Teacher’s Guide

Fanny Riva Palacio

Stefania Villarreal Riva Palacio
Meet your book
Welcome to Dream Big!, a series where
you will acquire and develop lifelong skills,
attitudes, knowledge, and learning strategies
as you learn, work and enjoy communicating
in a different language: English.

Each session consists of the following stages:

where here, you process the information

previous knowledge through comparison, classification, deduction,
is activated and new induction, abstraction, and generalization, as well
concepts are presented as through error analysis and value judgment.
for you to learn.

where you access

and organize the
information through
reading or inquiry.

Facts about...:
interesting cultural
facts accompanied
by questions or tasks
to encourage you to
reflect on the topic.

Self-assessment: found at the end of where

each session and where you identify you integrate and
your achievements and set goals to practice the contents
improve knowledge and skills. of what is presented.

Project: where you and your teammates Language tips:

work on a project using what you’ve learned short, exemplified
so far as you integrate all language skills. language structures to
Co-evaluation: meant to share and provide help understanding.
feedback to your partner to see and Correlated to the
improve your progress. Grammar Reference at
the end of the book.

2 Dream Big! 4
 Meet your book
Evaluation: Dream Big! includes different types of evaluation.
• A diagnostic test that you solve before the start of each unit to assess your
previous knowledge.
• Self-evaluation and co-evaluation, where you are the protagonist of your
own learning to identify your strengths and weaknesses, and ways to
improve your performance.
• There are also two exams for each unit that will allow you and your
teacher to identify the aspects of the language that need more practice.

Glossary: Grammar Reference:

illustrated to help a great and enjoyable
understanding tool found at the
and expand your end of the book to
vocabulary. understand how the
language structures
work in English.

The following icons flag the different

tasks and activities throughout the series.
Verb list: A useful They are meant to facilitate instructions.
verb list with some
common verbs in Listening activity
their base form,
simple past, past Reading activity
participle and Speaking activity
their translation, is
included for your Work in pairs
reference. Work in small groups
Socioemotional activity
Use your notebook.
Refers to the Life project in every unit.
These activities ask for your technical or
digital skills to complete the task.
Refers to the work you’ll do on the end of
unit projects.

Dream Big! 4 3
Table of Contents Meet your book 2
Table of Contents 4
Diagnostic Test Unit 1 5

Unit 1 Energy 6

HOW DO YOU USE ENERGY? 8 EDUCATION 24

Session 1 What’s energy? 8 Getting an education
Session 2 Where does energy come from? 10 Session 9 Differences in education 24
Energy conservation Session 10 The importance of education 26
Session 3 Energy Conservation- Daylight Session 11 Access to education 28
Saving Time 12 How do you feel about learning?
Session 4 The old days 14 Session 12 Learning is important 30
Session 5 Past and Present 16 Session 13 Learn new things 32
Powering the future Session 14 Online vs face-to-face learning 34
Session 6 The energy crisis 18 Learning styles
Session 7 The School Council 20 Session 15 We learn differently 36
Session 8 Alternative sources of energy 22 Session 16 What is my style? 38

Diagnostic Test Unit 2 41 Project Making a difference in Mexico 40

Unit 2 Natural resources 42

and exploring
HABITATS AND CONSERVATION 44 EXPLORATION 60
Session 17 Endangered species 44 New frontiers
Session 18 Saving endangered animals 46 Session 25 Space exploration 60
Session 19 Illegal wildlife trade 48 Session 26 New frontiers Dwarf planet Pluto 62
Conserving natural resources and development Session 27 Amazing space 64
Session 20 Different sources of energy 50 Visiting places
Session 21 Preserve natural habitats 52 Session 28 A great trip! 66
Session 22 Conservation movement 54 Session 29 Traveling 68
Stories of conservation Session 30 An ancient background 72
Session 23 Impact of space exploration 56 Exploring near and far
Session 24 The Biosphere 58 Session 31 Coral reefs 73
Session 32 Taking action 74

Diagnostic Test Unit 3 77 Project Research Project - An Adventure Trip 76

Unit 3 The Past and Science 78

THE PAST 80 SCIENCE

Learning from the past The Scientific process
Session 33 Discoveries 80 Session 41 The scientific process-
Session 34 Pandemics 82 Following process 96
Session 35 The Greenhouse Effect 84 Session 42 The history of science 98
The rise and fallen of an empire Session 43 The scientific method 100
Session 36 The Roman Empire 86 Engineering life
Session 37 Counterfactual History 88 Session 44 Climate change 102
Session 38 What if... 90 Session 45 High-Tech Food 104
Bringing the past to life Session 46 Earth’s future life 106
Session 39 Bringing the past to life- Sea Working with sciences
monsters 92 Session 47 Working with sciences-
Session 40 Real sea monsters 94 Domesticated animals 108
Session 48 Environment & health 110
Project Solving Health Issues 112
End-of term project Introduction to a Science Project 113
Quizzes 114
Glossary 120
4 Dream Big! 4 Grammar Reference 123
Verb List 127
 Unit 1 Diagnostic Test
1 Complete with simple present or present progressive.
a. Look! They are leaving the house now. (leave)

b. Chris walks 20 km every day. (walk)

c. Mali isn’t doing her homework at the moment. (not do)

d. Do they play video games every day? (they/play)

2 Complete the sentences with past simple.

a. She called (call) me last night.

b. Who was (be) there?

c. Yesterday I went (go) to the library. Then, I ate (eat) a sandwich.

Finally, I met (meet) Lillian for coffee.

3 Make sentences using used to.

a. I/live in an apartment when I was a kid. I used to live in an apartment when I was a kid.

b. Robert / not/ smoke Robert didn’t use to smoke.

c. They/ play golf every weekend /? Did they use to play golf every weekend?

d. Sam / speak German, but she has forgotten it all. Sam used to speak German, but she has
forgotten it all.
4 Write and, or but to connect the sentences.
a. Kate is rich, but her cousin is poor. c. We could visit her today or tomorrow.

b. She likes ice cream, cake, and fruit.

5 Complete to make sentences in the future tense using going to or will.

a. I am going to be a doctor b. The train is leaving at 7. (leave)
when I graduate. (be)
c. When I get home, I will watch TV. (watch)

6 Write sentences using the zero conditional.

a. I wake up late/late for school If I wake up late, I’m late for school.

b. Julie not wear hat/get sunburnt If Julie doesn’t wear a hat, she gets sunburnt.

c. People eat too much junk food/get fat If people eat too much junk food, they get fat.

7 Write FC next to a first conditional sentence and SC next to a second conditional sentence.
a. When fall comes, the leaves will fall from the trees. FC

b. If I were rich, I would buy a mansion. SC

8 Write could or would.

a. She could drive, but she prefers to b. I would try exotic food if someone
take the bus. offered it to me.

Unit 1 | Diagnostic Test 5

 Unit purpose
• To identify forms of energy
and their conservation
as you analyze and make
decisions about your
daily personal and school

Energy
habits with the purpose of
improving your academic
life by describing the
different learning styles.

Competences
Generic Disciplinary
• 4.4 Use a second language to • C 10 Identify and interpret the main
communicate in everyday situations. idea and possible development of a
• 8.1 Pose problems and offer written or oral message in a second
alternative solutions when working in language, using previous knowledge,
teams to develop projects and define non-verbal elements, and cultural
a course of action with specific steps. context knowledge.

6
 PROJECT
Research projec
t. Making a diffe
rence in Mexic
o

Learning outcomes
By the end of the unit, I will be able to
• understand time expressions in simple present
and present progressive in written and oral
texts
• analyze grammar structures using appropriate
grammar information
• understand main ideas in texts, as well as what
a person does and feels about energy and
education
• identify details, specific information, and main
ideas in written and oral texts
Extra help:
• Quizzes 1 & 2 113 - 114
• Unit's glossary 119
• Grammar reference 122
• List of verbs 127 - 128

7
 1 ENERGY
How do you use energy?
What is energy?
Session

Encourage students to talk about What is energy? Discuss with your classmates in small groups. Write
all the things that come to their your own definition. Possible answers:
mind when they think about
energy. Remind them they can Text from a book.
use a dictionary if they need to,
but they have to come up with Students and teachers.
their own definition (they can’t 1 Look at the pictures in the text below. What type of text is it? Who
copy the one in the dictionary).
is the audience?

2 Read the text. Answer the questions.

2. Students can identify and
underline keywords in the text
that will allow them to answer Energy
the questions.
A simple definition of what energy is: “energy
is power”. It is also described as “the ability
to do work”. Energy, is what allows living
things to grow, and it is also what makes
machines work and things move. Energy
exists in different ways but the main way in
which living organisms get energy is from
the sun and nutrients. The different forms While potential energy can be stored, kinetic
of energy can be cataloged as potential or energy is constantly doing work and it can’t
kinetic energy. Potential energy is stored be stored. For example, the chemical energy
energy, such as chemical, gravitational, and stored inside a battery is potential energy;
nuclear energy. Kinetic energy is moving once the batteries are used in a device, the
energy, such as electrical energy, heat, light, chemical energy changes into electric energy
motion, and sound. One form of energy can and it is no longer stored. It provides electric
change into another form of energy; a simple energy to the device so; it is powering the
example is a rollercoaster; while it is climbing device. When we say that energy is used to
up, it is using kinetic energy because the power something, it means that the energy
energy is in motion (electric energy is is changed from one form of energy into
moving it up); once it reaches the top, the another. Energy can’t be created or destroyed,
rollercoaster has potential energy meaning and it cannot appear out of nowhere or vanish
that as it drops, gravitational energy is into nowhere. Everything is energy!
making it move.

a. What is energy? Answers may vary. Possible answers:Power

Energy is what allows living things to grow, and it is also what makes
machines work and things move.
The ability to do work

b. What are the two types of energy? Potential and kinetic energy.

c. What is potential energy? It is stored energy

d. What is kinetic energy? It is moving energy. For example electrical

energy, heat, light, motion, and sound.

8 Unit 1 | Energy
 3. If necessary, go over the examples along with students and emphasize the verb tenses. Energy
Students can also read the Language tips box if they need help completing the activity.

3 Read and analyze the excerpts from the text in Activity 2. Complete
the information with words from the box below.

third present progressive simple present plural

a. Energy exists in different ways, but the main way in which living
organisms get energy is from the sun and nutrients.

b. While potential energy can be stored, kinetic energy is constantly

doing work and it can’t be stored.
The verbs in sentence a are in the simple present . The first verb
takes an ‘s because the subject is in the third person. The
The simple present talks
second verb doesn’t take an ‘s because it refers to a plural
about routines, habits, or
subject.
facts.
The verbs in sentence b are in present progressive .
The present progressive
is used to talk about
5. Walk around the classroom while students talk. Encourage them to speak in English. As they share their ideas activities at the moment
with the class, direct them so they explain most of their ideas using simple present and present progressive; you
of speaking; something
can do this by asking questions, e.g. What are we doing with nuclear energy now?
4 Complete the sentences with the correct form of the verb in that is changing,
parentheses. growing or developing;
and something that is
a. The climate is changing (change) so fast because humans
happening before and
are destroying (destroy) nature.
after a specific time.
b. Trees lose (lose) their leaves in the fall.

c. Scientists in Antarctica are doing (do) research in the field. You can invite volunteers to share
Answers will vary other sentences in the simple
d. Please be quiet. Mr. Thompson is giving (give) a lecture. present and present progressive,
ask them to find examples in the
e. The Sun sets (set) in the West. reading, or you can share some
examples yourself.

f. My brother is a geologist. He studies (study) the materials,

processes, products, physical nature, and history of the Earth.

5 Why do you think energy is important? Discuss in small groups.

Share your ideas with the class.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can what
Include do toyou
improve.
can do to improve.
• I understand
know different
theprofessions
difference between
and occupations.
the simple present and the present progressive.
• I know
can talk
howabout
to describe
my family’s
energy.
occupations.
• To
I can
improve
improveI can…
by…

You could have a volunteer read the statements. Encourage students to reflect on the statement and think about something
they can do to improve and write it down in their notebooks. You can help them by writing some questions on the board,
e.g. What do I still need to learn or practice to be able to use simple present?

Session 1 9
 2 Where does energy come from?
Session

Have volunteers from each group Make a list of the sources of energy you know. Share your list with
share their lists and make a whole your classmates.
class list on the board.

1. You can ask students to close 1 Listen to the conversation. What are they talking about? 2
their books while they listen so Possible answer: sources of energy
they focus their attention. They 2 Read and listen to the conversation again. Choose the best option
can also take notes and use and answer the questions below. 2
them to justify their answer.

Mario: What do you know about sources of energy?

Paula: Well, I know that the sun is the source of nearly all
energy on Earth. It makes plants grow. Some animals
eat plants to gain energy, and other animals eat the
animals that eat plants to get energy. Also, when
plants die, they decompose, and over millions of
years their decomposition creates fossil fuels.
Mario: What are fossil fuels?
Paula: Petroleum, natural gas, coal…
Mario: Oh, so fossil fuels are the sources of energy that
aren’t helping reduce pollution.
Paula: Exactly. They not only increase pollution, but we
also consume them very quickly, and they aren’t
renewable.
Mario: Why aren’t we doing something about these sources
of energy?
Paula: Scientists are looking for other sources of energy that
can replace fossil fuels, but so far there isn’t a “one
size fits all” solution. Different renewable sources
of energy can be used in different locations and
circumstances, and the use of fossil fuels is widely
spread, so it isn’t easy to make the change. However,
humankind must find a solution before fossil fuels
run out.

a. The sun is the source of nearly all energy on Earth. True / False
The United Nations
Environment b. Fossil fuels are created by dead plants. True /False
Programme insists that
it is necessary to reduce c. Fossil fuels contribute to nature. True/ False
the use of fossil fuels to
ensure both, a climate- d. Are the speakers concern about the environment? Yes, they are.
safe future and strong,
sustainable economies e. How do you know? Because they say that humankind must find a
for all countries.
solution before fossil fuels run out.

10 Unit 1 | Energy
 Energy

3 Read the sentences. Match the columns to complete the grammar 4. You can also ask students to
rule. review the information in the
Grammar Reference on page
• When plants die, they decompose. 122 if necessary to complete
the activity. When you check,
• Energy doesn’t make tables to grow. encourage students to justify the
mistakes they circled.
• Some people around the world are doing different things to reduce
fossil fuels.
• Fossil fuels aren’t helping reduce pollution.

a. In the simple present 1. with is/are + not + the verb + ing

the negative is formed

b. In the present 2. with auxiliary don’t /doesn’t + the

progressive tense, the verb in infinitive without to.
negative is formed
Answers: a2, b1

4 Read the sentences. Circle the mistakes. Re-write the correct

sentences.

a. People in many countries are caring about the environment. They do different things to save the
planet.
People in many countries care about the environment. They are doing different things to save the planet.

b. Fossil fuels damages the environment.

Fossil fuels damage the environment.

c. Some countries aren’t care about fossil fuels.

Some countries don’t care about fossil fuels.

d. Renewable sources of energy is contributing stop the destruction of the Earth.

Renewable sources of energy contribute to stop the destruction of the Earth.

e. In some parts of the world heavy rains destroy crops and towns.
In some parts of the world heavy rains are destroying crops and towns.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand the difference between the simple present and the present progressive in the
negative and affirmative form.
• I know how to use the simple present and the present progressive.
• To improve I can…

You could have some volunteers share the strategies they came up with.

Session 2 11
 3 Energy Conservation - Daylight Saving Time
Session

If necessary, help the discussion What do you know about daylight saving time? Discuss with the class.
by asking questions such as:
What is it? When does it happen?
Why does it happen? Where do
people use it? etc. and encourage
students to answer the questions 1 Look at the picture. Read the title. Predict what the text will be
to the best of their knowledge about.
and abilities.

2 Read the text. Discuss with a classmate if your predictions were

right or wrong.

3 Read the text again. Circle the correct answer.

A Brief History of Daylight Saving Time

Benjamin Franklin wrote a letter to the editor of war ended, they all returned to their standard time.
the Journal of Paris in which he said, as a joke,
Shifting clocks in order to conserve energy was
that people should get up earlier in the morning to
1. Youreduce
can invitethe
volunteers repeated during World War II in the USA. President
use oftocandles and lamp oil.
share how they found the Franklin Roosevelt reestablished this idea and called
answers in thean
In 1895, textentomologist
as you from New Zealand it “War Time”. It began in February 1942 and lasted
check them.
named George Hudson came up with the concept until September 1945.
of daylight saving time. He wanted more hours
The idea of daylight saving time was regulated in the
of sunshine to go bug hunting in the summer, so
Uniform Time Act of 1966 where it was stated that
he suggested moving clocks two hours ahead in
Daylight saving time would begin the last Sunday in
October and then moving them back in March.
April and end the last Sunday in October. The USA
It wasn’t until World War I that daylight saving time changed this schedule in 2007.
was used in a practical manner. Some locations
Mexico adopted daylight saving time nationwide in
within the German Empire adjusted their clocks one
1996 because of its ties with the United States. In
hour ahead in order to use less power for lighting.
Mexico it begins the first Sunday of April and ends
This allowed them to save fuel for the war. Other
the last Sunday of October. It is usually referred to
countries copied this example, although once the
as “Summer Schedule”.

1. The first person that came up with the concept of daylight saving time
was…
a. George Hudson b. Benjamin c. Franklin
Franklin Roosevelt
2. In World War I the German Empire adjusted their clocks one hour
ahead to…
a. have more money to buy arms
b. to save fuel for the war
c. to sleep more
3. Daylight saving time….
a. starts in April ends at the beginning of October
b. starts at the beginning of April and ends the last week of October
c. starts at the last Sunday in April and ends the last Sunday in
October.

12 Unit 1 | Energy
 Energy

4 Read the sentences. Underline the correct option. Past Tense

• Benjamin Franklin wrote a letter to the editor of the Journal of Paris. • Used to talk about
• George Hudson suggested moving clocks two hours ahead in something that
October and then moving them back in March. happened once in the
past.
• Mexico adopted daylight saving time nationwide in 1996 because Invite volunteers
of its ties with the United States. I met my to sharefriend
best how to 3
turn a verb into past tense (add –
ed or –d), andyears
remindago.
them about
The verbs in bold are in the present simple/ simple past irregular
• Something that elicit
verbs. If possible,
The simple past is used to talk about actions that happened in the some examples.
happened several
present / past times in the past.
When I was in elementary
school, I walked to school
every day.
5 Complete the paragraph with verbs from the box in the correct
tense. • Something that was
true for some time in
unplug save take do adopt change pay wash turn off the past.
I lived in Toluca for 3
years.
Last year, between the months of April and October
we saved a lot of energy at home. We usually
pay more than 800 pesos for
the energy bill. So to earn some money, we adopted
some ecofriendly habits. We changed all
5. You can have volunteers write
light bulbs to LED bulbs. We washed clothes the paragraph on the board to
in cold water, we turned off all lights, and check answers.
unplugged appliances and electronics 6. While they talk, make sure they
are doing it in English. If you
when not in use. We also took shorter detect some problems using
showers. My family and I are very happy doing the past tense, you may have a
these things because we know we are doing whole class feedback session to
clarify any doubts.
something good for the planet.

6 How has daylight saving time benefited energy saving at your

home? Have you previously adopted any energy saving habits?
Discuss with your classmates.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand how the simple past tense is used.
• I know how to use the simple past to talk about past events.
• To improve I can…

Session 3 13
 4 The old days
Session

Identify the actions most students Make a list of things you do at home to save energy. Share your lists
practice to save energy at home. with your classmates. Find out the differences and similarities.

1. You can ask students to take 1 Look at the pictures. Predict what the text will be about.
turns describing the pictures,
then share their predictions, 2 Listen to the conversation. Answer the question. 3
and explain why the pictures
made them come up with a. What is the relationship between the speakers?
those predictions.
2. If necessary, listen to the 1.enemies 2.acquaintances 3.friends
conversation more than once.
You can ask students to keep 3 Read and listen to the conversation again. Complete the sentences
their books closed so they focus bellow. 3
on listening.

Lisa: Hi. Can you help me with an assignment?

Luca: Sure. Tell me, what do you need?
Lisa: Please share some ideas to answer this question. What are some things older
generations used to do that helped conserving personal and natural resources?
Luca: Ok. Well, I know my grandmother used to dry clothes on a clothesline. While some
people still do this, there didn’t use to be dryers before, so people didn’t have any
other option.
Lisa: You are right. I know clothes dryers waste a lot of energy.
Luca: Oh, another thing people still do today, but I think used to be more common before
is using public transportation, riding bikes, and walking to get to places.
Lisa: Hmmm… I am not so sure. Many places are making big efforts to encourage people
to use public transportation or even share the same vehicle, but I agree that those
are things that allow you to save money and natural resources.
Luca: I’m trying to think of something else…

a. People dried clothes on a clothesline.

b. In the past, people didn’t use clothes dryers when they did laundry.

c. People used to use public transportation , ride bikes ,

or walk to get to places.

14 Unit 1 | Energy
 Energy

4 Check the strategies you use when you listen in English.

Make guesses about you may listen.
Identify key words. 4. Tell students to check the
strategies that are true for
Listen for answers. them. Encourage them to
identify which ones they use
Write notes that help you remember ideas. the most or the ones they
consider to be more effective
Listen more than once. for them. Invite volunteers to
Identify what parts of the listening are the clear and what parts share their ideas and other
strategies they might use with
are confusing. the rest of the class.
Summarizing. 5. Tell students they will work
on making a summary, this
first step is taking notes of
what they consider is the most
important information. You can
play the recording more
5 Listen again to the conversation from Activity 2. than once.
Take some notes. 3
6. Share some tips with students
so they can make their
summary, e.g. In your notes,
identify which are the major
and which the minor details.
Use the major or main ideas
to create an outline. Write a
draft of your summary using
your notes. Listen to the
audio again and reread your
6 Listen again to the conversation. Make a summary. 3 summary. Correct mistakes.
Check grammar, spelling, and
punctuation. In this step, you
can also play the recording as
many times as you consider
necessary.
7. As students share their work,
walk around the classroom and,
if possible, ask questions to see
if students think their partner’s
summaries reflect the main
ideas from the audio.

7 Share your summary with a classmate.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand general and specific information in a conversation.
• I know how to use different listening comprehension strategies.
• To improve, I can…

Session 4 15
 5 Past and Present
Session

You may have students share How do people communicate before the Internet? Discuss with
their ideas in groups of three. the class.
Invite volunteers to share them
with the class. Write them on the
board. Have them identify which
means
In theofpast,
communication
writing are still
relevant today.
letters was a way to 1 Read the text. Complete.
communicate. People
used to use animals
for sending mail.
Later the postal service
was created and up to The Internet, Past and Present
now, letters are sent The world has changed a lot in the last 20 years. Think, for example,
through it. about the Internet. In 1999, it was still something new and exciting. People
1. After students read the text expected to do many different things with it, even though many didn’t
and complete the activity,
know how to use it yet. Although websites like Google already existed,
invite them to reflect on the
influence the Internet and back in 1999 they were new and still growing. Google used to be called
other technologies have had on Backrub, and before August 1998, the Google team used to work from a
our lifestyles. Encourage them garage. People used to use the Internet for school or work, nowadays we
to share what they think life also use it for entertainment and for connecting with people. It is a big
would be like if there was no
part of our lives.
Internet or what they would do
if they couldn’t use the Internet It used to be more difficult to connect to the Internet. You
for a week. needed the phone landline to dial-up and connect,
so if someone called, your connection would end.
You also had to wait for others to finish using the
phone when you wanted to use the Internet.
This has all changed, now you can do multiple
things at once, if you want to you can talk on
the phone, watch TV, scroll through social media
on your tablet, and even look at different websites
on your computer all at the same time and
using the same Wi-Fi connection.
Not only that, many things, such as
TV streaming services, came to life
when the Internet became easily
accessible. It even allowed some
people to continue working or studying
from home during the COVID-19
pandemic. People in 1999 could have
never imagined how big the Internet
would become.

One of the things that changed in the last 20 years is the Internet .
An important website changed its name from Backrub to Google .
Before August 1998, the Google team worked from a garage .
People used to use the Internet for school or work , nowadays we
also use it for entertainment and for connecting with people .

16 Unit 1 | Energy
 Energy

2 Read the sentences. Complete the information below.

The verb used to is used
Google used to be called Backrub. to talk about habits and
The Google team used to work from a garage. repeated actions in the
past.
People used to use the Internet for school or work.
It is also used to talk about
The verb used to is preceded by an infinitive verb. states in the past that are
3 Read the information in the Language tips box. Write 3 examples no longer true.
with used to.
Student’s own answers

3. If necessary, model one or two

sentences with used to and
write them on the board, e.g.
I used to walk to school. There
used to be horse carriages
instead of cars.
4. Invite some volunteers to share
their sentences with the class.
5. Students can work in groups
of three to five, depending on
4 Share your examples with a classmate. your class’ needs.
6. You may need to ask students
to research at home and
complete this activity as
homework. If that is the case,
5 Work in groups. Make a project to describe differences and make sure students determine
similarities between our current life and experiences online and the their topic or topics and what
life and experiences online in the past. and how they will research
before this session is over.
7&8. Remind them the strategies
6 Look for some information about the topic on the web. Make some
they can use to make a
notes. Include references in your notes. summary, e.g. make an
outline, write a draft, check
7 Compare your information with your classmates. Choose the most the draft for accuracy,
relevant information. check grammar, spelling,
and punctuation.
9. You can have short
8 Make a short text describing the online life and experiences today
presentations where each
and in the past. group reads their text aloud for
the rest of the class.
9 Share your text with the class.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand how to use used to to talk about habits and repeated actions in the past.
• I know how to participate in a collaborative project.
• To improve, I can…

Session 5 17
 6 Powering the future - The energy crisis
Session

You can write Energy Crisis on the Brainstorm words or ideas that can be used to define “energy crisis”.
board and have volunteers write
words on the board so you work
together to create a mind map
with everyone’s ideas.
1 Read the text. Circle the correct option.

What Does A Global Energy Crisis Mean?

First, lets clarify the meaning of energy crisis. In simple terms,
1. Encourage students to correct it refers to the concern that the demands on non-renewable
the statements they marked
as False. natural resources that are used to power industrial society
are decreasing but the demand for them is rising. Although
non-renewable resources occur naturally, it will take
hundreds of thousands of years for them to be restored.
One of the problems surrounding the energy crisis is
that people will not feel it is an issue unless they see the
rising prices of gas or the long lines at the gas station.
Unless something changes, the energy crisis will get
worse. Unfortunately, the causes for the energy crisis
are not entirely understood, and this makes it harder for
governments and individuals to come up with realistic
solutions that will help resolve it.
We are reaching a point in which humanity needs to take the
appropriate steps to make sure we will continue to enjoy the
resources our planet has to offer, so future generations won’t
suffer long-lasting consequences of this crisis.

1. Energy crisis means that non-renewable resources are decreasing.

a. True b. False

2. People are aware of the problems surrounding the energy crisis.

a. True b. False

3. The energy crisis will get better by itself. People don’t need to do
anything, just wait.

a. True b. False

4. Governments and individuals fully understand the energy crisis.

a. True b. False

5. People should find solutions to stop the energy crisis.

a. True b. False

18 Unit 1 | Energy
 Energy

2 Read the text in activity 1 again. What are the underlined words
used for?
They are words to connect ideas. 3. If necessary, have students
work in pairs or small groups
3 Read the text again. Complete the table below. Use words from to complete the table. Check
the box. the answers on the board by
making a similar table.
similar extra contrasting different similar possibilities

but Join two different ideas

although Link two contrasting ideas.
or Join two possibilities
unless It is used to introduce extra information.
and Join words that are similar
so Join words that are similar

4 Complete the sentences with the correct conjunction.

1. Unless you study, you will fail the English exam. Conjunctions are words
that link other words,
2. Although I saw my classmates every day, I didn’t really know them. phrases, or clauses
together.
3. Do you like History or Geography?

4. I like English literature and World History.

5. I really want to go to the concert but I can’t. I have to study for

my Math exam.

6. I know you must be hungry, so I will let you eat.

5. Students can use a dictionary
5 What do you think your local government should do in your if they need to. Encourage
community to help stop the energy crisis? In pairs, write a list of them to write their actions
actions. Give reasons for the actions, and explain them as much as using complete sentences
that include conjunctions as
possible. Make sure to include conjunctions. much as possible. Provide any
needed help.
6 Exchange your ideas with your classmates. 6. Act as a moderator as students
share their ideas.
Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand the difference between the different conjunctions.
• I know how to use conjunctions.
• To improve, I can…

Session 6 19
 7 The School Council
Session

What do you know about solar panels? Discuss with your classmates.

1 Listen to the conversation. Circle the correct answer. 4

1. You may want to encourage Estela: The student council is going to propose that the school installs
students to make notes as they solar panels.
listen so they can use them to
complete the activity. Eli: Oh, but solar panels are really expensive. How is the school
going to afford that?
Estela: We are planning different things to get the money. We are
going to ask everyone to donate a dollar. We are organizing a
fundraising event too. Pablo, Julia, and Vale are going to cook
some food so we can sell it during the event.
Tomás: We are asking Roberto’s sister, who is a DJ, to play some music
during the event.
Estela: We still need to figure out where we are going to get tables
and chairs.
Eli: Where is the event going to take place?
Tomás: It’s going to take place at the school gym in three weeks.
Estela: We aren’t decorating it because we are trying to avoid being
wasteful.
Eli: How are solar panels going to benefit the school?
Estela: If the school spends less money on electricity, it can spend it in
something else that might benefit students.
Tomás: Exactly. Afterschool clubs, sports, or even financial aid for
students that need it.

a. What are the speakers talking about?

1. organizing a party
2. a fundraising event
3. getting money for their graduation ceremony

b. What did the student council propose?

1. to buy solar panels.
2. to save money in electricity
One of the advantages
3. to install solar panels in school.
of solar panels is that
they use solar energy,
c. Why is Eli worried?
which is a renewable
source. This contributes 1. because solar panels aren’t cheap
to reduce pollution in
2. because solar panels are cheap
the environment.
3. because the school already has solar panels

20 Unit 1 | Energy
 Energy

2 Read the sentences. Underline the correct answer.

In English there are
a. The student council is going to propose that the school installs different ways to express
solar panels. the future.

b. We are planning different things to get the money. For plans and
arrangements it is used
The sentences talk about actions in the present/past/future. verb to be + verb + ing
3 Read the information in the Grammar Fast Facts box. Complete the I’m having an English
information. exam tomorrow morning.
In activity 2, sentence a talks about plans and intentions . For plans and intentions it
In activity 2, sentence b talks about plans and arrangements . is used verb to be + going
to.
4 Complete the sentences with the correct form of the future using
the verbs in parentheses. My brother is going to the
tennis match next Sunday.
a. My dad is leaving (leave) tomorrow to Guadalajara. He has a
job interview there.

b. I am going to study (study) at the community college. I guess. If necessary, break down the
sentences and the information
c. We are having lunch (have lunch) at Rebeca’s house next Friday. to help students understand,
e.g. What is tomorrow morning’s
Her mother invited us. arrangement? (the English exam).
I it something that is planned?
d. We are going to organize (organize) a graduation party at the end of (Yes). /What is the brother’s
the school term. If we can get the money for it. intention? (Going to the tennis
match). Is the match planned?
entre paréntesis (Yes, it is planned
e. My parents are having (have) a meeting with the principal for next Sunday). You can repeat
next Monday. this process using the sentences
in Activity 2 to assist students.

