Teacher's Edition β Re-Created by ESL Teacher Ry Mam
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Explore the future of technology, gadgets, and how innovation shapes our lives.
Learn about budgeting, spending habits, and financial decision-making.
Discover urban life, transportation systems, and giving directions.
Master effective communication and learn about cultures of longevity.
Uncover ancient mysteries, explore Stonehenge, and learn about past cultures.
Explore future possibilities, space exploration, and making predictions.
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Communication and Culture - How do you communicate?
7-8 class periods (50 minutes each)
Pages 2-13 (Unit 1)
By the end of this unit, students will be able to:
| Grammar Point | Student Book Page |
|---|---|
| Quantifiers (all, both, each, every) | Page 6 |
| Much vs. Many | Page 6 |
| A few vs. Few / A little vs. Little | Page 7 |
| Restatement Questions | Page 10 |
Endangered languages discussion connects to cultural preservation and diversity topics.
Communication styles and personality types can link to Myers-Briggs or communication theory.
Discuss how digital communication has changed interpersonal relationships.
| Class | Focus | Activities | Homework |
|---|---|---|---|
| Day 1 | Unit Introduction + Vocabulary | Warm-up, Vocabulary Ex A-C | Vocabulary review, preview grammar |
| Day 2 | Grammar: Quantifiers | Grammar presentation, Exercise A | Grammar worksheet |
| Day 3 | Grammar Practice + Listening | Grammar practice, Listening Tracks 01-02 | Listening comprehension questions |
| Day 4 | Listening + Speaking | Listening Track 03, Speaking role-plays | Practice dialogues |
| Day 5 | Reading | Reading strategy, Exercises A-C | Reading comprehension |
| Day 6 | Video + Writing | Video lesson, Writing preparation | Draft writing |
| Day 7 | Review + Assessment | Unit review games, progress check | Study for assessment |
| Day 8 (Optional) | Extension Activities | Project work, presentations | Final project |
Use these quick activities to engage students at the start of class:
Students survey each other about their communication preferences. Ask: "How do you usually communicate with friends?" (text, call, in-person, social media). Tally results on the board and discuss patterns.
Show students 2-3 examples of confusing signs or translation fails (e.g., "Beware of Safety" instead of "Caution"). Ask them to identify the error and suggest the correct version. Great for discussing cultural communication differences.
Students act out emotions or messages using only body language (no words). Others guess the message. Discuss: "How important is non-verbal communication?"
Pair students and have them share: "What's one thing that annoys you when people communicate with you?" (e.g., interrupting, using phones while talking).
In this unit, you will learn to:
Read these questions and think about your answers.
In pairs, ask each other the questions above. Explain your answers.
Use two or three of these words to tell your partner what kind of communicator he/she is. Explain why you think so. Does your partner agree?
| General Amounts vs. Specific Amounts | |
|---|---|
| General Amounts | Specific Amounts (within a group) |
|
Large amount: All students have cell phones. A lot of students call their parents. Many students study English. Quite a few students speak English well. |
All members of a group: Each/Every student has a cell phone. Each of the students has a cell phone. Any student in this class can converse in English. |
|
Some: Some students need help. I have some free time. A few students study other languages. |
Talking about two things: Both days are fine with me. Either day is fine. Neither day works well for me. |
|
Nothing/None: We don't have much time. None of the students like homework. |
Note: Each of and both are followed by a plural count noun. |
Remember: Much is not used alone in affirmative statements. Use a lot of instead: She has much a lot of time.
Read the survey and choose the best answer for each item.
| Communication between Teachers and Parents/Students (Percentages refer to "yes" answers.) |
||
|---|---|---|
| Question | Parents | Students |
| Who works full-time in your family? (fathers) | 98% | 92% |
| Do you use our school's Web site to get information? | 50% | 100% |
| How do you prefer to get information from teachers? (face-to-face) | 33% | 10% |
| How do you prefer to get information from teachers? (e-mail) | 67% | 90% |
In (1) many/much families, (2) both/neither parents have full-time jobs. (3) Some/All of the students use their school's Web site for information while only (4) some/all of the parents do. (5) A lot of/Very few students would like to get information from their teachers face-to-face, but (6) quite a few/very few parents would. (7) Both/Either parents and students prefer to communicate with the teacher by e-mail.
If you are listening to a lecture or a speech, the speaker will often give cues when they are going to define unfamiliar language. Being familiar with these techniques will help you take advantage of these clarifications.
Listen to three statements from a lecture. What is the meaning of the words below? Write your answers. Which method does the speaker use to define each word?
Listen to the first part of the lecture and complete the notes.
(1) your objective (why?)
Know your (2) (who?)
Plan the content (what?)
Use this method (K.I.S.S.):
K (3)
It
Straightforward
and
S (4)
What does the person receiving the message (5) ?
How much (6) do you have?
Do you need to (7) and (8) a lot of questions?
Is the content (9) ?
As you listen, notice how the speaker stresses certain words in the lecture. Which words do you notice being stressed? For more on stress with content and function words, see page 144.
Listen to the second part of the lecture and match the style of communication (a-d) with the person the speaker uses it with.
Styles: a. cell phone | b. text message | c. landline phone | d. video chat
Lecturer: Good morning, everyone. Today we're going to talk about effective communication. Now, what do we mean by the contentβor main substanceβof your message?
[Pause]
The content is the information you want to share. Before you communicate, you need to know your objective, or your goal. What do you want to achieve with this communication?
[Pause]
And remember to keep your message straightforwardβthat means direct and clear. Keep It Straightforward and Simple. That's the KISS method.
Teaching Notes:
β’ Content = defined by pausing/context
β’ Objective = defined by signaling ("or your goal")
β’ Straightforward = defined by synonym ("direct and clear")
Lecturer: Let's look at how to prepare your communication. First, you need to know your objectiveβask yourself why you're communicating. Second, know your audienceβwho are you speaking to?
Next, plan the contentβwhat do you want to say?
When creating your message, use the KISS method. K stands for KeepβKeep It Straightforward and Simple.
Finally, choose the right channel. Consider: What does the person receiving the message possess? What technology do they have? How much time do you have? Do you need to ask and answer a lot of questions? Is the content sensitive?
Answer Key:
1. Know | 2. audience | 3. Keep | 4. Simple | 5. possess | 6. time | 7. ask | 8. answer | 9. sensitive
Lecturer: Let me tell you about how I communicate with different people in my life.
With my husband, I prefer to use video chat when we're apart because we both like to see each other's faces. It feels more personal.
My son is always busy with work, so I usually send him a quick text message. He can read it when he has time and reply quickly.
My mother is more traditional. She prefers talking on the landline phone. She doesn't like mobile phones very much.
With my friends, I use my cell phone to call or message. It's convenient for chatting and making plans.
Answer Key for Exercise C:
1. husband β d (video chat) - prefers face-to-face communication
2. son β b (text message) - busy, quick communication
3. mother β c (landline phone) - prefers traditional phone
4. friend β a (cell phone) - convenient for chatting
Discussion Questions:
β’ Why do different relationships require different communication styles?
β’ How do you communicate with different people in your life?
β’ What factors influence how we choose to communicate?
β’ Is it important to adapt our communication style? Why?
You will see restatement questions like the ones in Exercise B on tests. When choosing the best answer, make sure the restatement:
Read the title and subtitle and skim the rest of the article. On a separate piece of paper, write a short answer to the questions. Then read the article to check your answers.
Experts believe that more than half of the world's roughly seven thousand languages will vanish by the end of this century alone, at the rate of one language every two weeks.
1. India is known for its linguistic and cultural diversity. According to official estimates, the country is home to at least four hundred distinct languages, but many experts believe the actual number is probably around seven hundred. Unfortunately, in a situation that is found in many other countries around the world, many of India's languages are at risk of dying out.
2. The effects of so many languages disappearing could be a cultural disaster. Each language is like a unique key that can unlock local knowledge and attitudes about medicine, the environment, weather and climate patterns, spiritual beliefs, art, and history.
3. A group of linguists working on disappearing languages has identified "hotspots" where local languages are at risk of disappearing. These are places with rich linguistic diversity, but high risk of language extinction because there are few remaining speakers. And in these areas, there is often a lack of recordings or texts that would help with language preservation.
4. "India has this incredible wealth of languages, but many have not even been described at a basic level," said David Harrison, a linguistics professor at Swarthmore College in the United States.
5. All through history, languages have naturally ebbed and flowed, becoming popular before gradually falling from use. But a complex mix of economic, social, and cultural factors is now causing them to disappear at a faster pace. For example, in rural Indian villages, Hindi or English are popular with younger workers because those languages are often required when they travel to larger towns for work.
6. "When a language dies, what is primarily lost is the expression of a unique vision of what it means to be human," said David Crystal, honorary professor of linguistics at the University of Wales in the United Kingdom, and author of the book Language Death.
7. With growing interest in language diversity, it may be possible for disappearing languages to find new life. Awareness of language preservation has grown due to state-funded language programs and new academic centers created for the study of endangered languages. It's also becoming increasingly possible to study minor languages at the college level, thus helping to ensure their survival.
8. "Just as people are doing so much to save the tiger or preserve ancient temples in India, it is as important to protect linguistic diversity, which is a part of India's cultural wealth and a monument to human genius," says David Harrison.
Study the Reading Strategy. Then read each sentence (1, 2, 3) in the article and choose the best restatement (a, b, or c) for each sentence.
1. (line 21) "India has this incredible wealth of languages, but many have not even been described at a basic level..."
