INGLÉS B1

CURSO: 2019/2020
CUATRIMESTRE: 1O
PROFESORA: AMANDA GERKE

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 Universidad de Salamanca Asignatura: INGLÉS B1
Escuela Universitaria de Grupos: PRIMARIA / INFANTIL
Magisterio Curso: 2019/2020
ZAMORA Cuatrimestre: 1O
Profesora: DRA. AMANDA GERKE

1 - Datos de la asignatura
Código 105211 EP/DT Plan 2010 ECTS 6
105117 EI

Carácter Básica Curso 1º Periodicidad Semestral

Área Filología Inglesa

Departamento Filología Inglesa

Plataforma: Studium: Campus virtual de la Universidad de Salamanca

Plataforma
Virtual
URL de Acceso: https://moodle.usal.es

Datos del profesorado

Profesor Coordinador Grupo EP y EI

Departamento Filología Inglesa

Centro Escuela de Magisterio de Zamora

Horario Educación Infantil y Doble Titulación: martes/miércoles 9-11

Educación Primaria: 11-13

Despacho 212

Horario de tutorías martes y miércoles de 8:00 a 9:00 y de 14:00 a 16:00

URL Web http://english.usal.es

E-mail aegerke@usal.es Teléfono Ext 3716

2 - Recomendaciones previas

Al inicio de esta asignatura los alumnos deberán tener al menos una competencia lingüística y
comunicativa en lengua inglesa de nivel A2+ según el Marco Común Europeo de Referencia de

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las Lenguas: (CEFR): http://www.coe.int/T/DG4/Linguistic/CADRE_EN.asp

3 - Objetivos de la asignatura

Al final de esta asignatura los alumnos deberán tener al menos una competencia lingüística y
comunicativa en la lengua inglesa de nivel B1 según el (CEFR) y las 4 destrezas (lectura,
comprensión oral y escrita, escritura y habla) en el inglés. Según el Marco, a escala global, el
alumno con nivel B1:
• Es capaz de comprender los puntos principales de textos claros y en lengua estándar si
tratan sobre cuestiones que le son conocidas, ya sea en situaciones de trabajo, de estudio
o de ocio.
• Sabe desenvolverse en la mayor parte de las situaciones que pueden surgir durante un
viaje por zonas donde se utiliza la lengua.
• Es capaz de producir textos sencillos y coherentes sobre temas que le son familiares o
en los que tiene un interés personal. (200-300 palabras)
• Puede describir experiencias, acontecimientos, deseos y aspiraciones, así como justificar
brevemente sus opiniones o explicar sus planes.

4 - Metodologías docentes

Método comunicativo interactivo donde se ejercen las 4 destrezas.

Las actividades formativas requerirán la presencia y participación activa del alumnado, se
impartirán en inglés y estarán enfocadas fundamentalmente al aprendizaje de esta lengua.
Tipos de actividades: asistencia a clase, sesiones magistrales, participación activa en las
actividades lectivas, como realización de ejercicios, exposiciones de trabajos escritos realizados
en grupo y debates, tutorías especializadas, individualizadas y virtuales.
La enseñanza se desarrolla mediante una combinación de clases magistrales, de carácter teórico,
con sesiones prácticas en las que se llevarán a cabo actividades de diverso tipo para observar,
analizar, discutir y en ocasiones aplicar documentos didácticos de interés para la enseñanza de la
lengua inglesa.
La asistencia a las clases magistrales supone la preparación previa de algunas lecturas o la
consulta a documentos visuales o digitales asignados con antelación.

5 - Recursos

Actividades de Inglés B1 (disponibles a través de Studium y del servicio de reprografía) y

diccionario bilingüe Español-Inglés (no electrónico)

6 - Evaluación

Consideraciones Generales
La evaluación será continua y se valorará la asistencia a clase y la participación activa en la
misma, así como la preparación y realización puntual de los trabajos asignados. Habrá un
examen final (escrito y oral) en que el alumno demostrará las competencias de nivel B1 en
inglés.

