002 TG Upward Skills IV 4tosemestre Dgeti

Paola Mendoza Cifuentes Isidro Zariñán Medina
UPWARD IV
María Antonieta García Castillo

Upward Skills IV is a solid step for students in their pursue
for acquiring English language knowledge.
SKILLS
It contains six units with activities and theory aimed to work
on the communicative approach students need to develop.
This book offers…
w dynamic lessons that will lead students to develop their
four communicative skills as well as their Grammar and
vocabulary learning.
w a Crossing Knowledge cultural section, aimed to use the
language to understand different aspects of daily life. Paola Mendoza Cifuentes
w Term Evaluations to get to know students’ development level. María Antonieta García Castillo
y la globalización
w a Project Section, that encourages students to use their
language competence and critical thinking to prepare
and present a product.
Teacher's Guide
SKILLS
La humanidad
UPWARD
Historia Universal. IV
www.esfinge.mx
N. 10610
Tel.:55 5359 1111
10610_002_Portada_UPWARD_SKILLS_TG.indd 1 08/02/22 16:11

Teacher's Guide
10610_PRELIMINARES_UPWARD_SKILLS_IV_TG.indd 1 10/02/22 13:38

Dirección Editorial
Gabriel Torres Messina
Dirección Editorial EMS

Ma. del Rosario Cortés Muñoz
Coordinación Editorial
José Nava Díaz
Diseño de Interiores
Iván Daniel Moreno Aguilar
Emma Laura Hernández Hernández
Diseño de Portada
Teacher's Guide
Cecilia Krystel Galván Hernández
Edición
Clemens Paul Nava Kopp
José Nava Díaz
Ariadna Angélica Navarro Rangel
Diagramación
Iván Daniel Moreno Aguilar
Emma Laura Hernández Hernández
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Iván Daniel Moreno Aguilar Upwards Skills IV (Teacher's Guide) son propiedad
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Archivo Esfinge la reproducción o transmisión total o parcial mediante
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Preprensa
Noé Brito Castro
Revisión técnica
José Nava Díaz
Ariadna Angélica Navarro Rangel
Upwards Skills IV (Teacher's Guide)

Derechos reservados:
© 2018, P aola Mendoza Cifuentes
© 2018, Editorial Esfinge, S. de R.L. de C.V.
Átomo No. 24, Col. Parque Industrial
Naucalpan, Edo. de México, C.P. 53489
Núm. producto: 10610
Primera edición: 2018
Primera reimpresión: 2020
Segunda edición: 2022
Impreso en México
Printed in Mexico

Table of Contents
Presentation 5
Scope and sequences 6
How to use this book 8
3
Diagnostic Exam 10
1
UNIT
Great Inventors and Their Inventions 13

Language Functions 23
Crossing Knowledge 25
Unit 1 Product 27
Self Evaluation 28
2
UNIT
Teenagers in Charge of Saving the World 29

Unit 2 Product 43
Self Evaluation 44
3
UNIT
Teens' on line Activities and Gadgets 45

Unit 3 Product 59
Self Evaluation 60
TERM EVALUATION 1 61
4
UNIT
Ecovillages 65
Unit 4 Product 79
Self Evaluation 80

Table of Contents
5
UNIT
My State 81
4
Unit 5 Product 95
Self Evaluation 96
6
UNIT
Eating Disorders 97
Unit 6 Product 111
Self Evaluation 112
TERM EVALUATION 2 113
Cultural Notes 117

Audio Transcripts 120
Glossary 127
Grammar Reference 129
Upward Skills IV

Presentation
To the student:
5
Upward Skills IV is a solid step in your pursuit for acquiring English
language knowledge and skills.
It contains six units with activities and theory aimed to work on a

communicative approach.
This book offers…

• dynamic lessons that will lead you, with your teacher’s help, to develop
your four language skills as well as Grammar and vocabulary knowledge.
• a Crossing Knowledge section, aimed to use the language to get to
understand different aspects of daily life.
• Term Evaluations to get you to know your development level.
• a Project Section, that will encourage you to use your language
competences and critical thinking to prepare and present a product.
Presentation

10/02/22 13:38
UPWARD
SKILLS IV SCOPE
Unit Vocabulary Grammar Reading and Listening Speaking and Writing Project Portfolio Compentences
• Materials and • Passive Voice- • Reading: • Speaking: Inventions • Students will • Students will be able to talk
1
UNIT
objects used Simple Past How things are made and inventors research and about
to make things • Passive Voice – • Subskill: Inferring • Writing: make a poster • Different topics using the
Simple Present Malala Yousafzai Write sentences using or power point Passive Voice
Great inventors • Subskill: Scanning the Passive Voice presentation
and their about Nobel
• Listening:
inventions A conversation
Prize Awarded in
pp. 13-28 Chemistry, Peace,
• Subskill: Listening for
Physics, Physiology
specific information
or Medicine and
A conversation
Economics
detail
• Natural Feature • Tag Questions • Reading: • Speaking: • Students will • Students identify the
2
UNIT
Landforms Landforms in their create art with different landforms and