2. (line 33) "When a language dies, what is primarily lost is the expression of a unique vision of what it means to be human..."
3. (line 46) "Just as people are doing so much to save the tiger or preserve ancient temples in India, it is as important to protect linguistic diversity..."
With a partner, find words in the article that have the same or similar meanings to the following:
Would you ever get involved in these situations? Discuss with a partner and explain your answers.
Follow the steps below. Be sure to use the vocabulary and grammar from this unit.
Your English essay was due last week. You started on the assignment early, did a lot of research, and worked really hard on it. You just got your paper back from your teacher, and you received a poor grade. You're surprised and frustrated. On top of that, your friend completed the same assignment, wrote half as many pages, and spent almost no time on it. He received a good grade. You want an explanation from your teacher.
You are working on an important project at work with one other coworker. You have noticed that your coworker takes long work breaks, and when he's at his desk, he spends a lot of time surfing the Net and chatting with friends on the telephone. You're getting worried that you won't be able to meet your deadline if he doesn't start working harder. You need to talk to him and find out what's going on.
You're getting frustrated. The last time you met to go to the movies, your friend was thirty-five minutes late. Her tardiness is becoming a habit: She's usually at least thirty minutes late whenever you get together. You know that your friend is very busy being a full-time student and working part-time, but you are tired of waiting for her all the time. You want to talk to her about it.
The title of the video you are going to watch is A Hidden Language Recorded. What do you think the video is going to be about? Write your answer on a separate piece of paper. Then watch the video and check your answer.
Watch the video about the Koro language and then choose the best answer for each question.
Note: This video documents the discovery of Koro, a previously unknown language spoken by only about 800 people in a remote region of India.
Read questions 1-4. Then watch the video again and choose the best answer for each question.
Summarize what you learned from the video. Make some notes and make sure you cover the points below. Then share your summary with a partner.
Read the summary of a report about English in Europe. Then discuss the questions below with a partner.
Worldwide, English is the preferred language of the business elite. However, statistics show that the use of English in business, finance, and technology is moving beyond CEOs and upper-level managers to general workers too. Nowadays, not knowing English can affect hiring and advancement opportunities. In Europe, being able to communicate in English is not an option anymoreβit's becoming a requirement.
| Criteria | Excellent (4) | Good (3) | Needs Work (2) |
|---|---|---|---|
| Overview | Clear background and purpose | Mostly clear | Unclear or missing |
| Key Facts | 3-5 relevant facts with quantifiers | 2-3 facts | Few or irrelevant facts |
| Recommendations | Clear problem + solution format | Mostly clear | Confusing or missing |
| Grammar | Correct quantifier usage | Minor errors | Frequent errors |
English is considered by some to be a "killer language." As English is given more attention and importance in countries worldwide, speakers of English can "crowd out" or "kill off" the culture and languages of people who speak other languages. In Europe, many minority languages enjoy popularity and government protection, but that is certainly not the case for minority languages internationally.
Think about the status of English education in your country. Complete the survey with a partner. If you live in a country with minority languages, you may also want to reflect on the status of English versus those languages.
English facts about _____________ (country name)
Based on these findings, we would suggest the following:
Use this rubric to assess student performance in the Speaking section role-plays.
| Criteria | Excellent (4) | Good (3) | Developing (2) | Needs Work (1) |
|---|---|---|---|---|
| Task Completion | Effectively brings up sensitive topic with appropriate politeness; fully addresses the issue | Brings up topic appropriately; addresses most of the issue | Attempts to bring up topic; partially addresses the issue | Does not address the sensitive topic or is inappropriate |
| Language Use (Quantifiers) | Uses 4+ quantifiers correctly and naturally (all, both, each, every, a lot of, etc.) | Uses 3 quantifiers correctly | Uses 1-2 quantifiers with some errors | Does not use quantifiers or uses them incorrectly |
| Vocabulary | Uses 5+ unit vocabulary words accurately (adapt, clarify, sensitive, conflict, impulsive, etc.) | Uses 3-4 unit vocabulary words accurately | Uses 1-2 unit vocabulary words with some errors | Minimal or incorrect use of unit vocabulary |
| Fluency | Speaks smoothly with minimal hesitation; natural pace and rhythm | Speaks with some hesitation but maintains flow | Frequent pauses and hesitation; somewhat halting | Very hesitant; difficult to maintain conversation |
| Pronunciation | Clear pronunciation; easy to understand; good intonation for polite requests | Mostly clear; occasional pronunciation issues don't impede understanding | Some pronunciation errors may cause confusion | Pronunciation frequently impedes understanding |
Use this rubric to assess the Writing section task about describing communication habits.
| Criteria | Excellent (4) | Good (3) | Developing (2) | Needs Work (1) |
|---|---|---|---|---|
| Content & Ideas | Clear, well-developed description of communication style with specific examples; explains reasoning thoroughly | Good description with some examples; explains reasoning adequately | Basic description; limited examples or explanation | Unclear or incomplete description; lacks examples |
| Organization | Clear introduction, body, and conclusion; smooth transitions between ideas | Clear organization; some transitions used | Some organization; jumps between ideas | Little or no organization; difficult to follow |
| Language Use | Uses quantifiers correctly throughout; variety of sentence structures; few grammar errors | Uses quantifiers correctly most of the time; some variety; minor grammar errors | Some correct use of quantifiers; limited variety; noticeable grammar errors | Frequent grammar errors; quantifiers used incorrectly |
| Vocabulary | Rich use of unit vocabulary (adapt, clarify, collaborative, sensitive, impulsive, etc.); word choice is precise | Good use of unit vocabulary; generally appropriate word choice | Some unit vocabulary used; basic word choice | Limited vocabulary; repetitive or inappropriate word choice |
| Mechanics | Few or no spelling, punctuation, or capitalization errors | Minor errors in spelling, punctuation, or capitalization | Several errors that may distract the reader | Frequent errors that impede understanding |
Have students self-assess their ability to perform these outcomes:
| Outcome | 5 - Excellent | 4 - Good | 3 - OK | 2 - Needs Practice | 1 - Difficult |
|---|---|---|---|---|---|
| I can use quantifiers to talk about amounts (all, both, each, every, a lot of, many, much, few, little) | β | β | β | β | β |
| I can bring up negative and sensitive topics politely | β | β | β | β | β |
| I can work with restatement questions on tests | β | β | β | β | β |
| I can interpret and question the results of a report or survey | β | β | β | β | β |
Loanwords in English: English has borrowed many words from other languages. Research these loanwords and their origins:
Create a quiz for your classmates using these loanwords. Can they guess the language of origin?
Rank how well you can perform these outcomes on a scale of 1β5 (5 being the best):
Class: Warm-up Activity 1 (Communication Survey), introduce unit theme, teach vocabulary set 1 (adapt, clarify, collaborative, conflict, impulsive)
Homework: Complete Exercise A (Communication Survey), write sentences with 5 vocabulary words
Class: Warm-up Activity 2 (Lost in Translation), teach remaining vocabulary, introduce quantifiers (much/many, some/any, few/little)
Homework: Grammar Exercise A (Communication Survey - quantifiers), vocabulary flashcards
Class: Warm-up Activity 3 (Body Language Charades), review quantifiers, practice with real objects, introduce listening strategy
Homework: Complete Grammar exercises, listen to Track 02 preview
Class: Listen to Track 02 & 03, complete Listening Exercises A & B, Speaking Exercise A (Would you ever...?)
Homework: Speaking Exercise B preparation - think about responses for role-plays
Class: Speaking Exercise B (Role-Plays), introduce reading topic "When Languages Die," pre-reading discussion
Homework: Read the article "What Happens When a Language Dies?"
Class: Complete Reading Exercises A-C, watch "A Hidden Language Recorded" video, Video Exercises A & B
Homework: Video Exercise C (Summary notes), research one endangered language
Class: Warm-up Activity 4 (Quick Chat), Writing Exercises A & B, peer review, Check What You Know self-assessment
Homework: Complete final report summary draft, study for unit assessment
If time is limited, combine days as follows:
Complete all exercises. Write your answers in the input fields below.
Match each word with its correct definition.
Label each as Formal (F) or Informal (I).
Complete the sentences with vocabulary words.
Ex 1: 1-b, 2-a, 3-c, 4-d, 5-e
Ex 2: 1-I, 2-F, 3-I, 4-F, 5-F
Ex 3: 1-eye contact, 2-facial expression, 3-non-verbal, 4-gesture
What do these expressions that use credit mean?
~ card, ~ history, live on ~, good/bad ~
Lukas: My parents took loans and went into (1) debt to buy a house and lots of expensive things. They lived on credit, and today they're still (2) paying back the money they owe. I, on the other hand, have always stayed within a budget. I rent a small but comfortable apartment, ride my bike places, and spend less overall. I guess we just (3) value different things.
Carla: My parents worked hard and saved up to send me to a good university. They (4) sacrificed a lot for me and always worried about money. Today, I'm a successful businesswoman with a disposable income that my parents never had. I've got a beautiful home, take regular vacations, and (5) splurge on nice things for myself once in a whileβand why shouldn't I?
| Types of Noun Clauses | |
|---|---|
| noun clauses starting with that |
I like this jacket. How much is it? I think (that) it is $50. |
| noun clauses starting with a wh- word |
I like this jacket. How much is it? I don't know how much it is. |
Some noun clauses begin with the word that.
Other noun clauses begin with a wh- word (who, what, where, why, how, when, which, whose). These clauses follow statement word order even though they start with a question word.
Certain verbs are commonly followed by a noun clause:
A: Joe eats out every day. I wonder how (1) can he / he can afford it.
