers a brief explanation on what
the series offers, suggestions on how-to set up and
handle the different activities. You will also find overwritten answers to each activity, plus four unit tests
with their answer key
This component also includes two charts on pages
viii and ix which show the correlation between
Generic and Disciplinary competences required in the
Bachillerato Tecnologico Program which students
work on in Semesters I through IV giving them a
strong background to work on Reading strategies as
requiered in this level.
CLASS CD
A class audio CD with all the listening tracks in the
book is also available. The audio scripts are found in
the backmatter.
It is important for the teacher to guide and support
students throughout the semester, while at the same
time encouraging them to become more independent
learners by giving students the opportunity to help one
another first, before giving them answers.
We hope both, teachers and students enjoy working
with ITT V and that they find the topics are interesting
and foster reflective thinking.
Tests
Four photocopiable, multiple choice tests are included,
one for each unit. They can be used at the end of
each unit or at any other time the teacher considers
convenient. They assess students understanding of
the contents of the texts in each unit.
vii
2/6/15 10:00 AM
1.Formative aims
1.1. General aim of the subject
For students to be able to communicate in English as they develop reading, listening, writing, speaking and
1.2.Specific aims per course
1.2.1. English I aim
For students to be able to communicate in English, as they talk about themselves, their routines and
others.
1.2.2. English II aim
For students to be able to communicate in English as they talk about past experiences and activities
using the correct language structures.
1.2.3. English III aim
For students to be able to communicate in English and talk about their personal, academic and social
projects as well as the contributions they can bring to the social, scientific and technological fields.
1.2.4. English IV aim
For students to be able to communicate in English as they speak about the history and culture in their
hometown, their country and the world; besides understanding, valuing and proposing solutions to
different problems that arise in society.
1.2.5. English V aim
For students to read, understand, write, summarize and organize the information found in different
types of written texts in English regarding social, economical, scientific and technological advances of
humankind.
1.3.How is English related to other curricular subjects?
English supports all the other subjects in the curricula since learning it, allows students to access a world of
information, which is found in this target language. Therefore, it is possible for teachers of English to organize
cross-curricular projects among the different subjects that comprise the curricula. For example: English V with
Science, Technology, Society and Values in which students can research bibliography in English and present
findings in both languages; therefore, becoming competent in both areas (subjects) by doing one Project only.
Basic Disciplinary and Extended Competences

By learning English throughout the five semesters, the following competences can be developed:
Disciplinary Area
Communication
Basic Disciplinary Competences

1.
Identifies, orders and interprets ideas, data and explicit and implicit concepts in a text, keeping in
2.
Evaluates a text by comparing its contents to others based on previous and new knowledge.
3.
Raises suppositions about natural and cultural phenomena that take place in the immediate
surroundings based on research.
4.
Produces accurate texts considering communicative intention and situation.
5.
Expresses ideas and concepts in coherent and creative written compositions including clear
introductions, development of ideas and conclusions.
10. Identifies and interprets the main idea and possible development of a spoken or written message
in a second language, using previous knowledge, non-verbal elements and cultural context.
11. Communicates in a foreign language using coherent oral or written discourse according to the
situation.
12. Uses information and communications technology to investigate, solve problems, produce
materials and transmit information.
Extended Disciplinary Competences
viii
1.
Uses information included in different texts in order to guide interests according to the situation.
4.
Uses different types of texts to propose solutions to community problems applying the
discursive and the verbal or non-verbal structure as well as the audiovisual or graphic models.
8.
Values, analyzes and compares how means of communication influences ones culture, family
and community.
9.
Communicates messages in a second or foreign language paying attention to different

sociocultural contexts.
2/6/15 10:00 AM
Generic and Basic Disciplinary Competences

The following chart shows how Basic Disciplinary Competences for communication and Generic
Competences can interrelate at different points to help teachers identify daily-life situations in
which using and applying these competences will make the learning process of English easier,
more enjoyable and meaningful.
Generic Competences
Basic Disciplinary
Competences in
Communication
1
10 11
3. Chooses and has a healthy lifestyle.

Makes decisions by evaluating the consequences of different
habits of consumption and risky conducts.
4. Listens, interprets and communicates coherently according to
the context using the appropriate media, codes and tools.
Expresses ideas and concepts using linguistic, mathematic or
graphic representations.
Uses different communication strategies based on the situation,
context and desired results.
Can identify the main ideas in a text or oral presentation and can
come to a conclusion based on the information.
Can communicate in a second language in every day situations.
Can handle information and communication technology to obtain
information and express ideas.
5. Develops innovations and proposes solutions to problems
using established methods.
Can follow and reflect on instructions and procedures;
understand how each of the steps contributes to reaching the
final objective.
Orders information according to category, hierarchy and
relationships.
6. Supports a personal point of view on topics of interest and
general relevance, considering other points of view critically
and reflexively.
Structures ideas and arguments clearly and coherently.
7. Learns through own initiative and interest.
Identifies activities with a greater and lesser interest and
difficulty, acknowledging and controling own reactions towards
challenges and obstacles.
10. Maintains a respectful attitude towards other cultures and
beliefs, values, ideas and social practices.
Talks and learns from other peoples points of view and cultural
traditions by placing their own circumstances in a more ample
context.
ix
2/6/15 10:00 AM
SCOPE & SEQUENCE

UNIT 1 Science, Science everywhere
Lesson
Topic &
Vocabulary
Language
structures
Reading
strategies
Type of text
Lesson 1
DNA/
GENETICS
Existence
(there is, there
are) /Simple
Present Tense
Prediction,
Inference
Scientific,
Informative
Lesson 2
Energy
Simple
Present Tense
(interrogative)
Skimming,
Mind Maps
Informative
Lesson 3
Astronomy
Simple Present Scanning, Main

Tense
Idea
Informative,
Narrative
Lesson 4
Space
Exploration
Comparative
and superlative
adjectives
Narrative,
Descriptive
Charts
UNIT 2 Technology, Communication, and Artificial Intelligence

Reading
strategies
Type of text
Lesson 5
Prefixes and
suffixes / Parts
Technology and
of speech
transportation
(verb, noun,
adjective,
adverb)
Prefixes Suffixes
Instructive,
Informative
Lesson 6
Plural form
Technology and
of nouns
communication (countable and
uncountable)
Scanning,
Prediction
Informative,
Instructive
Lesson
Topic &
Vocabulary
Language
structures
Lesson 7
The Internet
Simple Past
Tense (regular,
irregular verbs)
Skimming,
Scanning
Informative
Lesson 8
Robotics
Pronouns
(object,
subject)
Skimming,
Inference
Informative,
Narrative
2/6/15 10:00 AM
UNIT 3 Economics and Finances

Topic &
Vocabulary
Language
structures
Reading
strategies
Type of text
Lesson 9
Economics
Necessity,
obligation and
prohibition
(have to, must) /
Recommendations
(should)
Prediction,
Inference
Informative,
Instructive
Lesson 10
Money
Present Perfect
Tense (for, since,
already, yet, just)
Prediction
Informative
Lesson 11
Banks
First Conditional
(possibility,
certainty)
Main Idea,
Scanning
Informative
International
Trade
Connectors
(moreover,
furthermore,
besides, also,
finally, such as,
on the other hand,
however, although,
despite)
Connectors
Informative
Lesson
Lesson 12
UNIT 4 Technology and Society

Lesson
Topic &
Vocabulary
Language
structures
Reading
strategies
Type of text
Lesson 13
Technology and
communication
Relative Pronouns
(who, which, that) /
Past Perfect Tense
Inference
Informative
Lesson 14
Human Rights
Passive Voice
(present, past)
Prediction
Informative
Lesson 15
Gender equality
Second Conditional
/ Third Conditional
Inference,
Prediction
Informative
Lesson 16
Cultural
globalization
Integration of
grammar
Inference,
Skimming
Informative
xi
2/6/15 10:00 AM
CONTENTS ITT V
To the teachers
iii
ITT V Components
iv
Generic and Disciplinary Competences
viii
Scope & Sequence
re
everywhe
ce, science
n
Unit 1 Scie
8
13
DNA
Lesson 1
Energy
Lesson 2
Astronomy
Lesson 3
ars
Exploring M
Lesson 4
nit 1
Projects U
ation
SelfEvalu
18
23
28
30
31
tion
Co-Evalua
Unit 2 Technology, Communication,

and Artificial Intelligence
32
Lesson 5 Technology and Means of Transportation
34
Lesson 6 Technology and Communication
39
Lesson 7 WWW
44
Lesson 8 Artificial Intelligence
49
Projects Unit 2
54
Self-Evaluation
56
Co-Evaluation
57
Unit 3 E
conomic
s
Lesson 9
Lesson 1
Lesson 1
Self-Eva
0 Money
and Fina
s Basic
nces
58
60
1 Banks
Lesson 1
Projects
Econom
ic
65
2 Intern
ation
Unit 3
luation
Co-Evalu
ation
al Trade
70
75
80
82
83
2/6/15 10:00 AM
Unit 4 T
echnolog
y
and S
ociety
3 Techn
ology an
d comm
Lesson 1
unication
4 Huma
n Rights
Lesson 1
5 Gende
r Equality
Lesson 1
6 Cultura
l Globaliz
ation
Projects
Unit 4 .
Self-Eva
luation
Co-Evalu
ation
Lesson 1
84
86
91
96
101
106
108
109
Test Unit 1
Test Unit 2
110
Grammar Reference Unit 2
112
114
116
Writing activity Unit 1
118
119
120
121
Audioscripts
122
127
129
Test Unit 3
131
Test Unit 4
133
Answer Key
135
2/6/15 10:00 AM
03/02/15 15:09
UNIT
Lesson 2
Science,
science
everywhere
Achievements:

Evaluates a text by comparing its contents to
others based on previous and new knowledge.
conclusions.
context.
the situation.
03/02/15 15:09
Unit 1
Lesson
Strategies: Prediction, Inference / Scientific, Informative text
DNA
1. Look at the picture and read the title of
the text. What do you think it is about?
Reading strategy
Predicting- Pictures,
titles and headings
help you make
predictions about the
content of a text
before reading it. This
activates your previous
knowledge and helps
you make connections
between new
information and what
you already know.
2. Read the text and check your prediction.
WHOWEARE
How are our physical characteristics determined? DNA does it. It stands
for deoxyribonucleic acid and it is an essential molecule for life. It contains
coded instructions for the cells. The code is given by the different letters of
the four nucleotides (A- adenine, T-thymine, C-cytosine, G- guanine) that
form DNA. Everything the cells in our bodies do is coded in DNA - which
ones should grow and when, which cells should die and when, which cells
should make hair and what color it should be. Within each string of DNA
there are sets of instructions called genes. A gene tells a cell how to make
a specific protein. Cells need proteins to perform certain functions, to
grow, and to survive.
Our DNA is inherited from our parents. We resemble our parents simply
because our bodies were formed using DNA inherited from them, but we
are never exactly like them. This is because about half our DNA comes
from our mother, and half comes from our father. Which pieces we get
is random, and each child gets a different subset of the parents DNA.
Siblings may have the same parents, but they do not have the same DNA
(except for identical twins).
DNA has the shape of a three-dimensional double helix. This was
discovered by American biologist James Watson and English physicist,
Francis Crick in 1953. On the outside of the double helix there is the
backbone which holds the DNA together. There are two sets of backbones
that twist together. It looks like a twisted ladder. Between the backbones
are the nucleotides represented by the letters A, T, C, and G. If all the DNA
molecules in your body were put end to end, they would reach the sun
and back over 600 times! A fascinating fact is that about 99.9 percent of
the DNA of every person on the planet is exactly the same. It is that 0.1
percent that makes us unique!
http://seqcore.brcf.med.umich.edu/doc/educ/dnapr/pg1.html,
http://www.ducksters.com/science/biology/dna.php
http://simple.wikipedia.org/wiki/DNA
03/02/15 15:09
Lesson 1
3.
Follow the instructions.

1 Underline all the words related to biology and chemistry that are similar to
those in Spanish in red. Notice how these words and your previous biology
and chemistry knowledge help you understand the text.
2 Underline other words not related to sciences and that are similar to
those in Spanish in blue.
3 Read the description of the shape of the DNA molecule in the last
paragraph. Notice how you can infer the meanings of the words
backbone, twist and twisted ladder just by looking at the picture in
1 without using a dictionary.
4 Look at other unknown words in the text and see if you can infer the
meaning by looking at the words that come before and after them and
by the context in which they appear.
4. Read these sentences from the text, look at the words in italics and circle
the correct options.
1. How are our physical characteristics determined? DNA does it.
It stands for deoxyribonucleic acid and it is an essential molecule for life.
The first it refers to:
a) DNA
b) the determination of physical characteristics
c) physical characteristics
The second it refers to:
a) molecule of life
b) physical characteristics
Reading strategy
Inferring the
meaning of words Our previous knowledge
about a topic can help
us infer the meaning
of new words. Also
the position of the
word in the sentence,
before or after other
words, can help us to
recognize what part
of speech it is (verb,
noun, adjective, etc.)
this, and the context
given by the sentence
containing that word,
can give us clues as
to what its meaning
might be. Pictures
can also be very
helpful.
c) DNA
2. We resemble our parents simply because our bodies were formed using the
DNA inherited from them.
Them refers to:
a) our bodies
b) our parents
c) DNA
3. DNA has the shape of a three-dimensional double helix. This was discovered
by American biologist James Watson and English physicist, Francis Crick in
1953.
This refers to:
a) DNA
b) James Watson
4. The words in italics in the previous sentences are all:

a) adjectives
b) pronouns
c) the shape of DNA
c) nouns
9
DNA
03/02/15 15:09
Unit 1
5. Complete the sentences with the correct pronouns.

they
1. Siblings may have the same parents, but
do not have exactly the
same DNA.
2. There are two sets of backbones that twist together.

looks like a
it
twisted ladder
they
3. If all the DNA molecules in your body were put end to end,
would
reach the sun and back over 600 times!
4. About 99.9 percent of the DNA of every person on the planet is exactly
it
the same.
is that 0.1 percent that makes
unique!
us
Find the sentences in the text to check your answers.

6. Underline the words that express the existence of something. Then complete the
statements below.
Within each string of DNA there are sets of instructions called genes.
On the outside of the double helix there is the backbone which holds DNA together.
to express that something exists or is in a
We use the words
there is
certain location.
there are
We use the words
to express that more than one thing exists or
is in a certain location.
7. Complete the sentences with the correct form of there is or there are
(affirmative, interrogative or negative).
Is there
1.
an explanation for the origin of life?
There are
2 .
an estimated 20,000 to 25,000 genes in our genome.
There is
3.
a copy of our entire DNA sequence in every cell of our
body with one exception:

DNA in our red blood cells.
There isnt
10
03/02/15 15:09
Lesson 1
8. Listen to part of a biology lesson and number the sentences in the order you
hear them. Track 2
1
DNA technology is the study and manipulation of genetic material.

4
It has made possible pest-resistant plants, vaccines, heart attack
treatments and the creation of entirely new organisms.
Some people say it is wrong and dangerous to manipulate genes.

5
DNA technology is used to help diagnose genetic diseases before the
symptoms start, even before birth.
It has forensic, environmental and agricultural applications.

6
It has been used to create insulin and human growth hormone.

3
Cloning is making multiple, identical copies of a gene.
9. Read what the teacher continues saying and complete the blanks with the
words in the box. Then listen and check. Track 3
forensics
innocence
dangerous
disasters
procedures
production
forensics
DNA fingerprinting has been used in
to confirm guilt or
innocence
of a suspect. It has also been used to determine paternity

disasters
and to identify the remains of individuals killed in
.
It is also applied also to environmental work to improve agricultural

productivity. Agricultural scientists have engineered a number of crop
production
plants that resist disease, increase
and nutritional
value. This manipulation has led to worries about potential dangers, as it
dangerous
may create
new pathogens. Because of this, very strict
procedures
laboratory
have been created to ensure safety.
10. Work in small groups. Read the information about DNA technology and take
turns expressing facts you learned, in your own words, or asking questions to
clarify understanding. Have the rest of the group either correct you if you are
wrong or answer your questions.
So, some plants now resist some

pests because of DNA technology.
Yes, thats right.
What does it mean that
scientists engineer crop plants?
11
It means they modify their DNA.
DNA
03/02/15 15:09
Unit 1
11. Read this text about GM foods and a recent piece of news and circle T (true) or F
(false).
Latest News
y
geneticall
debate on
c
li
b
u
p
a
is
in
oday, there ) organisms used
M
e or more
(G
n
d
o
ie
e
if
v
a
d
mo
nisms h
a
rg
o
M
ie
G
.
ec s) by
agriculture ps from another sp
nts are
a
h
r
M crop pla
G
genes (pe
y
a
d
o
T
eans.
pe, people
artificial m
ly. In Euro
p
p
s so
u
s
d
o
r fo
f GM crop
part of ou
e safety o
th
t
u
o
b
.
a
d
d
ibite
are worrie
s are proh
f GM food
o
ts
r
o
revolution
p
im
re the GM lling of GM
e
h
w
s
te
e
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urope, lab
In the Unit
r than in E
ople fear
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e
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e
q
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.
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te
a
has be
b
e
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ow being
ngerous to ar longa
d
e
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b
t
h
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rops mig
harm. The
that GM c
ecological
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e
a
s
r
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.
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r
unknow
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re
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h
er plants
ic
h
cts w
enes to oth
g
w
e
term effe
n
to
ir
y pass the en transfer. But up
plants ma
ll
any
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areas b
ither for o
e
in nearby
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ta
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is litt
l risks c
ta
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.
DNA
GM crops
pplication
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/.
m
2.co
www.bio1
June 16, 2015
vitamin A, which can

A GM banana, enriched with
y and blindness in
talit
mor
nt
dramatically reduce infa
Americans. It is being
children in Africa will be tried on
ts. This goes against
developed by Australian scientis
law that states that
an
medical research and Europe
with new food to
days
90
for
animals should be fed
consumed by humans.
test its toxicity, before it can be
go into commercial
Researchers plan this crop to
banana has orange
The
0.
production in Uganda by 202
content of beta
high
its
of
colored flesh because
the body into vitamin
carotene which is converted by
that the changing of
A. Opponents of GM food said
could have unknown
fs
nutrient levels in basic foodstuf
consequences.
tch said that too much
Dr. Helen Wallace from GeneWa
s and this would be a
beta carotene can be cancerou
in A deficient eat
problem if people who are not vitam
this crop.
p/news/
http://www.gmwatch.org/index.ph
n-rice-failed-focusarchive/2014/15499-after-gm-golde
switches-to-gm-banana
1. No genetically modified foods are allowed in Europe.
2. In the US there is a discussion about labelling GM foods.
3. Some people know for sure GM foods will be dangerous

in the long-term.
4. There is no evidence for or against risks of GM food.
5. Australians will try a new GM banana before African children do.
6. The banana is orange because of a substance added to it.
12. Reread the texts in this lesson about DNA, DNA technology and GM foods and
write five facts which are the most surprising or interesting to you. Then work in
pairs and exchange your texts to make comments about them.
Answers will vary.
12
03/02/15 15:10
Lesson 2
Lesson
Strategies: Skimming , Mind Maps / Informative text
Energy
1.
Match the pictures with the sources of energy.

a) solar
b) oil
c) hydropower
d) wind
e) coal
d
()
a
()
c
()
e
()
2.
b
()
Skim the text and write the subtitles in the correct places.
What are the sources of energy?
What is energy?
Which energy source is the best?
ENERGY
What is energy?
Everything we do and everything that happens in the universe involves

energy. No activity is possible without energy. It cannot be created or
destroyed, but can only be changed from one type to another. It comes
from many sources. The forms of energy are classified in two general
categories: potential and kinetic. Potential energy is energy stored in an
object, for example, elastic (as in a rubber band), chemical, mechanical,
nuclear, gravitational, and electrical are all stored energy. Kinetic energy
does the work, transforms the energy into light, heat, motion, and sound.
The process of changing energy from one form into another is called energy
transformation.
Reading strategy
Skimming This
strategy is useful
when you want to
get the general, basic
idea/s in a text
without concentrating
on details. You can
begin by reading only
the first sentence of
each paragraph, also
called topic sentence
because it gives you
the main idea of the
paragraph. If you do
not get the main idea
in the topic sentence,
then you may want to
skim more.
13
Energy
03/02/15 15:10
Unit 1
What are the sources of energy?
Primary energy sources Energy that is created directly from the actual
resource. It can be classified in two groups: nonrenewable or renewable.
Non-Renewable Energy Sources These sources have limited supplies. They
cannot be replenished again, in a short period of time. Examples include: oil
(petroleum), natural gas, coal and uranium (nuclear). Oil, natural gas and
coal are called fossil fuels because they have been formed from the organic
remains of prehistoric plants and animals.
Renewable Energy Sources These sources are constantly renewed, such
as the sun and wind. They can be replenished naturally in a short period
of time. Examples include: solar, wind, biomass and hydropower. Currently,
about 20% of the worlds electricity comes from renewable resources. There
is a global debate as to whether geothermal energy is a renewable or
nonrenewable source.
Secondary Energy Sources Energy that is converted from primary sources.
This form of energy is used to store, move, and deliver energy in an easily
usable form, for instance, electricity and hydrogen.
Reading strategy
Charts, tables and
mind maps. They
help us visualize and
organize information
in a clear, concise
way and summarize
the main aspects in
a text. In the case
of descriptive texts,
charts are useful
to list the main
characteristics of a
place, thing, etc.
What energy source is the best?
It depends. Scientists are still researching and testing many alternative

sources of energy. Not all energies are ready for mass consumption, so you
have to ask the right questions to find out which energy source does the
job. For example: Is it a renewable or nonrenewable source? What are the
operating costs? Can it be produced on a large scale? What is the cost to the
consumer? What impact will it have on the environment?
http://www.energy4me.org/energy-facts/energy-sources/
3. Read the first paragraph of the text, use your knowledge of physics and
complete the chart about energy transformation. Use the words in the box.
thermal (x2)
sound
mechanical
light (x2)
Energy Transformation
TV (electric energy)
Car (chemical
energy from fuel)
Flashlight (chemical
energy from battery)
energy +
light
mechanical energy
light energy
energy
sound
+ energy
thermal
14
Campfire (chemical
energy from wood)
thermal
energy
4. Read the second paragraph and and make a mind-map in your notebooks to
classify the energy sources.
03/02/15 15:10
Lesson 2
5. Study the questions in the third paragraph and circle the correct options.
To make Wh questions with the verb be we use the following pattern:
a) Wh word + verb (or noun) + noun (or verb) + complement
b) Wh word + is / are + noun + complement
c) Wh word + complement + noun + is / are
To make Yes / No questions with the verb be we use the following pattern:
a) Be + complement + pronoun
b) Be + pronoun (or noun) + complement
c) Be + noun + verb
6. Unscramble the words to make questions.
1. is /challenge / What /of / the 21st century / the?
What is the challenge of the 21st century?
2. ethanol / What / is? ?

What is ethanol?
3. from / it / Where / come / does?

Where does it come from?
4. of / pros and cons / solar and wind energy/ are / the / What?
What are the pros and cons of solar and wind energy?
5. have / does / advantages / What / natural gas?

What advantages does natural gas have?
7. Read the text and underline the answers to the questions in 6.
ENERGY Challenges
The challenge of the 21st century is to satisfy
the increasing demand for energy with clean,
renewable and inexpensive energy. Renewable
resources such as sunlight, wind and biomass
provide a source of sustainable energy. This
includes biofuels like ethanol, which is created
from crops like corn or sugarcane.
Wind and solar energy are nonpolluting, but
they have some problems. Wind blows where
and when it wants and the sun shines during
the day with different degrees of intensity
according to the various geographical areas.
The big question is how to transport this
energy from remote areas to big cities and how

to store energy generated during the day to be
used at night.
Another source of future alternative energy
may come from the worlds vast reserves of
natural gas. Natural gas is a cheap and clean
alternative to coal. It can be transported more
easily and releases less pollutants.
It is likely that meeting tomorrows energy
needs will require not just one but all of these
alternatives working together with traditional
fossil fuels.
http://www.energy4me.org/energy-facts/energy-challenges/
15
7. Work in pairs. Take turns asking each other more questions about the text.
Discuss what the main concern about renewable energies is.
Energy
03/02/15 15:10
Unit 1
8. Look at the materials needed to perform an experiment. Discuss in pairs what

the purpose of the experiment might be.
()
d
()
a
()
c
()
b
()
e
9. Match the pictures with the names of the materials.

a) copper wire
d) potatoes
b) alligator clip/wire units

e) low voltage LED clock
c) galvanized nails
10. Number the steps to perform the experiment. Then listen and check. Track 4
1 Remove the battery from the battery compartment of the clock and
check which way the positive (+) and the negative (-) points go.
6 Use another alligator clip to connect the nail in potato number two to the
negative (-) terminal in the clocks battery compartment.

4 Insert one short piece of the copper wire into each potato as far away
from the nail as possible.

2 Number the potatoes as one and two.
7 Use the third alligator clip to connect the nail in potato one to the copper
wire in potato two and set the clock!
5 Use one alligator clip to connect the copper wire in potato number one
to the positive (+) terminal in the clocks battery compartment.

