5CT013- New Roads to English 12th. Grade.pdf
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NEW ROADS
TO ENGLISH
Twelve grade
NEW ROADS
TO ENGLISH
Twelve grade
M. Sc. Marta Pinillos Pantiga
Dr. C. Isora J. Enríquez O´Farrill
M. Sc. Mayda Ramos Alemán
Este material forma parte del conjunto de trabajos dirigidos al Tercer Perfeccionamiento Continuo
del Sistema Nacional de la Educación General. En su elaboración participaron maestros, metodólogos y especialistas a partir de concepciones teóricas y metodológicas precedentes, adecuadas y
enriquecidas en correspondencia con el fin y los objetivos propios de cada nivel educativo, de las
exigencias de la sociedad cubana actual y sus perspectivas.
Ha sido revisado por la subcomisión responsable de la asignatura perteneciente a la Comisión Nacional Permanente para la revisión de planes, programas y textos de estudio del Instituto Central
de Ciencias Pedagógicas del Ministerio de Educación.
Queda rigurosamente prohibida, sin la autorización previa y por escrito de los titulares del
copyright y bajo las sanciones establecidas en las leyes, la reproducción total o parcial de esta
obra por cualquier medio o procedimiento, así como su incorporación a un sistema informático.
Material de distribución gratuita. Prohibida su venta
Edición y corrección:
■ Lic. Fabiana Rodríguez Montes
Diseño:
■ Instituto Superior de Diseño (ISDi)
Emplane:
■ Amanda Prieto Perera
© Ministerio de Educación Cuba, 2025
© Editorial Pueblo y Educación, 2025
ISBN 978-959-13-5123-4 (Versión impresa)
ISBN 978-959-13-5136-4 (Versión digital)
EDITORIAL PUEBLO Y EDUCACIÓN
Ave. 3.a A No. 4601 entre 46 y 60, Playa,
La Habana, Cuba. CP 11300.
epueblo@epe.gemined.cu
CONTENTS
To the student
1
2
3
4
Presenting information
VII
1
If you do your best, you will be successful
27
Reading is knowledge
55
Reviews
77
Annexes 109
Bibliography 125
To the student
T
his is your 12TH grade workbook. It will help you to practice your
English language skills in more complex situations. You will find
here a variety of topics related to daily life, and sociocultural issues.
The workbook offers a diversity of themes that will enrich your vocabulary
and strength your communicative skills.
The content of the workbook includes the following sections:
■ Breaking the Ice: In this section you will find contents you studied previously to support the introduction of the new ones.
■ What’s new?: In this section you will find the new communicative functions, vocabulary and grammatical structures in different situations.
■ Let’s practice: In this section you will find different activities to help
you reinforce linguistic knowledge and develop communication skills
through the following subdivisions:
■ Speaking: You will improve your oral skills.
■ In Black and White: You will mainly improve writing skills to complement your oral expression.
■ Listening: You will improve your listening skills by listening to songs,
poems, and news.
■ Time to Read: You will improve your reading skills, reinforce your
linguistic knowledge and the rest of the skills to progress in your communicative competence.
■ Reflecting on Language: It is a section where you will reflect about
how to use linguistic forms to communicate ideas and messages more
appropriately.
■ To learn more: It has additional information to enhance your knowledge
about the English Language and your general background knowledge
as well.
■ Project work: It enables you to research about a topic, create your own
work and demonstrate the skills you have acquired.
■
Self-reflection: It is a section to help you think and reflect about what
you have learned and the abilities and content you need to reinforce.
■ Reading Corner: It has a variety of additional texts about different topics to enhance your general culture.
■ Activity bank: This is the last section of the workbook, after Unit 4,
with a number of additional activities to reinforce the skills and contents you consider you need to practice more.
We hope this workbook could be useful and help you to go through
English in an easy way.
The authors
UNIT 1
Presenting information
Communicative functions
In this unit you are going to practice:
■ Preparing and making an oral presentation
■ Preparing and presenting a written report
■ Identify and use connectors in oral and written reports
■ Using punctuation correctly.
■ Asking and answering questions about different topics
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NEW ROADS TO ENGLISH
Breaking the Ice
1.
Talk with your partner about a presentation of one of the project
works you did last year, using these questions as a guide:
■ What was it about?
■ Where did you find the information?
■ Who helped you?
■ What aspects do you still remember?
■ How did you feel?
■ What did you learn from your presentation?
What’s new?
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UNIT 1
2.
Listen to the conversation between a young researcher and his
advisor and underline the correct answer to this question:
Why is Mark so worried?
a) Because he has a test.
b) Because he has a presentation soon.
c) Because he hasn’t finished to write his paper yet.
Advisor: Hi Mark, I have seen you worried this week.
Mark: In fact, I have been worried. My presentation is in two weeks.
Advisor: Trust yourself. You have written a good paper.
Mark: Sure, but speaking in front of an audience is a little more complicated.
Advisor: You should rehearse it several times, it will help you. Have you
started to work on your presentation?
Mark: Not yet, but I have written down some ideas.
Advisor: Well, firstly, plan it carefully, secondly, speak with confidence.
Besides that, avoid reading the slides or your paper.
Mark: Could you tell me where I can find more advice to improve my exposition?
Advisor: There are some options to improve your skills, for instance, you
can consult some websites on internet, you can watch some videos on YouTube, and you can also ask any expert or go to the library and find some
articles and read them.
Mark: I feel confident about the written paper; however, I don’t feel very
comfortable for the oral presentation. How can I avoid being so nervous?
Advisor: Be yourself and start intensely. In conclusion, transform nervous
energy into enthusiasm. In addition, you can attend the seminars to watch
some people who are discussing their presentation next week.
Mark: Thanks, Mr. Brown. I’m feeling positive. It has been relaxing talking
to you.
Advisor: Good for you. If you have any questions, I am ready to answer.
You can count on me.
3.
Listen to the conversation between Mark and his advisor again and
do the following activities.
Mark is concerned about __________________________
a) his written paper
b) his oral presentation
c) the content of his topic
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NEW ROADS TO ENGLISH
The advisor gave Mark ______________________________
a) some websites to find information.
b) some advice to improve his speech.
c) some videos to watch recorded presentations at home.
4.
Read the transcript of the conversation again and write yes next to
the advice the gave to Mark
a) Mark has to practice his presentation over and over again
____________
b) Mark should make a careful outline _____________
c) Mark should demonstrate self-confidence ___________
d) Mark should read all the slides carefully ___________
e) Mark should get expertise from other student´s presentations
_____________
f) Mark can find tips for a good presentation on the internet
___________
5.
Read the following text about an effective presentation.
How to make a good presentation
This is an article that clarifies some aspects about a good presentation. How to make a good presentation? Important presentations are
nerve-wracking. Whether it’s an informal lunch appointment or a standup-in-front-of-a-room-full-of-important people, you know you’ve got a
lot riding on what you say and how you say it. I’ve made hundreds of
presentations, and I’ve learned a few critical skills:
■
Create rapport. Usually, the most important thing your prospect is sizing up is YOU. While you’re busily focused on the substance of your
presentation, they’re figuring out whether you’re the kind of person
they can work with and trust. So relax a little and Create a personal
Connection.
■ Get to your important points right away. Even if you don’t prepare
a formal presentation, don’t let the discussion wander. Be very clear
about your key points and get to them.
■ Be prepared. You not only have to be prepared about what you’re
going to say, you need to research your audience. Knowledge is power!
■ Prepare a Power Point presentation. Especially for formal presentations,
I recommend preparing a PowerPoint computer slide presentation. A
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UNIT 1
■
■
■
■
PowerPoint presentation keeps you in control, enabling you to make
certain you hit on all your key points. Preparing a PowerPoint presentation is a good discipline for figuring out what you want to say.
Practice. Not only should you practice your presentation a number of
times before you ever do one “live,” but you should schedule your least
likely prospects first. Use those presentations as “practice” to learn to
sharpen your message and skills.
Don’t assume they’ve read anything. No matter what you’ve sent to
people ahead of time, they probably won’t have read it.
Have answers prepared. Before you go, anticipate as probable questions as possible and have clear concise answers ready. That way, you
won’t be flustered. “I’m glad you asked that,” you can reply, and then
launch into your prepared response.
Know what questions you won’t answer. Some things shouldn’t be discussed in a first meeting or in a large group, and you should have an
answer ready to deflect those questions. Have an appropriate response
prepared: “It’s a bit premature to discuss this part of the topic or I don’t
have a complete grasp of the project yet.”
(Taken and adapted from://www.inc.com/articles/2001/05/22582.html/
By Rhonda Abrams)
– Do you consider the article useful? Support your answer.
– Read the passage and underline the ideas linked by any connector.
– Find additional information about oral presentations. You may
google it in internet. Then write a note to Mark offering tips to
be successful in his presentation.
Reflecting on Language
Connectors are essential words that link phrases, clauses, or ideas to ensure clear, coherent communication.
Importance of linking words or connectors:
■ Enhance cohesion and coherence in text
■ Aid in understanding complex ideas
■ Facilitate effective communication Mastering connectors demonstrates
a higher level of language proficiency.
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NEW ROADS TO ENGLISH
Types of connector words in English:
■ Adding information: and, also, moreover
■ Showing contrast: but, however, on the other hand
■ Expressing cause and effect: because, therefore, so
■ Making comparisons: as, like, similarly
■ Illustration: For example, Such as, For instance
Listening
Before listening
6.
Look at the slides for each presentation. What do you think these
people are taking about?
While listening
7.
6
Listen to fragments from different talks. Select the two correct
answers according to the contents discussed in each one.
Fragment 1
a) The speaker is talking about environmental issues.____
b) The speakers is introducing himself. ____
c) The speaker is summarising. ____
d) The speaker is developing the topic. ____
UNIT 1
Fragment 2
a) The speaker is introducing the topic.____
b) The speaker is introducing himself.____
c) The speaker is going to talk about social media.___
d) The speaker is ready to answer questions. ____
Fragment 3
a) The speaker talked about his studies at the University. ___________
b) The speaker is an experienced teacher. ____________
c) The speaker is summarizing his presentation. ___________
d) The speaker is ready to answer questions. _____________
After listening
Communication tips
8.
Read carefully some tips for an effective presentation and discuss
with your partner about each one.
Tips for a good presentation:
Functions
Language
Welcome your audience
“Good morning, ladies and gentlemen”
“Good afternoon, everybody”
Introducing the topic
“Today, the topic of my talk is…”
“My purpose today is to introduce”.
“I am going to talk about...”
“I’d like to start by... telling”.
“Let’s begin by...”
“First of all, I’ll...”
Outlining your structure
“To start with, I’ll describe the progress
we have made this year. Then I’ll mention
some of the problems we’ve encountered
and how we can overcame them. After
that I’ll consider the possibilities for further
growth next year. Finally, I’ll summarise
my presentation (before concluding with
some recommendations)”.
Giving instructions about questions
“I´ll try to answer any of your questions after the presentation”.
“I won’t comment on this now because...
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NEW ROADS TO ENGLISH
Finishing one subject...
“Well, I’ve told you about...”
“That’s all I have to say about...”
Giving further information
In addition…
Moreover…
Furthermore…
Giving examples
I can mention some important elements
such as…
A good example of this is...
As an illustration...
Concluding
To sum up…
In conclusion…
This is all I have to say…
Giving recommendations
“In conclusion, my recommendations
are...”
“I would suggest / propose / recommend
the following strategy”.
Thanking your audience
“I thank you all for being such an attentive
audience”.
“Many thanks for your attention”.
Inviting questions
“Are there any questions?”
“Now I’ll try to answer any questions you
may have”.
“Can I answer any questions?”
“Do you have any questions?”
Let’s practice
9.
Identify the parts of a presentation in which you could use the
following statements or expressions.
Introducing the message
Delivering the message
Concluding the message
a) To sum up _______________________
b) Today, I’m going uncover a topic widely discuss at present
_______________________
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UNIT 1
c) In addition, I would like to say _______________________
d) To illustrate what I have just said _______________
e) The following facts prove ____________________
f) According to what we have just said ___________________
g) All in all ______________________
h) This is a polemic and updated topic _____________________
10. Fill in the blanks with the appropriate connector from the list: but,
in addition, because, therefore, however, and.
a) We looked for some information in the National Library,
____________ we couldn’t find any additional facts.
b) The information is useful _______________it is not updated.
c) We have talked about that, __________________ I’m going to
explain again giving new elements.
d) This is a difficult matter_______________ I will explain it once more.
e) I’m sure you understand these ideas______________ we have
discussed the topic before.
f) We have mentioned some important facts; _______________, we
are going to mention some others.
g) We looked for more information _____________this is what we
have found.
11. You are attending a conference about social networks. Work in
your team planning at least 4 questions you would like to ask to the
presenter of the topic.
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NEW ROADS TO ENGLISH
Question 1
Question 2
Question 3
Question 4
12. Read some ideas about social networks and complete them.
1. Some students spend most of their time in social networks, as a
result of that ________________________________________________
____________________________________________________________
2. To be an influencer you should post daily, besides that __________
____________________________________________________________
____________________________________________________________
3. Social media has certain benefits; however, ___________________
____________________________________________________________
____________________________________________________________
4. You can find a lot of information on social media but___________
____________________________________________________________
____________________________________________________________
5. Social networks have advantages and disadvantages. In ation, ___
____________________________________________________________
____________________________________________________________
13. Work in teams. Suppose you are an outstanding personality in a
field of study. Select one of the professions given below. Introduce
yourself to the audience and tell the topic you are going to talk
about.
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UNIT 1
14. You have to make a presentation about an important event of the
History of Cuba. Practice with your partner before presenting in
front of your class. You can follow these hints:
■
Introduce yourself.
Say what you are going to talk about.
■ Divide your speech into three parts.You should use the following
expressions :
■
– Firstly
– Secondly
– Third or Finally
■
Make a simple conclusion.