B: He (2) told me / told to me that he just got a new job.
A: Do you know (3) where is he / where he is working?
B: I think (4) that is at / he works at a cafe near school.
With a partner, create short dialogs using the situations in Exercise B. In each dialog try to use at least one noun clause starting with that.
Example:
I've just inherited some money, but I don't know what I should do with it.
I guess that you could splurge on something like a vacation or a new car, but it's probably best to save the money.
Listen for specific information about spending habits and decisions. Pay attention to expressions related to cost and value.
You are going to hear two short dialogs. Listen and check the answers that are true about the people.
Key words: _______________
Key words: _______________
Play the dialogs again and listen for the words in italics. Then choose the correct answers.
Get into a group of three people. Read the questions, then together write two more questions of your own related to money.
Would you be willing to...
Notice! Some noun clauses can be shortened using so.
Would you loan money to a friend? I (don't) think so. = I (don't) think that I'd loan money to him.
Complete with: collateral, interest, lend, qualify
They call Muhammad Yunus the "banker of the poor." The economist from Bangladesh and his Grameen Bank pioneered a new type of banking known as micro-credit. This type of banking gives small loans to poor people who have no collateral and who do not qualify for traditional bank loans. The program, which Yunus founded in 1976, has enabled millions of Bangladeshis to buy everything from cows to cell phones in order to start and run their own businesses. Since then, Grameen Bank has made an estimated $5.7 billion in loans to more than six million people in Bangladesh, 96% of them women.
Anyone can qualify for the loans, which average a few hundred US dollars. No collateral or credit history is necessary, nor is completing a lot of paperwork (as many of those applying for the loans are illiterate). A borrower can only apply for future loans after repaying some of his or her current debts, and to date, the system has a repayment rate of 98%, the bank says. "A hundred dollars may be all a poor person needs to get out of poverty," says Alex Counts, who worked with Yunus in Bangladesh for six years. "You give them a fair deal... and they're able to put their motivation and skills to work."
Today, micro-credit projects like Yunus' are helping many around the world. One is an Internet-based lending company called Kiva. It was started in 2005 by two Stanford University graduates who attended a talk given by Muhammad Yunus. Kiva works by connecting regular people who have some extra money to lend with entrepreneurs who need it.
How does the process work? A person who wants to borrow money first visits one of Kiva's "field partners." (These are micro-lending institutions in countries all over the world.) The person is interviewed to make sure that he or she is legitimate and will be using the loan in a legal way. Then the person's profile is posted on the Kiva Web site. People around the world can read that profile, open an account on the Kiva site, and make a loan. The person who borrowed the money might use it to start a business, attend school, open a clinic, or build housing. The borrower then has a certain amount of time to repay the money, which is eventually deposited back into the lender's account. Lenders receive no interest, though most field partners working with Kiva charge the borrower a fee. Some fees are as little as 8% of the original loan, while others are higher. According to Kiva, more than 700,000 people have received loans, and over 98% of those people have paid back the money.
Yunus, who won the Nobel Peace Prize for his work, believes that offering people micro-loans not only helps them to get out of poverty; it also promotes peace and stability. Sam Daley-Harris, who worked with Yunus, agrees. Achieving peace is about more than stopping war, he says. "A key part of preventing conflict is enabling people... to care for themselves and their children." This is what micro-credit programs like Grameen Bank and Kiva are helping people to do.
"A hundred dollars may be all a poor person needs to get out of poverty."
Think about what you've already learned from the article about borrowing and lending money. Then discuss the questions with a partner.
Choose the best answer to complete the sentences.
Rachel is a musician who needs to borrow some money. Read the outline, then watch segment 2 and complete it.
A. Reason she needs to borrow money: to record an album
How much she needs: $_______
B. First loan terms:
C. She finally finds a loan with a _______ APR and a _______ time frame.
Before accepting her loan, what two important things did Rachel learn? Check your answers.
β the importance of making payments on time
β how to budget your money
β some banks don't lend money to students
β interest rates can change
Get into a group of six people: three will be borrowers (entrepreneurs); the other three will be lenders (investors).
You need a large amount of money to do something important. On your own...
You're all billionaire investors looking for "the next big thing." You give money to entrepreneurs with great ideas in return for a percentage of the profits they eventually earn.
You're going to interview three entrepreneurs. Each one thinks he/she has a great idea, but they all need a large amount of money to get started. You only want to invest in ideas that are likely to make you money.
Using a credit card has advantages and disadvantages. One obvious advantage is that you can buy anything you want or need immediately, even if it is expensive. Let's say, for example, that you really need a new laptop, but you don't have the money for it. Instead of waiting and saving up for it, you could use your credit card to buy the computer and pay for it a little at a time. Another benefit of using a credit card is that you can earn points on some cards to buy things. Each time you buy something with your card, you get points. Later you can use these to get other things for free.
There are disadvantages of using credit cards, though. One disadvantage is that a credit card makes it too easy to buy things. If you go into a store and have $50, for example, you can only spend that much money. But with a credit card, you can buy many more things, including things you can't afford. This can cause you to go into debt. Another drawback is that...
Writing Strategy: Start the essay with a clear topic sentence that tells your readers what the text is about. Use the boldfaced phrases to introduce and transition from one idea to the next.
Many students today must get a loan to attend university. What are the advantages and disadvantages of taking a large loan to attend university? Outline two advantages and two disadvantages. Then write a two-paragraph essay.
Read the six situations (a-f) below. Then:
Rank how well you can perform these outcomes on a scale of 1β5 (5 being the best).
_____ describe spending habits and preferences
_____ use noun clauses to explain thoughts in more detail
_____ determine the meaning of unfamiliar words in a text
_____ consider the advantages and disadvantages of something
Complete all exercises. Write your answers in the input fields below.
Match each word with its correct definition.
Complete with: afford, borrow, debt, invest, loan, owe, save, spend, waste, budget
Match the idiom with its meaning.
Ex 1: 1-b, 2-c, 3-a, 4-d, 5-e
Ex 2: 1-borrow, 2-thrifty, 3-debt, 4-owe, 5-save, 6-waste
Ex 3: 1-c, 2-b, 3-a, 4-d
Use these activities at the beginning of the unit to engage students and activate prior knowledge about cities and urban life.
Total Warm-up Time: ~18 minutes | Suggested: Spread across first 2 lessons
Objective: Activate vocabulary and introduce the city/country comparison theme.
Procedure:
Teacher Note: Accept answers in L1 if necessary, then provide English equivalents.
Objective: Build cultural awareness and generate interest.
Procedure:
Teacher Note: Use this to introduce the Connections section cities (Tokyo, NYC, London).
Objective: Pre-teach key vocabulary through collaborative brainstorming.
Procedure:
Objective: Personalize the topic and practice descriptive language.
Procedure:
Extension: Connect to the Writing section - students will expand this into a full paragraph.
Use context clues to understand new words. Look at the words around an unfamiliar word to help you guess its meaning.
Additional Teaching Notes:
| Type | Formation | Example |
|---|---|---|
| Short Adjectives (1-2 syllables) | add -er (comparative) add -est (superlative) |
big β bigger β biggest fast β faster β fastest |
| Long Adjectives (3+ syllables) | use more/less (comparative) use most/least (superlative) |
expensive β more expensive β most expensive convenient β more convenient β most convenient |
| Irregular Forms | memorize special forms | good β better β best bad β worse β worst far β farther/further β farthest/furthest |
Complete the sentences using the correct comparative or superlative form:
Common Student Errors to Watch For:
Audio Scene: A tourist asks for directions to the Art Museum. Take Bus 42 for 3 stops, look for the tall Clock Tower, turn left at the traffic lights. The museum is opposite the bank.
Comprehension Questions:
Script Summary: Maria introduces a city bus tour visiting the historic district, central park, museum quarter, shopping district, and waterfront.
Comprehension Questions:
Key Language: "Go straight ahead," "Turn left at the traffic lights," "It's opposite the bank," "You can't miss it."
Comprehension Questions:
Comparatives Used: better, more crowded, more expensive, cleaner, larger
Teaching Notes:
Tokyo is the largest metropolitan area in the world with over 37 million people. The city is known for its efficient subway system, modern technology, and mix of traditional and contemporary culture.
NYC is often called "The City That Never Sleeps." It has five boroughs and is famous for Times Square, Central Park, and the Statue of Liberty. The subway runs 24 hours a day.
London has an extensive underground train system called "The Tube." The city is known for its red double-decker buses, historic landmarks like Big Ben, and diverse neighborhoods.
Question 1: Accept any well-reasoned answer. Encourage use of comparatives (e.g., "I'd like to visit Tokyo because it's more modern than my city.")
Question 2: Expected answers: traffic congestion, pollution, overcrowding, high cost of living, housing shortages, noise pollution.
Question 3: Guide students to compare: population size, transportation systems, landmarks, culture, cost of living.
Additional Discussion Prompts:
Millions of people around the world choose to live in large cities. Some are drawn by the excitement, job opportunities, and cultural attractions. Others prefer the convenience of having everything close by.
City life offers many advantages. Public transportation makes it easy to get around without a car. There are countless restaurants, theaters, museums, and shops to explore. For young professionals, cities often provide better career opportunities.
However, urban living also has its challenges. Rent can be very expensive, especially in popular neighborhoods. Traffic congestion and crowded public transport make commuting stressful. Noise and air pollution affect quality of life.
Despite these challenges, many people wouldn't trade city life for anything. As one New Yorker said, "The energy of the city keeps me motivated. I can't imagine living anywhere else."