3
Insert one nail in each potato.
11. Underline the correct objective of the experiment.
a) to prove that copper wires conduct electricity
b) to make a clock run on potato power
c) to prove that a clock needs a battery to work
12. Complete the explanation of the experiment with the words in the box.
energy
battery
nail
chemical
copper
A potato
is an electrochemical cell. In this cell,
battery
energy is transformed into electric energy by a spontaneous

chemical
electron transfer. The zinc in the
reacts with the
nail
wire. The potato acts as a sort of buffer between the zinc

copper
ions and the copper ions. Since it keeps them apart, the electron transfer takes
place over the copper wires of the circuit, which channels the
.
energy
16
03/02/15 15:10
Lesson 2
13. Work in pairs. Discuss and do research to find the answers to these
questions.
Can another vegetable or fruit be used in the experiment?
Lemon, orange, tomato, etc.
What component/s in the potato make it conduct electricity?

The charged particles from the acids in the potato.
How much voltage can be generated? Approximately 0.80V

14. Read the title of the article, skim the text and circle the main topic.
Latest News!
October, 2014
South Korea Plans Advanced Reactor To Burn Spent Nuclear Fuel

South Korea has a growing accumulation of spent nuclear fuel, and plans to build a reactor that will
recycle spent fuel to produce more electricity and less toxic waste.
This project will involve the construction of the Generation IV Sodium-Fast Reactor (SFR) in 2028.
South Korea has very little space to store spent fuel from the 44 reactors it has, but it cannot stop
using nuclear power because it does not have any other energy resources. It imports 97 percent of
energy resources from abroad, so nuclear energy is a must, not a choice in Korea. The Generation IV
reactor is safer and more environmentally friendly than previous models. It will reduce the amount of
spent fuel, decrease radiotoxicity, and increase waste disposal efficiency.
Korea will have less spent fuel, and the waste of radioisotopes from the SFR will remain radiotoxic for
less time (from 300, 000 years to 300 years).
http://www.forbes.com/sites/jeffmcmahon/2014/10/29/
south-korea-advances-reactor-to-burn-spent-nuclear-fuel/?ss=energy
a) Nuclear energy and its uses.

b) The building of a special device to recycle used-up fuel
c) South Koreas use of nuclear energy
15. Write questions for the following answers.
1. Why is South Korea planning to build a reactor
?
South Korea is planning to build a reactor to recycle spent fuel to produce
more electricity and less toxic waste.
2. What is the name of the reactor
Generation IV Sodium-Fast Reactor (SFR).
3. Can South Korea stop using nuclear power

No, South Korea cant stop using nuclear power because it doesnt have
other energy resources.
16. In pairs. Reread the three texts in this lesson. Write a summary using the
main points. Add subtitles. Write a draft. Watch your grammar, spelling and
punctuation. Switch texts, make comments and correct each others work.
Write the final version.
17
Energy
03/02/15 15:10
Unit 1
Lesson
Strategies: Scanning, Main Idea / Informative, Narrative texts
Astronomy
1. Look at the picture and complete
the word to name one of the oldest
natural sciences in the world.
Astr
o n
o my
Rea ding stra teg y

Sca nnin g This
stra tegy is used
to look for spec ific
info rma tion in a text ,
for exa mpl e, a date,
a time , a nam e, etc. ,
with out hav ing to read
the who le text . Wh en
sca nnin g you kno w
wha t you are look ing
for. It invo lves very
rapi d eye moveme nt up
and dow n a pag e to
find the info rma tion
you need .
2. Scan the text and find the following:

The name of a planet: Earth (or Uranus)
The name of a theory: Big Bang
The names of two astronomers: Possible answers: Any two of the following:
Aristarchus of Samos, Hipparchus, Ptolemy, Copernicus, Galileo Galilei, Johannes
Kepler. William Herschel
3. Read the text and circle True (T) or False (F).

Astronomy studies celestial objects. Some
of these are stars, galaxies, planets and
moons. It also studies phenomena from
outside the atmosphere of the Earth, like
supernovae explosions. Early civilizations
such as the Babylonian, Greek, Chinese,
Indian, Iranian and Mayan, observed the
night sky. They mapped the positions of
the stars and planets.
Scientific astronomy started with the
Babylonians and it has made very
important advances since then. The
Babylonians discovered that lunar eclipses
happened in a repeating cycle. After them,
the Greeks made important advances
18
too. In the 3rd century BC, Aristarchus of

In estimated the size and distance of the
Moon and the Sun, and proposed that the
Sun was the center of the solar system.
In the 2nd century BC, another Greek
astronomer, Hipparchus, invented the
earliest known astronomical device: the
astrolabe. In the 2nd century AD, Ptolemy,
a Greco-Egyptian astronomer stated that
Earth was the center of the solar system
with the Sun, Moon and stars rotating
around it, but during the Renaissance,
Nicolaus Copernicus confirmed what
Aristarchus of Samos had proposed:
that the sun was the center of the solar
03/02/15 15:10
Lesson 3
system. His work was expanded by Galileo

Galilei and Johannes Kepler. Galileo used
telescopes to make his observations. His
sketches and observations of the Moon
showed that the surface was mountainous.
After the Renaissance, in the 17th century,
Newtons law of gravitation explained the
movements of the planets. He also developed
the reflecting telescope. The astronomer
William Herschel discovered the planet Uranus
in 1781. In the 20th century the Milky Way
was recognized as a separate group of stars
and the expansion of the Universe was proved.
The advances in modern astronomy have

been amazing. Exotic objects such as
quasars, pulsars, black holes and neutron
stars have been discovered. The Big Bang
theory and the use of special technological
devices, like space telescopes, have also
contributed to make huge advances during the
20th century and the present time.
Still some questions remain unanswered, for
example: Is there other intelligent life in the
Universe? What caused the Universe to form?
What is the nature of dark matter and dark
energy? How did the first galaxies form? How
did supermassive black holes form?
http://en.wikipedia.org/wiki/Astronomy
1. Early civilizations located planets and stars.

2. Copernicus was the first astronomer to state
that the Sun is the center of the solar system.
3. The movements of the planets were explained
by Newtons reflecting telescope.
4. The Big Bang theory has helped astronomy to make progress.
5. There isnt anything we do not know about the Universe.
T
T
T
F
F
F
4. Read and underline the first sentence in each paragraph. Then circle the
correct options.
The first sentence in each paragraph expresses the main idea / details or
supporting ideas of the content of the paragraph.
The following sentences express the main idea / details or supporting
ideas of the idea in the first sentence.
5. Match the main idea in each paragraph on the left with the corresponding
supporting one on the right.
Supporting ideas
Main ideas
Astronomy studies celestial

objects.
Scientific astronomy
started with the Babylonians
and it has made very
important advances
since then.
Advances in modern
astronomy have been
amazing.
Still some questions

remain unanswered.
Quasars, pulsars, black holes

and neutron stars have been
discovered.
It also studies phenomena

from outside the atmosphere
of the Earth.
What caused the Universe to

form?
In the 2nd century BC,

another Greek astronomer,
Hipparchus, invented the
earliest known astronomical
device: the astrolabe.
Read ing strategy

Main and Supp ortin g
Ideas .
The main idea, also
called the central idea
or main point , is the
prim ary conce pt of a
text or para grap h. It
repre sents the essen tial
point expre ssed by the
auth or. The main idea
can be state d in a
sente nce. It is usua lly
reinforced by other
point s or deta ils whic h
suppo rt, comp lemen t
or exem plify the main
idea. Thes e are called
deta ils or suppo rting
ideas .
19
Astronomy
03/02/15 15:10
Unit 1
6. Underline the correct options.

1. The main idea of the whole text is
a) The lives of famous astronomers
b) Advances in astronomy
c) Modern astronomy.
2. The supporting ideas or details are from the following periods:
a) Early civilizations (Babylonian and Greek), Middle Ages, Renaissance and
18th century
b) Early civilizations, Renaissance, 17th and 18th centuries, 20th century and
the present..
c) Every historical period.
7. Complete the mind map with the main idea of the text and one supporting idea
from each historical period mentioned.
A supporting
idea from early
civilizations
Students own
choices
A supporting idea
from the Renaissance
Students own choices
Advanc
es
astrono in
my
A supporting idea from the

20th century Students own
choices
A supporting idea from the 17th
and/or 18th century. Students own
choices
20
03/02/15 15:10
Lesson 3
8. Read the following sentences from the text and underline the word/s used to
introduce an example.
Early civilizations such as the Babylonian, Greek, Chinese, Indian, Iranian and
Mayan observed the night sky.
The Big Bang theory and the use of special technological devices, like
space telescopes, have also contributed to make huge advances.
Still some questions remain unanswered, for example: Is there other intelligent
life in the universe?
9. Join each pair of sentences with the words in the box. Use each option only
once.
such as
for example
like
1. Astronomy studies celestial objects. Some of these are stars, galaxies,

planets and moons.
stars, galaxies,
Astronomy studies celestial objects
such as
planets and moons.
Reading strategy
Exemplification:
The purpose of
exemplification is to
add more information,
to explain, define or
illustrate a general
idea. Exemplification
provides support and
strong evidence to
prove the writers
statements. Usual
connectors to introduce
an example are: such
as, like, for instance,
for example, that is,
that is to say.
2. After them, the Greeks made important advances too. In the 3rd century BC,
Aristarchus of Samos estimated the size and distance to the Moon and the
Sun.
for example
After them, the Greeks made important advances too,
,
in the 3rd century BC, Aristarchus of Samos estimated the size and distance
to the Moon and the Sun.
3. The advances in modern astronomy have been amazing. Exotic objects

such as quasars, pulsars, black holes and neutron stars have been
discovered.
The advances in modern astronomy have been amazing,
the
like
discovery of exotic objects such as quasars, pulsars, black holes and
neutron stars.
9. Work in pairs. Read the text again and take turns mentioning false facts for
your partner to correct them.
Ptolemy stated that the Sun was

the center of the solar system.
No, he didnt. He stated that

Earth was the center
of the solar system.
21
Astronomy
03/02/15 15:10
Unit 1
Latest News
10. Skim this article about a scientific discovery and circle the best title.
a) What are sterile neutrinos?
b) Mysterious X-ray Signal Intrigues Astronomers
c) Characteristics of Dark Matter
June 24, 2014

A mysterious X-ray signal has been found in a
study of galaxy clusters using NASAs Chandra
X-ray Observatory and ESAs XMM-Newton. One
possibility is that the X-rays are produced by the
decay of sterile neutrinos. Some scientists have
proposed that sterile neutrinos may partially explain
dark matter.
Astronomers think dark matter constitutes 85%
of the matter in the Universe, but does not emit or
absorb light like normal matter such as protons,
neutrons and electrons that make up the familiar
elements observed in planets, stars, and galaxies.
Because of this, scientists must use indirect
methods to search for clues about dark matter.
They say they have to do a lot of work before they

can claim they have found sterile neutrinos, as there
may be other explanations if this X-ray emission line
is real. They state that even if the sterile neutrino
interpretation is correct, their detection does not
necessarily imply that all of dark matter is composed
of these particles. Their next step is to combine data
for a large number of galaxy clusters to see if they
find the same X-ray signal.
Scientists are very excited about the possibility of
having detected evidence for dark matter, although
this possibility must be confirmed with further
research.
http://science.nasa.gov/astrophysics/focus-areas/what-is-dark-energy/
11. Match the words on the left with their meanings on the right.
cluster
say that something is true
decay
a group of the same or similar

elements gathered together
neutrino
claim
a neutral subatomic particle

with extremely low mass
to change to a different form
by emitting radiation
12. Underline all the verbs in the simple present tense in the text.
13. Work in small groups. Discuss the article to check your understanding and
clarify ideas.
So, scientists have discovered an X-ray signal

in space and it could be because neutrinos
changed and emitted radiation.
But not all dark matter is

made of neutrinos.
22
Yes, and these neutrinos

could explain dark matter.
03/02/15 15:10
Lesson 4
Lesson
Competences: Charts / Narrative, Descriptive texts
Exploring Mars
1. Listen to a telephone conversation and complete the sentences. Track 5
Emily likes watching
.
Into Space
22
Friday
8:00
It is on Channel
every
at
.
Mars
Mars Missions
Tonight it is going to be about
and
.
2. Work in small groups. Look at the picture and write some facts you know
about Mars in the first column of the chart. Then write some questions about
things you would like to know in the second column.
What I know
What I would like

to know
What I learned
Students own ideas
Students own ideas
Students own ideas
Reading strategy
KWL chart: This
strategy is useful to
guide you in reading
and understanding
a text. It consists of
three stages: K stands
for what you already
know about a subject.
List things you know
about a topic before
reading. Brainstorm
as a background to
the new material.
W stands for what
you want the text
to answer you about
the topic, what you
want to learn. This
will help you focus
your attention while
reading. L stands for
what you learned
after reading. Check
the information you put
in that column against
what you wrote in the
W column.
23
Exploring Mars
03/02/15 15:10
Unit 1
3. Listen to the narrator of the documentary and complete the text. Then add some
facts in the third column of the chart. Track 6
Mars is the fourth planet from the Sun and the second
smallest planet in the Solar System, after Mercury. It is
often described as the Red Planet because the iron oxide
on its surface gives it a reddish appearance. Mars has
approximately half the diameter of Earth. It is less dense than
Earth, having about 15% of Earths volume and 11% of the
mass.
Mars is a terrestrial planet with a thin atmosphere, having
features that remind us of the craters of the Moon and the
volcanoes, valleys, deserts, and polar ice caps of Earth. The
rotational period and seasonal cycles of Mars are similar to
those of Earth. Mars is the site of Olympus Mons, the second
highest known mountain within the Solar System (the tallest
on a planet), and of Valles Marineris, one of the largest
canyons. The Borealis basin in the northern hemisphere
covers 40% of the planet. Mars has two moons, Phobos and
Deimos, which are small and irregularly shaped. In 2005,
radar data revealed the presence of large quantities of water
ice at the poles and at mid-latitudes. The Mars rover Spirit
sampled chemical compounds containing water molecules in
March 2007. The Phoenix lander directly sampled water ice
in shallow Martian soil on July 31, 2008.
http://en.wikipedia.org/wiki/Mars
4. Work in your groups. Discuss the information in the second column of the chart.
5. Complete the chart about Mars characteristics.
Location
Size
24
fourth planet from the Sun

second smallest planet in the Solar System
half the diameter of the Earth
Color
red
Volume
15% of Earths volume
Mass
11% of Earths mass
Atmosphere
thin
Outstanding
geographical features
Olympus Mons, Valles Marineris, Borealis basin
Moons
Phobos and Deimos
Presence of water
At the poles and mid latitudes
03/02/15 15:10
Lesson 4
6. Underline four superlative adjectives in the text. Then circle the correct
options.
To make the superlative form of short adjectives we add er / est .
To make the superlative form of long adjectives (for example: difficult) we add
the word most /more before the adjective.
To make the comparative form of short adjectives (for example: large) we add
er / est to the base adjective.
To make the comparative form of long adjectives (for example: beautiful) we
add the word most / more before the adjective.
7. Write the correct form of the adjectives in parentheses.
1. Mars atmosphere is
than Earths. (thin)
thinner
close
2. Venus is the
closest planet to Earth. (close)
3. Hard sciences are much

than soft sciences. (difficult)
more difficult
4. Jupiter is the
planet in the Solar System. (heavy)
heaviest
jobs in the
5. Working for the NASA must be one of the
most amazing
world. (amazing)
8. Read these sentences from the text and circle the verbs. Then underline the
correct options.
1. Mars is the fourth planet from the Sun.
2. The iron oxide on its surface gives it a reddish appearance.
3. Mars has two moons.
The three verbs are in the present / past tense.
They all express routines /general truths.
Verbs in the third person singular in the present tense add d / s at the end.
Third person singular of the verb be in the present tense is is /are
9. Read the text about Mars Missions and complete the chart.
Mars exploration can be divided into three stages.

The first missions called Flybys, only flew by Mars
taking pictures, like Mariner 3-4 and Mariner 6-7.
When NASAs technology grew, Orbiters were
sent to Mars. They orbit Mars for deeper and
longer studies; e.g. Viking 1-2, 2001 Mars
Odyssey and Mars Reconnaissance Orbiter.
The third stage is when NASA sent Landers and
Rovers to move on the surface of the planet.
Examples are Pathfinder, Mars Exploration Rovers /
Phoenix and Mars Science Laboratory.
The Mars Science Laboratory was launched in
November 2011 and set down a large mobile
laboratory, a rover called Curiosity on Mars
surface. Its objective is to explore the planets

habitability, study the geology and environment
and analyze rock and ground samples.
NASAs latest mission is an orbiter called MAVEN
(Mars Atmosphere and Volatile Evolution). It was
launched in November 2013 and entered orbit
around Mars in September 2014. It is the first
spacecraft to explore Martian upper atmosphere
to learn about climate changes, and why the planet
lost most of its atmosphere.
http://mars.nasa.gov/programmissions/missions/
25
Exploring Mars
03/02/15 15:10
Unit 1
MARS EXPLORATION
STAGE 1
STAGE 2
STAGE 3
Flybys
Orbiters
Landers and Rovers
Mariner 3 and 4
Viking 1
Pathfinder
Mariner 6 and 7
Viking 2
Mars Exploration Rovers
2001 Mars Odyssey
Phoenix
Mars Reconnaissance
Orbiter
Mars Science
Laboratory
Latest Missions
Mars Science Laboratory
Type of spacecraft
Name
Launch date:
Objective
Mars Atmosphere and

Volatile Evolution
Rover
Orbiter
Curiosity
MAVEN
November 2011
November 2013
To explore Marss
habitability
To understand climate
changes and know why
the planet lost most of
its atmosphere.
9. Study both charts. Work in groups of four. Divide the group into two (Mars team
and Mars Exploration team). Take turns looking at the corresponding charts and
asking the other team questions about it.
Mars team:
Mars Exploration team:
Where is Mars?
What color is it?
What is the name of the

latest orbiter sent to Mars?
When was it launched?
26
03/02/15 15:10
Lesson 4
Latest News
10. Scan this article from NDTV news online and find:
The name of an instrument
MOXIE
A percentage
96% carbon dioxide
The name of a chemical element
oxygen
The name of a gas
oxygen or carbon dioxide
Massachusetts Institute of Technology to Test Making Oxygen on Mars

August 04, 2014
Washington: An oxygen-creating instrument developed by MIT will fly on a mission to study how
to make oxygen out of the Martian atmosphere. NASA has announced that this instrument will
accompany Mars 2020, a roving laboratory similar to the Mars Curiosity rover currently on the Red
Planet.
MOXIE, short for Mars Oxygen In situ Resource Utilization Experiment, is a reverse fuel cell. Its main
function is to consume electricity produced by a separate machine, combine it with carbon dioxide and
produce oxygen in Mars, where the atmosphere is 96 per cent carbon dioxide.
If it works on the Mars 2020 mission, a MOXIE-like system could later be used to produce oxygen on
a larger scale, both for human travelers and to provide liquid oxygen needed to burn the rocket fuel
for a return trip to Earth if the planet is determined habitable by humans.
http://www.ndtv.com/article/world/massachusetts-institute-of-technology-to-test-makingoxygen-on-mars-570451
1. What instrument did MIT invent?

An instrument to create oxygen out of Martian atmosphere. It is called MOXIE.
2. When will it be used?

It will be used on the Mars 2020 mission.
3. How does it work?

It is a reverse fuel cell that consumes electricity, combines it with carbon dioxide and produces oxygen.
4. Why can this instrument be useful later?
Because it could produce oxygen for travelers and it could provide liquid oxygen to burn the rocket
fuel to bring it back to Earth.
5. Is NASA interested in sending manned missions to Mars?

Yes, it is.
12. Work in small groups. After reading about Mars and Mars exploration answer
the questions.
27
Will it be possible to live on Mars sometime in the future? Why/ Why not?
Exploring Mars
Dos globos de dilogo:
03/02/15 15:10
Unit 1
PROJECT S Unit 1
Choose one of the three projects:
Lesson 1
DNA
ps.
mall grou
topics:
Work in s
following
e
s
th
f
o
e
n
pplication
Choose o
ractical a
P
y
g
lo
no
.
cent
DNA tech
n from re
GM foods
o
:
e
ti
u
a
s
rm
Is
l
fo
r in
ines,
ersia
can gathe
fic magaz
A Controv
ti
u
n
o
ie
(y
c
,
s
h
,
s
rc
me resea
rnet, book
resting.
Do so
on the Inte
sider inte
s
n
o
le
c
ic
u
rt
o
a
y
news and
tood and
formation
ily unders
ose the in
s
o
a
h
e
c
is
d
t
n
x
a
e te
on. Your
etc.)
Be sure th
punctuati
.
d
it
n
e
a
z
g
ri
a
in
ll
Summ
mar, spe
heck gram
correct. C
form of a
u.
lass in the
an help yo
c
c
r
e
nsider
e
th
h
c
to
a
te
at you co
ation
rm
rm
fo
fo
r
e
in
r
th
u
o
nt yo
eo or any
Prese
oster, a vid
p
a
,
t the
re
u
h
broc
.
ions abou
e
in
v
p
ti
o
c
r
ra
u
tt
o
nd a
tion give y
ong your
suitable a
r presenta
ebate am
u
d
o
y
te
ral
f
o
o
m
d
ro
en
al and mo
y, to p
ic
it
v
th
ti
e
c
e
At the
a
lv
g
o
v
a closin
cations in
ers, if so,
topics as
any dang
DNA appli
h
re
ic
e
h
th
W
.
re
s
A
M foods?
classmate
K to eat G
O
is
It
?
s
issue
they?
what are
28
03/02/15 15:10
Lesson 2
ENERGY

Choose one of the following topics:
Renewable and Non-Renewable Sources of Energy- Pros and Cons
Energy for the Future.
Do some research (you can gather information from recent news and articles
on the Internet, books, scientific magazines, etc.) and choose the information
you consider interesting. Summarize it. Be sure the text is easily understood
and correct. Check grammar, spelling and punctuation. Your teacher can help
you.
Present your information to the class in the form of a brochure, a poster, a
video or any other format you consider suitable and attractive.
If you choose the topic, Energy for the Future, try to promote a discussion if
among your classmates to express their opinions about what they think will
happen in the future:
Will we run out of energy? Will non-renewable sources be possible to
implement on a large scale? etc.

Choose one of the following
topics:
Astronomy Now Latest Dis
coveries
Space Stations ISS and Tia
ngong 1
Present and Future Missions
to space
Do some research, (yo
u can gather information fro
m recent news
and articles on the Internet,
books, scientific magazine
s, etc.)
and choose the informatio
n you consider interesting.
Su
mmarize
it. Be sure the text is easily
understood and correct. Ch
eck
grammar, spelling and pun
ctuation. Your teacher can
help you.
Present your informatio
n to the class in the form of
a
brochure,
a poster, a video or any oth
er format you consider suitab
le and
attractive.
At the end of your presen
tation make predictions abo
ut
the advances you think wil
l take place, to interact with
your
classmates. Will there be mo
re space stations?
What do you think abo
ut UFOs? Do you think we
are the only
ones in the vast universe?
29
Projects
03/02/15 15:10
Self-Evaluation
Use the table below to self-evaluate your English learning process.

After learning about humanity advances in three scientific fields,
I CAN

Understand texts related to science topics
Identify the main topic of a text.
Infer the meaning of unknown words using

the context and pictures.
Identify the main and supporting ideas in a

text.
Number instructions in their logical order.
Use mind maps, charts and tables to

organize and classify the information in
a text.
Ask and answer questions about a specific

topic.
Give personal opinions about a

certain topic.
Summarize a text.

30
03/02/15 15:10
Co-Evaluation
Use the table below to evaluate different aspects of your project.

Write your own honest answer to each question on the left.
Do you think your project was

interesting?
Did you have enough sources of

information?
Did you have enough

resources to present your
project? (materials used in the
elaboration and presentation)
Was it easy to divide tasks while

working?
Are you satisfied with your

performance or do you think you
could have done better? Why?
Who do you think made

important contributions to the
project?
Do you think the class liked it?
Did you enjoy working with your

team? Why/ Why not?

presentation, team work) what
grade would you give it from 1
What would you like to change

or improve in your next project?
Get together with your project team.
Read each question aloud and share and compare your answers.
Discuss: Are all the evaluations similar or are there many differences?
31
Self-Evaluation & Co-Evaluation
03/02/15 15:11
32
03/02/15 15:14
UNIT
Technology,
Communication,
and Artificial
Intelligence
Lesson 6
Achievements:
Raises suppositions about natural and cultural
phenomena that take place in the immediate
conclusions.
the situation.
33
03/02/15 15:14
Unit 2
Lesson
Strategies: Prefixes - Suffixes / Instructive, Informative texts
Technology and Means of

Transportation
1. Listen to a conversation outside the school gates and check ( ) the correct
boxes in the chart. Track 7
on foot
by car
by bus
by bike
Jason
Lauren
Ken
Mary
Listen again and complete the sentences.

.
1. Jasons bike is a birthday present

2. Lauren would like to have a bike to feel more independent
3. Ken was running because he thought
he was late for school
4. Mary woke up late, but she arrived on time because she lives three blocks
away from school
Work in small groups. Discuss: How do you come to school? Would you like to
use a different means of transport? Why / Why not?
2. Look at the pictures, read some words from the text, and circle the title of the
article on the next page.
air traffic control
traffic lights
internal combustion engine
a) Transportation and
tourism
34
electric motors
b) Transportation and
technology
jet engine
c) Transportation and
commerce
Technology, Communication, and Artificial Intelligence
03/02/15 15:14
Lesson 5
3. Read the text to check your answer and find the following:
1. A general definition of transportation:
The movement of people, animals and goods from one place to another.
2. A definition of transportation related to technology:

Transportation depends on technology and technological advances are
important because they change transportation systems.
3. An example of the connection between transportation and communication.