Criterios de evaluación

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Se distinguen tres opciones de evaluación correspondientes a tres tipos de estudiantes:

OPCIÓN 1. Estudiantes que poseen un certificado de acreditación de nivel B1 o superior.

(Dichos estudiantes deberán mostrar el certificado original al profesor y entregarle una
fotocopia).

Al considerarse que estos estudiantes ya cumplen con los objetivos mínimos establecidos en la
asignatura, partirán con una calificación de 5 puntos y solo deberán asistir a las sesiones
especiales para este grupo que tendrán lugar la última semana de diciembre.
Para completar su calificación se les asignará una nota de entre 0 y 5 puntos por la elaboración
y defensa de una presentación PPT de 10 minutos en inglés que expondrán a finales de
diciembre de manera oral al resto de estudiantes que elijan esta opción de evaluación. El
alumno deberá responder además a las preguntas de sus compañeros y del profesor. El
profesor les proporcionará pautas para elaborar su exposición (véase, en Studium el
documento titulado Pautas para elaborar la presentación) y feedback sobre su presentación de
manera individualizada.

OPCIÓN 2. Estudiantes que asistan a clase y participen con regularidad (mínimo 80%
de las sesiones)

El 40 % de la calificación de estos estudiantes dependerá de los siguientes elementos de

evaluación continua:
- Asistencia regular acompañada de participación activa: 15 %
- Actividades de expresión y comprensión escrita a realizar en el aula 10 %
- Actividades de expresión y comprensión oral a realizar en el aula: 15 %

El 60 % de la calificación restante dependerá de una prueba final (comprensión y expresión

oral y escrita) basada en los contenidos desarrollados en clase (nivel B1) y que estarán
disponibles para los estudiantes en un documento que se podrá descargar desde Studium.

Los estudiantes que elijan esta modalidad aceptan las normas de comportamiento en el aula
que figuran al final de este documento y se comprometen a hacer las tareas diarias que les
señale el profesor.

OPCIÓN 3. Estudiantes que no asistan a clase con regularidad

El 100 % de la calificación restante dependerá de una prueba final (comprensión y expresión

oral y escrita) basada en los contenidos desarrollados en clase (nivel B1) y que estarán
disponibles para los estudiantes en un documento que se podrá descargar desde Studium.

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 NORMAS DE COMPORTAMIENTO EN EL AULA

La convivencia universitaria se basa en los derechos de cada uno de los estudiantes, pero
también por las obligaciones y responsabilidades que se tienen y que deben ser asumidas,
como por ejemplo las normas de comportamiento. En caso de no cumplir con las normas
establecidas por la Universidad de Salamanca o las normas establecidas por el profesor
de la asignatura, el alumno estará sujeto a medidas disciplinarias.
-LA PUNTUALIDAD: Es imprescindible que cada alumno llegue a tiempo y esté
preparado y atento a la hora de comenzar la clase. NO SE PUEDE ENTRAR TARDE.
-EL IDIOMA: No se permite hablar en español durante la clase. Al inicio de esta
asignatura los alumnos deberán tener al menos una competencia lingüística y
comunicativa en lengua inglesa de nivel A2 y deberán expresarse en inglés durante todo
el desarrollo de la clase. El hecho de que el estudiante tenga que hablar en inglés no
implica que se espere que no cometa errores. Estamos aquí para aprender.
-DISPOSITIVOS ELECTRÓNICOS: Bajo ninguna circunstancia se permitirá el uso de
teléfonos móviles, ordenadores, u otro tipo de dispositivo electrónico en la clase. Es
obligatorio llevar un diccionario de bolsillo a clase todos los días y no se permite el uso
de traductores o diccionarios electrónicos.
-EL RESPETO: Es obligatorio respetar al profesor y a todos tus compañeros. Se valoran
tus pensamientos y opiniones, pero la comunicación de ellos nunca deberá inferir con el
ambiente neutro de la clase o dificultar el aprendizaje de los demás en ningún momento o
en ninguna manera.