■ Thank the audience.
■ Say you are ready for questions.
Speaking
15. Team work. You have to make a presentation about dancing. Read
carefully the outline and prepare your presentation. Then, present
your findings to the group.
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–
–
–
–
–
–
Origin of dancing
Types of dancing
Benefits of dancing
Favorite dancers
Your experience about dancing
Your opinion about the topic
16. Observe the presentation of each team and tell if the presenters
follow the following tips. Write Yes or No.
Tips
The presenter introduces
himself/herself and greets
the audience.
The presenter introduces
the topic correctly.
The presenter keeps ice
contact with the audience.
The presenter speaks
fluently.
The presenter uses
connectors properly.
The presenter gives
examples.
The presenter
Shows some images.
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Team A Team B Team C Team D Team E
UNIT 1
The presenter answers
some questions.
17. Discuss the tips most of the presenters followed and which aspects
most of them need to improve.
18. Work in teams to find information about family traditions all
over the world. Take down notes for a presentation. Record your
presentation about the topic and present it to the class. Mark in the
map the country of the tradition you selected.
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UNIT 1
19. Read the following topics, select one of them and prepare a
presentation for your classmates:
■
Family is important in our lives.
■ Childhood is a key point in our lives.
■ Grandparents are the wealth of a family.
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20. You have to prepare a free talk for next class.
Which topic would you like to talk about? _____________________
Mention 3 aspects you want to discuss during your talk.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
Where can you find information about your topic?
_______________________________________________________________
Time to Read
Before reading
21. Team work. Discuss these questions in teams:
a) Why are interpersonal relationships important?
b) What are the three important elements in communication?
While reading
22. Read the text and determine the right answer.
The author intention is:
a) To criticize disrespectful communication people.
b) To point out the relevance of effective communication.
c) To give tips for effective communication.
16
UNIT 1
Interpersonal Relationships
Interpersonal skills are extremely important for creating and maintaining
meaningful personal relationships in our lives. People with good interpersonal communication skills can, therefore, build healthy relationships with
their colleagues, friends, family and others.
Good interpersonal relationships help to work much better as a team.
Interpersonal communication is often defined as communication that
takes place between people who are interdependent and have some
knowledge of each other: for example, communication between a son
and his father, an employer and an employee, two sisters, a teacher and a
student, two lovers, two friends, or two neighbors .
Effective communication and interpersonal skills have significant benefits in our daily life, including teamwork, clearer understanding of
expectations and goals, enhanced relationships with partners and reduced conflicts and misunderstandings. It is extremely related to tolerance,
respect to diversity, and acceptance.
After reading
23. Work in small groups to discuss the advantages of having good
communication skills.
a) Think of some tips to be a good communicator and share them
with your classmates.
Reading 3
Before reading
24. Tell Yes or Not according to your personal experience.
a) When I have a presentation, I usually get nervous. __________
b) Most of the time I rehearse my presentations several times.
_________
c) Sometimes I forget part of the content. _________
d) I sometimes hesitate during the explanation. _________
e) I generally speak fluently._________
While reading
25. Read carefully and say if the following statements are True (T) or
False (F):
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a) The author of the article has a wide experience about the topic.
_______
b) The author explains widely how to make a personal connection.
_______
c) The author recommends being well informed about your listeners.
______
d) The author considers Power Points are better than cards.______
e) The author praises for the speaker’s ability to anticipate possible
inquires. ______
f) The author suggests you should be ready for any kind of question
about the topic. _____
In Black & White
Writing an Outline for an Oral Presentation on Interpersonal
Communication
Introduction
An oral presentation is not the exact written paper you have prepared
for an event or so, because speaking is different from writing. Therefore,
for your guidance while speaking you need to prepare an outline.
An outline is a plan of your presentation. Think of it like the skeleton
of your speech. It lists the main points and supporting details you want
to include in your presentation. The purpose of an outline is to help you
organize your ideas and the structure of your presentation and make sure
you cover all necessary points.
Understanding the Components of an Outline.
Hook: An engaging opening statement or question.
A clear statement of the main point or argument.
A brief overview of the main points to be covered.
Body
Main Point 1: Explanation and supporting details.
Main Point 2: Explanation and supporting details.
Main Point 3: Explanation and supporting details.
Conclusion
Summary of the main points.
Closing Statement: A memorable final thought or call to action.
18
UNIT 1
Sample outline
Title: The Importance of Interpersonal Communication Among Teenagers
Introduction
a) Greeting: Good morning/afternoon everyone!
b) Introduce the Topic:
– Today, I want to talk about a crucial aspect of our lives: interpersonal communication among teenagers.
c) Importance:
– Understanding and improving communication skills can greatly
affect our relationships and success in life.
Main Body
1. What is Interpersonal Communication?
■
Definition:
– Interpersonal communication involves the exchange of information, feelings, and meanings between people through verbal and
non-verbal messages.
■
Examples:
– Examples include chatting with friends, discussing homework with
classmates, and resolving conflicts with family members.
■
Elements:
– Key elements of effective communication include active listening,
clear speaking, and understanding body language.
2. Why is Interpersonal Communication Important for Teenagers?
■
Building Relationships:
– Good communication helps build and maintain healthy relationships with friends, family and teachers.
■
Conflict Resolution:
– Effective communication skills are essential for resolving conflicts
peacefully and understanding different perspectives.
■
Emotional Support:
– Being able to express emotions and understand others’ feelings
fosters emotional support and reduces stress.
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3. Challenges in Interpersonal Communication for Teenagers
■
Technology:
– While technology can aid communication, it can also lead to misunderstandings and reduced face-to-face interactions.
■
Peer Pressure:
– Teenagers might feel pressured to conform to group norms, which
can hinder open and honest communication.
■
Emotional Turmoil:
– Adolescence is a time of emotional changes, which can make communication more challenging.
d) Tips for Improving Interpersonal Communication
■
Active Listening:
– Paying full attention to the speaker, showing interest, and providing feedback.
■
Clear and Concise Speech:
– Expressing thoughts clearly and avoiding ambiguity.
■
Empathy:
– Trying to understand and share the feelings of others.
Conclusion
1. Recap:
■
In summary, interpersonal communication is vital for teenagers as it
Helps build relationships, resolve conflicts, and provide emotional support.
2. Personal Insight:
■
Developing good communication skills can lead to more fulfilling and
Successful relationships.
3. Closing Statement:
■
Let’s all strive to improve our communication skills and make our Interactions more meaningful and impactful.
Q&A
■
20
Invite the audience to ask questions and engage in a brief discussion
on the topic.
UNIT 1
Use an outline
■
You have a presentation about assertive communication .Cover the following topics.
The outline template can help you.
Use the following template.
Title:
Author:
Title: _______________________
Introduction
Greeting: ___________________________________________
Introduce the Topic:
Briefly explain what ______________________ is.
Importance:
Mention why understanding ______________________ is important, especially
for teenagers.
Main Body
1. What is Interpersonal Communication?
Definition:
Interpersonal communication is ______________________.
Examples
Examples of interpersonal communication include ______________________.
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Elements:
Key elements of effective communication are ____________________,
__________________, and ______________________.
Key elements of assertive communication are ____________________;
__________________, and ______________________.
1. Types of Interpersonal Communication
Verbal Communication:0
Verbal communication involves ______________________.
Non-Verbal Communication:
Non-verbal communication includes ______________________.
Written Communication:
Written communication can be ______________________.
2. Building Interpersonal Relationships
Examples:
Examples of interpersonal communication include ______________________.
3. Building Interpersonal Relationships
Definition:
Interpersonal relationships are ______________________.
Importance:
Having good relationships is important because ______________________.
Building Blocks:
Key factors in building strong relationships include ______________________,
______________________, and ______________________.
4. Challenges in Interpersonal Communication and Relationships
Miscommunication:
Misunderstandings can occur when ______________________.
Conflicts:
Conflicts can arise from ______________________ and it is important to
______________________.
Technology:
Technology impacts communication by ______________________.
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UNIT 1
Conclusion
Summarize the main points discussed, such as ______________________.
Share a personal thought or story about ______________________.
Closing Statement:
End with a positive message or call to action, such as ______________________.
Q&A
Invite the audience to ask questions about ______________________.
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To learn more
Read the following tips or pieces of advice to make a successful dissertation.
Before the presentations:
■
Plan carefully your speech
Practice several times
■ Attend other speeches
■
During the presentation:
■
■
■
■
■
■
■
■
■
■
■
Arrive Early
Meet and Greet
Introduce yourself
Speak with confidence
Concentrate on your core message
Support your topic with examples
Make eye contact with the audience.
Avoid reading from the screen.
Use Positive visualization
Use a pointer only when necessary.
Answer questions gently
After the presentation:
■
Say thank you to your audience for attending and listening your speech.
■ Tell the audience where they can find more information or some literature you consulted.
Project work
26. Work in teams of three. Read the following topics and research
about one of them.
a) Prepare a presentation.
b) Be ready to present your findings in front of the class.
c) Support your presentation with data and images.
–
–
–
–
24
Famous explorers
Famous painters
Ancient and future jobs
Music
– Extreme sports
– Environmental Issues
– The world’s most colourful festivals
– Incredible nature
UNIT 1
– The peculiar life of some -animals
– The world of plants
Self-reflection
Reflect about your learning and tick your self -evaluation according to
your performance during this unit.
What can you do at the end of this unit?
I can
Very
good
Good I have to
practice more
Prepare and make an oral presentation
Prepare and present a written report for a
presentation
Identify and use connectors in oral and written reports
Ask and answer questions about different
topics
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UNIT 2
If you do your best, you will be successful
Communicative functions
As you do the following activities, you will practice some English language functions by:
■ Asking and talking about 21st century professions and skills
■ Talking and discussing about skills and requirements for different activities.
■ Asking and talking about present and future professions
■ Writing an application letter
■ Writing a report on a given topic
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Breaking the Ice
1.
Observe the pictures and discuss with your partners:
a) What are their professions?
b) Where do they work?
c) What kind of abilities do they need to do their jobs?
What’s new?
What are 21st Century skills?
21st Century skills are 12 abilities that today’s students need to succeed
in their future jobs and professions. Tick the ones you think you already
have.
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UNIT 2
Skills
Yes
Creativity
Critical thinking
Collaboration
Communication
Information literacy
Media literacy
Technology literacy
Flexibility
Leadership
Initiative
Productivity
2.
Read the text carefully.
Choosing a career is a serious and responsible decision because it is the
sum of your professional journey. Some students select a career because it
can help them to achieve their goals. Other students make their selections
because of their interest and passions.
In my opinion, you should also take into consideration your skills and
strengths. Once you have a bigger picture of yourself, start to conduct research on various career possibilities combined with your top motivations.
Don’t forget to consider what you naturally enjoy doing, and what brings
you happiness.
If you really like drawing, look at careers or industries requiring that
talent to some extent. If one of your biggest strengths is creative problem
solving, look for careers and industries that need your skill set. If you are
patient, very sensitive and have research skills you can be a teacher or
work in the branch of medicine. If you are good at dancing, painting or
writing you may choose an Art career.
Finally think about 21st Century skills. The future requires people able
to manage technology .Employers need people who are able to work
in teams and with leadership skills to improve results in their field. You
should also have to keep in mind then you need to be good at languages.
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NEW ROADS TO ENGLISH
Being a good worker needs some skills and abilities if you do not have one
of these skills you have the possibility to start working on them.
3.
Underline the ideas expressed in the text.
a) Motivation and upcoming objectives lead some students to select
future studies.
b) Parents help students to choose the future studies.
c) There should be a close relationship between skills and future
studies.
d) You need to manage programming to select your future studies.
e) There are some important skills you need to have in order to be
successful.
4.
Observe the following sentences from the text and analyze the
message with your teacher.
a) If you really like drawing, look at careers or industries requiring
that talent to some extent.
b) If one of your biggest strengths is creative problem solving, look
for careers and industries that need your skill set.
Reflecting on Language
Conditions are frequently present when we talk.
Depending on what we want to express, we should use different types of
sentences in English.
Conditional type 0 express present possible conditions, something that is
true in the present.
a) If you have the book, you have all the information.
b) If you need more information, it is the library, please.
c) If she reads the information, she comes immediately.
d) If they do not come we have to work alone.
e) If they finish on time you don’t have to wait.
How do we form conditional sentences Type 0
If clause or hypothesis (simple present) + main sentence or result(simple
present)
5.
30
Complete the sentences using the correct form of the verb.
UNIT 2
a) If you ____________ the train at 5am you get to the farm before
11 am.
b) If she______________you finish early.
c) They _______________better if you explain clear.
d) She passes if she __________________.
e) We_______________If they come with us.
6.
Now read the following sentences and analyze the message:
a) If you are patient, you can be a teacher or work in the branch of
medicine.
b) If you are good at dancing, painting or writing you may choose
an Arts career.
Reflect and analyze in your team under the guide of your teacher.
Conditional sentences type 1 expresses a future possibility E.g.:
a) If you manage programming, you will be successful in a Math career.
b)
If she goes to the library, she can find more information
c)
If you are good at languages, you may be a tourist guide
d)
You may study botanic if you love plants
e)
They should arrive on time if they want to talk to the expert
f) They cannot enter if they don’t have the tickets
If clause or hypothesis
Simple present
7.
main sentence or result
Future Will
Modal verbs can, may, should + infinitive
Match the sentences to complete the ideas.
a) If you study languages
b) If she doesn’t come
c) If she has a hobby
d) If they enjoy experiments
e) If he goes to the library
___ He can find more
information
___ They may study Chemistry
or Biology.
___ she will miss a good
presentation.
___ They can listen to
students’ experiences
___ you may be a teacher of
English
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NEW ROADS TO ENGLISH
f) If the students visit the University
g) If we can’t go
8.