Air traffic control, because it is required to know the location of aircrafts in the sky.
Railroads which run trains in two directions on a single track.
4. A technological invention from the Industrial Revolution period.

The steam engine / Railroad tracks.
5. A reason why automobiles stopped using steam engines.

Internal combustion engines were lighter and more efficient than steam ones.
6. An advance that allowed planes to fly faster and higher.

Piston engines.
Transportation is the movement of people, animals

and goods from one place to another.
All forms of transport depend on technology,
whether its the wheel, the jet engine, or the
computer chip. Transportation is not just
technology, but advances in technology are very
important in changing transportation systems.
Without them people would have been unable to
travel farther, explore more territory and expand
their influence over larger areas. In the same way,
transport and communication are closely related.
The growth in transport would be impossible
without communication, from railroads which run
trains in two directions on a single track, to air
traffic control which requires knowing the location
of aircrafts in the sky. So, the increase of one
generally leads to more of the other.
Until the 19th century, transportation was slow and
expensive, early vehicles were pulled by human
or animal power. But the Industrial Revolution
brought along a number of very important
technological inventions, for example, the steam
engine which powered locomotives and ships. This
greatly reduced traveling time. Engineers started

building bridges, tunnels and miles and miles of
railroad tracks.
In the first half of the 20th century, electric motors
and internal combustion engines powered boats,
trolleys, trains, automobiles and airplanes. On
the ocean, ships became more efficient as they
replaced coal for oil. At the beginning, automobiles
used steam and electricity as well as gasoline,
but soon they were all using gasoline, as internal
combustion engines were lighter and more
efficient that steam ones. In 1903 the Wright
brothers made the first airplane flight. In the
next fifty years advance in aeronautical design
and piston engines made it possible for pilots to
fly higher, faster and farther. The jet engine was
invented in the 1940s. Additional innovations
improved these inventions, for example, highway
engineers developed traffic lights, together with
other control systems to keep traffic moving.
But the following years were to bring yet more
spectacular changes.
Work in pairs. Discuss: What spectacular changes do you think the author
refers to?
35
Technology and Means of Transportation
03/02/15 15:14
Unit 2
5. Look at the prefixes in italics, their origins and their meanings. Then work in
pairs and form other words using the same prefixes. Some possible answers:
Rea ding stra teg y

Und erstand ing
pref ixes and
suf fix es Increas ing
your voca bula ry will
imp rove your read ing
com preh ensi on skill s.
Pref ixes and suff ixes
help you und erstand
the mea ning of
words, and kno win g
the root word help s
you dete rmi ne the
mea ning of unk now n
words in a text . Som e
suff ixes can tell you
wha t par t of spee ch
a word is. Othe rs can
help you iden tify the
verb tens e.
trans portation
(Lat: across, beyond)
tech nology
(Greek: skill, art)
un able
(Lat: not, opposite)
auto mobile
(Greek: self)
re placed
(Lat: back, again)
aero nautical
(Lat: air)
trans-
tech-
un-
im possible
(Lat: not)
im-
transatlantic
technological
unimportant
impolite
transform
technical
unnecessary
impatient
auto-
re-
aero-
autograph
recharge
aerobics
autobiography
reappear
aerodynamic
6. Work in pairs. Read the sentences below and write V (verb), VP (past
tense), N (noun), Adj (adjective), Com. Adj. (comparative adjective) or
Adv (adverb) next to each underlined word.
Forms of transportation (
N ) include air, rail, road, water, cable, pipeline and space.
V ) people and goods.
Ships transport (
All forms of transport depend on technology. (

N )
Technological (
Adj ) advances make transport more efficient.
Adj ) Revolution brought many inventions.
The Industrial (
N ) is continuously growing.
Mexicos automotive industry (
The steam engine greatly (

Adv ) reduced traveling time.
Adj ) innovation.
The jet engine was a great (
Highway engineers developed (

VP ) traffic lights.
Transportation makes commerce possible, which is important for the development
N ) of societies.
(
Com.
Adj ) and farther.

Piston engines made possible for pilots to fly higher, faster (
Adj ) trains.
China and Japan have very fast (
Complete the table writing what part of speech each suffix forms.
-ation
Part of
speech
noun
-ly
Part of
speech
36
adverb
- logy
noun
-ed
verb in past
tense
-ical
adjective
-ment
noun
-al
adjective
-er
comparative
adjective
03/02/15 15:15
Lesson 5
7. Read these statements and circle A if you agree or D if you disagree with
them. Then read the text and check your answers. Students own answers.
The Bullet Train is the fastest train in the world.
Nowadays some trains do not run on wheels.
Maglev trains can reach a speed of 700 km/h.
Aircrafts can fly without a pilot.
A
A
A
A
D
D
D
D
After World War II, the automobile became more popular. In the 1950s,
the introduction of containers to carry goods in freight transport allowed
for globalization. In the 1960s international air travel became much
more accessible, with the commercialization of the jet engine. In 1964 the
Shinkansen or Bullet Train in Japan, made faster rail transport possible,
it traveled at about 210 km/hour. Since the late 20th century, advanced
computer systems used in air traffic control, track thousands of flights per
day. They also help control trains and urban mass transit systems. Radar and
new navigational technologies have made ship travel safer.
Nowadays, Maglev trains use magnetic levitation instead of wheels and
they can reach a speed of about 500 km/hour! At the beginning of the
21st century, military aviation developed remotely operated or completely
autonomous vehicles. Engineers have created several unmanned aerial
vehicles (UAVs), and in October 2003 the first totally autonomous flight
across the Atlantic by a computer-controlled model aircraft took place.
Innovation continues today, and transportation researchers are working to
find new ways to reduce costs and increase efficiency. We do not know what
the future holds, but what is clear is that technology will continue to change
transportation and transportation will continue to change our lives.
http://amhistory.si.edu/onthemove/themes/story_50_1.html
8. Underline the prefixes and suffixes in the following words.

Prefixes:
international
unmanned
researchers
Suffixes:
controlled
commercialization
completely
navigational
9. Circle the verbs in these sentences from the text and complete the ones
below with the correct number.
1.
2.
3.
4.
After World War II, the automobile and airlines became more popular.
Maglev trains use magnetic levitation instead of wheels.
Engineers have created several unmanned aerial vehicles (UAVs).
Transportation researchers are working to find new ways to increase
efficiency.
5. In 1964 the Bullet Train in Japan traveled at about 210 km/hour.
In sentence
4
the verb is in the present continuous tense.
In sentence
2
the verb is in the present tense.
In sentence
1
the verb is in the simple past tense and it is an irregular

verb.
In sentence
5
the verb is in the simple past tense and it is a regular verb.
In sentence
3
the verb is in the present perfect tense.
37
Technology and Means of Transportation
03/02/15 15:15
Unit 2
Latest News
10. Read about electric cars and complete the chart below.
mobile that runs on

An electric vehicle (EV) is an auto
tric motors powered
electricity. It uses one or more elec
y are environmentally
by rechargeable battery packs. The
pollution although
e
caus
friendly because they do not
ty may emit
trici
elec
uces
prod
the power plant that
oth operation
smo
t,
quie
ide
prov
y
The
air pollutants.
e positive
thes
all
and strong acceleration. Despite
-200 miles
100
ut
abo
go
characteristics, they can only
arge
rech
full
a
and
ery
batt
before recharging the
packs are
ery
batt
e
Larg
rs.
hou
8
to
4
can take from
take up a lot of
expensive; they are also heavy and
are working on
ers
arch
vehicle space. However rese
ease driving range
incr
to
gies
nolo
improved battery tech
ht and cost, to make
and decrease recharging time, weig
EVs an attractive option for buyers.
/evtech.shtml
http://www.fueleconomy.gov/feg
Electric Cars June 16, 2015

A new battery that promises to
solve two of the biggest
problems about electric cars
- high prices and low
driving ranges could be available
in just over a year.
The lithium battery, can triple
the driving range of an
electric vehicle and lower its cost
s, say the US scientists
who developed it. This could have
a big impact on the
cost and performance of an elec
tric car, as this battery
is about 20% cheaper than the
present ones. It can also
store more than twice the energy
of conventional cells.
http://www.electric-vehiclenews
.com/2014/11/newbattery-could-be-killer-app-for.htm
l
Electric Cars
Advantages
Disadvantages
Environmentally friendly, quiet, smooth operation, and strong

acceleration.
They only go about 100-200 miles before recharging the
battery.
A full recharge takes from 4 to 8 hours.
Batteries are expensive, heavy and big.
Lithium battery. It can triple the driving range of electric cars.
Recently
Lower cost (20% cheaper than present ones)
Developed product
It can store more than twice the energy of conventional

battery.
11. Work in pairs. Discuss what the most important transportation inventions have
been throughout history. Say why you consider them to be the most important.
I think the jet engine was one

of the most important inventions
because we can fly.
I think electric cars are the best thing,

because we can stop using gasoline.
12. Re read the texts in this lesson again, and underline the information you consider
to be the most important. Write a summary under the title: Transportation and
Technology. Add any subtitles you think suitable. Work in pairs. Exchange texts
and make comments and /or suggestions to improve your classmates text.
38
03/02/15 15:15
Lesson 6
Strategies: Scanning, Prediction / Informative, Instructive texts
Lesson
Technology and
Communication
1. Look at the pictures and complete the sentence to express what all of them
have in common.
They all show means of communication.
Write PC (personal communication) or MC (mass communication) under

each picture. Then add one from each type above.
Personal communication: (Possible examples): a letter
Mass communication: the Internet
2. Read and complete this text about communication technologies with the
words in the box.
computers
speed
radio
communicate
satellite
What is communication? Sending and
receiving spoken, written or visual
messages. It is the basis of our lives.
Important technological advances
have taken place in communication.
Communication technology transmits
information through the use of electronic
devices and systems, for example, the
telephone, the radio and cable or satellite
TV. It has made great advances in
recent years. Communication technology
allows us to communicate over large
distances and has become associated with
telecommunication.
message
technology
Telecommunication is the science and

technology of sending information over
distance using electronic means, such
as; voices, music, pictures, words, or
computer data, and it arrives almost
immediately. The telephone, radio,
television, and computer, change
information into signals that are sent over
long distances using wires, or a fiberoptic cable or through wireless media.
The message is broadcasted through. The
air, such as radio, infrared, microwave, or
satellite.
39
Technology and Communication
03/02/15 15:15
Unit 2
An example of guided media is fiberOptic cable which uses high-speed

streams of light pulses from lasers or
LEDs (light-emitting diodes) that carry
information inside hair-thin strands of
glass called optical fibers, instead of the
traditional electrical form. One of the
main advantages of fiber optics is that it
can carry huge amounts of information at
extremely high speed.
An example of wireless media is the
communication satellite; an artificial satellite
which revolves around Earth. A large dish
sends TV, phone and radio signals. They
are amplified by the satellite, and then
sent to a receiving station. A satellite acts
as a bridge between different countries
in the world. It has become one of the
most powerful methods of communication.

Everything from phones to the Internet
to TV and radio can be used through
satellite communication. It is possible for
an individual to communicate with anyone
else, anywhere in the world, using
these devices. The latest GPS (General
Positioning System) can show a position
with pinpoint accuracy. One can ask for
directions from the system and it will show
the closest route to get there.
All these new communication technologies
such as computers and cell phones
that allow us to send emails, use social
networks, and use many software
applications play an important part in our
social life, and have changed the way we
communicate.
http://es.slideshare.net/mmahadeokar/technology-and-communication-23943170?related=1
http://what-when-how.com/data-communications-and
networking/communication-media-data-communications-and-networking/
3. Complete the sentences.

1. Radio, TV and telephone are all
transmit information.
electronic devices or systems
that
2. The technology that sends information at a distance is called telecommunication

.
3. Signals are sent through a guided media, such as cable or optical fiber or
wireless media
4. Examples of wireless media are

,
,
radio
satellite
and
.
infrared
microwave
5. Optical fiber uses high speed streams of light pulses from lasers or LEDs
instead of electricity to carry the information.
6. A communication satellite
the information received by
amplifies
TV, phones and radio signals before sending it back to earth.
40
03/02/15 15:15
Lesson 6
4. Read the text again and complete the flow chart.
radio
Telecommunication
infrared
Wireless
microwave
Telephone
INF
Sender
Radio
TV
No
satellite
INF
Guided Media
signals
Computers
Yes
Electricity
wires
Receive
Light
pulses
5. Circle the correct options.

Nouns ending in ch sh s x z zz make their plural form by adding s / es.
Most nouns add -s /-es to make the plural form.
Nouns ending in a vowel followed by y, like boy and valley, make the plural
form by adding -ies / -s.
Nouns ending in a consonant followed by a y make the plural form by adding
-ies / -s.
The plural form of the Latin word medium is mediums /media.
The singular form of the word bases, is basis / base.
Some nouns change to make their plural form, for example;
Sing: man Plural mans/ men.
Sing: child Plural childs / children
The word information has / does not have a plural form.
It is a countable /an uncountable noun.
The word light is countable / uncountable / both.
6. Complete the sentences with the singular or plural form of the nouns in
brackets.
Babies
1.
are the sweetest thing in the world. (baby)
2. All the
in the house were on. They were having
lights
a party. (light)
3. There were three
standing on the corner of the street.
women
(woman)
41
4. Is there any
in the fridge? (milk)
milk
5. His
of physics and chemistry was very useful when
knowledge
performing the experiment. (knowledge)
03/02/15 15:15
Unit 2
7. Listen to a phone conversation and complete the sentences. Track 8

Lucy lost Jimmys email address
Billy is now at a
coffee shop
He can check his email because he has a
smartphone
Jimmys email address is jimmybrown97@kells.com
.
.
Work in pairs. Discuss: What can smartphones do that other phones cannot?
Possible answer: A smartphone has an operating system and it is similar
to a computer.
8. Read the text and underline the words related to technology.
Smartphones
Smartphones are multi-functional cell phones that
have everything from a camera and web browser
to a high-density display. They have lots of storage
place, micro SD card slots to upgrade and a
touchscreen to access all its functions quickly and
easily.
Smartphones are equipped with powerful microprocessors, so users can access more than one
function simultaneously. They have advanced
operating systems that provide many functions
which can be improved with new software updates.
These updates are sent automatically through the
network or have to be downloaded manually.
Applications, commonly referred to as apps,

are pieces of software that can be downloaded to
enhance a smartphones functionality. There are
calendar and organizer apps, games and many others.
To download apps users can visit the online
software store available for their specific operating
system. Apps allow you to change the functionality
of your phone whenever you like. Choose a
smartphone and youll never be bored of your
phone again.
http://www.uswitch.com/mobiles/guides/what_are_
smartphones/
9. Answer the questions.

1. What is a smartphone? It is a multi-functional cell phone, with powerful
micro-processors
2. How can the user get software updates? They are sent automatically over the air
through the network or are downloaded manually.
3. What is an application or app? It is a specific piece of software that increases a

smartphones functionality.
4. How can users download applications? They can visit the online software store
for their specific operating system.
10. Work in small groups. Discuss: Students own answers.
42
Do you have a smartphone? Does your phone have many applications? Which
ones do you use the most? How do you feel about people who are always
checking information on their phones while interacting socially? Are you one of
them? What do you think smartphones in the future will be able to do?
2/5/15 12:14 PM
Lesson 6
Latest News
11 .Work in pairs. Look at the picture.
What do you think it is? What for?
12. Read about this device and check your answer.
Do you sleep well, or do you suffer from

insomnia? This little device may help you get
a good night sleep.
A company in San Francisco, USA)
presented a new device which will allow
people to wake up rested and in good
spirits because it helps you get a good night
sleep. This little glowing ball controls the
microclimate in your bedroom, watching the
phases of sleep and informs everything that
interferes with good sleeping.
The device has two parts; one is attached
to the pillow. The information is transmitted
via Bluetooth. Both parts of the device are
configured by the application Score Sleep,

which is compatible with smartphones
based on Android and iOS. This app tells
the user how well he or she slept, and what
prevented him or her from sleeping.
The device collects information such as
noises that may awaken the person including
his or her own snoring! It also detects
allergenic particles in the air, determines the
amount of light in the room, and identifies
the sleep phase. No buttons needed. Placing
your hand over it will turn it on or off. If the
conditions in the room are good, the small
ball will emit a green light.
13. Work in pairs and discuss:

Do you think the device is useful?
Would you buy it? Why /Why not?
Do you know anyone who might benefit from this technology?
14. Work in small groups. Give your opinions about the following:
How has communication technology helped humanity? Think of when

television, radio and cell phones did not exist.
Possible answer: people can communicate in many more ways and more
frequently than before. People get instant information of what is happening
in the world.
Communication technology advances at a very quick pace. What inventions

related to communication do you think or would you like to take place in the
near future?
Students own answers.
43
03/02/15 15:15
Unit 2
Lesson
Strategies: Skimming, Scanning / Informative text
WWW
1. Look at the picture and circle the correct options.
What does WWW stand for?
a) The Internet
b) World Wide Work
c) World Wide Web
How old is it?
a) More than ten years old
b) More than twenty years old
c) More than thirty years old
2. Scan the text to check your answers. Then, skim the text and write the titles of
the paragraphs in the correct places.
Growth of the Web
The WWW today

The invention of the Web
First browser, search engines and sites
The World Wide Web (WWW or simply the Web) is a global information medium
which users can access via through the Internet. It is not a synonym for the Internet.
The Web is a service that operates over the Internet. The Internet is older than the
World Wide Web.
The Invention of the Web
In 1980, when British Engineer, Tim Berners-Lee was working at the European
Organization for Nuclear Research (CERN) in Switzerland, he built a software
project called ENQUIRE. This program linked computer information points.
In 1983 the Domain Name System (DNS) was invented. For example: .gov, .edu,
.com, .mil, .org and .net.
In 1989 Tim Berners-Lee invented the World Wide Web, HTML, and a text browser.
The first web page was http://info.cern.ch/hypertext/WWW/TheProject.html
Growth of the Web
On August 6, 1991, the web became a publicly available service on the Internet.
By the end of that year, the first web server outside Europe and the first in North
America was created.
The first users of the World Wide Web were university scientific departments or
physics laboratories. By January 1993 there were fifty Web servers across the
world; by October 1993 there were over five hundred. In September 1994, Berners-
44
03/02/15 15:15
Lesson 7
Lee founded the World Wide Web Consortium (W3C) at the Massachusetts
Institute of Technology to create standards and recommendations to improve the
quality of the Web. Berners-Lee made the Web available freely, with no patent
and no royalties due. By that year, two million computers were connected to the
Internet used mostly by academics, scientists, and researchers. Also, in 1994,
The University of North Carolina college station WXYC became the first radio
station in the world to broadcast its signal over the Internet.
First browser, search engines and sites
In 1995 Amazon.com bookstore appeared. In 1996 Microsoft browser, Internet

Explorer, appeared. Hotmail was the first Web e-mail site. By 1997 the Web
had one million sites. Blogging started that year. In 1998, search engine Google
opened and answered 10,000 search queries per day. By 2006, it answered
400 million queries per day.
The WWW today
We use the Internet and the WWW to keep in contact with loved ones across the
world, to search for jobs, to research, to learn, to communicate and to work. It
has changed the way we communicate and get information, and has become the
most important source of information and communication in the present world.
http://www2.uncp.edu/home/acurtis/Courses/ResourcesForCourses/WebHistory.html
http://en.wikipedia.org/wiki/History_of_the_World_Wide_Web
3. Circle T (true) or F (false). If false, write the correct information.

1. The WWW is the same as the Internet.
The Web is a service that operates over the Internet. The Internet is older than the Web
2. The DNS is expressed by some letters at the end of each webpage. T
3. By October 1993, there were five hundred web servers in the world. T
There were more than five hundred servers in the world.
4. At the beginning, Tim Berners-Lee charged for the use of the Web. T
5. Search engine Google had a huge increase of users over the years. T
He never charged for the use of the Web. It has always been free.
4. Match the words with their similar meanings. Then write the part of speech
each word is (n= noun, v= verb) between brackets, as in the example.
Paragraph 1
operates
b ( v )
Paragraph 2
linked
v
d ()
b) functions
Paragraph 3
improve
v
e ()
c) investigate
Paragraph 4
queries
n
a ()
d) connected
Paragraph 5
research
c ()
v
a) requests for information
45
e) better
WWW
03/02/15 15:15
Unit 2
5. Complete the time line with information from the text. Choose one event for each
year.
1980
1983
Tim Berners-Lee
invented the World
Wide Web, HTLM
and a text browser
1991
The Web became a

publicly available
service or
The first web server
outside Europe and
the first in North
America was created.
1989
The Domain Name

System was
invented.
1994
Tim Berners-Lee built ENQUIRE,

a software project that linked
computer information points.
1996
Berners-Lee founded
the World Wide Web
Consortium (W3C) at the
Massachusetts Institute
of Technology or Two
million computers were
connected to the Internet
1998
Internet Explorer
appeared.
Search engine
Google appeared.
6. Write one sentence from the text, with each of the verb tenses below.
Simple Past (verb be) (
One of the following
):
The first users of the
World Wide Web were university scientific departments, / By January 1993 there
were fifty Web servers across the world; by October 1993 there were over five
hundred / Hotmail was the first Web e-mail site, / The first web page was http://info.
cern.ch/hypertext/WWW/TheProject.html
Simple Past (regular verb) (
): This program linked
computer information points, / In 1989 Tim Berners-Lee invented the World Wide
Web, / In September 1994, Berners-Lee founded the World Wide Web Consortium
(W3C) at the Massachusetts Institute of Technology, / In 1995 Amazon.com
bookstore appeared, / In 1996 Microsoft browser, Internet Explorer, appeared, /
Blogging started that year, / In 1998, search engine Google opened and answered
10,000 search queries per day, / By 2006, it answered 400 million queries per day.
Simple Past (irregular verb) (
): He built a software
project called ENQUIRE./ On August 6, 1991, the web became a publicly available
service on the Internet. / Berners-Lee made the Web available freely, with no patent
and no royalties due./ In 1994, The University of North Carolina college station WXYC
became the first radio station in the world to broadcast its signal over the Internet.
Past Continuous:
In 1980, when British Engineer, Tim Berners-Lee was working
at the European Organization for Nuclear Research (CERN) in Switzerland, he built a
46
software project called ENQUIRE.
03/02/15 15:15
Lesson 7
Circle the correct options.

We use the past tense for finished /ongoing actions that happened at an
indefinite moment /a specific moment in the past.
Were / Was is the past tense of the verb be for the second person singular
(you) and all the plural forms.
Were / Was is the past tense of the verb be for the first and third person singular.
Irregular / Regular verbs form the past tense adding ed to the base verb.
We use the past continuous tense to express ongoing actions in the present / past.
We form the past continuous with the verb be in the past + the ing / -ed form
of the verb.
6. Complete the sentences with the correct form of the verbs (simple past or
past continuous).
became
1. In 2006, Google
(become) the most popular search
engine.
2. There
(not be) many websites before 1996.
werent
3. My aunt Mary
(not be) the first person in my family to
wasnt
have Internet access at home.
was watching
4. Tom
(watch) a video on the web while Jennifer
was checking
(check) emails on her tablet.

did
5. I
(do) some research on the Web to write the school
assignment.
7. Underline the words some and any in these two sentences.