• Subskill: Reading for community Inventions recycled objects, the importance of recycling
Teenagers detail that can help the planet such as plastic, culture
• Village in India Plants III • Writing: glass containers,
in charge of
trees every time a little Actions to go green old beads, cans,
saving the girl is born jars, etc.
world • Subskill: Scanning
pp. 29-44 • Listening:
A conversation
specific information
• Phrasal verbs for • Second • Reading: • Speaking: • Prepare a • Students will be able to use
3
UNIT
10610_PRELIMINARES_UPWARD_SKILLS_IV_TG.indd 6
technology and Conditional Teens’ online activities Online activities and presentation in phrasal verbs and identify
computers and gadgets gadgets a poster or Power hypothetical situations
Teens’ online • Subskill: Scanning • Ask and answer questions Point presentation
activities and using Second Conditional about hypothetical
gadgets • Listening:
situations
pp. 45-64 A conversation • Writing:
• Subskill: Listening for Write sentences using
specific information the Second Conditional
Term Evaluation 1
pp. 61-64
6
UPWARD
SKILLS IV SCOPE
Unit Vocabulary Grammar Reading and Listening Speaking and Writing Project Portafolio Compentences
• Ecovillage, Gen • Simple Past • Reading: • Speaking: • Create an Ecovillage • Students could be able
Sustainable • Past Perfect What´s an Ecovillage? Discuss the questions • Students will to discuss the differences
UNIT
4
• Subskill: Scanning with a classmate create an ecovillage between activities they did it
• Verbs
Ecovillages • A conversation Subskill: based on respect in past and others keep doing
• Writing:
pp. 65-80 • Past Perfect Listen and complete for for nature and
Complete the charts with
10610_PRELIMINARES_UPWARD_SKILLS_IV_TG.indd 7
Progressive specific information use of renewable
different grammar tenses
energies
• Name of local • Conditional • Reading: • Speaking: • Students will • Students could be able to
products Type 1 Where are they from? Discuss the questions with develop a new use the language, explaining
UNIT
5
• Subskill: Scanning a classmate system to prevent different possibilities in the
My State • Tourist destinations • Conditional • Discuss and share weather disasters, daily life
• Do you like to visit?
pp. 81-96 Type 2 information based on different
• Subskill: Scanning
situations that
• Writing: Complete the
• Learning places • Conditional • Student Learning could happen in
sentences with different
Type 3 • Subskill: Scanning your country
grammar tenses
• Subskill: Listen and
complete for specific
information
• Types of eating • Relative Clauses • Reading: • Speaking: • Students have • Students could be able to
disorders Do I have an eating Discuss the information to present a play, talk about eating disorders,
UNIT
6
disorder? with classmate which the topic recognize the causes,
Eating • Subskill: Scanning • Writing: answer the has to be related substitute relative clauses
disorders • Characteristics of question to different eating and locate prepositions
pp. 97 -116 Relative Clauses • Combine the sentences disorders
• Prepositions • Subskill: Listen and using relative clause
complete the information
Term Evaluation 2
pp. 113-116
Cultural Notes Cultural Note: Biography of Mother Teresa
pp. 117-120 Cultural Note: Jim Morrison
Audio Scripts
pp. 120-126
Glossary
pp. 127-128
7
10/02/22 13:38
How to Use this Book
UNIT STRUCTURE
Each unit begins with a reading. Then, a series
of activities are displayed to work on language
skills as well as grammar and vocabulary.
8
READING
Adapted readings, taken from authentic
materials, that contain relevant
information to foster your curiosity.
HEADINGS
This information will let you know what
unit and what lesson you are working on.
VOCABULARY PRESENTATIONS
In these activities, you will practice the words
that, you are going to work with
throughout the lesson.
Upward Skills IV

GRAMMAR
You will discover functions as
well as language usage in this
section.
9
LANGUAGE FUNCTIONS
In these pages, you will reinforce
the grammar structures that you
learned in each unit.
CROSSING KNOWLEDGE
In this section, you will notice how English as a
language relates different cultural knowledge
amongst English speaking countries.
PRODUCT
You will display your communicative skills,
the usage of the vocabulary and structures
you studied throughout the unit.
How to Use this Book

Diagnostic
10
EXAM
NAME: DATE:
1 Complete the following sentences using the comparative form.

a. Maricela is taller (tall) than her sister.
b. My neighbor's car is more expensive (expensive) than mine.
c. My friends and I are better (good) than yours playing Fortnite.
2 Complete the following sentences with the superlative form.

a. The black mamba snake is the most dangerous (dangerous) snake in the world.
b. 2019 was the worst (bad) year for the country's economy.
c. Mount Everest is the highest (high) mountain in the world.
3 Complete the following sentences using the comparative form as _ as.

a. Fortnite is not as good as (neg. good) Warzone.
b. Chemistry is as difficult as (difficult) Math.
4 Choose the correct option.

a. Next week I will help (help) my brother with his final project.
1. will help 2. will helps 3. am going to help
b. My friends and I will finish (finish) highschool in one year.
1. are finish 2. will finish 3. will finishing
5 Complete the sentences with the correct modal verb: may, must, might, can,
should and have to.
a. You must respect the classroom's rules.
b. Susie didn't come to class, she might be sick.
c. We may see whales in this incredible trip!
Upward Skills IV

d. We have to wear uniform.
e. If you don't feel well, you should go to the doctor.
f. I can speak English and French. 11
6 Choose the correct option to complete the sentences.

a. Reading / To read science articles is my favorite activity.
b. Doctors suggest to walk / walking 30 minutes a day.
7 Complete the following sentences using the Zero conditional form.

a. If you mix (mix) blue and yellow color, you get (get) green.
b. If people use (use) face mask, they don't get (not / get) sick.
c. If you donate (donate) blood, you help (help) people.
d. If Rita studies (study) hard, she passes (pass) her exams.
8 Unscramble the sentences.