UNIT 1
Emotions

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 SECTION A
Warm Up Questions:

1. What makes you happy? Do you think this is the same for everyone?
2. Is there something that makes you happy that is unusual, strange, or not common for
other people?
3. Do you think the definition of happiness can change from culture to culture? Why?
What do you think makes people happy in Spain? What about the United States,
Japan, Iraq, Brazil, or China?

Activity 1: “The Secret of Happiness”

face2face Intermediate 2nd Edition

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 1. Do you agree that being “clever, rich and attractive” is the best way to find
happiness? Give an example of a way in which this is true, and a way in which it
may not be.
2. Write a list of the top 10 things that make you happy to compare with the findings
in the study mentioned above.
Activity 2: “The top ten reasons for happiness”: Read the article and answer the
questions below.

face2face Intermediate 2nd Edition

Discussion:

1. Are the reasons in the article true for people you know? Give examples if possible.
2. Do you agree with anything in the article? If so, why?
3. Are there any other reasons for happiness that you think should be in the article?
4. Which society do you think these are reflective of? How do you think Spanish society
would rank these factors?

Activity 3: “Feelings”

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 Other than happy, can you name 10 other adjectives related to feelings? Compare with
another group.

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

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Activity 4: Adjectives: Match the following words with their definitions.

upset concerned shocked relaxed pleased

depressed satisfied calm scared nervous embarrassed
angry fed up disappointed annoyed confused stressed

1. Happy because you aren’t worried about anything. ________________________

2. Worried because of something that is going to happen. _______________________
3. Happy or satisfied. ________________________
4. Feel stupid because of something you did. ________________________
5. Having a strong negative feeling about someone or something. _________________
6. Agitated. ________________________
7. Annoyed or bored because you’ve done something for too long. ________________
8. Unhappy because something is not as good as you wanted. ____________________
9. Worried and not able to relax. ________________________
10. Relaxed and peaceful. ________________________
11. Unhappy or worried because something bad has happened. ____________________
12. Frightened. ________________________
13. Pleased because something has happened in the way that you want. _____________

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14. When you don’t understand something well. ________________________
15. Very surprised and upset. ________________________
16. Worried or upset. ________________________
17. Unhappy and not able to enjoy anything. ________________________

Discussion:

1. What is the difference between angry, fed up, and annoyed? What is the difference
between scared and shocked? What about calm and relaxed?
2. Are these adjectives mostly positive or negative? Do you think it’s more valuable to
learn and practice negative or positive emotions, and why?
3. How do the adjectives taken from face2face Intermediate reflect British society?
4. If you were to write a textbook as a Spanish speaker, which adjectives would you
include on the list? How does this reflect your society?

SECTION B
Warm Up Questions:

1. When you are sad, depressed, or angry, what do you do to cheer yourself up?
2. What are the benefits of physical activity concerning your mood? Would you rather
eat a bowl of ice cream and cry, or go for a run when you are sad?

Activity 1: “Laughter is the best medicine”

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 a) Read the article and
answer these
questions:
1. Where and when did
Laughter Yoga Clubs
begin?
2. How often do young
children and adults
laugh?
3. How does Laughter
improve your health?
4. What do people do at
a Laughter Club?
5. Why is fake laughter
good for your health?
6. How did the writer
feel at the end of the
class?
b) Prepositions
Look at the adjectives in
blue in the article. Which
preposition comes after
each of them?
good _____
worried _____
happy _____
fed up _____
surprised_____
keen _____
upset _____
nervous _____
interested _____
pleased _____

face2face Intermediate 2nd Edition

Prepositions with adjectives: We often use prepositions with adjectives. The most
common prepositions for these adjectives are in bold. Other prepositions that we can
also use with these adjectives are in parentheses ( ).