___ They won’t plan a new
meeting
___ It may be the antecedent
for a future job.
Complete the following sentences. Use the correct form of the verbs.
a) All of you may have a brilliant future if you____________________
______________________.
b) Martha may be the best of the group if she____________________
______________________.
c) If they are good at designing they _____________________________
______________________.
d) If she doesn’t practice ______________________________________.
e) If the teacher __________________________________ everything
will be successful.
f) If we _______________________________________ the final activity
will be great.
g) If we don’t attend to the first meeting ________________________
________________________.
9.
A Look at the pictures and complete the sentences.
________________________________ if the weather is sunny.
They are going to pass the test ______________
________________.
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UNIT 2
If they are free in the afternoon ______________
_________________.
_______________________________ they can go
to the theater.
10. Read the following activities. Write the name of a member of the
group next to each statement.
a) A student able to solve any problem easily _____________________.
b) A student who can explain Math exercises as good as a teacher
______________________.
c) A student who is very good at sports ______________________.
d) A student capable to write excellent texts ______________________.
e) A student who knows how to drive a motorcycle
______________________.
f) A student who is an expert at organizing group activities
______________________.
Communication tips
Talking about abilities.
We can use can
be able to
manage to be
good at
know how to
an expert at
Simple abilities
Process
More complex situations
Specific skills in something
Examples:
a) Rose can draw very
well
b) She was able to
answer the most
difficult questions
c) Sue is very good at
writing poems.
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NEW ROADS TO ENGLISH
Having certain skills
a person with a high level of knowledge or skill
relating to a particular
subject or activity
11. What are those people good at?
a) What are they able to?
b) What is their expertise?
34
d) She managed to
arrange everything
for the trip despite
the complex situation.
e) Bob is able to
translate in different
Languages.
f) Amy is an expert at
working computer
programs easily.
UNIT 2
12. Discuss with your partner the necessary skills for each job. The list
can help you.
a) Good at Math
b) Know how to manage tech
c) Good at writing
d) Know how to type quickly
e) Good at Languages
f) Manage leadership skills
g) Manage communication skills
h) Able to be flexible
Tourist guide
Teacher
Accountant
Secretary
13. Complete the chart below. Take into consideration the skills
described in each sentence.
a) This is a person who knows how to speak more than three
languages ___________________.
b) This person is good at painting ___________________.
c) This person is an expert understanding people ___________________.
d) This is a person able to work in teams, very flexible, with excellent
communication skills ___________________.
14. Discuss with your partner. Read column B and write there important
skills for each profession.
Column A
Professions
Column B
Skills and characteristics
Journalist
Good speaker
Great imagination
Good at languages
Good at Math
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NEW ROADS TO ENGLISH
Column A
Professions
Column B
Skills and characteristics
Economist
Sensible
Smart
Creativity
Teacher
Good at cooking
Good conversationalist
Patient
Good at observing
Chef
Good listener
Excellent communication skills
Expert in medicine
Surgeon
Good at drawing
Good at writing
Good at making decisions
Original
Actor
Ability to handle stress.
Designer
Speaking
15. Think of two things you know how to do very well, and two things
you would like to learn how to do. Work in groups of four. Find out
about each other. Make suggestions about how to learn to do these
activities.
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UNIT 2
16. Work in teams. Use two dices and answer the questions:
a) What would you like to be in the future?
b) What skills do you already have for this job?
c) Tell what you will do if you get the option you selected.
1
Be a baker, a
dentist or an
accountant?
2
Work as a
cook, a lawyer
or a librarian?
5
Be a musician,
an actor or a
film maker
6
Be a teacher at
the university,
at elementary
school at high
school
9
Be a writer, a
musician, flight attendant
10
Be a florist,
welder, mason
3
Be a journalist,
an editor or a
pilot?
7
Be a mathematician or a
scientist?
11
Be a film
maker, actor,
housekeeper
4
Be a cook, waiter, barman
8
Be a surgeon,
a dentist, a
nurse
12
Be an n actor,
an archaeologist,
Agronomist.
17. Read carefully the following situations and state the right solution.
Using a conditional sentence
a) Roland is getting low grades in Math _________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________.
b) Alex wants to be an outstanding athlete _______________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________.
c) Kate enjoys acting and dancing ________________________________
_____________________________________________________________
_____________________________________________________________
____________________________________________________________.
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NEW ROADS TO ENGLISH
d) Harry needs to manage English and French fluently in a year.____
_____________________________________________________________
_____________________________________________________________
_____________________________.
e) There are some new students in the group this year. ____________
_____________________________________________________________
_____________________________________________________________
_____________________.
18. Produce a text in which you include the following idea: If you do
your best, you will be successful.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________________________________________________________
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UNIT 2
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
19. Share with your partner:
a) What skills do you have? How did you develop these skills?
b) What job skills do you want to develop? Why?
19.1 Interview 5 of your partners or friends about what they will
study when they finish high school. Take down notes and
summarize about their jobs’ expectation, the pros and cons they
refer considering to their skills and academic results?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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NEW ROADS TO ENGLISH
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
In Black and White
Writing an Application Letter to Join a Club
20. Read carefully and reflect in small teams.
1. Introduction
■
Discuss about different types of clubs (e.g., sports, music, drama)
and why students might want to join them.
2. Understanding the Structure of an Application Letter
■
These the main components of an application letter:
–
–
–
–
–
–
–
Sender’s Address: The writer’s address at the top.
Date: The date the letter is written.
Recipient’s Address: The address of the club or person in charge.
Salutation: A formal greeting (e.g., Dear Sir/Madam).
Body:
Paragraph 1: Introduction and purpose of the letter.
Paragraph 2: Reasons for wanting to join the club and relevant
qualifications or interests.
– Paragraph 3: A polite closing statement.
– Closing: A formal sign-off (e.g., Yours sincerely) and the writer’s
name.
3. Analyzing a Sample Letter
– Read through the letter together and identify each component.
– Discuss the language and tone used in the letter.
The Drama Club
456 President Ave
Havana, Cuba
Dear Sir/Madam,
40
UNIT 2
Paragraph 1:
I am writing to apply for membership in the Drama Club. I have always
been passionate about acting and theatre, and I believe joining your club
will help me develop my skills further.
Paragraph 2:
I have participated in several school plays and have taken acting classes
for the past two years. I am particularly interested in learning more about
stage production and scriptwriting. I am confident that my enthusiasm
and dedication will make me a valuable member of your club.
Paragraph 3:
Thank you for considering my application. I look forward to the opportunity to contribute to the Drama Club and learn from experienced members.
Yours sincerely,
[Your Name]
20.1 Writing Practice (20 minutes)
– Fill out the templates based on a club you are interested in joining.
– Use simple, clear language and focus on your reasons for wanting
to join the club.
Outline Template for Writing a Letter
1. Date:
■ [Insert date here]
2. Sender’s Address:
■ [Your Address]
3. Receiver’s Address:
■ [Recipient’s Address]
4. Greeting:
■ [Dear Name/Title,]
5. Introduction:
■ [Introduce yourself and state the purpose of your letter.]
■ Example: My name is [Your Name], and I am writing to you to
[state the purpose].
6. Body Paragraph 1:
■ [Provide details about the main topic or reason for writing.]
41
NEW ROADS TO ENGLISH
■
Example: I am very interested in joining [club or activity] because
[reasons for interest].
7. Body Paragraph 2:
■
■
[Discuss additional points or specific requests.]
Example: Additionally, I believe that joining this club will help me
[explain benefits or goals].
8. Conclusion:
■
[Summarize your main points and restate your request or interest].
■ Example: I hope you will consider my application to join [club or
activity]. Thank you for your time and consideration.
9. Closing:
■
[Sincerely/Best regards,]
■ [Your Name]
20.2 Revision and feedback
■
■
Pair students up and exchange letters.
Each student should review their partner’s letter and provide
constructive feedback. Use this checklist.
Revision Checklist for Application Letters
Content:
Did you clearly state the purpose of your application?
Have you mentioned the specific opportunity you’re applying for?
Did you explain why you are interested in this opportunity?
Structure:
Did you include a proper greeting (e.g., Dear [Recipient’s Name],)?
Is your letter divided into clear paragraphs (introduction, body, conclusion)?
Did you use a polite and professional closing (e.g., Sincerely, Best
regards,)?
Personal Information:
Did you include your full name and contact information?
Have you provided any relevant details about your background or
experience?
42
UNIT 2
Reasons and Qualifications:
Did you clearly outline your qualifications and relevant skills?
Have you provided specific examples to support your qualifications?
Did you explain how your skills and experiences make you a good fit
for the position?
Grammar and Spelling:
Have you checked for correct grammar and sentence structure?
Did you proofread for spelling mistakes?
Have you used proper punctuation throughout the letter?
Tone and Language:
Is the tone of your letter polite and professional?
Did you avoid using slang or overly casual language?
Have you ensured that your language is clear and concise?
Formatting:
Is your letter properly formatted with consistent font and size?
Did you use proper spacing and alignments (e.g., address, dates)?
Have you signed the letter if a signature is required?
Revising feedback and editing (20 minutes)
Based on peer feedback, students should revise their letters.
■ Make sure you have met all requirements and that each section is
well-organized and flows logically.
■
Sharing and publishing
Have a few students volunteer to read their letters aloud.
■ Discuss what makes each letter effective and any areas for improvement.
■
20.3 There is an international contest to select students to participate
in a mountain tourist group and another for a teenagers´ journal.
Write a letter to the Board presenting your application for the
group you would like to join and the reasons for your decision.
u) Use the revision check list to revise your partner’s work.
v) Discuss the revision with your partner.
w) Edit your writting.
x) Give back your writting to your teacher.
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NEW ROADS TO ENGLISH
Listening
21. Some people are worried about different situations. Listen to them
and select the most appropriate idea for helping each one.
Situation 1
a) ___ If you play the guitar very well, you won’t have any problem
b) ___ If you take some piano lessons intensively, you can be part of
the group
c) ___ You can get into the group if you take guitar lessons
Situation 2
a) ___ If you read some books in English, you may improve your
vocabulary
b) ___ If you listen to English music frequently, you can improve
pronunciation and vocabulary
c) ___ If you use a dictionary, you can improve your writing and
vocabulary
Situation 3
a) ___ If she studies biology, she may be able to work there
b) ___ If she doesn’t love plants, she should not work there
c) ___ If she has low grades, she might not get a job at the botanic
garden
Pre listening
22. Bruno Mars’ real name is Peter Gene Bayot Hernandez. What else do
you know about him?
Comment in your group and share the information in your class.
23. Listen to the song and select its main theme.
The song tells us about:
a) A person looking for a friend
b) Unconditional friendship
c) A story about friendship
24. Listen to the song and complete the spaces.
If you ever ____________ yourself stuck in the middle of the sea
I’ll sail the world to find you
If you ever find yourself lost in the dark and you can’t ____________
44
UNIT 2
I’ll be the light to guide you
We’ll find out what we’re made of
When we are called ____________ our friends in need
You can ____________ on me like one, two, and three
I’ll be there
And I ____________when I need it, I can ____________ on you like
four, three, two
And you’ll ____________ there
‘Cause that’s what friends are supposed to do, oh, yeah
Ooh-ooh-ooh-ooh
Ooh-ooh-ooh-ooh, ooh, yeah, yeah
If you tossin’ and you’re turnin’ and you just can’t fall asleep
I’ll ____________ a song beside you
And if you ever ____________ how much you really mean to me
Every day I will remind you, oh
We’ll ____________ what we’re made of
When we are called ____________ our friends in need
You can ____________ me like one, two, three
I’ll be there
And I know when I____________it, I can count on you like four, three,
two
And you’ll ____________ there
‘Cause that’s what friends are supposed to do, oh, yeah
Ooh-ooh-ooh-ooh
Ooh-ooh-ooh-ooh, ooh, yeah, yeah
You’ll always ____________ my shoulder when you cry
I’ll never let ____________ , never say goodbye
You know
You can ____________ me like one, two, three
I’ll be there
And I know when I ____________ it I can count on you like four,
three, two
And you’ll be there
‘Cause that’s what friends are supposed to do, oh, yeah
Ooh-ooh-ooh-ooh
Ooh-ooh-ooh-ooh, ooh
You can ____________ me ‘cause I can count on you
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NEW ROADS TO ENGLISH
25. Read the song and underline the sentences expressing future
possibility.
26. Be ready to sing the song in the verse the teacher indicates for your
team.
After listening
27. Discuss in your groups about people who are always ready to help
you or to help others.
28. In which situations do you think people need support from friends
or family?
a. Can you share any experience when a friend demonstrated that
you can count on him or her.
Time to Read
29. Look at the pictures and write next to each one of them a skill the
professionals in the picture should have.
30. Read carefully and identify soft skill or hard skills
a) ________________________ are usually certificated.
b) ________________________ can be measured.
c) ________________________ can be improved and have relation with
your personality trails.
A little more about hard and soft skills
Hard skills are specific competencies, skills, knowledge, and abilities
needed to perform a specific task or role. They can be learned through
46
UNIT 2
education and professional development. Usually, they are technical (but
not always) and easily measurable. Hard skills can be evidenced through
educational certificates or practical demonstrations.
Soft skills are personality traits, social competencies and skills, knowledge, and abilities used to perform interpersonal activities and unique
tasks. Sometimes they are also called human skills. Soft skills often stem
from your inherent personality traits and social abilities, though they can
be honed through practice and professional development. It’s only in real-life situations that you can accurately see how well someone handles
these areas.
There are certain soft skills you’d likely want all your team members
to possess, such as punctuality and the ability to collaborate effectively.
Other skills, like leadership, communication, strategic thinking, and problem-solving, might be crucial for specific roles. You really get to know a
person’s soft skills through personal interactions.
What’s the difference between hard skills and soft skills?
The key difference lies in the nature of soft skills, which are closely
intertwined with an individual’s personality and aren’t always teachable.