a. boils. / If / it / you / 100 C, / heat / at / water
you heat water at 100 C, it boils.
If
b. they / pants, / If / don't / die. / you / water

you don't water plants, they die.
If
9 Complete the sentences using the First conditional form.

a. If we continue (continue) using face masks and washing our hands, we
will prevent (prevent) getting the virus.
b. If we pass (pass) all the subjects with good notes, we will get (get)
a diploma.
10 Complete the sentences using the First conditional form.

a. If we don't take care of our planet, answers may vary .
b. Plants will die answers may vary .
c. If we finish on time, answers may vary .
Diagnostic Exam

11 Complete the following sentences using the Second conditional.
a. Maria would buy (buy) a new cellphone if she saved (save)
12
enough money.
b. If I had (have) a sister, I would be (be) happier.
c. If I were (be) you, I would listen (listen) to the teacher.

a. Carlos / student / would be / if / a / he / better / wanted.
Carlos would be a better student if he wanted.
b. would travel / world / had / money. / I / around / if / I / the / enough
I would travel around the world if I had enough money.
c. you, / If / I / were / my / I / average. /would improve
If I were you, I would improve my average.
13 Use present perfect to answer the following questions.

a. Have you ever seen a ghost?
Student's free answers
b. Have you ever visited "Cerro de las Campanas"?
Student's free answers
14 Write the correct form of the verbs in brackets to complete the sentences using present perfect.
a. She has studied (study) English since she was 5.
b. They haven't run (neg. run) a marathon since 2019.
c. He has been (be) with me all night.
d. I have worked (work) in this project for 2 weeks.
Upward Skills IV

UNIT
Great Inventors
and Their
Inventions 1
K Work in pairs. Discuss the following questions.

SP E A
¢ What are your favorite inventions?

¢ How would your life be different without these inventions?
10610_002_U1_UPWARD_SKILLS_IV_TG.indd 13 10/02/22 13:35

Reading
ENGLISH 4
D
1 Listen and read the following text. Then, discuss in pairs and answer the questions below.
RE A
CK
TR A
How Things
2
14
Are Made
Have you ever wondered how things are made?
Do you know how newspapers are printed or how
marbles are created?
There’s a TV show in England, called How things are made. Each
episode lasts about 30 minutes in length, and gives us a fascinating
insight into how everyday objects are created.
Did you know that a Chinese man, Cai Lun, invented paper in AD
50? It was called ‘papyrus’ by the Romans and it was very different
to the ‘paper-thin’type we have nowadays.
Withal, it is really interesting to see how things are produced. We
often take everything for granted and rarely sit down and wonder
about the amount of effort that goes into designing everyday items.
Some things, such as suits, still require human input into making
them, although not for every stage, and marbles require a large
amount of human involvement. Other objects, such as snooker cues,
entirely depend on the precision of machines to design, mold and
create each element.
it is excessively amazing how multiple and sophisticated machines
contribute to the manufacturing
process, but is it good for everything to
be done by them? Humans are costly,
as they have to be paid. Plus, some
of their skills to make build or create
various objects are outdated and no
longer required.
Adapted from: http://learnenglishteens.britishcouncil.org/magazine/science-

and-technology/how-things-are-made (by: EllenBlogger)
Upward Skills IV

O NE
You can learn how everyday
a. What can you learn by watching the show How things are made? objects are created.
b. When and where was the paper invented? It was invented in 50 AD in China.
UNIT
Answers may vary. Examples : baskets, dolls, napkins, jewelry,
c. Write five handmade objects. paintings, cushions, sweaters, scarves, etc.
d. Write five machine-made objects. Answers may vary. Examples: cars, bottles, clothes, computers,
washing machine, televisions, cd players, back packs, pencils, 15
ice cream.
Vocabulary
TE
1 Match the materials with the objects. Compare your answers in pairs.
WRI
Materials Objects
1. metal f a. an envelope
2. plastic e b. belts
3. wood c c. a chair
4. glass h d. cups
5. ceramics d e. a raincoat
6. leather b f. a hammer
7. wool i g. dresses
8. cotton j h. windows
9. paper a i. sweaters
1 0. fabric g j. T-shirt
2 Write sentences using the previous objects and materials. Look at the examples.
A car is made of iron and plastic / Cars are made of iron and plastic.
a. An envelope is made of paper

b. Belts are made of leather
c. A chair is made of wood.
d. Cups are made of ceramics.
e. A raincoat is made of plastic.
f. A hammer is made of metal and wood.
g. Dresses are made of cloth.
h. Windows are made of glass.
i. Sweaters are made of wool.
j. A T-shirt is made of cotton.
Great Inventors and Their Inventions

Listening
ENGLISH 4
MADE OF, WITH, FROM, BY. WHEN TO USE EACH?

Made of. We use it when we talk about the original materials of something.
Example: My blouse is made of cotton.
16
Made with. We use it when we talk about the ingredients of food and drink.
Example: This dish is made with chicken, peppers and herbs.
Made from. We use it when the original materials are completely changed during the process.
Example: Wine is made from grapes.
Made by. We use it when we talk about the one who performs the action.
Example: The dress is made by my mother.
1 Listen and complete the conversation about materials.