5 Work in groups. You are convinced that solar panels are going to
Form small groups. Tell students their conversation has to include the reasons why solar panels would be a good
contribute
contribution toand
to the school, protect the have
that the reasons environment
to be convincing.and tousesave
They can money
a dictionary to your
if necessary. The
school.
principal should beWrite a conversation
part of the torole
conversation and his/her convince the
can be used to principal
ask questions that solar
or to request more
panels
reasons. Provide will benefi
any needed t theAllow
assistance. school. Alltomembers
every group of the
present their role-play team
for the rest of must
the class.be
part of the conversation. One of you has to play the role of the
principal. You will role-play this conversation.

6 Practice your role-play.

7 Role-play your dialog in front of the class.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand that there are different ways to express the future in English
• I know how to write a role-play.
• To improve, I can…

Session 7 21
 8 Alternative sources of energy
Session

What are you willing to do to protect the environment? Discuss with

your classmates.

1. Accept all predictions and write 1 Read the title. Look at the picture. Predict what the text will be
them on the board. about.
2. After reading, look at the
predictions on the board and
see which ones were closer to
The Future of Energy
what the reading is actually Many scientists agree that reducing the use of fossil fuels will have a positive impact on the planet.
about. Invite them to share if Greenhouse emissions will decrease, and that will improve human health and minimize the severity
making predictions helps them of natural disasters.
understand a text better.
One of the biggest challenges that we are facing is that nobody is entirely sure about what is going
to replace fossil fuels. Solar and wind power are becoming two of the most popular alternative
sources of energy. However, we cannot control the sun and the wind, and the batteries that are
used to store their energy (for when the sun won’t shine or the wind won’t blow) are still not powerful
enough and they are very expensive.

While nuclear energy doesn’t produce greenhouse gases, the reactors that are used to produce
and store the energy will need to be improved before it can be considered as a long term “green”
solution to replacing fossil fuels.

Scientist committed with the environment are constantly coming up with new ideas, such as turning
carbon dioxide into clean fuel, but these ideas will need a lot of development if they are going to be
successful at powering the planet in the long term.

2 Read the text. Were your predictions right or wrong?

Discuss.

3 Read the text. Answer the questions.

a. What are two of the most popular alternative sources of energy?
Solar and wind power.
b. What is one of the problems with those alternative sources of energy?
That they are expensive.
c. What still needs improvement before it can be considered an
alternative to replace fossil fuels?
Nuclear energy.

22 Unit 1 | Energy
 Energy

4 Read the text The Future of Energy again. Find a sentence with:
a. Future with will Possible answers:
the use of fossil fuels will have a positive impact on the planet.
4. You can check the answers by
having volunteers write them
on the board.
b. Future with going to
nobody is entirely sure about what is going to replace fossil fuels.

c. Future with ing

Solar and wind power are becoming two of the most popular alternative
sources of energy.

5 Write sentences about what you think might happen in the future if
we don’t take action to conserve energy.

5. If necessary, review the

structures that are used to talk
about the future. Have students
share their ideas in small
groups or have volunteers
share their ideas with the rest
of the class.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand the differences between the different ways of expressing the future.
• I know how to write sentences using the future tense.
• To improve, I can…

Session 8 23
 9 EDUCATION
Getting an education
Differences in education
Session

Encourage students to speak What do you know about schools outside of your community? Do you
English. You may tell them an think schools are different in other states? Is education different in
example of a school you know other areas in your country? Why? Discuss.
from a different community
or state.

1. Predicting what the reading 1 Look at the pictures. Predict what the conversation will be about.
text will be about is important Share your ideas with your classmates.
because this may activate
students prior knowledge 2 Listen to the conversation. Complete the statements below.
about the topic, and this
can facilitate students’ a. In China teenagers do a lot of homework.
understanding about the text
they will read.
Direct students’ attention to the
b. There are fewer schools in rural areas .
Facts about… box. Have them
read the information and say c. In Japan students clean their classroom .
what the differences between
China and Mexico are. You can Were your predictions were right or wrong? Discuss.
extend the activity by having
students discuss about the causes
3 Read and listen to the conversation again to check your answers
some children or adolescents from Activity 2.
don’t attend school in their
communities. Memo: Hey, what are you reading?
Sofia: I’m reading some interesting facts about education around the
world. Do you want to hear some?
Memo: Sure!
Sofia: If you want to do a lot of homework, go to school in China.
On average, Chinese teenagers do 14 hours of homework per
week.
Memo: No, thanks! That sounds terrible. Imagine the amount of
homework they must get when they go to college. Tell me
something else, please.
Sofia: It is more likely that you attend school if you live in an urban
environment.
Memo: That makes sense, I guess. If there are fewer schools in rural
areas, fewer children can go to school.
Sofia: You might already know this one; if you attend school in Japan,
you have to clean your classroom.
Memo: Oh yeah, I had heard of that one.
Sofia: This next one is encouraging. If you study in China, you learn
that you should be the best at whatever you do. That is why
there are lots of competitions with Europea countries in China.
Memo: Wow! I agree with this last one. If we want to change the world,
we need to be the best at whatever we do!
In China all children
must attend 9 years of
compulsory education.
Six years of primary
education and 3 years
of junior middle school.

24 Unit 1 | Energy
4. Ask students to read the information in the Language tips box. Write the example on the board. Have students discuss the Energy
information from the box with a partner. Using the example from the board, invite a volunteer to explain how the zero conditional
is used and how it is formed. Elicit other examples. Write them on the board. Clarify any doubts they might have. Ask them to
underline the zero conditionals in the conversation from Activity 3. Elicit the answers from students at random.

4 Read the information in the Language tips box. Underline the zero The zero conditional
conditionals you find in the conversation from Activity 3. is used to talk about
permanent truth, and
general habits.
The structure is as follows:
5 Match the sentences.
If + simple present + ,
a. The grass gets wet If you mix water and electricity. + simple present
simple present + if
b. If you heat ice It stays fresh for longer. + simple present
If you heat water to 100º,
it boils.
c. If you put food in the fridge If they smoke.
You put on weight if you
eat a lot of carbohydrates
d. You can get a shock it melts. and fat.

e. People can get sick if it rains

6 Write some sentences using the zero conditional to talk about true
things about education in your community.

6. While students work, go

around the classroom and
check their sentences. Correct
any mistakes. You may invite
volunteers to read their
sentences to the class.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand the zero conditional.
• I know how to use the zero conditional.
• To improve, I can…

Session 9 25
10 The importance of education
Session

You can form teams of four Why do you think is important to attend school? Discuss with your
and have students discuss the classmates.
question. Invite a speaker from
each group to share their answers
with the class.

1 Read the text. Follow the instructions below.

Why Is Education Important?

Tell students that if they do not
understand a word from the Education can be defined as process of gaining knowledge. You can gain knowledge in different ways,
text, they can use their bilingual for example from experiences in your daily life, but also when you attend school. Education at a school
dictionary. Tell them that when may allow you to understand different subjects that can be applied to your daily life. Regardless of
they find the word they don`t how you gain knowledge, education is very important. Here we want to share some of the reasons why
understand it is important to read
all the meanings before they education is important.
choose the best one according to If you are well educated, you will increase your career opportunities. A better career can help you open
the context. new doors. Education is something no one can take away from you.
If you have access to education, you will have better opportunities to be financially independent.
If you are financially independent, you will be able to make your own choices in life.
If everyone has access to education, the world will be a safer place.
Education can help us understand the difference between right and
wrong. If you understand the difference, you will be more likely to
stay away from risky situations. Not just that, even the most basic
education may help keep you safe. If you know how to read and
write, you will know not to sign legal documents that you can’t
read or understand.
If you get educated, you will have more self-confidence.
You will be able to better express your opinions and speak
your mind if you have a better level of education. Since
in today’s world it is believed that having an education
makes you a useful part of society, others will better
accept you if you have an education. This can also
help you by making you feel like you are contributing to
society, your country, and the world.

a. Write reasons for getting an education.

Increase your career opportunities.
To be financially independent.
To stay away from risky situations.
To read and write.
To be more self-confident.
2 Think of other reasons why people should get an education.
Answers may vary

3 Share your answers with your classmates.

26 Unit 1 | Energy
4. Have students complete the activity individually. Then, invite volunteers to share their Energy
answers with the class and to explain how the first conditional is used and how it is formed.

4 Read the information in the Language tips box. Then, read the The first conditional is
sentences and underline the correct answer. used to talk about future
situations that could be
a. If you are well educated, you will increase your career opportunities.
real or possible.
b. You will have better opportunities to be financially independent if you The structure is as follows:
have access to education.
If + present simple (if
In sentence a the if clause tells you the condition/the result and the clause), will + infinitive
main clause tells you condition/ the result. (main clause)
In sentence a you need a comma/period before the main clause.
In sentence b you do not need a comma/period before the if clause.
5 Read the text Why is Education Important again. Circle the first
conditional sentences.

6 Complete the sentences with the correct form of the verbs in

parenthesis.
a. You will pass (pass) the exam if you study (study) hard.

b. If we travel (travel) to Mexico City, we will visit (visit) the

Anthropology Museum.

c. If Charles doesn’t do (not do) the project, he will fail (fail)

the course.

d. If we don’t take (not take ) care of the environment, we will destroy

7. Monitor while students work.
(destroy) the planet. Correct any mistakes. If you
detect students are struggling
e. You will be (be) very tired tomorrow, if you stay (stay) with the first conditional, after
awake until 3 am. they finish the activity write
some examples using the first
7 Write some sentences about the importance of getting an conditional and explain them
how it is used and how it is
education using the first conditional. formed. Then, you may elicit
more examples from different
students and write them on the
board.

8 Share your sentences with your classmates.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand how to use the first conditional.
• I know how to express ideas using the first conditional.
• To improve, I can…

Session 10 27
11 Access to education
Session

You may remind students that What do you know about the UN Declaration of Human Rights?
human rights are inherent to all Share what you know as a class.
human beings. Have them share
with their classmates what they
know about human rights. You
may write some of what they say
on the board. 1 Look at the text and the pictures. What type of text is it?

2 Read the text. Answer the questions below.

1. Understanding the type of - Barriers to Education -

text students will read and
While many of us are able to go to school, others won’t be access to education.
its characteristics may help
studentsWe
as lucky. to anticipate
know the what
importance of education for a better Although the UN Declaration of Human Rights states that
life they
andwill read about
a better and the for the whole world, no everyone
tomorrow education should be free for the fundamental stages, there
language that will be used. has access to it. are still places that ask for school fees, and families also
In reality, most of the children need to pay for many school supplies. If school fees are
who don’t go to school around eliminated and the government provides students with
the world live in just a few books and other school supplies, families will not need to
countries, and 74% of children worry about those extra expenses. Until poorer families
who have no access to education don’t have to consider school as an extra expense, they
live in countries in Southwest won’t be more likely to send their children to school.
Asia and Sub-Saharan Africa. Access to education might be a big challenge, but it is a
There are many different challenge that is being faced and progress is being made.
situations that might prevent If governments continue to support, promote, and fund free
someone from getting education, education, the world will be more equal, healthy,
but some common major and peaceful.
barriers can be identified around Before you complain about homework or school today,
the world. remember not everyone is as lucky as you are.
The lack of infrastructure,
malnutrition, and poverty can
make accessing education
very difficult. If children don’t
have access to education, they won’t even have the chance
to have tools that may help them improve their lives. When
governments invest
in transportation and build new schools, they improve

a. In which regions do 74% of the children who don’t have access to

education live?
In Southwest Asia and Sub-Saharan Africa .
b. What are the major barriers that might impede someone for getting
an education?
The lack of infrastructure, malnutrition, and poverty .
c. What do you think governments should do to guarantee equal access
to education?
Answers may vary

28 Unit 1 | Energy
 Energy

3 Read the sentences. Do they talk about the past, present,

or future? Time clauses are phrases
that indicate when an
Future action or group actions
While many of us are able to go to school, others won’t be as lucky. happened.

Until poorer families don’t have to consider school as an extra expense, He will not go to school
they won’t be more likely to send their children to school. until it stops raining.

Before you complain about homework or school today, remember not They can go at the
everyone is as lucky as you are. beginning or at the end of
sentences.
4 Read the information in the Language tips box. Take turns to
explain to a partner how time clauses are used. While many of us are able
to go to school, others
5 Complete the sentences with the correct time expression. won’t be as lucky.
Many of us are able to
before when until go to school while others
a. She won’t go to swim until it stops raining. won’t be as lucky.

b. I’m going to finish my homework, before Sandy arrives.

4. While students are explaining
how time clauses are used,
c. When I’m bored, I go out to the mall. write on the board the three
examples from Activity 3. After
d. We played soccer until the bell rang. students explain time clauses
to their partners, invite a
e. I will check my e-mail when I get home from school. volunteer to explain them to
the rest of the class. Make sure
everybody understands them
by eliciting more examples.
Write them on the board. Do
not move onto the next exercise
until everybody understands
the topic.

5 Read the conversation and texts from lessons 9-11 again. Think
about how your access to education has helped you become who
you are today. How will continuing your education help you in the
future? Do you face any obstacles to continue your education?
What will happen if you don’t continue your education? Discuss in
small groups. Then, have a class debate.
5. Go around the classroom and
monitor while students work.
Provide any needed assistance.
Self-assessment Before you start the class
debate, lay out some rules.
Explain that they have to stay
Read the statements. In your notebooks, write if they are true for you and onwhy. Include
topic. They can’t talkwhat
when
you can do to improve. it’s not their turn. They have to
respect others opinions.
• I understand general and specific information from a reading text.
• I know how to use zero and first conditionals.
• To improve, I can…

Session 11 29
12 How do you feel about learning? Learning is important
Session

You may also invite them to How do you feel about learning? Discuss with your classmates.
mention which things they learn
make them happy and why. You
may invite students at random to
share their answers with the class.
1 Listen to the conversation. What are they talking about? 5

2 Listen to and read the conversation. Circle the correct option. 5

1. Have students read the Leon: If I won the lottery, I would quit school.
question. Remind students
that when they listen to a Helena: Really? I wouldn’t quit school even if I won the lottery. Why
conversation, it is not necessary would you quit school?
to understand every single
word. Tell them to concentrate Leon: Well, I think it is boring…
on the information they need Helena: I agree that some subjects might be boring, but many things
to answer the question.
You may ask students to read are fun. Besides, school allows you to learn things that you
the information in the Facts might never learn otherwise.
about box and ask them if Sam: I agree with Helena. I would go to college in another country
somebody they know in their
community has dropped out if I were rich. I think it is very important to learn as much as
of school and if their decision possible. The more you know, the more you can make your
has been due to some of the money last. Then, when you are older, you might not really
aspects mentioned in the box. need to work and you can just enjoy your money.
Helena: Yeah, that sounds like a good plan. If I had a lot of money and
learned how to invest it, I would travel all around the world
after finishing my education.
Leon: Well, I think I would just quit school
and I would travel the
world. You can also
learn a lot through
experiences. I think
school is not for me.
However, since I am
not rich, I will not quit
school, don’t worry.
(laughs)
Helena: Well, dreaming is free.
(laughs)

According to some
studies, there are
several factors that a. Leon thinks school is interesting. True / False
cause teenagers to
drop out of school. b. Helena believe school is important. True / False
Some of these factors
are family conflicts, c. Sam wants to study abroad. True / False
problems with peers,
economic issues, and d. Helena don’t want to travel. True / False
romantic relationships.
e. Leon will quit school. True / False

30 Unit 1 | Energy
 Energy

3 Read the sentences and the information below. Then, complete the
grammar rule.
a. If I won the lottery, I would quit school.

b. I would go to college in another country if I were rich. 3. To check the structure of the
Both sentences are in the second conditional. second conditional you can
invite a volunteer to write
The second conditional is used to talk about an imaginary situation in it on the board. Elicit some
the present or in the future that are unlikely to happen. other examples from different
students. Write them on the
The structure of the second conditional is as follows: board.

if + past simple + would + infinitive

4 Complete the sentences with the correct form of the verb in

parenthesis.
a. If I were (be) you, I wouldn’t go (not go) to that concert.

b. I would travel (travel) a lot if I were (be) older.

4. Go around the classroom and
check students’ sentences.
c. If Tere wasn’t (not be) my friend, I would be (be) angry with her. If you detect they are having
some problems using the
d. If Jack passed (pass) the exam, he would be (be) able to second conditional, explain
enter to the state university. when the structure is used
and how it is formed at the
end of the class. Elicit several
e. I would call (call) Susy if I had (have) her phone number. examples from students and
write them on the board.
5 Write about some of the things you would do if you were the
principal of your school. What things would you change? What new
things would you implement? What things would you leave the
same?

6 Exchange ideas in groups.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand the second conditional.
• I know how to express ideas using the second conditional.
• To improve, I can…

Session 12 31
13 Learn new things
Session

Invite students to write things Brainstorm things people can learn (in general, not just in school).
people can learn. Once they wrote
their ideas, ask them what are
the things they have learned and
where they learned them.
1 Read the text. Circle the correct answer.

If You Could Learn Anything…

If you could learn anything, what would you learn? Why? We asked these
questions to different people and this is what two of them had to say.
Amelia. If I could learn anything, I would learn a new language. Not just
because it may be a valuable skill to have when you travel or when you
apply for a job, but it could also unlock doors you may have considered.
You will be able to communicate with people that may be very different
to what you are used to. You might even enjoy foreign films a lot more
because you won’t have to spend time reading the subtitles.
Carlos. If I could learn anything, I would learn how to crochet. There are
several reasons why I would choose this skill. I think it is an activity I
could really enjoy. It is excellent for managing stress. I tend to get very
stressed, so I believe crocheting might help me. I may not have to spend
a lot of money in Christmas presents ever again. I could just buy yarn and
crochet different things for my loved ones. There is also a scientific study
that states that crocheting is good for your memory, and that it might help
create neural pathways in your brain to keep your mind sharp as you age.
Now we ask you, dear readers, if you could learn to do anything, what
would it be?

a. Amelia wants to learn a new language because….

1. people can communicate with different people.

2. people can understand films.

3. it is not an important skill

b. According to Carlos crocheting…

1. It keeps you healthier

2. It is an interesting pastime

3. It improves your memory

2 Discuss the questions in groups. Share your conclusions with
the class.
Do you think crocheting is an activity that only women can learn? Why?
What could stop a man from learning how to crochet?

32 Unit 1 | Energy
 Energy

3 Read the following sentences from the text in Activity 1. What are
the verbs in bold used for? Underline the correct answer. Modals of possibility

If I could learn anything, I would learn a new language. Structure:

It may be valuable skill to have when you travel. May / might / could + the
infinitive without “to”
I believe crocheting might help me.
The modal verbs express obligation / possibility.

4 Read the last part of the reading in Activity 1. Write some of the
things you would like to learn.

4. Monitor while students write

their ideas. Tell them that they
can use their dictionaries if they
want to know how a word is
written.

5 Exchange your sentences with a classmate. Check for any grammar,

spelling and punctuation mistakes.

6 Correct any mistakes.

7 Share your sentences with the class.

6. Go around the classroom.
Make sure students make
Self-assessment the corrections and that they
write correct sentences.

Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand how to use the following modal verbs: could/may/might
• I know how to express ideas using modal verbs.
• To improve, I can…

Session 13 33
14 Online vs face-to-face learning
Session

Complete the chart below. Compare your chart with your classmates’.
According to the Advantages of online learning Advantages of face-to-face learning
UNICEF, during the
COVID-19 pandemic After students complete the chart, form groups of four and have them share their information. You may also tell them to
almost 77 million discuss what type of learning they prefer and why. Then, you may invite a volunteer from each group to share their ideas
with the class.
children all over the
world had to switch
to remote learning
because schools were
closed.
1 Look at the pictures. Predict what the conversation will be about.

2 Read and listen to the conversation. Answer the questions below. 6

Teacher: Hello students, before we start our lesson, and now that we are back at school and learning in a
physical classroom, I would like to ask you some questions. There are no wrong answers. If you
could be as honest as possible, it would be very helpful. The questions are: How do you feel about
learning? What was your online learning experience like? How does it compare to your learning in a
physical classroom? If you could choose, would you prefer online learning or physical learning?
Student A: Well, if I could choose, I wouldn’t choose online learning. While I do enjoy learning, online learning
for me was a horrible experience. I have a very hard time focusing on my work, and being in a
physical classroom helps me, otherwise I am always thinking of other things. My grades were terrible
and they weren’t so bad before. If I spent another year learning online, I would drop out of school.
Student B: I love staying at home. It is one of my favorite things to do, but if I could choose between the
physical classroom and the online classroom, I would choose the physical one. I like to have the
opportunity to ask questions when I need it. Having a teacher answer my questions and clarifying my
doubts makes me feel more secure about my learning experience. For me, it is easier to understand
if I can ask questions right then and there. If we had more online classes, I wouldn’t hate them, but I
don’t prefer them.
Student C: I don’t really like learning in a physical classroom, but I think the online learning experience at this
school was horrible. There are teachers that made it very difficult for students to adapt and to make
learning meaningful. I had a teacher that made us do our homework the same day and turn it in by
6:30 pm. I spent all day everyday doing schoolwork and I hated it. If I could choose, I would choose
online learning. However, I would enroll at an online school, where they already have the experience
and the technology that would allow me to enjoy my learning experience.
Student D: I really enjoy learning. It makes me feel good. My online learning experience was
very enjoyable. I loved being able to organize my tasks, and taking my lessons
online. I prefer online learning to learning at a physical classroom because I
have the time to pursue my own interests while I am not in a lesson, so if I could
choose, I would totally choose online learning.

a. How many students prefer online learning? 2

b. How many students prefer face-to-face learning? 2

c. Why do some students prefer learning in a physical classroom?

Because they can concentrate better, they can ask questions to the
teacher and clarify any doubts.
d. Why do some students prefer online learning?
Because they can organize their own tasks, pursue their own interests.

34 Unit 1 | Energy
 Energy

3 Read the sentences from the conversation in Activity 2. Read the

explanations. Write C if they are correct or I if they are incorrect. Modal verbs are auxiliary
Correct any wrong explanation. verbs that give extra
information and specific
I would choose online learning. meaning to the main verb
If we had more online classes, I wouldn’t hate them, but I don’t prefer of the sentence.
them. Modal verbs don’t need
If you could be as honest as possible, it would be very helpful. other auxiliary verbs.

1. Could is used to show that something is an obligation. I

Could is used the to show something is possible, but not certain.
2. Would and wouldn’t are used to speculate, to express hypothetical
meaning and to describe what we are imagining. C

4 Write the correct modal verb (could or would)

a. When I was younger, I would stay up all night watching films.

b. What would you do if you were offered the possibility of a new

online course?

c. Don’t eat that mushroom. It could be poisonous.

5 An exchange student is visiting your city. Write a letter where you
mention the things the student could do during his/her visit and the
things you would do if you were visiting a new city.

5. Monitor while students work.

Provide any needed assistance
and correct any mistakes.
Once they finish, you may ask
students to exchange their
letters with a classmate to read
their partner’s letter.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand the difference between could and would.
• I know how to express ideas using could and would.
• To improve, I can…

Session 14 35
15 Leaning styles - We learn differently
Session

Form groups of four or five. Have What helps you learn new things? Make a list. Share your lists with
them share their lists and tell your classmates.
them to find the differences and
similarities in the things that help
them learn new things. You may
take advantage of this activity
and explain that everybody learns 1 Read the title. What do you know about the topic? Discuss.
differently and what is important
is to be aware of the way we learn. 2 Scan the text. Answer the questions below.

The Theory of Multiple Intelligences

Howard Gardner is an American • Spatial Intelligence: Potential to
developmental psychologist. He proposed recognize and manipulate patterns of
the theory of multiple intelligences. wide space and confined areas.
2. Before students complete the This theory was introduced in 1983 in • Bodily-Kinesthetic Intelligence: Ability
activity, elicit some questions Gardner’s book called “Frames of Mind”. to use one’s body or parts of it to solve
in present and in past. Make In this book, he expands the definition problems or to create something.
sure everybody understands of intelligence and outlines eight distinct • Musical Intelligence: Skill in the
how to ask questions. You
types of intellectual competencies. He performance, composition, and
may go over the questions in
Activity 2 and you may write also developed eight inclusion criteria to appreciation of musical patterns.
some more questions on evaluate each intellectual competency • Interpersonal Intelligence: Capacity to
the board using Wh- words. within an individual. He stated that understand and to work effectively with
Monitor while students work. we might all have these intelligences, others.
Correct any mistakes.
but not all at the same level. They may • Intrapersonal Intelligence: Capacity to
differ individually based on genetics or understand oneself.
experience. These intelligences are: • Naturalist Intelligence: Ability to
recognize and classify the flora and
• Linguistic Intelligence:
fauna of his/her environment.
Sensitivity to the spoken and
written language.
Gardner considers that both the linguistic
• Logical-Mathematical
and logical-mathematical competencies
Intelligence: Ability to analyze
are the most valued in the school setting
problems logically, carry out
and by society.
mathematical operations, and
investigate issues scientifically.

a. Who proposed the theory of multiple intelligences?

Howard Gardner
b. When did he propose that theory?
In 1983
c. What’s the name of his book?
“Frames of Mind”
d. How many intellectual competencies does he propose?
Eight
e. What are the criteria he developed used for?
Exact answer may vary. To evaluate which intelligences are present
within an individual

36 Unit 1 | Energy
 Energy

3 Read the text again. Write some questions about the reading.

A useful strategy when

reading a text is to turn
paragraphs into questions.

4 Read the text again. Answer the questions you wrote in Activity 3.

5 Share your questions and answers in groups.

5. Form groups of four. Have

students share their questions
and answers. You may invite
some volunteers to read some
of their questions and answers
to the class.

Self-assessment
Read the statement. In your notebooks, write if it is true for you and why. Include what you
can do to improve.
• I know how to use different strategies when reading a text.
• To improve, I can...

Session 15 37
16 What is my style?
Session

Write some statements that describe you when you are learning
something new. Share your statements with a classmate. Find the
differences and similarities.

1. You may remind students that 1 Read the title. Complete the first and second column of the chart
if they don’t understand a word below.
in the text, they can guess
the meaning from context. To
do so, they have to read the Different Learning Styles
sentence, underline the word
they don’t understand, then You may be able to recognize that, just Visual (spatial): Preference for pictures,
read the sentence again andlike in many things in life, people prefer images, and spatial understanding.
understand the meaning of to learn in different ways. The ways in
vocabulary words that surround Aural (auditory-musical): Better
which you find easy to learn might not
it. Think of the topic and the understanding through listening to
be as effective for someone else. When
type of word it is (a noun, an sound and music.
adjective, an adverb, a verb).we talk about learning styles, we are
talking about common ways in which Verbal (linguistic): Preference for using
people learn. While some people might words both in speaking and writing.
have a dominant style of learning, other
Physical (kinesthetic): Better
might use different styles depending on
understanding of information through a
the circumstances.
hands-on approach, e.g. touching and
Using different learning styles and moving.
focusing on multiple intelligences for
Logical (mathematical): Preference for
learning is somewhat new. Traditional
logic, reasoning, and systems (numbers
schooling uses mainly linguistic and
and statistics).
logical teaching methods. It usually has
a limited range of learning and teaching Social (interpersonal): Preference for
techniques too. Students that aren’t learning in groups or with other people.
strong linguistic and logical learners
Solitary (intrapersonal): Preference for
might struggle with these approaches,
self-study and individual work.
and as a result, they may be labeled as
“slow”. If you recognize and understand your
own learning styles, you will be able
There are seven learning styles. They
to use techniques that can help you
each capture an individual strength
improve the quality of your learning
that might help an individual learn more
experience.
effectively.

What do I know What do I want to What did I learn

about the topic? know? about the topic?

38 Unit 1 | Energy
 Energy

2 Now, read the text again. Complete the third column.

3 Share your information with a partner.

4 Read the text again. Using the information you wrote in the third
column. Write a summary about the reading.
4. Tell students that when they
write a summary they have to
write an introductory sentence
that states the text’s title,
author, and main point of
the text. Remind them that a
summary is written in their
own words. It contains only
the ideas of the original text.
They can’t include any opinion,
interpretation, or comments.
Monitor while students work,
provide any needed assistance.

5 Read your summary. Check if you included the most important

information from the reading in your summary. If necessary, add
any missing information.

6 Exchange your summaries in groups. Share your opinion about

your classmates’ summaries. Help them make any necessary
corrections. Correct your summary, if necessary.

7 Discuss the following questions as a class.

a. What was easy about making my summary?

b. What was difficult when making my summary?

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand specific and general information in a reading text.
• I know how to write a summary based on a reading.
• To improve, I can...

You could have a volunteer read the statements. Encourage students to reflect on the statements and think about
something they can do to improve and write it down in their notebooks. You can help them by writing some questions on
the board, e.g. What do I still need to learn or practice to be able to write a summary based on a reading?

Session 16 39
 Project
ico
Making a difference in Mex
1 Work in groups. Discuss the questions.
You may• want
How to tell students
important is it for new generations to think about
that they will now use some of
making a
the strategies they learned and
difference in their country? Why?
practiced throughout the unit to
2 Based on your discussion, make a list of things that can make
complete their project.
your country change for the better. And a list of actions to make
Encourage them to look back at
this happen.
their work in this unit to get ideas
for their questions. It is important
Dohave
3 they
that some research to find out information on how people are
their questions
beforecurrently making
they start researching so a difference in Mexico. Use the following
that they can find
ideas towhat they are
focus your research.
looking for with more ease.
Remind • them
Problems
that they will people
make are currently facing.
• What
an informative textare
and that that
people doing to solve those problems?
type of•textActions youngit people are currently doing to make a difference in Mexico.
includes facts and
has an introduction, development,
4 Share your findings with your team. Talk about the actions you
and conclusion. Tell them they
believe
can include not justare
writtenmaking a difference; which ones need more work, and
which
information, butactions
also images,you believe won’t make a positive difference. Discuss
the
pictures, question and reach a conclusion.
or data.
Choose a date for their
• How
presentations. are
Right you
after theirmaking a difference in your country right now?
• How
presentations, youwill you make a difference in your country in 10 years?
can also
• How
ask some questions andyou
will have make a difference in your country in 20 years?
them clarify the your
4 Share informationfindings with your team. Discuss the questions and reach
they included. For example, you
a conclusion.
could have a short Q&A session
where•youWhatand other are students
you askcurrently doing to make a difference in your country ?
specific questions about what was
• How will you
presented. Alternatively, you could
make a difference in your country in 10 and 20 years?
5 aWrite
have whole class andiscussion
informative text to make it a project called: Making a
difference
after all in Mexico. Use your findings and conclusions. Give
groups have presented
suggestions
their projects and propose changes. Finally, present it to your group.
where you discuss
or clarify specific ideas from the
projects.
Co-evaluation
Co-evaluation
Students can answer the co-
Name with the groups they
evaluation Yes No
worked with on their projects. If
necessary, go over the sentences
• Participated in group discussion
and clarify any doubts.
• Used information and technologies appropriately
to research the topic
• Finished the task on time
• Clearly presented the text to the class
We could improve at

40 Unit 1 | Energy
 Unit 2 Diagnostic Test
1 Draw a check ✔ next to the sentences in passive voice.
a. I ate a piece of pie.

b. The questions are answered by the teacher. ✔

c. That film wasn’t directed by Steven Spielberg. ✔

d. The librarian reads a book to the children.