While you can enroll your team members in courses to enhance leadership, communication, and other soft skills, there’s always an innate aspect
to consider.
Hard skills, on the other hand, are rooted in what people learn. These
skills are task-specific and easier to teach. You can send people to development courses to ac quire new hard skills or to refine existing ones.
a) Work in small groups and discuss about soft and hard skills for the
professions mentioned below.
b) Make a list of some hard skill and some soft skills that professions
in each group have in common.
Group 1
Group 2
journalist
a designer
teacher
an architect
trainer
an engineer
a lawyer
a mathematician
In Black and White
Writing a report
Prepare a report explaining your ideas on 21st-century skills and jobs.
Discuss your opinion with your classmates.
Use the following template
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NEW ROADS TO ENGLISH
Here’s a simple structure for a written report on 21st-century skills
and jobs:
Title: ____________________________________________________________
Introduction
1. Introduction to the Topic:
■ Briefly explain what 21st-century skills and jobs are.
■ Mention why this topic is important.
Body
2. Key Skills Needed for 21st-Century Jobs:
■
Skill 1: Digital Literacy
– Explanation of what digital literacy is.
– Why it is important in today’s job market.
■
Skill 2: Critical Thinking
– Explanation of critical thinking.
– Examples of jobs that require critical thinking.
■
Skill 3: Adaptability
– Importance of being adaptable.
– How adaptability helps in various careers.
3. Examples of 21st-Century Jobs:
■
Job 1: App Developer
– Explanation of what this job entails.
– Skills needed and future prospects.
■
Job 2: Influencer
– Overview of the responsibilities.
– Key skills and training required.
Conclusion
4. Summary of Main Points:
Recap the essential skills discussed.
■ Highlight the significance of these jobs in today’s world.
■
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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UNIT 2
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
49
NEW ROADS TO ENGLISH
Reading 2
Before reading
31. Look at the image and tell what it represents.
a) What do you know about it?. Be ready to share your information
with the class.
32. Read the text carefully and give a suitable title for the text according
to its content.
Artificial Intelligence is a concept that has been around formally since
the 1950s when it was defined as a machine’s ability to perform a task that
would’ve previously required human intelligence. This is quite a broad
definition that has been modified over decades of research and technological advancements.
Artificial intelligence involves using computers to do things that traditionally require human intelligence. Also is considered a branch of
computer science that dedicated on creating systems and machines able
to perform tasks like human beings. They include learning, perception,
reasoning, decisions, making and problem solving.
These machines are able to write poetry, music, even to respond human’s conversations or simulate human’s activities and gestures.
Nowadays, artificial intelligence has revolutionized many aspects of
our lives. For instance, in the field of medicine, education, commerce, and
cyber security, that enhanced the efficiency and accuracy of them. Is a tool
that can be used for both beneficial and harmful purposes, depending on
how it is developed and used. It is important to approach AI with caution
50
UNIT 2
and responsibility, ensuring that it is developed and used in an ethical and
transparent manner.
After reading
33. Find out some advantages and some disadvantages of artificial
intelligence.
Advantages
Disadvantages
1.
2.
3.
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NEW ROADS TO ENGLISH
Project work
34. Here are some interesting project ideas to explore the topic of
artificial intelligence (AI). Gather in teams as indicated by the teacher.
Choose one project idea to be developed with your partners:
1. Artificial intelligence in everyday life: Create a presentation or video explaining how AI is used in everyday applications like virtual
assistants, recommendation systems, and smart home devices.
2. AI and Ethics: Research and present a report on the ethical considerations of AI, including privacy concerns, bias, and the impact
on jobs.
3. AI-Powered Games: Design a simple game that uses AI elements,
like a tic-tac-toe game where the computer opponent learns from
each move.
4. AI in Entertainment: Analyze how AI is transforming the entertainment industry, from special effects in movies to personalized
content recommendations on streaming platforms. Create a presentation or video.
To learn more
Professional skills are skills that directly demonstrate competency in a
specific job. These are the skills that can be used in the workplace to get
a job done, done well, and efficiently. Such skills include communication,
presentation, and leadership skills. They also involve the specific technical
skills needed for a specific job.
There are many hard and soft skills, so that we will list only a few.
52
Hard skills
Soft skills
Web development
Microsoft office
Interpreting data
Financial planning
Project management
Programming skills
Spoken languages
Research
Design
Critical thinking
Creative thinking
Collaboration
Active listening
Positive attitude
Confidence
Problem-solving
Adaptability
Conflict resolution
UNIT 2
Spoken languages
Research
Emotional Intelligence
Networking
Flexibility
Self-confidence
Some top skills to be a successful worker
■
■
■
■
■
■
problem-solving skills
the ability to work in a team
a strong work ethic
analytical and quantitative skills
communication skills
leadership qualities.
Self-reflection
Reflect about your learning and tick your self -evaluation according to
your performance during this unit.
What can you do at the end of this unit?
I can
Very well
OK
A little
Talk and discuss about some professions
Talk and discuss about skills and requirements for
different activities
Ask and talk about present and future possibilities
53
UNIT 3
Reading is knowledge
Communicative functions
As you do the following activities you will practice some English language functions by:
■ Agreeing and disagreeing
■ Giving personal opinion
■ Talking and reflecting about the importance of reading
■ Writing a simple book review
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NEW ROADS TO ENGLISH
Breaking the Ice
1.
Look at the pictures and identify the following outstanding writers.
a) Tell their nationality.
b) Tell which of them are poets.
c) Mention at least one book written by them.
2.
Match the tittle of the book and the writer.
a) William Shakespeare
b) Ernest Hemingway
c) Orson Welles
d) Mark Twain
e) Agatha Christie
f) Ana Frank
g) Margaret Mitchell
h) J.R.R. Tolkien
i) J.K. Rowling
56
The Old Man and the Sea
Tom Sawyer
Romeo and Juliet
Harry Potter
The Diary of Anne Frank
Death on the Nile
Oliver Twist
To the Lighthouse
Wars of the Worlds
UNIT 3
j) Charles Dickens
k) Virginia Woolf
3.
The Lord of the ring
Gone with the Wind
Work in teams. Find information about the writers above and be
ready to share in class about their:
a) Country or nationality
b) Date of birth and century they belong to
c) Type of Literature
d) Mention two of their most important books
What’s new?
4.
Read some points people gave about reading in an interview for a
TV program.
a) Tell whether you agree or disagree with these opinions
Example I agree with Mike but I disagree with Ted
Mike Tindal: Today people read more digital books than printed books.
Elizabeth Middleton: Reading improves your vocabulary and your writing
skills too.
George Brown: Young people whose parents are good readers are good
readers too.
Luke Jackson: Science fiction is the most exciting literature.
Ted Jordan: Reading the story is more exciting than watching it in a film.
Jane Reese: There are some books that all people should read.
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5.
Read the statements again and explain your opinion.
Example. I agree with Mike, young people consume a lot of digital books
I disagree with Mike, people still prefer printed books.
Communication tips
Agreeing and disagreeing: When discussing your point of view people may or may not agree with you. There is a range or scale which goes
from agreement-partial agreement-and disagreement. But we can distinguish the differences between agreeing with someone and agreeing
to something.
Agreeing with someone
Agreement
Disagreement
6.
I totally agree with you.
You are absolutely right.
I am in total agreement with you.
That’s for sure.
I think so.
Exactly.
Up to a point to a certain extent.
Absolutely.
I agree with you but...
I’d accept that but...
(I am afraid) I can’t agree with you.
I don’t agree.
I’m afraid, I disagree.
I don’t think so.
That’s not always true.
I’m not so sure about that.
that’s not always the
case.
Practice with a partner.
Listen to your partner´s ideas and tell whether you agree or disagree.
Use the expressions from the chart.
a) Swimming in the ocean is better than swimming in a river.
b) Dogs are better pets than cats.
c) Summer is the best season of the year.
d) Speaking in English is more difficult than writing for me.
e) There are many people that believe that social media is dangerous.
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UNIT 3
7.
Read this fragment of the article about music.
Music improve your health and well being
Susan explains me that an article says that a study from Harvard University has shown that relaxing music may lower blood pressure and heart
rate after physical activity, it also improves mood and reduce anxiety, and
through bringing people together can be an antidote to loneliness and
social isolation.
a) What is your opinion about the content of this article? Do you
agree with the results of the study?
Reflecting on Language
Useful expressions to give opinions
Giving opinion:
■ I’m convinced that…
I feel that
■ I’m sure that…
I am in favor of
■ I strongly believe that…
To tell you the truth
■ I certainly definitely think that...
■ I really think that...
■ In my opinion...
■ I /consider/
■ I believe that…
■ As I see it...
■ From my point of view...
Examples
– In my opinion, reading a good book is really a relaxing way to avoid
stress
– I think, people should read more about climate change
– From my point of view, there should be more promotion about literature for young people
– I consider some good books are very expensive
– I strongly believe that printed books will disappear in the future
– I feel that people used to read more years ago
– I am in favor of digital literature
– To tell you the truth, I have heard about this author for the first time
– If you ask me, I prefer to buy the book than to borrow it from the
library
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Let´s Practice
8.
Team work. There are different types of books. Which one do you
like the most? Discuss in your group your opinion. Validate your
answer. Go back to the chart if is necessary.
a) Poetry
b) History
c) Science fiction
d) Police Novels
e) Action and adventure
f) Mystery
g) Novels
h) Autobiography
9.
Read the statements carefully and tell whether the speaker is giving
an opinion, expressing agreement or expressing disagreement.
Write the statement in the correct box.
a) I consider that dancing is one of the best exercises to lose weight.
b) They say that Ted did not study for the exam but this not the case
c) If you are studying extra hours, you are absolutely right
d) They found the test very easy but I don’t think so
e) From my point of view studying late at night is not convenient
f) Exactly, her idea was the best
Giving an opinion
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Agreeing
Disagreeing
UNIT 3
10. Practice the conversation with your partner. Express agreement or
disagreement and give your opinion
Student A: Cooking is an art.
Student B:
Student A: Math and Chemistry are difficulty subjects.
Student B:
Student A: Sunny days are the best.
Student B:
Student A: Having a cell phone is very useful and complicated at the
same time
Student B:
Speaking
11. Here you have the title of five books. Find out the authors and some
basic information about them. Tell briefly about the topics of the
books and main characters. Give your opinion about the book or
about the author.
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12. Read the following opinions. Agree or disagree and support your
answers with at least three elements.
■
“I am absolutely convinced that reading lifts imagination and
creativity. Reading helps to explore life from different perspectives. While you read books you are building new and creative
thoughts, images and opinions in your mind.”
■ “Getting completely involved in a book can help us relax and feel
calm so reading reduces stress.”
■ “Reading is boring and a tedious activity”
■ “Reading is really good for vocabulary expansion and strengthens
your writing abilities....”
13. Team work.
■
Get together in teams.
■ Write in a piece of paper three statements about things you believe.
■ Submit the statements and put them in the classroom box (Don’t
forget to check with your teacher before dropping the statements in the box).
■ As indicated by the teacher, students from each team will pick out
one piece of paper from the box and say whether they agree or
disagree.
■ Listen carefully to the rest of the students´ opinions about your
team´s proposal. .
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Listening
Pre listening
14. Discuss in teams.
a) Do you consider useful to have a bookcase at home?
b) Do you have a bookcase at home?
c) What kind of literature do you have in your bookcase?
15. Listening to the speaker talking about reading and underline the
ideas expressed in the text.
■
Reading is like traveling by places you do not know.
You should start reading at early childhood.
■ Novels are the kind of literature most people prefer.
■ People prefer printed books than digital literature.
■ People enjoy to have a place for books at home.
■
After listening
16. Go to the school library and interview the librarian, to find out
which of the books she has in the library will be a good option for
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NEW ROADS TO ENGLISH
you to read and why. Search for novels, adventures, science fiction,
biographies, poetry. Write a brief report and bring the information
to class.
17. Look at the picture.
– What does the person have in her hands?
– Why do you suppose she has in her memory?
Before listening
18. Find the meaning of the following words taken from in the song
■
■
■
■
■
■
■
Ripped _________________
Heal _________________
Mend _________________
Soul _________________
Bleed _________________
Lamppost _________________
Whisper _________________
a) Read and listen to the song Photograph by Ed Sheeran
b) Listen to the song and focus on the black verses.
– Why does the singer has that opinion about photograph?
– What do you like from the song? You can tick more than one.
The melody
The video
The meaning
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UNIT 3
Photograph
Loving can hurt, loving can hurt sometimes
But it’s the only thing that I know
When it gets hard, you know it can get hard sometimes
It is the only thing makes us feel alive
We keep this love in a photograph
We made these memories for ourselves
Where our eyes are never closing
Hearts are never broken
And time’s forever frozen still
So you can keep me
Inside the pocket of your ripped jeans
Holding me closer ‘til our eyes meet
You won’t ever be alone, wait for me to come home
Loving can heal; loving can mend your soul
And it’s the only thing that I know, know
I swear it will get easier
Remember that with every piece of ya
Hmm, and it’s the only thing we take with us when we die
Hmm, we keep this love in this photograph
We made these memories for ourselves
Where our eyes are never closing
Hearts were never broken
And time’s forever frozen, still
So you can keep me
Inside the pocket of your ripped jeans
Holding me closer ‘til our eyes meet
You won’t ever be alone
And if you hurt me
That’s okay, baby, only words bleed
Inside these pages, you just hold me
And I won’t ever let you go
Wait for me to come home
Wait for me to come home
Wait for me to come home
Wait for me to come home
Oh, you can fit me
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Inside the necklace you got when you were sixteen
Next to your heartbeat where I should be
Keep it deep within your soul
And if you hurt me
Well, that’s okay, baby, only words bleed
Inside these pages, you just hold me
And I won’t ever let you go
When I’m away, I will remember how you kissed me
Under the lamppost back on Sixth street
Hearing you whisper through the phone
“Wait for me to come home”
After listening
c) Do you usually keep Photographs? Why or why not?