EN
made
LIST
Phil: Hey guys let´s play how things are (a)

Rose: Yeah, but how is it (b) played ?
CK Phil: I will write words of objects in some slips
TR A
of (c) paper , you’ll pick one and say

3
what it is (d) made of.
James: Ok, let’s start.
Rose: Table! a table is made of (e) wood
or (f ) metal .
Phil: Ok, that’s right. My turn; a pair of shoes.
I know, they’re made of (g) leather .
James: A jacket, mm, it’s made of (h) nylon
or (i) leather .
Rose: A bicycle, I know it’s made of (j) Aluminum
and (k) rubber .
2 Look up a song that uses the passive voice in its lyrics and underline the structure.
3 Complete the sentences using: of / with / from / by

a. This cake was made by the chef.
b. This salad is made with spinach.
c. Plastic is made from oil.
d. My sweater is made of wool.
Upward Skills IV

Grammar
O NE
Read the following information.
UNIT
Simple present
He cuts (doesn’t cut) the grass every Saturday. (active)
The grass is (isn’t) cut by him every Saturday. (passive)
17
Present Continuous
He is (isn’t) cutting the grass now. (active)
The grass is (isn’t) being cut by him now. (passive)
Grammar Practice
TE
1 Rewrite the sentences in the passive. Use the “by” agent and object pronouns
WRI
when necessary.
a. He takes Susie to work every day.

Susie
is taken to work by him
b. They don’t close the shops on Saturdays.

The
shops aren’t closed by them on Saturdays.
c. Mike is feeding the dog.
The
dog is being fed by him.
d. Scientists discover new things all the time.
New
things are being made by the Chinese all the time.
e. I don’t clean my room on Mondays.
My
room isn’t cleaned by me on Mondays.
f. They are building new houses.
New
houses are being built by them.
g. She is not keeping her money in a safe place.

Her
money isn’t kept by her in a safe place.
h. You buy all of your clothes at the mall.
All
your clothes are bought by you at the mall.
i. The dog isn’t biting the socks.
The
socks aren’t bitten by the dog.

Reading
ENGLISH 4
1 Discuss with your classmates. Then, read the text and check your answers.
RE A
Student’s free answers.

· Do you know who Malala Yousafzai is?
· What did she do?
· Do boys and girls have the same opportunities to study in your community?
18
Malala Yousafzai when she was 17 years old

.
gave an
Malala Yousafzai, is On July 12, 2013, at 16, she
dq uarters
a Pakistani student and human inspiring speech at the hea
ess out
ing
rights activist, who was born on July 12, of the United Nations, str
ion, for human
1997. She is well known for her activism everyone's right for educat
spo ke against
in girls’ and women’s rights, especially for rights and peace. She also
olerance
her campaign that allowed many girls to go violence, terrorism and int
e pen is
to school. Unfortunately, she was attacked by citing the proverb: “Th
On Oc tober
on October 2012, and seriously injured with mightier than the sword”.
inv ited to
a gunshot by a Taliban gunman. She was of the same year she was
resident Ob am a and his family in
immediately given an emergency treatment meet P
in Pakistan, and then, moved to Great the Oval Office.
ut her life, I
Britain for more medical treatment. She also wrote a book abo
Stood Up for
After two long medical procedures on am Malala: The Girl Who
by the Taliban,
February 2, 2013, and with a titanium plate Education and Was Shot
October 2013.
put over her skull and a cochlear implant, which was published on
ned in
she could hear again. However, the book was ban
Yousafzai is the youngest person to have Pakistani private schools.
said that they
won the Nobel Peace Prize. She was Sadly, some talibans have
usafzai.
awarded with the prize on October 2014, still want to assassinate Yo
Adapted from: https://en.wikipedia.org/wiki/Malala_Yousafzaia
2 Answer the following questions.

a. When was Malala born? She was born on July 12, 1997.
b. Why is she popular? She’s popular for her campaign to allow
girls go to school.
c. When was she attacked? She
was attacked on October 2012.
d. What did she win on October 2014? She won the Nobel Peace Prize.
e. What was her speech about in the United Nations?
It was about the right for education for all and for human rights.

Upward Skills IV

Listening
O NE
EN
1 Listen and number the conversation.
LIST
UNIT
CK a. 7 Telephone, toothpaste, aspirin, wheel.
TR A
4
b. 5 Look at the words on the board: telephone, fire, toothpaste, aspirin,
19
electricity, wheel, gold.
c. 3 What is an invention and an inventor?
d. 6 Tell me which of these are inventions?
e. 4 An invention is an item or tool that a person created. An Inventor is who

designs and makes new things.
f. 1 Good morning, class! I am glad to see you. I hope everybody is fine and
ready to start our lesson.
g. 8 Why are the other things on the list not inventions?
h. 2 Today we are going to talk about great inventions and great people,
inventors whose names have already gone into the history of mankind.
i. 9 Because they’re found in nature; people didn’t create them.

ENGLISH 4
EN
1 Now listen to the second part of the conversation. Complete the table by
LIST
writing the inventions, contributions and year.

CK
TR A
5 Electrical telegraph Theory of relativity

20 Book: From the Big Bang to black holes Phonograph and incandescent light
Universal gravitation law and the 3 laws of motion
Penicillin Sewing machine Telephone
Inventor / scientist Invention / contribution Year
Thomas Alva Edison a. The bulb light and the phonograph In 1877
Alexander Graham Bell b. The telephone In 1840
around
Samuel Morse c. The telegraph
1840.
Isaac Singer d. The sewing machine In 1851
Albert Einstein e. Published the Theory of relativity In 1905
Alexander Fleming f. The penicillin In 1928
Published the Book from the Big bang to black

Stephen Hawking g. In 1988
holes
Upward Skills IV

Grammar
O NE
Passive Voice - Simple Past
UNIT
1
TE
Look at the example and write sentences using the information
WRI
on the previous page.