2 Choose simple past or present perfect to complete the sentences.
a. My great grandfather had five sisters. (have)

b. She has read six books this week. (read)

c. Have you seen Julie today? (see)

d. France didn’t invade Germany in World War II. (not invade)

e. I haven’t traveled outside of my country. (not travel)

3 Complete the sentences with for or since.
a. I haven’t done much work since my boss left.

b. She has been a doctor for more than forty years.

c. Miriam! How are you? I hadn’t seen you for ages.

4 Complete with past simple or past progressive.
a. The train was leaving (leave) when we arrived (arrive).

b. While I was walking (walk) to the library, I saw (see) a stray cat.
5 Complete with when or while.
a. When I saw her, she was eating ice cream.

b. My brother was watching TV while I was doing my homework.

c. I met Julie while I was talking to José.

d. She was eating her lunch when she bit her tongue.
6 Complete the tag questions.
a. He’s still eating, isn’t he?

b. They do go to school, don’t they?

c. We will be late, won’t we?

d. Nobody called, did they?

e. You haven’t called her, have you?

Unit 2 | Diagnostic Test 41

 Unit purpose
• To describe places,
animals and habitats,
their development and
successful conservation

l re s o urces and exploration anecdotes

Natura ring through identifying land, air,
plo
and ex
and space trips.

Competences
Generic Disciplinary
• 4.3 Identify and evaluate key ideas in • C 11 Communicate in a foreign
a text or oral discourse and use them language using logical oral or written
to infer conclusions. discourse in agreement with the
• 4.4 Communicate in everyday communicative situation.
situations using a second language.
• 8.2 Exchange points of view with an
open criteria and consider those of
others in a reflexive way.

42
 PROJECT
Research projec
t. An adventurou
s trip.

Learning outcomes
By the end of the unit, I will be able to
• identify specific information in an oral
or written text
• identify main and secondary ideas in oral
and written texts
• analyze negative, affirmative, and interrogative
language structures to talk about nature
• express ideas and concepts in coherent
and creative texts that include introduction,
development, and clear conclusions
• analyze and describe the importance of
conserving nature in Mexico and the world
Extra help:
• Quizzes 1 & 2 115 - 116
• Unit's glossary 120
• Grammar reference 123
• List of verbs 127

43
17 Habitats and Conservation Endangered species
Session

Make a list of endangered animals in your community. Share it with a

group of classmates.

1. Encourage students to use 1 Look at the pictures. Do you know how those animals are called?
English when they talk about
the pictures. Then, have
Ugly animals need protection too
students read the title of the
text and predict what the text
will be about.
According to Invite volunteers
a report from the Zoological Society of The Aye Aye look ugly. They live on Madagascar, but
to share there
London, their predictions
are 58% withless species in the wild than locals kill them because believe they bring evil.
the class.
in the 1970s. Many of us know that pandas, elephants The loss of Madagascar’s forest threatens other
2. Before
and they readare
dolphins the text.
endangered, but there are other species too. One of these species is the Antsingy
Remind students they can use
uglier animals that are
their bilingual dictionary to at risk. Leaf Chameleon. Illegal pet traders popularized this
Thefind Titicaca
the meaningwater frog is found in Lake Titicaca in
of unknown reptile. This Convention on International Trade in
thewords.
border Ask students
between to compare
Peru and Bolivia. Trout that Endangered Species of Wild Fauna and Flora (CITES)
were theirintroduced
answers with a to classmate.
the lake eat the banned the sale of this reptile.
Invite volunteers
tadpoles, humans to read
eattheir
the adults, People find peacock tarantulas in a small area of
answers to the class.
and the pollution in the forest in central India. Deforestation and people that
lake also kills them. enjoy keeping them as pets threaten this species.

2 Read the text and rewrite the incorrect information.

a. The Zoological Society of London reported that there are 58% more
species in the wild than in the 1970s.
The Zoological Society of London reported that there are 58% less
species in the wild than in the 1970s.
b. The tadpoles are eaten by salmon introduced to the lake.
The tadpoles are eaten by trout introduced to the lake.
c. Adult Titicaca water frogs are eaten by humans.

d. The Titicaca water frogs are killed by pollution too.

e. Aye Aye are killed by locals because they believe they bring good luck.
Aye Aye are killed by locals because they believe they bring bad luck.
f. The sale of the Antsingy Leaf Chameleon is banned by the CITES.

g. Peacock tarantulas are found in central India.

h. Peacock tarantulas are kept as pets.

44 Unit 2 | Natural resources and exploring

 Natural resources and exploring

3 Complete the chart with the correct form of the verb.

Active voice
Infinitive Simple past Past participle The subject of a sentence
performs the action.
to find found found Subject + verb + object
to live lived lived The hunter killed the tiger.

to kill killed killed Passive Voice

to bring brought brought The subject of a sentence
receives the action.
to threaten threatened threatened Object + verb + subject
to ban banned The tiger was killed by the
banned
hunter.
to enjoy enjoyed enjoyed
**To show the person
is/are was/were been 3. Tell students to complete the
orchart
thing performing
individually. the
Then, have
to keep kept kept action, we use by.
students compare it with a
partner. You can also tell them
4 Read the sentences. Look at the chart below. Write A for Active to write the meaning of each
and P for Passive. of the verbs to make sure they
understand all of them.
The Titicaca water frog is found in Lake Titicaca. Active 4. Ask students to read the
Go around the classroom while students work. Check students’
information in the Language
work.In the
If you seeTiticaca
that they areLake wewith
struggling find the the
activityTiticaca
at the water frog. Passive
tips box and reflect on the
end of the class, have a remedial session. Elicit the answers from
Trout differences between the active
students. Writeeat
themtadpoles.
on the board, correct any mistakes and Active
and the passive voice. Write
clarify their doubts.
Tadpoles are eaten by trout. Passive the following examples on the
board: The hunter killed the
tiger. The tiger was killed by
the hunter. Invite volunteers
to explain the differences
between the active and the
passive voice. Elicit other
5 Change these sentences in active voice to passive voice. examples. Write them on the
board. Clarify any doubts. Do
a. We can find elephants in herds. not move onto the next activity
Elephants are found in herds until you make sure students
understand both structures.
b. Farmers in New Zealand raise sheep.
Sheep are raised by farmers in New Zealand.
c. Eagles eat snakes.
Snakes are eaten by eagles.
d. Poachers kill rhinoceros
Rhinoceros are killed by poachers.
e. Global warming endangered polar bears and penguins.
Polar bears and penguins are endangered by global warming.

Self-assessment
Read the statement. In your notebooks, write if it is true for you and why. Include what you
can do to improve.
You•could
I understand
have a volunteer the difference
read the between
statements. Encourage active
students to refland passive
ect on the statementvoice.
and think about
something they can do to Iimprove
• To improve, can...and write it down in their notebooks. You can help them by writing some questions on
the board, e.g. What do I still need to learn or practice to be able to understand the difference between the active and the
passive voice?
Session 17 45
18 Saving endangered animals
Session

Form groups of four. Have What do you know about orangutans? Discuss in groups.
students discuss and make a
list of things they know about
orangutans. Invite a speaker
from each group to say what they
know about those animals. If they 1 Look at the pictures. Predict what the conversation will be about.
don’t know about orangutans,
you can tell them that they are 2 Listen to and read the conversation. Circle the correct option. 7
an endangered species. Some of
the biggest threats to orangutans
Larissa: and
are deforestation Didhunting
you listen to yesterday’s Living With Nature podcast?
Rodrigo:
because they needNo,
the forest to
I didn't.
survive.
Larissa: What was it about?
Rodrigo: It was about orangutans. Do you remember that woman who worked at the zoo?
Larissa: Oh, Alicia? The one who loves primates?
Rodrigo: Yes. Alicia. She was invited to yesterday’s podcast. She was interviewed on the topic.
Larissa: Oh, that is so interesting. I will listen to it, but in the mean time. Tell me, what did she
say?
2. Before students listen to and
Rodrigo: She was asked about an animal rescue program she is part of, and she shared the
read the conversation have
story of a baby orangutan that was saved from smugglers. Its mother was killed at
them read the questions.
Remind students a that
palm plantation.
knowing
Larissa:
the informationOhthey no,
need poor animals.
to complete theI activity
Rodrigo: know. in The good news is this baby
advance, may help them focus
orangutan was saved. It is kept in
on the answers needed, Play
a students
the recording for sanctuary where they will nurse it
to complete theback
activity.to
If health, and where it will live
necessary, you may
andplay bethesafe. Babies so young aren’t
recording morereturned
than once. to the wild because they
Check answers with the class by
are never able to learn how to live
asking students at random to
read the answer.by themselves.
Then, you may
Larissa:
ask Oh,predictions
students if their that is so sad. Well, at least it
were right or wrong.
will grow happy and safe. Thank you
for sharing.

a. The conversation is about….

1. primates 2. a former zoo 3. a program to

worker rescue animals

b. What animal did they rescue?

1. A baby 2. An orangutan 3. A primate

orangutan

c. Why do you think the speakers were interested in listening

the podcast?

1. Because they 2. Because they 3. Because they

like podcasts. like animals are interested
in protecting
animals

46 Unit 2 | Natural resources and exploring

 Natural resources and exploring

3 Read the conversation again. Underline the sentences in passive

voice. 3. Have students complete this
activity individually. Then, you
4 Share your answers with a partner. may ask them to compare their
underlined sentences with a
partner. Invite volunteers to
read their answers. Have them
explain why those sentences
are in the passive voice. You
could use this activity to revise
5 Complete the sentences with the correct form of the verb. how the passive voice
is formed.
a. English is spoken (speak) in several countries.

b. Many wild animals were killed (kill) by hunters last year.

c. Some crops were destroyed (destroy) by heavy rains two weeks ago.

d. Endangered animals are protected (protect) by several non-profit

organizations. 6. Monitor while students
complete the activity. Provide
e. Pollution is produced (produce) by humankind. any needed assistance. Make
sure students write correct
sentences.
6 Write some actions you can do to protect endangered animals. Use 7. Form groups of four. Have them
active and passive voice. choose the best actions within
their groups.
8. Invite a volunteer from each
group to read their actions to
the class.

7 Share the actions you came up with in groups. Vote for the five
best actions. Talk about the reasons why you think those could be
effective actions to protect endangered animals.

8 Share the five actions you voted for in your group and share them
with the rest of the class.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand the difference between active and passive voice.
• I know how to write using the passive voice.
• To improve, I can...

Having students reflect on their own learning help them develop metacognition that will allow them to become more
independent and reflective students that will be able to take responsibility of their own learning.

Session 18 47
 19 Illegal wildlife trade
Session

Before students complete the Check the actions to promote the protection of endangered species.
activity, go over the statements
and make sure they understand Learn about endangered species in your community.
all of them. Have students Destroy wildlife habitats.
individually complete the activity.
Invite volunteers share their Make a campaign to raise awareness of the importance of
answer with their classmates. protecting endangered species.
Don’t litter.
Purchase products from endangered species, like coral, tortoise
shell and ivory.
Share your answers with the class.

1. Understanding the layout and 1 Look at the text. What type of text is it? Discuss.
features of a text may help
students to anticipate the type 2 Read the text. Correct the sentences below so they reflect ideas
of information or language (for from text. Look at the example.
example formal or informal)
they might read. You may
1 3
How can we
ask students to individually Posted by SpoonofDestiny
analyze the features of the text.
6.4 k contribute to stop
Then, you may elicit students’
81 I am just here to say this. Did you know what online videos of primates living as pets
illegal wildlife
answers. trade? encourage the wildlife trade? As many might know, because of their impressive
Posted by u/katzemuk intelligence and behavior, there is a common misconception that primates make good pets.
If wild animals aren’t protected, Unfortunately, the opposite is true. Primates cannot live happy lives as pets and they will
they will become extinct. Illegal cause stress and destruction to those who attempt to keep them as such. Many pet primates
wildlife trade is a real problem, were taken from the wild. This means that the animal’s mother and possibly other relatives
and while several organizations were killed when the helpless baby was caught. Primates can be very aggressive, their teeth
are taking action to stop it, and digits are often removed, and they are kept in inappropriate holdings to control them.
there is still a long way to go. Primates are not pets! Please report videos that show them as pets.
What do you think?

leave a comment a. Animals can’t become extinct.

If wild animals aren’t protected, they will become extinct.
Posted by Traditional 2
b. Few organizations are taking action to protect wild animals.
412 Way1234
Several organizations are taking action to protect wild animals.
There are different ways in
which you can contribute to c. Illegal wildlife trade is not a problem.
prevent the illegal wildlife
trade. Be a conscious tourist. Illegal wildlife trade is a real problem.
Avoid taking pictures or selfies d. Unconscious tourists can prevent illegal wildlife trade.
with wildlife such as tigers,
orangutans, or leopards. Conscious tourists can prevent illegal wildlife trade.
Sometimes these pictures are
used to attract tourists. e. Primates are good pets.
Primates are not pets.

3 What other actions to stop illegal wildlife trade can you add to the
text? Discuss in pairs and then, share your ideas with the rest of
your group. Answers may vary

48 Unit 2 | Natural resources and exploring

 Natural resources and exploring

4 Look at the chart. What is the difference between the active and
the passive voice? How is the simple present used in active and
passive voice? How is the simple past used in active and passive
voice? Discuss. 4. First, you may ask students to
read and complete the activity.
Active Voice Passive Voice If they need some help to
complete the activity, you may
tell them to check the previous
An orangutan sessions and you may also
He rescues an orangutan refer them to the Grammar
is rescued by him.
Reference section on page 123.
You may invite volunteers to
the board to write their answers
and explain how the simple
Wildlife organizations Endangered species present and simple past are
protect endangered are protected by wildlife used in active and passive
species. organizations. voice. Elicit more examples
from students. Make sure
everybody understands the
differences.
A non-profit organization A lot of money was raised by
raised a lot of money a non-profit organization to protect
to protect tortoises. tortoises.

Poachers killed an An elephant was killed by

elephant. poachers.

5 Write your own answer to u/katzemuk’s forum post. Use both

active and passive voice to share your ideas. You can look at
Activity 4 if you need help with the grammar. 5. Monitor while students work
Answers will vary. Answers must reflect understanding of the topic and and provide any needed
assistance. Make sure students
correct use of active and passive voice. write correct sentences.

6 Share your answer in small groups. Make sure everyone

understands the ideas you wanted to express.

Self-assessment
Read the statement. In your notebooks, write if it is true for you and why. Include what you
can do to improve.
• I know how to use the active and passive voice to communicate.
• To improve, I can...

Session 19 49
20 Conserving natural resources and impact
on development
Different sources of energy
Session

Invite volunteers to write different Brainstorm different sources of energy.

sources of energy on the board.

1. Have students say which 1 Read the text. Circle T for True and F for False. Then, correct the
statements are correct and False statements.
which ones incorrect. You may
ask students at random to write
the corrections of the false
statements on the board. Sources of energy
When we think about natural resources, we often think if there will be enough in the future.
However, to answer this question, it is important to think about what has happened before. Let’s
take a quick look at the past, present, and possible future.
There are now around 5.8 billion humans. The annual growth peaked to almost 2% in 1970 and
has decreased to 1.4%. Demographers expect the world population to reach 10 billion by 2100.
Over the past two centuries, the primary sources of energy have changed. Wood and hay were
the primary sources until 1870s. Coal became one of the most important sources of energy in
the 1920s. Then, the use of oil peaked in the 1970s. If the trend continues, natural gas will peak
around 2030.
Humanity has burned about 180 billion tons coal equivalent *(tce). We have burned 75% as
much oil, and 40% as much natural gas. If we continue substituting coal, perhaps the use of
coal will be discontinued; this would leave large coal reserves underground.
Some have used solar and renewable energies to replace non-renewable sources of energy; these
renewable energies still only show effectiveness for small niches.
Nuclear energy has showed advantages when supplying large amounts of energy.
Uranium can be recycled, and this could be the solution to a higher demand of
energy.
*Ton of Coal Equivalent (tce) unit of energy measurement corresponding to the
energy produced by the combustion of a ton of coal. 1 tce = 29,307 gigajoules (GJ).

a. There won’t be enough natural resources in the future. F T

b. Wood and hay were the primary sources at the beginning

of the XIX Century. F T
Wood and hay were the primary sources until 1870s
c. In the XX Century oil wasn’t an important source of energy. F T
In the XX Century oil was an important source of energy.
d. Nowadays, natural gas is an important source of energy. F T

e. Uranium could help cover the demand of energy. F T

50 Unit 2 | Natural resources and exploring

 2. Ask students to read the information in the Language tips box before they complete the activity. Natural resources and exploring
Tell them to read the sentences and complete the timeline. Invite volunteers to draw their
answers on the board. Have them justify their answers. Clarify any doubts.

2 Read the sentences. Determine the moment in time in which each

Simple past
event happened and complete the timeline.
Martin studied for the
a. Over the past two centuries, the primary sources of energy have exam last weekend.
changed.
Present perfect
I have studied English
b. Nuclear energy has showed advantages when supplying large
for 7 years.
amounts of energy.
Liz has studied English
for 3 years.
c. Then, the use of oil peaked in the 1970s.

c a b

Past Present Future

3 Complete the sentences with the correct form of the verb.

a. In the Middle Ages artisans used (use) coal. 4. While students work, go
around the classroom and
check students’ sentences.
b. Energy consumption patterns have changed (change) over the years. Make sure they write correct
sentences. If you find out
c. Scientists have studied ( study) different sources of energy. students are struggling with
the simple past and the present
d. The Romans discovered (discover) coalfields when they invaded perfect, do a remedial session
before the class ends. Elicit
Britain in 34 AD. more examples from students.
Write them on the board.
e. Nuclear energy has emerged (emerge) as new source of energy.

4 What can you do in your community to promote the use of

renewable sources of energy? Write some ideas.

5 Share your ideas with a group of classmates.

Self-assessment
Read the statement. In your notebooks, write if it is true for you and why. Include what you
can do to improve.
• I understand the difference between the simple past and the present perfect.
• To improve, I can...
You could have a volunteer read the statement. Encourage students to reflect on the statement and think about something they
can do to improve and write it down in their notebooks. You can help them by writing some questions on the board, e.g. What
do I still need to learn or practice to be able to understand the difference between the simple past and the present perfect?

Session 20 51
21 Preserve natural habitats
Session

You can write the best definition What are natural habitats? Write a definition. Then, share your
on the board for students to copy. definition with your classmates. Choose the best definition.

1. Go over the instruction with 1 Listen to the conversation. What are speakers talking about? 8
the students. Tell them to
concentrate in answering the 2 Listen to the conversation again. Make some notes. 8
question. Explain to students
that when listening for gist
they have to try to understand
what is the conversation even
if they can’t understand every
phrase or sentence.
2. You can tell students that when 3 Share your notes with a classmate.
they listen to a conversation
the information comes in a
sequence. Tell them to pay 4 Listen to the conversation again. Complete the information below.
attention to content words You can use your notes. 8
like nouns, adjectives, and
verbs that help them to better a. Humanity hasn’t thought about the consequences of destroying natural
understand the dialog. habitats .

b. Nature is the biggest tool we can use to combat global warming .

c. We cannot be healthy without a healthy environment .

5 Read the conversation to check your answers.

Rosario: Have you chosen the topic for your ecology project?
Franco: No, I haven’t. I haven’t given it much thought. Have you?
Rosario: Yes, I have. First, I wanted to talk about clean energy, but Sofia has chosen that topic
already.
Franco: Then, what topic have you chosen?
Rosario: I want to talk about why conservation is important.
Franco: That sounds interesting. What have you researched?
Rosario: Well, I haven’t researched too much. I have only found information about the most
obvious things.
Franco: Like what?
Rosario: Well, the most obvious reason for conservation is to protect wildlife and promote
biodiversity. Protecting the species and ecosystems that we haven’t protected in the past
will preserve them for future generations.
Franco: Yes, I think humanity hasn’t given much thought to the consequences of destroying
natural habitats.
Rosario: Exactly. And related to that, another reason is protecting the planet. Climate change
has already affected the environment. Nature is the biggest tool we can use to combat
global warming.
Franco: You are right.
Rosario: I also want to talk about the impact of conservation on human health. Conserving wild
habitats has shown to prevent infectious diseases from jumping from animals to humans.
Franco: Of course, we cannot be healthy without a healthy environment. Well, I think your topic
is really interesting, keep on researching.
Rosario: Thanks. Now, let’s try to come up with a topic for your project.

52 Unit 2 | Natural resources and exploring

 Natural resources and exploring

6 Read the excerpts from the conversation. Complete the charts below.
• I have only found information about the most obvious things.
• I haven’t researched too much. 6. Explain that to complete this
activity first they have to read
• Climate change has already affected the environment. the sentences and reflect on
how language is used and
• Humanity hasn’t given much thought to the consequences of then they have to complete
destroying natural habitats. the chart. Next, have students
compare their answers with
• Have you chosen the topic for your ecology project? No, I haven’t. a partner. Invite students at
random to write the answers on
• What have you researched? Well, I haven’t researched too much. the board. Clarify any doubts.
You may elicit some examples.
Affirmative
Subject to have past participle
I/you/we/they have found
He/she/it has found

Negative
to have + not past participle
I/you/we/they have not (haven’t) found
He/she/it has not (hasn’t) found

Yes/no questions
To have subject past participle
Have I/you/we/they found the house?
Has he/she/it found the house?

Wh questions
Wh word have subject past participle
What have I/you/we/they found?
What has he/she/it found?
7. Monitor while students work
and provide any needed
assistance. Make sure they use
have/has/haven’t/hasn’t.
7 Listen to the conversation again. Write what the speakers mention
that humanity has and hasn’t done to protect the planet. 8

8 Share your sentences with the class.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand information from a conversation.
• I know how to use different listening strategies.
• I understand how to use the present perfect in negative and in questions.
You•could
To have
improve,
a volunteerI read
can...
the statements. Encourage students to reflect on the statement and think
about something they can do to improve and write it down in their notebooks. You can help them by writing
some questions on the board, e.g. What do I still need to do to be able to understand conversations? Session 21 53
22 Conservation movement
Session

You can also ask students if they What do you know about the conservation movement in your
participate in any conservation community? Discuss
movement in their community
and if the answer is affirmative,
ask them what activities they do.

1 Look at the pictures. Read the title. Predict what the text will be
about.

Brief History of Conservation

There is a political, environmental, and social India. This management of the forests later faced some
movement that seeks to protect and maintain natural obstacles when *laissez-faire economics stopped these
resources, as well as species and their habitats for the early conservation methods.
future. It has focused on leaving the environment in a Modern conservation efforts have been present in
better state than the condition it was found in. Some different countries for several years. For example, in
conservation efforts have sought to use scientific the USA, president Roosevelt considered conservation
evidence to make them more effective. efforts very important on the national agenda. From
Forestry is a science that has existed for centuries. It 1933 to 1945 he established a large number of bird
is the science of using, managing, planting, repairing, reserves, wild life reserves, and 150 national forests,
and conserving forests. Sustainable forestry practices which the United States Forest Service (a federal
linked to conservation have existed since the 5th agency) has managed since the creation of Shoshone
century. National Forest, the first one in the USA.
In a way, the more modern conservation movement Costa Rica is another country that has made
has existed since 1662 when John Evelyn published conservation a national priority. There are also
a paper titled Sylva that he presented to the British conservation organizations, such as the World Wide
Royal Society. It was a text about forestry in which he Fund for Nature (WWF), that have worked to
advocated the importance of conserving forests by preserve nature and wilderness.
controlling the number of trees that were cut down
and by planting new trees to replace the ones that *laissez-faire economics: the principle is that the
were cut down. owners of private property should be allowed to do
The field of forestry grew during the 18th century. anything they wished on their properties (this included
mining and lumber companies) with little or no
3.Scientifi c forestry
Before students methods were developed in Prussia
complete
and France
this activity, askand
themthey
what were later applied in British
government involvement.
the main characteristic of
a timeline is (events are in
chronological order). 2 What is the text about? Were your predictions right or wrong?
The timeline starts with the
earliest date and ends up with The Conservation movement.
the latest.
3 Read the text again. Complete the timeline about the History of
Conservation.

5th Century: Forestry practices 18th century: The field of forestry grew during the 18th century.
are the basis of the conservation Scientific forestry methods were developed in Prussia and
movement. France and they were later applied in British India.

1662: John Evelyn published a paper titled 20th century: Modern conservation efforts
Sylva in which he advocated the importance of have been present in different countries for
conserving forests by controlling the number of several years. For example, in the USA and in
trees that were cut down and by planting new Costa Rica.
trees to replace the ones that were cut down.

54 Unit 2 | Natural resources and exploring

 Natural resources and exploring

4. Have students reflect on the

use of language and complete
4 Read the sentences. What are the words in bold used for? the activity individually. Invite
volunteers to share their
Forestry is a science that has existed for centuries. answers. Elicit some examples.
Write them on the board.
The more modern conservation movement has existed since 1662
a. Are used to talk about things that happened in the past/ that started
in the past and continues into the present.

b. For /since is used when specifying the amount of time/ when

specifying the starting point. Over 30% of Costa Rica’s
national territory is part of
c. For/since is used when specifying the amount of time/ when a conservation program.
specifying the starting point.

5 Complete the sentences with for or since.

a. Some people have promoted the conservation of natural habitats
since the 5th century.

b. Several scientists have fought to preserve and maintain natural

resources for many years.

c. The paper titled Sylva has been known since 1662.

d. In the United States conservation efforts have been promoted

since the 20th century.

e. Costa Rica has worked to preserve nature and wilderness

for years.

You could have some volunteers share

the strategies they came up with.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand general and specific information in a reading text.
• I know how to use for and since in the present perfect tense.
• To improve, I can...

Session 22 55
23 Stories of conservation Impact of space exploration
Session

Form groups of three or four Do some search on the topic below and fill out the chart. Share your
students. Then, have students information with your group.
do some research and complete
the first two columns. Invite a Space exploration and environmental problems.
speaker from each group to share
their information with the class. What do I know? What do I want to know? What did I learn?

2. Have students read the 1 Listen to the conversation. Answer the questions. 9
statements before you play
the recording. You may play it, a. What is the conversation about?
more than once. Check answers Space exploration and national parks.
with the class.
3. You can tell students to b. What type of conversation is it?
underline the sentences that
justify their answers in activity It is an interview.
2, reread the statements, and
then write their justification. 2 Listen to the conversation again. Circle the correct answer. 9

a. Space exploration may damage national parks. True False

b. Tourism can benefit from space exploration. True False

c. Spaceports would damage national parks. True False

d. Launching rockets may affect cultural sites True False

e. Space Florida is worried about the environment. True False

3 Read the text. Identify and write down the sentences that justify
your answers in Activity 2.
a. Tell us Sylvia; is it possible for space exploration to harm national parks?
Space exploration could pose environmental problems.
b. Space exploration could pose new tourism

c. Well, as some of you may know, the commercial space industry is looking for
approval from the Federal Aviation Administration to build spaceports right
next to two national seashores.
launching rockets over these areas might affect wildlife, historic and cultural
sites, the natural environment, and the visitor experience.
d. Space Florida wants to build a launch complex within Merritt Island
National Wildlife Refuge. If this happens, rocket launches would take place
in airspace over an area that is right next to the most biologically diverse
estuary in North America.
56 Unit 2 | Natural resources and exploring
 Natural resources and exploring

4 Share your answers with the class.

Thomas: Today we are here with Sylvia Grootens, the former managing
director for the National Conservation Programs. We invited her
so she can answer some questions related to space exploration
and national parks. Welcome Sylvia.
Sylvia: Hello Thomas. Thank you for inviting me to your program.
Thomas: Thank you for being here. Ok, let’s begin. Tell us Sylvia; is it
possible for space exploration to harm national parks?
Sylvia: It might sound absurd, but space exploration could pose new
tourism and environmental problems.
Thomas: Why is that?
Sylvia: Well, as some of you may know, the commercial space industry
is looking for approval from the Federal Aviation Administration
to build spaceports right next to two national seashores.
Thomas: But these spaceports wouldn’t be built right on the protected
areas, right?
Sylvia: They wouldn’t be built on the protected areas, but launching
rockets over these areas might affect wildlife, historic and
cultural sites, the natural environment, and the visitor
experience. Not only that, Space Florida wants to build a launch
complex within Merritt Island National Wildlife Refuge. If this
happens, rocket launches would take place in airspace over an
area that is right next to the most biologically diverse estuary in 5. Revise what a formal e-mail
North America. should include: the salutation.
It often begins with Dear
Thomas: Oh, that wouldn’t be good. the title if you know – Mr.
Sylvia: Not at all, because we have to consider that each launch Mrs. Ms. - , person’s name
requires more than one million gallons of water. And also and a semicolon. In the first
imagine waiting for over six months to camp there just to be paragraph, introduce what
interrupted by evacuations due to rocket launches… you are writing about. In
the subsequent paragraphs,
Thomas: Oh! This is terrible! Now Sylvia, can you please explain how the explain the nature of the
potential impact of these spaceports is being evaluated? problem. Be straight to the
point. In the last paragraph
thank the recipient for their
time on your behalf. Finally,
your signature. Monitor
while students work and
5 Imagine the government will build a spaceport next to a protected make sure they write with
area in your state. With a partner, write an e-mail in your notebook correct grammar, spelling and
to the governor explaining why it is not a good idea. You can include punctuation.
the reasons others have mentioned before, but be sure to explain 6. You may draw the last column
how it would affect locally. Give your own reasons too. of the chart from the Explore
section and invite volunteers
to write on the board what
6 Go back to the Explore section and fill in the 3rd column in the chart. they have learned about space
Share your information with your group. exploration and environmental
problems.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand general and specific information from a conversation.
• I know how to communicate ideas in English.
• To improve, I can...

Session 23 57
24 The Biosphere
Session

Draw the graphic organizer on Write the words you think about when you read the word biosphere.
the board. Have volunteers write Share your words with your classmates.
the words they think about when
they read the word biosphere on
the board.