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 good at scared of (by)
happy with (about) bored with (by, of)
interested in frightened of (by)
nervous about (of) annoyed at (with, by)
keen on bad at
worried about satisfied with (by)
surprised by (at) embarrassed by (about)
upset about (by) concerned about (by)
fed up with (of) angry about something

Activity 2a: “Supper Clubs”: Read the article and answer the following questions:

1. Why did Cassie decide to start a “Supper Club”?

2. What are “Supper Clubs”? How do they work?
3. Would you be interested in the “Supper Club” experience?

Supper Clubs: a restaurant at home

“I’ve always loved food,” says Cassie Dawson in the kitchen of her flat in London. “But
I’ve become bored 1at/with/in eating out. I’ve had too many disappointing meals and paid
too much money for them! At one point, fed up 2with/on/at my moaning, a friend
suggested I open my own restaurant. Impossible, I thought. But then I heard about supper
clubs…
Supper clubs are a mixture of a restaurant and a dinner party—you go to a stranger’s
house and they cook dinner for you. Like a restaurant, you pay for your food, but like a
dinner party, you eat at the same table as other people. They are advertised through
social-networking sites with a menu and, until just before the meal, little information
about where the supper club is given.
“It’s like running a secret restaurant for one night,” says Cassie. “The next morning, I
put the tables and chairs away. I put the TV back and it’s my living room again.”
Cassie opens her ‘restaurant’ for around 12 people about once a month, and is really
pleased 3of/in/with the evenings she’s had so far. She uses fresh, local ingredients and a
typical meal costs as about the same as a takeaway—much less than a restaurant meal. So
how does she make money out of it?
“I don’t” says Cassie. “In fact, at first I was worried 4 with/of/about losing money on
my club. I’m good 5about/at/by cooking but my maths is terrible! But I was surprised
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by/on/of how cheaply I could make a good meal. This isn’t about money. It’s about a
different eating experience.
And what about inviting complete strangers into her house? Was Cassie ever nervous
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at/about/by that?
“Not at all”, she says. “Almost everyone at supper club is just so interested 8with/in/by
having a good meal with other interesting people”.

Activity 2b: Read the article again and circle the correct preposition

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Discussion:

1. What is the difference between embarrassed and ashamed? Why do you think
there is no lexical difference between these two emotions in Spanish? Why do
you think there is a difference in English?
2. What are you keen on? What are you worried about? What are you interested in?
What are you fed up with?

Activity 3: “Laughter Yoga” Watch the YouTube video “Laughter Yoga Clubs” and
answer the discussion questions that follow.

https://www.youtube.com/watch?v=3dpNS2l7jNs (Watch 1 minute)

Discussion:
1. When watching the video, what emotions did you feel? Did you laugh? Did it
make you uncomfortable? Why or why not?
2. What do you think about the people who join Laughter Yoga clubs?
3. Would you ever join one? Are there any types of these clubs in Spain? Why do
you think that is?

Activity 4 Make your own club! In pairs, decide on what the club will be like, who it is
for, and what kind of people the club will interest.

• Name of club:

• Activities:

• For people interested in:

• For people not interested in:

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Write a short advertisement for your club here. Make it exciting so that people will want
to join!

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

SECTION C

Warm Up Questions:

1. What do you do when you’re bored? What do you find most boring about your
life?
2. When are you most relaxed? What do you do that’s relaxing when you are
stressed?
3. What kinds of things do you hate doing? Why do you hate doing them? Are there
things in your life that you regularly have to do that you don’t like?

Activity 1: adjectives for people and things

a) Read the short paragraph below and underline all the adjectives. Then, with your
partner, discuss the rules of adjective endings according to the context.

Tommy and Sarah are really bored. They’ve been in summer school all day and the
teacher is so boring, that most of the students are not interested in what he has to say.
The thing is, if the teacher did more interesting activities, then the students would be
more satisfied, or at least have a more exciting time in school! Fortunately my friend,
Tommy is so funny that he makes the day more interesting and fun!

b) 1. In general, when do we use the –ing ending in adjectives?