Bring a photograph to class that froze an important memory of your
life.
Tell why the photograph is memorable to you.
Time to Read
19. Observe the picture do you prefer E-books or printed books? Support
your answer.
The power of learning books
Learning from a book is a good hobby for all the ages. Besides, is a
great way to obtain knowledge and grow as a person? When you read,
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UNIT 3
you are able to transport into many places, situations, costumes, languages, you know different characters, people from other countries and
many ideas.
Around the world, we can find history, action, science/fiction or romantic books. Every one of them carries us to a fantastic stories or real
situations. For example, a history book narrates events that happened
in the past, while reading a science book, you can learn about how the
world works, about the millions of plants and animals that inhabit in our
planet.
Books always teach something new, such as important life lessons, values like honesty, love, friendship or perseverance to achieve some of the
main dreams people have.
If you are bored at home, at school, at the bus stop, read a good book,
they are our best friend. With them, we can improve our intelligence, our
memory, our spelling and specially, we can feel a huge pleasure and experiment happiness.
Since our early childhood, parents and teachers should encourage children to read. It is important for the future life style.
20. Read the underlined sentences and tell your agreement or
disagreement with the statements. Support your answer.
18.1 What kind of literature did you use to read when you were a
child, what do read now? Give reasons in your answers.
21. Read carefully.
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Would you like to read this book? What information could you find in
it ? What could you learn from this book?
“Why is reading important”
Reading is important for a variety of reasons. We will look at some
of those fundamental reasons below ___________________________. With
reading, a person can go anywhere in the world... or even out of it! They
can be a researcher ,an explorer, an adventurer, a hero, or..a policeman.
The possibilities are endless. Non-readers never experience these joys to
the same extent.
Reading develops the creative side of people. When reading to children, stop every once in a while, and ask them what they think is going to
happen next. Get them thinking about the story. When it is finished, ask if
they could think of a better ending or anything that would have improved
it. __________________________________________________. Get the creative
juices flowing!
Good reading skills, improve spelling. As students learn to sound out
letters and words, spelling becomes easier. Also, _______________________
________________________
____________________________. Reading new words puts them in their
mind for later use.
Math teachers engage students in learning to read numbers, symbols
of operation, and problems presented in English teachers teach students
how to read the literature of another culture or another time in order
to gather ideas and thinking expressed by the author. Each science class
involves student in learning to read mathematical and scientific formulas,
equations, symbols, and pertinent vocabulary words. Music teachers teach
students to read the symbols that translate into performance; ___________
____________________________________________________________________
_______________________________________________________.
(Taken and adapted from https://www.learn-to-read-prince-george.
com/why-is-reading-important.html)
22. The following ideas belong to different paragraphs of the reading.
Complete each paragraph with the right idea.
a) Each teacher in school is a member of the cadre of educators
involved in developing reading skills.
b) Reading helps to expand the vocabulary.
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c) Reading develops the imagination.
d) If they really liked the story, encourage them to illustrate it with
their own drawings or to make up a different story with the same
characters.
23. Work with a partner Select one of the books you have studied
during high school years in class. Write a text including information
of the author and about the topic of the book. Tell whether you
liked it or not.
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NEW ROADS TO ENGLISH
Introduction
Explain what a book review is: a summary and evaluation of a book. It
helps others decide whether they should read the book.
Understanding the Structure
Describe the basic structure of a book review:
Introduction
■ Briefly mention the book’s title, author, and genre.
■ State your main opinion about the book.
■ Summary
■ Provide a brief summary of the plot without giving away spoilers.
■ Evaluation
■ Discuss what you liked and didn’t like about the book.
■ Mention the characters, plot, and writing style.
■
Conclusion
Summarize your overall thoughts.
Recommend (or not) the book to others.
Analyzing a Sample Review
Title: Harry Potter and the Philosopher’s Stone by J.K. Rowling
In “Harry Potter and the Philosopher’s Stone,” J.K. Rowling introduces
readers to the magical world of Hogwarts. The story follows Harry Potter,
a young boy who discovers he is a wizard on his 11th birthday. The book’s
engaging plot, well-developed characters, and imaginative setting make
it a must-read for all ages.
The plot is captivating and keeps you hooked from beginning to end.
The characters, especially Harry, Hermione, and Ron, are relatable and well-written. Rowling’s writing style is descriptive and immersive, making it
easy to visualize the magical world.
Overall, “Harry Potter and the Philosopher’s Stone” is an enchanting
book that I highly recommend to anyone who loves fantasy and adventure.
Practice Writing
Choose a book you’ve read recently and fill in the outline template.
Outline template for book reviews:
Book title:
By [Author]
Introduce the book and state your main opinion.
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UNIT 3
Example: In “The Hobbit,” J.R.R. Tolkien takes readers on an epic adventure through Middle-earth.
Provide a brief summary of the plot.
Example: The story follows Bilbo Baggins, a hobbit who embarks on a
journey to help dwarves reclaim their mountain home from a dragon.
Evaluation. Discuss what you liked and didn’t like.
Example: The characters are charming and the plot is full of unexpected twists. However, some parts felt a bit slow.
Conclusion. Summarize your thoughts and recommend the book.
Example: Overall, “The Hobbit” is a delightful read for anyone who
enjoys fantasy adventures.
Revision and Feedback Checklist
Provide students with a checklist to help them revise their book reviews:
Content:
Did you introduce the book and state your main opinion?
Have you provided a brief summary of the plot?
Evaluation:
Did you discuss what you liked and didn’t like about the book?
Did you mention the characters, plot, and writing style?
Conclusion:
Did you summarize your overall thoughts?
Have you recommended (or not) the book to others?
Individual work
24. Think about a book you would like to recommend to your class.
Write a book review. Do not forget to include:
1. Title of the book and genre
2. Basic personal information
3. Describe main characters
4. Tell the plot of the book briefly
5. Tell the lessons you learned from the book
25. Give reasons to recommend the book to the group.
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26. Find out in the Reading and fill the card.
Before reading
27. Look at the books in the pictures. Who is the author of these books?
An Outstanding Writer
Gabriel García Marquez was born in 1927 in the small town of Aracataca, situated in a tropical region of northern Colombia, between the
mountains and the Caribbean Sea. He grew up with his maternal grandparent – his grandfather was a pensioned colonel from the civil war at
the beginning of the century. He went to a Jesuit college and began to
read law, but his studies were soon broken off for his work as a journalist.
In 1954 he was sent to Rome on an assignment for his newspaper, and
since then he has mostly lived abroad – in Paris, New York, Barcelona and
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Mexico – in a more or less compulsory exile. Besides his large output of
fiction, he has written screenplays and has continued to work as a journalist. He was best known for his novels One Hundred Years of Solitude
(1967), The Autumn of the Patriarch (1975) and Love in the Time of Cholera (1985). His books were mainly about satire, solitude, magic realism,
realism, and violence.
He won the Nobel Prize in Literature in December 1982. The reason was
“for his novels and short stories, in which the fantastic and the realistic are
combined in a richly composed world of imagination, reflecting a continent’s life and conflicts”.
Márquez wrote his last book in 2004. He retired in May 2008 because
of his age and health.
Since 2012, Márquez was sick with Alzheimer’s disease. He lived with
his wife, Mercedes Barcha in Mexico City. Márquez died in Mexico City
from pneumonia. He was 87 years old.[2]
Name:
Birthday:
Place of birth:
Places he lived in:
Jobs:
Books:
Awards:
Death:
Project work
28. Prepare a presentation or a poster
Find out in the library of your school information about the Nobel Prize
in Literature. Select one of the authors who have been awarded with the
Nobel Prize.
Self-reflection
Reflect about your learning and tick your self -evaluation according to
your performance during this unit.
What can you do at the end of this unit?
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UNIT 3
Communicative functions
Very well
OK
A little
Reflecting and Giving opinions
Talking and reflecting about the importance of
reading
Talking and reflecting about books authors and
Literature in general
Writing texts giving opinions
Reflecting and expressing agreement and disagreement about a given topic or opinion
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UNIT 4
Reviews
Communicative functions
As you do the following activities you will practice some English language functions by:
■ Making presentations
■ Talking about possible situations and their results
■ Describing someone´s skills requirements and qualification.
■ Reading and understand the main ideas of a text
■ Talking about actions and their results
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■
Writing and reflecting about different opinions
Reflecting and expressing agreement and disagreement about a given
topic or opinion
■ Writing simple news articles for a class newspaper about school activities and students´ stories
■
Breaking the Ice
1.
Find a new partner and find the following information. Share
the information in the group and make a list about people and
their skills
a) Are you good at painting?
b) Do you know anything
about artificial intelligence?
c) Can you organize group
activities easily?
d) Do you have any skills for
designing clothes and sew?
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e) Are you able to dance any kind
of music?
f) Did you get any new skill last
year?
Activities
Names
Good at painting.
Know about artificial intelligence.
Able to dance any kind of music.
People who got new skills.
Organize group activities easily.
Skills for designing clothes.
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Let’s practice
2.
Sarah and Luke are talking during the break.
Luke: I have already filled my form to enter the University. My first two options are Sociology and Literature. Studying sociology is one of my dreams
and reading is one of my favorite entertainments, so if I get Literature I
will enjoy my carreer.
Sarah: You are in the right area. Writing is something you also do very
well. I think you could become a very well known writer in the near future.
Luke: Thanks for the compliment. I have not thought about that. How
about you?
Sarah: I have not filled mine yet. If am free in the afternoon, so I will go
to the secretary’s office. I will be an electric engineer.
Luke: Being an electric engineer is difficult for a woman.
Sarah: Pardon? Is this comment serious? My cousin Jane is an electric engineer, and she is doing great. In fact, she is very talented.
Luke: Your stronger area is Science for sure. Why don’t you go for Math
in a second option?
Sarah: I need to read more about possible jobs for a Mathematician.
Thanks for your observation.
Luke: Oh, time to go. I´ve got a class in 10 minutes.
Sarah: It’s been nice talking to you.
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3.
Listen to the dialogue and follow the text carefully to write True or
False.
a) ___ Sarah and Luke are talking about their future studies.
b) ___ Sarah and Luke are interested in the same area.
c) ___ Luke could also be a good editor.
d) ___ Sarah is very good at Math.
e) ___ Sarah has enough information about both careers.
4.
What skills do Sarah and Luke need for their future studies. Give at
least two options.
Sarah ___________________________
Luke ___________________________
5.
Work in groups. Think of three jobs in these categories.
Jobs that require
skills in music
6.
______________________________
______________________________
Jobs that require
writing creatively
Jobs that require
knowing a foreign
language
Observe the following situations and discuss the best solution.
a) Some students have not good results in Math. What can the
group do or the students do together?
a. If the group ________________________________________________
____________________________________________________________
______________________________.
b. The group can ______________________________________________
____________________________________________________________
___________________________________.
c. If The students ______________________________________________
____________________________________________________________
___________________________________.
b) The group wants to have a special day together?
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a. If they _____________________________________________________
____________________________________________________________
____________________________________.
b. They may ___________________________________________________
____________________________________________________________
___________________________________.
c. If they do not ______________________________________________
____________________________________________________________
____________________________________.
c) Some students need to improve their pronunciation in English
.what can the teacher and the students do together to get this
objective
a. If they _____________________________________________________
____________________________________________________________
____________________________________.
b. They may ___________________________________________________
____________________________________________________________
___________________________________.
c. If they do not ______________________________________________
____________________________________________________________
____________________________________.
7.
Read carefully the following sentences and join them with the
correct connector
For instance / In fact / Firstly however / as a result of that
a) Dennis is taking extra classes in English __________________ he
has improved in pronunciation and vocabulary.
b) Robert is taking piano lessons __________________ I think he has
to improve a little more when playing with the orchestra.
c) Kate is very good at dancing, acting, and singing;
__________________ I think she is perfect for the role of the main
character in the musical film.
d) __________________ we could select who is going to lead the
activity and later we may think in who are going to be the
participants.
e) There are some fields that need good communication skills
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__________________, education, medicine, tourism and press,
among others.
Speaking
8.
You are the secretary at school; you are helping students to fill in the
form for their future career. Give advice to the students about their
choice. Taking into consideration the skills they have.
Full Name
ID
Birthday
Address
Phone number
Option 1
Option 2
Option 3
Signature
9.
Date
Read these eight important job skills: Answer these questions:
a) Which of these skills do you think are the most important?
b) Check the skills that you think you have?
10. What jobs do you think you might be good at? Talk about a usual
career you’d like to have.
–
–
–
–
–
–
Can solve problems.
Work well with people.
Teach others how to do things.
Good at math and science.
Good conversationalist.
Speak another language.
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11. Read carefully the following opinion about reading and discuss in
teams.
“I am absolutely convinced that we need to form good readers.
Only if people learn to read for a pleasure or determination they will
become first-rate readers. If people get to discover that Reading is
an enjoyable activity people will read better and receive the benefits
through reading.”
a) Which of the following opinions is not related to the author’s
opinion?
a. ____Reading for preferences is the way you can get more from
a book
b. ____ Reading must be an obligation for all people.
c. ____To have people who enjoy reading is a need of any society.
b) What benefits can a good reader receive? Express these benefits
with your own words.
c) Do you consider yourself a good reader? Why or why not?
In Black and White
12. Reading and getting information from social media is very common
nowadays Most young people are really involved in social media
readings at the moment. No matter advantages or disadvantages.
Write a report about the topic Reading in Social Media. Consider the
following ideas:
■
Social media in general
■ The most common and popular social media young people are involved
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■
The impact of social media in our lives
Social media you are exactly more involved in
■ Sources where you get most of the information you have
■ Recommendations about reading social media
■
Reading in Social media
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Listening
13. Answer the following questions:
a) Do you like poetry?
b) Are you able to write poems?
c) Mention some poets you know?
d) Which of them do you prefer? Why?