1. Have students read the title 1 Read the title. What do you know about the topic? Discuss.
and elicit what they know
about the topic. Write some Can we build a biosphere?
ideas on the board.
Terraforming is the idea that in the future, humans could control the out was the honeybee because the facility didn’t let in the ultraviolet
temperature, ecology, surface, or atmosphere of another moon or light that bees use to navigate, so they were all found dead in
planet to make its environment similar to Earth so life can exist. the only place where the glass let in the light. Biodiversity really
struggled with this controlled experiment.
There are people that believe terraforming is something that will
happen one day, but others believe that humans shouldn’t interfere This and other similar experiments have shown that moving to
with the nature of other planets or celestial bodies. another planet might not be the best decision and it might not
even be possible, at least not in the short or even medium term.
Terraforming is still nothing more than a dream. Some scientists
It is very important that we conserve the biodiversity on Earth
have said that creating reserves to protect land and ocean areas
and that we fight climate change so we may continue space
so the creatures that inhabit them survive isn’t so different from
exploration. Damages on Earth can affect space missions, just like
building an artificial biosphere. There are scientists who believe that
when Hurricane Florence and other tropical storms delayed a cargo
understanding how to build a functional artificial biosphere in
launch to the International Space Station. When you think about it,
space will help us understand how to help Earth’s biosphere.
space exploration allows us to be conscious of the wonders of
Even though there have been experiments with artificial
planet Earth.
biospheres, they haven’t been very successful.
Back in 1991, a group of scientists carried out a two-year
biosphere experiment. It was named Biosphere 2. It took
place in the Arizona desert. The idea was to create a self-
sustaining miniature replica of Earth with 3,800 species in
it. Eight people participated in the experiment, and they
all survived. They were able to plant a large amount of
sweet potatoes and they ate so many that their skin turned
slightly orange. Life in the facility was, according to one of
the participants, terrible. Ants and cockroaches overran the
place, and over 40% of the species that were introduced to
the biosphere went extinct. One of the first species to die

2 Read the text. Circle the correct answer.

a. The article is about…

1. protecting 2. building a new 3. living in a

biodiversity. biosphere. different planet.

58 Unit 2 | Natural resources and exploring

 Natural resources and exploring

3 Read the text. Underline the words you don’t understand. Decide
which ones are necessary to understand the text. Look up their When you look up the
meaning in the dictionary. Write the word and meaning in your meaning of a word in an
notebook. English-Spanish dictionary
do the following:
4 Read the text again. Correct the information. -Find the word.
a. The Biosphere 2 project lasted two weeks. -Read all the meanings
The Biosphere 2 project lasted two years. and examples.
-Choose the best meaning
b. The experiment was a success. according to the context
The experiment was not a success. and the type of word
(e.g. adjective, adverb,
c. All of the species survived. noun, verb, etc.)

Over 40% the species that were introduced to the biosphere went extinct.

d. Honeybees survived.
Honeybees died because there was no light.
3. Remind students that when
reading a text, there are
e. Space missions can’t be affected by damages on Earth. words that are important to
Space missions can be affected by damages on Earth. understand the meaning of a
sentence or paragraph. These
words are usually content
words (verbs, adjectives,
nouns, adverbs). Also tell
them that before they look
5 Read the text again. Write some questions about the text. up the meaning of the words
they don’t understand in the
dictionary, they should identify
the type of word it is (a noun,
5. You may elicit some questions from different students. Write them on the board.
verb, preposition, adjective,
Make sure the questions are correct and if you notice that they are struggling with
adverb, connector, etc.) because
question formation, make a quick questions revision. Monitor while students work
when they find the word in
and provide any needed assistance.
the dictionary, it will be easier
7. If your partner marked some mistakes, correct them. Make sure students make the for them to choose the correct
necessary corrections. meaning.

6 Exchange your questions with a classmate. Answer the questions.

7 Check your partner’s answers.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand general and specific information from a reading text.
• I know how to use an English-Spanish dictionary
• To improve, I can...

Session 24 59
25 EXPLORATION
New frontiers
Space exploration
Session

As students discuss the question, What do you know about space exploration? Discuss.
encourage them to mention what
they know not just about current
space exploration, but also about
past and future space exploration.
1 Read the text. Circle the correct option.

New Frontiers Program

The New Frontier program consists of space exploration Juno completed its main mission
1.
missions conducted
Before they completebytheNASA to research Solar System in July 2021; however, it will
bodies,
activity,including
you couldPluto,
invite the dwarf planet. The missions are continue to explore the planet
called: NewtoHorizons,
volunteers take turns Juno,
to OSIRIS-REx, and Dragonfly. until September 2025 or until its
Some of the
explain missions
in their have already launched.
own words life ends.
NewwhatHorizons
the text islaunched
about. on January 19, 2006. It is a robotic OSIRIS-Rex launched on
spacecraft created to fly by and study Pluto and its moons September 8, 2016. It is the first
(Charon, Nis, Hydra, S/2011 P1), and expected to head mission that managed to collect a
father into the Kupier Belt to examine a vast region of icy sample from an asteroid. Back on
mini-worlds located at least a billion miles beyond Neptune’s October 20, 2020, the spacecraft
orbit. The space probe was flying by Mars’ orbit on April 7, was touching down on Bennu, an
2006, it was passing by Jupiter on February 28, 2007, it asteroid more than 321 million kilometers
was crossing Saturn’s orbit on June 8, 2009, it was reaching from Earth, and collecting dust and rocks for
Uranus’ orbit on March18, 2011, and it was conducting investigation. The sample will reach Earth in
the study of Pluto and its moons in summer 2015. Its closest September 2023. Bennu is considered an
approach to Pluto was on July 14, 2005. asteroid that could one day
Juno launched on August 5, 2011. It was conducting deep threaten Earth.
space maneuvers in August and September of 2012. It Dragonfly will launch on 2026.
returned to pass Earth in October 2013. It used Earth’s This mission will visit Saturn’ moon
gravity to propel itself toward the Jovian system in order to Titan. It is expected to launch on
set course to Jupiter. It was reaching Jupiter in July 2016. 2026 and to arrive to its destination on 2034.

a. New Horizons is….

1. a spacecraft 2. a robot built to 3. a robotic
built to land in study Pluto spacecraft built
Pluto to study Pluto

b. The Kupier Belt is…

1. close to the 2. very far from 3. Close to
Earth Neptune Neptune.

c. Juno’s main mission lasted…

1. over a year 2. 14 years 3. 11 years

d. Bennu is…
1. a possible risk 2. a small asteroid 3. an asteroid that
for Earth is close to Earth

e. The Dragonfly mission….

1. will last 8 years 2. lasted 8 years 3. explored the
Moon

60 Unit 2 | Natural resources and exploring

 Natural resources and exploring

2 Read the excerpt from the text in Activity 1. Underline the correct
information. The simple past and the
past progressive are used
Juno launched on August 5, 2011. It was conducting deep space to show how two past
maneuvers in August and September of 2012. actions are connected.
The first sentence is in simple past / past progressive. The second The simple past is used to
sentence is in simple past
past/ past progressive. talk about an action in the
3 Read the information in the Language tips box. Use the timeline to past.
represent the simple past and the past progressive. The past progressive is
used with actions that
past progressive simple past were already in progress
at a certain time in the
Past Present Future past.

4 Read the sentences from Activity 2 again and complete the

information.
3. Draw the timeline on the board
The past progressive is formed as follows: and have volunteers complete
it. Write some other examples
subject + was /were + verb + ing using past progressive and
simple past and encourage
them to identify the moments
in time depending on the
verb tense that is used. Elicit
5 Complete the sentences with the correct form of the verb. different examples from
volunteers to check their
a. Scientists were analyzing ( analyze) the space rocks, when the understanding.
mission ended (end). 4. Make sure everyone
understands the structure and
b. Astronaut Douglas couldn’t go ( can no go ) on the space the use of past progressive
before you continue onto the
mission because he was (be ) sick. next activity.
6. Monitor while students discuss
c. American and Russian astronauts worked (work) together in a space their ideas. Take notes of any
mission when they were living (live) in the spacecraft for a while. common mistakes so you may
address them before the end of
d. Some astronauts that participated (participate) in the International the session.
Space Mission were conducting (conduct) several experiments in space.

e. Japan and Turkey signed (sign) an agreement of

cooperation in space activities for peaceful purposes while the
Japanese Space Agency was planning (plan) other missions.

6 What do you think about space exploration? Discuss with a group

of classmates.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand the difference between the simple past and the past progressive.
• I know how to use the simple past and the past progressive.
• To improve, I can...
You could have a volunteer read the statement. Encourage students to reflect on the statement and think about something
they can do to improve and write it down in their notebooks. You can help them by writing some questions on the board,
e.g. What do I still need to learn or practice to be able to use the past progressive?
Session 25 61
26 New frontiers Dwarf planet Pluto
Session

You could read the question aloud What did you learn about space exploration in the previous lesson?
and then form small groups for Share your ideas with a group of classmates.
students to discuss it. Encourage
them to remember what they
learned during the previous
session. Assist with vocabulary
as needed. Elicit ideas from each 1 Read the text. Circle the correct answer.
group and write them on the
board, see how much information
they are able to recall. To Pluto And Beyond
The fastest way to Pluto from Earth requires heading past Jupiter.
This giant planet’s gravity can “slingshot” a spacecraft toward the
outer solar system.
There are several reasons why the New Horizons science team was
trying to reach Pluto as fast as possible. One of the most important
reasons is related to its atmosphere. Scientists
noticed in 1989 that Pluto was moving farther from
the Sun, this means that it gets less heat every
year, and this might cause its atmosphere to
stop being what it currently is.
When the New Horizons probe was
passing Jupiter on February 28, 2007,
the giant planet was in a position
that allowed it to explore details
that hadn’t been seen before. The
combination of trajectory, technology,
and timing, allowed this important
data to be sent to Earth. New
Horizons was making more than 700
observations of the Jovian system
while Jupiter’s gravity was helping
the probe boost its speed and save
three years off its trip to Pluto.
While the spacecraft was still traveling
towards Pluto and its moons, it was already taking data. When
Pluto was about 105 million kilometers away, the cameras on the
spacecraft were making the first maps. Once the spacecraft passed Pluto
and Charon, its largest moon, it turned to look back at the Earth and the
Sun. As it was looking back, it measured Pluto’s atmosphere. The spacecraft
then continued towards a Kupier belt object named Arrokoth where it did
something similar to what it did when it encountered Pluto.

a. Why did scientists try to reach Pluto as fast as possible?

1. Because it was 2. Because it was 3. Because it was
getting warmer. very far. getting colder.

b. The word boost means…

1. increase 2. lower 3. depress

c. New Horizons…
1. lands in Pluto 2. registered 3. got back to
important data Earth

62 Unit 2 | Natural resources and exploring

 Natural resources and exploring

2 Read the sentences. How are the words in bold used? Underline the
correct phrases. When while is used
between two sentences
While scientists were studying Mars’s atmosphere, they had to stop there is no comma.
the project.
The space engineers were repairing the spacecraft while the astronauts 2. Depending on your class’
were training. level, you may want to have
students complete this activity
When the spacecraft landed, it was running out of gas. individually or in pairs. Monitor
while they work and help as
They were collecting data when the probe crashed. needed. Remind students to
a. While is followed by a sentence in the simple past/ the past read the sentences in order to
identify how the words in bold
progressive. are used. Elicit the answers and
b. While is used when two actions were happening at different clarify any doubts.
moments/ simultaneously.
c. While/When is used when an action interrupts another action.
d. At the beginning of the sentence, when is followed by a sentence in
the simple past/past progressive.
e. In the middle of the sentence, when is followed by a sentence in the
simple past/past progressive tense.

3 Put the words in the correct order.

a. landed / doing / man / the / When / transmission. / to / what / they /
first / TV / the / watch / people / stopped / the / on / were / Moon
When the first man landed on the Moon people stopped what they
4. Encourage students to reflect
were doing to watch the TV transmission. on the question and write
down their ideas. Set a time
b. The / scientists / decoding / it. / were / was / while / data / spaceship / limit. Then have students get
collecting / some into small groups to share their
reasons. Monitor while they
The spaceship was collecting some data while scientists were decoding it. talk and identify any mistakes
so you can address them at
c. center, / arriving / we / was / While / space / landing. / spacecraft / the the end of the session. You
/ the / were / at could also end the session by
having a class discussion where
While we were arriving at the space center, the spacecraft was landing. volunteers share their opinions
4 Do you think space exploration is important? Why? Write with the rest of the class.
some reasons in your notebook and share then with a group of
classmates.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand how to use the simple past and the past progressive with while.
• I know how to express my opinion.
• To improve, I can...

Session 26 63
27 Amazing space
Session

If students need to fact check What do you know about space exploration?
before they complete the activity, Check the statements that are true.
you could ask them to use their
phones. Space exploration is very cheap.
✔ Space shuttles need 1.9 million liters of fuel to launch into space.
✔ In the 1950s Russians sent a dog to orbit the Earth.
✔ The Russian astronaut, Yuri Gagarin was the first human in space.
The Americans walked on the moon in 1958.
In 1986, Space Shuttle Discovery exploded shortly after launch.
Share your answers with the class.

1. Encourage students to first 1 Listen to the conversation. Choose the correct answer and share
focus only on listening. Then, them with a partner. 10
you can invite volunteers to
share what they understood a. What was the girl doing yesterday?
from the conversation. Next, go
over the questions and answers 1. Reading 2. Watching a 3. Studying for
and play the recording again so documentary an exam
they can answer.
b. Where was the boy looking for information about NASA missions?
1. in a magazine 2. on the web 3. on the NASA
website
c. According to the boy when will the next launch of the New Frontier
Program take place?
1. In 2026 2. In 2024 3. In 2036
d. What’s the boy’s passion?
1. space shuttles 2. space 3. New Frontier
exploration Program
2 Listen to and read the conversation to confirm your answers.
Correct any mistakes. 10

Estela: What were you doing yesterday afternoon? Were you studying for our test?
Juan: Oh no! I wasn’t studying. I was watching videos and reading all afternoon.
Estela: Really? What were you watching?
Juan: I was watching rocket launches.
Estela: Oh right, I had forgotten that you love everything space related.
Juan: I do! When I was looking for my notes, an article about NASA’s New Frontier program
distracted me. Before I knew it, I was searching the web for videos and new information
about its missions. Did you know there is a mission that will launch in 2026?
Estela: I didn’t know that, I thought they had completed all their missions.
Juan: Last time I read, the mission that took a sample from an asteroid was still traveling back
to Earth.
Estela: I think you mentioned that before, but I might not have paid attention, sorry.
Juan: Don’t worry. I sometimes I talk too much about space. And did you know the USA has been
the first country to reach every planet from Mercury to Neptune with a space probe? The
aim of New Horizons was to complete this initial exploration of the Solar System, now that
they have reached Pluto and beyond, who knows what will come next.

64 Unit 2 | Natural resources and exploring

 Natural resources and exploring

4 Read the text. Underline the sentences or questions in the simple

past in blue, the ones in past progressive in red and use green for
the ones in the present perfect.
4. Before they complete the
activity, elicit examples in
5 Share your answers with a classmate. simple past, past progressive,
and present perfect and write
them on the board.
5. Monitor while students share
their answers. Elicit answers
6 Complete the sentences using verbs from the box in their correct from volunteers and have
form (simple past, past progressive, or present perfect tense). the rest of the class agree or
disagree with the answer given
spend say be travel cost by their classmate, e.g. Raise
your hand if you used red
1. Yuri Gargarin traveled to space in 1961. to underline What were you
watching? / What tense is this
sentence in?/ etc. Correct as
2. Over the last decades, there have been enormous advances in necessary.
the field of space exploration.

3. The Apollo 11 mission cost more than 25 billion dollars.

4. Some people have said that the moon landing was faked.

5. NASA spent millions of dollars trying to create a pen that

could work in zero gravity.
6. Have volunteers write the
7 Do some research on your own and write some facts about space sentences on the board.
exploration. Check and correct as needed.
7. If necessary, ask students to
research and write down their
facts as homework.

8 Share your information with a group of classmates.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand the difference between the simple past, past progressive, and present perfect tense.
• I know how to look for information.
• I know how to write some facts about space exploration.
• To improve, I can...

Session 27 65
28 Visiting places A great trip!
Session

You could also invite students to Make a list of places you would like to visit.
share the places they would like
to visit and write them on the
board and determine what place
most students would like to visit.
Share your list with a group of classmates. Find out if you have the
same interests.

1 Look at the text. Say what type of text it is and what type of
language it uses.

An e-mail. Informal language.

2 Look at the text again. Label the parts of the text.

address To: [email protected]

Last vacation
subject Dear Chris,
On my last vacation I went to three different countries. Instead of staying in hotels, I stayed with some friends I met
online. We all met in Egypt and traveled together. It was a lot of fun. The itinerary of our trip was planned by me.
First, I went to Egypt. I went to see the Pyramids of Egypt. They were built over 5000 years ago. That’s ancient!
Opening Then, I went to China. I took a plane from Egypt to Beijing. I had to stay one extra day in Egypt because the
international flight was cancelled due to unfavorable weather. I visited the Great Wall of China. It was built in
200 BC. We also traveled by train in China and it was a real adventure. When we got to our compartment, it was
occupied by some very loud tourists. However, we realized we were trying to get into the wrong compartment.
Body I cannot forget the wonderful canyons, mountains, cliffs, and rivers we saw as we were taken along 1,096 km of
railroad.
Our last stop was India. When we got to the Taj Mahal, I could only wonder who had it been built for, an emperor
or a king? It turns out it was commissioned by Emperor Shah Jahan in 1632. It was built to be the tomb of his
favorite wife.
closing This was really a great vacation. Many other things happened, but I prefer to tell you next time I see you.
Best,
Ramón
signature
Send Send Later Cancel

1. Students do not need to do an 3 Read the e-mail. Choose the correct answer.
in-depth reading to complete
this activity. a. Ramon visited several places True False
2. If necessary, write the words
(in a different order) address, b. Ramon knew the people he traveled with very well. True False
subject, opening, body, closing,
and signature on the board. c. There was bad weather in Egypt. True False
3. As you check the answers,
encourage students to mention
the sections of the e-mail
d. The last country they visited was the Taj Mahal True False
that allowed them to find the
answers. e. He and his friends didn’t have a good time. True False

66 Unit 2 | Natural resources and exploring

 Natural resources and exploring

4 Read the sentences. Underline the word or words that best

complete the statements.
a. The itinerary of our trip was planned by me.

b. The international flight was cancelled due to unfavorable weather.

c. The compartment was occupied by some very loud tourists.

The sentences are in the active voice/ passive voice.
The sentences are in the present/ past.

5 Complete the chart below with sentences from Activity 3. 5. Draw a similar chart and have
volunteers complete it to check
Subject Verb to be Past participle rest of the
the sentence
answers.
The itinerary of our trip was planned by me
The international flight was cancelled due to unfavorable weather
The compartment was occupied by some very loud tourists.

6 Change the sentences from active voice to passive voice.

a. Leonardo Da Vinci painted the Mona Lisa. 6. Check the answers and make
sure everyone understands
The Mona Lisa was painted by Leonardo Da Vinci. how to express ideas using
the passive voice. You can
b. Pedro Ramirez Vazquez built the Anthropology museum. elicit other examples from
The Anthropology museum was built by Pedro Ramirez Vazquez. volunteers or write some
sentences in passive and
c. Michelangelo created the David sculpture. active voice on the board and
have students identify which
The David sculpture was created by Michelangelo. sentences are passive voice and
which are active.
d. The eruption of the Vesubius destroyed the ancient city of Pompei.
The ancient city of Pompei was destroyed by the eruption of the Vesubius.
e. Hammurabi ruled the ancient town of Babylonia.
The ancient city of Babylonia was ruled by Hammurabi.

7 Think about some historical places you have visited in your

community or your state. Write some sentences about them.
Use the passive voice in the past tense.
7. Monitor while students work
and provide any needed
Self-assessment assistance. Have volunteers
share their sentences with the
Read the statements. In your notebooks, write if they are true for you and rest
why.
of theInclude
class. Correctwhat
you can do to improve. as needed.

• I know the different parts of an e-mail.

• I understand how to write sentences using the passive voice in the past.
• To improve, I can...

Session 28 67
29 Traveling
Session

Students could write a list of What are the activities you like or you would like to do when you
activities they like and have done travel? Make a list.
before and another one with the Share your list with your classmates.
activities they would like to do.

1. Ask students to close their 1 Listen to the conversation. What are they talking about? What type
books so they focus only of conversation is it? 11
on listening.
2. Have students cover the
Traveling. It is an interview.
conversation in Activity 3 so 2 Listen to the conversation again. Check some of the places they
they focus only on listening as
they complete the activity.
mention in the conversation. Then, complete the sentences. 11

3. After you have checked the ✔ France Italy ✔ Suriname ✔ New Zealand
answers, invite volunteers to
share what made it easy or ✔ Belgium ✔ Canada Australia
difficult for them to understand
the conversation and complete a. The next destination she is going to visit is Canada .
Activity 2.
b. She didn’t visit New Zealand .

c. She wants to rent a car and travel across any country.

d. He doesn’t like camping .

3 Read the conversation to confirm your answers. Share your answers
with the class.

Jerry: Hello everyone. Today we are here with one of our program’s favorite artists, Lou!
Welcome Lou.
Lou: Thank you Jerry for the invitation.
Jerry: It’s always a pleasure. So, let's start asking you: You like to travel, don’t you?
Lou: Yes, I do.
Jerry: I remember you once told us the first country you visited was France, wasn’t it?
Lou: No, it wasn’t. It was Belgium.
Jerry: You are right! Well, please tell us about the countries you have visited.
Lou: Belgium, France, The United Kingdom, Germany, Portugal, Austria, Denmark, Turkey,
Japan, and Suriname.
Jerry: Wow! That's fabulous, and you will share with us which destination is next, won’t you?
Lou: Yes, I will. I am hoping to visit Canada next.
Jerry: You had previously mentioned, that you wanted to go to New Zealand, hadn’t you?
Lou: Yes, I had.
Jerry: But, you visited New Zealand, didn’t you?
Lou: Sadly, no, I didn’t. But it is definitely one of the countries I want to visit as soon as I can.
Jerry: Before we end today’s short interview, you can share with our listeners what your most ideal
holiday is, can’t you?
Lou: Yes, I can. If I could choose, I would love to rent a car and travel all across any country
I can visit. I would love to try different accommodation during the trip. But, staying in a tent
in the middle of nowhere in a foreign country sounds great, doesn’t it?
Jerry: Well, camping is not for me, but I am sure others might enjoy it. Thank you for your time Lou.

68 Unit 2 | Natural resources and exploring

 Natural resources and exploring

4 Read the underlined sentences in the conversation. Complete the

explanation.
4. Elicit the answers from
• Tag questions or question tags, turn a statement into a question . volunteers and clarify any
They are usually used for checking information that we think we know is doubts, before you give any
true. extra examples, have them
complete Activity 5.
• Usually if the main clause is positive, the question tag is negative .
• If the main clause is negative, the question tag is positive .

5 Complete the chart below.

5. Draw a similar chart on the
Present simple be She’s Irish, isn’t she ? board and have volunteers
complete it to check the
Present simple other verbs They live in Pisa, don’t they ? answers. Then, rewrite the main
clauses so they are negative
and have volunteers complete
We’re visiting the museum the tag questions, e.g. She isn’t
Present progressive
tomorrow, aren’t we ? Irish, is she?
6. Elicit from students the ways
Past simple ‘be’ It was rainy last Sunday, wasn’t it ? in which we can answer tag
questions, use the questions
Nico went to Europe last in Activity 5 as examples, e.g.
Past simple other verbs She’s Irish, isn’t she? Yes, she is.
month, didn’t he ?
or No, she isn’t.
They were waiting at the bus 7. Monitor while students ask and
Past progressive
station, weren’t they ? answer questions. Take note
of any common mistakes and
My parents have been to address them at the end of the
Present perfect
Vietnam, haven’t they ? session.

Modals He can fly to Toronto, can’t he ?

6 Think of an interesting topic (food, movies, music, preferences, etc.)

and write some tag questions to ask a partner.

7 Ask your questions to a partner. Answer their questions.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand what a tag question is.
• I know how to use tag questions.
• To improve, I can...

Session 29 69
30 On Vacation
Session

You could share where you went Where did you go on your last vacation? Discuss with a group
on your last vacation too. of classmates.

1. Accept all predictions and write 1 Read the title of this lesson. Look at the pictures. Predict what the
them on the board. conversation will be about.
2. You may want to go over the
questions before students 2 Listen to the conversation. For each question, fill in the missing
listen. Then ask students to information in the spaces. Write no more than three words. 12
listen to the conversation
without attempting to answer Itinerary
the Activity. Then, play the
recording again for them 1st city she visited Thebes/Thebes in Greece
to complete the Activity. If
necessary, pause the recording 2 city she visited Istanbul
nd

to help students focus their

attention and answer. 3rd city she visited Memphis/Memphis in Egypt
4. Invite students to reflect on 3 Listen to the conversation again. Answer the questions. 12
what makes it difficult or
easy for them to understand a. The girl was….
a conversation when they
only listen to it. Check which 1. on a vacation trip 2. on a field trip 3. on a holiday
predictions were accurate.
b. The girl…
1. didn’t like her 2. hated her 3. enjoyed her
vacation vacation vacation.

c. What is the relationship between the two girls?

1. They are friends 2. They are 3. They are
acquaintances enemies
4 Read the conversation. Check your answers.
Paty: Where did you go on vacation? You did go on a trip, didn’t you?
Lili: Yes, I did. I went to several places. The first city I visited was Thebes, in Greece.
Paty: Oh, Hercules and Oedipus were born there, weren´t they?
Lili: Yes, those mythical heroes were born there.
Paty: Where else did you go?
Lili: I went to Istanbul.
Paty: Istanbul was called Constantinople, wasn’t it?
Lili: Yes, it was, but it was called Byzantium first.
Paty: It hasn’t been called Istanbul for long, has it?
Lili: No, it hasn’t. It wasn’t called Istanbul until the 20th century.
Paty: Did you go anywhere else?
Lili: Yes, I did. I went to Memphis.
Paty: That’s in the United States, isn’t it?
Lili: Well, there's a Memphis in Tenesse, USA, but the Memphis I visited is in Egypt. It’s the city
where the Rosetta Stone comes from.
Paty: Oh, that’s what allowed Egyptologists to finally decipher Ancient Egyptian Hieroglyphics,
wasn’t it?
Lili: Yes, it was!
Paty: Wow, you sure seem to have had a lot of fun.
Lili: I did have a lot of fun. You should travel with me next time.
Paty: I’d love to. Thanks.

70 Unit 2 | Natural resources and exploring

 Natural resources and exploring

5 Check the features of dialogs.

✔ Include questions 5. You can direct students to the
✔ Include exclamatory sentences dialog on page 70 to help them
complete the activity.
Is written in passive voice

6 Put the steps to write a dialog in order.

2 Make an outline. 7. Students can look at other
dialogs in the unit to get ideas
3 Arrange the ideas in logical order. for their own dialog. Remind
them to follow the steps to
1 Think about the topic. write a dialog in Activity 6, they
already have the topic, a trip.
Once they have their outline,
they can focus on writing the
dialog. Remind them to include
7 In pairs, write a dialog about a trip in your notebook. Make sure tag questions and to make
you include grammar structures that you have learned in this unit. sure the grammar, spelling,
Include tag questions. and punctuation are correct.
Provide any needed assistance.
If necessary, brainstorm what
8 You are going to make a video of your dialog. Decide when, where, the dialog could include,
and how you will make your video. for example places to visit,
activities, food, etc.
9 Practice your dialog. 8. Students can use their phones
to record their dialog.
10 Record the video of your dialog. 9. Remind them to practice before
they record the dialog.
11. Make sure you have the
11 Present your video to the rest of the class. necessary equipment so you
can project students’ videos
during class.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand the main features a dialog should include.
• I know how to write a dialog.
• To improve, I can...

Session 30 71
31 Exploring near and far - Coral reefs
Session

After students share their Do you know what coral reefs are? Write a definition using your own
definitions, you can also come words. Share it with your classmates.
up with a definition the whole
class agrees on and write it on
the board. Ask them to keep their
definition because they will use it.
1 Read the text. Complete the information below.

What Are Coral Reefs?

Coral reefs are structures that live underwater. They are composed of the skeletons of marine
invertebrates called coral. Scientists have found solitary fossil records that show corals have
existed from more than 400 million years. These extremely ancient animals have evolved into
the forms we are now familiar with over the last 25 million years. The species that build reefs
are “hard” corals. They extract calcium carbonate from seawater. This allows them to create
a hard exoskeleton that protects their soft bodies. Corals have also evolved to other species
known as “soft” corals. These corals do not build reefs. Soft corals are flexible and often
resemble trees and plants.
Polyp is the name given to each individual coral. Polyps exist on the exoskeletons of their
ancestors. They add their own exoskeleton to the coral structure. This means that the corals
we see today, have existed for a long time, and they are the result of their reproduction.
The biggest coral reefs that have been found are located in clear, shallow waters of the
tropics and subtropics. The largest coral reef system is the Great Barrier Reef in Australia.
Australian scientists have recently discovered a detached reef that measures more than
500m high. This is the eighth detached reef that has been found in the area since the
late 1800s.
There are corals all over the world’s oceans. Only about 20 percent of the ocean’s floor has
been explored. As scientists continue to explore the oceans, they have found previously
unknown coral reefs, and they will probably continue to find more.

1. After students have completed

the activity, you can have
volunteers share what the
purpose of the text is and the a. Coral reefs are skeletons of marine invertebrates .
strategies they used to find the
information to complete the b. Coral reefs live under the water .
sentences.
2. If you also made a whole c. Coral reefs have existed for more than 400 million years .
class definition, discuss how
accurate it is and add or
remove information based on d. There are hard and soft corals.
the reading.
e. The largest coral reef system is in Australia .
2 Now that you have read the text, look at the definition you wrote
at the beginning of the lesson. How accurate is it? Rewrite your
definition and include details you learned from the reading.

72 Unit 2 | Natural resources and exploring

 Natural resources and exploring

3 Look for information about the Mesoamerican Barrier Reef.

3. You may need to plan ahead
Make some notes. so students can complete this
activity during class. Perhaps
4 Share your information in small groups. students can use their phones
or, if available, tablets or
5 Organize the information to make a summary about the topic. computers to research the
required information. Form
small groups, 3 to 4 students.

6 Write the summary. Check the grammar, spelling, and punctuation.

6. Once they’ve organized their

information, remind students
to read their information
again. Break their information
down into sections. Identify
the key points in each section.
Write the summary. Check
the summary to make sure it
contains the same ideas as the
original sources they consulted.
Remind them to use their own
words and to avoid inserting
their own opinions. Monitor
while they work and provide
any needed help.
7. You can ask students to break
down their summary so every
member of the group gets to
read a section.
8. Encourage everyone to
7 Read your summary to the rest of the class.
share something new they
learned, you could even share
8 Have a class discussion where you share something new that you something you learned during
learned about this topic. this session.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand information from reading texts.
• I know how to look for information from different sources.
• I know how to organize information.
• I know how to write a summary.
• To improve, I can...

Session 31 73
32 Taking action
Session

Once they have completed the Write all the words that come to your mind when you think about
mind map in their books, you can coral reefs.
create a whole class mind map
by eliciting ideas from different
students. Coral reefs

In groups, share your information.