___________________________________________________________________

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 2. When do we use the –ed ending?

___________________________________________________________________

3. Can you think of any adjectives that do not take the –ed or –ing forms?
___________________________________________________________________

c) Try to complete the table below by using your dictionaries. Be careful, some do not
follow the rules you just learned! For those that don’t, think of WHY and another way
to express it.

relaxed
nervous
pleasing
embarrassed
annoying
fed up
stressed
calming
upsetting
scared
shocked
angry
depressing
fun
disappointing

d) Try to complete the sentences below based on context. Be careful of irregulars!

1. The book I’m reading is so __________________ (depress), it’s about a boy who
loses his dog!
2. The movie was really __________________ (fun), I laughed the whole time.
3. I get really __________________ (stress) during exams. Final exam time is the
most __________________ (stress) time of the year.
4. I was really __________________ (disappoint) in my exam results. I thought they
would be better!

Activity 2

a) Work with a partner and each person choose a picture A, or B. Then say what you can
see in it. Think about how the person felt when they were there and give as many
details as possible using various forms of the adjectives.

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 IMAGE A IMAGE B

b) Your photographs showed people in situations that caused strong feelings. Now it’s
your turn to talk about important events in your life that cause strong feelings.

• Moving house or changing school

• Making a new friend
• Taking an important exam
• Receiving a special present
• Being frightened by something
• Doing something for the first time
• Being very surprised by something
• Doing something very well
• Being very angry about something

Activity 3 “Why do we feel lonely”

a) Watch the video on loneliness and answer the questions that follow.

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 https://www.youtube.com/watch?v=-f6P9f6bmlA (play at .75 speed)

1. What does the speaker say about humans forming bonds? Why is it an asset to
humanity?
2. What happens the more we interact with other people?
3. What does the speaker explain about “natural selection” and communication
skills?
4. When do we get lonely according to the speaker?
5. What happens to our bodies when we go without human interaction for a long
time?
6. What are some of the long-term effects of loneliness?
7. What do sociologists say about “social pain” and why loneliness is actually a
tool?
8. What can you do when you feel lonely?
9. How do we feel when we find companionship?

Discussion

1. Do you feel lonely often? What do you do when you feel lonely?
2. What do you do to avoid isolation? Do you ever get annoyed by being around
people too much?
3. What kinds of things do you do to meet new people? Are you more introverted or
extroverted?
4. Do you believe in the long-term effects of loneliness? What kind of advice would
you give to a friend who is lonely?

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b) Look at the picture below and read the quote. Discuss in groups what it means and if
you agree or disagree with it. How can being alone be both negative and positive and
in which situations can they be different?

SECTION D
Warm Up Questions:

1. What kinds of things do you love? What can’t you stand?

2. Do you do things more with family, or with friends? When do you choose family
over friends?
3. When you are not studying, what do you do in your free time? What do you
usually do on summer break? And winter break?

A) Activity 1. Reading Comprehension: “Steve’s street food blog”. Read the extract of
the blog and answer the following questions:

1. What does Steve do for a living and how does this allow him to try street food?
2. Why does he like eating street food?
3. When did he start his blog?
4. How often does he visit Bangkok?
5. Where was Steve on May 19th?