14. Listen to the poem and underline the correct answer.
a) The poem is about:
– Busy time
-rest time
b) The poem mainly refer to:
– Outdoors activities -indoor activities
c) The poem is about:
– Making invitations
-accepting invitations
If you are happy I am happy too
If you go for a walk I ´ll go with you
But if you are not in a mood you don’t worry at all
If you stay at home I´ll give you a call
If Saturday is sunny we can go to the beach
But if you prefer, we may have a picnic
If you want more fun we can invite friends
If they join us It will be nice, to share with them
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Enjoy your free time in party, at the beach
If you plan a camping, you can count on me
There are many things that for fun we can do
Cause if you are happy I´ m happy too
15. Work in groups.
a) Add a new verse to the poem
b) Be ready to tell the poem in front of the class
c) Learn the poem by heart to tell it in a class activity guided by
your teacher.
Listening
Before listening
16. Read this text about Brandy and answer these questions.
a) Have you ever heard about this singer?
b) Is she very popular among young people?
Brandy Rayana Norwood, better known as Brandy, is an American singer,
songwriter and actress. Her sound is characterized by heavy voice-layering
and riffs. As of 2024, she has sold over 40 million records worldwide, with
approximately 8.62 million albums sold in the United States. Her work has
earned her numerous awards and accolades, including a Grammy Award
and an American Music Award.
While listening
17. Listen to and read the song “Have you ever?”. What verbal tense is
most frequent in the song?
a) Simple present ____
b) Simple past ____
c) Present perfect ____
Most of the sentences are:
a) Affirmative ____
b) Negative ____
c) Interrogative ____
18. Complete the first part of the song.
a) The questions in black and discuss in your team possible answer
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_____________________________________ so much it makes you cry?
Have you ever needed ______________________ so bad you can’t sleep
___________________?
Have you ever tried to find _______________________ but they don’t come
out right?
Have you ever, have you ever?
Have you ever been ___________________, been in love so bad
you’d do anything to make them ______________________?
Have you ever had _________________steal your heart away
you’d give anything to make them feel the same?
Have you ever searched for words to get you in their heart
but _______________________ what to say and you don’t know where to
start?
Have you ever loved ___________________________ so much it makes you
cry?
Have you ever needed _________________________ so bad you can’t sleep
at night?
Have you ever tried to find the words but they don’t come out right?
Have you ever, have you ever? Ooh
Have you ever found the one you’ve dreamed
__________________________?
You’d do just about ______________________ to look into their eyes
Have you ______________________ found the one you’ve given your heart
to only to find that one won’t give their heart to you?
____________________________ and dreamed that they were there
and all you can do is wait for the day when they will care?
Have you ever loved somebody so much it makes you cry?
Have you ever needed something so bad you can’t sleep at night?
Have you ever tried to find the words but they don’t come out right?
Have you ever, have you ever? Ooh
What do I gotta do to get you in my arms, baby?
What do I gotta say to get to your heart
to make you understand how I need you next to me?
Gotta get you in my world
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‘Cause, baby, I can’t sleep
Have you ever loved somebody so much it makes you cry?
Have you, have you ever needed something so bad you can’t sleep at night?
Have you ever tried to find the words but they don’t come out right? Ooh
Have you ever, have you ever?
Have you ever loved somebody so much it makes you cry?
Have you ever needed something so bad you can’t sleep at night?
Have you ever tried to find the words but they don’t come out right?
Have you ever, have you ever, ever, ever?
Ooh, have you ever?
After listening
19. Work in teams. Bring to class a song from your favorite singer .Tell the
group the reason you selected the song and give some information
about the singer
Time to Read
Before reading
20. What are you planning to study?
a) Give some reasons for your choice
b) Do you have the necessary skills for your future studies?
c) Which ones do you need to improve?
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21. Read the following text. Answer the questions below.
More and more students these days graduate from high school, each
student with his or her own interest or motivation, but it is a fact that
some of them don’t study what they really want to and as a consequence
they feel frustrated. And they leave the career.
When I was at high school I always wanted to be an English teacher and
my determination was possible till these days, my friends at high school
forced me to study the same they wanted to study but I knew what the
best for me was, I didn’t like math, I hated and also chemistry and physics.
English opened me the door for a better work and socialize with people
from different parts of the world that was the time when I worked at the
Latin-American school of medicine where I could enhance my knowledge.
Being an English teacher is to open the door of a new set of communication, with the students and teachers. I always devote time for them that’s
why if you want to feel satisfied with yourself you have to study what you
really want to. Think about yourself. What kind of person you are and
what makes you happy. Once I heard that I’d rather be a failed at something I like than be successful at something I hate. What do you think?
What is your next step?
While reading
22. Can you suggest a title for the reading?
23. After reading the text select the best choice.
– The author exposed his/her ideas about:
a. _____ an article recently published.
b. _____ the selection of careers.
c. _____ the conception of the new World.
He/she thinks that:
a. _____ the new generation does not study or work.
b. _____ you have to study according to your conditions.
c. _____ if you study what you like you will be gratified.
– What he/she always liked since high school was:
a. _____ Chemistry.
b. _____ Mathematics and informatics.
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UNIT 4
c. _____ English and French.
d. _____ Only English.
After reading
24. Write three advice for those students who are going to graduate
this year.
1.
2.
3.
Before reading
25. Answer the following questions
a. Do you have any friend abroad?
b. Do you usually keep in touch?
c. How do you keep in touch?
26. Read the following email:
Caracas, December 10, 2003.
Dear Albert:
It’s been a long time without getting in touch with you but I’m not
annoyed, because I suppose you are in the same position as me, I’ve had
little time.
Remember the worries we had before starting the course?
I’ve eliminated step by step. At the beginning I had to make a great
effort… imagine, since I didn’t study. But little by little I understood
everything. The facilitator and the leader of the group have helped me a
lot. In a few days I will finish the first semester. How are you doing? I keep
on dreaming on the idea that we will study the same career.
If I am able to travel for Christmas we will have a nice time together
A kiss for your parents and a great kiss for you.
Carmen.
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While reading
27. Say true (T) or false (F) according to the reading:
a) ___ Albert is sad because he doesn’t know about Carmen.
b) ___ Carmen hasn’t written to him because of the time.
c) ___ Carmen and Albert are siblings.
d) ___ She remembered how they enjoyed in the past.
28. Complete the statements with the information of the letter:
a) Carmen wrote Albert because ________________________________
b) It is supposed that Albert _____________________________________
c) When they see each other ____________________________________
d) The career Carmen wants to study is _____________________________
After reading
It is important to keep in touch with friends and relatives, especially
with those who love far away. Writing emails can be a great way to share
news and experiences and keep connected. Therefore, it is useful to learn
about its structure.
1. Understanding the Structure
■ Greeting
– Begin with a friendly greeting to the recipient.
■ Introduction. Briefly mention the purpose of the email.
■ Body. Provide details about recent activities.
■ Conclusion. Summarize the email and express hope to hear back
soon.
■ Sign-off. End with a warm closing and signature.
2. Analyzing a Sample Email.
Read the following text. Identify its parts.
Subject: Catching Up!
Hi Alex,
I hope you’re doing well! I wanted to share some of my latest activities
with you.
I’ve been busy with school projects lately. Last week, we had a science
fair, and my project on renewable energy won first place! I was so excited.
After school, I’ve been taking guitar lessons. It’s been challenging, but I
love learning new songs.
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UNIT 4
Last weekend, my family and I went hiking in the mountains. The view
was incredible, and we had a lot of fun exploring the trails.
How have you been? I’d love to hear about what you’ve been up to.
Take care and write back soon!
Best, Emma
3. Creating the email.
Write an email to a friend who is abroad telling him/her the latest news
about you. Use the following template as a guide.
Outline template for writing an email
Subject:
[Subject of the email]
Greeting:
Hi [Friend’s Name],
Introduction:
[Briefly mention the purpose of the email]
Example: I hope you’re doing well! I wanted to catch up and share my latest
news with you.
Body:
Paragraph 1: [Details about recent activities]
Example: I’ve been busy with school projects. We had a science fair last week,
and my project won first place!
Paragraph 2: [More details about recent activities]
Example: Besides school, I’ve started taking guitar lessons, which has been
really fun and challenging.
Conclusion:
[Summarize and express hope to hear back]
Example: How have you been? I can’t wait to hear about what you’ve been
doing.
Sign-off:
[Warm closing and signature]
Example: Take care, [Your Name]
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NEW ROADS TO ENGLISH
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UNIT 4
Revision and Feedback. Use the checklist.
Content:
Did you include a friendly greeting and introduction?
Have you shared details about your recent activities?
Structure:
Is the email organized into clear paragraphs?
Did you include a conclusion and a sign-off?
Grammar and Punctuation:
Have you checked for grammar mistakes and correct punctuation?
Clarity:
Is your email clear and easy to understand?
Did you avoid overly complicated words or phrases?
Revising and editing
Sharing and publishing
Project work
29. Our journal.
■
■
■
■
■
Get together in teams of five students, as indicated by the teacher. Select a team leader.
In teams outline the most important memories of this year to prepare a class newspaper.
Decide with the whole class guided by your teacher, the sections
of the class newspaper. Each member of the team will write its
section
Work together to create the newspaper. You need to include images and photos.
Finally prepare an end-of -term activity to share the journals in
class, and be ready to make comments about yours and about
the presentations made by the rest of the groups.
Self-reflection
After this I can
Communicative functions
I can do it Not very I simply
very well well
can´t do it
Describing possibilities using conditional sentences with if clauses.
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Listening and understanding description of skills and jobs preferences.
Talking about situations and their results.
Reading and understand the main
ideas of a text.
Writing an email quite well.
Reading corner
Reading 1
“The dictionary (a friend)”
Usually a word has more than one meaning and we have to master
very well the different meanings not to be mistaken when we read, speak
and write. Therefore the importance of the context; always offer a key to
understand the meaning of words to guide us in its multiple meanings.
Of course, the analysis of the context does not solve everything. Most
of the time we have to look for a dictionary, a language dictionary, an
etymology dictionary, or a bilingual dictionary. Every situation demands
the use of dictionaries.
Also, the dictionary of synonyms and antonyms is very useful that in
most of the cases help us to find the appropriate word, because when we
write we can find unnecessary repetitions of the same word or phrase, as
a conclusion it is very unpleasant and moreover it makes difficult the communication, have thought why?
To use this type of dictionary is not difficult, you just have to guide by
the alphabetical order and you have more possibilities, the problem is in
the selection of the most suitable word according to what we want to
express.
As a student you must take this into consideration, obviously in your
phones you have a dictionary application but I advise you to buy a dictionary, they are the most precious jewel and you will wide your vocabulary.
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UNIT 4
Reading 2
“Multiple Intelligences”
“Supertalents” is an inspiring and encouraging song. Many people
expresses that every person is born with a unique gift or talent, which he
or she should practice and use every day. Everyone is good at something!
Of course, this idea is not new. Psychologists have developed a theory
of multiple intelligences in the 1980s.
According to this theory, there are at least eight types of intelligence.
Individuals think about things in different ways. These different intelligences affect people’s learning, memory, thoughts, and interests. As a
result, different people are good at different things.
a) Verbal-linguistic intelligence: This intelligence governs the ability
to use language and words. Linguistically intelligent people are able
to listen to, speak, read, and write well in one or more languages
and they tend to conceptualize 5 thoughts using words rather than
pictures.
b) Logical-mathematical intelligence: This intelligence controls the
ability to use logic, numbers, and scientific reasoning. People who
have logical-mathematical intelligence ask lots of questions and like
to make connections among pieces of information.
c) Visual-spatial intelligence: People with visual-spatial intelligence like
to visualize 6their thoughts in pictures and hold information in their
minds in the form of images. They can also navigate well through
unfamiliar spaces.
d) Musical intelligence: Musically intelligent people are perceptive and
responsive to sounds, rhythms, tones, and patterns. They are often
involved in producing music.
e) Bodily-kinesthetic intelligence: This type of intelligence regards
the control of body movements and the expression of ideas through
movements. People with this intelligence have good hand eye
coordination and sense of balance. They learn best by doing and
actively interacting with their surroundings.
f) Interpersonal intelligence: People possessing this type of intelligence
have the ability to relate to and empathize with other people. They
perceive other people’s feelings and moods, while at the same time,
they communicate well with others.
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g) Intrapersonal intelligence: People with intrapersonal9 intelligence
are able to reflect on their own feelings and the inner workings of
their minds and hearts. They like to analyze themselves by recognizing
their personal strengths and weaknesses.
h) Naturalistic intelligence: The eighth type of intelligence refers to
the ability to take care of the natural environment and recognize the
objects that are in it.
The multiple intelligences theory is still considering if there are other
intelligences to add to the typology. Everyone is born with a unique gift
or talent. We just have to find it and make use of it every day!
(Adapted from Traditional Songs & American Rhythms, published by
the Office of English Language Programs).
Reading 3
“Water crisis”
What do you know about water) It is the most important element to
keep life of plants, animals and the human being. Today, many people
don’t have water access and he water crisis is a significant challenge that
affects a lot of countries. It is product o several factors such as climate change, population growth, pollution inefficient water management
and ad water consumption practices
This situation affects seriously drinking water, agriculture, industry
and general ecosystem health, mainly affects the development Of communities and impoverish areas.
The hydraulic crisis can be avoided with an apropiate water management practices, promoting water conservation, and promoting the
importance of preserving this vital resource.
All people need international cooperation, innovative solutions to
safe water. Are essential to mitigate the impact of water scarcity and
ensuring a sustainable water supply for future generations.
By working together and taking proactive measures constitute the
solution to this problem. We have to build a better world with safe water for all. Every drop counts and many countries fight to control water.