1. You can help students identify 1 Read the text. Identify and write the main ideas.
the main ideas by telling them
they can ask themselves “What
is the most important idea in
the paragraph?” The can also
What Do Coral Reefs Need?
Coral reefs are one of the most diverse to specific disturbances such as small
read the information in the
Language tips box. Main ideas ecosystems in the world. They have changes in temperature, light, and other
in this text could include: The been called the “rainforests of the environmental changes.
benefits of coral reefs. /The sea” because of the diversity of They need clean water. Dirty water doesn’t
needs of coral reefs. life that is found in the habitats allow sunlight to reach the corals, and they
created by them. Not only are depend on the tiny algae that grow inside
they beneficial to life underwater, them to photosynthesize and provide food.
they are also beneficial to life on Each species of coral needs a particular
earth. They protect coastlines temperature range in order to survive. Hard
from erosion and storms, and corals prefer water temperatures that go
they provide jobs for local from 23 ºC to 29 ºC. However, some have
communities. They have also survived in temperatures as low as 20 ºC and
been used for recreation, they have as high as 32 ºC. Research has found that
provided food for many years, and corals can adapt to a moderate rise in water
scientists have now also extracted temperatures when they are healthy.
substances from sponges and corals that A variety of wildlife has to be part of
fight infectious bacteria. In order to keep any healthy coral reef ecosystem. Without
the marine ecosystem healthy, scientists fish and sea turtles, for example, the
have made copies of these substances on algae populations grow too much until
laboratories and used them to create new they overtake the coral reef. It has been
antibiotics. determined that too much algae and too
Coral reefs have proven to be resilient many microbes make reef habitats unhealthy
structures, however, they are sensitive and may eventually destroy them.

74 Unit 2 | Natural resources and exploring

 Natural resources and exploring

2 Compare your information with a partner.

3. Make
The sure everyone
main idea ofisa text
is able
thetocentral
identify apoint
main or
3 Share your information with the class. idea and understand whywants
thought the author
it is a main idea.
to communicate to the
readers.

4 In groups, think about some actions to protect coral reefs in

Mexico. Make some notes. 4. You can ask students to
research the biggest problems
5 Write your proposals on the lines below. coral reefs in Mexico are facing.
5. Remind students to write
6 Read your proposals to the class. complete sentences and to
check their grammar, spelling,
and punctuation. They can use
7 Vote for the five best proposals. Talk about the reasons why those a dictionary if they need to.
proposals are the best. Provide any needed assistance.
6. All groups must share their
proposals. You can have a
member from each group write
their proposals on the board
so everyone can read all the
proposals and you can vote.
7. As students vote, encourage
them to share why they think
their chosen proposals are the
best. You could share your own
opinion, too.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand main ideas from a reading text.
• I know how to make proposals.
• To improve, I can...

Session 32 75
 Project
Research Project
An Adventure Trip
1 Work in groups. Discuss the questions.
With books closed, you could
inviteWhat
studentsdoesto share the
what they
word “adventure” mean to you?
think about the word “adventure”
What
and what elements
that word means or situations do you think would be part of an adventure
to them.
trip? Give reasons.
Tell students that they will now
2 Based on your discussion, make a list of things and experiences that
use some of the strategies they
learnedwould be essential
and practiced throughout for an adventure trip.
the unit to complete their project.
3 Use
Remind themdifferent and reliable sources of information to find out about
that they will gather
places
information where
in order to plan one could find the things and experiences you listed
and decide on a class adventure
previously. Each team member researches a different place, makes
trip. Tell them they can include
notes and
not just written information,shares them with the team. Use the following questions to
focus your
but also images, pictures, or research.
data. Tell them to organize their
Placeand pictures in a way
information Cost time to get there
that will allow others to
Activities to do there see what Ideas to make this an adventure
they found out and understand
the kind of tripto
or experiences trip
Sites visit
they are proposing.
Choose
4 Share a date forandtheir discuss your research with your group. Plan and decide a
presentations. After everyone has
class
presented theiradventure
research, invite trip.
students to share which places,
activities, and experiences they
find the most appealing. Have
everyone vote and share their
opinion and together plan and
Co-evaluation
decide on a class adventure trip.
Co-evaluation
Namecan answer the co-
Students Yes No
evaluation with the groups they
worked with on their projects.
• Participated If
in group discussion
necessary, go over the sentences
and clarify any doubts.
• Used information and technologies appropriately
to research the topic

• Finished the task on time.

• Clearly presented the work to the class.

We could improve at:

76 Unit 2 | Natural resources and exploring

 Unit 3 Diagnostic Test
1 Write the verb in past perfect or simple past.
a. We had already eaten when Linda came (come) home.

b. When she got (get) to the airport, she realized she had forgotten (forget) her passport.

c. It rained (rain) all day yesterday.

2 Complete sentences in the third conditional.
a. If he had studied (study), he would have passed (pass) the exam.

b. We wouldn’t have gotten (not get) married if we hadn’t gone (not go) to the same university.

c. If I hadn’t traveled (not travel) to France I wouldn’t have met (not meet) them.
3 Choose an appropriate transition word.
a. -they worked hard, they couldn’t complete the project in time.
1. However 2. Even though 3. Since

b. Many water sources are polluted improper waste disposal.

1. as a result of 2. for example 3. as

c. As a matter of fact , nicotine addiction is the main reason people smoke.

1. As a result of 2. Even though 3. As a matter of fact

d. The movie had good reviews, , it was very long.

1. first 2. besides 3. however
4 Write the correct word to complete the sentences.
a. The man, who was speaking loudly on the phone, was a journalist.
who
whose b. I like the paintings that are displayed at the Modern Art Museum.

which c. She was the person whose phone was stolen.

that
d. We are planning to grow roses, which we find quite beautiful.
5 Write a check next to the correct sentences.
a. We might go to the party tomorrow night. ✔

b. She must decide to join us if she wants to.

c. He could call you back tonight. ✔

d. They need to study if they want to pass the test. ✔

e. This may be the right place. I am certain of it.

6 Rewrite the incorrect sentences from the previous activity.
She may decide to join us if she wants to. This has to be the right place. I am certain of it.

Unit 3 | Diagnostic Test 77

 Unit purpose
• To talk and compare past
events such as visits to
an archeological place

cience to research and gather

t and S information on how science

s
The Pa
has progressed; to take
notes and to read about hi-
tech food.

Competences
Generic Disciplinary
• 1.4 Take on informed and • C11 Communicates in a foreign
responsible behaviors and decisions. language using a logical oral or written
• 4.5 Use information and discourse in agreement with the
communication technologies to communicative situation.
obtain information and express
ideas in a responsible and respectful
manner.
• 7.3 Integrate concepts from different
areas of knowledge.
• 8.1 Pose problems and offer
alternative solutions when
developing projects in teams and
define a course of action with
specific steps to follow.

78
 PROJECT
Research projec
t to solve health
End of Term Pr issues.
oject
Introduction to
a Science Projec
t

Learning outcomes
By the end of the unit, I will be able to:
• identify and understand specific data and concepts in an
oral or written text that refers to the past
• identify main and secondary ideas in oral and written texts
• Use the third conditional, the past perfect, and the simple
past accurately
• analyze how important conservation of places and animals
in the planet is
Extra help:
• Quizzes 1 & 2 117 - 118
• Unit’s glossary. 121
• Grammar reference 125
• List of verbs 127 - 128

79
33 THE PAST
Learning from the past
Discoveries
Session

You may elicit some of students’ Is washing your hands important? Why? Discuss
answers and write them on the
board.

1 Read the text. Circle or highlight the answer to each question.

Tell students they can look up

the meaning of unknown words A Lesson From The Past
in the
One ofdictionary.
the phrasesHavewestudents
constantly heard once the COVID-19 Eventually, he noticed that every morning at the hospital doctors and
do the activity
pandemic was individually.
declared was Then,
“wash your hands”. We now know students worked with cadavers performing autopsies as part of their
have them compare their answers
that washing our hands can help us avoid spreading illnesses like training. After they had spent the morning doing that, doctors and
with a classmate
coronavirus anduenza,
and infl finally have
but how did we learn this? Have we students then attended women at the maternity ward. The midwives
them answer
always known? the questions. Invite didn’t work with cadavers. Once he had identified this difference,
volunteers to share their answers
Back Dr. Semmelweis proposed the hypothesis that “cadaverous particles”
withinthethe 1840s, Hungarian physician Ignaz Semmelweis had
class.
noticed that many new mothers died from a disease called childbed from the dead bodies contaminated the new mothers and caused
fever. It didn’t matter if the women got the best available care; they the fevers. Back then doctors didn’t have to wash their hands before
got sick and died a short time after giving birth. Dr. Semmelweis seeing a patient, and Louis Pasteur and Joseph Lister still hadn’t
worked in Austria in the Vienna General Hospital. In this hospital, published their work on germs.
there were two maternity wards. Male doctors worked in one of Although he didn’t know exactly what was causing the problem, all
the wards and female midwives worked in the other one. Before he students and doctors who worked for him at the Vienna General
started testing his hypotheses, he had determined that the mortality Hospital had to wash their hands. Once the staff had begun sanitizing
rate of women under the care of doctors and medical students was themselves and their instruments, the mortality rate in the doctor’s
more than double that of the midwives. He had observed that fewer maternity ward decreased significantly.
women died from childbed fever when midwives delivered the babies. Even though handwashing had proved to be effective, the medical
He investigated if the woman’s body position during childbirth had community rejected Semmelweis’ proposal, and the hospital stopped
caused the fever. He had also considered that the embarrassment mandating the staff to wash their hands. His ideas weren’t really
of being examined by a male could cause the fever. He had also accepted until he had died. Two years after his death, Joseph Lister, a
examined the possibility that new mothers had been scared to death. Scottish surgeon, talked about sanitizing hands and instruments to stop
infectious diseases. Semmelweis’ ideas also played an important role
on the development of germ theory.

1. What happened to many women after giving birth?

2. What was different in the two maternity wards at the Vienna General
Hospital?

3. Which of the following statements is correct?

4. What was Dr. Semmelweis hypothesis?

5. What did Dr. Semmelweis ask doctors who worked for him to do?

80 Unit 3 | The Past and Science

 The Past and Science

2 Read the excerpts from the text in Activity 1. Complete the

information below.
2 & 3.past
The Have perfect
students doisthe
formed
Hungarian physician Ignaz Semmelweis had noticed that many new activity individually. Tell
as follows:
mothers died from a disease called childbed fever. them that before they
answer the questions they
The first action is in the past perfect. The second action is had +have
pastto refl ect on how
participle
in the simple past . language is used.
4. Have
It students work
is possible in pairs
to use
3 Read the following information. Then, read the text in Activity 1 and share their answers.
contractions.
again. Underline the past perfect and simple past sentences. Tell them they can read the
information in the Language
The past perfect is used to talk about something that happened before Examples:
tips box to clarify any doubts.
another action in the past. The past perfect is used to show the earlier Write the following example on
action and the past simple to show the later action. the board:
He’d Hungarianhis
published physician
first
Ignaz when
book Semmelweis
he washad noticed
50
4 Share your sentences with a partner. that many new mothers died
years. old.
from a disease called childbed
fever. Invite a volunteer to go
to the front and explain how
the past perfect is formed and
when it is used. Clarify any
doubts.
5 Complete the sentences with the correct form of the verb
in parentheses.
a. I couldn’t ( can no) see the doctor because I had
forgotten (forgot) to make an appointment.
5. Before this activity, write
b. Nadia looked (look) very sick, but I didn’t know what different verbs in the infinitive
had happened (happen). form on the board. Invite
volunteers to write the past
participle of each of the verbs.
c. When Sue enrolled (enroll) on the course, she had
Correct any mistake. Have
never studied (study) Anatomy. students complete the activity.
Invite students at random to
d. The principal had left (leave), when my parents arrived write the answers on the board.
(arrive) to school. 6. Form groups of three or four.
While students work, go around
the classroom and make sure
e. Dr. Semmelweis died (die) before doctors had they are using the past perfect
accepted (accept) his proposals. and the simple past. Tell
students to make a list of what
6 What did you learn about personal hygiene during the COVID-19
they learned about hygiene
pandemic? Discuss. Use the past perfect and the simple past. during the pandemic. Invite
a speaker from each group to
share their lists with the class.
Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand how the past perfect is used.
• I know the difference between the past perfect and the simple past.
• I know how to express some ideas using the past perfect.
• To improve, I can...

You could have a volunteer read the statements. Encourage students to reflect on the statement and think about something
they can do to improve and write it down in their notebooks. You can help them by writing some questions on the board,
e.g. What do I still need to learn or practice to be able to use the past perfect and the simple past?

Session 33 81
34 Pandemics
Session

Invite different students to read What is a pandemic? Write a definition.

their definitions to the class. Share your definition with the class.

1. Go over the questions with the 1 Listen to the conversation. What are the speakers talking about? 13
students. Tell them that they
should listen to get the general Pandemics
idea of the conversation, no 2 Read and listen to the conversation again. Write T for True F for False.
details. Explain that it is normal
that they can’t understand Correct the False statements. 13

every single word from the

dialog, and they do not have to
Student: Teacher,
feel stressed hadn’t
about it. Play the there been pandemics before?
Teacher:
recording for
Yes,students
thereto had
listen been pandemics before. Communicable diseases had been a part of daily life during
to the dialog.
the Youhunter-gatherer
may play days, but pandemics hadn’t turned into a reality until humankind shifted to
the recording more than
agrarian once.
life. Diseases like malaria, leprosy, influenza, smallpox, and tuberculosis have been part
Check answers with the class.for a while now.
of civilization
2. Tell students
Student: Why? to readWhat
the factors had contributed to shield humanity from pandemics?
sentences before they
Teacher:
complete theWell, before
activity. Make there were cities and trade routes that connected cities, there hadn’t been much
sure they understand between
contact the different people, so if a community became diseased, the illness usually
statements.stayed within
Clarify any doubts.that community.
Student:
Play the recording
Whichforisstudents
the earliest recorded pandemic? It happened in Rome, didn’t it?
to read andNo,
Teacher: listenittohappened
the during the Peloponnesian War. The symptoms of the disease
conversation. Give themfever,
included some thirst, red skin and lesions, and a bloody throat and tongue.
time to answer
It isthe questions.it was typhoid fever. After it had infected people in Libya,
believed
Have themEthiopia,
compare their and Egypt, it reached Athens, which was under siege. Around
answers with a partner. Invite
two-thirds of the population died. It contributed to the Spartans victory.
volunteers to read the answers
Student:
to the class.Did something similar happen in Rome?
Teacher: Yes, the Antonine plague. It is believed it was one of the first times
smallpox appeared. It started when the Huns were infected, then the
Germans, and they passed it to the Romans. The Roman troops spread
it through the Roman Empire after they had returned home. Marcus
Aurelius was one of the victims of this illness. We can talk about this topic
for hours, I propose you work in teams to research other early pandemics
and make a presentation.

a. There had been communicable diseases in history. T F

b. When societies were agrarian there weren’t any pandemics. T F

When humankind shifted to agrarian life pandemics became a reality.
c. Influenza is a modern disease. T F
Influenza is a disease that has been part of civilization.
d. The first pandemic known by humankind infected people
from Africa and Europe. T F

e. Smallpox appeared for the first time during the Roman Empire. T F

82 Unit 3 | The Past and Science

 The Past and Science

3 Read the questions. Complete the information below.

• Had they gotten smallpox before scientists discovered a vaccine? 3. Explain that to answer the
Yes, they had. (No, they hadn’t). questions they have to read the
text from Activity 2 again. Have
• Hadn’t there been pandemics before? them complete the activity and
reflect on the way questions
Yes, there had been pandemics before. in the past perfect are formed.
Check the answers with the
• What factors had contributed to shield humanity from pandemics? class. Invite a volunteer to go
One of the factors is that illnesses usually stayed within a community. to the board and explain how
questions are formed. Clarify
any doubts.
• How many people had died before scientists found a vaccine for
tuberculosis?
Hundreds of thousands.

The structure of questions is as follows:

Had + subject + verb in past participle.
Wh word + had + subject + verb in past participle

4 Complete the questions with the correct form of the verb in

5. Monitor while students work.
parentheses. Make sure they are using
a. Had you watched (watch) the film already? the simple past and the past
perfect. Provide any needed
assistance. If you detect they
b. Why had many people died (die) during the pandemic? are having problems using
those tenses, at the end of the
c. Had you studied (study) before Ancient history? session do a remedial activity
to clarify and doubts and elicit
more examples.
d. When scientists discovered (discover) the influenza vaccine?
7. Set some rules for the whole
class discussion. Tell them that
e. How much had the pharmaceuticals invested (invest) in research? you will be the moderator, that
they have to respect their turn,
and that they have to respect
5 What do you think people could to prevent communicable diseases? their classmates’ opinions.
Use the simple past and past perfect. Discuss in pairs.

6 Share your ideas in small groups. Write a conclusion.

7 Participate in a whole class discussion. Share your conclusion and

defend it.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand specific information from a conversation.
• I understand how to ask questions in the past perfect.
• To improve, I can...

Session 34 83
35 The Greenhouse Effect
Session

Have students write their What is the Greenhouse Effect? In your notebook, write a definition.
definition individually. Then, Share your definition with a group of classmates.
form groups of three and have
them share their definition and
come up with a new definition
as a group. Invite a speaker
from each group to share their 1 Read the first paragraph of the text. Compare your definition with
definitions with the class.
the one in the text. Re-write your definition, if necessary.

2 Read the text and complete the information below.

Greenhouse Effect
1. Have students read the
It was in the 19th century when scientists realized that gases in the atmosphere trap the Sun’s heat and
first paragraph of the text
Greenhouse Effectcause
and the greenhouse effect that affects the planet’s temperature. They analyzed the possibility that
lower levels of carbon dioxide had caused the ice ages in the planet’s distant past.
tell them to compare their
definitions. If necessary, have
them re-write their definition. John Tyndall was an Irish physicist in the 19th century. He wanted to find the answer to
many different questions. One of the areas he took the time to explore was geology.
He was also an alpinist, and he had investigated glaciers. He had found evidence that
convinced him that tens of thousands of years ago enormous layers of ice covered
northern Europe. This encouraged him to investigate more, particularly if
there was any gas in the atmosphere that could trap heat rays.

Svante Arrhenius, a Swedish scientist, foresaw climate change. In some

of his works he had calculated that human activity, mainly industrial emissions,
could influence climate change. However, most scientists considered his ideas
implausible.

Arrhenius made these calculations based on the work from another

scientist: Arvid Högbom, who had estimated how carbon dioxide cycles
through geochemical processes naturally. This had given him the idea to
calculate the amounts of CO2 factories and other industrial sources emitted.
He discovered that human activities added CO2 to the atmosphere just like
the natural geochemical processes. While the impact of this rise on the span
of one year wouldn’t be significant, the additions would have an effect if they
continued long enough.

It wasn’t until the 1960s that the levels of carbon dioxide in the atmosphere were measured. It was then when
researchers begun to try to understand how the level of CO2 had changed in the past, how this level was
influenced by natural and human forces, and the role gas plays in climate change and how it can affect the
future of humanity.

a. John Tyndall found evidence that in the past there were enormous
layers of ice that covered northern Europe.
b. Since the 19th century several scientist had studied climate change.

c. In the 1960s scientists could measure the levels of carbon dioxide in

the atmosphere.

84 Unit 3 | The Past and Science

 The Past and Science
3. You may direct students’ to the previous session and to
the Grammar Reference section on page 126 to complete
the chart. Draw the chart on the board. Invite volunteers
to complete the chart on the board. Tell them to correct
any mistakes and clarify any doubts. You may elicit more
3 Complete the chart. examples with the past perfect and write them on the board.
Past perfect

Affirmative Subject Auxiliary had Verb in past participle

Negative Subject Auxiliary had + not Verb in the past participle
Yes/No questions Auxiliary had Subject Verb in past participle
Wh questions Wh word Auxiliary had subject

4 Order the words to make sentences or questions.

4. To check the answers, you may
a. hadn’t / building. / left / Sue / the invite volunteers to read their
Sue hadn’t left the building. answers aloud. If necessary,
write them on the board to
b. a / We / before/ about / warming. / hadn’t / lecture / global / make sure everybody has the
attended correct answers.
6. You may tell them the can
We hadn’t attended a lecture about global warming before. use the Internet to do some
research about the strategies
c. about / read / greenhouse / hadn’t / effect. / I / the they wrote in the previous
activity. Monitor while students
I hadn’t read about the greenhouse effect. work. Make sure students are
d. the / What / in / had / scientists / 1960s’? / measured searching the information they
need and that they write correct
What had scientists measured in the 1960s’? sentences using the past
perfect and the simple past.
e. world / warming? / an / Had / signed / leaders / agreement / to / stop
/ global
Had world leaders signed an agreement to stop global warming?
5 In groups, come up with five strategies to help stop or reduce the
greenhouse effect. Write them down in your notebook.

6 Research and find out if your strategies have been tried before and
what the results of applying that strategy was. Write down your
findings using past perfect and simple past. Look at the example.
Some countries had tried to replace fossil fuels, but it didn’t work.
7 Share your research with the class.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand general and specific information from a reading text.
• I know how to use the past perfect in the affirmative, negative, and interrogative forms.
• To improve, I can...

Having students reflect on their own learning help them develop metacognition; this will allow them to become more
independent and reflective students and in turn it will help them realize what strategies work best for them.

Session 35 85
36 The rise and fall of
an empire
The Roman Empire
Session

Elicit some of students’ What do you know about the Roman Empire? Discuss
knowledge about the Roman
Empire. Write it on the board.

1 Look at the pictures. What do you think the conversation will be

about?

2 Listen to and read to the conversation. Underline the correct

2. Explain that first they have
to read and listen to the question. 14

conversation and underline

Host:
the correctWelcome
question. Then,to theytoday’s episode of Reimagining History. Today’s question is “What would
have to answer
have thehappened
questions. if Rome hadn’t fallen?” As you may remember from your history lessons,
Before youtheplay the recording,
Roman Empire covered almost all of Europe and it reached as far as some parts of
go over statements a, b, and
Asia.
c. Tell students thatSome
the first researchers believe that if Rome had been able to control its civil wars, China
would have
listening is to underline the become its ally around 200 A.D. If Rome and China had become allies, then
questions.Rome
Then, youwould
may have used China’s invention of gunpowder against them. If Rome had had
play the recording
the again
power for to use gunpowder, it would have allowed them to take
students to write the
overanswers.
the entire Asian continent because back then, it was
If necessary, play the recording
stronger
more than twice. Elicit answers than China. It is believed that Rome wouldn’t
from different students. have stopped with the Asian continent; it would
have continued to expand until the whole world was
Roman. If the entire world had become Roman, there
wouldn’t have been any Crusades because everyone
would have been Christian. Let’s not forget that Roman
technology was very advanced for its time. After
the Roman Empire was destroyed, most of
its technology was destroyed or forgotten.
In particular, I want to talk about concrete.
Romans invented concrete, and it is part of
the reason why structures like the Colosseum
are still standing. When the Romans were
defeated, the recipe for concrete was lost. It took
the world almost eight centuries to rediscover
its formula. So, just imagine what would have
happened if it hadn’t taken the world so long
to rediscover concrete? How would have
technology advanced? What would the world be
like today if Rome hadn’t fallen?

a. The Roman Empire…

1. controlled most 2. controlled most of 3. controlled most
of Europe. Europe and part of European
of China. part of Asia.

b. Rome and China…

1. weren’t allies. 2. were allies. 3. were friends.

c. What was one of the Roman’s main discoveries?

1. construction 2. technology 3. concrete

86 Unit 3 | The Past and Science

 The Past and Science

3 Read the excerpts from the text in Activity 1. Circle the correct
information. The third conditional
3. Before
is usedstudents answerthe
to express
If Rome had been able to control its civil wars, China would have activity
past 3, have them read
consequence ofthe
become its ally around 200 A.D. information in the language
antips
unrealistic action
box. Then, tell them toor
If Rome and China had become allies, then Rome would have used situation in the
complete the activity.past.
China’s invention of gunpowder against them. 4. If they
She have any
would doubts
have
before they complete this
The sentences talk about a past consequence of a realistic situation in become a may
activity you teacher if
refer them
the present/ a past consequence of an unrealistic situation in the past. she had
to the gonesection
Grammar to university
on
page 126. Draw the chart on
It is
thealso
board,possible to form
ask volunteers to
4 Read the sentences from Activity 3 again. Complete the chart. thecomplete it and explain it as
third conditional to
the rest of the class. Make sure
follow:
If past perfect , would/wouldn’t have past participle everybody understands how
Rome would
the third haveis used
conditional used.
Elicit more
China’s examples.of
invention Write
them on the board.
gunpowder against them
if Rome and China had
become allies.
5 Complete the following sentences with the correct form of the verb.
a. We would have learned (learn) more about Olmec architecture if
they had built (build) pyramids.
6. Monitor while students work.
b. If the Aztecs hadn’t fought (not fight) against other tribes, Make sure students use the
they would have had (have) many allies. third conditional and write
correct sentences.
c. We wouldn’t have known (no know) about the Egyptians if they 7. Form groups of three or four
hadn’t done (no do) the Papyrus. and have students share their
facts. Invite a speaker from each
d. If the Greeks hadn’t had (no have) slaves, they wouldn’t group to read their information
have grown (grow) many crops. to the class. As a group, vote for
the most interesting facts.
e. If some ancient civilizations had discovered (discover) antibiotics,
less people would have died (die).
f. If I hadn’t been interested (be interested) in history, I wouldn’t
have learned (learn) about ancient culture.
6 Write some theories about what Mesoamerica would be like if the
Spaniards hadn’t had arrived to this land.

7 Share your facts with a group of classmates.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand when to use the third conditional.
• I know how to use the third conditional.
• To improve, I can...

Session 36 87
37 Counterfactual History
Session

What do you know about the discovery of America? Discuss.

1. Remind students that if they 1 Read the text. Circle T for True and F for False. Correct the false
do not know the meaning statements.
of a word, they can guess
the meaning from context.
This technique is very useful
What would have happened if Columbus
because it will improve their
reading skills. To do so, tell hadn’t discovered America?
them to first read the sentence In order to talk about what would have happened if Columbus hadn’t discovered
where the word they do not America, let’s mention some historical facts. First, we must keep in mind that
understand is and then read
the sentences that surround Indigenous populations already lived in the continent; so, as a matter of fact,
that sentence. Understanding not only were there more people living in the American Continent than
the context may help them in the whole of Europe, the people in the Americas also lived in
infer the meaning of the word. complex and highly organized societies. Another thing we should
Check students’ answers. consider is that, even though Columbus did get to the Americas,
we can’t really say that he “discovered” anything when there were
already several civilizations with millions of people living there.
Besides, there is evidence that the Vikings and the Polynesians
reached the American Continent hundreds of years before
Columbus. If Columbus hadn’t discovered the Americas, another
European would have found it sooner or later. However, if the initial
contact had been different, the results of that contact would have also
been different. For example, if less religious explorers from other
nations had reached the Americas, native empires would have survived
much longer. If the Americas had been discovered some centuries
later, there might not have been such a large amount of immigrants from
England, as a result people in Canada and the USA wouldn’t have
spoken English. If Spain hadn’t taken such a large amount of gold and
silver from Latin America, their history would have been different
and they wouldn’t have had power for as long as they did. After all,
if colonial empires hadn’t used the resources from the Americas to
grow and expand, world history would have been different too.

a. There weren’t any civilizations living in America before Cristopher

Columbus arrived to that continent. T F
Complex and highly organized societies lived in America before
Christopher Columbus arrived to this Continent.
b. Vikings arrived to America after Cristopher Columbus did. T F
There is evidence that the Vikings arrived to America before Christopher
Columbus.
c. Native empires would have survived longer if the Americas hadn’t
been discovered. T F

88 Unit 3 | The Past and Science

 The Past and Science

2 Read the text again. What are the words in bold used for?
To join ideas. 2 & 3. To complete these
activities make sure
students understand the
3 Read the text again. Put the words in bold in the correct column. meaning of the words
in bold. Check answers
These words These words These words These words These words with These words
the class. Elicit some
are used are used to are used to are used to are used examples using the to
are used words
to express express a give more introduce to show from defi ne Write
the chart. time. them
agreement, contradiction details about examples, or that after a on the board. Make sure
to add to point out what has just to indicate particular time everybody understands
what transition words are.
information, alternatives been said, or importance. there was a
and to and to an explanation consequence.
reinforce contrast ideas. or something
ideas. that contrasts
with it.

Also Even though As a matter For example As a result First

besides however of fact

4 Complete the sentences with the correct transition word.

a. Ancient civilizations build many pyramids because they
wanted to honor their Gods.
4. Go around the classroom and
provide any needed assistance.
b. The Aztecs were fierce warriors however , they couldn’t If you detect students are
defeat the Spaniards. having problems using the
linking words, do a remedial
c. Some people were afraid of them, even though they were activity before the class ends to
clarify the use of those words.
very peaceful. Elicit some examples and write
them on the board.
d. As a matter of fact , I watched a documentary about Cristopher
Columbus a couple of weeks before we had that history lesson.

e. The Incas built ancient cities, for example Machu Picchu.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I know how to use transition words.
• To improve, I can...

You could have a volunteer read the statement. Encourage students to reflect on the statement and think about something
they can do to improve and write it down in their notebooks. You can help them by writing some questions on the board,
e.g. What do I still need to learn or practice to be able to use transition words?

Session 37 89
38 What if…
Session

In your notebook, write some facts you know about World War II.
Share your facts with the class.

1. Before you play the recording, 1 Listen to the recording. What is the relationship between the
have students read the speakers. 15
question. Remind them to
concentrate on answering the They are friends
question, not in the meaning
of every single word. 2 Listen to the conversation. Answer the questions below. Write T for
2. Have students go over the True F for False 15

statements before you play a. If the Nazis had won World War II, they would have T F
the recording. Make sure
everybody understands them. dominated Europe.
Before you play the recording,
have students cover the b. The Nazis would have conquered Asia if they had won T F
conversation in Activity 3. World War II.
Play the recording for students
to complete the activity. You
may play the recording more c. If the Nazis had won World War II, they would have T F
than once. divided Southeast Asia.
3. Tell students to uncover the
text to read it and check their d. The Nazis would have divided the territory in the Americas T F
answers. Elicit the answers with Japan if they had won World War II.
from different students.
e. If the Nazis had won World War II, the German Empire T F
would have been the biggest in the world.
3 Read the conversation. Check your answers. Share your answers
with a partner.
Alan: Hi. What are you guys doing?
Moira: We are coming up with some theories.
Alan: What kind of theories?
Moira: Theories to answer what if questions, such as: What would have
happened if the Nazis had won World War II?
Alan: If the Nazis had won World War II, they would have expanded
throughout Europe.
Betty: They would have conquered Africa.
Moira: They would have given Japan all of the Pacific territories and
Southeast Asia.
Alan: They would have divided the territory in the Americas with
Japan.
Betty: If the Nazis had won World War II, there would have been two
major empires: the German and the Japanese. The German
empire would have been the biggest one.
Alan: I like this game. Let’s think about another question
to answer.
Betty: Hmmm…how about, what would have happened if the South
had won the American Civil War?