Some university scientists were the first ones to use the Web. Before
September, 1994 there werent any recommendations or standards to improve
the Web.
some
We use the word
with countable and uncountable nouns in
affirmative sentences.
We use the word

with countable and uncountable nouns in
any
negative and interrogative sentences.
8.
Listen to the conversation and match each person with his / her main uses
of the Web. Track 9
a)to interact in social networks
b)to search for information
c)to watch videos
d)to talk to friends and relatives
e)to play games
James:
b ,
d and
e
a
Emma:
c and
e
Mark:
47
9. Work in groups of three. Discuss the activities you do on the Web. Have a
class vote on the most popular ones.
WWW
03/02/15 15:15
Unit 2
Latest News
10. Look at these two news items on the WWW and match them with their topics.
The safe use of an email account
The opinion of someone about the WWW
A March 14, 2014
The WWW turns 25!
If your Gmail account got hacked, blame your

friends.
You are 36 times more likely to be hacked, if your
contacts accounts have been hacked, according to a
study released this week by Google.
Dont ever email your username or password -anywhere. And always check the Internet address
in the URL above to ensure youre at the actual
Gmail site.
Once hackers have your login credentials, they
change your password to lock you out.
Sign up for account alerts on your phone or a
backup email. And move fast.
Since1989, when the Web became available to the public, more and
more people use it as a helpful tool. But Tim Berners- Lee, the father
of the Web, wishes more people could have access to the Web, and
that the total percentage should be 90 and not 25 % of the worlds
population as it is nowadays. He thinks the greatest barriers to wider
usage of the Web are lack of connectivity, lack of devices, and high
connectivity prices. He is worried about governments who try to
control the flow of information through the Web. So now he repeats
what he tweeted at the 2012 Summer Olympics opening ceremony, in
London referring to the Web: This is for everyone.
http://edition.cnn.com/2014/03/12/tech/web/tim-berners-lee-web
freedom/index.html?iid=article_sidebar
November 7, 2014
http://money.cnn.com/2014/11/07/technology/
security/gmail-account-stolen/index.html
11. Answer.
1. Why is the percentage of people with access to the web still so low?
Because there is lack of connectivity in some places, lack of devices in others
and high connectivity prices.
2. What tips does the article give to avoid your Gmail account being hacked?
Not to email usernames or passwords and to check the Internet address
in the URL above.
12. Work in small groups. Discuss the possible advantages and disadvantages of
the use of the Web. Use some of the ideas below, and /or your own.
Advantages
Lots of information
Easy and quick way to get in
touch with people
Loads of entertainment
48
Disadvantages
Too much information (sometimes

it is difficult to know what is true
and what is not)
Less personal interaction
Too much time in front of
computer instead of socializing
03/02/15 15:15
Lesson 8
Lesson
Strategies: Skimming, Inference / Informative, Narrative texts
Artificial Intelligence
1. Work in groups. Name three movies where robots play a role.
Students own answers
Answer: What role do they play? Check the correct boxes.

a servant
a comrade
a murderer
a boy with human emotions
a conqueror
other
2. Skim the text about Artificial Intelligence (AI) and match the topics below to
each paragraph.
What the challenges are in AI
What scientists predict
What AI is
3
What robots are able to do

4
1Artificial intelligence (AI) can be defined as a recreation

of the human thought process - a man-made machine
with our intellectual abilities. It is one of the most exciting
fields in robotics and the most controversial one: There is
no consensus on whether a robot can ever be intelligent.
This means having the ability to learn just about anything,
to reason, to use language and to formulate original ideas.
2Roboticists are not near achieving this level of artificial
intelligence, but they have made a lot of progress with
more limited AI. Todays AI machines can replicate some
specific elements of intellectual ability. Computers can
already solve problems in limited areas. The AI robot or
computer gathers facts about a situation, compares it
to stored data and decides what the information means.
It then predicts which action will be most successful
from several possible ones, but it can only solve specific
problems. It doesnt have any generalized analytical
ability. Chess computers are one example of this kind of
machine. Some robots have the ability to learn in a limited
capacity; they recognize if a certain action achieved
a desired result so that next time it faces the same
situation acts accordingly. Some robots can interact
socially. Kismet, a robot at MITs Artificial Intelligence Lab,

recognizes human body language and voice inflection
and responds appropriately.
3The real challenge of AI is to understand how natural
intelligence works. We think and learn by establishing
electrical connections between billions of neurons in
our brain. But we dont know exactly how all of these
connections add up to higher reasoning, or even low-level
operations. Some scientists focus on humanoid robots
because they feel that being able to experience
the world like a human is essential to developing
human-like intelligence.
4A number of experts predict that robotic evolution
will ultimately turn us into cyborgs -- humans integrated
with machines, so that people in the future could load
their minds into a robot and live for thousands of years!
Robots will definitely play a larger role in our daily lives
in the future, in the same way that computers spread
to homes in the 1990s.
http://science.howstuffworks.com/robot.htm
49
03/02/15 15:15
Unit 2
3. Read the text again and underline the correct options.

1. Intelligence can be defined as:
a) being capable of reasoning and learning
b) the capacity to learn, reason and communicate by means of language
c) the ability to do all the above plus elaborating ideas of our own.
2. Nowadays robots are able, to some extent, to:
a) resolve problems and learn specific things
b) solve certain problems, learn specific things and interact socially
c) play a chess match and identify human body language
3. Scientist do not know yet:
a) how the connections in our brain work
b) how to make humanoid robots
c) how to put neurons in a robot
4. A cyborg is:
a) a robot that thinks like a human being
b) a human integrated with a robot
c) an advanced robot.
4. Find the opposites of these words in the text.
Paragraph 1boring
exciting
not questioned
Paragraph 2general
specific
unwanted
Paragraph 3unnecessary
essential
Paragraph 4never
ultimately
controversial
desired
5. Work in small groups. Discuss:

Do you think scientists will be able to create a robot with human-like
intelligence? Why / Why not? / Would you like it?
6. Write a short summary of the text about AI. Include all the main ideas.
7. Read the first part of a science fiction story and answer the questions.
The Ultimate Experiment

by Thornton DeKY
They were all gone now. The Masters were
dead. They had fought bravely to save their
kind from complete extinction but the comet and
its lethal gas vapor had eliminated them. No living
soul breathed on the Earth, just Kiron and his kind.
He felt afraid of a final frustration but he worked together
with the others of his kind to do the big task. They hardly
stopped but sometimes, when the red dying sun began
to go west, Kiron would look at the crystal blue city that
stretched for miles on every side, and feel nostalgic. A city
for the Gods and the Gods were dead. Kiron then felt the
great loneliness that the last Master must have felt.
50
03/02/15 15:15
Lesson 8
The Masters had been kind, and Kiron knew that his people were
missing them too. Never to hear their voices or see them again
talking, working or enjoying a game among the silver fountains and
flowery gardens of the city. But he had to continue working with
the rest. Kiron remembered the trust The Masters had placed in
his hands so he worked patiently, never stopping. Every morning
he molded the materials carefully and mixed chemicals with
concentration while studying his notes. He tested the materials to
achieve the great triumph. Then one day, Kiron stepped back to
admire his work. In that instant the entire city seemed to breathe a
silent prayer.
1. Who do you think The Masters were? Human beings

2. What happened to them? They were killed by a comet
3. Who do you think Kiron and all of his kind were? Possible answer: Robots
4. What moment of the day does the author describe when he says:
.when the red dying sun began to go west? The sunset
5. What contrasting color does he use to describe the city? Blue
6. Who were the Gods? Human beings
7. What sentence/s show that Kiron and the others of his kind liked The
Masters? Underline them.
8. What feelings does the author want to convey when he says: the entire city
seemed to breathe a silent prayer? Circle your choices.
expectation
happiness
anger
hope
frustration
8. Work in pairs. Discuss:
What do you think the big task (par. 2) or the great triumph (par. 3) was?
9. Number the sentences in the correct order to continue the story. Then listen
and check your answers. Track 10
Suddenly the machine flashed its little warning red light and clicked. Kiron
connected the last switch. Now it was successor failure. ()
5
After that, he connected all the switches but one. The laboratory generators
made a soft noise, sending electrical impulses over the wires. ()
3
He walked to the laboratory and took a pair of earphones from it. ()
1
Kiron looked at his work closely to see the electrical reaction. He knew the
messages that he had sent out were being received and coordinated into a unit
that would become intellect. ()
4
51
Then he walked back from the laboratory and connected them to the box. ()
2
03/02/15 15:15
Unit 2
10. Read the next part of the story and check your prediction in activity 8.
Could this be success, even when The Masters had never succeeded at
this final test?
Then suddenly, from the two long coffins filled with water two perfect
specimens of the Homo sapiens came out: man and woman. They blinked
their eyes in the light of the sun, as they stepped forward dripping water.
They stood before Kiron. The man spoke, the woman remained silent.
I am Adam Two, he said, created by you, Kiron, from a formula The
Masters left, in their image. This woman is to be my wife, and we are to
be Masters. The race of Man will be born again from us and others who
we will help you create. Those words had been placed in his mind by the
tele-teach phones and record that the last Master had prepared before
death had stopped his experiments.
He, Kiron, had created a living man and woman. The Masters lived again
because of him. They would sing and play and the city would be full of
humans once more. Why not reversing the process, hadnt they, The
Masters created him, a superb thinking robot?
http://www.gutenberg.org/files/22466/22466-h/22466-h.htm
11. Follow the instructions.

1. Underline the sentence/s that express that humans had tried to create another
human being before their extinction.
2. Discuss in pairs:
Did you like the story? Why /Why not?
12. Look at the words in italics in these sentences from the story, and circle the
correct options below.
The Masters had been kind, and Kiron knew that his people were missing them too.
He walked to the laboratory and took a pair of earphones from it.
I am Adam Two, created by you, Kiron, from a formula The Masters left.
The race of Man will be born again from us. The Masters lived again because of him.
All the underlined words are subject / object / possessive pronouns.
They all follow an adjective or a noun / a verb or a pronoun / a verb or a
preposition.
Complete the sentences with the correct pronouns and underline the nouns
they refer to.
with a formula left
1. Kiron created a man and a woman. He created
them
by the last Master.
her
2. The man and woman looked at each other. The man smiled at
.
me
3. They are created by
, thought Kiron.
4. We will help
create other human beings, said the man to Kiron.
you
52
03/02/15 15:15
Lesson 8
Latest News
13. Discuss in pairs: If a car driven by a computer or robot causes an accident or if
a surgical robot kills a patient, whose fault is it?
14. Read the article to check your answer.
Robot Laws | October 17, 2014

Science fiction writer Isaac Asimov wrote his famous
three laws of robotics. These laws state that a
robot may not injure a human being, that it must
obey orders given by humans and that it must
protect its own existence when this doesnt conflict
with the first two laws. The RoboLaw consortium
composed of Italian experts in law, robotics and
engineering, developed basic principles for
robot behavior in real life. These guidelines were
presented at the European Parliament on Sept. 24.
This is the time to consider the ethical and legal
challenges of technology.
Self-driving cars: In the case of an accident where
a driverless car is involved, the report states
that the victim should obtain compensation from
insurance.
Robotic surgery systems: Some robots are used

in hospitals, helping doctors. They can even allow
doctors to operate on patients remotely. The report
says that surgeons should not be responsible for
damage to a patient caused by a robots faulty
actions.
Care robots: Robots could also help the elderly by
providing food or medication, helping them to bathe
and serving as a memory aid. The report says that
robots caretakers should not replace traditional
forms of care, and if possible, users should be able
to adjust the level of control they have over the
machine.
http://www.livescience.com/48319-laws-for-robots.html
15. Underline unfamiliar words. Compare them with those of a classmate. Work
together to identify what part of speech they are and then try to infer their
meaning from context.
16. Complete the sentences with information from the text, expressed in your
own words, to write a summary of the article. Possible answers:
The RoboLaw consortium wrote some guidelines for robot behavior
.
In the case of self-driving cars, if an accident happens, the insurance
compensates the victim of the accident
In the case of robotic surgery systems, if a patient is hurt because of a robots

actions, surgeons are not responsible
In the case of care robots which help old people, the report says that they
should not substitute human care and that people have to be able to control the
machine

Do you think that if one day we create intelligent robots they could be
dangerous to humans? How?
Do you think Asimovs robotic laws would be a good solution to avoid that
possible danger? What roles would intelligent robots play in our society?
53
03/02/15 15:15
Unit 2
PROJECT S Unit 2
Lesson 5
RTATION
F TRANSPO
O
S
N
A
E
M
Y AND
TECHNOLOG
small groups.
in
s:
Work
llowing topic
ortation
one of the fo
se
o
o
ns of Transp
h
C
ea
M
d
n
a
y
g
lo
Techno
A History of
owadays
m
sportation N
n
ra
T
f
o
formation fro
s
n
Mea
can gather in
u
o
ntific
(y
ie
,
h
sc
,
rc
a
e rese
et, books
rn
te
In
e
th
Do som
n
er
o
and articles
n you consid
e informatio
recent news
th
se
o
o
ch
d
ly
etc.) an
e text is easi
magazines,
it. Be sure th
ze
ri
and
a
g
m
lin
m
el
u
S
mar, sp
m
ra
g
interesting.
k
ec
h
C
and correct.
needed.
understood
er for help if
ch
a
te
r
u
yo
form of a
. Ask
punctuation
e class in the
th
to
der
n
o
ti
a
at you consi
your inform
y other form
n
a
r
Present
o
eo
d
vi
oster, a
brochure, a p
s about
attractive.
your opinion
e
iv
g
suitable and
n
o
ti
ta
sen
mong
d of your pre
ote debate a
m
ro
p
to
y,
it
At the en
iv
a closing act
t step in
the topics as
think the nex
u
yo
o
d
t
a
h
eans of
ates. W
Will future m
e?
your classm
b
ill
w
y
g
lo
y?
n techno
rces of energ
transportatio
newable sou
re
ly
n
o
se
u
n
hy not?
transportatio
ible? Why/ W
ss
o
p
e
b
is
Could th
54
2/5/15 12:15 PM
Lessons 6 and 7
TECHNOLOGY AND C
OMMUNICATION
Work in small gr
oups.
Write about this
topic:
Advances in Telecom
munications
Do some research
(you can gather infor
mation from recent ne
Internet, books, scien
ws and articles on the
tific magazines, etc.)
and choose the infor
interesting. Summari
mation you consider
ze it. Be sure the text
is easily understood
grammar, spelling an
an
d correct. Check
d punctuation. Ask yo
ur teacher for help if
Present your infor
needed.
mation to the class in
the form of a brochu
other format you cons
re, a poster, a video or
ider suitable and attrac
any
tive.
Promote a discu
ssion among your cla
ssmates to express
communication and
their opinions about
technology.
What new or improved
means of communica
tion do you think we
How has fast comm
could have in the fut
unication made our liv
ure?
es
easier?
What safety measure
s should we take? (th
ink about exposure in
social networks, hack
ers, etc.)
Lesson 8
ARTIFICIAL INTELLIGENCE
ics:
Choose one of the following top
and latest ones.
Evolution in Robotics First robots
Robots
Ethical and Legal Issues related to
information from recent news and
er
gath
Do some research, (you can
ntific magazines, etc.) and choose
articles on the Internet, books, scie
resting. Summarize it. Be sure the
the information you consider inte
ect. Check grammar, spelling and
text is easily understood and corr
help if needed.
punctuation. Ask your teacher for
ter,
s in the form of a brochure, a pos
clas
Present your information to the
sider suitable and attractive.
a video or any other format you con
es
make predictions about the advanc
At the end of your presentation
ans
hum
Will
tes.
with your classma
you think will take place, to interact
us?
e
serv
they
ots? If so, how would
ever be able to create intelligent rob
be
? If they have feelings, could this
Could it be dangerous in any way
orgs in the future?
problematic? Why? Will there be cyb
55
Projects
03/02/15 15:16
Self-Evaluation

After learning about advances in technology related to means of
transportation, communication and artificial intelligence (AI).
I CAN

Understand texts related to technology.
Listen for specific information.
Choose a suitable title for a text based on

pictures and words included in the text.
Identify and understand prefixes and

suffixes to increase my vocabulary.
Complete a flow chart.
Discuss and exchange opinions about

a certain topic.
Identify synonyms and antonyms.
Complete a time line.
Read and understand a story.
Summarize a text.

56
03/02/15 15:16
Co-Evaluation


interesting?

information?
Did you have enough resources to

present your project? (materials used
in the elaboration and presentation)

working?

Who do you think made important

contributions to the project?

team?
Why/ Why not?
presentation, team work) what
grade would you give it from 1
What would you like to change or

improve in your next project?
57
Self-Evaluation & Co-evaluation
03/02/15 15:16
58
03/02/15 15:25
UNIT
Economics
and
Finances
Lesson 6
Achievements:
Evaluates a text by comparing its contents to
others based on previous and new knowledge.
Raises suppositions about natural and cultural
phenomena that take place in the immediate
conclusions.
context.
the situation.
59
03/02/15 15:25
Unit 3
Lesson
Strategies: Prediction, Inference / Informative, Instructive texts
Economics Basics
1. Look at the picture and answer:
What social science is it related to?
a) sociology
b) economics
c) anthropology
2. Match the words in A with their meaning in B.

A
resource (n)
an amount of money that is used for a special purpose
scarce (adj)
amounts of money that a government requires people to

pay and that are used to pay for the things done by the
government
fund (n)
a supply of something to be used when needed
wages (n)
to put (money) to work in order to produce a profit
invest (v)
an amount of money paid to a worker based on the number

of hours, days, etc., that he or she worked
taxes (n)
very small in amount or number

http://scbdegreecollege.org.i n/department/economics/
Work in pairs. Use each of the words to make sentences.
3. Read the text and number the topics in the order they are mentioned in the text.
description of each resource

final consideration
economics related to a country
definition of economics and its basic concepts
What is economics?
Economics is the study of how a society uses its resources to satisfy its wants and needs.
What does that mean? To understand it, here are some basic concepts related to economy.
All resources are limited and therefore, scarce. To decide how we spend funds we have
to look at our wants and needs. Needs are the basic things we must have to survive. Wants,
is all the rest; all the things you do not need to survive. Economics is the study of how we
satisfy our wants and needs with the limited resources we have.
60
03/02/15 15:25
Which resources can we use to satisfy our wants and needs? There are three basic
resources known as the factors of production.
Land- refers to all natural resources used to produce goods and services, such as, crops
grown on land, minerals that are mined from land and rent that is paid to a landowner for its
use. Goods and services are the things we buy, like a cell phone or a sports club membership. A
good is something you can hold. A service is provided by a third party who receives payment.
Labor- refers to the effort that people put into making a good or providing a service in
exchange for wages.
Capital- is anything that is used to produce other goods and services. If you make cars you
need machines to make the metal that is used in the cars. Capital is also the truck that drives
the cars to the dealer who sells them, and it is the building where the cars are made. All of
these form the resource known as capital.
Modern analysis often distinguishes the physical capital from other forms of capital such as
human capital.
A study of economics can describe all aspects of a countrys economy, such as how a country
uses its resources, how much time laborers devote to work and leisure, the result of investing in
industries or financial products, the effect of taxes on a population, and why businesses succeed
or fail.
Economics shapes the world. Through economics, people and countries become wealthy,
because buying and selling are vital activities to survival and success. Studying economics can
help us understand human thought and behavior.
Lesson 9
http://content.moneyinstructor.com/907/what-economics.html
http://www.whatiseconomics.org/

1. What is an example of a need and an example of a want, according to the
article?
Students own examples.
2. Which are the three factors of production?

Land, labor and capital.
3. What is the land resource used for?

It is used to produce goods and services; for example, crops, minerals, and the
rent paid to the land owner.
4. What are some examples of goods and services? (other than the ones
mentioned in the text)
Goods: Students own examples
Services: Students own examples

5. Give other examples of capital, based on the definition in the text.
Students own examples
5. Re read the text and complete the sentences.

1. Resources are scarce because they
.
are limited
2. Factors of production are the resources we need to satisfy our wants and needs
.
3. The work done by a person to make a good or provide a service in exchange
of wages is called
.
labor
4. A truck that takes cars to a dealer who sells them is an example of capital.
5. Besides physical capital there is
.
human capital
6. The effect of taxes on a population is an aspect of a countrys economy that
61
study of economics .
can be described by a
Economics Basics
03/02/15 15:25
Unit 3
6. Look at the underlined words in these sentences and answer the questions.
1. To decide how we spend funds we have to look at our wants and needs.
2. Needs are basic things we must have in order to survive.
3. Which are the resources that we may use to satisfy our wants and needs?
Which sentences express
3
a)a possibility?
1 and 2
b)an obligation?

We use the structure: must + verb or have to +verb to express a possibility.
may + verb
We use the structure must + verb or have to + verb to express an obligation.
may + verb
We use the structure should + verb to give advice or make a recommendation.
must + verb
People should spend less than they earn to have a healthy economy.
7. Complete the sentences with the modal verbs in the box.

have to
may
should
should
1. I think you
stop buying such expensive clothes and
eating out to save money for your next vacations.
2. We
pay our bills every month.
have to
may
3. If you need more money now, you
ask the bank for a
loan or you could also sell your car.
4. You
be an economist to fully understand a
have to
countrys economy.
5. Follow my advice: you
never spend all you have.
should
8. Listen to a teacher of Economics and complete the explanation of the concepts
of supply and demand. Track 11
goods
produce
Supply is the quantity of
a market can
.
Demand is the quantity of goods consumers want

.
to buy
The law of supply and demand explains the variations in the prices
goods
of
.
high
go up
When demand is
, prices
.
If the price is too high, few people buy and demand will
.
go down
62
03/02/15 15:25
Lesson 9
9. Read the case below and interpret the graphs below showing the process of
the law of supply and demand.
A manufacturing company produces 3,000 tablets and sells them at $500 each. Half of the
tablets are sold. Other consumers like the tablet but cannot afford it. The company starts
losing money because it hasnt sold all the items, so it decides to reduce the price to sell the
remaining ones. Consumers start buying again. This process continues until the company
sets a price that will meet the demand and still make a profit. That price is called the marketclearing price. The market reaches equilibrium when supply is balanced with demand.
Resources are then used at their maximum efficiency.
http://www.whatiseconomics.org/the-law-of-supply-and-demand
Price
($)
Price
($)
Supply
Supply
500
300
250
Demand
1500
3000
Demand
Quantity
1500
2750
4000
Quantity
10. Look at the graphs again and complete the explanation of each one with the
words in the box. Then answer the question about the graph on the right.
supply
4,000
equilibrium
At $500 the quantity of tablets

produced is .
3,000
But the quantity sold at that
price is 1,500. So, too much
is being produced and too
consumed
little .
3,000
consumed
1,500
The company lowers the price to $250 to sell the

remaining
tablets, but the demand is now
1,500
is for because
more people want to buy
4,000
them at that price. So the is
insufficient. Too
supply
little is produced to satisfy the demand.
But, as consumers will compete with one another to
buy the tablet at $250, this will push the price up and
the company will supply more tablets. This will make
the price reach its .
equilibrium
How many tablets does the company need to sell and at what price so that the
market reaches equilibrium? It needs to sell 2,750 tablets at $300 each.
11. Work in pairs. Compare your answers and discuss what you learnt so far in
this lesson. Clarify any concepts you are not sure about.
So, the factors of

production are three
63
Can you explain the law of

supply and demand to me?
Economics Basics
03/02/15 15:25
Unit 3
Latest News
1. Read the title of this article and look at the graph. What is the news?
Low Demand, Increased Supply Push Crude Prices Lower

a) Oil prices go up because there is scarce oil and many people need it.
b) Oil prices go down because there is abundant supply and low
demand.
c) Oil prices go down because supply equals demand.
Mon, 15 September 2014
The price of Brent crude oil dropped to below
$97 a barrel and the price of West Texas
Intermediate dropped to $91.50 a barrel. This
happened because there is a superabundant
production of oil and lower demand. China
reported that its economy is slowing down,
which contributes to the sudden fall of oil
prices. Last week, the International Energy
Agency said that worldwide oil demand will drop
in 2015. On the supply side, the United States
is continuing to produce oil at record levels,
and even Libya will increase oil production to

1 million barrels a day. Even worse, there is
a new oil refinery on Saudi Arabias Red Sea
coast. It can refine 400,000 barrels of oil
per day and will probably export oil soon. The
most important factor is that the demand for
oil is now very low. Cheaper oil could present
problems for oil producing countries such as
Brazil, Mexico, and Venezuela.
http://oilprice.com/Energy/Oil-Prices/Low-DemandIncreased-Supply-Conspire-To-Push-Crude-PricesLower.html
1. Why has oil dropped its prices?

Because there is superabundant oil production and low demand
2. Does Chinas economy slowdown make the world demand go up or down?

.
It makes the demand go down
3. Why does the article say that the new refinery on Saudi Arabia make things
worse? Does this refinery make oil supply increase or decrease?
The new refinery will produce 400,000 barrels per day and the oil supply will
increase, so prices will go down
3. Read these sentences from the article and underline the verb tense that
expresses a future prediction. Then, complete the sentence.
1. Worldwide oil demand will drop in 2015.
2. A new refinery in Saudi Arabia will probably export oil soon.
We use the auxiliary verb will + a verb in the base form to express a future
prediction.
4. Work in small groups, play being an economist and discuss: If oil prices go down
because of the law of supply and demand, what will happen with oil producing
countries such as Mexico? Make some predictions.
64
I think we will export less oil.
There will be less money.
03/02/15 15:25
Lesson 10
Lesson
10
Strategies: Prediction / Informative text
Money
1.
Listen to a conversation and circle the correct choices. Track 12

Steve has a few / a lot of coins.
His grandfather /great grandfather started the collection.
Steve shows Mark an old coin from China / Italy.
Mark likes a coin from China / Italy.
Steve buys / exchanges coins on the Internet.
Not many / A lot of people collect coins.
Match the currencies with their corresponding countries.

a) Mexico
b) the U.S.A.
c) United Kingdom
d) Japan

How do you think people traded when money did not exist?
How old do you think coins are?
What about banknotes?
3. Read the text to check your answers.
Money Makes the World Go Round

Before Money
What is bartering? Before money was invented,
ancient cultures traded items or services of
equal value, such as a cow for a pig. Bartering
began at the time when societies were starting
to develop and it has continued in many
places since then. One of the earliest forms of
bartering was in 6000 B.C., among the tribes
of Mesopotamia. The invention of money
did not end the bartering system completely.

Throughout history, people have bartered when
money has become scarce. Today, the Internet
is a common place for barter exchanges.
People can trade products and services among
themselves.
Money Appears
65
Money is basically an agreement between

people, that this much of something (usually
Money
03/02/15 15:25
Unit 3
common all over Europe, Asia, and some parts of

Africa. In Pre-Colombian Mesoamerica, taxes were
paid with cocoa beans.
some kind of metal gold, silver, or bronze) will

be worth this much bread, and this much cattle.
Coins with guarantees were invented around 650
BC. They were round as today, and were stamped
with various gods and emperors to mark their
authenticity. These early coins first appeared in
Lydia, which is part of present-day Turkey. This
technique was quickly copied by the Greek, Persian,
Macedonian, and later the Roman empires.
As trade increased, more and more money was

needed as a medium of exchange. Therefore, banks
began issuing banknotes. Paper money was first
used around 700 AD, in China during the Sung
Dynasty. Around the 1200 AD, the idea of paper
money spread to the Islamic Empire and then to
Europe. People began to use it as a substitute for
money. You could take them to a bank at any time
and exchange them for silver or gold coins. This
paper money could be used to buy goods and it was
similar to currency today, but it was issued by banks
and private institutions, not the government, which
is now responsible for issuing currency in most
countries.
The earliest metal coins from China were small

pieces of bronze used to trade things and started
around 475 BC. Later, around the year 350 BC
Chinese coins were round and made out of base
metals, often containing holes so they could be put
together like a chain.
When governments began to require people to pay
their taxes in money, gradually metal coins became
http://www.historyforkids.org/learn/economy/money.htm
4. Check () the topics included in the text.