Maybe water wil be the cause of the 3th War World confrontation. Safeguarding our most precious resource is our duty.
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Reading 4
“Jazz music”
Jazz got its start at the beginning of the 1900s in New Orleans. Other
important cities in the history of jazz are Saint Louis, Kansas City and Chicago. According to legend. Jazz music is important to American history
because it combines musical traditions from European immigrants1and
African slaves. During the eighteenth and nineteenth centuries, many
Europeans from Ireland, Italy, France, the United Kingdom, and Germany
immigrated to the United States. The Atlantic slave trade brought many
Africans to the United States.
This new style of music included many of the rhythms and melodies
common to African musical traditions. From European traditions, the
style adopted many instruments as well as the use of harmonies. The
result is the unique style of music today called jazz.
How is jazz special? When you hear a jazz song, the melody is usually
played first and then repeated several times.
Popular instruments for jazz are traditionally the saxophone, trumpet,
trombone, piano, drums, clarinet, tuba, string bass, and banjo. Nowadays jazz musicians also use the vibraphone, cello, and guitar.
The focus of jazz is often on how the performers improvise or make up
tunes as they play with the melody. Many styles of jazz have developed
since the early twentieth century. In one style, singers sometimes sing
lyrics with no meaning. Do you remember the lyrics “ba boop beeeee
biggitty”? This is an example of scat song, because these sounds have no
meaning in English.
(Taken from Traditional Songs & American Rhythms, Published by the
Office of English Language Programs, Bureau of Cultural and Educational Affairs)
Reading 5
“Yellowstone National Park”
Yellowstone National Park, located in Idaho, Montana, and Wyoming,
was established as the first national park in the United States. The park
is a popular destination for visitors who enjoy ecological tourism as it
offers forests, mountains, and abundant ecosystems to explore. Some of
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Yellowstone’s most well-known landmarks are its geothermal hot springs
and geysers, the most famous of which is named Old Faithful.
Last fall, Lisa and her friends decided to take a camping trip to Yellowstone National Park. They arranged to stay at one of the park’s many
convenient campsites. For their camping trip, they brought their backpacks, sleeping bags, and a cooler of food and drinks. They pitched
their tents immediately upon arriving to their campsite.
During their trip, Lisa and her friends hiked the many trails of the
park, exploring its natural surroundings. In the forest, they saw a lot of
local wildlife. Lisa was surprised to see a family of grizzly bears, some
gray wolves, and even bald eagles flying overhead. Outside of the woods,
they admired the beauty of some of Yellowstone’s natural cascades.
Since Yellowstone contains many hot springs and the world’s largest
area of active geysers, Lisa and her friends visited many different geyser
sites. They even spent an afternoon swimming in Yellowstone’s Boiling
River. Of all of the sites, Lisa and her friends agreed that Old Faithful was
the most impressive. Lisa and her friends waited patiently for the geyser
to erupt. After about 40 minutes, a stream of boiling water over 100 feet
tall sprayed from the ground and up into the air. Fortunately, no one got
wet!
Reading 6
“The Sydney Opera House”
It is almost impossible to write of the Arts in Australia without mentioning the building that first put the country firmly on the world cultural
map - the Sydney Opera House. Completed in 1973 after 14 years of
much heated discussion and at a cost of almost £60 million, it is not only
the most well-known Australian building in the world but perhaps 5 the
most famous design of any modern building anywhere.
Its distinctive and highly original shape has been likened to everything
from the sails of a sailing ship to broken eggshells, but few would argue
with the claim that the Opera House is a major contribution to world
architecture. Set amidst the graceful splendor of Sydney Harbour, presiding like a queen over the bustle and brashness of a modern city 10
striving to forget a financial reputation in a tough commercial world, it is
a reminder to all Australians of their deep and abiding love of all things
cultural.
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UNIT 4
The Opera House was designed not by an Australian but by a celebrated Danish architect, Jorn Utzon, whose design won an international
competition in the late 1950s. However, it was not, in fact, completed to
his original specifications. Plans for much of the intended 15 interior design of the building have only recently been discovered. Sadly, the State
Government of the day interfered with Utzon’s plans because of concerns about the escalating cost, though this was hardly surprising - the
building was originally expected to cost only £5.5 million. Utzon left the
country before completing the project and in a fit of anger vowed never
to return. The project was eventually paid for by a State-run lottery.
The size of the interior of the building was scaled down appreciably
by a team of architects whose job it was to finish construction within a
restricted budget. Rehearsal rooms and other facilities for the various
theatres within the complex were either made considerably smaller or
cut out altogether, and some artists have complained bitterly about
them ever since. But despite the controversy that surrounded its birth,
the Opera House has risen 25 above the petty squabbling and is now
rightfully welcomed as a modern architectural masterpiece. The Queen
officially opened the building in 1975 and since then, within its curved
and twisted walls, audiences of all nationalities have been quick to acclaim the many world-class performances of stars from the Australian
opera, ballet and theatre.\
Reading 7
“Frogs”
When was the last time you saw a frog? Chances are, if you live in a
city, you have not seen one for some time. Even in wet areas once crowded with frogs and toads, it is becoming less and less easy to find those
slimy, hopping and sometimes poisonous members of the animal kingdom. All over the world, even in remote jungles on the far side of the
globe, 5 frogs are losing the ecological battle for survival, and biologists
are at a loss to explain their demise. Are amphibians simply over-sensitive to changes in the ecosystem? Could their rapid decline in numbers be
signalling some coming environmental disaster for us all?
This frightening scenario is in part the consequence of a dramatic increase over the last quarter century in the development of once natural
areas of wet marshland; home not 10 only to frogs but to all manner
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of wildlife. Yet, there are no obvious reasons why certain frog species
are disappearing from rainforests in the Southern Hemisphere which are
hardly touched by human hand. The mystery is unsettling to say the least,
for it is known that amphibian species are extremely sensitive to environmental variations in temperature and moisture levels. The danger is that
planet Earth might not only lose a vital link in the 15 ecological food
chain (frogs keep populations of otherwise pestilent insects at manageable levels), but we might be increasing our output of air pollutants to
levels that may have already become irreversible. Frogs could be inadvertently warning us of a catastrophe.
An example of an inexplicable occurrence regarding a species of frog
dates from the summer of 1995, when ‘ an explosion’ of multi-coloured
frogs of the species Rana klepton esculenta 20 occurred in the Netherlands. Normally these frogs are brown and greenish-brown, but some
unknown contributory factor is turning these frogs yellow and/or orange. Nonetheless, so far, the unusual bi- and even tri-coloured frogs are
functioning similarly to their normal-skinned contemporaries. It is thought that frogs with lighter coloured skins might be more likely to survive
in an increasingly warm climate due to global warming.
One theory put forward to explain extinct amphibian species that
seems to fit the facts concerns the depletion of the ozone layer, a well-documented phenomenon which has led to a sharp increase in ultraviolet
radiation levels. The ozone layer is meant to shield the Earth from UV
rays, but increased radiation may be having a greater effect upon frog
populations than previously believed. Another theory is that worldwide
temperature increases are upsetting the breeding cycles of frog
Activity bank
Speaking
1. Be ready to talk about the following topics.
■ Sports
Music
Environmental Issues
■ Animals
important things in life
■ An outstanding personality
Facebook and Instagram
■ School subjects
Future plans
Writing topics
2. Write about the following topics.
a) Some people prefer to study at home others prefer to go to school.
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UNIT 4
Which one do you prefer?
b) Some people like to see animals in the Zoo others think animals
must be free .What’s your opinion?
c) Search about traditions in different countries. Select three traditions
that impressed you the most .Compare with our traditions
d) Inventions that have changed the world
e) Collecting is one of the most famous hobbies
f) Impressing monuments built at the first two decades of 21th century
g) Talk about a book that became a film .Which one you prefer the
book or the film? Why?
h) The importance of learning other languages.
Reading activities
“Five reasons why everyone should have music in their lives”
Most of us come across music pretty much every day, whether that be
on the radio, TV or a singer on the street. But why is it so important?
1- Music brings people together
Music creates social cohesion, Music is a universal gift and its
power to connect people is without question. It is an art form with
human interaction at its center.Music has the ability to bring people
together by the instruments they play or a shared interest in a particular style of music
2- Music improves your health and wellbeing
Music stimulates the brain which in turn helps with pain relief,
reducing stress and memory. A study from Harvard has shown that
relaxing music may lower blood pressure and heart rate after physical exertion. It can also improve mood and reduce anxiety and
through bringing people together, can be an antidote to loneliness
and social isolation.
3- Music can improve confidence and resilience
In a digital age where many services and products are instantly
available with the click of a button, learning a musical instrument
provides a platform for people to achieve through discipline and
perseverance.
4- Music is a creative outlet
It provides an opportunity for people from all social and cultural
backgrounds to express themselves.
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5- Music is fun!
The joy you can get from music will help lift your spirits and those
of everybody else involved.
Whether it’s learning your favorite tune, performing on stage or
a good old sing-a-long with your mates, music brings fun!
3. Read the test carefully.
4. Select three the most important ideas you consider can help you better
understand the importance of music .Give your opinion about these
ideas.
5. What kind of music do you recommend to listen in these situations
Why?.
a) People who are studying
b) People who want to lose weight
c) People who are under stress
d) People who are planning a date
e) People who want to learn how to dance
“A warm embrace that saves lives”1
Some years ago, a young Chinese investigator went to India with the
goal of solving a terrible problem: infant mortality. More than a quarter
of infant deaths in the world occur in India, and many of these deaths
occur because a baby is born premature.
Premature babies can’t regulate their own body temperatures because they don’t have enough fat to stay warm; the babies are not able to
grow properly. Those babies that do survive sometimes grow up with
long-term health problems such as diabetes or heart disease.
Many of these problems could be prevented if premature babies were
kept warm. The scientific spent time talking to mothers and health workers in India. She quickly realized that expensive, high-tech solutions-such
as incubators-were not the answers. As she says, she wanted to help people by creating a more human centered design.
Her idea worth spreading is that we can save babies’ lives and improve their quality of life in the long term, with a simple, low-cost infant
warmer. The embrace only use a pad of hot water and a pouch of wax
covered.
1
Taken and adapted from National Geographic Learning 21st Century Readings
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UNIT 4
6. Use the information given and answer the questions. After that, share
your answers to the class.
a) What health problem did she study in India?
_______________________________________________________________
_______________________________________________________________
______________________________________________________________
_______________________________________________________________
b) Why do premature babies sometimes develop health issues later in
life?
c) Why do you think an expensive, high-tech solution is not the answer
in India?
Grammar
7. Conditional sentences
a) We may go to the beach if ______________________________________
b) They will come this vacation if __________________________________
c) The teacher will explain again if _________________________________
d) If you help us __________________________________________________
e) If we have enough money ______________________________________
f) If you have a facebook page _____________________________________
g) They can participate in the activity ______________________________
h) If they practice sports daily _____________________________________
Connectors
9. Fill in the blanks using the right connector.
Later, firstly, even though, however, as a consequence of that, however, so
a) ______________the weather was rainy they decided to make their
picnic under a tent
b) Rob got late to the meeting point ______________he couldn’t go visit
the most distance caves
c) She sent the email in advance ______________no one went to pick
him up to the bus station ______________ she had to pay a taxi
d) ______________ she spoke about Data in general , ______________she
explained each particular case.
e) She gave plenty information in her presentation ,______________,
she brought a video to support her speech
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Verbal tenses
a) I believe you should _____________ (take) some time off to visit your
grandparents.
■ took
am taking
Take
b) I agree with you, Elsie _____________ (have) to take the situation
more seriously .
■ has
had
haven´t
c) I agree that Louise _____________ (feel) very happy
passed all exams.
■ was feeling
feels
has felt
since she
d) Mark _____________ (want) to go swimming, but the water was too
cold.
■ have wanted
want
wanted
e) Sophie _____________ (call) his mother yesterday night
■ has called
called was calling
f) I totally agree that Kent _____________ (be) able to solve the problem
easily.
■ was
were
been
g) Alfred _____________ (stand) on the balcony when he saw the
accident .
■ was standing
stood
stands
h) I am convinced that if they ______________ (study) hard for the exam
all these days
■ studies have studied will study
i) I believe Bob _____________ (stop) his work for a vacation next month
because he is really tired.
■ have stopped will stop stopped
j) I´m sure Henrry ______________ to a new apartment because his
apartment is really narrow
■ moved moves move
Exercises in comparisons
a) In my opinion, my father is ________________________ (intelligent)
out of all the members of my family
b) There isn’t much traffic today, so we should arrive _____________
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UNIT 4
______________ (soon) than we expected.
c) I strongly believe that If you study ______________________ (hard),
you will get successful grades
d) I totally agree that the English tennis player performed
____________________ (good) his opponent and won the tournament.
e) Erik thinks Maths is ______________________(difficult) subject.
f) I am sure that the world’s population is growing ________________
(fast) today than at any point in history.
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ANNEXES
Prepositions
Prepositions of time
At Use at with times
Other common expressions with at
On Use on with dates
and days
at 12:00
Brad usually leave
school at 12:00.
at night
They often stay home at
night.
at Christmas (during a
period of time
We visit our family and
friends at Christmas.
at the age of...
I moved to California at
the age of two.
on January 18th
Sue’s birthday is on May
18th.
on Saturday evenings
We usually go out on
Saturday evenings.
We have a special meal
on my birthday.
109
In Use in + a period of
time = a time in the
future
in a few minutes
The bus will arrive in a
few minutes.
in five weeks also: in five
weeks’ time
I learned to ride a bicycle in five weeks. We
will start summer vacation in five days
in the 1960s
The astronauts explored
the moon in the 1960s.
in the 20th century
The Beatles became
very popular in the 20th
century.
in December
In December, you will
study less.
in 2010
The Winter Olympics
were held in Vancouver
in 2010.