90 Unit 3 | The Past and Science

 The Past and Science

4 What is the third conditional used for?

Possible answer: To talk about something in the past that it did not 4. & 5. If students can answer the
questions, refer students
happen and to imagine the result of that situation. to the previous session
5 Complete the grammatical rule to form the third conditional. and to the Grammar
Reference on page 126.
If + past perfect + would + have Elicit some examples from
+ past participle students. Write them on
the board.
Would + have + past participle + if
+ past perfect

6 Work in small groups. Choose a history topic that you like.

7 With your group, come up with theories that can answer the
question “What if (something about your chosen history topic) had
been different?” Write them down.
7. Monitor while students work
and make sure they write
correct sentences.
10. After each group presents
their dialogs, you may tell
students they can ask some
questions if they want to
clarify any information
after their classmates finish
presenting their dialogs.

8 In your notebooks, write a dialog like the one in this lesson where
you ask and answer questions with your theories.

9 Practice your dialog.

10 Present your dialog to the class.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I know how to use the third conditional.
• I know how to communicate using the third conditional.
• To improve, I can...

You may ask students to discuss with a partner what are the things they will
do to improve. Both students can benefit to hear their partners’ ideas.

Session 38 91
39 Bringing the past
to life
Sea monsters
Session

You can form groups of four What myths do you know? Why did people come up with myths and
and have students discuss the legends? Share your ideas with a group of classmates.
questions. Invite a volunteer from
each group to write the name of
the myths and legends they know.
Find out how much do they know
about them. 1 Look at the pictures. Predict what the text will be about.

2 Skim the text. Discuss with a classmate if your predictions were

right or wrong.
1. When a reader looks at the
pictures and predicts what
the text will be about, it may
activate previous knowledge.
Sea Monsters
This may help
Legends andstudents
mythstothat include sea monsters have fascinated people across the world for centuries. Mythology has
understanddiff
depicted a reading.
erent kinds of sea creatures such as floating spirits, huge beasts, and even supernatural creatures that
2.resemble
Remind students
humans.that skim
Even if it sounds unreal, only about 5% of the world’s oceans have been explored, so we can only
means to overview the text. This
imagine what is waiting for us in the deep. Sea monster legends have existed for many years. Some sea monsters are
strategy is used to understand
more famous
the general idea than
but notothers.
One of the mostthem
details. You may tell that
well-known sea monsters is the Leviathan. It is referenced in several books in the Hebrew Bible. It
to skim a text, they can read the
is a fire-breathing monster that looks like a serpent. It boils the water around and if anyone is unlucky enough to be
entire introductory paragraph.
close to paragraph,
For each it, they willthey die.
have
to locate the main idea.
The myth of Hydra is without a doubt another famous story about a sea monster. In Greek mythology, it was the
guardian of the gates of the underworld. It used its sharp teeth and its poisonous breath to kill sailors. It looked like
a serpent with many heads; some sources say it had three, others say it had seven to nine. One of its superpowers
was that every time one of its heads was cut off, two more would grow back in its place.
The Kraken was a horrifying sea monster. There are different stories that mention this monster. However, most of
them describe it as a creature with many arms that could reach as high as the top of a sailing ships main mast. It
would wrap its arms around the hull of a ship and capsize it. The crew would die or be eaten by the creature. There
is evidence that suggests that this legendary sea monster is based on a real creature, the giant squid. Although this
creature wasn’t referred to as Kraken until 1735, there are stories that mention this kind of creature back in twelfth
century Norway. By the 18th century, this creature had been represented in drawings like a giant octopus or squid.
Another terrifying sea monster is the siren. Sirens were described as a combination of women and birds. They would
enchant sailors with their sweet voices and cause them to shipwreck on island coasts.
There are many other stories of sea monsters in the world. Some sea monsters are similar in different parts of the
world. Some even look similar to humans, after all humans create legends and myths to explain the unknown.

92 Unit 3 | The Past and Science

 The Past and Science

3 Read the text. What are the underlined words used for? Match the
words with their explanation.
3. It is important that students
without do this activity individually
a doubt transition word that contradicts separate thoughts. because the aim of this
task is to improve students’
understanding about the
however transition words that conclude a statement. text itself and the way some
transitions words are used.
after all transition words that conclude a statement.

4 Read the text in activity 2. Answer the questions below.

a. The legends and myths talk about…
1. floating people 2. sea monsters 3. big creatures
b. Leviathan is a sea monster that…
5. You can elicit some phrases
1. breaths fire 2. eats people 3. lives in hot water students could use to express
an opinion. For example:
c. The Kraken sea monster… • In my opinion…
1. boils the sea 2. is a giant squid 3. has many arms • From my point of view…
water • My opinion is that…
• I would say that…
d. The Kraken sea monster…. • While students work,
monitor and make sure they
1. is referenced in 2. has been part or 3. is a sea serpent write correct sentences.
the Bible literature since
the 12th century
e. Sirens…
1. are horrible sea 2. are beautiful 3. are like human
monsters
5 Write your opinion about the reading.

6 In small groups, taking turns, read your opinion to your classmates.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand general and specific information from a reading text.
• I can give my opinion about a reading text.
• To improve, I can...

Session 39 93
40 Real sea monsters
Session

After students discuss the What did you learn about sea monsters in the last session? Discuss
question with a partner, you may with a classmate.
have a brainstorming activity with
the whole class.

1 Look at the picture. What is it? Share your best guess or research
to find out what it is.

2 Listen to the conversation. Answer the questions below. 16

Frank: What do you know about sea monsters?

Paul: Do you mean sea monsters like the Kraken?
Frank: No, I mean more like deep sea creatures. Although I know they aren’t really monsters, some of them
2. Ask studentsareto absolutely
read the terrifying, for example, the anglerfish.
Paul: Oh
questions below.yes,
Tell them
deep-sea animals can certainly be the stuff of nightmares.
to cover theNot
Frank: text.only
Play theare most of them ugly, many of them also inhabit the ocean’s twilight zone, an area so deep
recording for students to
that sunlight
answer the questions. Remind
has in fact virtually disappeared.
Paul: toYes,
students concentrate
and as on atheresult of that lack of sunlight, the vision of these creatures has evolved. They usually
information they are
have askedcomplex eyes that help them see in dim light. I recently read a study where scientists
large,
and not inexplained
every single wordthey had found that radiodonts, a type of ancient arthropod, had developed sophisticated
from the conversation.
eyes more Youthan
may 500 million years ago, and some were even adapted to the lack of light in deep
play the recording
water.more than
In particular
particular, this study talked about the idea that the development of vision was crucial for
once. Then,evolution
play the recording
since better vision allowed animals to sense their surroundings better. As a result, this
for students to listen to and
could have changed the dynamics between predators and prey.
read the text to confirm their
Frank:
answers. Finally,
Wow,check that answers
sounds interesting. Can you share an example of a radiodont?
with the class.
Paul: My favorite one is the Vampyroteuthis infernalis which means “vampire squid from hell”, it has a
terrifying name and it looks ugly, however this type of squid doesn’t really do much, it collects and
eats drifting particles called “marine snow”.
Frank: I had never heard of such an animal.
Paul: There is a lot of information in the library. Let’s go check it out.

a. The speakers talk about….

1. sea monsters 2. sea animals 3. deep sea
animals
b. Paul thinks that deep-sea creatures are…
1. horrible 2. amazing 3. beautiful
c. Deep-sea creatures live…
1. where there 2. where there is 3. in shallow ocean
isn’t sunlight sunlight waters
d. Radiodnots…
1. had 2. had special eyes 3. had tiny eyes
sophisticated
eyes
e. The “vampire squid from hell”…
1. is dangerous 2. eats animals 3. eats marine
snow

94 Unit 3 | The Past and Science

 The Past and Science

3 Listen to and read the dialog in Activity 1 aloud. 16

These are some tips
to improve your
pronunciation:
listen to English
4 In pairs, read the dialog aloud several times. conversations or radio
3. Before you play the recording,
programs.
explain to students that they
5 Read the dialog aloud again. Record yourselves reading will have
Watch to read aloudand
television and try
it aloud. to imitateinthe
movies pronunciation,
English
rhythm and intonation. You
may dotothis activityspeakers
several
6 Listen to your dialog. Then listen to the original dialog again. Take listen native
note of any pronunciation mistakes. 16 and imitate whatpronounce
times until students you hear.
correctly. If you detect there
are some
listen words that are not
to yourself
Pronunciation mistakes pronounced correctly, you
may isolate the word and
have students do some choral
repetitions.

7 Read the dialog aloud again. Make sure you correct any
pronunciation mistakes you noticed.

8 Read the dialog in front of the class.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand general and specific information in a conversation.
• I can read a dialog aloud.
• To improve, I can...

Having students reflect on their own learning help them reflect on their stronger
and weaker language areas and focus on the aspects they need to improve.

Session 40 95
41 SCIENCE
The Scientific Process
Following a process
Session

You may invite some students What do you know about the scientific process? Discuss
to write on the board words that
they think of when they hear the
phrase scientific process.

1 Look at the picture. What do you think the text will be about?
Discuss with your classmates.

The Scientific Process

The scientific method is the process that is used by scientists to check their conclusions against nature.
Once a scientist observes something that needs to be proved, the scientists tries to explain it.
The scientist who wants to explain what he or she has seen comes up with a hypothesis.
Many times there is at least two hypotheses about the same observation. A “controlled
experiment” is the test that the scientist makes in order to check if the hypothesis
matches reality. Controlled experiments are usually divided into two groups, the
2. You may want to go over the experimental group and the comparison control group. All the variable factors are
questions before you ask the same in both groups except for one variable factor that changes or is altered
students to read the text and depending on the experiment. A good example of a controlled experiment is
clarify any doubts. Remind when testing the effects of new drugs. The group that receives the sample
students that they can try drug is the experimental group while the group who receives a placebo is
to guess the meaning of
the control group. All variables such as age and sex are similar between
unknown words from context
or they can use a dictionary both groups, and the only difference between the groups is the drug.
too. It is important to remind A scientist whose results don’t match their hypothesis, come up
students that when they with an alternative explanation or experiment. When the results
answer an open question from end up being consistent with the hypothesis, scientists write
a reading, they have to make up their findings and results using the evidence that supports
sure they are writing only the hypothesis.
the necessary information to
answer the question, and not
copying sentences or an entire 2 Read the text. Answer the questions.
paragraph that aren’t really
part of the answer.
1. What is the scientific method?
It is the process that is used by scientists to check their conclusions
against nature.
2. What is a “controlled experiment”?
It is the test that the scientist makes in order to check if the hypothesis
matches reality.
3. How many groups are there in “controlled experiments”?
Two.

4. What is the experimental group?

The group that receives the sample drug.

5. What is the control group?

The group that receives the placebo drug.

96 Unit 3 | The Past and Science

 The Past and Science

3 Read the information in the Fast Facts box A relative clause is used
4. Have
to joinstudents go over the or
two sentences,
4 Read the underline information in the text in activity 1. Complete totext in Activity
give more1 again and
information
the box. underline the following
about something.
sentences to complete the
stands for uses Anbox. You can also see
identifying them
relative
underlined on the Student’s
clause explains who or
page miniature included in this
Substitutes for subject nouns what we page.
Teacher’s are talking about.
Who People or pronouns: he, she, we, • The scientist who wants
they. to explain what he or she
has seen comes up with a
It is used to indicate that hypothesis.
the noun belongs to or • The group that receives
Whose People or animals is associated with the the sample drug is the
person or animal previously experimental group while
mentioned. the group who receives
a placebo is the control
group.
It is used to talk about • A scientist whose results
That people, things or animals don’t match their
people, things or animals.
hypothesis, come up with
an alternative explanation
or experiment.
Students can reread the
information in the Language tips
box if they need to. Draw the table
5 Match the clauses. on the board; invite volunteers to
complete the information. Clarify
any doubts about relative clauses
The man who can use a computerbefore
well.you move onto the next
activity.

The house whose doors are white belongs to us.

He is one of the scientists that is 100 years old. 5. To check, you can have
volunteers write the sentences
on the board. Encourage
students to identify what or
The school is looking for an assistant whose ideas were rejectedwho several times.
the relative clauses refer
to, e.g. He is one of the scientist
whose ideas were rejected
The county bought a house who arrived is my uncle. several times. (we get more
information about the scientist,
it is not just a scientist, but the
scientist who has had his ideas
rejected).
Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand specific information from a reading text.
• I understand non-identifying clauses.
• To improve, I can...

You could have a volunteer read the statements. Encourage students to reflect on the statement and think about something
they can do to improve and write it down in their notebooks. You can help them by writing some questions on the board,
e.g. What do I still need to learn or practice to be able to use relative clauses?
*NB: where mentioned “non-identifying clauses” it should say “identifying relative clauses”. Please forgive our mistake.
Session 41 97
42 The history of science
Session

Encourage students to remember Write some characteristics about the scientific process. Share with
what they learned on the previous your classmates.
session.

1. Write students predictions on 1 Look at the picture and read the title. What is the text about?
the board so they can check if
their predictions were accurate
or not after they have read
the text.
Before the Scientific Method
2. Check and correct as needed.Science, which has been around for thousands of years, has taught us many things over the course
Invite volunteers to write the of time. According to some sources, the earliest roots of science can be traced to Mesopotamia
corrected false statements on and Ancient Egypt in around 3000 to 1200 BCE. Even though science has been around for
the board. a long time, it didn’t use to be what it is now. Although the scientific method, which can be
applied to almost all fields of study as a problem-solving method, was somewhat used
even in ancient times, it wasn’t until Sir Francis Bacon, who lived in England from 1561
to 1626, set up inductive methods for scientific inquiry that it was first documented.
Before the scientific method became the preferred science process, humanity believed
some things that might seem strange today. For example, Hippocrates, whose books
describe many diseases and their treatment in a scientific manner, is considered to be
the father of modern medicine, and he talked about humors, which are really bodily
fluids, and how they determined human health. The medical practice based on
balancing blood, phlegm, and bile persisted until the mid-17th century. Another
very famous belief that has been disproved by the scientific method, which also
led to many arguments, experiments, and theories, is the idea of spontaneous
generation.
Science has been and still is an educated best guess. Theories are assumptions and
they can fall apart, even when using the scientific method, however, the modern
scientific method follows many tests, prediction, observation, experiments, and
peer review. Maybe the most important thing about science is that it needs to work.

2 Read the text. Write T for True. F for False. Correct the False
statements.
a. Science is as old as Ancient Egypt T F

b. Inductive methods have been used since the XIV century. T F

Inductive methods have been used since the XVI century
c. In the XVI century, scientists started to document scientific inquiry. T F

d. Hippocrates believed that health was related to blood. T F

Hippocrates believed that bodily fluids, called humors, determined human health.
e. Before the scientific method, scientists believed in spontaneous
generation. T F

98 Unit 3 | The Past and Science

 The Past and Science

3 Read the following clauses. Complete the information below with In non-identifying relative
words from the box. 3. Have volunteers
clauses read the
the following
information
words aloud and write
are used:
combine subject sentences clauses information it on the board to check and
Who
correctfor
as needed.
person
Science has been around for thousands of years. Science has taught 4. Elicit the answers and check
us many things over the course of time. Which for asobjects
and correct needed. an
animals
Science, which has been around for thousands of years, has taught us
many things over the course of time. Whose for information

Sir Francis Bacon lived in England from 1561 to 1626. Sir Francis
Bacon set up inductive methods for scientific inquiry.
Sir Francis Bacon, who lived in England from 1561 to 1626, set up
inductive methods for scientific inquiry.
Hippocrates’ books describe many diseases and their treatment;
Hippocrates talked about humors, which are really bodily fluids.
Hippocrates, whose books describe many diseases and their treatment
talked about humors, which are really bodily fluids, and how they
determined human health.
Non-identifying relative clauses give us extra information about
something. These clauses combine two sentences , without
repeating the subject .

4 Complete the clauses with who, which or whose.

5. If possible, have students
a. Marie Curie, who became the first woman to win the Nobel use their phones to research
Prize for Physics in 1903, conducted research on radioactivity. and write sentences using
some non-identifying relative
b. Albert Einstein, whose parents were German, discovered the clauses. Encourage them to
review the information in the
photoelectric effect. Language tips box before they
write their sentences. Monitor
c. The laws of gravity and motion, which changed the way we while they work and provide
understand the universe, were discovered by Isaac Newton. any needed assistance. Choose
students at random to read
5 Think or do some research about other scientists and write some their sentences aloud. Check
non-identifying relative clauses. Exchange your sentences with your and correct as needed.
classmates.

Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand non-identifying relative clauses.
• I know how to use non-identifying relative clauses.
• To improve, I can...

Session 42 99
43 The scientific method
Session

Write some facts you know about the scientific method. Share your
information with a group of classmates.

1. Accept all predictions and write 1 Look at the pictures. Predict what the conversation will be about.
them on the board.
2. You can go over the questions 2 Listen to the conversation. Answer the questions. 17
before students listen to the
conversation. a. The speaker talks about….
1. the scientific 2. the scientific 3. scientists
process method

b. The listening is….

1. a dialog 2. a lecture 3. a radio program

c. Who is the scientist the speaker mentions?

1. Isaac Newton 2. Galileo Galilei 3. Charles Darwin

100 Unit 3 | The Past and Science

 The Past and Science

3 Listen to the recording again. Complete the information and share

your answers with a partner. Correct any mistakes. 17 3. If necessary, pause the
recording and play it more than
a. The scientific method is used to find answers . once. Monitor while students
share their answers. Provide
b. Scientists use this method to prove their theories . help as needed. Depending
on what you notice as you
monitor, you could play the
c. People use this method to prove their research is valid . recording again while they
work on this activity.
4. Elicit the answers from
volunteers. Write them on the
board so everyone can check
5 Listen to the recording. Write the steps that are used in the and correct as needed.
scientific method. 17

Step 1: Ask a question .

Step 2: Come up with a hypothesis .
Step 3: Conduct experiments and record your observations .
6. Students should work
Step 4: Repeat the experiments more than once . individually. Remind them
to write complete sentences.
Step 5: Come to a conclusion . Monitor and provide help as
needed.
6 Check you answers with a parter and then, with your class.
7. Monitor while students share
their notes. Listen to what they
7 Make some notes of what you understood about the scientific are sharing, and if you notice
method. any common mistakes, address
them at the end of the session.

8 In small groups, taking turns, share your notes with your

classmates. Add any relevant ideas or information that you did not
include in your notes.

Self-assessment
Read the statement. In your notebooks, write if it is true for you and why. Include what you
can do to improve.
• I understand general and specific information from a listening text.
• To improve, I can...

Session 43 101
44 Engineering life-Synthetic biology
Session

You can guide this discussion by What do you know about engineering life? Share your ideas with your
inviting volunteers to share what classmates.
engineering means and then to
have them say what they think
engineering life is or means.
What live things do they think
can be engineered? (e.g. virus or 1 Read the text. Circle the correct answer.
bacteria or even nanobots with
medical uses).
Synthetic Biology
Synthetic biology is an interdisciplinary area that applies engineering principles to biology; it involves the design and construction
of new biological parts, devices and systems, and the re-design of existing, natural biological systems for useful purposes. Some
examples of the synthetic biology that scientists are producing right now are: microorganisms to clean pollutants from the
water, soil, and air; modified rice with beta-carotene, this nutrient is present in carrots and it prevents vitamin A deficiency
which is essential, especially for children; yeast that produces rose oil as a substitute for real roses in perfumes.
Supporters of synthetic biology say that this field could reprogram biology. It might help increase food production. It may
also help fight diseases. It could possibly generate energy and purify water. However, these accomplishments may take
decades to become a reality.
Scientists in this field have already synthetized a viral genome. They were able to create the polio virus from scratch.
This led to several concerns about what might happen if people who want to cause harm were able to replicate
the technology. Projects that work on synthetizing entire genomes raise ethical questions about their benefits and
the harm they could potentially cause. The more this field advances, the more ethical discussions
have to take place. Most scientists, researchers, and policymakers agree that societies must
participate in these discussions to determine the potential harms and benefits this field of
1. You can go over the questions study may bring. It may also be important for governments to consider the biosecurity
along with students before concerns related to synthetic biology, which could result in bioterrorist attacks. These
they read the text. types of attacks consist on the deliberate release of virus, bacteria, fungi or other
2. Encourage students to identify germs or biological substances that can infect people. Examples of diseases that have
where the meaning of synthetic been weaponized include anthrax and brucellosis.
biology is mentioned and, if One of the things that could be done to reduce these risks is to develop
possible, ask them to use their monitoring systems that will allow the detection and identification of threats so
own words to come up with countermeasures against chemical and biological threats can be stopped before
the definition. Elicit definitions they turn into a problem.
from different students, check
and correct as needed. a. Synthetic biology…
1. transforms 2. makes 3. cleans water
natural biological technological
systems devices

b. Synthetic biology…
1. could change 2. could transform 3. could find the cure
biology’s water and soil for some diseases.
perspective

c. Synthetic biology…
1. could generate 2. is very safe. 3. could only bring
some biosecurity benefits to
concerns societies.
2 Now that you have read the text in Activity. Complete the
definition.
Synthetic biology is an interdisciplinary area that applies engineering
principles to biology; it involves the design and construction of new
biological parts, devices and systems, and the re-design of existing, natural
biological systems for useful purposes.

102 Unit 3 | The Past and Science

 The Past and Science

3 Read the Synthetic Biology text again. What are the words in bold
used for? Write the words under the correct column. 3. Draw a similar table on the
board and ask volunteers
used to say that something is used to say when something is to complete the sentence.
possible, but not certain necessary or to give advice Encourage students to identify
why some words refer to
could must possibility and must is used
for advice or to say something
might is necessary, e.g. May is used
for possibility because…
may these accomplishments may
take decades to become a
reality, so they may or may not
take a long time before they
become a reality, while must is
used to talk about something
that is necessary because for
example… societies must
4 What do you think about Synthetic Biology? Do you think it could could, might,
participate may, to
in discussions must
prevent diseases or other biological threats? Which ones? Write are modalpotential
determine verbs. harm or
some ideas. Use modal verbs. benefits, it is necessary that
societiesVerbs
Modal participate
don’tin these
use
andiscussions.
‘s for the third person
LanguageThey
singular. tips, after
areyoufollowed
have
read the information in the box,
byelicit
thedifferent
infinitive of another
examples from
verb (without
volunteers. to).
Correct as needed.

4. If you consider this activity

to be too challenging for
individual work, you can ask
students to work in pairs to
come up with their sentences.
Monitor and help as needed.
5. Monitor while students share
their information and take note
of common mistakes when
using modal verbs.
5 In small groups, share your information with your classmates. 6. After students have shared
their ideas, address any
6 Share your ideas with the class. common mistakes and make
sure everyone understands the
differences between the modal
Self-assessment verbs and where to place them
in a sentence.

Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand general and specific information from a reading text.
• I know how to use modal verbs.
• To improve, I can...

Session 44 103
45 High-Tech Food
Session

Ask students to write the words Write the words that come to your mind when you read the following:
that come to mind on a separate Food / Technology
sheet of paper. Then, ask them
to form groups and share their
words. Have volunteers from each
group share the words they came
up with and write them on 1 Read the text. Answer the questions below.
the board.

The Future of Food

There are some scientists that believe that because of overpopulation and
1. Go over the questions limited resources we need to think about the future of food. Technology and
before you ask students
research in the food industry are coming up with new ideas about what we will
to read the text.
eat in the future. Although we might not like it, we have to consider that this
could be the food that the future will bring.
While some people consider insects disgusting, there are at least 2 billion people
that consume insects instead of livestock. Insects are high in fat, protein, vitamins,
fiber, and have a high mineral content. Some people insist we must consider
insects as part of our daily diet in the future.
Growing food in a lab might reduce greenhouse emissions and it is
already a reality, but if we want it to replace the food that we can get
from farming or livestock, it needs to become affordable. A company
called Memphis Meats has grown meatballs in their lab using
animal stem cells, however, producing 450 g of meat costs
around 2,400 dollars.
You may already be familiar with 3D printers. Nowadays,
you can create objects made out of plastic and metal using one
of these printers, but Dutch designer Chloe Rutzerfeld proposed a
3D printer that can print food. This food 3D printer would print an outer
casing with little holes made out of dough that will contain edible soil and
seeds. The seeds can then grow out of the holes.
While some ideas might not be a reality yet, there are others that are available
and that may become more mainstream. For example, oil packages made from
caramelized sugar and wax, rice packages made out of biodegradable beeswax,
smoothie packages made from seaweed and water, and edible water bottles.

a. According to some scientists, what are the factors that are threatening
the lack of food in the future?
overpopulation and limited resources.
b. Why do some people eat insects?
Because they are high in fat, protein, vitamins and fiber.
c. What could be reduced if scientists produce food in labs?
Greenhouse emissions.

104 Unit 3 | The Past and Science

 The Past and Science

2 Read the excerpts from the text The Future of Food. Underline all
the correct answers below.
2. You can have volunteers read
Although we might not like it, we have to consider that this could be the excerpts aloud. Encourage
the food that the future will bring. them to complete the activity
individually. Elicit answers.
Some people insist we must consider insects as part of our daily diet in Check and correct as needed.
the future. It may be important that you
Modal
explain verbs
a little more
areabout
used
Growing food in a lab might reduce greenhouse emissions and it is inthese modal verbs
different ways since
in the
a
already a reality, but if we want it to replace the food that we can get phrases have to and need
sentence.
to both are used to describe
from farming or livestock, it needs to become affordable. situations
They can inbe which
useda certain
to show
Have to is a modal verb that is used to express certainty/ necessity / thing must be done. While
ability, intent, possibility
need to and have to can be
or
obligation /possibility /advice. necessity.
used interchangeably in some
Must is a modal verb that is used to express certainty/ necessity / situations that is not always
They are always used
the case because they do have
obligation /possibility / advice. with the main verb of the
distinct meanings.
Need to is a modal verb that is used to express certainty/ necessity / One of “have to” meanings is
sentence.
similar to must: I must finish
obligation /possibility /advice. the project by tomorrow./I
have to finish the project by
tomorrow.
The major difference between
both sentences is the tone.
3 Complete the sentences with the correct modal verb from the box “Must” is stronger and more
immediate, while “have to”
have to must need to is more neutral. The sentence
with must is more urgent.
a. This new technology in the food industry has to be controversial. “Have to” and must can also
be used when talking about
b. Eating insects must be a terrible experience. a logical conclusion. There is
a fire in the house and the
bedroom door handle is hot. I
c. Scientists have to do a lot of research before replacing food. have to find another exit.
“Need to” has one primary
d. I think people need to accept that some natural resources are meaning, a requirement for
disappearing. something. An action must be
done in order for something
4 What do you think about technology and research in the food else to happen.
industry? Write your opinion. Use modal verbs.

4. Students can write their

opinion in their notebooks or
5 In groups, share your opinion with your classmates. Decide which a separate sheet of paper if
opinion is the most interesting. Why? they need more space. Monitor
while they work and help as
6 Share your opinions with the rest of the class. needed.
5. Monitor while students share
their opinions and take note
Self-assessment of common mistakes so they
can be addressed at the end of
the session after everyone has
Read the statements. In your notebooks, write if they are true for you and shared
why.theirInclude
opinion. what
you can do to improve.
• I understand how to use modal verbs.
• I know how to express an opinion about a topic.
• To improve, I can...

Session 45 105
46 Earth’s future life
Session

If necessary, and before this What natural reserves are there in your community or near your
session do some research about community? How are those natural reserves protected? Discuss
the natural reserves in your
community or close to it, this way,
you can lead the discussion by
asking students specific questions
about these places if they aren’t 1 Look at the pictures. What will the dialog be about? Discuss.
familiar with them.

2 Read the conversation. What are they talking about? 18

a. a book b. how to protect the c. natural reserves

planet
3 Listen to the conversation again. Read the statements. Write T for
True F for false. 18

Will: Have you ever read the book titles Half of Earth:
Our Planet’s Fight for Life by E.O. Wilson?
Laurence: No, I haven’t. I don’t even know who E.O. Wilson
2. Lead students to read the is.
conversation and if you think
it could be useful for your Will: Oh. He is an American conservation biologist.
group, play the recording. If In this book, he shared the idea that in order to
not necessary, have students keep the planet habitable, we must protect at
answer and then proceed to
task 3.
least half of the land and the oceans.
3. You may want to go over the Laurence: So his idea is that 50% of the planet has to
statements before students become one huge natural reserve?
listen to the conversation.
Will: I don’t think it needs to be one big natural
reserve, in fact I don’t think it is possible, but
maybe there need to be more protected areas
and more work an resources need to be directed
towards existing natural reserves so they can
really help us restore degraded ecosystems
Laurence: I think that would be a good idea that might help
the planet. Maybe as technology develops, it will
be easier to turn half the planet into a natural
reserve.
Will: Yeah. Speaking of technology, what do you
think will happen if humans continue developing
Artificial Intelligence?

a. E. O. Wilson says that humankind must protect half

of the oceans. T F

b. One of the speakers thinks that 50% of the planet should

become a natural reserve. T F

c. According to one of the speakers humankind has to restore

some ecosystems. T F

106 Unit 3 | The Past and Science

 The Past and Science

4 Read the following statements about how to write a dialog. Write a

check ✔ next to the ones that you should avoid.
4. You can have volunteers
Each speaker gets a new paragraph. read the statements aloud
and complete this activity
as a class, or you can have
Use repetitive language. ✔ students complete the activity
individually, exchange answers
Focus on important information. in pairs or small groups, and
then elicit answers to check and
Include many details. ✔ correct as needed.

Keep the dialog brief.

Write long speech paragraphs. ✔

5 Read the last part of the dialog in Activity 1. Do some research

to answer the question: What will happen if humans continue 6. Depending on the available
developing Artificial Intelligence? Make some notes. resources, you might need to
ask students to research as
homework and complete the
activities at a later session, or
you can ask them to complete
6 Share your notes with a partner. Using your information write activities 5 to 7 for homework
and have groups present their
a dialog. Use modal verbs. Make sure there are no grammar, dialogs at the beginning of the
spelling, or punctuation mistakes. If you need more space, use your next session.
notebook.

7 Practice your dialog.

8 Present your dialog to the class.

Self-assessment
Read the statements. In your notebooks, write if it they are true for you and why. Include
what you can do to improve.
• I understand specific and general information about a dialog.
• I know how to use modal verbs.
• I know how to write a dialog.
• To improve, I can...

Session 46 107
47 Working with sciences Domesticated animals
Session

Make a list of domesticated animals. Share your lists with your

classmates.

2. You can explain that skimming 1 Look at the pictures. Predict what the text will be about? Discuss.
is getting the essence from
reading material without 2 Skim the text. What is the text about?
reading all the words. You can
share some tips with students
before they start skimming,
e.g. read the text quickly, you
don’t need to understand every
word, try to think of
one sentence to summarize
each paragraph, what is the
main idea? Domestication
Domestication
Skimming is a word used to describe the process humans have used to adapt wild plants and
improves reading
because
animalsit helps
forstudents
human readuse. Plants and animals that are domesticated are then used for food, clothing,
quickly and identify
medicine, the main
work, and other things.
idea of a text before they look
Plants
for details.
for food such as wheat, barley, lentils, and types of peas were first domesticated in
Mesopotamia. Plants were also domesticated for other purposes such as medicine and clothing, for
example cotton was domesticated to harvest fiber to make cloth.
Since herbivores are typically the easiest animals to domesticate because they are also the
easiest animals to feed. Humans don’t need to kill other animals or grow crops to be able to feed
animals such as cows or sheep. Domesticated herbivores are also protected from predators.
It is highly likely that the first domesticated animals were goats and sheep. Chickens were also
among the first domesticated species. Once these smaller animals had been domesticated, humans
started focusing on larger animals, such as horses and cows.
Humans have domesticated animals for different purposes. For example, in the beginning, dogs
were domesticated to help humans hunt. While many years later, dogs are still domesticated and
some are still excellent hunters, we now mostly keep them as pets.
The act of domesticating animals also allows humans to develop certain traits that are more
favorable for us humans or that might make them more resistant to the weather and even to certain
diseases. For example, wild chickens were much smaller and laid fewer eggs than domesticated
chickens. Through domestication, they were bred so they grew bigger and were able to lay more eggs.
Domestication of plants and animals allowed humans to settle in one place, and it was also the
precursor of technological advances.