Steve’s Street Food Blog

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I live in London, but I travel all over the world for my job (I’m a photographer) and I
always try the street food wherever I go. I think travelling and trying new food is
brilliant! For me, there’s nothing better than sitting in a square or a park eating cheap,
freshly-cooked street food; I love it! It really is the best way to get to know a country
and its people. I started blogging about street food over three years ago and my blog
is becoming more popular every year. I really enjoy writing, but I can’t bear waiting
for people to comment on my blog, I’m so impatient! Now I’m writing a book about
street food around the world—when I’m not working blogging or eating, of course!
APRIL 27th: More and more people are visiting Thailand on holiday these days,
but most of them don’t stay in Bangkok for very long. By mistake! I come here every
year and I can tell you that the country’s capital has got some fantastic street food—
take pad Thai, for example. It’s very quick to make—stir fry some noodles, then add
eggs, fish sauce, chillies, chicken, peanuts (I couldn’t stand peanuts before this dish!),
herbs and spices—and it’s one of the most incredible dishes you’ve ever tasted!
May 19th: I’m blogging from a busy food market in the centre of Jakarta. People
still eat a lot of street food in Indonesia, and satay is probably the country’s most
popular dish. When people make satay, they often grill the lamb or chicken, but it
tastes better if it’s barbecued over an open fire. Then cover the cooked meat with a
spicy peanut sauce (remember I couldn’t bear peanuts?!) Delicious!
face2face Intermediate 2nd Edition

Activity 2. Discuss these questions:

1. What kind of street food can you buy in your country? What are the ingredients?
How is it cooked?
2. Do you ever eat street food? If so, what do you eat?
3. Can you explain what “tapas” are? Do you enjoy eating tapas?
4. Why are “tapas” so popular in Spain? Which is the best neighborhood in
Salamanca to eat “tapas”?

B) Grammar focus

1. What are the two types of verb tenses in bold? Can you describe to your partner
when and why they are used?

2. We use the _____________________ for things that:

a) are happening at the moment of speaking
b) are temporary and happening around right now, but maybe not at this exact
moment
c) are changing over a period of time

3. We use the _____________________ for:

a) habits and routines with always, sometimes, never, every day, etc.
b) things that are permanent, or true for a long time
c) verbs that describe states (be, have got, want, etc.)*

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 4. Compare these sentences and talk about the differences with your partner.
a) I work at my dad’s shop. I really like it. // I’m working at my dad’s shop. I’m
really liking it.
b) I think that sports are really boring. // You seem sad, what are you thinking
about?
c) I have a lot of friends. // I’m having friends over for dinner tonight.

* Activity verbs talk about activities and actions. State verbs talk about states, feelings
and opinions. We don’t usually use state verbs in the Present Continuous. Take a look at
these common state verbs.

be and have think and like and hate senses other

be, have, own, think, know, like, love, hate, see, hear, taste, hope, seem,
belong believe, prefer, want smell, touch need, cost,
understand, agree, weigh,
remember, contain
forget, mean

Activity 2: Fill in the gaps in the email with these verbs:

meet visit have (2) tidies chat do (2) go having

From: laurafarris@mymail.net
To: harryb@mymail.net
Subject: Let’s meet for a drink!

Hi Harry. Thanks for your email. It would be great to 1__________ up with you for a drink. It’s
difficult to meet at weekends, however, because we’re always very busy. Peter and I always
2
__________ clubbing on Friday nights, so we usually 3__________ a lie-in on Saturday
mornings. We’re 4__________ friends round for dinner this Saturday night so we can’t see you
then.
I 5__________ my parents every Sunday morning and 6 __________ some gardening with Mum.
Peter stays at home and 7__________ up the flat. We usually 8__________ some exercise in the
afternoon, like swimming or tennis. On Sunday evenings we always 9__________ a quiet night in
before work on Monday. What about a drink on Monday after work? Perhaps we can
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__________ online later to arrange a time.
See you soon!
Laura
Text from face2face Intermediate 2nd Edition

Activity 3: Put the verbs in brackets into the Present Simple or Present Continuous

1. What __________ you __________ (do)?

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 2. I __________ (make) a pie, __________ you __________ (want) some?
3. I __________(think) street food __________ (become) more popular these days.
4. Oh, I __________ (never eat) street food. I __________ (prefer) restaurants.
5. I __________ (work) in a café for a few weeks.
6. __________ you __________ (like) working there?
7. I enjoyed it at first, but now it __________ (get) a bit boring.