Use in for longer periods of time
Preposition
Use
Example sentence
In
Inside or encapsulated by
The shoes are in the box.
At
Used to indicate a particular point or location
I will meet you at the airport.
On
Indicates location on the
surface of something
I left your backpack on the chair.
Inside
Within something else
Can you pass me the box that’s
inside the bag?
110
Over
Above or beyond something
The house is just over the hill.
Above
Higher than something
else
The picture frame is on the shelf
above the couch.
Below
Lower than something
else
The sun has officially set — it’s
finally below the horizon!
Under
Below something else
Did you know that there’s a tunnel under Ocean Boulevard?
Underneath
Below something else
Our garage is underneath our
house.
By
Close to or near something
Did you go to the cupcake shop
by the park?
Near
Close by
I went to the pizza place near
campus.
Next to
Beside
What happened to the bike that
was next to our car?
Between
In the middle of two
things
I don’t want to sit between two
strangers on the plane!
Among
Within a group
There is an impostor among us.
Opposite
Directly across
Jenny’s house is opposite a massive mall.
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Questions adverbs
How long
How long have you been studying English?
What kind?
What kind of music do you like?
Pronouns requiring singular verbs
Anybody
everybody
Anyone
everyone
Anything
everything
someone
nobody
Example:
no one
one
somebody
something
■
Everybody wants to hear more information about the topic.
Does anyone have the complete information?
■ Someone is going to explain all the details
■
Irregular Verbs
1. The put-group: resultan ser excepciones de la regla
Infinitive
Past
Past Participle
Meaning
Bet
Bet
Bet
Apostar
Cost
Cost
Cost
Costar
Put
Put
Put
Poner
Hurt
Hurt
Hurt
Herir
2. The learn- group (either regular or irregular verbs)
Infinitive
Past
Past Participle
Meaning
Burn
Burnt/burned
Burnt/burned
Quemar
Learn
Learnt/learned
Learnt/learned
Aprender
112
Smell
Smelt/ smelled
Smelt/ smelled
Oler, olfatear
Spell
Spelt/spelled
Spelt/spelled
Deletrear,maldecir
3. The spend-group: Cambia la D por la T
Infinitive
Past
Past Participle
Meaning
Bend
Bent
Bent
Doblar
Build
Built
Built
Construir
Lend
Lent
Lent
Prestar
Send
Sent
Sent
Enviar
Spend
Spent
Spent
Gastar, consumir
4. The read-group: la EE, O y la EA cambian por E y EA se mantiene o
cambia por E
Infinitive
Past
Past Participle
Meaning
Bleed
Bled
Bled
Sangrar
Dreed
Bred
Bred
Criar
Feed
Fed
Fed
Alimentar
Lead
Led
Led
Conducir, guiar
Read
Read
Read
Leer.
113
5. The sleep-group la consonante final cambia por T
Infinitive
Past
Past Participle
Meaning
Dream
Dreamt/dreamed
Dreamt/dreamed
Soñar
Feel
Felt
Felt
Sentir
Keep
Kept
Kept
Retener, guardar
Leave
Left
Left
Abandonar, dejar
Mean
Meant
Meant
Significar
sleep
Slept
Slept
Dormir
sweep
swept
swept
Barrer
6. The strike-group: la vocal A/i cambian por la vocal U
Infinitive
Past
Past Participle
Meaning
Dig
Dug
Dug
Cavar
Hang
Hung
Hung
Colgar, suspender
Stick
Stunck
Stunck
Clavar, estacar
Sting
Stung
Stung
Picar, pinchar
Strike
struck
struck
Golpear, pegar
114
7. The bring-group: Las vocales i, U y EE cambian por OU y terminan en
GHT
Infinitive
Past
Past Participle
Meaning
Bring
Brought
Brought
Llevar, traer
Buy
Bought
Bought
Comprar
Fight
Fought
Fought
Combatir, luchar
Think
Thought
Thought
Pensar, creer
bind
Bound
Bound
Atar, ligar, vendar
find
Found
Found
Encontrar
8. The get-group: La i, la E, la O y la OO cambian por la O
Infinitive
Past
Past Participle
Meaning
Get
Got
Gotten
Obtener, coger
Lose
Lost
Lost
Perder
Shine
Shone
Shone
Brillar
Shoot
Shot
Shot
Disparar
arma
Sell
Sold
Sold
Vender
Tell
Told
Told
Decir
con
115
9. The come-group: La E, la O y la U cmabian por A, pero su pasado participio se mantiene como su infinitivo en presente simple
Infinitive
Past
Past Participle
Meaning
Become
Became
Become
Convertir
Come
Came
Come
Venir
Run
Ran
Run
correr
10. The show-group: En este grupo el pasado simple del infinitivo es regular, termina en ED, pero su pasado participio puede ser regular o
irregular
Infinitive
Past
Past Participle
Meaning
Show
Showed
Showed/shown
Mostrar
Swell
Swelled
Swelled /swollen
Hinchar, inflar
11. The speak-group: La EA, La OO y La A cambian por O, y terminan en EN
Infinitive
Past
Past Participle
Meaning
Break
Broke
Broken
Romper
Choose
Chose
Chosen
Escoger
Freeze
Froze
Frozen
Congelar
Speak
Spoke
Spoken
Hablar
116
Steal
Stole
Stolen
Robar, hurtar
Weave
Wove
Woven
Tejer
Bear
Bore
Born/borne
Sostener, parir…
Swear
Swore
Sworn
Jurar, declarar…
Wear
wore
worn
Usar ropa, llevar
puesto
12. The know-group: LA O cambia por la E
Infinitive
Past
Past Participle
Meaning
Blow
Blew
Blown
Soplar
Grow
Grew
Grown
Crecer
Know
Knew
Known
Conocer, saber
Throw
Threw
Thrown
Lanzar
13. The bite-group: cuando el infinitivo pasa al pasado simple pierde la E
final y cuando pasa al pasado participio se dobla la consonante de la
silaba del medio
Infinitive
Past
Past Participle
Meaning
Bite
Bit
Bitten
Morder
Hide
Hid
Hidden
Esconder
117
14. The Take-Group; La A cambia por OO en su pasado simple, pero retoma la A para teminar en EN cuando forma su pasado participio
Infinitive
Past
Past Participle
Meaning
Shake
Shook
Shaken
Agitar
Take
Took
Taken
Llevar
15. The Write-Group: La i cambia por O y su pasado participio termina en
EN
Infinitive
Past
Past Participle
Meaning
Drive
Drove
Driven
Manejar
Ride
Rode
Ridden
Montar
Rise
Rose
Risen
Alzar
Write
Wrote
written
Escribir
16. The Drink Group: La i cambia por la A cuando pasa de infinitivo a
pasado simple, pero esa misma A cambia por U cuando pasa a pasado
participio
Infinitive
Past
Past Participle
Meaning
Begin
Began
Begun
Comenzar
Drink
Drank
Drunk
Beber
118
Ring
Rang
Rung
Circular
Sing
Sang
Sung
Cantar
Sink
Sank
Sunk
Hundir
Swim
Swam
Swum
Nadar
Prefixes
Meaning
Example
un-
not
unhappy
in-, im-,ir-, il-
not
incredible, impossible,
irregular, illegal
dis-
not
dishonor, discover, destruct
a-
without
amoral
de-
to reverse the action of
decode, decompose, degenerate, dehumanize
super-
better, extra
supernatural
sub-
under, lower than, less
than
subway, subnormal
hyper-
extra
hypercritical, hyperacid
119
Prefixes
Meaning
Example
mini-
little
miniskirt, minitennis
co-
with, together
cooperate, coexist
inter-
between, among
international
ex-
past, former
ex-wife
re-
again
rewrite, review
pre-
before in time
before in place
preuniversity
prefix(attached to the
front of a root)
post-
after in time
after in place
postpone
postnasal(behind
nose)
Noun suffixes
120
the
Suffixes
Meaning
Example
-er, -or, -ar
one who
worker, lawyer, sailor, liar
-ist
one who
artist, motorist, novelist
-cian
one who
musician, electrician
mathematician
Adjective
suffixes
-ary, -ery,
-ory
a place where
armory, bakery,
reformatory
-hood
status
childhood, womanhood,
brotherhood
-ness
state, condition
kindness, sickness
-ment
state, process
amazement,
development
-ship
state, condition
citizenship, friendship, authorship
-ance/-ence
action or process
performance, importance,
conference, existence
-ion
act or process
state or condition
action, expansion,
opposition
-ity
quality, state,
degree
similarity, purity,
simplicity
-y
characterized by,
full of
dirty, lucky, shiny
-ous
full of, having,
possessing the
qualities of
famous, nervous,
religious, mysterious
-al
full of, having,
possessing the
qualities of
natural, dental
121
Verb suffixes
Adverb suffix
Suffixes
Meaning
Example
-ish
being
childish, foolish, Spanish
-ive
that performs or
tends toward
active, attractive
digestive, explosive
-ful
full of, having
useful, beautiful,
wonderful
-able
capable of
readable, changeable
-less
without
homeless, childless
-ify
make, form to
acidify, certify,
intensify
-ate
one acted upon
circulate, formulate
-ize
cause to be or
conform to
memorize, legalize
-en
cause to be,
brighten, harden,
sharpen
-ly
In a specified
manner
slowly, rapidly,
beatifully, nicely
Useful questions for polite interactions
These three phrases will help you sound polite when asking questions
in English.
■
122
Do you mind if I…?
You can use this expression to ask if an action would disturb someone.
For example, “Do you mind if I close the window?” Or “do you mind if
I smoke here?”
■
I was wondering if…
This is an indirect way of asking a question. : “I was wondering if you
wanted to watch the game with me.”
■
Could you give me a hand?
Give someone a hand means help someone, usually with something
physical.
Polite language
Sometimes we just need a simple, polite phrase for the appropriate
situation. Here are four easy phrases that you can use to sound more natural in common social contexts.
■
Excuse me.
This phrase is useful in many situations. You can use it to apologize
for something small,
■
I really appreciate it.
When you want to say more than just ‘thank you’,
■
That’s really nice of you!
This is another way to give someone an extra ‘thanks’.
■
I’m sorry to hear that.
This phrase is useful when someone gives you bad news
Useful replies
■
I’ll let you know.
This means “I will tell you.”
■
I’ll get back to you soon.
To ‘get back to’ someone means to reply to someone who is waiting for
information.
■
I will call you back.
Call back is a common phrasal verb. If you are talking on the phone
with someone and you need to hang up and call the person again later.
123
BIBLIOGRAPHY
Alburquerque, R., L. González-Bueno y otros: En el aula de inglés, Longman, Madrid, 1990.
Alexander, L. G.: Practice and Progress
Antich, Rosa y Ada Jhones. Teaching English to Young Learners.Seminario
a profesores de inglés de la Asociación de Lingüistas de Cuba. La
Habana, 1999.
Colectivo de autores: English for Tenth Graders, English for Eleven
Graders, English for Twelfth Graders, Ed. Pueblo y Educación, La
Habana 1990.
Colectivo de Autores: Curso de Inglés, Universidad para Todos, La Habana, 2000.
Dewitt, Lisa F.: Cue Cards Famous Women of the Twentieth Century, Pro
Lingua Associates Publishers, USA, 1993.
Díaz Santos, Gilberto. Hacia un enfoque interdisciplinario, intgrador y
humanístico en la enseñanza del inglés con fines específicos. Trabajo
presentado para el examen de mínimo de Pedagogía. ISPEJV, 2000.
Dooley, J. y V. Evans: Grammar way, Express Publishing, USA, 1999.
English Teaching Forum magazine, vol. 55, No. 3, 4, USA, 2017.
Font Milián, Sergio e Isora Enríquez O’Farrill. El Enfoque Comunicativo
aplicado a la enseñanza del inglés en la Secundaria Básica. Conferencias del Curso de Postgrado. ISPEJV, 1999.
González cAncio, roberto: La Clase de Lengua Extranjera Teoría y Práctica. Ed. Pueblo y Educación, La Habana, 2009.
GreGson, MArk, isorA enríquez. Content-based Instruction in Cuba. Teacher-training workshop guide. La Habana, 1999.
125
Harmer, Jeremy. The Practice of English Language Teaching.Longman:
Malasya, 1991.
Jack C. Richard: Changes workbook, Cambridge University Press, [s.a.].
Mohan, B., M. Early y otros. Whole_ School Language-Content Development as a challenge for a learning organisation. TheUniversity of
British Columbia, B.C., Canada, [s.a.].
Modelo de la Secundaria Básica Cubana para el próximo milenio. ICCP.
La Habana, 1999.
National Geographic Kids magazine, [s.n.], USA, [s.a.].
New English Digest, vol. 2, issue 2, USA, 1999.
Published by the Office of English Language, Programs Bureau of Cultural and Educational Affairs.
Rodriguez Barreras Eloisa, Morales Morales Ezequiel, León Guevara Eduardo.
Orientaciones Metodológicas . Ed. Pueblo y Educación 1989.
Sea Life Writing Prompts. Teaching Tree, USA.
Soars, John and Liz: Headway for Intermediate students, [s.a.], England,
[s.a.].
Snow, Ann M. ¨Teaching Language Through Content¨. Teaching English
as a Second or Foreign Language. Second Edition by Celce-Murcia.
Heinle and Heinle: Massachusetts, 1991.
Snow, Ann M., Viviana Cortés, Alejandra V. Pron. ¨EFL and Educational
Reform.Content-based Interaction in Argentina¨. English Teaching
Forum. Jan.Mar. 1998.
Traditional Songs & American Rhythms, Published by the Office of
English Language Programs.
Ur, Penny. A Course in Language Teaching. Cambridge University Press,
United Kingdom, 1996.
Yalden, Janice. Principles of Course Design for Language Teaching. Cambridge University Press, USA, 1987.
126
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