()Concept
of bartering
()Countries where people continue bartering

()Definition
of money
()Origin
of coins

()Different coins in European Countries
()Origin
of banknotes

()How credit cards started
5. Write one sentence from the text related to each of the topics you checked.
Answers may vary.
6. Find the following in the text.

One of the first people to barter Tribes of Mesopotamia
Date and country where the first coins appeared Lybia (part of present Turkey)) 650
. BC
Characteristics of Chinese coins from the 4th century BC Round, made of base
Date when paper money started to be used in Europe Around 1200 AD
metals and with a hole

One reason why coins became a common way to pay People had to pay taxes in money
..
A difference between paper money from that time and now It was issued by banks. .
66
and private institutions,

not the government
What advantages do you think paper money offered compared to coins?
03/02/15 15:25
Lesson 10
8. Read these sentences from the text and underline the verbs.
Bartering
in many places since then.
has continued
have bartered
Throughout history, people
when money has
become scarce.
9. Complete
We can use the

tense to show that an action
present perfect
started in the past and continues in the present time.
have
It is formed by the verb
in the present tense + the past
participle of the main verb.
Past participle forms of regular verbs are the same as the past tense forms.
continued and
.
bartered
We use the word since to indicate a certain moment in the past.

Coins have existed
the year 650 BC.
since
We use the word for to indicate a certain length of time.

more than two thousand years.
Coins have existed
for
We use the word already in affirmative sentences to express that the action
happened earlier we expected.
I have
been to the bank.
already
interrogative and
negative
We use the word yet in
sentences in the
present perfect tense.
She hasnt paid her bills yet.
Have they finished their work yet?
10. Complete the sentences with the correct form of the present perfect tense
and add the words for, since, already or yet where appropriate.
cashed
yet
1.
you
your check
? (cash)
Have
since
have given
2. My parents
me an allowance
I was
a child. (give)
3. He
coins
many years. (collect)
has collected
for
4. I
my dollars for pesos yet. (not exchange)
havent exchanged
5. She
has already bought some Euros. (buy)
67
Money
03/02/15 15:25
Unit 3
11. Look at the currency. Which countries use it?

12. Read the text, check your answer and complete the chart below.
The euro is used by (currently) 18 of the European Unions Member States,
which together make up the euro area. It was an important step in European
integration. It has also been one of its major successes: more than 333 million
EU citizens now use it as their currency and enjoy its benefits, which will spread
even more widely as other EU countries adopt the euro. It has rapidly become
the second most important international currency after the dollar. Since
January 1, 2002 the euro has circulated, as banknotes and coins. The euro is
not the currency of all EU Member States. Denmark and the United Kingdom
still use their own currencies, and some other members have not adopted it
yet. The latest country to adopt the euro was Latvia in 2014. Using a common
currency makes the European market strong, increases price transparency,
eliminates currency exchange costs, facilitates international trade and gives the
EU a more powerful voice in the world. It has also given the euro area better
protection from external economic shocks, such as unexpected oil price rises or
turbulence in the currency markets. Last but not least, the euro gives the EUs
citizens a visible symbol of their European identity.
http://ec.europa.eu/economy_finance/euro/index_en.htm
Euro
Definition
Currency used by 18 of the European Unions

Member States.
International currencies ranking
Second most important international currency
European countries which do not use the euro
Denmark, the United Kingdom
Latest country to adopt it
Latvia (2014)
Three important consequences of a single currency
Possible answer: It makes the European market strong;

it increases price transparency and eliminates currency
exchange costs.
Use the information in the chart to write a short summary about the euro on a
sheet of paper.
13. Follow the instructions.

Underline three verbs in the present perfect affirmative form and one in the
negative form.
Find and write in your notebooks:
1) a sentence in the simple past form of the verb be.
2) a sentence in the simple present negative form.
3) a sentence expressing a future prediction.
14. Work in pairs and do some research to answer the following questions.
Which European countries do not use the euro still, besides the UK and Denmark?
Bulgaria, Croatia, Czech Republic, Hungary, Lithuania, Poland, Romania and Sweden
Which are the five strongest currencies in the world? The US dollar, the euro, the yen,
the pound, the Swiss franc.
How many Mexican pesos equal a euro, today? Around 18 pesos
.
68
03/02/15 15:25
Lesson 10
Latest News
1. Read about an international organization and recent news related to it and match
the words in the box to the corresponding sections in the newspaper article.
The IMF (International Monetary Fund) is an organization of 188 countries. Its objectives are to
promote international economic cooperation, international trade, employment and exchange rate
stability. Member countries may borrow money from the IMF. Its headquarters are in Washington,
D.C., United States.
lead sentence (or summary)
headline
body
12 Nov, 2014
UNITED STATES URGES INTERNATIONAL MONETARY FUND TO CANCEL

Headline
SOME DEBT OF EBOLA-HIT COUNTRIES
WASHINGTON: The United States has asked the International Monetary Fund to cancel $ 100
million of the debt of the three West African countries devastated by the Ebola outbreak. Lead sentence
The U.S. government will propose the debt relief
program for Sierra Leone, Liberia and Guinea at
this weeks G20 meeting in Brisbane. The IMF
has already played an important role providing
economic support to countries hit by Ebola, but
the US is asking now to expand their support
by cancelling the debt Sierra Leone, Liberia
and Guinea have. This will promote economic
sustainability because these countries will be able
to use the money for immediate needs and longterm recovery efforts.
Commercial, industrial and agricultural activities

have stopped in the three poor countries
while facing the epidemic, which has killed
around 5,000, according to the World Health
Organization.
In the past the IMF had fully cancelled Haitis
268 million, debt when the country faced an
earthquake catastrophe in 2010. Body
http://economictimes.indiatimes.com/news/
international/world-news/

1. Which countries have been affected by the Ebola epidemics?
Sierra Leone, Liberia, Guinea
2. Why does the US ask the IMF to cancel the debt of those countries?
Because if the IMF cancels the debt, they will be able to use the money for
immediate needs.
3. How many people have been killed so far because of the epidemics?
Around 5,000.
4. Had the IMF cancelled a debt before? Why?

Yes, it had. It cancelled Haitis debt because of an earthquake in 2010.

What are the immediate needs in case of epidemics?
What are the longterm effects of epidemics in a countrys economy? Think of
factory, country and industrial workers.
69
Money
03/02/15 15:25
Unit 3
Lesson
11
Strategies: Main Idea, Scanning / Informative text
Banks
1. Discuss in pairs.
Is there a bank in your neighbourhood?
Have you ever been to the bank? What for?
Complete the sentences with words related to the banking activity and do the
crossword puzzle.
C
Across
1. You can pay online with
a
card.
credit
2. A: How are you going to pay?
H
E
Cash
B:
Down
check
1. A
is a written and
signed order to a bank to pay a sum
of money.
3. The abbreviation for an automated
T
M
teller machine is
ATM
2. Read about the origins of banking and underline the main idea in each of the
three paragraphs.
The history of banking is very old. The
Egyptians developed a system of banking
using grains; a central grain bank in
Alexandria recorded all the deposits made
in Alexandria and in other state granaries.
Grain owners wrote up orders so that their
grain could be used to pay off debts. For
example, if someone needed to pay his taxes,
he wrote up an order for a certain amount
of grain to be taken and given to the tax
collector. It was similar to drawing a check
nowadays.
70
In ancient times temples were considered

safe places for keeping money. Temples
collected and stored large amounts of
precious metals, as well as grains and other

commodities. In ancient Greece and during
the Roman Empire, lenders based in temples,
made loans and added two important
innovations: they accepted deposits and
changed money. In ancient China and India
there was also money lending activity.
Banking, in the modern sense of the
word, dates from the medieval and early
Renaissance Italy. It started in the rich
cities such as, Florence, Venice and
Genoa. The Bardi and Peruzzi families
dominated banking in 14th century Florence,
establishing branches in many other parts
of Europe. Perhaps the most famous Italian
03/02/15 15:25
Lesson 11
bank was the Medici bank, established

by Giovanni Medici in 1397. The oldest
bank still in existence is Monte dei Paschi
di Siena, Italy, which has been operating
continuously since 1472.
In fact, the word bank comes from the
Italian word banca, which means bench.
The earliest banking transactions were
done at benches or tables that were

covered with green cloth. The Banco di
Rialto, the first public bank, was started in
Venice by an act of the Senate in the 1580s.
This bank acted as a depository bank, that
is, customers could put money into the bank
and the bank was responsible for keeping
it safe. Its customers could get their money
back at any time.
3. Complete the sentences with words from the text to define them.
Paragraph 1
Deposits
1.
are amounts of something (money or other) you put in
a bank or other safe place.
Pay off
2.
debts means to pay someone the full amount of money
he or she has given to you.
Drawing
a check means writing a check to take money from a
3.
bank account.
Paragraph 2
Commodities
3.
are products that are bought and sold.
4.
are people who give you money which you must pay
Lenders
back after a certain time.
Loans
5.
are the amounts of money you borrow from the people in 4).
Paragraph 3
Branches
6.
are local offices that represent the bank in different places.
Work in pairs and check your answers.
4. Write the main ideas you underlined in 1) that these supporting ideas refer to.
There are two sentences that refer to the same main idea.
The word bank has an Italian origin.
Banking, in the modern sense of the word, dates from the medieval and early Renaissance Italy.
Temples were used by Greeks and Romans to carry out bank transactions.
In ancient times temples were considered safe places for keeping money.
Instead of using money, grains were used to pay off debts.

The history of banking is very old.
Medici owned the most famous bank in Italy.

Banking, in the modern sense of the word, dates from the medieval and early Renaissance Italy.
5. Work in pairs. Read the text once again and close your books. Take turns
saying facts about the origins of banking. Correct your partner if he or she
makes a mistake.
71
Banks
03/02/15 15:25
Unit 3
6. Scan the next part of the text and underline five words related to banking.
The next development in banks was the exchange bank. It worked like this: a
customer put gold or coins into the bank, and the bank gave him credit for it. To
pay his bills, the customer could tell the bank to pay another person or business
as long as the amount of money he wanted to pay wasnt more than the amount
he gave the bank. The bank kept track of how much money the customer had,
and the customer could deposit money or take it out as he liked. One of the first
exchange banks was the Bank of Amsterdam in the Netherlands, which opened in
1609. Then, banks started issuing banknotes, the paper money you carry in your
wallet today. The Bank of England was the first one to begin the permanent issue
of banknotes, in 1695.
Nowadays banks carry out a lot of transactions; these are just some of them:
Banks act as payment agents, by having current accounts for customers, they
pay and collect checks.
Banks borrow money when a customer makes a deposit in his or her bank
account.
Banks lend money by making loans. Banks can create new money when they
make a loan. How is this? When a bank makes a loan, for example to someone
who wants to buy a house, it does not give the person thousands of banknotes.
What it does is to make a deposit of the amount of money the customer asked
for, in the persons bank account. At that moment, new money is created. If all
the banks make more loans, then new deposits return to them and the amount
of money in the economy will increase. Excessive or risky lending caused the
financial crisis in 2007.
Today, banking is a multibillion dollar industry and it is one of the most important
parts of our economy.
http://en.wikipedia.org/wiki/Bank
http://www.netplaces.com/kids-money/bank-on-it/cha-ching-bank-history.htm
7. Read the text and answer the questions.

1. Who pays a customers bills in an exchange bank?
The bank
2. What was the next step in banking activities?

Banks started issuing banknotes.
3. What does a bank do when a customer asks for a loan?

It deposits the amount of money the customer asked for, in the persons bank account.
4. What effect does the banks action in 3) have?

New money is created.
5. Think: Why did excessive or risky lending cause the financial crisis in 2007?
Possible answer: Because people could not pay off their debts and the banks did
not recover the money they had lent.
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03/02/15 15:25
Lesson 11
8. Underline the verbs in the following sentence. Then circle the correct options.
If all the banks make more loans, the amount of money in the economy will
increase.
The part of the sentence that states a condition is expressed in the future /
present tense.
The part of the sentence that states the consequence of the condition is
expressed in the future / present tense.
First conditional type sentences express something that is possible /

impossible to happen in the future.
9. Use the prompts below to write sentences in the first conditional form.
1. Bank loan me money / buy the house.
If the bank loans me money / Ill buy the house.
2. Have time this afternoon / cash the check

If I have time this afternoon, Ill cash the check.
3. Save money this month / make a deposit in my bank account.

If I save money this month, Ill make a deposit in my bank account.
10. Complete these sentences to paraphrase the ones in the text. Use the verbs
in brackets in the correct form and two or three more words.
Paragraph1
1. The amount of money
the bank had to be
given to
more than the amount of his or her bills. (give)
2. In 1609 the Bank of Amsterdam
exchange
became the first
bank. (become)
Paragraph 2
3. Banks act as payment agents by
from customers. (pay / collect)
paying and collecting checks
4. Customers
a bank when they make deposits
lend money to
in their accounts. (lend)
5. Customers can
a bank to buy a house.
borrow money from
(borrow)
Paragraph 3
plays an important
6. The banking industry
part in our economy.
(play)
11. Write a summary of both texts in this lesson on a sheet of paper. Include
the main ideas, choose some supporting ones and paraphrase them.
Exchange your summaries with a classmate and make corrections or
suggestions to improve it.
Writing strategy
When writing a
summary of a text
you should be able
to pick up the main
topic or idea of each
paragraph or segment
of text. You should also
be able to paraphrase
the supporting ideas
you choose to include
in your summary. To
paraphrase means to
express the same idea
but changing some
words.
73
Banks
03/02/15 15:25
Unit 3
Latest News
IDB stands for Inter- American Development Bank.
What is the corresponding acronym in Spanish?
BID
Do you know what this bank does?
2. Read what the IDB does, check your answer and complete the sentences.
The IDB bank supports efforts made by Latin America and Caribbean
countries to reduce poverty and inequality. Its objective is to promote
development in a sustainable way. As in a regular bank it makes loans and
provides grants, and it also offers technical assistance and does research.
The IDB is formed by 48 member countries.
IDBs objective is to reduce

by promoting
poverty and inequality
.
development in a sustainable way
Some of the banking activities that make the IDB different from other banks are
.
offering technical assistance and doing research

Oct 27, 2014
Mexico and the Inter-American Development Bank promote

innovation in sustainable energy technology
The CONACYT-SENER Fund for Energy
Sustainability (FSE) and the Inter-American
Development Bank (IDB) announce calls for
proposals to fund an energy project in Mexico
and the Latin American and Caribbean regions.
The IDB will finance projects for the
investigation and development of novel
technologies in the energy sector which could
benefit the entire region.
The projects will be proposed by Mexican

institutions of higher education or centers of
investigation together with countries of the
region, and by individuals from any other IDB
borrowing member countries. Winners of this
years contest will receive up to $200,000
for projects related to technological and
development investigations designed to
promote the integration and innovation of
high-impact technologies in the energy sector
in Latin America and the Caribbean.
http://www.iadb.org/en/news/announcements/2014-10-27/2014-callfor-proposals-energy-innovation-in-mexico,10949.html
1. What topic are the project proposals related to? Energy

2. Are Mexican institutions the only ones to present a proposal? No, they arent.
Countries of the region and individuals from any other IDB member countries can
propose a project.
3. What is the final objective of the project? To promote the integration and innovation
of high-impact technologies related to energy in Latin America and the Caribbean.

What information about banks given in this lesson, did you already know?
What information was the most surprising?
74
Exchange opinions with another pair of students.
03/02/15 15:25
Lesson 12
Lesson
12
Strategies: Connectors / Informative text
International Trade
1. Think of five brands you usually buy and complete the table. Add two other
well-known brands.
Item
beverage
Brand name
Country of origin
food
jeans
cell phone /
computer
sneakers
Students
own answers.
Students
own answers.
Compare your list with a classmates.

Which are the most popular brands in the class?
Are most of them national or international brands?
2. Listen to Helen and Matthew and circle T (true) or F (false). Track 13

1. Helen has just bought a pair of tennis shoes.
2. She bought them at the supermarket.
.
F
She bought them at the mall.
3. The brand name is very popular.

No it isnt. Matthew did not know it.
4. They are made in the US.

No, they arent. They are made in China.
5. They were not expensive.
Listen again and correct the false statements.
3. In pairs, make a list of as many brand names you know, include their
products and country of origin. Share with the class.
75
International Trade
03/02/15 15:25
Unit 3
4. Skim the article about international trade and match the topics to the paragraphs.
a) Possible disadvantages of international trade
b) International trade in the past
c) Conclusion
d) Definition and advantages of international trade
b
If you see bananas from Brazil, Colombian coffee, and a bottle of wine from Australia, in your
supermarket it is because of international trade and globalization. International trade has existed for
centuries, for example, the Silk Road in the 15th century, when merchants traveled from Europe to
East Asia to get silk. Then, the invention of steamships, railroads and later airlines and road vehicles
made it easier for merchants to trade at an international level. In the late 20th century, the invention
of the Internet has made modern globalization and international trade increase dramatically.
d
International trade can be defined as the exchange of capital, goods, and services across borders.
An important advantage is that with free trade there is greater market competition, which results in
more competitive prices and cheaper products. In addition to this, trading globally gives consumers
and countries the opportunity to buy goods and services not available in their own countries.
Moreover, lots of companies that manufacture more than they can sell at home can have a larger
export market by selling their products to developing nations which do not have the skills to
manufacture them. Finally, free trade also allows nations and economies to specialize, producing
higher quality goods at better prices.
On the other hand, there is no guarantee that if you trade globally you will always be successful.
a
Why? Because there is a lot of labor exploitation this means long working hours and low wages for
factory workers where the products are manufactured. While the company and the consumers
can benefit from such conditions, because it makes the price of the final product go down, this
inequality brings along some conflicts, which can make companies lose their investments. Another
possible disadvantage is that international trade creates big companies, but it can destroy small
ones, because they are not able to fight big international ones. Also, trading at a global scale can
affect the environment. It generates more pollution from big factories and the destruction of natural
resources.
c
To sum up, nothing is going to stop trading globally, on the contrary it is going to increase. The
biggest challenge will be to balance the increase in global trading and cutting down inequalities in
wages and also preserving the environment.
http://www.investopedia.com/articles/03/112503.asp http://www.insidebusiness360.com/index.php/advantages-anddisadvantages-of-international-trade-3278/
5. Match the words with their meanings.
76
silk (n)
to reduce
increase (v)
injustice
inequality (n)
a difficult task or problem
investment (n)
a soft, and shiny cloth made from

thread produced by some worms
challenge (n)
money or capital in an enterprise,

expected to return profits
cut down (v)
to become larger or greater in size,

amount or number
03/02/15 15:25
Lesson 12
6. Read the text and underline the correct options.

1. International trade has increased because of
a) means of transport
b) a variety of products from different countries
c) means of transport and communication
2. A result of free trade and companies competing is
a) more products
b) better prices
c) low-quality products
3. Free trade benefits mostly
a) small companies
b) big companies
c) both
4. According to the author of the article the most difficult thing to do is

a) to stop global trade
b) to increase global trade
c) have to equal wages and stop destroying the environment
7. Finish these sentences paraphrasing the information in the article. Possible answers:
1. In the 15th century European merchants went to East Asia to get silk
2. Means of transportation have made international trade easier
3. People can get cheaper products because there is more competition in the
market thanks to international trade
4. Many companies can export more because they can sell their products to
.
developing countries which do not manufacture those goods
5. Factory workers are sometimes exploited because they work long hours for
.
very low wages
6. Some negative consequences for the environment are more pollution and
the destruction of natural resources
8. Complete the chart with words from the text related to the different topics.
Means of transport
steamships
railroads (trains)
airlines
road vehicles
Products
bananas
coffee
wine
silk
Economics and Trade

capital
goods
services
globalization
companies
export
manufacture
investment
Environment
pollution
natural resources
In pairs, take turns choosing a word from each column and saying it to
your classmate for him / her to make a sentence related to the topic.
77
International Trade
03/02/15 15:25
Unit 3
9. List the advantages and disadvantages of international trade in note form.

Follow the example.
Writing strategy
Advantages and
Disadvantages
When writing a text
about pros and cons
related to a topic,
certain words are
used to introduce and
add arguments for or
against such topic.
Some examples
are: an important
advantage, the main
advantage, another
advantage, moreover,
furthermore, besides,
also, finally, one
disadvantage, another
disadvantage, in
addition to this
To contrast the
advantages or
disadvantages, words
such a s, on the other
hand , howeve r,
although , and despite,
can be used.
To introduce a
conclusion, some
useful expressions are:
Finally , t o sum up , in
conclusion , all things
considered , etc.
Di sa dvan ta ge s
Advantage s
labor exploitation
can destroy small comp
damage to environme
market competition (cheaper

products)
buy goods and services not

available in own countries.
bigger export market
anies.
nt
high quality goods at better prices
10. Reread the article and underline all the expressions that introduce or add an
advantage or disadvantage in one color, then, circle an expression that introduces
a contrast and underline an expression that concludes in another color.
11.Write a summary of the article on a sheet of paper, state the advantages,
11.
disadvantages and conclusion about international trade, use different
expressions or words from the ones found in the article to list them. Do not
include the first paragraph in your summary.
12. Discuss in small groups.
Do you think the author of the article is partial or impartial when talking
about international trade and globalization? Answers may vary.

Taking into consideration the advantages and disadvantages mentioned in the
article, what is your opinion about international trade? Are the advantages more
important than the disadvantages or the other way round?
Think: What could be done to stop unequal wages and the destruction of the
environment? Students own answers.
I think the advantages are

more important because
we can get cheaper prices
because companies compete
78
I disagree, because in many

cases workers get very little
money and poverty increases
in some areas.
Companies and governments

where factories are should
increase wages.
03/02/15 15:26
Lesson12
Latest News
1. Read about a free trade agreement and answer the questions below.
NAFTA
The North American Free Trade Agreement

(NAFTA) is an agreement signed by Canada,
Mexico, and the United States, creating a
trilateral trade bloc in North America. The
agreement took effect on January 1, 1994. It
removes taxes on products traded between
the three countries. It also protects copyright,
patents, and trademarks between those
countries. It was updated with the North
American Agreement on Environmental
Cooperation, which helped reduce pollution
and set more environmental regulations and
the North American Agreement for Labor
Cooperation, which helped people fight for
better labor conditions.
20 years later
Free markets have great benefits but some
problems as well. 20 years after the signing
of NAFTA some economists have analyzed
NAFTAs pros and cons. A main advantage
has been that as NAFTA eliminated taxes for
products traded between the US, Canada, and

Mexico, trade between the three countries
increased to about 3.5 times the 1994 levels.
Also, more foreign automakers have set up
plants in Mexico, which now produces about
3 million vehicles per year. Another positive
aspect is that income in the maquiladora sector
has increased 15.5% since the implementation
of NAFTA in 1994.
However, NAFTA has also encouraged more
immigration from Mexico to the US. Many small
businesses in Mexico cannot compete with the
prices of subsidized products from the US.
As a result, many Mexicans have gone to the
US looking for work. Furthermore, it has had
negative impacts on farmers in Mexico because
some food prices fell because of cheap imports
from the US. Finally, critics also say that
NAFTA has contributed to the rising levels of
inequality in Mexico. In conclusion, while some
sectors of Mexicos economy have gained from
NAFTA, others have lost.
https://www.boundless.com/marketing/textbooks/boundless-marketing-textbook/global-marketing-7/importantinternational-bodies-and-agreements-54/the-north-american-free-trade-agreement-nafta-266-4078/
http://www.bostonglobe.com/business/2014/01/03/years-nafta-didn-close-mexico-wagegap/98fzn74R3JKhA5YpYaWZIJ/story.html
1. What are NAFTAs main objectives?