Look for topic sentences at the beginning of paragraphs. They often contain the main idea that the rest of the paragraph explains or supports.
Paragraph Main Ideas:
Comprehension Questions:
Vocabulary from Context:
Extension Activities:
Watch the video and answer the following questions:
Note: As the video link is a placeholder, these are suggested answers based on typical city documentary content. Adjust based on actual video used.
Additional Discussion Questions:
Alternative Video Suggestions:
Expressing Opinions:
Agreeing and Disagreeing:
Tourist: Ask for directions to a famous landmark. Find out about the best restaurants and transportation options.
Local: Give directions and recommendations. Explain how to use the public transport system.
Person A: Argue that city life is better. Mention convenience, entertainment, and job opportunities.
Person B: Argue that country life is better. Mention peace, nature, and lower costs.
Role Play A - Expected Language:
Role Play B - Expected Arguments:
Assessment Criteria for Speaking:
When describing a place, organize your writing by:
Write a paragraph (100-150 words) describing your city or town. Include:
| Criterion | Excellent (4) | Good (3) | Satisfactory (2) | Needs Work (1) |
|---|---|---|---|---|
| Content | All 4 required elements included with details | All 4 elements included | 3 elements included | Fewer than 3 elements |
| Organization | Clear intro, body, conclusion; logical flow | Mostly organized, minor issues | Some organization, confusing in parts | Little organization, hard to follow |
| Vocabulary | Rich use of city vocabulary; precise word choice | Good use of target vocabulary | Some target vocabulary used | Limited or incorrect vocabulary |
| Grammar | Correct comparatives/superlatives; few errors | Minor grammar errors | Some errors, meaning still clear | Frequent errors affecting meaning |
| Mechanics | Correct spelling, punctuation, capitalization | Minor errors | Some errors | Many errors |
I live in Da Nang, which is a beautiful coastal city in central Vietnam. It has a population of about 1.2 million people, making it smaller than Ho Chi Minh City but larger than Hue. Da Nang is famous for its stunning beaches, especially My Khe Beach, which is considered one of the most beautiful beaches in the world. The city also has the Dragon Bridge, which breathes fire and water on weekend evenings. Another interesting place is Ba Na Hills, where you can see the famous Golden Bridge held up by giant stone hands. Living in Da Nang is more convenient than living in the countryside because everything is close by. However, traffic during holidays can be terrible. Overall, I think Da Nang is one of the best cities to live in Vietnam because it has a perfect mix of modern life and natural beauty.
Word Count: 148 words
Vocabulary Used: coastal, population, convenient, terrible, considered, stunning
Grammar Used: comparatives (smaller than, larger than, more convenient), superlatives (one of the most beautiful, one of the best)
Rank how well you can perform these outcomes on a scale of 1β5 (5 being the best).
_____ use comparative and superlative adjectives correctly
_____ talk about city life and urban environments
_____ give directions and ask for information
_____ express and justify personal preferences
_____ write a descriptive paragraph about a place
Look back at the vocabulary and grammar from this unit. Create three sentences comparing your city to another city you know.
Students should create sentences like:
Assessment: Check for correct comparative/superlative forms and appropriate vocabulary.
Unit Review Game Suggestions:
These external resources can supplement your teaching and provide additional materials for this unit.
Use these for authentic reading materials and discussion topics about city planning challenges.
Virtual tours and geographical information for the Connections section.
Listening materials and reading texts about transportation systems.
Additional exercises and assessment materials for all skill areas.
This planner provides a day-by-day breakdown for teaching Unit 3 over approximately 8-10 class periods (45-60 minutes each).
| Day | Lesson Focus | Activities | Materials |
|---|---|---|---|
| Day 1 Introduction |
Unit Introduction & Vocabulary |
β’ Warm-up Activity 1 & 2 (City vs Country, Famous Cities Quiz) β’ Introduce vocabulary with visuals β’ Vocabulary matching exercise |
City photos, flashcards, SB p.24 |
| Day 2 Vocabulary |
Vocabulary Practice |
β’ Warm-up Activity 3 (Urban Vocabulary Brainstorm) β’ Vocabulary games (bingo, charades) β’ Sentence building with new words β’ Homework 1 (Vocabulary) |
Vocabulary cards, SB p.24-25 |
| Day 3 Grammar |
Comparatives & Superlatives |
β’ Review adjective forms β’ Grammar presentation (-er/more, -est/most) β’ Controlled practice exercises β’ Common error correction activity |
SB p.26, Grammar handouts |
| Day 4 Grammar Practice |
Grammar in Context |
β’ Comparative city descriptions β’ Grammar games β’ Homework 2 (Grammar) β’ Peer checking |
SB p.26-27, City comparison charts |
| Day 5 Listening |
Listening Skills |
β’ Pre-listening prediction β’ Track 01 & 02 (gist & detail) β’ Note-taking strategies β’ Post-listening discussion |
Audio tracks 01-02, SB p.28 |
| Day 6 Connections & Reading |
Cities Around the World |
β’ Connections: Tokyo, NYC, London β’ Pre-reading discussion β’ Reading: "The Pros and Cons of Urban Living" β’ Comprehension questions |
SB p.29, World map |
| Day 7 Video |
Video Comprehension |
β’ Pre-viewing vocabulary β’ Video watching (2x) β’ Video comprehension questions β’ Discussion: Impressive cities |
Video player, SB p.30 |
| Day 8 Speaking |
Role-Play & Discussion |
β’ Warm-up Activity 4 (My Dream City) β’ Speaking strategy: expressing opinions β’ Role Play A: Tourist and Local β’ Role Play B: City vs Country debate |
SB p.30, Role-play cards |
| Day 9 Writing |
Descriptive Writing |
β’ Writing strategy: descriptive paragraphs β’ Model text analysis β’ Brainstorming & planning β’ Draft writing β’ Homework 3 (Writing) |
SB p.31, Graphic organizers |
| Day 10 Review |
Unit Review & Assessment |
β’ Vocabulary review game β’ Grammar checkpoint β’ Peer review of writing β’ Self-assessment checklist β’ Unit quiz (optional) |
Review materials, Quiz |
Complete all exercises. Write your answers in the input fields below.
Match each place with its description.
Fill in the missing direction words.
Match the transportation with the description.
Ex 1: 1-b, 2-a, 3-c, 4-d, 5-e
Ex 2: 1-straight, 2-right/left, 3-next to, 4-past, 5-between
Ex 3: 1-b, 2-d, 3-a, 4-c
Being Yourself - Personal Identity and Individuality
8 class periods (50 minutes each)
Pages 32-39 (Unit 4)
By the end of this unit, students will be able to:
| Grammar Point | Student Book Page |
|---|---|
| Reflexive Pronouns (myself, yourself, ourselves) | Page 34 |
| Causative: Get + Something + Past Participle | Page 36 |
| Causative: Have + Something + Past Participle | Page 36 |
| Using causative verbs for services | Page 36 |
Connect personality types to Myers-Briggs (MBTI) and Big Five traits. Discuss nature vs. nurture in personality development.
Discuss how cultural values affect personality expression. Compare individualist vs. collectivist cultures.
Connect happiness factors to mental health and well-being. Discuss work-life balance and stress management.
| Class | Focus | Activities | Homework |
|---|---|---|---|
| Day 1 | Unit Introduction + Vocabulary | Warm-up activities, Personality Types (Ex A-C) | Vocabulary review, define 5 personality words |
| Day 2 | Grammar: Reflexive Pronouns | Grammar presentation, reflexive exercises | Reflexive pronouns worksheet |
| Day 3 | Grammar: Causative Verbs | Get/have something done structures, practice activities | Causative verbs exercises |
| Day 4 | Listening | Listening for attitudes, Track 07 discussion | Listening comprehension questions |
| Day 5 | Speaking + Connections | Sharing personal experiences, group discussions | Prepare personal story for sharing |
| Day 6 | Reading | Reading strategy practice, comprehension check | Reading comprehension questions |
| Day 7 | Writing + Fluency | Writing about personal identity, Expanding Fluency activities | Draft personal identity paragraph |
| Day 8 | Review + Assessment | Unit review games, progress check, peer review | Final writing submission |
Use these activities to engage students at the beginning of the unit. Total warm-up time: 15-18 minutes.
Objective: Activate prior knowledge about personality traits.
Instructions: Write "Are you more of an introvert or extrovert?" on the board. Have students vote, then ask 2-3 students to explain their answers.
Teaching Tip: Explain that introverts gain energy from being alone; extroverts gain energy from being with others.
Objective: Practice speaking about personal characteristics while having fun.
Instructions: Model the activity with two true statements and one false about your personality. Have the class guess the lie. Then students work in pairs.
Objective: Introduce key personality adjectives from the unit.
Instructions: Divide class into 3-4 teams. Give each 100 points. Show adjectives one at a time; teams bid by giving the best definition.
Objective: Personal reflection and vocabulary activation.
Instructions: Students complete silently: "I am the kind of person who..." "People say I am very..." "I wish I were more..."
Teaching Tip: This primes students for the "Making Wishes" grammar point later in the unit.
Use these activities to engage students at the beginning of the unit. Total warm-up time: 15-18 minutes.
Objective: Activate prior knowledge about personality traits and get students thinking about different character types.
Instructions:
Teaching Tip: If students are unfamiliar with these terms, briefly explain: introverts gain energy from being alone; extroverts gain energy from being with others.
Objective: Practice speaking about personal characteristics while having fun.
Instructions:
Teaching Tip: Encourage students to use personality vocabulary they already know (shy, outgoing, funny, serious, etc.). Circulate and help with vocabulary as needed.