Activity 4: Work in pairs and decide how you feel about these things. Choose a different
phrase from the phrase box to help you out.

Example: Do you like getting up in the morning? No, I hate it. I wake up at 10:00 every
day and it’s too early! (list continued on next page)

I really love… I really hate…

I don’t like … at all I can’t stand…
I’m interested in… I think… is alright.
… gets on my nerves I can’t bear
I (really) enjoy… I don’t mind…
I think… is wonderful/brilliant I think… is really awful/boring, etc.

• watching sports on TV • buying new shoes / clothes

• waiting in queues • getting up early
• cooking • doing the washing-up / dishes
• going to weddings • trying new foods
• writing / blogging • travelling

Activity 5: Look at the images below. Describe the images and imagine the type of life
the people in the photos have. What do they like doing? Where do they work? Where do
they live? Why are they doing what they are doing in the photos?

Section E

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 Don´t eat the marshmallow ! 1

https://www.ted.com/talks/joachim_de_posada_says_don_t_eat_the_marshmallow_yet

You are going to watch a TedTalk by Joachim de Possada called Don´t eat the
marshmallow ! Joachim is a writer and a motivational coach. In this talk he explains how
the “marshmallow test” works.

PRE-VIEWING:

In pairs, answer the following questions:

1. What is a marshmallow?
2. Do you know what a coach is? What do coaches do?
3. Do you think that self-discipline is an important factor to predict students’ future
success?

COMPREHENSION CHECK:

Keywords
Self-discipline: the ability to control yourself and apply yourself to your work
Grades: marks or scores at school (A+, B, D- )
Drop out: a person who abandons a course, competition, task,…

A) Watch the TED Talk. Answer the questions. Then discuss your answers with a
partner.

1. What were the children not supposed to do in the marshmallow test?

2. Did most of them succeed?
3. According to Joachim de Posada, which children were more successful fifteen
years later?

1 The exercises from this TEDtalk were adapted from Keynote Intermediate (2016). National

Geographic Learning.

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B) Watch the first part (0.00-1.24) of the talk again. Choose the correct options to
complete the description of the marshmallow test.

The marshmallow test was the idea of a professor of psychology/economics at

Stanford University. He put children aged two/four alone in a room with a
marshmallow. He told them that if they didn’t eat the marshmallow, he would give
them a price/another marshmallow when he returned. Then he left them for
five/fifteen minutes. One/Two out of three children ate the marshmallow.

C) Watch the second part (1.24-2.47) of the talk again. Complete the sentences with one
word or number in each space.

1. According to Joachim de Posada, the most important principle for success is self-
________________.
2. Fifteen years later _______________ per cent of the children that hadn´t eaten the
marshmallow were successful, according to Joachim de Posada.
3. But a lot of the kids who ate the marshmallow were in __________________:
they had bad __________________.
4. Joachim de Posada wanted to know if Hispanic kids would react in the same way.
So he repeated the experiment in __________________.
D) Watch the final part (4.44 to the end) of the talk again. Complete the answers to these
questions about the lessons we should learn from this experiment.

1. What did the last girl in the video do?

2. What does Joachim think this tells us about her?
3. What does Joachim the Posada suggest that a salesperson can do to sell more
things to a customer?
4. Where are they teaching children the principle of “learning to wait”?
5. According to Joachim, where should they be teaching this principle and why?

POST-VIEWING:

1. How can body movement and gesture help communication? When do body
movement and gesture not help communication?
2. Work in pairs. You are going to explain the marshmallow experiment. Make notes
about the key points.
3. Work with a new partner. Take turns to explain the marshmallow experiment in
your own words. Use gestures and movement to help explain the ideas.

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 DISCUSSION TOPICS

• What causes anger? Are there different types of anger?