To eliminate taxes on products traded between Canada, the USA and Mexico
and to protect copyright, patents, and trademarks between those countries
2. What are the objectives of the two additional agreements signed by the
three countries?
To reduce pollution and to help people get better labor conditions
2. Work in pairs.
Make some notes on the advantages and disadvantages of NAFTA. Take
turns mentioning them, using suitable words to introduce and to set a
contrast. (An important advantage, moreover, besides, however, on the
other hand.)
Do some further research on the Web to read other experts opinions about
NAFTAs effects.
79
International Trade
03/02/15 15:26
Unit 3
PROJECT S Unit 3
Lesson 9
BAsICs
EConoMICs
small groups.
Work in
topic:
the following
t
u
o
b
a
te
ri
W
mics
les of econo
Basic princip
ation from
ather inform
g
n
ose
ca
u
o
(y
,
etc.) and cho
e research
magazines,
,
ks
Do som
o
Be
o
.
b
,
it
et
marize
e Intern
resting. Sum
te
articles on th
in
er
d
si
ea
n
tion sily
on you co
your informa
ke
a
the informati
m
to
r
cepts are clea
phs similar to
sure the con
ude some gra
cl
in
o
ls
a
n
You ca
understood.
your
esson 9.
L
ctuation. Ask
n
the ones in
u
p
d
n
a
g
mar, spellin
Check gram
.
elp if needed
form of a
teacher for h
e class in the
th
to
n
o
ti
a
you consider
your inform
other format
y
n
a
r
Present
o
eo
d
oster, a vi
brochure, a p
attractive.
suitable and
estionnaire to
and out a qu
h
n
ic:
ca
u
yo
y
g on the top
sing activit
nderstandin
u
r
ei
As a clo
th
k
en
ec
h
ates to ch
at happens w
your classm
duction? Wh
ro
p
f
o
rs
o
ct
fa
What are the
is low?
and demand
h
ig
h
is
supply
80
03/02/15 15:26
nd 11
Lessons 10 a
BAnKs
MonEY AnD
all groups.
Work in sm
topics:
the following
f
o
e
n
o
se
o
o
r country.
Ch
rrency in you
u
C
f
o
ry
to
is
untry.
The H
ks in your co
an
b
f
o
cent news
es
p
ty
t
Differen
ation from re
rm
fo
in
er
h
at
ose
can g
etc.) and cho
research (you
, magazines,
ks
o
o
re the
Do some
b
,
su
et
e
B
rn
.
marize it
n the Inte
o
m
u
es
S
.
cl
g
ti
in
ar
st
d
d
an
er intere
ar, spelling an
n you consid
Check gramm
t.
ec
the informatio
rr
co
d
ed.
understood an
r help if need
text is easily
oster,
ur teacher fo
yo
sk
A
.
brochure, a p
n
a
io
f
o
rm
fo
punctuat
e
the class in th
active.
information to
able and attr
r
it
u
su
yo
t
er
n
d
si
se
n
re
P
you co
y other format
ation they
a video or an
ss what inform
re
p
ex
to
es
at
rprising.
ge your classm
g or most su
in
Encoura
st
re
te
in
st
e mo
considered th
Lesson 12
InTERnATIo
n
AL TRADE
Work in sm
all groups.
Choose
one of the fo
llowing top
Pros and C
ics:
ons of Intern
ational Trad
NAFTAs ad
e
vantages a
nd disadvan
Do som
ta
ges
e research,
(you can ga
news and a
ther inform
rticles on th
ation from re
e Internet, b
cent
choose the
ooks, maga
information
z
in
e
s
,
y
e
o
tc
u consider
.) and
it. Be sure th
interesting.
e text is eas
Summarize
ily understo
grammar, s
od and corr
pelling and
ect. Check
punctuation
needed.
. Ask your te
acher for he
lp if
Presen
t your inform
a
ti
o
n
to
the class in
a poster, a v
the form of
ideo or any
a brochure,
other forma
attractive.
t you consid
er suitable
and
At the e
nd of your p
re
sentation p
classmates
romote a de
to give their
bate among
opinions: W
internationa
your
hat positive
l trade have
aspects do
? Are there
What positiv
es
any negativ
e /negative
e conseque
effects did
in Mexicos
n
c
es?
the NAFTA
economy?
agreement
have
81
Projects
03/02/15 15:26
Self-Evaluation
After learning about humanity advances in topics related to economics such as its
basic concepts, money and currencies and international trade.
I CAN

Understand texts related to economics.
Identify different topics within a text.
Interpret graphs
Make personal predictions about a topic

based on the information given in a text.
Complete a chart with information from a

text and then use it to write a summary of
the topic.
Paraphrase sentences.
Scan the contents of a webpage to locate

a topic.
Understand the meaning of new words.
Identify words related to certain topics.
Use words or expressions to list advantages

and disadvantages and to introduce a
contrasting idea.

82
03/02/15 15:26
Co-Evaluation


interesting?

information?


working?



team? Why/ Why not?
If you had to grade your project

(information, materials, presentation,
team work) what grade would you give
it from 1 (very poor) to 10 (excellent)?

Discuss:
Are all the evaluations similar or are there many differences?
83
Self-Evaluation & Co-evaluation
03/02/15 15:27
84
03/02/15 15:42
UNIT
Lesson 6
Technology
and Society
Achievements:
conclusions.
context.
the situation.
85
Hello friends!
03/02/15 15:42
Unit 4
Lesson
13
Competences: Inference / Informative text
Technology and
communication
1. Look, have some fun, and thenthink.
No, there's no
WIFI here.
Talk to each other.
LIVE !
Afraid of zombies??
Discuss in pairs: How has technology affected our social interaction?
2. Listen to a phone conversation and underline the correct options. Track 14

1. Ted wants Melanie to read / to listen to his answer to Bills tweet the day before.
2. Melanie has / doesnt have a social network account.
3. Ted says she can read it on her social network account or on her mail / cell
phone application.
Listen again and circle the words you hear. Do you know any other verb
related to technological communication? Track 14
post (v)
86
email (v)
whatsapp (v)
tweet (v)
3. Work in pairs.
What is funny or curious about Teds way of interacting with his friend?
What do you do more often, write or talk to friends?
03/02/15 15:42
Lesson 13
4. Read about the effects of technology on social interaction and fit the
fragments A - D into the correct places in the text.
me!
Technology has had a profound impact on what it means to be social. It has
changed the way we communicate, our social habits and styles. Cell phones,
smart phones, computers, tablet devices, video game systems, email and
instant messaging, which are all new and common forms of communication,
allow us to communicate more frequently than ever. Sometimes, technology
has made people write more and talk less.
1
B
Young people use modern technologies in increasing numbers to
communicate with their friends. Some university studies show that
teenagers and young people prefer modern means of communication than
face-to-face interactions.
2
D
The success of social networking sites has changed interpersonal
communications. People stay connected to family and everyday friends and
often reunite with long-lost friends from childhood, high school and college.
Social networking also allows people to share their daily lives and thoughts
with one another.
C
3
However, some educators, sociologists and scientists are worried about the
effects of communication technologies. They worry that too much use of
electronic communications such as email, social networking, texting, instant
messaging and networked video games has diminished skills. Besides,
critics believe that written communications and interaction via devices will
make people lose interest in interacting comfortably face to face and
this could cause difficulty when socializing face to face.
Internet dating and social networks have become popular ways of
meeting people in an anonymous way.
A
4
Nevertheless, others believe that modern technologies

increase communication and therefore strengthen
friendships. What do you think?
http://www.ehow.com/info_8301873_effectsmodern-technology-relationships.html
http://www.ehow.com/info_8197955_effects-modern-technologysocial-interaction.html
87
Technology and communication
03/02/15 15:42
Unit 4
On the other hand, this anonymity can also

be dangerous. Another thing is that with
the increasing use of cell phones and email,
people often expect an instant reply to
communication. A delayed reply -- or none
at all -- can make people suspicious or even
angry. The use of social networks can also
affect relationships as information that was
once private, such as relationship conflicts,
is now made public
B
This is shown by a surprising new habit
which is taking place in some workplaces:
people who are in the same building or even
the same office have begun communicating
in writing instead of by phone or face to
face.
Although some people use social networking

sites for limited communication, others
spend quite a lot of time communicating with
contacts through both computer and cell
phone social networking interfaces.
D
This is also true with kids. When they play
after school, they arent always interacting
face-to-face. They can play computer games
against one another via the Internet. Players
can have conversations while they play,
creating a virtual group experience while in
reality each player is alone.
5. Number the following topics according to the order in which they are presented
in the text.
4 Experts opinions on technological means of communication.

3 Some positive facts about social network communication
1 More often communication
5 New ways of meeting people: some consequences and possible
frustrations
2 How young people and children communicate nowadays
6. Work in small groups and discuss the opening statement of the text:
Technology has had a profound impact on what it means to be social.
What does it mean to be social nowadays? Having lots of friends on social
networks, or friends in a face-to-face relationship? Do we have the same kind of
relationship in both cases?
7. Write a brief summary of the ideas in the text.
Use the topics in activity 5 to help you arrange the information.
Remember that you should include only what you consider most important.
Paraphrase the parts of the text to be included in your summary.
8. Look at the words in italics in these sentences and draw an arrow to the nouns
they refer to.
This is shown by a surprising new habit which is taking place in some workplaces.
People who are in the same building or even the same office have begun
communicating in writing instead of by phone or face to face.
Information that was once private, such as relationship conflicts, is now
made public.
88
03/02/15 15:42
Lesson 13

The words which, who and that are all relative pronouns / adjectives / adverbs
because they replace nouns.
The relative pronoun who is used for people /things.
The relative pronoun which is used for people /things.
The relative pronoun that can be used for people and things.
Complete
Relative pronouns introduce relative clauses:
Sentence 1 is taking place in some workplaces
Sentence 2 are in the same building or even in the same office

Sentence 3 was once private
9. Rewrite each pair of sentences into one sentence.
1. The black laptop is on your desk. The black laptop is mine.
The black laptop, which is on your desk, is mine.
2. People have many online friends. People spend a lot of time interacting on
the social media.
People who have many online friends, spend a lot of time interacting on the
social media.
10. Underline the verbs in this sentence. Write P (simple past) and PP (past
perfect) below each one accordingly.
I made a comment on something Bill had tweeted yesterday.
P
Which action occurred first?
Which action occured second?
Complete the statements.
PP
Bill had tweeted
I made a comment
We use the past perfect tense to show that an action happened

another action in the past.
before
have
We form the past perfect tense with the verb
in the
past tense
+ the past participle of the main verb.
pa
11. Write the correct form of the verbs in brackets (simple past or past perfect).
had texted
1. I
(text) you before you phoned (phone) me.
2. She
(meet) him after she
met
had googled
(google) him.
saw
3. He couldnt stop laughing when he
(see) the picture her
had posted
girlfriend
(post).
89
Technology and communication
03/02/15 15:42
Unit 4
Latest News
1. Look at the pictures and discuss
in pairs:
Do you have this application in
your cell phone?
Do you know what it is for?
How are you?
11:12
Any news?
11:12
Why dont you answer?
11: 30
Sorry! I hadn
read your message.
11:33
Thats not true!

Blue double-check was on!
11:36
11:36
11:39
11:40
2. Read the article and check

your answers.
The Evil Blue Double-Check

The blue double-check is now here. Its the
dream of some and nightmare of others: its the
confirmation that your message has been read.
The blue double-check has also been included
for groups and appears once all members
of the group have read the message. There
are three check signs: one gray check the
message is successfully sent. Two gray checks
the message is successfully delivered to
the recipients phone. Two blue checks the
recipient has read your message
Several people are complaining about the effects
of the evil blue double-check saying that this
could damage relationships between friends and
couples.
New technologies and new forms of

communication have become useful tools in
our daily lives, but many users are not aware
of all the fights and breakups that they cause.
The journal CyberPsychology has done a study
that concludes that 28 million couples break up
because of social networks and messaging.
Some say its easier not to know why someone
hasnt replied than knowing the person has read
your message but refused to reply. Ultimately it
affects relationships filled with insecurity. A good
relationship should be based on mutual trust. Its
not that hard to say: Hey, Im busy now, or Can
we talk later? Im tired now. What do you think?
Too much information? A loss of privacy? Whats
clear is that you will no longer be able to say:
Sorry, I didnt see your message
http://vulcanpost.com/71431/why-im-not-keen-on-whatsapp-blue-ticks/
http://www.pandasecurity.com/mediacenter/social-media/blue-double-check-whatsapp-message-read/

Do you think such a big reaction about the blue double-check is justified? Why? /
Why not?
90
After reading about modern social interaction: Do technologies help you build
positive, meaningful relationships? Are you better able to communicate, listen and
share because of technology? Why? / Why not?
03/02/15 15:42
Lesson 14
Lesson
14
Strategies: Prediction / Informative text
Human Rights
1. Classify the following into wants (w) and needs (n).
n food
w a TV
n a place to live
w a cell phone
n clothes
n education
n medical care
w a car
n water
What do human beings need to survive?

What things help us to grow physically? What things help us to succeed in
life?
Share your answers with the rest of the class and discuss what our basic
human needs are.
3. Look at the logos and write what you know about human rights in the first
column of the chart. Write some things you would like to know about them in
the second column.
What I know
Students own ideas
What I would
like to know
Students own ideas
What I learned
Students own ideas
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Human Rights
03/02/15 15:42
Unit 4
4. Read about human rights and:
check if the information you have in your first column is correct

check whether the text gives you the answers to the questions in the second
column.
HUMAN RIGHTS
Human rights are fundamental rights to which a person is inherently entitled simply
because she or he is a human being, whatever the nationality, place of residence,
sex, ethnic origin, color, religion, language, or any other status. They are applicable
everywhere and at every time. They cover every area of human life and activity.
Civil and political rights - They protect the individual from the wrong use of political
power and recognize a persons right to participate in their countrys political process.
These rights include freedom from slavery, torture and arbitrary arrest; freedom of
thought, opinion and religion; the right to equality before the law.
Economic, social and cultural rights Governments must ensure that their people share
the economic wealth of the country, that they can participate in its social and cultural
life, and have access to adequate health care, education, social support and a clean
environment as well as the opportunity to develop to their full potential.
Human rights are:
Universal and inalienable - This means they apply to everyone, whatever the persons
status, race, gender, nationality, or other is. They are also inalienable, that means they
should not be taken away, except for example, when a person is found guilty of a crime
by a court of law and he or she cannot exercise the right to liberty.
Indivisible, interrelated and interdependent - People are entitled to all rights civil,
political, economic, social and cultural and all of them are equally important. The
improvement of one right facilitates advancement of the others. In the same way, the
absence of one right affects the others.
Equal and non-discriminatory - Discrimination because of sex, race, color, language,
religion, political or other opinion, national or social origin, and so on is prohibited.
This principle is complemented by the principle of equality, as stated in Article 1 of
the Universal Declaration of Human Rights: All human beings are born free and equal in
dignity and rights.
Human rights imply both rights and obligations. States assume obligations and duties
under international law to respect, protect and fulfill human rights. The obligation to
respect means that States must not interfere with the enjoyment of human rights. The
obligation to protect means States must protect individuals and groups against the abuse
of human rights. The obligation to fulfill means that States must take positive action to
facilitate the enjoyment of basic human rights. From the individual point of view it means
that we should respect the human rights of others.
http://www.ohchr.org/EN/Issues/Pages/WhatareHumanRights.aspx
https://www.humanrights.gov.au/commission-website-information-students-human-rightsessentials-frequently-asked-questions-human
http://www.actcoss.org.au/hrtoolkit/what-are-human-rights.html
92
Read the text again and write the information you learned about human rights in
the third column of the chart. Then compare your chart with another classmates.
03/02/15 15:42
Lesson 14
5. Find the following words in the text.

Paragraph 1
An adjective that means belonging to a race or to a group of people who have
the same customs, religion, etc.
ethnic
A noun that means the goods, possessions or resources a nation
has .
wealth
A noun that means the state of being owned by a person and forced to work for
slavery
that person with no pay.
Paragraph 2
(Universal and inalienable section)
An adjective that means that a person is responsible for a crime or wrong
action.
guilty
(Indivisible, interrelated and interdependent section)
A noun that means a change to make something better
improvement .
Paragraph 3
A verb that means to implement or achieve something
fulfill
6. Work in pairs, think and follow the instructions.
1. List the different types of human rights
Civil and political rights. Economic, social and cultural rights.
2. Using your own words explain how the absence of a civil right (for example
being a slave), can affect other rights a person has.
Possible answer: Being a slave affects the right to freedom and as a
consequence of this, it affects the right to education, to earn a salary for your
work and to enjoy civil and political rights as well.
3. Give an example of discrimination because of the color of the skin.

Possible answer: An Afro American may not get a job, or may not be allowed
access to certain places because of the color of his or her skin.
4. Give an example of how a person does not respect the human rights of
another person.
Possible answer: A person might be discriminated at work or at school,
because of his / her political ideas or sexual preferences.
Share your answers with the class.
93
Human Rights
2/5/15 12:23 PM
Unit 4
7. Ask questions for the given answers about the Universal Declaration of Human
rights.
1. Who adopted the Declaration of Human Rights
?
The United Nations General Assembly adopted the Declaration of Human Rights.
2. When was it adopted / did the General Assembly adopt it
On December 10, 1948
3. What was the reason

The reason was that nobody wanted the horrors of World War II to happen
again.
4. How many countries voted in favor

Forty-eight countries voted in favor.
5. Did anybody vote against it

No, nobody voted against it.
6. How many countries did not vote

Eight countries did not vote.
8. Underline the verbs in these sentences. Then circle the correct options.
People are entitled to all rights. This principle is complemented by the principle of
equality. The Declaration of Human Rights was signed in Paris.
All the verbs are in the active / passive voice.
We use the active /passive voice when the focus is on the action. The doer of the
action, (the subject), is not so important or it is not known.
We form the passive voice in the present tense with the verb be in the present /
past tense + the past tense /past participle of the main verb.
To form the passive voice in the past tense we use the verb be in the present /past
tense + the past tense /past participle of the main verb.
9. Change these sentences to passive voice.
1. If a company does not hire a person because of his or her political opinions it is
a case of discrimination.
If a person is not hired because of his or her political opinions it is a case of
discrimination.
2. Human rights imply both, rights and obligations.

Both, risks and obligations are implied by human rights.
3. After World War II, political differences divided the countries into the Western
and Eastern blocks.
After World War II, the countries were divided into the Western and Eastern blocks
because of political differences.
94
03/02/15 15:42
Lesson 14
Latest News
1. Discuss in pairs.
Do you know what Amnesty International is?
2. Read about it and check your ideas.
Amnesty International is a global movement of people fighting injustice and promoting
human rights. Amnesty works to protect people wherever justice, freedom, truth and dignity
are denied. It is the worlds largest human rights organization. It has more than three million
members in over 150 countries. It investigates and exposes abuses and helps transform
societies to create a safer and fairer world. Amnesty received the Nobel Prize for its work.
November 18, 2014
Amnesty International and John Legend Launch Write for Rights Campaign
NEW YORK, NY Today, Amnesty International released a new video from artist John Legend
as part of its Write for Rights campaign. The campaign is the worlds largest letter-writing
event in which Amnesty International asks the public to write or email, text, tweet or fax
in support of specific cases where human rights are not respected around the world. This
writing campaign takes place every year around Human Rights Day, December 10. The letters
and messages from the public have had an enormous impact. They have helped free tens
of thousands of people imprisoned just because they expressed their beliefs or identity in a
peaceful way.
Amnesty International asks supporters around the world to stand with them and help human
rights come by participating in Write for Rights campaign.
http://www.amnestyusa.org/news/press-releases/amnesty-international-and-john-legend-launchwrite-for-rights-campaign

1. What did John Legend do for Amnestys Write for Rights campaign?
He made a video.
2. What is the objective of the campaign?

To write in support of specific cases where human rights are not respected.
3. How do people participate?

By writing, emailing, texting, tweeting or faxing.
4. Have previous campaigns been successful?

Yes, they have. They have freed lots of people imprisoned because of their beliefs.
5. Would you like to participate by sending a message?

4. Work in small groups. Discuss and make comments on this thought:
Be the change you wish to see in the world.

Mahatma Gandhi
95
What does it mean? What are the things you wish to see in the world? How
can you be the change?
Human Rights
2/5/15 12:23 PM
Unit 4
Lesson
15
Strategies: Inference, Prediction / Informative text
Gender Equality
1. Read the definition of the word gender and answer: What do you think gender
equality is? Underline the correct option.
Gender: refers to the cultural and social differences that distinguish men from
women.
a) men and women are the same
b) equal rights, responsibilities and opportunities for women and men,
girls and boys.
c) mens and womens wages are the same
2. Listen to a journalist interviewing a school teacher in an African community and
check your answer. Then circle T (true) or F (false). Track 15
Ayana started school but then she left it
Boys and girls have to help at home with the housework.
Ayanas teacher was not interested in her education.
Ayanas school teacher said that Ayana would have many

opportunities if she stayed in school.
Ayana would have done only household chores all her life
if she had not gone to school.
3. Draw a line graph with the data below. Use different colors to represent boys and
girls.
Percentage of Primary School

Attendance in Sub-Saharan Africa
20012008
96
Year
Boys
Girls
2001
49
55
2002
58
54
2003
60
56
2004
60
57
2005
63
59
2006
64
60
2007
64
61
2008
69
66
Number of
students
70
65
60
55
50
45
2001
2002
2003
2004
2005
2006
2007
2008
03/02/15 15:42
Lesson 15
4. Work in pairs and answer:

1. Is there a general positive or negative tendency in percentage of boys and
girls attending primary school in sub-Saharan Africa during the eight year
period? A positive tendency.
2. On average, what is the percentage gap between boys and girls?
3 4 percent
Discuss in small groups:

What concrete things do you think could be done to close the gender gap
between boys and girls?
Possible answers: building more schools, more incentives to
families so that girls can attend school, more government education programs, etc.
Share your opinions with the class.
5. Look at the pictures and circle A (agree) or D (disagree) next to each

statement.
There are about 781 adults in the world who cannot

read or write, more than 60% are women.
Thirty percent (30%) of elected government representatives

around the world are women.
Women who work outside the home earn 20% less wages
than mens.
In the African country of Cameroon, women do more

than 75% of the farm work and own most of the land.
97
Gender Equality
03/02/15 15:42
Unit 4
6. Read about how UNICEF promotes and works for gender equality and check your
answers in activity 5.
A UNICEF is the United Nations agency which is dedicated to protect and improve
the lives of children in developing countries. It implements programs related to
immunization, education, health care, nutrition, clean water, and sanitation to help
improve the lives of women, children and families.
B Women contribute in many ways to their communities and nations, but very often
their actions are limited because they do not have the same opportunities and
education as men, so they are not allowed to make decisions in their families and
communities. Children benefit when the relationship between their parents is
based on mutual respect, shared responsibilities, and both decide what is best for
them. But in many developing countries, women do not have the same rights as
men and cannot make decisions.
C About 66% of the adults in the world who cannot read or write are women. If
women had more opportunities they could be more educated, healthier and able
to make decisions at home. Educated women want their children to receive an
education too. Studies from developing countries show that when women decide
how money is spent at home, they spend more on childrens nutrition, health care
and education and girls in particular, are more likely to attend school.
D One of the reasons why many women cannot make decisions at home is probably
because they earn less money. When women work outside their home, they earn
about 20 percent less than men. They work more in the informal sector, selling
goods in markets for example, or doing domestic work; such employment is low
paid, and has few or no benefits (such as health insurance or pensions). Girls
usually take care of small children at home while their moms are at work, so these
girls cannot attend school.
E Women own fewer assets than men; in some countries, the laws make it difficult
for women to own land or other properties. In Cameroon, for example, women
do about 75% of the farm work and they own less than 10% of the land. In the
political area women make up less than 17 percent of legislators, 14 percent of
cabinet members, and 6 percent of heads of government worldwide.
F UNICEF works to change social situations in developing countries so that women
may enjoy the same rights as men. This will improve childrens well-being.
http://teachunicef.org/sites/default/files/sites/default/files/documents/gender_equality_-_an_
introduction.pdf
7. Match the sections in the text with the following topics.

1. the kind of work many women do in developing countries
2. the inability of women to make decisions at home and in

their communities
98
3. present situation of women in the economic and political areas
4. benefits from women who make decisions at home
5. an international organizations final objective
6. areas an international organization works in to make improvements
03/02/15 15:42
Lesson 15
8. Underline the verb in the clauses that expresses a condition, then circle the
one in the clauses that express the consequences.
1. Ayana would have many opportunities if she stayed in school.
2. If women had more opportunities they could be more educated and healthier.
Underline the correct options in each case.

The clause that expresses a condition (If clause) is in the simple present /past
past
The clause that states a consequence or result is expressed with the modal
verb / main verb would (could or might) + the simple present / base form of the
main verb.
Sentences in the second conditional express likely / unlikely events in the
future.
The second sentence refers to the possibility of woman having more
opportunities as likely /unlikely
unlikely given the present circumstances in those
countries.
Given Ayanas situation (she had dropped school), her teacher used the second
unlikely she would return to school.
conditional because it was likely /unlikely
Use the correct form of the verbs in brackets to express unlikely

situations.
(have) the same rights as men the situation in
1. If women
had
developing countries
(be) different.
would
wouldnt have
2. People
(not have) to make so many choices if their
communities
(not be) so poor.
werent
9. Read this sentence and answer:
Ayana would have done only household chores all her life, if she had not gone
to school.
Did Ayana go to school?
Yes . Is the if clause then real or unreal?
Unreal
Underline the correct options.

Sentences in the third conditional describe something in the past that
happened / didnt happen, and have an imaginary result.
If Ayana had not gone to school (which she did), she would have done only
household chores (which she doesnt), because the condition of not going to
school never happened
The clause that states the unreal condition is in the simple past /past
past perfect
tense.
The clause that expresses the result of the unreal condition uses would (could
or might) + have + the past tense /past
past participle of the main verb.
Use the correct form of the verbs in brackets to express unreal situations.
1. Obasi
(become) a doctor if he
would have become
99
had gone
(go) to school.
2. If the social structure in many developing countries

(be)
had been
different, women
(have) more power.
would have had
Gender Equality
03/02/15 15:42
Unit 4
Latest News
How many women who are or have been prime ministers or presidents of their
countries do you know?
2. Read about a new first minister and answer the questions below.
Wednesday 19 November 2014
STURGEON BECOMES FIRST MINISTER OF SCOTLAND AND HOPES HER

ELECTION LEADS TO GREATER OPPORTUNITY FOR ALL WOMEN
Nicola Sturgeon became Scotlands first female
first minister on Wednesday. She says her election
sends a message to girls and young women across
the country that the sky is the limit to what you can
achieve.
She stated that to become first minister is special
and it is a big responsibility, and that to make history
as Scotlands first woman to be first minister is even
more so.
She continued saying that she hopes her election
opens the gate to greater opportunity for all women
and that it sends a positive message to all girls and
young women across Scotland: there should be no

limit to your ambition, if you are good enough and
you work hard enough, the sky is the limit to what
you can achieve, and no glass ceiling should ever
stop you from achieving your dreams.
When she thanked her family, she referred
to her eight-year-old niece and said that the girl
does not yet know about gender gap or unequal
representation or the barriers that make it so hard
for women to have a career. She said she hoped by
the time her little niece is a young woman barriers
and gender gaps will be something of the past.
http://www.theguardian.com/politics/2014/nov/19/nicola-sturgeon-postive-message-girls-scotland-women
1. Does Nicola Sturgeon think that because she is a woman her responsibility as
first minister is greater than if she were a man? Yes, she does.
2. Why do you think she feels that?
Possible answer: Because it is the first time a woman is first minister of Scotland
and people expect many good things from her government.
3. According to what she says about gender gap and barriers, do you infer it was
easy or difficult for her to reach that position? It was difficult.
4. What does she hope for the future in relation to womens opportunities?
She hopes after her election women will have more opportunities in her country,
and that there wont be any barriers or gender gaps in the future.