Objective: Introduce key personality adjectives from the unit in a competitive, engaging way.
Instructions:
Teaching Tip: Use the vocabulary list from the unit. Don't correct too heavily during the auctionβfocus on engagement. You can clarify meanings afterward.
Objective: Personal reflection and vocabulary activation.
Instructions:
Teaching Tip: This activity primes students for the "Making Wishes" grammar point later in the unit. Note their use of "I wish" for reference.
Pre-teaching Strategy: Before introducing the words, ask students to describe their best friend or a family member. Note the adjectives they use and compare them to the unit vocabulary.
Pronunciation Focus: Pay attention to word stress patterns:
Common Confusions:
Extension Activity: Have students create "personality profiles" for famous people or characters they know.
It's common to strengthen or soften personality adjectives using modifiers. Words like really, pretty, so, and such emphasize a word. (She's pretty upbeat. He's such a pushover.) It's common to soften negative words that describe people (e.g., demanding, picky) with modifiers like kind of, sort of, a bit, a little, and somewhat.
Look at the six personality types below. Match each type (AβF) with a description (1β6). More than one answer is possible.
Descriptions:
sensible and thorough, but can be picky
affectionate and supportive, but can be a pushover
ambitious and upbeat, but can be demanding
idealistic and innovative, but can be impractical
patient and wise, but can seem reserved
daring and self-confident, but can be stubborn
Teacher Answer Key:
Teaching Note: Accept alternative answers if students provide reasonable justification. The goal is to demonstrate understanding of the personality types.
Teacher Notes for Discussion:
Common Error #1: Using present tense instead of past
β I wish I am taller.
β
I wish I were taller.
Common Error #2: Using "would" incorrectly for present wishes
β I wish I would have more money. (when referring to yourself)
β
I wish I had more money.
Common Error #3: Using simple past for past regrets
β I wish I studied harder. (talking about past exam)
β
I wish I had studied harder.
Teaching Strategy: Use a timeline diagram to show when each wish form refers to. Students often confuse present wishes with past regrets because both use "past" forms.
Mnemonic Device: "Further back, further back in grammar too!" Present wish = past form; Past wish = past perfect (had + past participle).
| Situation | Real Situation | Ideal Situation (Wish) |
|---|---|---|
| β about the present |
I'm kind of short. I don't speak French. She has to leave the party now. |
I wish (that) I were taller. I wish (that) I spoke French. She wishes (that) she didn't have to leave. |
| β‘ about the past | I was careless on the exam. | I wish (that) I had been more thorough! |
| β’ with would | We can't hear the teacher. | We wish (that) the teacher would speak louder so we could hear him. |
For be, use were with both singular and plural subjects. In everyday spoken English, was is also used.
Use wish to...
Pop singer Lady Gaga started an organization called the Born This Way Foundation. As a teenager, she was bullied by neighborhood kids and classmates. The experience affected her deeply and influenced who she is today. The goals of her foundation are to discourage bullying and encourage people to be supportive and accepting of others.
Complete sentences 1β5 with the correct form of the verb in parentheses.
@JustMagical I was kind of a shy, reserved kid. I wish this foundation (1. be) around when I was in high school!
@tumtumtree72 Lady Gaga is being a little idealistic. I wish people (2. be) kinder to each other, but usually they're not. It's human nature.
@dudberry I love her idea. I wish more people (3. think) like Lady Gaga! And I wish she (4. create) this foundation sooner! I wish more parents (5. teach) their kids to be respectful and tolerant of others.
Teacher Answers:
Teaching Tip: Have students identify the time reference for each sentence before answering. Ask: "Is the speaker talking about now or the past?"
Teacher Notes:
Pre-listening: Build schema by discussing students' experiences with difficult classes or group projects. Ask: "Have you ever had a partner who didn't do their share of work?"
Listening Focus: This track features informal conversational English with expressions of stress and frustration. Students should listen for:
Common Difficulties: The speaker speaks quickly and uses contractions ("I'm," "it's," "don't"). Play the audio 2-3 times as needed.
Extension: Have students role-play giving advice to Alana using different suggestions.
Listen for expressions of stress and frustration. Notice how Alana uses phrases like "It's stressing me out" and "It's driving me crazy" to communicate her feelings.
You are going to hear a college student named Alana talk about a chemistry class she is taking. Have you ever taken a chemistry class? Describe it. Did you like it? Why or why not? Discuss with a partner.
Listen as Alana talks to a friend. Then discuss the questions with a partner.
Teacher Answer Key:
Read the statements. Then listen again and circle the correct answer.
Teacher Answer Key:
Listen again and give a reason for each statement in Exercise C.
Compare answers in Exercises C and D with a partner. Then summarize what Alana's problem is. If you were in Alana's situation, what would you do?
Teacher Notes:
Alana: I just don't know what to do. I'm usually a pretty good student, you know? I get As and Bs. But this chemistry class... it's killing me.
Friend: What's going on?
Alana: I just got my test back. I got a C. A C! I've never gotten a C before. And the worst part is, I actually studied for this test.
Friend: That's rough. What's making it so hard?
Alana: Everything! The material is really difficult, but that's not even the main problem. It's my lab partner. He doesn't do his share of the work at all. I'm doing everything, and it's driving me crazy!
Friend: Have you talked to him about it?
Alana: Yeah, I've tried. He just doesn't listen. I wish he would take the class more seriously. And the teacher... she's been so hard on me. I feel like she's singling me out.
Friend: That sounds really stressful.
Alana: It is! It's stressing me out so much. I can't sleep. I can't focus on my other classes. I just wish I didn't have to take chemistry at all.
Friend: Hey, take a deep breath. You're a good student. You'll get through this. Maybe you should talk to the teacher about your lab partner. Or see if you can switch partners.
Alana: Yeah, maybe. I just... I don't know. I wish I had taken this class next semester instead.
Friend: Look, why don't you take a break tonight? Watch a movie, get some sleep. Things will look better in the morning.
Alana: You're right. I need to relax. Thanks for listening.
Key Language Points:
β’ "It's driving me crazy" = It's really annoying/frustrating me
β’ "I wish he would..." = Present wish for someone else to change
β’ "I wish I didn't have to..." = Present wish about own situation
β’ "I wish I had taken..." = Past regret
Preparation Phase (5 minutes):
Role-Play Phase (10-15 minutes):
Debrief Phase (5 minutes):
Get into a group of three. Read the information and the three profiles below. Then answer these questions:
Scenario: You work for an international magazine that's published on the first of each month. Your team is responsible for next month's magazine cover and the main article. You are behind schedule because you are all having difficulty working with each other.
You're responsible for getting the project done well and on time. You try to be supportive of your colleagues, but you're feeling a little annoyed with both of them at the moment. For example, you often ask the photographer for one kind of photo, and then he/she gives you something else. You wish he/she listened better. Having to do things over and over is slowing everything down and costing money. The designer has good ideas, though he/she is a bit reserved. You wish he/she would defend his/her ideas more.
You're trying to take innovative, interesting photos for this month's main article and cover, but the project manager keeps telling you to change them. Sure, you don't follow instructions exactly. As an artist, you need to be creative in your photography. You wish the project manager were a little more flexible and a little less picky! You've also argued with the designer about which photo should appear on next month's cover. You want one thing, and the designer insists on something else. You wish that he/she weren't so stubborn.
You're responsible for the layout of the images on the magazine cover and in the main article. In your opinion, the photographer has taken some interesting photos for next month's cover, but many are impractical. They just won't fit and look good. You really hate arguing and wish the photographer would be reasonable. You've tried talking to the project manager about this, but he/she can be such a pushover and always does whatever the photographer wants. You wish the manager took your side once in a while.
Teacher Answer Key:
With your group, decide which role each group member will take. On your own, think about these questions:
Imagine that you and your colleagues are meeting to discuss the problem. Take turns explaining in your own words what issues you're having with the others on your team and what you'd like from them. Together, try to reach a compromise. Make a plan for how you're going to finalize the cover and the main article.
"Carlos, you've taken some great photos, but I'm worried that they won't look good on the cover. I really wish we didn't have to argue about this. Paloma, you're the project manager, what do you suggest?"
What compromise did your group reach and how are you all going to move forward? Share your plan with another group. Were your ideas similar?
Pre-reading: Activate schema by asking students what they think makes people happy. Create a class list on the board, then compare with the article's findings.
Reading Strategy Focus: This text uses comparison/contrast structure across three regions. Teach students to:
Vocabulary in Context: Words like "correlates," "tolerance," and "contentment" may be challenging. Have students use context clues before providing definitions.
Critical Thinking Extension: Ask: "Do you agree with the article's conclusions? What factors might be missing from the happiness equation?"
Locate the word or phrase in the paragraph noted in the chart. In the same paragraph, find the synonym or antonym of the word or phrase and write it in the chart.
Make a list of three things that make you happy. Then get into a group of four and compare your answers. Were any of your answers the same? Share your results with the class.
Read only the title and the first paragraph of the article. Then guess where the happiest place in Asia, Europe, and the Americas is. Why do you think people there are happy? Compare your ideas with a partner's. Then read the rest of the article to check your ideas.
For much of the last decade, author and explorer Dan Buettner has traveled to places where people live longest and where they claim to get the greatest satisfaction from their lives. Recently, Buettner visited different continents and worked with leading researchers to identify the happiest place on each. Where are these places, why are people there happier than others, and what can we learn from these people about finding contentment in our own lives? Dan Buettner's findings may surprise you.