The first aircraft was designed by the Wright Brothers in 1903 21
a. The phonograph and incandescent bulb (invent) were invented by Thomas Alva Edison in 1877.
b. The telephone (invent) was
invented by Alexander Graham Bell in 1876.
c. The telegraph (invent) was invented by Samuel Morse in 1840.
d. The sewing machine (invent) was invented by Isaac Singer in 1851.
e. The Theory of relativity (develop) was
developed by Albert Einstein in 1905.
f. Penicillin (discover) was discovered by Alexander Fleming in 1928.
g. The book “From the Big Bang to black holes” (write) was written by Stephen Hawking in 1988.
K
SP E A
2 Now in groups do some research and share your information

about 5 inventions done by Mexican scientists.
a. First
oral contrecentive by Luis Ernesto Miramontes.
b. Color
television by Guillermo Gonzáles Camarena.
c. Musical
theser "sound 13"by Julian Carrillo.
d. Float
by José Antonio Alzate.
e. Shoring
sytem by Manuel Gonzáles.

ENGLISH 4
3 Rewrite the sentences in the passive – use the “by” agent and object pronouns.
Follow the pattern.
SUBJECT + TO BE + PAST PARTICIPLE

(regular verbs: vb + ed irregular verbs: 3rd form)
22
Example: They didn’t wash the car. The car wasn’t washed by them
a. She didn’t find her cellphone.

Her
cellphone wasn’t found by her.
b. I didn’t paint the wall.
The
wall wasn’t painted by me.
c. My dad and his friends repaired the roof.
The
roof was repaired by my dad and his friends.
d. Nancy took a lot of photos at the party.
Many
photos were taken by Nancy at the party.
e. My brother broke the window.

The
window was broken by my brother.
f. The Mayans built those pyramids.
Those
pyramids were built by Mayan people.
g. You didn’t make your bed today.

The
bed wasn΄t made by you today
h. They bought the tickets yesterday.
The
tickets were bought by them yesterday.
4 Match the corresponding sentence to the correct picture.
f h
e g
Upward Skills IV

Language Function
Passive Voice Present Simple

TE
1 Write the sentences in Passive Voice Present Simple using the words given.
WRI
Example:
23
The dog / feed / he. The dog is fed by him. (Affirmative)
The cats / feed / not / she. The cats aren’t fed by her. (Negative)
a. The computers / fix / the technician.

The
computers are fixed by the technician.
b. The clothes / wash / not / my mom.
The
clothes aren’t washed by my mom.
c. The shoes / clean / they.
The
shoes are cleaned by them.
d. The house / paint / not / me.
The
house isn’t painted by me.
e. The garbage / throw / the students.
The
garbage is thrown by the students.
f. The e-mail / send / my boss.
The
e-mail is sent by my boss.
TE
2 Write the sentences in the correct order using passive

WRI
voice.
a. by / the story / read / isn’t / teacher. / the

The
story isn’t read by the teacher.
b. my father. / the homework / done / isn’t / by
The
homework isn’t done by my father.
c. isn’t / by / the dessert / my / eaten / sister.
The
dessert isn’t eaten by my sister.
d. waiter. / isn’t / the restaurant / by / closed / the
The
restaurant isn’t closed by the waiter.
e. listened / me. / isn’t / electronic / by / the / music
The
electronic music isn’t listened by me.

Passive Voice Past Simple
3 Rewrite the sentences using Passive Voice Past Simple.

Example:
24
They did the homework. The homework was done by them. (Affirmative)
They didn’t eat pizza. Pizza wasn’t eaten by them. (Negative)
a. I didn’t write a poem.

A poem wasn’t written by me.
b. My grandfather repaired the old clock.
The
old clock was repaired by my grandfather.
c. John spent a lot of money at the casino.
A
lot of money was spent by John at the casino.
d. The students didn’t sweep the classrooms.
The
classrooms weren’t swept by the students.
e. She wore a leather jacket.
A
leather jacket was worn by her.
f. You didn’t sell your old car.
Your
old car wasn’t sold by you.
g. They kept the secret.

The
secret was kept by them.
h. We didn’t drive a Ferrari.
A
Ferrari wasn’t driven by us.
4 Write the sentences in Passive Voice in the correct order.

a. bought / her. / a new tablet / wasn’t / by a new tablet wasn’t bought by her.
b. Tom and Max? / eaten / five / were / hamburgers / by were five hamburgers eaten by Tom and Max?
c. were / baked / good / Mrs. Anderson. / pancakes / by good pancakes were baked by Mrs. Anderson.
d. her. / text messages / every/ by / were / hour / sent text messages were sent by her every hour.
e. by / Mr. Andrews? / Physics / taught / was was Physics taught by Mr. Andrews?
Upward Skills IV