Does gender gap only occur in developing countries?
What do you think the situation related to gender equality is in your country? Do
you think advances have been made? Compare, for example, womens situation
now with that of their grandmothers. How could you raise awareness about
gender gap in your school or community?
100
03/02/15 15:42
Lesson 16
Lesson
Strategies: Inference, Skimming / Informative text
Cultural Globalization
16
1. Work in pairs. Look at the pictures and answer the questions:

1. Where are these cultural expressions originally from? Write the name of the
country under each picture.
2. Where are most of them from? The United States
3. Are they popular in your country? Yes, they are.
4. Can you think of another cultural expression from a foreign country that has
become popular in yours? Students own answers
Hallowee
The best of
Rock Music
Ireland, Britain, Northern Europe
The United States
India
The United States
The United States
Italy
Why do you think we have incorporated so many cultural expressions from
other countries into our own? What has made it possible?
3. Add the missing vowels to define the process by which the same foods,
beverages, clothes, music, films, customs or habits are consumed or
practiced around the globe.
u L T
u R
a L
C
101
o B
a L
i Z
a T
i
o N
G L
03/02/15 15:42
Unit 4
4. Skim the article and circle the best title.

What is cultural globalization?
Cultural Globalization: Concept - Positive and Negative Aspects
Lets Go Global!
Cultural globalization is the rapid movement of ideas, attitudes, and values across
countries. This sharing of ideas creates greater interconnections and interactions
between peoples of diverse cultures and ways of life, which can have both positive
and negative effects. It implies that people and also cultures are being drawn
together. Culture is what people eat, how they dress, what music they listen to, what
activities they practice, etc. Globalization has joined different cultures and made
them into something different. The process of cultural globalization has been present
through most of history. At times when most societies existed in relative isolation,
international trade and exploration made the exchange of ideas possible. It was the
rapid technological developments of the 20th century, however, that accelerated the
process. The Internet is associated with the process of cultural globalization because
it allows interaction and communication between people with very different lifestyles
and from very different cultures.
One of the best examples of cultural globalization is pop entertainment culture.
Young people in Moscow, for example, dance in a similar way to those in Tokyo.
Japanese animation is watched in Chicago, and Mexican soap operas are enjoyed
in Manila. The new release of a musical group can be seen and heard worldwide
through video websites; celebrity personalities become global pop icons through the
same means. It is easier than ever before for people from different cultures to find
common interests.
Those in favor of the concept of a cultural globalization say it is beneficial because
it brings knowledge and information exchange. Some say that this new widespread
culture may help reduce discrimination, and might even better international relations.
Also, as people of diverse backgrounds communicate more freely and enjoy many
of the same fashions and tendencies, they may discover that they are not really so
different after all. Big businesses profit from global culture because it is easier for
them to sell their products in other countries. Economic globalization goes together
with cultural globalization.
Those against cultural globalization often point out its destructive effects on national
identities. Consuming the products of this industrialized countries changes the
values of traditional and local cultures, it affects its language, its social structure and
even its appearance (from clothes and cars to billboards and advertisements).
Furthermore, they say that languages spoken by small populations could be at an
increased risk of extinction. They think that if powerful, industrialized countries
continue dominating the world scene, the specific values, traditions, and history
the identity of other cultures will gradually disappear and be replaced by that of
strong industrialized countries.
102
http://scenariothinking.org/wiki/index.php/The_Globalization_of_Culture_
(or_Cultural_Globalization)
http://www.wisegeek.com/what-is-cultural-globalization.htm
03/02/15 15:42
Lesson 16
5. Scan the article and underline the following:

Paragraph 1
A definition of culture.
The way cultural exchange took place back in history
The reason why cultural globalization increased in the last
century
Paragraph 2
An example of cultural globalization
Paragraph 3
An example of a possible positive consequence of cultural

globalization
Paragraph 4
An example of a possible negative consequence of cultural

globalization
6. Circle true (T) or false (F). If false, give the correct information.
1. Interaction between cultures have only beneficial consequences
Interaction between cultures can have both positive and negative results.
2. Globalization unites cultures into a single one.
Globalization has joined cultures and made them into something different.
3. People from different cultures share the same music,

cartoons and TV programs.
4. Because of cultural globalization, foreign products

are easily accepted.
5. Traditional cultures are not affected by consuming products from

industrialized countries.
Consuming products from industrialized countries changes the values of

local cultures, affects their language, social structures and appearance.
7. Find and write the following sentences:

1. A sentence that states a fact or a general truth.
Cultural globalization is the rapid movement of ideas, attitudes, and values across countries.
2. A sentence that expresses a past and finished event.

At times when most societies existed in relative isolation, international trade
and exploration made the exchange of ideas possible.
3. A sentence that states that an event or action started in the past and
continues in the present time.
The process of cultural globalization has been present through most of history
4. A sentence where the subject or doer of the action is not mentioned.

The Internet is associated with the process of cultural globalization
5. A sentence that expresses a possibility.

Some say that this new widespread culture may help reduce discrimination, and might even
better international relations
6. A sentence that expresses a condition and its possible consequence.
If powerful, industrialized countries continue dominating the world scene, the specific values,
traditions, and history the identity of other cultures will gradually disappear
103
03/02/15 15:42
Unit 4
8. Write the corresponding nouns or verbs from the following words.

cultural (adj)
culture
(noun)
movement (noun)
move
(verb)
sharing (noun)
share
(verb)
technological (adj)
technology
development (noun)
develop
(verb)
entertainment (noun)
entertain
(verb)
knowledge (noun)
know
(verb)
discrimination (noun)
discriminate
(verb)
industrialized (adj)
industry
(noun)
traditional (adj
tradition
(noun)
(noun)
9. Read and answer the questions in pairs. Then check your answers on the web.
UNESCO NUMBERS
According to UNESCO, globalization can
be either positive or negative, depending
on our viewpoint. Culture diversity is
facing challenges. The present state of
cultural diversity can be shown by the
following numbers:
- The approximately 6000 languages
that exist in the world do not all have
the same number of speakers: only
4 % of the languages are used by
96 % of the world population.
- 50 % of the world languages are in

danger of extinction.
- 90 % of the world languages are not
represented on the Internet.
- Some 5 countries monopolize the
world cultural industry trade. In
the field of cinema, for instance, 88
countries out of 185 in the world have
never had their own film production.
1. Which do you think are the five most spoken languages in the world?
Mandarin Chinese, Spanish, English, Hindi, Arabic. Answers may vary.
2. Which do you think are some of the countries which have never had their own
film production? Several countries in Africa (Chad, Libya, Mauritania, Mali,
Congo, Tanzania, etc.), some countries in the Middle East (Oman, Yemen, Saudi
Arabia, etc.) and others in Asia (Uzbekistan, Turkmenistan, Afghanistan, etc.)
Answers may vary.
3. Which fact surprised you the most? Students own answers.

Should local cultures be protected? Why / Why not?
Is cultural diversity important or is it better to have an homogenous culture around
the globe?
How do you imagine cultural globalization affects indigenous communities?
104
2/5/15 12:26 PM
Lesson 16
Latest News
1. Work in pairs.
Do you know who spoke Quechua in the past?
Do you know whether it is still spoken now?
2. Read the news article, check your answers and answer the questions.
Tuesday 18 November 2014 12.15 GMT
According to UNESCO half of the existing

languages in the world will disappear by the
end of this century if they are not protected.
Quechua dates back to the Incas and is
spoken by 8 million people across southern
Colombia, Ecuador, Peru, Bolivia, Chile
and Argentina it has more speakers than
any other indigenous language in all of the
Americas. But Quechua has disappeared
completely in some areas of Peru. Rosaleen
Howard from Newcastle University pointed
out that when people move from rural areas
to the cities they need Spanish in order
to get jobs and education; so many rural
Andeans parents tell their children they wont
get anywhere in life without Spanish and
more and more frequently refuse to speak
Quechua with them. However, a government

initiative in Bolivia is revitalizing the language.
In 2009, the revised constitution stated that
all 37 languages of the country were official.
Among these languages is Quechua. All
state employees will have to know at least one
indigenous language if they want to keep their
jobs. These languages are taught in higher
education and are being used in TV and
media. So why is it so important to protect
and preserve languages like Quechua?
For Howard, the protection of indigenous
languages is a matter of human rights; she
says it is unfair that people should live in
a society where they have been forced to
abandon those languages in favor of speaking
a dominant tongue.
http://www.theguardian.com/education/2014/nov/18/endangered-language-quechua-columbia-chile
1. Why dont rural Andean parents speak Quechua to their children?

Because when their children move from those areas to the cities they need to
know Spanish to get a job and education.
2. How is Bolivias government initiative protecting indigenous languages?

Their constitution states that all 37 languages of Bolivia are official. All state
employees have to know at least one indigenous language
3. How can you express in your own words Howards opinion on why it is
important to protect indigenous languages?
He says it is important to protect indigenous languages because it is related
to human rights. It is peoples right to speak their own language.
How many languages are spoken in your country?

Can you speak any indigenous language?
Do some research: Has your government taken measures to protect
indigenous languages in your country, or are they at risk of extinction?
Do you agree with Rosaleen Howards opinion at the end of the article? Why/
Why not? Students own answers.
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Unit 4
PROJECT S Unit 4
Choose one of the four projects:
Lesson 13
RVEY
mUnICATIon A SU
om
C
nd
A
GY
Lo
o
no
hn
Ch
TEC
TE
17, XX prefer written
students aged 15.
d use cell phone
communication an
Work in small groups
.
applications or etc
out young peoples
Conduct a survey ab
ns
ss
ea
m
itten or oral
ormation to the cla
preferences as to wr
Present your inf
hure, a poster, a
in the form of a broc
of communication.
consider
y other format you
ked.
an
as
or
be
eo
to
vid
ns
tio
es
qu
Think of the
ive. Include some
suitable and attract
uld be: What way
co
s
ple
am
ex
e
m
So
of your survey as a
aphs of the results
you use the
gr
do
n
tio
ica
un
m
m
of co
ormation clear.
edia, email,
l aid to make the inf
m
l
ua
cia
vis
so
e,
on
ph
ell
most? (c
ote
written or oral
tivity you can prom
etc.) Do you prefer
As a closing ac
e
th
to
related
debate in your class
a
communication?
n
te
to
of
Is face face
estions as how
of communication:
re
tu
fu
Add some more qu
Is this important?
Write your questions
munication dying?
m
co
they use them, etc.
correct. The more
Why / Why not?
and check they are
curate
ac
e
or
advantages
m
e
th
ey
rv
hat advantages or dis
W
students you su
th
unication have
Get together wi
face to face comm
uld
co
your results will be.
o
unication? Are we to
and evaluate the
over written comm
your team members
logical means of
.
dependent on techno
results of the survey
em
th
ite
c.
ions and wr
communication? Et
Draw some conclus
of
r
be
m
nu
X
of
t
ou
down, for example,
Lesson 14
hUmAn RIGhTS
Choose one of the following topics:

Discrimination
Amnesty International
If you choose the first topic, think

of possible reasons why people
discriminate: race, religion, sex, age,
sexual preferences, political postures,
social and economic backgrounds, etc.
If you choose the second topic, find out
about the organization, when it started
and successful campaigns carried out
throughout its history.
106
Do some research (you can gather

information from recent news and articles
on the Internet, books, magazines, etc.)
and choose the information you consider

interesting. Summarize it. Be sure the text
is easily understood and correct. Check
grammar, spelling and punctuation. Ask
your teacher for help if needed.
Present your information to the class in

the form of a brochure, a poster, a video or
any other format you consider suitable and
attractive.
As a closing activity, promote a campaign

about human rights. Encourage your
classmates to design posters to be placed
at school saying no to discrimination.
Be creative in your slogans and address
different types of discrimination.
03/02/15 15:42
Lesson 15
GEndER EQUALITY
Write about the following topic:

Advances in Gender Equality
Find information about recent

campaigns to empower women, in
your country or abroad.
Compare the present status of

women in society to that one or
more centuries ago.
Do some research, (you can gather

information from recent news and
articles on the Internet, books,
magazines, etc.) and choose
the information you consider
interesting. Summarize it. Be sure
the text is easily understood and
correct. Check grammar, spelling
and punctuation. Ask your teacher

for help if needed.
Present your information to the

class in the form of a brochure,
a poster, a video or any other
format you consider suitable and
attractive.
At the end of your presentation

promote a debate among your
classmates to give their opinions:
What further steps can be taken
to achieve gender equality? Why
is it important from the social,
economic and political point of
view?
6
16
on 1
Lesson
n
TIon
ATIo
LIZA
ALIZ
oBA
L GLoB
CULTURAL GL
Write about the following topic:
Cons.
Write about Cultural Globalization- Pros and
on from recent
Do some research, (you can gather informati
azines, etc.) and
news and articles on the Internet, books, mag
g. Summarize
estin
choose the information you consider inter
ct. Check
it. Be sure the text is easily understood and corre
teacher for help if
grammar, spelling and punctuation. Ask your
needed.
of a brochure,
Present your information to the class in the form
ider suitable and
a poster, a video or any other format you cons
attractive.
te among your
At the end of your presentation promote a deba
globalization
classmates to give their opinions: Do cultural
ral diversity at risk?
advantages outweigh disadvantages? Is cultu
Should it be preserved? Why / Why not?
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Unit 4
Self-Evaluation
After learning about humanity advances in topics related to economics such as its
basic concepts, money and currencies and international trade.
I CAN
108

Understand texts related to social issues.
Identify the sequence in a text by inserting

fragments in the correct places.
Write a summary of a text including its main

ideas.
Discuss and express my opinion about

certain topics.
Identify specific words in a text by knowing

their meaning.
Exemplify information given in a text.
Infer the meaning of some words.
Draw a graph based on given data and draw

conclusions from it.
Check my prior knowledge on certain topics.
Identify the location of topics within a text.
Infer information from a text.
Skim a text to choose the most suitable title.
Scan a text to find specific information.

03/02/15 15:43
Co-Evaluation


interesting?

information?


working?



team? Why/ Why not?
If you had to grade your project

(information, materials, presentation,
team work) what grade would you give
it from 1 (very poor) to 10 (excellent)?

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Unit 1
Affirmative form
Present tense Verb be

We use the verb be:
To say who we are:
To say what we are:
To say where we are:
To describe people:
To express nationalities:
I am Paul. She is Susan.

They are students. He is an engineer.
She is in the classroom. We are at home.
They are nice. I am tired.
I am Mexican. You are French.
Negative form
Interrogative form
Questions
Answers
I am
You are
He/She/It is
I am not (Im not)

You are not (arent)
He /She / It is not (isnt)
Am I kind?
Are you a student?
Is he /she/it at home?
Yes, you are. / No, youre not.

Yes, I am. / No, Im not.
Yes, he/she/it is./ No, he/she/it isnt.
We are
They are
We are not (arent)

They are not (arent)
Are we late?
Are they teachers?
Yes, we are. / No, we arent.

Yes, they are. / No, they arent.
Present tense Other verbs

Third person singular (he, she, it) adds an s in the affirmative form.
The auxiliary does is used to ask questions and make negative statements in third
person singular.
The auxiliary do is used to ask questions and make negative statements in all other
persons.
Affirmative form
I play
You play
He/She/It plays
We play
They play
Negative form
I dont play.
You dont play.
He/She/It doesnt play
We dont play
They dont play
Interrogative form
Questions
Do I play?
Do you play?
Does he/she/it
play?
Do we play?
Do they play?
Answers
Yes, you do./ No, you dont.
Yes, I do. / No, I dont.
Yes, he/she/it does. / No, he/she/
it doesnt.
Yes, we do. / No, we dont.
Yes, they do./ No, they dont
Wh questions
We use questions words like what, where, who, when, and how to ask for specific
information.
Wh questions with the verb be
Questions
What is your name?
Where are you?
When is your birthday?
Who are they?
How is your aunt?
Answers
My name is Adriana.
Im at school.
Its on February 9.
They are my cousins.
She is fine.
Wh questions with other verbs.

Questions
What do koalas eat?
Where do you live?
When do we have lunch?
Who does she call?
How do you go?
110
Answers
They eat eucalyptus leaves.
I live on 29 Oak Street.
You have lunch at 2:00.
She calls her boyfriend.
We go by bus.
Grammar Reference
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03/02/15 15:44
There is / There are

We use the structure there is /there are to express existence in singular and plural form.
Singular
Plural
Affirmative: There is a boy in the garden.
Affirmative: There are many shops in the town.
Negative: There isnt a book on the table.
Negative: There arent any students in the classroom.
Interrogative: Is there coffee?

Yes, there is. /No, there isnt.
Interrogative: Are there any banks downtown?

Yes, there are. / No, there arent.
Comparative and Superlative adjectives.

We use comparative adjectives to compare two things, places or people.
Short adjectives make the comparative form by adding er followed by the word than
Adjectives ending in one vowel and one consonant double the consonant.
Adjectives ending in y change y to i and add er.
Long adjectives make the comparative form by using the word more before the
adjective.
Short adjectives
Comparative form
hot
happy
young
Long adjectives
hotter than
happier than
younger than
beautiful
comfortable
interesting
Comparative form
more beautiful than
more comfortable than
more interesting than
Superlative adjectives
We use superlative adjectives to compare more than two things, places or people.
Short adjectives make the superlative form by adding est to the adjective.
Long adjectives make the superlative form by adding the word most before the
adjective.
Short adjectives
Superlative form
long
cheap
the longest
the cheapest
Long adjectives
Superlative form
famous
difficult
the most famous

the most difficult
Irregular adjectives
Adjective
Comparative form
good
bad
far
better than
worse than
farther / further than
Superlative form
the best
the worst
the farthest / the furthest
Pronouns
Pronouns replace nouns. There are different kinds of pronouns.
She is my sister. Subject pronoun.
They gave him a present.
Object pronoun
This is a wonderful party! Demonstrative pronoun.
Those books are mine.
Possessive pronoun.
Subject
I
You
He/She /It
We
They
Object
me
you
him/her/it
us
them
Possessive
mine
yours
his/hers/its
ours
theirs
Demonstrative
Singular
this, that
Plural
these, those
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Unit 2

Plural form of nouns.
Regular plurals
Noun ending
Spelling rule Singular
Plural
Most consonants
Add s
a car, a house
cars, houses
Final consonants:
s,ss,sh,ch,x
Add es
a bus, a glass, a witch, buses, glasses,

a dish, a fox
witches, dishes, foxes
Noun ending
Spelling rule
Singular
Plural
Consonant + y
Drop y add -ies
a country
countries
Vowel + y
Add -s
a valley
valleys
f or fe
Change to -ves
a wolf
a life
wolves
lives
Irregular plurals
Singular
Plural
Singular
Plural
a woman
women
a fish
fish
a man
men
a sheep
sheep
a child
children
a mouse
mice
a foot
feet
a tooth
teeth
Countable and Uncountable nouns.

Nouns can be divided into countable (things we can count) and uncountable (things
we cannot count).
Countable nouns have singular and plural forms, for example, one apple, two apples.
Uncountable nouns have only a singular form, for example, water and air.
Examples of countable nouns: table, book, boy, flower
Examples of uncountable nouns: butter, orange juice, love, weather, information
Some and Any
We use some in affirmative sentences with countable and uncountable nouns.
We use any in negative and interrogative sentences with countable and uncountable
nouns.
Examples:
Countable nouns
There are some pens on the desk.
There arent any pears in the fridge.
Are there any free seats? Yes, there are. No, there arent any.
Uncountable nouns
There is some tea in the kitchen.
There isnt any information about the event.
Is there any furniture in the room? Yes, there is. / No, there isnt any.
Simple Past tense.
We use the simple past tense to express actions and situations that started and
finished in the past. Regular verbs form the past tense by adding ed or d to the base
verb. Some verbs change the final y to i before adding ed (cry cried) Others double
the final consonant (stop stopped). We use the auxiliary verb did to make negative
statements and questions in the past.
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Past tense verb be

Affirmative form
Negative form
Interrogative form
Answers
Questions
I was
You were
He /She/ It was
I wasnt
Was I rude?
You werent
Were you at the party?
He/She/It wasnt Was he/she/it asleep?
Yes, you were. / No, you werent.

Yes, I was./ No, I wasnt.
Yes, he/she/it was./ No, he/she/it wasnt.
We were
They were
We werent
They werent
Yes, we were. / No, we werent.

Yes, they were. / No, they werent.
Were we late?
Were they afraid?
Past tense other verbs

Affirmative form
Negative form
Interrogative form
I studied last night.

You worked on Friday.
He/She/It ate the cake.
I didnt study.
You didnt work.
He/She/It didnt eat.
Did I study?
Did you work?
Did he/she/it eat
the cake?
We stopped the car.

They went home.
We didnt stop
They didnt go home
Did we stop the car?

Did they go home?
Yes, you did./ No, you didnt.

Yes, I did. / No, I didnt
Yes, he/she/it did./
No he/she/it didnt
Yes, we did. / No, we didnt.
Yes, they did. / No, they didnt.
Past Continuous tense.

We use the past continuous tense for ongoing actions in the past.
Affirmative form
Negative form
I was eating at 9:00.

You were eating at 9:00
He/She/It was eating at 9:00
We were eating at 9:00
They were eating at 9:00
I wasnt eating at 9:00

You werent eating at 9:00
He/She/It wasnt eating at 9:00
We werent eating at 9:00
They werent eating at 9:00
Questions
Answers
Was I eating at 9:00?

Were you eating at 9:00?
Was he/she/it eating at 9:00?
Were we eating at 9:00?
Were they eating at 9:00?
Yes, you were. /No, you werent.

Yes, I was. /No, I wasnt.
Yes, he/she/it was./ No, he/she/it
wasnt.
Yes, we were. /No, you werent.
Yes, they were /No, they werent.
We can also use the past continuous tense and the simple past in the same
sentence to express that an ongoing action was interrupted by another action also
in the past.
Example: We were making a lot of noise when the teacher came into the room.
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Unit 3

Obligation
We use the structure: must + verb in the base form or have to + verb in the base form
to express obligation. Must is regular with all persons.
I must finish my project today. She must hurry up.
She has to wear a uniform at school.
Prohibition
We use mustnt + verb in the base form or cant + verb in the base form to express
prohibition to do something.
You mustnt speak loudly in the library.
You cant be late tomorrow.
Advice or recommendation
We use the modal verb should + verb in the base form to give some advice or make a
recommendation. Should is regular for all persons.
I think you should see the doctor.
We also use the modal should to suggest that something is true or will be true in the
future, and to show you have reasons for your suggestion.
Ask Paul. He should know.
Its nearly six oclock. They should arrive soon.
Possibility
We use the verbs may, might, and could to express that something is possible to
happen, but we are not certain.
I might go the party. (I am not sure, I havent decided yet.)
They may come by car. (Its a possibility.)
If we dont hurry we could be late. (Its a possibility)
First Conditional Sentences
First conditional sentences have two clauses an if clause that express a condition,
in the simple present tense, and a main clause that expresses the consequence of
the condition in the future tense.
Sentences in the first conditional express real and possible situations.
Ill go to the beach tomorrow if its a nice day.
If Mark comes, well go sight-seeing.
The if clause can be placed at the beginning or at the end of the sentence.
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Present Perfect tense

We can use the present perfect tense to express an action or situation that started
in the past and continues in the present: I have studied English for 6 years.
We form the present perfect with the verb have in the present tense + the past
Affirmative form
Negative form
I have been here for two hours.

You have been here for two hours.
He/She/It has been here for two hours.
We have been here for two hours.
They have been here for two hours.
I havent been here for two hours.

You havent been here for two hours.
He/She/It hasnt been here for two hours.
We havent been here for two hours.
They havent been here for two hours.
Interrogative form
Questions
Answers
Have I been here long?

Have you been here long?
Has he/she/it been here long?
Yes, you have. No, you havent.

Yes, I have.
No, I havent.
Yes, he/she/it has.
No, he/she/it hasnt.
Have we been her long?

Have they been here long?
Yes, we have. No, we havent.