Most people believe the happiest place in Asia is Bhutan. It's not. According to research, it's Singapore, for a variety of reasons. First, Singapore is very safe. A woman can walk alone at night without the fear of being harmed. Children can spend time at the playground and parents don't have to worry about them being taken. This peace of mind is very important when it comes to happiness. Also, 90% of Singaporeans own their own homeβanother source of security. There are also tax incentives to live close to your aging parents, so seniors are taken care of at a higher level. Research shows that we're happier when we socialize, and we get the most satisfaction from socializing with our families.
Worldwide, happiness correlates very strongly with equality. Countries that have a very narrow gap between the richest and the poorest people are a lot happier than those where only a few people make a lot of money and the others don't make much. In Denmark, a CEO only makes about three times as much as an average worker, whereas in other countries, CEOs make many thousands of times as much as a typical employee. Research also shows that honesty and trust strongly correlate with happiness. Places where people are honest and where there is low governmental corruption tend to be happier. Tolerance also contributes to contentment. Knowing that you won't face discrimination because of your gender, age, religious beliefs, or ethnicity makes people happier. All three of these things promote a sense of well-being and are present in Denmark, making it the happiest place in Europe.
Buettner also looked at Nuevo LeΓ³n, the happiest region of Mexico, which was the happiest country in the American hemisphere when he did his research. Something interesting is going on in this part of Mexico. Research shows that worldwide, religious people are happier than nonreligious people, and for more than 80% of those in Nuevo LeΓ³n, religious faith tops their list of values. Family is also extremely important in Nuevo LeΓ³n; this includes not only moms, dads, and children; but also aunts, uncles, cousins, and grandparents. Having a large extended family does some helpful things, such as providing a financial safety net, which is a defense against stress. Of course, people in Mexico do suffer from all kinds of difficult things in their lives, but a large family can be supportive and help a person get through the challenging times. Also, there are many weddings, birthday parties, and other family events that people attend; this means that residents of Nuevo LeΓ³n are getting lots of social interaction, which contributes a lot to personal happiness.
Complete the graphic organizer with information from the article. List the country or region and the reasons why these are the happiest places on Earth.
Teacher Answer Key:
The graphic organizer above contains all the key information students should extract from the text. Ensure they include all points for each region.
Teacher Notes:
Pre-viewing: Introduce the three locations (Sardinia, Italy; Okinawa, Japan; Loma Linda, California) on a map. Ask what students know about these places. Discuss: "What do you think helps people live longer?"
Viewing Strategy:
Post-viewing: Connect to the reading about happiest places. Ask: "Is there a connection between happiness and long life? What factors appear in both the reading and video?"
Technical Note: If the video is unavailable, you can use a National Geographic clip about Blue Zones or discuss the concept of "Blue Zones" (areas where people live longer).
Read the information below and then watch the video. Complete each aging fact. Then match the reasons (a-e) with a place. A reason can be used more than once.
| Place | Aging Fact | Reason(s) people live so long |
|---|---|---|
| Sardinia, Italy | Men there live as long as women. | a, c, e |
| Okinawa, Japan | Okinawa is home to the oldest population on Earth. | d, e |
| Loma Linda, USA | Seventh-day Adventists outlive other Americans by 10 years. | a, b, e |
Reasons:
On average, women tend to live five years longer than men.
Teacher Answer Key:
Compare answers in Exercise B with a partner. Explain what information from the video helped you choose your answers for each place.
In each place, is the culture of longevity changing? Watch the video again. Mark yes or no and list the reason(s).
Teacher Answer Key:
Survey Setup: This activity pairs well with the writing assignment. Students should complete the survey individually first, then compare with a partner.
Language Focus: Ensure students use comparison language:
Monitoring: Circulate and note errors in comparison structures. Provide feedback after the activity, not during.
Extension: After partner work, have students present their partner to the class: "My partner Maria and I are very similar because..."
Complete the survey by marking how you feel on the scale. Are you closer to one side or the other, or are you in the middle? Be prepared to explain your responses.
| Negative | Scale | Positive |
|---|---|---|
| I'm feeling stressed out by life at the moment. | 1 2 3 4 5 | I'm pretty upbeat about most things in my life. |
| I wish I lived somewhere else. | 1 2 3 4 5 | I like where I live. |
| My family drives me crazy. | 1 2 3 4 5 | I get along well with my family members. |
| I wish I were a more social person. | 1 2 3 4 5 | I have a decent social life. |
| I wish school wasn't so hard./I wish I had a different job. | 1 2 3 4 5 | I like the school I go to or the job I do. |
| I'd like to change some things about my appearance. | 1 2 3 4 5 | I'm satisfied with my appearance. |
Get together with a partner and do the following:
Making General Comparisons
Making Specific Comparisons
Use this rubric to assess student writing assignments:
| Criteria | Excellent (4) | Good (3) | Satisfactory (2) | Needs Work (1) |
|---|---|---|---|---|
| Content | Clear, specific comparisons with detailed examples | Good comparisons with some examples | Basic comparisons, limited examples | Unclear or missing comparisons |
| Organization | Clear paragraph structure, effective transitions | Good organization, most transitions correct | Some organization, few transitions | Poor organization, no transitions |
| Grammar | Correct use of wish, comparisons; varied sentences | Minor errors in wish/comparison forms | Some errors, meaning still clear | Frequent errors, meaning unclear |
| Vocabulary | 4+ personality words used correctly and appropriately | 3-4 personality words used correctly | 2 personality words used | Few or no personality words |
Scoring: 16 points = A, 12-15 points = B, 8-11 points = C, 4-7 points = D, below 4 = F
Read the paragraphs. Then answer the questions below with the same partner you worked with on page 45.
For the most part, my partner Mayumi and I are very similar. For example, we're both pretty upbeat people. She's almost always in a good mood and so am I. Like me, she rarely gets stressed out or lets little things get her down. Mayumi gets along well with her family members and the same is true for me. Mayumi is close to her younger sister, and I'm especially close to my mom and brother.
Both Mayumi and I are also very social people and enjoy hanging out with our friends; however, we don't really like doing the same things. She loves going out to clubs on the weekends. I, on the other hand, prefer to relax or play video games with my friends. Mayumi also goes out a lot and has a pretty decent social life, whereas I wish I had more free time. Going to school and working a part-time job make that difficult, though. Despite these minor differences, Mayumi and I are very similar.
Teacher Answer Key:
You are going to write a short composition comparing yourself to your partner. Follow these steps.
Exchange papers with a different partner and read the other student's composition. Does it achieve the four things listed in Exercise B1 (aβd) and use the boldfaced words and phrases?
Peer Review Checklist for Students:
Activity A-B: Wishes About Personality
Timing: 5 minutes to write wishes, 10 minutes to find authors, 5 minutes to share with class
Take two slips of paper. On each, write a wish about your personality. Then give them to your teacher.
I wish that I were more ambitious.
I wish I was a little less demanding.
I wish I weren't such a perfectionist sometimes.
I wish I were more supportive with friends.
Your teacher will now give you two slips of paper. Find who wrote each wish. When you find the person, ask him or her to explain why he/she made that wish. Take notes on what the person tells you.
Student A: Do you wish you were more ambitious?
Student B: Yeah, I wrote that.
Student A: Why did you make that wish?
Student B: Sometimes I lack confidence...
Get together with a partner and describe the two wishes you learned about. Of the four wishes you two have in total, which one would you grant if you could? Why? Share your answer with the class.
Rank how well you can perform these outcomes on a scale of 1β5 (5 being the best).
_____ describe types of personalities
_____ use wish to talk about things you would like, to express regret, and to express displeasure
_____ compare and contrast your personality with another person's
_____ describe factors that contribute to happiness and well-being
Use this rubric to assess student performance in the Connections role-play activity.
| Criteria | Excellent (4) | Good (3) | Developing (2) | Needs Work (1) |
|---|---|---|---|---|
| Task Completion | Effectively presents character's perspective; reaches compromise | Presents perspective clearly; attempts compromise | Partially presents perspective; limited resolution | Does not engage with role or situation |
| Language Use (Wish) | Uses 3+ wish structures correctly (present/past/would) | Uses 2 wish structures correctly | Uses 1 wish structure with some errors | Does not use wish or uses it incorrectly |
| Vocabulary | Uses 5+ personality words accurately (demanding, picky, stubborn, etc.) | Uses 3-4 personality words accurately | Uses 1-2 personality words with some errors | Minimal or incorrect use of vocabulary |
| Fluency | Speaks smoothly with minimal hesitation; natural pace | Speaks with some hesitation but maintains flow | Frequent pauses and hesitation | Very hesitant; difficult to maintain conversation |
| Interaction | Responds appropriately to others; builds on partner's ideas | Generally responds well to others | Some responses but limited engagement | Does not interact with partners |
Use this rubric to assess the Writing section comparison essay.
| Criteria | Excellent (4) | Good (3) | Developing (2) | Needs Work (1) |
|---|---|---|---|---|
| Content & Ideas | Clear, specific comparisons with detailed examples; explains thoroughly | Good comparisons with some examples | Basic comparisons, limited examples | Unclear or missing comparisons |
| Organization | Clear intro/body/conclusion; smooth transitions between ideas | Clear organization; some transitions used | Some organization; jumps between ideas | Little or no organization |
| Language Use (Wish) | Uses wish forms correctly throughout; varied sentence structures | Uses wish correctly most of the time; minor errors | Some correct use of wish; noticeable errors | Frequent errors; wish used incorrectly |
| Vocabulary | Rich use of personality vocabulary; precise word choice | Good use of personality vocabulary | Some vocabulary used; basic word choice | Limited vocabulary; repetitive words |
| Comparison Phrases | Correctly uses all phrases: Like me, So am I, However, Whereas | Uses most phrases correctly | Uses some phrases with errors | Minimal or incorrect use of phrases |
Have students self-assess their ability to perform these outcomes:
| Outcome | 5 - Excellent | 4 - Good | 3 - OK | 2 - Needs Practice | 1 - Difficult |
|---|---|---|---|---|---|
| I can describe types of personalities using appropriate adjectives | β | β | β | β | β |
| I can use wish to talk about things I would like (present wishes) | β | β | β | β | β |
| I can use wish to express regret (past wishes) | β | β | β | β | β |
| I can compare and contrast my personality with another person's | β | β | β | β | β |
| I can describe factors that contribute to happiness and well-being | β | β | β | β | β |
Useful resources for teaching Unit 4: Being Yourself
16 Personalities (Free MBTI Test)
https://www.16personalities.com/free-personality-test
Students can take this test to discover their personality type. Results include detailed descriptions that use personality vocabulary from the unit.