Crossing Knowledge
D
1 Read the text and answer the questions.
RE A
25
Colombian P
resident
was awarded
the 2016
Nobel Peace
Prize 2016 th
e
Santos for his Colombian President Ju
Prize resolute effo an
more than 5 rts to bring th Manuel
0-year-long e country’s
The award sh civi
ould also be l war to an end. "
Manuel San colombians seen as a trib
wh ute
to
Peace Prize, s was awarded the 2016 never gave u o, despite great hardship to all
d Nobel p for hope an s and abuses,
President’s p ays after the Colombian parties who d
have contrib peace, and to all the
eace deal was “The fact that uted to the p
referendum. voted down eace
in a peace agreem a majority of the voters sa process.
His historic ent does not id
group The R p eace deal wit peace process necessarily m no to the
ev h Marxist re is dead. The ean that the
Colombia (F olutionary Armed Forces bel vote for or ag
ai
referendum
w
AR
years of nego C in Spanish), a result o
of was not the d nst peace. What the 'No as not a
tiations, was f four esire for pea ' side rejected
a specific pea ce
by voters in
th
narrowly reje
ct ce agreemen , but a disagreement with
52 years Colo e nationwide referendum ed t.”
mbia experie . For
which claim nced by a civi
ed l,
displaced six the lives of 220,000 peo war
million since ple and
The FARC its beginning.
with the gove then began secret negoti
rn at
official two ye ment in 2010; these bec ions
ars later. The ame
reached an en peace deal fi
d n
were disarm on September 2016 as p ally
ed and FARC eople
political par became an o
ty. fficial
“The Norweg
decided to aw ian N o bel C
ard with the ommittee has
2016 Nobel
Peace
2 Choose if the following statements are True or False according to the text.
a. FARC was a peaceful political movement. True False

b. Over 200 thousand people have died in the civil war in Colombia. True False
c. The peace agreement was accepted in a referendum. True False
d. The Nobel Peace Prize was also a tribute to the Columbian people. True False
e. FARC has been transformed into a political party. True False

D
3 Discuss the following questions in pairs. Then read the text and review your answers.
RE A
• How many men and women have been Nobel Prize awarded?
• Can people win more than one Nobel Prize?
26
Nobel Prizes have been

Up to 2018, around 844 s.
n, and 27 to organization
awarded to men, 49 wome ate s is
ale Nobel Laure
But the distribution of fem
as follows:
n the Nobel Peace Prize,
- sixteen women have wo
bel Prize in Literature,
- fourteen have won the No
bel Prize in Physiology
- twelve have won the No
Nobel Prize
or Medicine.
Prize in Chemistry,
- five have won the Nobel
Prize in Physics,
- three have won the Nobel
awarded
m, has won the Nobel
- and one, Elinor Ostro
ic Sciences.
Memorial Prize in Econom
Nobel Prize was Marie
The first woman to win a
women Curie, who won the Nobel

1903 with her husband Pi
Prize in Physics in
err
Becquerel. Curie is also the
e Curie, and Henri
only woman to have won
1911, she won the Nobel
multiple Nobel Prizes; in
s daughter, Irène Joliot-
Prize in Chemistry. Curie’
ze in Chemistry in 1935,
Curie, won the Nobel Pri n
r-daughter pair to have wo
becoming the only mothe
Nobel Prizes.
arded year for women
The most Nobel Prizes aw
m became laureates.
was 2009, when five of the
ze awarded women
The most recent Nobel Pri
ysics and Frances
are Donna Strickland in Ph
18 ).
Arnold in Chemistry (20
iki/
s://en.wikipedia.org/w
Adapted from : http
el_laureates
List_of_female_Nob
4 Read the text again and answer the following questions.

a. How many women have been awarded with a Nobel Prize? 49
women have been awarded.
b. How many have won a Nobel Prize in Literature? 14 have won the Nobel Prize in Literature.
c. Who has multiple Nobel Prizes? Marie
Curie.
Upward Skills IV

Project
Unit 1 27
1 Research about Nobel Prize awarded. Student’s free answers.

• What is the Nobel Prize?
• Who established the Nobel Prizes and when?
• Where does the ceremony take place?
• How much do the winners receive?
• How many mexicans have been Nobel Prize awarded?
• How many Latin American people have been Nobel Prize awarded?
2 Work in teams. Research and make a poster or Power Point presentation about Noble Prize
winners in Chemistry, Literature, Peace, Physics, Physiology or Medicine and Economics.

Self Evaluation
Chart
28
Unit 1
Self-Evaluation chart
1 Mark the columns that are true for you. Student’s free answers.
Not very Very

I can… Confidently
confidently confidently
talk about different material.
say what are some things made of.
use passive voice in present and past.
talk about inventions and inventors.
Peer-Evaluation Chart
2 Write the correct number to give yourself a mark from 1 - 4.
1= I can do it very well.

2= I can do it ok.
3= I have some problems.
4= I need a lot of help to do it.
a. I can work in teams.

b. I can share my views.
c. I can ask for personal information.
d. I can collaborate with my team.
Upward Skills IV

UNIT
Teenagers
in Charge of
Saving the World 2

SP E A
¢ What do you think about Ecology?

¢ Do you consider yourself an ecologist? Why?