Yes, they have. No, they havent.
For and Since

We use the words for and since to express how long the action or situation existed
from the past to the present moment.
We use for to express a length of time, for example, for six months.
We use since to express a moment in the past, for example, since Christmas
For
ten minutes, an hour, four months, three years, a short /long time
Since
June, 2012, last Tuesday, yesterday, 11:00, I went away
She has lived her for 11 years.
They have worked here since 2012.
Yet, Already and Just

We use the word yet in interrogative and negative statements in the present perfect
tense.
She hasnt finished homework yet.
Have you phoned him yet?
We use already to express that the action or event happened earlier or earlier than
expected.
They have already spent their money.
We use just to express that the action happened or took place a moment ago.
I have just seen Tim coming out of the supermarket.
The words just and already are placed between the auxiliary have and the past
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Unit 4

Relative Pronouns
A relative pronoun is a pronoun that introduces a relative clause. It is called a relative
pronoun because it relates to the word that its relative clause modifies.
The person who phoned me last night is my teacher.
The word who refers to the person and introduces the relative clause who phoned
me last night.
Who is used for people.
The lady who lives next door is Toms aunt.
Whose is for possession.
The book whose author won a prize has become a bestseller.
Which is for things.
The blue car which you saw at the car park is mine.
That can be used for things and people.
All the people that were at the party are my friends.
The laptop that you chose is the most expensive in the store.
Past Perfect tense.
It indicates that an action was completed at some point in the past before something
else happened.
We form the past perfect tense with the past tense of the verb have (had) + the past
I had walked ten blocks before I saw him.
They had eaten dinner, so they werent hungry.
The past perfect is regular for all persons.
The negative form is made by adding the word not to the verb had.
She hadnt made the cake when Bill arrived.
To make questions in the past perfect we invert the position of the subject and the
auxiliary had.
Had he finished his work when you arrived?
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Passive Voice
In passive sentences the object of an action is the subject of the sentence.
For example:
Active voice
Passive voice
Mary cleaned the windows.
The windows were cleaned by Mary.
Subject
object
object
subject
We use the passive voice when the subject or doer of the action is not known or it
is not important to mention.
My purse was stolen yesterday. (we do not know who stole it).
The cars are designed in Europe. (the emphasis is on the cars, not on the company
which designs them.)
We form the passive voice with the verb be + past participle of the main verb.
To make passive sentences in the present tense we use the verb be in the present
tense.
Coffee is grown in Brazil.
Students are asked to arrive early.
To make passive sentences in the past tense we use the verb be in the past tense.
The email was sent yesterday.
The books were taken from the shelves.
Second Conditional sentences

Second conditional sentences describe unreal or imaginary situations.
We form the second conditional with an if sentence in the simple past tense and
the main clause or consequence with would + verb in the base form.
The second conditional expresses situations which are very unlikely to happen.
Sometimes could or might can be used instead of would.
If I won the lottery I would buy a house by the sea. (very unlikely to happen)
If I were you, I would look for another job. (impossible situation because I can never
be you)
Third Conditional sentences.
These sentences describe unreal or imaginary situations in the past.
We form the third conditional with an if sentence in the past perfect tense and the
main clause or consequence with would + have + past participle of the verb.
If you had studied more, you would have passed the exam.
It means that you didnt study so you didnt pass the exam. A past situation
different to what actually happened is imagined.
The modals might and could can also be used instead of would.
You might have succeeded if you had worked harder.
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Write about the science you are most interested in. Do some research to include
some information about its origins and how it developed. Add some recent news in
relation to it. Divide the text into different sections to make the information clear.
Check spelling, grammar and punctuation.
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Writing Activity
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Which of these inventions, radio, telephone or television do you think was the
most important? Do some research and write about it. Include the reason(s) why
you consider it was so important. Check grammar, spelling and punctuation.
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Writing Activity
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Do some research and write about the origins of your currency and /or banking in
your country. Check grammar, spelling and punctuation.
120
Writing Activity
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You and some classmates are running a school campaign against discrimination
of all kinds (sex, age, color of skin, sex preferences, political ideas, etc.). Write
about the actions you and your team would take (inform students of real cases
of discrimination, conduct surveys, give presentations, hang posters, etc.) to
promote respect and tolerance.
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Writing Activity
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Scripts
Lesson 1 Track 2
Teacher:
Today we are going to talk about DNA technology. Does anybody know
what it is?
Student 1: Yes, it has something to do with genes.
Teacher:
Yes, DNA technology is the study and manipulation of genetic material.
Scientists are using DNA technology for a wide variety of purposes and
products. It has forensic, environmental, and agricultural applications.
Student 2: Is cloning related to that? What hat is it?
Teacher:
It is the process of making multiple, identical copies of a gene. This has
made it possible to create pest-resistant plants, vaccines, heart attack
treatments and the creation of entirely new organisms.
Student 2: Like Dolly the sheep?
Teacher:
Exactly. DNA technology and gene cloning are very important in the
pharmaceutical industry and medicine. DNA technology is used to help
diagnose genetic diseases before the symptoms start, even before birth,
so they can be treated successfully. Scientists have created many useful
pharmaceuticals too, such as insulin and human growth hormone. But
DNA technology raises important safety, social and ethical questions too.
Student 3: Why?
Teacher:
Because some people say it is wrong and dangerous to manipulate
genes even in cases of diseases when human lives are at risk. What is
your opinion?
Lesson 1 Track 3
Teacher:
DNA fingerprinting has been used in forensics to confirm guilt or
innocence of a suspect. It has also been used to determine paternity and
to identify the remains of individuals killed in disasters. It is also applied
to environmental work to improve agricultural productivity. Agricultural
scientists have engineered a number of crop plants that resist disease,
increase production and nutritional value. This manipulation has led
to worries about potential dangers, as it may create dangerous new
pathogens. Because of this, very strict laboratory procedures have been
created to ensure safety
Lesson 1 Track 4
1. Remove the battery from the battery compartment of the clock and check which
way around the positive (+) and the negative (-) points go.
2. Number the potatoes as one and two.
3. Insert one nail in each potato.
4. Insert one short piece of the copper wire into each potato as far away from the nail
as possible.
5 . Use one alligator clip to connect the copper wire in potato number one to the
positive (+) terminal in the clocks battery compartment.
6. Use another alligator clip to connect the nail in potato number two to the negative
(-) terminal in the clocks battery compartment.
7 . Use the third alligator clip to connect the nail in potato one to the copper wire in
potato two and set the clock!
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Scripts
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Lesson 4 Track 5
Joan: Hi, Emily. Its Joan.
Emily: Hi, Joan.
Joan: Are you busy?
Emily: No, why?
Joan: How about going for a pizza?
Emily: MmMy favorite TV program starts in half an hour. What about tomorrow?
Joan: Sure. What program is it?
Emily: Into Space.
Joan: Ive never watched it.
Emily: You should. Its great. Its on channel 22 every Friday at 8.
Today they are going to talk about Mars and Mars missions.
Joan: Wow! That does sound interesting. Ill watch it!
What channel did you say?
Emily: 22
Joan: Great! Ill call you tomorrow to remind you of our pizza.
Emily: Thanks for the invitation Joan. Bye!
Joan: Bye!
Lesson 4 Track 6
Mars is the fourth planet from the Sun and the second smallest planet in the Solar
System, after Mercury. It is often described as the Red Planet because the iron
oxide on its surface gives it a reddish appearance. Mars has approximately half the
diameter of Earth. It is less dense than Earth, having about 15% of Earths volume
and 11% of the mass.
Mars is a terrestrial planet with a thin atmosphere, having features that remind us
of the craters of the Moon and the volcanoes, valleys, deserts, and polar ice caps of
Earth. The rotational period and seasonal cycles of Mars are similar to those
of Earth. Mars is the site of Olympus Mons, the second highest known mountain
within the Solar System (the tallest on a planet), and of Valles Marineris, one of
the largest canyons. The Borealis basin in the northern hemisphere covers 40%
of the planet. Mars has two moons, Phobos and Deimos, which are small and
irregularly shaped. In 2005, radar data revealed the presence of large quantities of
water ice at the poles and at mid-latitudes. The Mars rover Spirit sampled chemical
compounds containing water molecules in March 2007. The Phoenix lander directly
sampled water ice in shallow Martian soil on July 31, 2008
Lesson 5 Track 7
Lauren: Hi, Jason. Wow! Thats a nice bike. Is it new?
Jason: Yes, my parents gave it to me for my birthday last week.
Lauren: Id like to have one. I hate dad dropping me here on his way to work. I want
to feel more independent you know.
Jason: Look! There comes Ken running.
Lauren: Hi, Ken. Why are you in such a hurry?
Ken:
Phew! I thought I was late. The bus took hours to arrive! Hey, thats a cool
bike.
Jason: Yeah!
Ken:
Hi, Mary. You look sleepy.
Mary: I woke up late. But, no problem, it takes me 5 minutes to reach school.
Ken:
Really?
Mary: Dont you know I always walk to school? I live three blocks away!
Ken:
Lucky you!
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Scripts
03/02/15 15:44
Lesson 6 Track 8
Lucy: Hi, Billy.
Billy: Hi, Lucy. Whats up?
Lucy: Are you busy now?
Billy: Not at all. Im in a coffee shop. Why?
Lucy: Look, I need to send Jimmy and e-mail but I lost his email address. Do you
know it?
Billy: I dont remember it. But I have it in my mailbox.
Lucy: Well never mind. When you get home, check it and phone me, will you?
Billy: I can do that right now. Hold on.
Lucy: Oh, youre right! I almost forgot you are a smart boy, with a smartphone!
Hahaha
Billy: Ha, ha.Yes, I am. (after some seconds) Here it is!
Its jimmybrown97@kells.com
Lucy: Got it. Thanks a lot Billy.
Billy: Youre welcome. Bye!
Lucy: Bye!
Lesson 7 Track 9
James: Dad bought a computer and now I spend most of the afternoon surfing the
Web. I like to search for information about different topics Im interested in
technological advances and space exploration.
Emma: Youre a nerd! Dont tell me thats the only thing you do online!
James: No, of course not. I also like talking to my friends on Skype and playing
games.
Emma: I use the social networks a lot! I love to talk with friends and post pictures and
comments. Its great! What about you, Mark?
Mark: I dont use social networks much. I like watching videos on Youtube and
playing games.
Lesson 8 Track 10
He walked to the laboratory and took a pair of earphones from it.
Then he walked back from the laboratory and connected them to the box.
After that, he connected all the switches but one. The laboratory generators made a
soft noise, sending electrical impulses over the wires.
Kiron looked at his work closely to see the electrical reaction. He knew the messages
that he had sent out were being received and coordinated into a unit that would
become intellect.
Suddenly the machine flashed its little warning red light and clicked. Kiron connected
the last switch. Now it was successor failure.
Lesson 9 Track 11
What is supply and demand?
Supply is the quantity of goods a market can produce; demand is the quantity of
goods consumers want to buy. These two market forces are the basic principle in all
economic theory. The law of supply and demand explains the variations in the prices
of goods. When demand is high, that is, when great many people want a certain good,
the price goes up. But, if the price is too high, few people will buy it and demand will go
down.
124
Scripts
03/02/15 15:44
Lesson 10 Track 12
Mark: Hi, Steve. What are you doing?
Steve: Hi, Mark. Im looking at my coins.
Mark: I didnt know you collected coins. .Wow, youve got a lot! How did you get
them?
Steve: My great grandfather started collecting them when he was young, then he
passed them to my grandfather and so on. Now my father has given them
to me. Look this is a very old and rare coin. Its from Italy.
Mark: I like this one. Where is it from?
Steve: Let me seeI think its from China.
Mark: This one is really strange. Where is it from?
Steve: South Africa.
Mark: How do you get new ones?
Steve: I exchange them on the Internet.
Mark: Really? Are there many people who collect coins?
Steve: Loads.
Mark: Interesting!
Lesson 12 Track 13
Helen:
Look Matthew, do you like my new sneakers?
Matthew: Wow! I do like them. Where did you buy them?
Helen:
At the mall.
Matthew: They look great. Whats the brand?
Helen:
Top-Notch
Matthew: Ive never heard that name. Where are they from?
Helen:
Let me see the label They are made in China, but the brand
is American.
Matthew: Were they expensive?
Helen:
No, not at all. Thats why I bought them. You should get a pair.
They come in lots of colors.
Matthew: Next month probably, with my allowance.
Lesson 13 Track 14
Ted:
Hi, Melanie. Its Ted.
Melanie: Hi, Ted.
Ted:
I was tweeting something and remembered you dont have a tweeter
account.
Melanie: No, I dont. Why?
Ted:
I made a comment on something Bill had tweeted yesterday, I thought
you might like to read it. Its really funny. Anyway, you have Facebook,
dont you?
Melanie: Yes Ted, but why dont you just tell me what Bill said and what you
answered.
Ted:
Just a minute and Ill post it on Facebook, or Ill whatsapp you.
Melanie: Ted, TED! Just tell me now(sound of communication breakdown) .
Ted?
125
Scripts
03/02/15 15:44
Lesson 15 Track 15
Reporter: Whats your name?
Ayana:
My name is Ayana and Im a school teacher.
Reporter: Was it easy for you to attend school as a child?
Ayana:
No, it wasnt. My family was very poor. I started school but my parents
decided I should stay home and help with the housework.
Reporter: What about your brothers?
Ayana:
They continued going to school, because girls are the ones who help at
home, not boys.
Reporter: Thats very unfair!
Ayana:
Yes, it is. But we are making changes, so that now women can have the
same rights and opportunities as men.
Reporter: I seegender equality.
Ayana:
Yes, exactly.
Reporter: So, how did you become a teacher?
Ayana:
My school teacher told my mother I was a very good student and that
I would have many opportunities in the future if I stayed in school. The
community helped my mother with some money so I could continue
studying and became a teacher.
Reporter: You were very lucky!
Ayana:
Yes, I was. I would have done only household chores all my life if I had not
gone to school. Now I can help my family economically and I also help other
families to send their children to school, boys and girls, because I know
education means a better future for all of us.
Reporter: I agree. Thank you for the interview and good luck with your work
126
Scripts
03/02/15 15:44
Test 1 Unit 1
Name
Date:
Choose the correct options.

Lesson 1
1) DNA is a basic molecule for life because
a) it is made of proteins.
b) it has instructions for all the cells in our body.
c) it has the shape of a three-dimensional double helix.
2) DNA technology has been used, among other things, to
a) clone human beings.
b) make plants stronger and increase their production.
c) create safe laboratory procedures.
3) Some people believe genetically modified crops are dangerous because
a) they imply the manipulation of genes.
b) they have bigger size.
c) they resist diseases.
Lesson 2
4) Transforming energy into light is an example of
a) kinetic energy.
b) renewable energy.
c) potential energy.
5) Hydropower and oil are examples of
a) renewable sources of energy.
b) non-renewable sources of energy.
c) a renewable and a non-renewable source of energy.
6) The main problem about wind and solar energy is how to
a) lower their costs.
127
b) carry it to cities and store it.

c) produce it.
Photocopiable Material
7. 9585_iTT_semestre V-TEST_TE.indd 127
Unit 1 Assessment
03/02/15 15:44
Lesson 3
7) The first scientist to propose the Sun was the center of the solar system was
a) Ptolemy.
b) Aristarchus of Samos.
c) Copernicus.
8) The planet Uranus was discovered in the
a) 16th century.
b) 17th century.
c) 18th century.
9) Scientists at NASA were not 100% sure they had detected dark matter in June
2014, because
a) the X ray signal they found may not have been produced by sterile neutrinos
which constitute a part of the dark matter.
b) they found an X ray signal produced by the decay of sterile neutrinos.
c) dark matter constitutes 85% of the matter in the Universe.
Lesson 4
10) Some of Mars characteristics are:
a) it has two moons, approximately the same diameter as the Earth and water
ice.
b) it is the fourth planet from the Sun, it has a reddish appearance, and has two
small moons.
c) it is the fourth planet from the Sun, it has a reddish appearance, and it is the
third smallest planet in the Solar System.
11) The third stage of Mars exploration is when Nasa sent
a) Flybys to take pictures of Mars.
b) Viking 1 and 2.
c) the Curiosity rover to explore the surface of the planet.
12) MOXIE is
a) an instrument to create oxygen from Mars atmosphere.
b) the name of the last mission to Mars.
c) an instrument which is now on the surface of Mars.
128
TOTAL: / 12
Unit 1 Assessment
03/02/15 15:44
Test 2 Unit 2
Name
Date:

Lesson 5
1) In the 20th century cars started using gasoline instead of steam because
a) gasoline was cheaper than steam.
b) steam engines were more difficult to make.
c) internal combustion engines were better than steam ones.
2) In 1964, the first bullet train in Japan traveled at
a) more than 400 km/hour.
b) more than 200 km/hour.
c) more than 300 km/hour.
3) One of the problems about electric cars is that
a) they can only use lithium batteries which are very expensive.
b) they are slow.
c) batteries have to be recharged frequently.
Lesson 6
4) Radio and TV change information into signals and send it over distances by
means of
a) fiber optic cables.
b) wired and wireless media.
c) wires.
5) Satellite communication
a) is an example of wired transmission media.
b) receives and amplifies the signals from TV, radio and phones.
c) has been possible because of fiber optic cables.
6) A smartphone is a cell phone that
a) performs many more functions than a regular cell phone.
129
b) has a GPS and a touchscreen.

c) has more applications.
Unit 2 Assessment
03/02/15 15:44
Lesson 7
7) The WWW
a) is older than the Internet.
b) is the Internet.
c) is not as old as the Internet.
8) The first web server was
a) in North America.
b) in Asia.
c) in Europe.
9) Only 25% of the world population has access to the Internet, because
a) there is no connectivity in some places or the connectivity prices are high.
b) there are not many devices (computers, cell phones, etc.) in some places.
c) all of the above.
Lesson 8
10) AI is a
a) a machine that can solve problems.
b) a machine with human intellect.
c) a robot than can perform several tasks.
11) A cyborg is a
a) a robot with a human mind.
b) a human with a robotic mind.
c) a highly developed robot.
12) According to the three laws of robotics, defined by Isaac Asimov,
a robot must...
a) always protect itself.
b) protect itself provided it doesnt harm or disobey a human being.
c) protect itself provided it doesnt cause destruction.
130
TOTAL: / 12
Unit 2 Assessment
03/02/15 15:44
Test 3 Unit 3
Name
Date:

Lesson 9
1) We satisfy our wants and needs with basic resources which are
a) the factors of production.
b) land, goods and services.
c) physical capital and human capital.
2) Examples of goods are
a) crops, a sports club membership and minerals.
b) crops, minerals and the rent you pay to the owner of the place you live in.
c) crops, minerals and objects you buy.
3) When the demand for a product is high
a) the price of the product goes down.
b) supply varies.
c) the price of the product goes up.
Lesson 10
4) The first coins appeared in
a) China around 475 BC.
b) Turkey around 650 BC.
c) Turkey around 850 BC.
5) At first, paper money was issued by
a) banks, private institutions and governments.
b) private banks and governments.
c) private banks and institutions.
6) The introduction of the euro () has
a) increased currency exchange costs.
131
b) made the European market stronger.

c) made the dollar the second most important international currency.
Unit 3 Assessment
03/02/15 15:44
Lesson 11
7) The oldest bank that still works nowadays is
a) The bank Monte dei Paschi in Siena.
b) The Banco di Rialto in Venice.
c) The Medici Bank in Florence
8) The first exchange banks
a) paid customers debts with the money they had put in the bank.
b) exchanged grains for money.
c) paid a customers debt with the money other customers had put in the bank.
9) When a bank makes a loan, the amount of money
a) in the economy decreases.
b) the amount of money in the bank decreases.
c) in the economy increases.
Lesson 12
10) One advantage of international trade is that
a) there is more market competition and as a result, products are cheaper.
b) big companies become stronger.
c) lower wages make products cheaper.
11) One disadvantage of international trade is that
a) low wages of factory workers result in bad-quality products.
b) long working hours and low wages at factories cause inequality.
c) big companies can be destroyed by small companies.
12) A positive and a negative aspect of NAFTA are that
a) trade between the three countries increased, but Mexico has subsidized
some products.
b) there are no taxes among the three countries, but some companies cannot
compete with the prices of some US products.
c) more cars are produced in Mexico, but they are expensive.
132
TOTAL: / 12
Unit 3 Assessment
03/02/15 15:44
Test 4 Unit 4
Name
Date:

Lesson 13
1) One of the consequences of technology related to communication is that
a) people talk more.
b) people tend to write more and talk less.
c) children play different video games.
2) According to some scientists, the increasing use of electronic means of
communication may
a) increase the use of the Internet to communicate.
b) diminish some skills, such as socializing face-to-face.
c) make people communicate too often.
3) A recent study by the CyberPsychology journal found out that
a) social networks and messaging is the usual way for couples to
communicate.
b) electronic means of communication are used by 28 million couples.
c) social networks and messaging have caused many couples to fight or
break up.
Lesson 14
4) The characteristic of human rights of being universal and inalienable means
a) people are entitled to all rights and the absence of one affects the others.
b) they apply to everyone and should not be taken away.
c) people have the same rights and discrimination is forbidden.
5) The Declaration of Human Rights
a) was signed on December 10, 1948, and 48 countries voted in favor.
b) was signed on December 10, 1948, and 40 countries voted in favor.
c) was signed on December 10, 1940, and 48 countries voted in favor.
6) Amnesty International is a human rights organization that
133
a) promotes human rights.

b) participates in the political decisions made by different countries.
c) makes laws in different countries.
Unit 4 Assessment
03/02/15 15:44
Lesson 15
7) In some developing countries, women cannot make decisions in their families
because
a) they spent very little time at home.
b) they do not have the same rights as men.
c) they work most of the time.
8) Around the world
a) the number of women and men who cannot read or write is almost the same.
b) there are more men than women who cannot read or write.
c) there are more women than men who cannot read or write.
9) Education is the key factor for women to
a) work more time.
b) have the same opportunities as men.
c) own land or other properties.
Lesson 16
10) One positive aspect about cultural globalization is that
a) it allows to exchange and share information and knowledge.
b) products are cheaper.
c) there is less cultural diversity.
11) One negative aspect of cultural globalization is that
a) people from different cultures share common interests.
b) it benefits big companies.
c) local cultures may be affected.
12) In many rural Andean areas, parents do not speak Quechua to their children,
because...
a) they have forgotten the language.
b) they know their children will need to speak Spanish.
c) most of the people in rural communities speak Spanish.
134
Unit 4 Assessment
03/02/15 15:44
Answer Key
Test 1
1) b
2) b
3) a
Test 3
4) a
1) a
5) c
2) c
6) b
3) c
7) b
4) b
8) c
5) c
9) a
6) b
10) b
7) a
11) c
8) a
12) a
9) c
10) a
11) b
12) b
Test 2
1) c
2) b
3) c
4) b
5) b
6) a
7) c
8) c
9) c
10) b
11) a
12) b
Test 4
1) b
2) b
3) c
4) b
5) a
6) a
7) b
8) c
9) b
10) a
11) c
12) b
135
Answer Key
03/02/15 15:44
03/02/15 15:44
ITT I think and talk Teacher's Edition V
ITT I Think & Talk offers you an enjoyable, dynamic and creative
way to learn English through a wide variety of activities that
will help you develop language and life competences as well as
I think V
and talk
Teacher's Edition
ITT I Think & Talk will lead you to a better way of dealing with
concepts in English and integrate them with other subjects in
your curricula, because this series follows the English program
for Bachillerato Tecnolgico.
You will find illustrated dialogs, reading texts, listening and
writing activities that cover different and interesting topics
such as daily life experiences, history, science and technology
among others. There is an audio CD that includes all listening
activities to help you improve pronunciation and intonation in
the language. There are also, lots of opportunities to interact
with your classmates in and out of the room to learn, increase
and practice English in a realistic way!
Components in each level:
Students book with audio CD
Teachers Edition
9 786071 008589
N. 9585
9585 iTT SEMESTRE V Teachers Edition Cover.indd 1
2/10/15 10:07 AM

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ITT I think and talk Teacher's Edition V

9585 iTT SEMESTRE V Teachers Edition Cover.indd 1

1. 9585_iTT_semestre V-U0 TE.indd 1

Francisco Vsquez Ponce

Guadalupe Snchez Cervantes

Francisco lvarez Miln

ITT I Think and Talk Teachers Edition V

Published by Editorial Esfinge, S. de R.L. de C.V.

1. 9585_iTT_semestre V-U0 TE.indd 2

1. 9585_iTT_semestre V-U0 TE.indd 3

Each lesson deals with a different aspect of the

1. 9585_iTT_semestre V-U0 TE.indd 4

with their meaning in

is used for a special purpose

Look at the pictures

what all of them

Economics and Finances

6. Complete the sentences

with the singular or plural

form of the nouns in

the sweetest thing in the

was very useful

Technology and Communic

ity. Agricultu environmental

The vocabulary activities are usually followed by a review of the main

complete the flow chart.

The last page of each lesson is

The name of an instrument

The name of a chemical element

11. Read the article and answer the questions.

Massachusetts Institute of Technology to Test Making Oxygen on Mars

1. What instrument did MIT invent?

4. Why can this instrument be useful later?

5. Is NASA interested in sending manned missions to Mars?

1. 9585_iTT_semestre V-U0 TE.indd 5

Choose one of the

other format you consider suitable and attractive.

Here, the teachers role is very important as

The second stage of the co-evaluation

Understand texts related

Identify the main topic

Infer the meaning of unknown

Identify the main and supporting

Use mind maps, charts

Ask and answer questions

their logical order.

Give personal opinions

Use the table below to

Use the table below to

Do you think your project

Did you enjoy working

1. 9585_iTT_semestre V-U0 TE.indd 6

Grammar Reference section

We are not (arent)

I am Paul. She is Susan.

1. 9585_iTT_semestre V-U0 TE.indd 7

1.3.How is English related to other curricular subjects?

Basic Disciplinary and Extended Competences

Basic Disciplinary Competences

Produces accurate texts considering communicative intention and situation.

1. 9585_iTT_semestre V-U0 TE.indd 8

Communicates messages in a second or foreign language paying attention to different

Generic and Basic Disciplinary Competences