• What are various ways people respond to anger?
• Is anger ever justified? If so, how can we determine whether it is?
• Is anger ever a good thing? If so, when? Why? Is anger ever a bad thing? If so, when?
Why?
• Are there better and worse ways to respond to one's own anger?
• How do you decide what to do when you get angry?
• Do you think men and women show their anger differently?
• What makes you angry? When was the last time you got angry?
• Is getting angry an effective way of dealing with problems? What annoys you about
living where you live now?
• What annoys you about taking trains to work? What annoys you about driving a car?
What annoys you most about living at home with your family?
• Do you think you have habits that annoy other people?
• Does it annoy you when people kiss in public?
• Do you get annoyed when someone cuts in front of you when you are waiting in line?
• Do you annoy people with some of your habits? What is something that your parents
do that annoys you?
• Can annoying someone be a good thing?
• What does pet peeve mean? What is your pet peeve?
• Are you a happy person? What is happiness for you?
• What do you think is the color for happiness?
• Do you think that happiness lies within you? Or does it depend upon other people and
external things?
• Can money buy happiness?
• Is happiness a state of mind?
• What makes you feel happy?
• What are the three most important things for you to be happy?
• Is happiness relative, that is, does it have a different meaning for each person?
• Are single people happy?
• Would you be happier with a soul mate or single?
• Does having an animal/pet make you happy?
• What is the effect that animals/pets have on people to make them feel happy?
• What makes you happy?
• When was the happiest time of your childhood?
• Can you be happy if you are rich?
• Can you be happy if you are poor?
• How can you become happy again when you are sad?
• Is happiness a goal?
• How often do you feel really happy?
• Are the people in your country generally very happy?

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 PRACTICE

1. Emotions: Read the sentences and complete provide an emotion adjective that fits the
description.

1. She’s done the same job for five years. ____________________________

2. He’s forgotten his best friend’s birthday ____________________________
3. She’s got her driving text this afternoon. ____________________________
4. He’s just come back from a long holiday. ____________________________
5. He didn’t get the birthday present he wanted. ____________________________
6. They don’t understand the exercise. ____________________________
7. Their son got the job he applied for. ____________________________

2. Prepositions with adjectives: Complete the sentences below with the correct
preposition and complete the sentence with your own words.

1. I’m good _______ _________________________________________________

2. I’m frightened _______ _____________________________________________
3. I’m happy _______ ________________________________________________
4. I’m annoyed _______ ______________________________________________
5. I’m fed up _______ ________________________________________________
6. I’m bored _______ ________________________________________________
7. I’m surprised _______ ______________________________________________
8. I’m very nervous _______ ___________________________________________
9. I’m angry _______ ________________________________________________
10. I’m worried _______ _______________________________________________

3. Adjective endings: Complete the adjectives with –ed or –ing. (Continued on pg. 20)

1. Eileen has been working twelve hours a day for the last week. She’s absolutely
exhaust_____.
2. I can’t bear being without my family. I find it very depress_____.
3. Please don’t shout so loudly. You’re making me very embarrass_____.

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 4. Juan must be very frustr_____. He’s just failed his driving test again.
5. Waiting in queues is really irritat_____.
6. My history of art class is absolutely fascinat_____.
7. I’m afraid I was extremely dissapoint_____ by the results of these tests.
8. Marek doesn’t earn much, but he finds his job very satisfy_____.
9. You must go and see that new film. It’s extremely entertain_____.
10. I’ll by very annoy_____ if they don’t reply to my letter.

4. Present Simple and Present Continuous: Complete the paragraph with the correct form
of the verb in brackets.

First of all, I 1 ________________ (think) that sports on TV is really boring. But I don’t
mind 2 ________________ (watch) them live at the sports arena. Apart from sports, I
really 3________________ (like) dancing. I’m a part of a new dance club and I
4
________________(like) it more and more each day. One thing that drives me crazy,
though, is having to balance my free time with school. I 5________________ (have) way
too many classes this semester. To top it off, I 6________________ (work) at my dad’s
shop for a few weeks to help him with the Christmas rush. He 7________________
(work) in retail so there are a lot of customers around the holidays.

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