Reading
ENGLISH 4
D
1 Discuss in pairs.
RE A

• What is the difference between a mountain and a hill, the sea or the ocean?
• Do you know which water bodies are stagnant?
30 D
2 Listen and read the following text.
RE A
CK
TR A
Landforms
A mountain is a large landform that rises above the surrounding land
in a limited
area, usually in the form of a peak. A mountain is generally steeper
than a hill.
Mountains are formed through tectonic forces or vulcanism. The highest
mountain
on Earth is Mount Everest in the Himalayas of Asia, whose summit
is 8,850 m
(29,035 ft) above sea level.
Seas are found on the margins of the ocean and are partially enclose
d by
land. The Ocean is the largest body of water on Earth, covering approxi
mately
155 million square kilometers, according to the National Oceanic and
Atmospheric Administration.
Size is the basic difference between a river and a stream, especially
its depth
and width. The similarity among these two things is that they both carry
flowing
water. The river is larger, deeper and longer than a stream, but the stream
is not,
someone can even easily walk in the stream. The longest river in the
world is the
Nile which is 6,650 km long.
All water bodies, in order of size would be: Pond, Lagoon, Lake, and
River;
the first three are stagnant, and the last is flowing water.
A pond is a standing water body, either natural or artificial. Lagoons
are
shallow coastal bodies of water near the sea or the ocean, separated
by a series
of barrier islands parallel to the shoreline.
A lake is a water body located in a basin, that is surrounded by land
apart
from any river or other outlet that serves to feed or drain it. The largest/
deepest
lake in the world is Lake Baikal in Siberia. Its deepest point is 1,642
meters.
Upward Skills IV

Vocabulary
TWO
D
1 After reading the text, complete the table.
RE A
UNIT
Natural feature Definition
Lagoons a. shallow coastal bodies of water near a sea or
31
ocean, separated by a series of barrier islands.
Mountain b. a large landform that rises above the surrounding
land in a limited area, usually in the form of a peak.
Lake c. a water body located in a basin, that is
surrounded by land.
Pond d. a standing water body, either natural or artificial.
Seas e. are found on the margins of the ocean and are
partially enclosed by land.
The Nile f. The longest river in the world which
is 6,650 km long.
TE
2 Research about your community, write and talk about it. Which mountains, hills,
WRI
ponds, lakes oceans, rivers, seas, are near your community?

I live in (a) . The weather is (b) .
The average temperature is (c) during summer, and
(d) . during winter. The main vegetation of the zone is
(e) .
a. Some examples of its fauna are:

b. Mountains or hills near my community are:

c. Ponds, rivers, streams or lakes near my community are:

d. The closest sea and ocean near my community is:

Teenagers in Charge of Saving the World

Listening
ENGLISH 4
EN
1 Listen to the conversation and complete.
LIST
CK Rose: Hey guys, let’s play Geography trivia.

TR A
7 Phil: What is that for?

32 Isn’t
James: (a) it to check how much you know about
Geography?
Rose: Yes, you’re right,let’s start. Tell me which is the largest
(b) Continent ?
Phil: Isn’t it (c) Africa ?
Rose: No, it isn’t.
James: I know. (d) Is it Asia?
Rose: Yes, it is Asia, you’re right, 1 point. Now tell me which is the (e)
the highest mountain ?
Phil: That’s easy, it’s (f) the Everest !
Rose: Yes, you’re right, one point. Ok, next question, which is the deepest (g)
ocean ?
James: Isn’t it the (h) Atlantic ocean?
Rose: Nope.
Phil: (i) Is it the Pacific ocean?
Rose: Yes, you’re right! You got two points, excellent!! (j) You’re
the winner.
Upward Skills IV

TWO
K
2
SP E A
Work in pairs. Share your ideas in order to complete the following table with the
information required.
UNIT
Landform Name
33
Largest River The Nile River
Largest freshwater lake the Baikal lake in Siberia
Largest mountain range the Andes of South America
Largest peninsula the Arabian Peninsula
the Gulf of Mexico

Largest gulf
CK
3 Listen to the second part of the conversation and complete the table above.
TR A
4 Visit the Fact Monster Site and practice asking questions using: which is the …?
https://www.factmonster.com/world/world-geography/geography-hall-fame

Grammar
ENGLISH 4
Tag Questions 1
D
1 Read the following information.
RE A
A tag question is a small question at the end of a sentence used to ask for confirmation.
When you form tag questions you use the auxiliary verbs and pronouns of a sentence.
34
After a positive sentence you use a After a negative sentence you

negative tag question. use a positive tag question.
Verb to be He is a good student, isn’t he? She isn’t from Alaska, is she?
Simple John works very hard, doesn’t he? John doesn´t rest, does he?
Present:
Auxiliar Can: My mom can cook very well, My mom can’t sing well,
can’t she? can she?
Auxiliar Will: They will travel to France, They won’t travel to America,
won’t they? will they?
Grammar Practice
2 Write if the sentence is in Simple Present (SP), if it has verb to be (BE),
if it uses the auxiliar can (Can), or if it has the auxiliar will (Will) for Simple Future,
and complete the tag question.
a. (BE) You aren’t hungry, are you ?

b. (will) The weather will be rainy, won’t it?
c. (Can) She can’t speak French, can she ?
d. (SP) He drives fast, doesn’t he ?
e. (SP) She doesn’t visit her parents, does she ?
f. (Can) They can cook excellent, can’t they ?
g. (BE) it is a beautiful place isn’t it ?
h. (will) We won’t become engineers, will we ?
i. (BE) Michael is from Texas, isn’t he ?
j. (SP) They go to the movies on Fridays don’t they ?
k. (Can) Michael can’t ride a horse can he ?
l. (will) Meredith won’t get married will she ?
Upward Skills IV

Listening
TWO
EN
1 Listen, complete the conversation and practice in pairs.
LIST
UNIT
CK Chloe: Hey guys I just (a) read an article about the 3Rs do you
TR A
9 know what’s that?