Truity - Big Five Personality Test
https://www.truity.com/test/big-five-personality-test
Alternative personality test focusing on the "Big Five" traits (Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism).
Teen Vogue: "How to Build a Healthy Relationship with Yourself"
https://www.teenvogue.com/story/how-to-build-healthy-relationship-with-yourself
Article suitable for discussion about self-acceptance and identity.
TED Talk: "The Power of Vulnerability" by BrenΓ© Brown
https://www.ted.com/talks/brene_brown_the_power_of_vulnerability
Excellent discussion starter about authenticity and being yourself.
Verywell Mind: Personality Traits Glossary
https://www.verywellmind.com/what-is-personality-2795416
Comprehensive explanations of personality psychology concepts with clear definitions.
Cambridge Dictionary: Personality Vocabulary
https://dictionary.cambridge.org/topics/psychology-personality/
Authentic examples of personality words in use with pronunciation.
Personality Adjectives Printable Worksheets
https://busyteacher.org/classroom_activities-grammar/adjectives/adjectives_to_describe_personality/
Additional practice worksheets for personality vocabulary.
ISLCollective: Grammar Wish Worksheets
https://en.islcollective.com/english-esl-worksheets/grammar/wish
Additional worksheets and activities for teaching "wish."
5-Day lesson plan for Unit 4: Being Yourself (50-60 minute classes)
For shorter classes (40 minutes): Split Days 1, 3, and 5 into two sessions each. Extend to a 7-8 day plan.
For intensive classes (90 minutes): Combine Days 1-2, 3-4, and extend writing/fluency practice. Complete in 3 days with homework.
Homework assignments: Vocabulary (Day 1), Grammar (Day 2), Listening/Reading (Day 3), Writing draft (Day 4), Final essay (Day 5 + weekend)
Complete all exercises. Write your answers in the input fields below.
Match each personality word with its meaning.
Describe 3 people using personality words with modifiers (kind of, pretty, really, somewhat).
Write the opposite personality trait.
Ex 1: 1-a, 2-d, 3-c, 4-b, 5-e
Ex 2: (Accept any appropriate sentences with modifiers)
Ex 3: 1-pessimistic, 2-selfish/stingy, 3-impatient, 4-shy/insecure
Big Question: How do we solve mysteries?
Use these activities at the beginning of the unit to engage students and activate prior knowledge. Total time: approximately 20 minutes.
Materials: A bag or box with 5-7 mystery objects (e.g., keys, a shell, a toy, a spoon, a photo)
Procedure:
Procedure:
Materials: Word cards and definition cards (prepared in advance)
Procedure:
Words to use: clue, mystery, solve, theory, observation, case, evidence, suspect
Procedure:
Twist is a verb, but it can also be used as a noun. Look at the usage below in bold. What is the meaning of that usage of twist? (Answer: an unexpected development or change in a story)
Match the vocabulary words with their definitions.
1. something that helps you find the answer to a problem
a) mystery b) clue c) theory
2. to discover something previously unknown
a) solve b) uncover c) absorb
3. the act of carefully watching someone or something
a) observation b) surroundings c) case
4. not hurt or damaged in any way
a) aggressive b) unharmed c) twist
Complete the sentences using the vocabulary words.
Discuss these questions with a partner.
| Certainty Level | Present/Future | Past |
|---|---|---|
| Strong certainty | (9:45 a.m.) Joe's not here yet. He must be on his way, though. | (9:45 a.m.) Ann's not here yet. She must have left her house late. |
| Weaker certainty | (9:50 a.m.) He's still not here. He could/may/might be stuck in traffic. | (9:50 a.m.) She's still not here. I could have/may have/might have told her the wrong time. |
| Impossibility | (9:58 a.m.) He just got here. I can't/couldn't be more relieved. | (the next day) Ann said she didn't see me at the zoo. She couldn't have looked very hardβI was there the whole time! |
Remember: Use must for strong positive certainty, might/may/could for possibility, and can't/couldn't for impossibility.
Complete the sentences with the correct modal verb: must, might, could, may, can't, or couldn't.
Find and correct the mistakes in these sentences.
Use modal verbs to speculate about these mysteries. Write 2-3 sentences for each.
When listening to news stories, pay attention to:
Listen to Track 08 and answer these questions.
Listen to Track 09 and mark each statement as True (T) or False (F).
Listen to Track 10. Which expressions show surprise or shock? Check (β) the ones you hear.
β I can't believe it!
β That's incredible!
β Are you serious?
β What a miracle!
β No way!
β How amazing!
Before reading, look at the title and any pictures. Ask yourself:
Read the title and subtitle and look at the picture. On a separate piece of paper, write a short answer to the questions. Then read the article to check your answers.
3,500 years ago, Stonehenge was attracting visitors from all over the world. The question is: Who were they?
1. Stonehenge has long been a source of mystery and questions. Who built it? Why did they build it? How was it built? But today, advances in science are beginning to reveal information that could change the way we think about the ancient site. One recent discovery has archaeologists particularly excitedβa teenage boy buried near Stonehenge with an exotic amber necklace.
2. The boy, who archaeologists believe was about 14 years old when he died, was buried around 1550 BC. Analysis of his teeth shows that he grew up in the Mediterranean region, possibly in what is now Spain or Portugal. The amber in his necklace came from the Baltic Sea region, thousands of kilometers away from his homeland and from Stonehenge itself.
3. "This is a really exciting discovery," says Dr. Jane Evans, an archaeologist working on the project. "It shows that people were traveling long distances to visit Stonehenge, and that they were bringing valuable items with them. The amber necklace would have been extremely preciousβsomething only a wealthy or important family could afford."
4. Scientists used a technique called isotope analysis to determine where the boy grew up. This method examines chemical traces in teeth and bones that can reveal where a person lived and what they ate. The results clearly showed that the boy was not from Britain, but from a much warmer climate.
5. The discovery raises fascinating questions about ancient travel and migration. How did a boy from the Mediterranean end up buried near Stonehenge? Did he travel with his family? Was he part of a trade expedition? Or did he make the journey alone as part of a religious pilgrimage?
6. "We can only speculate about his story," says Dr. Evans. "But what we do know is that Stonehenge was clearly an important place that drew people from across Europe. This boy's journey shows that the world was more connected in ancient times than we often imagine."
7. The boy with the amber necklace is not the only foreigner buried near Stonehenge. Archaeologists have found other graves containing people from different parts of Europe, suggesting that the site was a gathering place for people from many cultures. Each new discovery adds another piece to the puzzle of Stonehenge's mysterious past.
8. As scientists continue to study these ancient travelers, they hope to learn more about why people were drawn to Stonehenge and what happened when they arrived there. The boy with the amber necklace may be silent, but his story speaks volumes about the ancient world.
Choose the best answer for each question.
1. How do scientists know the boy wasn't from Britain?
2. What shows that the boy was from a wealthy family?
3. Why do archaeologists think the boy might have traveled with his family?
4. What does the discovery tell us about ancient times?
Find words in the article that match these definitions.
Discuss these questions with a partner.
Discuss these questions with a partner.
Moderate:
Stronger:
Work with a partner. Read each scenario and use the strategies above to discuss different theories. Take turns supporting and refuting ideas.
Student A: You believe Stonehenge was built as an ancient calendar to track the movements of the sun and moon.
Student B: You think Stonehenge was a healing center where sick people came to be cured.
Task: Discuss your theories. Use modal verbs to speculate (could have been, must have been, might have been).
Student A: You believe aliens helped build ancient monuments because they are too complex for ancient people.
Student B: You disagree. You believe ancient people were more intelligent and capable than we often think.
Task: Debate your positions using the refuting language from the strategy box.
Student A: Your phone has disappeared from your desk. You think someone took it.
Student B: You're Student A's classmate. You saw another student near the desk.
Task: Discuss what might have happened to the phone using modal verbs of possibility.
Before watching, look at the title and think about:
Watch the video and answer these questions.
After watching, discuss these questions.
Read the story below. Then discuss the questions with a partner.
Who? Marco, a 16-year-old boy from Italy
What? Traveled alone to visit the ancient pyramids in Egypt
When? Summer of 2019
Where? From Rome, Italy to Cairo, Egypt
Why? He had always been fascinated by ancient history and wanted to see the pyramids before starting university
How? By plane to Cairo, then by bus and camel to the pyramid sites
The graphic organizer can help you organize your thoughts before you write. By answering the wh- questions, you force yourself to think about all the main details of your story.
Who? β What? β When? β Where? β Why? β How?