108 Unit 3 | The Past and Science

 The Past and Science

3 Read the text Domestication in the previous page. Answer the

questions. 3. This time, tell students they
can read the text more in depth
a. Domesticated plants and animals are…. while looking for the answers.
Go over the questions before
1. used as pets 2. used only for work 3. used for food, they start reading.
clothing, medicine
and work.

b. Plants were domesticated…

1. for food, 2. to eat 3. to dress
medicine, and
clothing

c. The first domesticated animals were…

1. cows 2. probably goats 3. chickens
and sheep

d. Dogs were domesticated…

1. to become pets 2. to have company 3. for hunting

e. Domestication contributed …
1. to sedentism 2. to nomadism 3. to migration
4. Tell students they can identify
interesting information within
the text and make questions
that can be answered with that
information. They should make
4 Write some questions about the text Domestication. sure they know the answers to
their own questions. Monitor
and help as needed.
5. Have them write their
questions on a separate sheet
of paper and give them to their
partner so he or she can answer
them. Remind students they
can reread the text if necessary.
6. As students check their
5 Exchange your questions with a partner. Answer the questions. partner’s answers, when they
find any incorrect answer,
encourage them to show their
6 Check your partners’ answers. partners where the correct
answer is located in the text.
Self-assessment
Read the statements. In your notebooks, write if they are true for you and why. Include what
you can do to improve.
• I understand general information from a reading text.
• I understand specific information from a reading text.
• To improve, I can...

Session 47 109
48 Environment & health
Session

You can ask students to discuss Why do you think humans need to live in a healthy environment?
the question in small groups and Discuss
then have each group share their
conclusions with the class.

2. Accept all predictions and write 1 Look at the pictures. Read the title. What do you think the text will
them on the board. be about?

2 Share your ideas with your classmates.

We Are Connected
Humans are connected to everything that shares our environment. This means that we are connected to
the animals and plants that surround us. Our health also depends on the health of our environment, not only
because we need a healthy environment so ecosystems can continue existing, but also because the same
diseases and environmental issues can sometimes affect animals and people. Zoonotic diseases are diseases
that can be spread between animals and people. Animals can spread more than half of all infections humans
can get, for example, salmonella, West Nile virus, and rabies. Another threat related to disease are resistant
germs, which can also be spread through the shared environment.
The growth of human population changes our relationship with the environment and the animals that inhabit
it. These changes in our relationship can also facilitate the spread of disease between animals and people. It
is essential that we track diseases in animals so both domestic and wild animals stay healthy, this can help us
prevent disease outbreaks in humans.
Some examples of diseases that can be spread by animals to humans are:
Salmonella. People can become infected with salmonella by contact with live poultry, pet guinea pigs, reptiles
like lizards and turtles, and other pets. This contact can be either by touching the animals or by interacting with
the animal’s environment, for example when cleaning their habitat or cage.
Influenza. A viruses that don’t normally infect people can be spread by wild water birds to domestic poultry.
Then, the domesticated animals can infect people when they come in contact with them or their environments.
An example of this is the Avian Influenza.
COVID-19. Experts say SARS-CoV-2 originated in bats. This is also how the
coronaviruses behind MERS (Middle East respiratory syndrome) and SARS
(severe acute respiratory syndrome) started. SARS-CoV-2 “jumped” to humans
at one of Wuhan’s open-air wet markets where customers buy fresh meat and
fish, including animals that are killed right after purchase. Some of these wet
markets also sell wild or illegal species such as cobras or wild boars. The
conditions in which these animals are kept can allow the genes of viruses
from different animals to change. The changes can sometimes allow them to
start infecting and spreading among people.
We must be aware that it is becoming more and more important that
we address issues such as zoonotic diseases, food safety and security,
environmental contamination, antimicrobial resistance, and other health
threats that affect the environment, people, and animals.

110 Unit 3 | The Past and Science

 The Past and Science

3 Read the text We are Connected. Answer the questions.

3. If necessary, go over the
a. An unhealthy environment… questions along with students
1. can affect 2. can cause 3. can cause long before they read the text.
Remind them that they can
animals diseases to diseases figure out the meaning of
people and words from context or they can
animals use a dictionary if they need to.

d. The growth of the population…

1. has affected 2. benefits people 3. affected animals
human-animal
relations

c. Salmonella…
1. can be caused 2. can be caused 3. can be caused
by touching all by pigs by touching
domesticated some animals.
animals 4. Ask students to write their
summary in their notebooks
or a separate sheet of paper.
d. A wet market with poor hygiene… Before they begin, elicit
from students steps to write
1. contribute to 2. sell different 3. are very clean a summary, e.g. Identify
the spread of species the sections of the text, find
diseases the main ideas, distinguish
between major and minor
details, organize the ideas
and reorder them if necessary,
do not include opinions, etc.
Monitor and help as needed.
4 Read the text again. Write a summary. 5. Walk around the classroom
as students take turns to read
their summary and take note
of common mistakes that
can be addressed at the end
5 In pairs. Taking turns, read your summary. of the session. You can also
invite volunteers to read their
summary to the rest of
6 What can you do to contribute to a healthy environment? Discuss in
the class.
small groups. Make some notes. 6. Encourage students to discuss
in English, remind them to
take some notes. Tell them
they should come up with a
conclusion as a group.
7 Share your conclusions with the class. 7. Have a volunteer from each
group share their conclusions
with the rest of the class. Invite
Self-assessment anyone else who wants to share
their ideas to do so before you
Read the statements. In your notebooks, write if they are true for you and end
why.this activity.
Include what
you can do to improve.
• I understand general and specific information from a reading text.
• I know how to write a summary from a reading text.
• To improve, I can...

Session 48 111
 Project
Solving Health Issues

You may want to tell students

1 Work
that they will now inusegroups.
some of Discuss the questions.
the strategies they
How does health learned and relate to a good quality of life?
practiced throughout the unit to
What
complete their health
product. issues do you believe must be solved as soon as possible?
Why?
Go over the questions and make
If there
sure everyone was one
understands themdisease or illness that could be eradicated, which one do
beforeyou
they discuss
thinkthem with
it should be? Give reasons.
their groups.
2 Write
Each group a list
should chooseofat alternatives to solve the health issues you discussed
in health
least one number 1.one
issue and Talk about why solving these problems would have a
positive
alternative impact
for their research. Tellon humanity.
them to determine how they will
search
3 Do for information,
some research and go on the list of alternatives you wrote and discussed
over the questions along with
in task
them if necessary. 2. You can also narrow your research to one health issue and
one alternative.
Remind students to use reliable Use the following questions to help your research.
Make
sources notes
of information whenand present your project to your class.
researching, and ask them to write
down What is/aresothe
their references health issue(s)?
they can
Has anything
always look back to the original been done to try to solve these issues? What has been
sourcedone?
if necessary.If not, why haven’t we tried to solve them?
RemindWhatthem they needcurrent
is the to impact of these health issues on the planet?
present
Whattheir proposals.
is the Choose
current a impact of these health issues on your community and
date for
yourtheir presentations.
lives?
4 Share your research with your group. Discuss your information and
share your own proposals on how to solve your chosen health issues.

Co-evaluation
Name Yes No

• Participated in group discussion

• Used
Students information
can answer the co- and technologies appropriately
evaluation with the groups
to research thethey
topic
worked with on their projects. If
necessary, go over the sentences
• clarify
and Finished the task on time.
any doubts.

• Clearly presented the work to the class.

We could improve at

112 Unit 3 | The Past and Science

End of Term
Project
Introduction to a
Science Project
Have a volunteer read the
This is
information the
in the boxfiand
nalmake project in your semester where you’ll work with a team
sure or
everyone
withunderstands
your whole it. group to build an idea on how Science can positively
Go over the stepsyour
impact and questions
community, your country and even the whole world.
along with students. Clarify any
Remember to be creative and to work collaboratively as you research
doubts.
Makeand build up
sure everyone scientific ideas that can contribute to make the world a
understands
that they will research to createus
better place for an all.
introduction to a science project
that they will write in English and
1willWork
then translatein intogroups.
Spanish. Choose a science topic for your project.
Remind students to look for
2 With
information yoursources
in reliable topic in mind, make a list of elements and things that you
must
and to keep trackresearch
of their to come up with enough information to create an
references by writing them You can use the questions as a guide.
introduction.
down. Students can include
Whatof information
these sources area of science as is this project? Biology? Physics? Another one?
What does this project seek to prove or demonstrate?
bibliography.
AnotherWhat would
detail students you need to complete this project?
should
rememberWhy whileiswriting their
it important?
introduction is to paraphrase
and3notUse the Internet
just copy-paste the and other reliable sources of information to
research
information. Remind them your thatscience project.
to paraphrase they can read the
original text as many
4 Share your timesresearch
as with your group.
needed until they understand
the meaning, then, using their
5 Work
memory, together
they write down the to write your introduction. If necessary, do more
research
main points or concepts. inNever
order to complete your introduction. Keep in mind that it
copy theshould
text word for include:
word,
instead–change the structureand motivation for the experiment.
Context
by varying the opening,
changing– theBriefl
order of y explain the theory that is relevant to the experiment.
sentences,
Make
lengthening or shortening sure it includes details.
– using
sentences, Include
synonyms, relevant laws, equations, or theorems.
– their
and mainly Clearly
own words explain
and the purpose of the project, what it seeks to prove
convey their understanding.
or demonstrate
Choose
6 Oncea date foryour
their introduction is ready, check for any grammar and spelling
presentations.
mistakes. Make sure it is clear, and includes all the necessary
information.

7 Work together to translate your introduction from English to

Spanish. You can use a dictionary, and avoid using online translation
tools.

8 Once your translation is ready, read both texts and make sure that
the information is the same in English and in Spanish.

9 Present your project to the class. Be prepared to answer questions

about it.

The Past and Science | Unit 3 113

 QUIZ 1 Lessons 01-08 UNIT 1
1 Complete the sentences with the simple present or present progressive.

a. Nancy (go) to the gym three days a week.

b. I (study) for the exam. I can’t go visit you now.

c. Frank and Mark always (arrive) early to school.

d. My dad (work) at the moment. He can’t come to pick me up.

e. I (not drink) soda. I usually drink water.

2 Correct the mistakes.

a. I used to live in the countryside when I am a younger.

b. When my mom was young, she use to speak French.

c. Sandy win the first prize in the competition.

d. Mike sends me an e-mail. He is on vacation.

e. This morning, Linda take a taxi to work because she was late.

3 Complete the sentences with the correct form of the future tense.

a. It’s really cold. you (close) the window, please?

b. I (finish) high school in two weeks.

c. We (go) on vacation next summer.

d. It (rain). It’s very cloudy.

e. Don’t worry. I (help) you with the project.

114 Quiz 1 | Unit 1

 UNIT 1 Lessons 09-16 QUIZ 2
1 Read the conditional sentences and choose the best option. Write it on the blank.
a. If we didn’t go to their party, they offended.

1. will be 2. would be 3. are

b. If she the truth, he will forgive her.

1. tells 2. told be 3. tell

c. If you don’t sleep, you get sick.

1. First conditional 2. Zero conditional 3. Second conditional

d. If I a word, I look it up in a dictionary.

1. doesn’t know 2. not know 3. don’t know

e. We will go to the park if the weather is good.

1. First conditional 2. Zero conditional 3. Second conditional

f. If you feel sick, you to the doctor.

1. will go 2. would go 3. go

g. I would be very frightened, if I encountered a bear.

1. First conditional 2. Zero conditional 3. Second conditional

h. If I a millionaire, I would travel the world.

1. was 2. were 3. am

2 Complete the sentences with the correct word from the box.
before while until

a. we got to the party, we put on our costumes.

b. We will be at a party the Super Bowl is on TV.

c. I was fine I realized he was lying to me.

d. She always buys Christmas presents December.

3 Order the words to make sentences.

a. may/next year/ Math/ teach/ Sara

b. watch/ tonight/ might/ we/movie/a

c. we/ study/ together / could/the / exam /for

Unit 1 | Quiz 2 115

 QUIZ 1 Lessons 17-24 UNIT 2
1 Rewrite the sentences to make them passive.
a. The maid cleans the room.

b. A boy stole the video game.

c. The police removed the evidence.

d. They cut the paper.

e. The farmers plant fruit trees.

2 Choose the correct option.

a. The teacher the topic for half an hour.

1. explained 2. has explained 3. is explained

b. We in this project since May.

1. worked 2. has worked 3. have worked

c. They friends since Kindergarten.

1. are 2. have been 3. has been

d. I about the topic in 2005.

1. read 2. have read 3. has read

e. He hot chocolate more than twice a day.

1. has drunk 2. has drink 3. has drank

f. She stories since she was a little girl.

1. read 2. has read 3. have read

3 Complete with for or since.

a. How long has it been you visited your grandparents?

b. We have waited a very long time.

c. That man has slept in that hotel 1993.

d. I had studied for that test two days straight.

e. My family has lived there last March.

116 Quiz 1 | Unit 2

 UNIT 2 Lessons 25-32 QUIZ 2
1 Use the clues to make sentences using the simple past and past progressive.
a. he/ cook / .

b. she / play cards / while / he / read/?

c. I / go /to work / yesterday /.

d. when / I finish washing the dishes / iron the clothes / .

e. She / break / the bottle / while /she / try / to open it.

2 Write Active, if the verb in bold is active; or Passive, if it is passive.

a. The team was bought by a wealthy businessman.

b. Charles won the lottery.

c. I have renewed all the yearly subscriptions.

d. The play was stopped by the referee.

e. We were awoken by the sound of the fire trucks.

3 Complete the tag questions.

a. Sarah loves her cat,

b. Your children don’t play outside,

c. Dad’s taken my bag,

d. Pete would help out if he could,

e. They were eating alone,

f. You will come with me,

4 Complete with the correct tense, simple past, present perfect, or past progressive.
I (share) this story until today, but everything (happen) 6 years
ago while I (to be) on vacation with some friends. We (rent)
a cabin in the mountains close to the capital in Turkey. Then, the first night while
we (try) to sleep, we suddenly (hear) a loud, funny noise that
(sound) like laughter. My friends (want) to go outside and
investigate. While we (get) ready to leave the cabin, a police officer
(knock) at our door. He explained that a hyena (try) to enter the
cabins, but they had caught it. We (go) back to sleep, and (have)
a great time after that.

Unit 2 | Quiz 2 117

 QUIZ 1 Lessons 33-40 UNIT 3
1 Complete the sentences with the past perfect or simple past.
a. Tere (feel) sick yesterday because he (eat) too much.

b. When I (get) to the classroom I discovered I (forget) my homework.

c. The bus (leave) when we (arrive) to the station.

d. Why many people (die) during World War II?

e. people (get) influenza before scientists (discover)

a vaccine?

2 Complete the sentences with the correct form of the verb to form the third conditional.
a. If you (ate not/be), you (no/miss) the exam.

b. If Rose (study) for the English exam she (pass) it.

c. I (see) the teacher If I (arrive) earlier.

d. If my mom (go) to college, she (study) law.

e. I (travel) if I (no/ take) the summer job.

3 Put the words in order to make correct sentences.

a. they / Egyptians / tombs. / pyramids / them / The / built / because / as / used

b. Picchu. / couldn’t / Spaniards / different / they / Peru / conquered / The / in / ancient / ,however,
/ Machu / destroy / places

c. them. / they / some / attack / didn’t / of / When / afraid / them, / Spaniards / though / Mexico /
to / arrived / the / even / central / people / were

d. yesterday / matter / a / interesting / As / of / documentary / about / fact, / watched / global / an

/ warming. / I

e. can / things / for / environment, / recycle / to / example / protect / the / several/ objects. / We /
do / different

118 Quiz 1 | Unit 3

 UNIT 3 Lessons 41-48 QUIZ 2
1 Choose the correct option to complete the sentences.

a. The party bus was loaded with students was stopped by police.

1. which 2. that 3. who 4. whom 5. whose

b. That doctor, name I can’t remember, made some of the most interesting discoveries.

1. which 2. that 3. who 4. whom 5. whose

c. She was wearing only shorts and a t-shirt, was not a smart thing to do in freezing
weather.

1. which 2. that 3. who 4. whom 5. whose

d. Main, which is said to be quite beautiful, has many mountains and lakes.

1. which 2. that 3. who 4. whom 5. whose

e. The man lives next to me is nearly 80.

1. which 2. that 3. who 4. whom 5. whose

2 Write sentences about technological advances or health using the modal verbs. Look at
the example.
must Scientists must find a cure for cancer.

may

might

could

have to

need to

must

Unit 3 | Quiz 2 119

 Unit 1 Glossary az

The following words are frequently used in English. Feel free to increase your
glossary using your notebook as you write words you find interesting or want
to know more about. Ask your teacher or use a dictionary for help.

clothes dryer (n.) clothesline (n.) a entomologist (n.) fossil fuels (n.) a
also known as a rope or wire on which a scientist who natural fuel formed
tumble dryer or dryer. washed clothes are specializes in insects. underground from
It’s an appliance used hung to dry. the remains of living
to dry clothes. organisms that can be
burned for energy.

invest (v.) to use pollution (n.) the quit (v.) leave a place, risky (adj.) an activity
money for something presence of harmful usually permanently. or action full of the
in order to earn more materials into the possibility of failure,
money. environment. danger, or loss.

sharp (adj.) mentally yarn (n.) a thread

quick. used for knitting or
weaving.

120 Glossary | Unit 1

 Unit 2 Glossary az

threat (n.) a sign or ban (v.) to prohibit. smuggler (n.) peak (v.) to reach
warning of trouble or a person who the highest level or
danger. participates in activity, development,
contraband trade. etc.

wilderness (n.) a estuary (n.) the part boost (v.) an upward launch(v.) to send
wild and uncultivated of the mouth of a push. To increase, forth, catapult,
region, uninhabited or river where the river’s improve, impulse. or release a self-
inhabited only by wild current meets the propelled vehicle or
animals. sea’s tide. weapon.

compartment (n.) shallow (adj.) not

a separate room, deep.
section or part in a
train, ship or airplane.

Unit 2 | Glossary 121

 Unit 3 Glossary az

beeswax(n.) wax guinea pig(n.) gunpowder (n.) a poisonous (adj.) (of

secreted by bees to a tailless South powdered mixture a substance or plant)
make honeycombs American rodent. of saltpeter, sulfur, that can cause death
and that humans Still raised for food in and charcoal, used in or illness if taken into
use to make candles some places, but is fireworks among other the body.
among other products. mainly kept as a pet. explosive devices.

poultry (n.) domestic sharp(adj.) of an shipwreck(v.) a siege(n.) a military

fowl such as turkeys, object that has an ship that suffers its operation that surrounds
chickens, ducks, and edge or point that destruction at sea by a town or building,
geese. can cut or pierce sinking or breaking up cutting off essential
something. in a storm. supplies for the
insiders to surrender.

squid (n.) an trade route (n.) a

elongated, logistical network that
cephalopod mollusk consists of a series
with ten arms and two of pathways and
tentacles. stops used for the
commercial transport.

122 Glossary | Unit 3

 UNIT 1 Grammar Reference
Simple present tense The present progressive tense is used o talk
about personal arrangements or fixed plans in
The simple present tense is used to talk about
the future.
routines, habits, or facts.
We are visiting my grandma next Sunday.
I wake up at 6 o’clock from Monday to Friday.
Tom eats junk food every day. Going to
Water boils at 100 degrees Celsius. Going to is used to talk about a planned activity
in the future.
Present progressive tense I am going to get a job next summer.
The simple present progressive is used to talk
• This tense is also used to talk about
about actions at happening at the moment of
predictions based on present or past
speaking. We build it as follows:
evidence.
subject + verb to be + verb + ing
It’s going to rain tonight.
My parents are working right now.
Susan is not working right now.
Modal verbs:
May / Might are modal verbs that are used
Simple past tense to talk about possibilities in the future. Their
negative form is may not.
The simple past is used to talk about activities
that happened at a specific time in the past. I may go to the concert. / I may not go to the
concert.
Regular verbs add -ed to the base form, or -d, if
the verb ends with -e. Irregular verbs change in I might visit my grandparents this weekend.
different ways.
I walked in the park yesterday.
Could
Could is a modal verb that is used to talk about
I didn’t study for the English exam.
possibility. It can be used to make possible
plans for the future. Its negative form is could
Future tense not /couldn’t.
Will We could play tennis next week.
Will is used to talk about predictions in the
future. Its negative form is won’t.
Would
Would and wouldn’t are used to speculate, to
Tomorrow, it will rain. Tomorrow, it won’t be sunny.
express hypothetical meaning and to describe
• Actions that are not planned. Actions what we are imagining.
that somebody will do at the moment
I would study music.
of speaking.
I’ll help you with the bags. Conditionals
subject + will/won’t + infinitive without to

Conditional Condition Result Uses Examples

Zero present + present simple To talk about things If plants don’t get water, they
conditional simple that are generally true. die.
First present + will/won’t + verb To talk about a possible If you don’t study for the English
conditional simple situation in the future. exam, you won’t pass it.
Second Past + Would/wouldn’t To talk about If I lived in a big city, I would buy
conditional simple + verb consequences of an a car.
unrealistic situation in
the present or future.

Grammar Reference 123

Grammar Reference UNIT 2
Simple past tense Wh-question words
The simple past is used to talk about activities Where have I/you/we/they lived?
that happened at a specific time in the past.
Why has he/she bought a coat?
Regular verbs add -ed to the base form, or -d if
How much has it cost?
the verb ends with -e. Irregular verbs change in
different ways. What have I/you/we/they learned?
Affirmative Negative Interrogative What has he/she seen?
I/you/he/
she/it/we/
I/you/he/
she/it/we/
Did I/you/he/she/it/we/
they walk?
For / since
they walked they didn’t Yes, I/you/he/she/it/we/ For is used to specify the amount of time.
walk they did /No, I/you/he/
I have studied English for 7 years.
she/it/we/they didn’t
Since is used when specifying the starting point.
I/you/he/ You didn’t Did you walk ? Yes, you
she/it/ walk did/ No, you didn’t My dad has worked for the same company since 2000.
we/they
created. Past progressive
The past progressive is used to express that
Present perfect some actions in the past happened before
another one or at the same time.
The present perfect tense is used to talk about
activities that started in the past and continue in I was watching T V while my brother was playing in
the present. the yard.
It is formed with subject + have/has+ past When you want to express that a new action
participle happened in the middle of another one, you use
the simple past and the past progressive tense.
Affirmative When I was cleaning my room, Sara arrived.
I/you/we/they have lived in Mexico always.
He/she/ has bought a coat in Guadalajara.
While
Is used to
Negative • focus on an action happening at a specific
I/you/we/they have not (haven’t) lived in time.
Mexico always.
While I was reading, the doorbell rang.
He/she/ has not (hasn’t) bought a coat in
• show that a shorter action (in the past)
Guadalajara.
happened as a longer action was
happening. Often the shorter action
Interrogative interrupts the longer action.
Have I/you/we/they lived in Mexico always?
While we were playing soccer, it started to rain.
Has he/she bought a coat in Guadalajara?
When
Used when an action interrupts another action.
I broke my arm when I was working out.

124 Grammar Reference

 UNIT 2 Grammar Reference
Past Progressive Tag questions
The past progressive is formed with the verb to A tag question is a short question placed at
be in the past was/were + base form of verb + to the end of a sentence. It is used to ask for
ing. agreement or confirmation. A rising tone at the
end of a tag question indicates that it is a real
Affirmative question. Falling tone means that the speaker
is looking for agreement or confirmation. We
I/he/she/it was sleeping last night.
usually answer tag questions with Yes or No.
You/we/they were singing at the party.
You came by taxi, didn’t you?
Negative It’s very hot today, isn’t it?
I/he/she/it was not (wasn’t) sleeping last night.
Structure
You/we/they were not (weren’t) singing at
When the sentence is negative, the tag is
the party.
positive.
Interrogative It isn’t raining, is it?
Was I/he/she/it sleeping last night? He never drinks soda, does he?
Were you/we/they singing at the party? Positive Negative
sentences sentences
Passive voice Present simple He’s Mexican, They aren’t late,
The passive voice is used to change the focus ‘be’ isn’t he? are they?
of a sentence. When we do not mention who or
Present simple They live in He doesn’t have
what does the action.
other verbs Michoacan, any brothers,
Tense Object Verb Past participle don’t they? does he?
to be
Past simple ‘be’ It was rainy last We weren’t
Present simple Mole is made from Sunday, wasn’t at home last
Is/ are + past chocolate and it? Saturday, were
participle chili. we?
Simple past Godzilla was directed by Past simple with Lucy went to They didn’t go
Was/were + Gareth Edwards. other verbs the cinema to the cinema
past participle yesterday, last night, did
didn’t she? they?
*It is not always necessary to add who or what
did the action. Past They were You weren’t
progressive walking at the eating, were
mall, weren’t you?
they?
Present perfect My parents The children
have been to haven’t eaten all
China, haven’t the cake, have
they? they?

Grammar Reference 125

Grammar Reference UNIT 3
Past perfect
The past perfect is used to talk about actions that were completed before some point in the past. It
is also used to talk about something that happened before something else.
• You had left school when I arrived.
My mom couldn’t make me lunch because she had forgotten to buy bread.
• Had they gotten smallpox before scientists discovered a vaccine?
Yes, they had. /No, they hadn’t.
• Why had they studied piano before?
Because their mother wanted them to be musicians.

Past perfect
Affirmative Subject Auxiliary had Verb in past participle
Negative Subject Auxiliary had + not Verb in the past participle
Yes/No questions Auxiliary had Subject Verb in past participle
Wh questions Wh word Auxiliary had subject

Third Conditional
The third conditional is used to talk about a past consequence of an unrealistic action or situation in
the past.
If + past perfect, would/wouldn’t + have + past participle
Subject + would/wouldn’t +have + past participle+ if + past perfect

If Laura had studied, she would have passed the exam.

Laura would have passed the exam if she had studied.

Transitional Words and Phrases

We use transitional words and phrases to connect ideas.

To express agreement, to Also To introduce examples, or For example

add information, and to Besides to indicate importance. For instance
reinforce ideas. next to Such as
To illustrate
To express a contradiction Even though
to point out alternatives However To show that after a As a result
and to contrast ideas. on the contrary particular time, there was a Because
nevertheless consequence Because of
on the other hand. Consequently
For that reason
To give more details As a matter of fact
Therefore
about what has just been In other words
said, or an explanation or In fact To define time. First
something that contrasts Actually After
with it. After that
At first
Before
Finally
Next
Until

126 Grammar Reference

 Verb List
Regular verbs / Verbos regulares Regular verbs / Verbos regulares
Simple Past Past
Base form Spanish Base form Simple past Spanish
past participle participle
accept accepted accepted aceptar love loved loved amar
lograr mention mentioned mentioned mencionar
achieve achieved achieved
(objetivos)
open opened opened abrir
admit admitted admitted admitir
order ordered ordered ordenar
agree agreed agreed acordar
perform performed performed interpretar
arrive arrived arrived llegar
play played played jugar
ask asked asked preguntar
point pointed pointed señalar
bake baked baked hornear
prefer preferred preferred preferir
beg begged begged suplicar
prevent prevented prevented prevenir
believe believed believed creer
produce produced produced producir
boil boiled boiled hervir
push pushed pushed empujar
pedir
borrow borrowed borrowed receive received received recibir
prestado
record recorded recorded grabar (audio)
call called called llamar
remember remembered remembered recordar
care cared cared cuidar
repeat repeated repeated repetir
carry carried carried cargar
reply replied replied contestar
deliver delivered delivered entregar
ahorrar /
describe described described describir save saved saved
guardar
discover discovered discovered descubrir
share shared shared compartir
dress dressed dressed vestir
show showed showed mostrar
encourage encouraged encouraged motivar
smile smiled smiled sonreír
express expressed expressed expresar
start started started iniciar
finish finished finished terminar
suggest suggested suggested sugerir
follow followed followed seguir
talk talked talked hablar
happen happened happened suceder
travel traveled traveled viajar
help helped helped ayudar
use used used usar
imagine imagined imagined imaginar
visit visited visited visitar
improve improved improved mejorar
wait waited waited esperar
inform informed informed informar
walk walked walked caminar
invite invited invited invitar
want wanted wanted querer (algo)
join joined joined unir
warn warned warned advertir
like liked liked gustar
wink winked winked guiñar
listen listened listened escuchar
yell yelled yelled gritar
look looked looked ver

Verb List 127

 Verb List
Regular verbs / Verbos regulares Irregular verbs / Verbos irregulares
Simple Past Simple Past
Base form Spanish Base form Spanish
past participle past participle
beat beat bitten ganar / latir / golpear grow grew grown crecer
become became become convertir have had had tener
begin began begun empezar hear heard heard oír
bend bend bend doblar hide hid hidden esconder
bet bet / betted bet / betted apostar hit hit hit golpear
bite bit bitten morder hold held hold sostener
bleed bled bled sangrar hurt hurt hurt lastimar
blow blew blown soplar keep kept kept mantener
break broke broken romper know knew known saber
bring brought brought traer colocar (sobre
lay laid laid una superficie/
build built built construir
recostarse)
buy bought bought comprar
leave left left salir / abandonar
catch cought cough cachar
lend lent lent prestar
choose chose chosen escoger
lose lost lost perder
come came come venir
make made made hacer
cost cost cost costar
significar / quiero
cut cut cut cortar mean meant meant
decir
do did done hacer meet met met conocer (personas)
dig dig dig cavar pay paid paid pagar
draw drew drawn dibujar put put put poner
drink drank drunk beber read read read leer
drive drove driven manejar rise rose risen elevar
eat ate eaten comer say said said decir
fall fell fallen caer see saw seen ver
feed fed fed alimentar sell sold sold vender
feel felt felt sentir send sent sent enviar
fight fought fought pelear sit sit sit sentarse
find found found encontrar sleep slept slept dormir
fly flew flown volar speak spoke spoken hablar
forget forgot forgotten olvidar tomar (agarrar) /
take took taken
forgive forgave forgiven perdonar llevar

freeze froze frozen congelar teach taught taught enseñar

get got gotten obtener tell told tolf decir

give gave given dar think thought thought pensar

go went gone ir understand understood understood entender

wear wore worn portar
win won won ganar
128 Verb List write wrote written escribir
 Scripts
TRACK 1 Luca: Ok. Well, I know my grandmother used to
Dream Big! Student’s Book, Level 4 dry clothes on a clothesline. While some
people still do this, there didn’t use to be
Produced by Gyros, S.A de C.V.
dryers before, so people didn’t have any
Copyright 2022
other option.
Lisa: You are right. I know clothes dryers waste a
UNIT 1 lot of energy.
Luca: Oh, another thing people still do today, but
I think used to be more common before is
TRACK 2 using public transportation, riding bikes,
Mario: What do you know about sources and walking to get to places.
of energy? Lisa: Hmmm… I am not so sure. Many places are
Paula: Well, I know that the sun is the source of making big efforts to encourage people
nearly all energy on Earth. It makes plants to use public transportation or even share
grow. Some animals eat plants to gain the same vehicle, but I agree that those are
energy, and other animals eat the animals things that allow you to save money and
that eat plants to get energy. Also, when natural resources.
plants die, they decompose, and over Luca: I’m trying to think of something else…
millions of years their decomposition
creates fossil fuels.
Mario: What are fossil fuels?
TRACK 4
Estela: The student council is going to propose
Paula: Petroleum, natural gas, coal…
that the school installs solar panels.
Mario: Oh, so fossil fuels are the sources of energy
Eli: Oh, but solar panels are really expensive.
that aren’t helping reduce pollution.
How is the school going to afford that?
Paula: Exactly. They not only increase pollution,
Estela: We are planning different things to get
but we also consume them very quickly,
the money. We are going to ask everyone
and they aren’t renewable.
to donate a dollar. We are organizing a
Mario: Why aren’t we doing something about fundraising event too. Pablo, Julia, and
these sources of energy? Vale are going to cook some food so we
Paula: Scientists are looking for other sources of can sell it during the event.
energy that can replace fossil fuels, but so Tomás: We are asking Roberto’s sister, who is a DJ,
far there isn’t a “one size fits all” solution. to play some music during the event.
Different renewable sources of energy
Estela: We still need to figure out where we are
can be used in different locations and
going to get tables and chairs.
circumstances, and the use of fossil fuels is
widely spread, so it isn’t easy to make the Eli: Where is the event going to take place?
change. However, humankind must find a Tomás: It’s going to take place at the school gym in
solution before fossil fuels run out. three weeks.
Estela: We aren’t decorating it because we are
TRACK 3 trying to avoid being wasteful.
Lisa: Hi. Can you help me with an assignment? Eli: How are solar panels going to benefit
Luca: Sure. Tell me, what do you need? the school?
Lisa: Please share some ideas to answer this Estela: If the school spends less money on
question. What are some things older electricity, it can spend it in something else
generations used to do that helped that might benefit students.
conserving personal and natural resources? Tomás: Exactly. Afterschool clubs, sports, or even
financial aid for students that need it.

Scripts 129
 Scripts
TRACK 5 O things. My grades were terrible and
they weren’t so bad before. If I spent
Leon: If I won the lottery, I would quit school. another year learning online, I would
Helena: Really? I wouldn’t quit school even if I won drop out of school.
the lottery. Why would you quit school?
Student B: I love staying at home. It is one of my
Leon: Well, I think it is boring… favorite things to do, but if I could
Helena: I agree that some subjects might be choose between the physical classroom
boring, but many things are fun. Besides, and the online classroom, I would
school allows you to learn things that you choose the physical one. I like to have
might never learn otherwise. the opportunity to ask questions when
I need it. Having a teacher answer my
Sam: I agree with Helena. I would go to college questions and clarifying my doubts
in another country if I were rich. I think makes me feel more secure about my
it is very important to learn as much as learning experience. For me, it is easier
possible. The more you know, the more to understand if I can ask questions right
you can make your money last. Then, when then and there. If we had more online
you are older, you might not really need to
classes, I wouldn’t hate them, but I don’t
work and you can just enjoy your money.
prefer them.
Helena: Yeah, that sounds like a good plan. If I had
Student C: I don’t really like learning in a physical
a lot of money and learned how to invest
classroom, but I think the online learning
it, I would travel all around the world after
experience at this school was horrible.
finishing my education.
There are teachers that made it very
Leon: Well, I think I would just quit school and I difficult for students to adapt and to
would travel the world. You can also learn make learning meaningful. I had a
a lot through experiences. I think school is teacher that made us do our homework
not for me. However, since I am not rich, I the same day and turn it in by 6:30 pm. I
will not quit school, don’t worry. spent all day everyday doing schoolwork
Helena: Well, dreaming is free. and I hated it. If I could choose, I would
choose online learning. However, I
TRACK 6 would enroll at an online school, where
they already have the experience and
Teacher: Hello students, before we start our the technology that would allow me to
lesson, and now that we are back enjoy my learning experience.
at school and learning in a physical
Student D: I really enjoy learning. It makes me feel
classroom, I would like to ask you
good. My online learning experience
some questions. There are no wrong
was very enjoyable. I loved being able
answers. If you could be as honest as
to organize my tasks, and taking my
possible, it would be very helpful. The
lessons online. I prefer online learning to
questions are: How do you feel about
learning at a physical classroom because
learning? What was your online learning
I have the time to pursue my own
experience like? How does it compare
interests while I am not in a lesson, so if
to your learning in a physical classroom?
I could choose, I would totally choose
If you could choose, would you prefer
online learning.
online learning or physical learning?
Student A: Well, if I could choose, I wouldn’t
choose online learning. While I do
enjoy learning, online learning for me
was a horrible experience. I have a very
hard time focusing on my work, and
being in a physical classroom helps me,
otherwise I am always thinking of other

130 Scripts
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UNIT 2 TRACK 8
Rosario: Have you chosen the topic for your ecology
project?
TRACK 7 Franco: No, I haven’t. I haven’t given it much
Larissa: Did you listen to yesterday’s Living With thought. Have you?
Nature podcast?
Rosario: Yes, I have. First, I wanted to talk about
Rodrigo: Yes, I did. clean energy, but Sofia has chosen that
Larissa: What was it about? topic already.
Rodrigo: It was about orangutans. Do you remember Franco: Then, what topic have you chosen?
that woman who worked at the zoo? Rosario: I want to talk about why conservation
Larissa: Oh, Alicia? The one who loves primates? is important.
Rodrigo: Yes. Alicia. She was invited to yesterday’s Franco: That sounds interesting. What have
podcast. She was interviewed on the topic. you researched?
Larissa: Oh, that is so interesting. I will listen to it, Rosario: Well, I haven’t researched too much. I have
but in the meantime, tell me, what did she only found information about the most
say? obvious things.
Rodrigo: She was asked about an animal rescue Franco: Like what?
program she is part of, and she shared the Rosario: Well, the most obvious reason for
story of a baby orangutan that was saved conservation is to protect wildlife and
from smugglers. Its mother was killed at a promote biodiversity. Protecting the
palm plantation. species and ecosystems that we haven’t
Larissa: Oh no, poor animals. protected in the past will preserve them
for future generations.
Rodrigo: I know. The good news is this baby
orangutan was saved. It is kept in a Franco: Yes, I think humanity hasn’t given much
sanctuary where they will nurse it back to thought to the consequences of destroying
health, and where it will live and be safe. natural habitats.
Babies so young aren’t returned to the wild Rosario: Exactly. And related to that, another reason
because they are never able to learn how is protecting the planet. Climate change
to live by themselves. has already affected the environment.
Larissa: Oh, that is so sad. Well, at least it will grow Nature is the biggest tool we can use
happy and safe. Thank you for sharing. to combat global warming.
Franco: You are right.
Rosario: I also want to talk about the impact of
conservation on human health. Conserving
wild habitats has shown to prevent
infectious diseases from jumping from
animals to humans.
Franco: Of course, we cannot be healthy without
a healthy environment. Well, I think your
topic is really interesting, keep
on researching.
Rosario: Thanks. Now, let’s try to come up with
a topic for your project.

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TRACK 9 TRACK 10
Thomas: Today we are here with Sylvia Grootens, the Estela: What were you doing yesterday afternoon?
former managing director for the National Were you studying for our test?
Conservation Programs. We invited her so Juan: Oh no! I wasn’t studying. I was watching
she can answer some questions related videos and reading all afternoon.
to space exploration and national parks.
Welcome Sylvia. Estela: Really? What were you watching?

Sylvia: Hello Thomas. Thank you for inviting me to Juan: I was watching rocket launches.
your program. Estela: Oh right, I had forgotten that you love
Thomas: Thank you for being here. Ok, let’s begin. everything space related.
Tell us Sylvia; is it possible for space Juan: I do! When I was looking for my notes,
exploration to harm national parks? an article about NASA’s New Frontier
Sylvia: It might sound absurd, but space program distracted me. Before I knew it, I
exploration could pose new tourism was searching the web for videos and new
and environmental problems. information about its missions. Did you
know there is a mission that will launch
Thomas: Why is that? in 2026?
Sylvia: Well, as some of you may know, the Estela: I didn’t know that, I thought they had
commercial space industry is looking completed all their missions.
for approval from the Federal Aviation
Administration to build spaceports right Juan: Last time I read, the mission that took a
next to two national seashores. sample from an asteroid was still traveling
back to Earth.
Thomas: But these spaceports wouldn’t be built
right on the protected areas, right? Estela: I think you mentioned that before, but I
might not have paid attention, sorry.
Sylvia: They wouldn’t be built on the protected
areas, but launching rockets over these Juan: Don’t worry. I sometimes I talk too much
areas might affect wildlife, historic and about space. And did you know the USA
cultural sites, the natural environment, and has been the first country to reach every
the visitor experience. Not only that, Space planet from Mercury to Neptune with a
Florida wants to build a launch complex space probe? The aim of New Horizons was
within Merritt Island National Wildlife to complete this initial exploration of the
Refuge. If this happens, rocket launches Solar System, now that they have reached
would take place in airspace over an area Pluto and beyond, who knows what will
that is right next to the most biologically come next.
diverse estuary in North America.
Thomas: Oh, that wouldn’t be good. TRACK 11
Sylvia: Not at all, because we have to consider Jerry: Hello everyone. Today we are here with
that each launch requires more than one one of our program’s favorite artists, Lou!
million gallons of water. And also imagine Welcome Lou.
waiting for over six months to camp there Lou: Thank you Jerry for the invitation.
just to be interrupted by evacuations due Jerry: It’s always a pleasure. So, let’s start asking
to rocket launches… you: You like to travel, don’t you?
Thomas: Oh! This is terrible! Now Sylvia, can you Lou: Yes, I do.
please explain how the potential impact of
these spaceports is being evaluated? Jerry: I remember you once told us the first
country you visited was France, wasn’t it?
Lou: No, it wasn’t. It was Belgium.
Jerry: You are right! Well, please tell us about the
countries you have visited.

132 Scripts
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Lou: Belgium, France, The United Kingdom, Lili: Well, there’s a Memphis in Tenesse, USA,
Germany, Portugal, Austria, Denmark, but the Memphis I visited is in Egypt.
Turkey, Japan, and Suriname. It’s the city where the Rosetta Stone
Jerry: Wow! That’s fabulous, and you will comes from.
share with us which destination is next, Paty: Oh, that’s what allowed Egyptologists
won’t you? to finally decipher Ancient Egyptian
Lou: Yes, I will. I am hoping to visit Canada next. Hieroglyphics, wasn’t it?

Jerry: You had previously mentioned that you Lili: Yes, it was!
wanted to go to New Zealand, hadn’t you? Paty: Wow, you sure seem to have had a lot
Lou: Yes, I had. of fun.

Jerry: But, you visited New Zealand, didn’t you? Lili: I did have a lot of fun. You should travel
with me next time.
Lou: Sadly, no, I didn’t. But it is definitely one of
the countries I want to visit as soon as I can. Paty: I’d love to. Thanks.
Jerry: Before we end today’s short interview, you
can share with our listeners what your most
ideal holiday is, can’t you? UNIT 3
Lou: Yes, I can. If I could choose, I would love to
rent a car and travel all across any country TRACK 13
I can visit. I would love to try different Student: Teacher, hadn’t there been pandemics
accommodation during the trip. But, before?
staying in a tent in the middle of nowhere
Teacher: Yes, there had been pandemics before.
in a foreign country sounds great,
Communicable diseases had been a part of
doesn’t it?
daily life during the hunter-gatherer days,
Jerry: Well, camping is not for me, but I am sure but pandemics hadn’t turned into a reality
others might enjoy it. Thank you for your until humankind shifted to agrarian life.
time Lou. Diseases like malaria, leprosy, influenza,
smallpox, and tuberculosis have been part
TRACK 12 of civilization for a while now.
Paty: Where did you go on vacation? You did go Student: Why? What factors had contributed to
on a trip, didn’t you? shield humanity from pandemics?
Lili: Yes, I did. I went to several places. The first Teacher: Well, before there were cities and trade
city I visited was Thebes, in Greece. routes that connected cities, there hadn’t
been much contact between different
Paty: Oh, Hercules and Oedipus were born people, so if a community became
there, weren´t they? diseased, the illness usually stayed within
Lili: Yes, those mythical heroes were born there. that community.
Paty: Where else did you go? Student: Which is the earliest recorded pandemic? It
Lili: I went to Istanbul. happened in Rome, didn’t it?
Paty: Istanbul was called Constantinople, Teacher: No, it happened during the Peloponnesian
wasn’t it? War. The symptoms of the disease included
fever, thirst, red skin and lesions, and a
Lili: Yes, it was, but it was called Byzantium first. bloody throat and tongue. It is believed
Paty: It hasn’t been called Istanbul for long, it was typhoid fever. After it had infected
has it? people in Libya, Ethiopia, and Egypt, it
Lili: No, it hasn’t. It wasn’t called Istanbul until reached Athens, which was under siege.
the 20th century. Around two-thirds of the population died. It
contributed to the Spartans victory.
Paty: Did you go anywhere else?
Student: Did something similar happen in Rome?
Lili: Yes, I did. I went to Memphis.
Teacher: Yes, the Antonine plague. It is believed
Paty: That’s in the United States, isn’t it? it was one of the first times smallpox

Scripts 133
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appeared. It started when the Huns were TRACK 15
infected, then the Germans, and they
passed it to the Romans. The Roman Alan: Hi. What are you guys doing?
troops spread it through the Roman Moira: We are coming up with some theories.
Empire after they had returned home. Alan: What kind of theories?
Marcus Aurelius was one of the victims of
this illness. We can talk about this topic Moira: Theories to answer what if questions, such
for hours, I propose you work in teams to as: What would have happened if the Nazis
research other early pandemics and make a had won World War II?
presentation. Alan: If the Nazis had won World War II, they
would have expanded throughout Europe.
TRACK 14 Betty: They would have conquered Africa.
Host: Welcome to today’s episode of Moira: They would have given Japan all of the
Reimagining History. Today’s question Pacific territories and Southeast Asia.
is “What would have happened if Rome
Alan: They would have divided the territory in
hadn’t fallen?” As you may remember
the Americas with Japan.
from your history lessons, the Roman
Empire covered almost all of Europe and it Betty: If the Nazis had won World War II, there
reached as far as some parts of Asia. Some would have been two major empires: the
researchers believe that if Rome had been German and the Japanese. The German
able to control its civil wars, China would empire would have been the biggest one.
have become its ally around 200 A.D. If Alan: I like this game. Let’s think about another
Rome and China had become allies, then question to answer.
Rome would have used China’s invention
Betty: Hmmm…how about, what would have
of gunpowder against them. If Rome had
happened if the South had won the
had the power to use gunpowder, it would
American Civil War?
have allowed them to take over the entire
Asian continent because back then, it was
stronger than China. It is believed that TRACK 16
Rome wouldn’t have stopped with the Frank: What do you know about sea monsters?
Asian continent; it would have continued
Paul: Do you mean sea monsters like the Kraken?
to expand until the whole world was
Roman. If the entire world had become Frank: No, I mean more like deep sea creatures.
Roman, there wouldn’t have been any Although I know they aren’t really
Crusades because everyone would have monsters, some of them are absolutely
been Christian. Let’s not forget that Roman terrifying, for example, the anglerfish.
technology was very advanced for its time. Paul: Oh yes, deep-sea animals can certainly be
After the Roman Empire was destroyed, the stuff of nightmares.
most of its technology was destroyed or
Frank: Not only are most of them ugly, many of
forgotten. In particular, I want to talk about
them also inhabit the ocean’s twilight zone,
concrete. Romans invented concrete, and
an area so deep that sunlight has in fact
it is part of the reason why structures like
virtually disappeared.
the Colosseum are still standing. When
the Romans were defeated, the recipe Paul: Yes, and as a result of that lack of sunlight,
for concrete was lost. It took the world the vision of these creatures has evolved.
almost eight centuries to rediscover its They usually have large, complex eyes that
formula. So, just imagine what would have help them see in dim light. I recently read
happened if it hadn’t taken the world so a study where scientists explained they had
long to rediscover concrete? How would found that radiodonts, a type of ancient
have technology advanced? What would arthropod, had developed sophisticated
the world be like today if Rome hadn’t eyes more than 500 million years ago, and
fallen? some were even adapted to the lack of

134 Scripts
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light in deep water. In particular, this study your results, you can reach a conclusion.
talked about the idea that the development If your hypothesis wasn’t correct, you can
of vision was crucial for evolution since raise a new one and experiment again.
better vision allowed animals to sense Sometimes, when a hypothesis is correct, it
their surroundings better. As a result, this can cause people to have more questions.
could have changed the dynamics between You can use this method to answer these
predators and prey. new questions, too.
Frank: Wow, that sounds interesting. Can you Well, I hope you enjoyed today’s nugget
share an example of a radiodont? of wisdom. Join us next week when Jaime,
who is not here today, will talk about his
Paul: My favorite one is the Vampyroteuthis trip to the planetarium.
infernalis which means “vampire squid from
hell”, it has a terrifying name, and it looks
ugly, however this type of squid doesn’t TRACK 18
really do much, it collects and eats drifting Will: Have you ever read the book titles Half of
particles called “marine snow”. Earth: Our Planet’s Fight for Life by E.O.
Frank: I had never heard of such an animal. Wilson?
Paul: There is a lot of information in the library. Laurence: No, I haven’t. I don’t even know who E.O.
Let’s go check it out. Wilson is.
Will: Oh. He is an American conservation
TRACK 17 biologist. In this book, he shared the idea
that in order to keep the planet habitable,
Host: Today we will talk about the scientific we must protect at least half of the land
method. First of all, what is it? Well, it is and the oceans.
an organized, thorough method used for
asking questions and finding answers. Laurence: So, his idea is that 50% of the planet has
Scientists whose theories have been to become one huge natural reserve?
proven, used this method, and theories Will: I don’t think it needs to be one big
can change as new information is added. natural reserve, in fact I don’t think it is
Whenever there is new information, it possible, but maybe there need to be
is proved using the scientific method. more protected areas and more work an
Anyone that wants to prove that his or her resources need to be directed towards
research is accurate and valid, must use it. existing natural reserves so they can really
This method, which is an organized way of help us restore degraded ecosystems.
learning, can be used by people like you Laurence: I think that would be a good idea
and me; you just need to follow the correct that might help the planet. Maybe as
steps. First, ask a question. Think about technology develops, it will be easier to
Isaac Newton who asked, “Why do things turn half the planet into a natural reserve.
that go up always come down?” Come
up with a question to answer something Will: Yeah. Speaking of technology, what do
that intrigues you. It is important that your you think will happen if humans continue
question can be researched, tested, and developing Artificial Intelligence?
answered. It must be specific. Then, once
you know what you want to ask, come up
with a hypothesis. A hypothesis, which is
a belief based on logic but not backed up
by experimentation, is a guess about the
answer to your question. The next step is
to conduct experiments and record your
observations. Repeat the experiments more
than once and make sure they are based
on evidence. After you have recorded

Scripts 135
 Final Exam UNIT 1
1 Choose the correct option to complete the sentences.

a. Bob cheese.
1. loving 2. loves 3. is loving

b. He five or six slices everyday.

1. eats 2. eating 3. is eating

c. In fact, he one slice right now.

1. eat 2. eating 3. is eating

d. While he to go to school.
1. prepare 2. is preparing 3. preparing

e. to me?
1. Do you talk 2. You talking 3. Are you talking
f. She to Paris this year.
1. isn’t traveling 2. not travel 3. didn’t traveling

g. What classes this semester?

1. do you take 2. are you taking 3. you taking

2 Write five things you did yesterday. Use simple past.

3 Write five things you used to do when you were a kid.

4 Complete the sentences using the conjunction that makes sense.

but so and or unless although

a. Sam plays the violin well, the piano is her favorite instrument.
b. You can choose to travel by airplane by bus.
c. The teacher said the exam was worth 80% of the grade, we must study hard
if we want to get a good grade.
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d. I have never read this author, I am curious about his work.

e. I can’t help you you tell me what is wrong.
f. I ate too much seafood, I regretted it.

136 Final Exam | Unit 1

 UNIT 1 Final Exam
5 Complete the sentences with will, be going to, or present continuous. Use the verbs.

a. They (watch) a movie this evening.

b. I (visit) my grandparents on Sunday.
c. She (ride) her bike if it’s not raining.
d. We (not go) to the gym tomorrow.
e. The exam (not be) easy.

6 Write the questions for these sentences.

a.
He is studying because he has an exam tomorrow.

b.
The new model will be available next week.

c.
Pablo and James are going to go to the dentist after school.

d.
Romina isn’t flying to Egypt on Thursday.

e.
No, there won’t be a study guide.
7 Complete the sentences the correct time expression from the box.

before when until

a. We won’t go to the soccer game it stops raining.
b. I’m going to finish the project the movie starts.
c. We played board games my parents arrived. Then we stopped.
d. Sue will check the exam the teacher arrives to the classroom.

8 Complete the sentences with the second conditional.

a. If I (have) a lot of money, I (travel) around the world.

b. If I (be) you I (no/quit/) school.
c. He (able) to enter to college if he (pass) the exam.
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d. If I l (have) her phone number, I (call) her.

9 Write four things you might do in the future. Use may, might, could, would.

Unit 1 | Final Exam 137

 Final Exam UNIT 2
1 Complete the sentences with when or while.

a. My brother and sister were playing tennis my mom was making breakfast.
b. He was still working I called.
c. The teacher was writing on the board the bell rang.
d. They were doing their homework Thomas was playing soccer.

2 Complete using past simple, present perfect or past progressive.

It a
(be) Sunday afternoon. I b
(watch) a cooking show on TV when
I c
(realize) how hungry d
(be). “I e
(eat) anything since this
morning,” I f
(think). I g
(decide) to go to the kitchen to get something
to eat. Then I h
(remember) I i
(need) to buy groceries.
I j
(get) the milk from the fridge and k
(pour) some in a big glass. As
I l
(drink) the glass of milk, I m
(think) about my options. “I
n
(not visit) my parents in a while,” I said to myself, “mom cooks everyday, I can eat something
at their house.”

3 Change the active sentences to the passive voice.

a. Did they sell the old car?

b. No one helped me.
c. They didn’t explain the new instructions.
d. They painted the walls a week ago.
e. Outlook introduced two new services last month.
f. My husband washed my car last Sunday.
g. A bee stung the boy.

4 Complete using tag questions.

a. They live in a big house, ?

b. We don’t visit our grandparents often, ?
c. She is going to be late, ?
d. He isn’t going to travel to China, ?
e. They won’t adopt a dog, ?
f. We will go to the movies on Saturday, ?
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g. You have tried shrimp before, ?

h. They haven’t answered the test, ?

138 Final Exam | Unit 2

 UNIT 2 Final Exam
5 Write the following active voice sentences in passive voice.

a. My sister feeds the dog. d. James Joyce wrote Ulysses.

b. Sue made a mistake. e. The Egyptians built huge pyramids.

c. I was washing the dishes.

6 Write the correct form of the verb in simple past or present perfect.

a. I (never /go ) to Hawaii.

b. Martin (live) in the United States when he was a kid.
c. I’m sad. I (lose) my purse.
d. Last weekend we (buy) everything for New Year’s dinner.
e. I (never/understand) modal verbs.

7 Correct the statements or questions.

a. Humanity didn’t given much thought to the consequences of destroying natural habitats.

b. I not researched too much.

c. Climate change is already affect the environment.

d. What did you studied?

e. Did you chosen the topic for your project? No, I haven’t.

8 Complete the sentences with for or since.

a. I haven’t seen Jack last week.

b. It has been rainy some days.
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c. My relatives have been living in Canada since 1995.

d. Things have changed the pandemic started.
e. My mom has been ill three days.

Unit 2 | Final Exam 139

 Final Exam UNIT 3
1 Complete the sentences with the simple past or past perfect form of the verbs in
parentheses.

a. I (open) my suitcase and I was sad because I (forget) my bathing

suit.
b. When Marco (arrive) to the airport the plane already
(leave).
c. My mom (be) very happy to see that I (clean) the kitchen.
d. My sister (get) sick because she (eat) a lot last night.
e. Before they (move) to the north of the country, they (sell) everything.

2 Unscramble the words to make questions.

a. discovered / a / smallpox / scientists / they / before / gotten / Had / vaccine?

b. humanity / factors / to / What / shield / contributed / pandemics? / had / from

c. there / been / Hadn’t / pandemics / before?

d. scientists / found / people / a / had / vaccine / many / for / How / died / before tuberculosis?

e. is / earliest / pandemic? / Which / recorded / the

3 Complete the sentences in third conditional.

a. If you (not be) late, we (not miss) the lecture.

b. If I (study), I (pass) the exam.
c. If I (be) born in China, I (learn) to speak Chinese.
d. If Nick (go) to university, he (get) a better job.
e. If we (not go) to the party, we (not meet) them.

4 Complete the sentences with the correct connector from the box below.
for example even though as a result besides however
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a. This school has the best reputation in the county; , their students are quite lazy.
b. I took an English course in the summer. , I was able to pass the entrance exam at
the university.
c. you, there are thirty other applicants for the course.
d. Quintana Roo is full of beautiful islands. Cozumel and Contoy, .
e. My dad never believed anything I said I never lied to him.

140 Final Exam | Unit 3

 UNIT 3 Final Exam
5 Choose the correct option.

a. Kyle knows a woman sister works for the president.

1. who 2. whose 3. that

b. Food is imported from other countries is expensive.

1. who 2. which 3. that

c. The building, is quite old, is being used as a university.

1. who 2. which 3. that

d. I have three friends are divorced.

1. who 2. whose 3. that

e. I visited my uncle lives in a different city.

1. who 2. whose 3. which

f. An old man, was carrying a suitcase, knocked at the door.

1. who 2. which 3. that

g. Tim Burton, films include: The Nightmare Before Christmas, lives in England.

1. who 2. which 3. whose

h. I want to borrow the book you bought last month.

1. which 2. that 3. whose

i. The students names are on the list will leave the classroom.

1. whose 2. which 3. that

j. She’s opening a store sells exotic fruit.

1. who 2. which 3. that

6 Complete with an appropriate modal verb.

a. you help me with my homework?

b. He be away for the weekend, but I’m not sure.
c. You leave now if you wish.
Photocopiable Material

d. James go home early. His mother called.

e. We start preparing the turkey if we want it to be ready for dinner.
f. You obey traffic rules. It’s an obligation.
g. They mow the lawn before the grass gets too tall.
h. I can’t go to the party. I work tomorrow.
i. Something be done to increase online security.
j. It be sunny tomorrow.

Unit 3 | Final Exam 141

Answer key
Final Exam Unit 1 Answer Key Final Exam Unit 2 Answer Key

1. a. 2, b.1, c.3, d.2, e.3, f.1, g.2 1. a. while, b. when, c. when, d. while
2. Students’ own answers 2. a. was, b. was watching, c. realized, d. was,
3. Students’ own answers e. haven’t eaten, f. thought, g. decided,
4. a. but, b. or, c. so, d. although, e.unless, f. and h. remembered, i. needed, j. got, k. poured,
5. a. are going to watch, b. am visiting, c. will l. was drinking, m. was thinking, n. haven’t
ride, d. aren’t going, e. won’t visited
6. a. Why is he studying?, b. When will the new 3. a. Was the old car sold?, b. I wasn’t helped
model be available?, c. When are Pablo and by anyone., c. The new instructions weren’t
James going to the dentist?, d. Is Romina explained., d. The walls were painted a week
flying to Egypt on Thursday?, e. Will there be ago., e, Two new services were introduced by
a study guide? Outlook last month., f. My car was washed by
7. a. until, b. before, c. until, d. when my husband last Sunday. g. The boy was stung
8. a. had/ would travel, b. were/wouldn’t quit, by a bee.
c. would be able/ passed, d. had/would call 4. a. don’t they, b. do we, c. isn’t she, d. is he,
9. Answers may vary. Possible answers: I could e. will they, f. won’t we, g. haven’t you, h. have
travel abroad; I might study medicine; I may they
be hired by the school district; I would like to 5. a.The dog is fed by my sister., b. A mistake
visit Quintana Roo. was made by Sue., c. The dishes were being
washed by me., d. Ulises was written by James
Joyce, e. Huge pyramids were built by the
Egyptians.
6. a.I have never gone to Hawaii., b. Martin lived
in the United States when he was a kid.,
c. I’m sad. I lost my purse., d. Last weekend
we bought everything for New Year’s dinner.,
e. I have never understood modal verbs.
7. a. Humanity hasn’t given much thought to
the consequences of destroying natural
habitats., b. I haven’t researched too much.,
c. Climate change has already affected the
environment., d. What have you studied?,
e. Have you chosen the topic for your project?
No, I haven’t
8. a. I haven’t seen Jack since last week., b. It has
been rainy for some days., c. My relatives have
been living in Canada since 1995., d. Things
have changed since the pandemic started.,
e. My mom has been ill for three days.

142 Answer key

 Answer key
Final Exam Unit 3 Answer Key

1. a. opened/ had forgotten, b. arrived/ had left,

c. was / had cleaned, d. got/ had eaten,
e. moved/ had sold
2. a. Had they gotten smallpox before scientists
discovered a vaccine?, b. What factors
had contributed to shield humanity from
pandemics?, c. Hadn’t there been pandemics
before?, d.How many people had died before
scientists found a vaccine for tuberculosis?,
e. Which is the earliest recorded pandemic?
3. a. If you hadn’t been late, we wouldn’t have
missed the lecture., b. If I had studied, I
would have passed the exam., c. If I had been
born in China, I would have learnt to speak
Chinese., d. If Nick had gone to university,
he would have gotten a better job., e. If we
hadn’t gone to the party, we wouldn’t have
met them.
4. a. This school has the best reputation in the
county; however, their students are quite
lazy., b. I have done an English course in the
summer. As a result, I have been able to pass
the entrance exam at the university., c. Besides
you, there are thirty other applicants for the
course., d. Quintana Roo is full of beautiful
islands. Cozumel and Contoy, for example.,
e. My dad never believed anything I said even
though I never lied to him.
5. a. 2, b. 3, c. 2, d.1, e.1, f. 1, g. 3, h. 2, i. 1, j. 3
6. a. Could, b. might/may, c. may, d. has to,
e. need to, f. must, g. need to, h. have to,
i. must, j. could/may/might

Answer key 143