Think about a journey you have taken or imagine one you would like to take. Complete the graphic organizer.
| Question | Your Notes |
|---|---|
| Who? | |
| What? | |
| When? | |
| Where? | |
| Why? | |
| How? |
Use your graphic organizer to write a story about a journey (150-200 words). You can write about:
| Criteria | Excellent (4) | Good (3) | Satisfactory (2) | Needs Work (1) |
|---|---|---|---|---|
| Content | All wh- questions answered with rich detail | All wh- questions answered | Most wh- questions answered | Missing several key details |
| Organization | Clear beginning, middle, end; smooth transitions | Logical order, easy to follow | Mostly organized, some jumps | Confusing sequence |
| Language Use | Correct past tense; effective modal use | Mostly correct verb forms | Some tense/modal errors | Many errors affecting meaning |
| Vocabulary | Rich, varied vocabulary from unit | Some good vocabulary choices | Basic vocabulary, some repetition | Limited vocabulary range |
Dec. 10 β Pakistan
"I've just arrived in a town where they had ten years' worth of rain in one week! The town and its surroundings have been flooded. Thousands of people have lost their homes and it's been hard on the animals too. There's a strange twist to all thisβall of the trees look so weird! They've been largely unharmed by the floods, but they're covered in something sticky that's killing them! I wonder what it could be."
Dec. 12 β Pakistan
"I've made some observations about the sticky substance on the trees. It seems to be some kind of webbing. Local people tell me this has never happened before. Some think it might be a sign from nature. Others believe spiders have moved into the trees to escape the flood waters. I need to find more clues to solve this mystery."
Read the diary entries and discuss these questions with a partner.
There are many natural mysteries around the world. Read about these phenomena and match them with the explanations.
Stones in a dry lake bed move across the ground by themselves, leaving trails behind them.
Colorful lights appear in the night sky near the North Pole.
Some people in Taos, New Mexico hear a low humming sound that others cannot hear.
Explanations:
a) Caused by particles from the sun hitting Earth's atmosphere
b) Might be caused by industrial equipment or natural vibrations
c) Ice forms under the stones, allowing wind to push them
Research another natural mystery from your country or region. Use the questions below to guide your research:
Present your findings to the class.
Rank how well you can perform these outcomes on a scale of 1β5 (5 being the best).
_____ use modals of possibility in the past, present, and future
_____ speculate about mysteries
_____ refute ideas
_____ use wh- questions to help you plan a story
Complete each sentence with the correct form of the word in parentheses.
Complete the sentences with an appropriate modal verb.
Useful online resources to supplement your teaching of this unit.
This planner is designed for 5-6 class sessions (45-50 minutes each). Adjust timing based on your students' needs.
Complete all exercises. Write your answers in the input fields below.
Match each word with its definition.
Fill in the blanks with mystery words.
Write a sentence using each word.
Ex 1: 1-b, 2-c, 3-d, 4-a, 5-e
Ex 2: 1-detective, 2-clue, 3-alibi, 4-evidence
Ex 3: (Accept any grammatically correct sentences)
New Horizons - Future Possibilities: Making predictions, setting goals, exploring future technology
7-8 class periods (50 minutes each)
Pages 48-55 (Unit 6)
By the end of this unit, students will be able to:
| Grammar Point | Student Book Page |
|---|---|
| Future Continuous (will be doing) | Page 50 |
| Future Perfect (will have done) | Page 50 |
| Future in the Past (would) | Page 50 |
| First Conditional (if + present, will) | Page 52 |
Mars colonization connects to astronomy, environmental science, and planetary geology.
Robotics and AI discussions link to computer science and engineering concepts.
Future workplace changes connect to economics and sociology discussions about employment trends.
| Class | Focus | Activities | Homework |
|---|---|---|---|
| Day 1 | Unit Introduction + Vocabulary | Warm-up, Robot Revolution vocab | Vocabulary review, preview grammar |
| Day 2 | Grammar: Future Forms | Future continuous/perfect presentation | Grammar practice worksheet |
| Day 3 | Grammar Practice + Listening | Future forms exercises, Track 11 | Listening comprehension |
| Day 4 | Connections + Speaking | Future workplace, Space exploration debate | Prepare speaking answers |
| Day 5 | Speaking & Video | Debate practice, Nat Geo Explorers video | Video reflection notes |
| Day 6 | Reading - Mars | "Making Mars the New Earth" reading | Reading comprehension questions |
| Day 7 | Writing + Review | Counterargument writing strategy | Draft counterargument essay |
| Day 8 | Expanding Fluency + Assessment | Mars colonist role-play, unit review | Study for assessment |
Use these quick activities to engage students:
Ask: "What invention from sci-fi movies do you wish existed today?" Write ideas on board (flying cars, teleportation, robot helpers). Vote on most useful.
Describe jobs: "This requires creativity" vs "This involves repetitive tasks." Students guess robot or human. Discuss: Which jobs should robots NEVER do?
Order: telephone (1876) β TV (1927) β computer (1940s) β internet (1990s) β smartphone (2007)
"What tech did people NOT have 50 years ago?" Ask: What will people take for granted 50 years from now?
What technologies didn't exist 100 years ago that we take for granted? How have they transformed lives?
Robots can think, (1) interact with people, and relate to people. Though humanlike robots are still (2) primitive, it's (3) feasible that androids will function in human environments soon.
These versatile and (4) efficient machines will cook, wash laundry, and teach children. By 2100, we'll (5) take it for granted. Drones will make delivery people (6) obsolete.
Will robots make our lives better? What are positive and negative consequences?
1. interact | 2. primitive | 3. feasible | 4. efficient | 5. take...for granted | 6. obsolete
| Future Form | Use | Example |
|---|---|---|
| Future Continuous | Ongoing event in future will + be + -ing | In 5 years, robots will be functioning in homes. |
| Future Perfect | Finished by future time will + have + past participle | By 2020, we will have found a cure. |
| Future in Past | Past prediction about future would + base form | He thought it would be hard. |
Answers shown above. Future continuous = ongoing; Future perfect = completed by specific time; Future in past = past prediction.
Listen for: "For a couple of reasons..." | "One main reason is..." | "Another important reason is..."
Tip: List only key words (nouns, verbs), not every word.
Predict: Will the expert say yes or no to these?
| Question | Response | Reasons |
|---|---|---|
| 1 (Flying cars) | no | Accidents would be fatal; not efficient |
| 2 (Faster airliners) | no | Cost of fuel; high speeds dangerous |
| 3 (Jet packs) | yes | Technology improving; good for short distances |
Flying Cars: No (dangerous/inefficient) | Faster Airliners: No (fuel costs) | Jet Packs: Yes (tech improving)
Work with a partner. Take turns answering. You have 20 minutes.
Choose one question and answer for one minute.
Give feedback: Did they talk without hesitating? Explain ideas clearly?
Environmental advocate - raises awareness about global water issues
Anthropologist - researches cultural practices of mountain people
Oceanographer - researches marine ecosystems and advocates for environment
Watch and note which question each explorer answers:
All three explorers answer both questions.
All three explorers answer both Q1 & Q2. Vocabulary answers shown above.
What would it take to "green" the red planet?
Could we transform Mars's frozen surface into something Earthlike? Yes, we probably could. Spacecraft found evidence Mars was warm with rivers and seas. We could return Mars to this state by adding greenhouse gases like COβ, creating an atmosphere to warm the planet and melt ice.
Transforming Mars could take centuries. Robert Zubrin gives two reasons: (1) Going to Mars will challenge us, creating millions of scientists and engineers. (2) Mars gives humanity room to grow and evolve, ensuring long-term survival.
Humans on Mars would become lighter, taller, and slimmer due to lower gravity. Mars inhabitants would develop unique languages, customs, and technology.
All pre-reading statements are TRUE. Timeline matching shown above.
Zubrin's Reasons: (1) Challenges us β millions of new scientists/engineers. (2) Room to evolve β ensures human survival.
Robert Zubrin feels sending humans to Mars is a good idea. However, the disadvantages outweigh benefits. The first drawback is enormous risk and uncertainty. Zubrin says Mars will challenge us and produce skilled workers. However, it's difficult to justify spending money where success is uncertain. We should research Earth's problems first: cancer, poverty.
A counterargument argues against someone else's opinion:
Use transitions: however, yet, that said
Write two more paragraphs. For each: (1) State drawback, (2) State Zubrin's point, (3) Offer counterargument with "However..."
| Criteria | Excellent (4) | Good (3) | Needs Work (2) |
|---|---|---|---|
| Structure | Opponent view + rebuttal with transition | Mostly clear | Missing elements |
| Reasoning | Logical, well-explained | Mostly logical | Weak reasoning |
| Future Forms | Correct usage | Minor errors | Frequent errors |
Year 2200: You are Mars colonists. Life is primitive:
Other facts: 50 other colonies. Some friendly, some hostile. Monthly trade at indoor marketplaces.
Rank 1-5 (5 = best):
_____ Make predictions using future forms
_____ Identify key words explaining reasons
_____ Describe skills for future goals
_____ Develop and write a counterargument
Complete all exercises. Write your answers in the input fields below.
Match each word with its definition.
Complete the sentences with technology words.
Put these inventions in order (1-5):
Ex 1: 1-b, 2-a, 3-d, 4-c, 5-e
Ex 2: 1-update/upgrade, 2-upload, 3-internet/connection, 4-password/antivirus
Ex 3: 1-5, 2-2, 3-3, 4-4, 5-1 (Radio, TV, Computer, Internet, Smartphone)