Mason: Yes, my ecology teacher (b) explained that means reduce, reuse
35
and recycle.
Noah: Oh yes, I remember she (c) gave some tips, she said we should
use a lunch box, reusable sacks, cloth napkins, reusable utensils and drink containers.
Emma: Yes, that was for a no-waste lunch for school. She also (d) said
if we used a disposable plastic bag, we should wash it out and keep reusing it.
Chloe: I read that at school we (e) could reduce waste by reusing our
school supplies from year to year, such as notebooks, pens, pencils, back pack.
Mason: Our teacher also (f ) mentioned what she did at home, even if it
that meant more work to do.
Noah: Yeah, at home and parties she always used reusable dishes and
(g) washed them; cleaned with cloth rags instead of paper towels
and (h) hung her clothes out to dry instead of using the dryer.
Emma: In order to save energy at home,
she (i) told
us to unplug our laptop or phone
charger when not in use, open the
windows instead of using the air
conditioning and turn off the lights
when we leave a room.
Chloe: In favor of saving water we should
take shorter showers. Turn off the
water while you brush your teeth
or do the dishes and what do you
do guys to go green?
TE
2 Write what you do to go green.
WRI



Reading
ENGLISH 4
D
1 Read the text and answer the questions below.
RE A
legal
continued. The girls’ parents sign a
Village in India
36 whic h state s that the
agreement called affidavit,
mar ried after she reaches
daughter will only be
Plants 111 Trees only if she has rece ived a proper

the age of 18 and
It also state s that the 111 tree s must
education.
Every Time be taken care of as well.

Over the course of the past six year
s, a quarter
a Little Girl
ted in Pipl antri.
of a million trees were plan
harm ony that this tradition
Villagers credit the
rising
is Born
r com mun ity with a surp
brought to thei
of littl e
drop in crime, a renewed adoration
for ever y
Every culture has its own traditions girls and a truly sustainable future
ile in
surrounding the birth of a child. Wh member.
cele brat e new born girls by
Mexico some people
es, in the villa ge of Pipl antr i in
giving chocolat
tree s.
India, they celebrate by planting 111
tiple trad ition al Indi an villages, the birth
In mul
a burd en for a
of a daughter was considered
hter s wer e ofte n
family. As a result, daug
terparts
regarded as lesser than their male coun
e mar ried befo re they wer e 18,
and many wer
prop er
without the opportunity to receive a
education.
s was
This amazing habit of planting tree
ge lead er Shy am Sundar
started by former villa
his daug hter who pass ed away
Paliwal to honor
n’t serve
when she was young. Although he does
trad ition
as the village’s leader anymore, the
a. What is the tradition when a girl is born in Piplantri India and in Mexico?
In Piplantri, they celebrate by planting 111 trees, in Mexico giving chocolates.
b. How was it considered the birth of a daughter in multiple traditional villages in India?
A burden for a family.
c. Who started the habit of planting trees?
A former village leader Shyam Sundar Paliwal.
d. What does the affidavit agreement state?
States
that the daughter will only be married after she reaches the age of 18 and has received a proper education.
e. How many trees were planted in Piplantri?
A quarter of a million.
f. What benefits did this tradition bring to the community?
Harmony, dramatic drop in crime and truly sustainable future for community members.
g. How many trees would be planted in your community with the number of girls that are your
classroom?
Upward Skills IV

TWO
D
2 Read the text and do the activity below.
RE A
UNIT
e.mail. english 37
Organizations that protect the environment

Mahatma Gandhi once said that “Earth provides enough to satisfy every man’s needs, but not
every man’s greed.” This statement seems to become more true every year, with what Al Gore
describes in his book “The Future” as: “unsustainable growth in consumption, pollution flows,
and depletion of the planet’s strategic resources”.
Conservation International
Conservation International, founded in 1987, states the importance of nature for climate, air,
water, food, and resource purposes. The organization has four areas in which it operates:
government policy, fieldwork, partnerships, and science. Partnerships are made with the US government,
the European Union, and other foreign governments to preserve and conserve natural resources.
Earth Justice
Humans are not the only ones who need lawyers, apparently. Earth justice, founded in 1971
and headquartered in San Francisco, has the slogan: “Because the Earth needs a good
lawyer.” In other words, the work of Earth justice is providing legal representation to individuals
and organizations involved in environmental litigation. The three main categories of Earth
justice’s legal victories have been wildlife and places, climate and energy, as well as health and
toxics.
Oceana
Established in Washington, D.C., it is
the biggest international organization
exclusively dedicated to ocean
conservation. Founded in 2001, Oceana
has offices in three continents and states
as its vision is to “make our oceans as rich,
healthy, and abundant as they once were”.
They have identified three main problems:
taking too many fishes out of the water, putting
too many pollutants in it and squandering
the oceans’ resources. Oceana’s work
is conducted through policy-driven
campaigns, including stopping ocean
pollution, promoting responsible fishing,
protecting marine wildlife, and preserving
special places.
Adapted from: @ColbyBermel

https://www.csmonitor.com/World/Making-a-difference/2013/0628/10-
organizations-that-protect-the-environment/Oceana

ENGLISH 4
3 Read the text again and check the correct box in the chart about organizations that protect
the environment.
AL EARTH CONSERVATION
38 OCEANA
GORE JUSTICE INTERNATIONAL
Provides legal
representation to
individuals and ✗
organizations involved in
environmental litigation.
Its vision is to “make our

oceans as rich, healthy, ✗
and abundant as they
once were”.
It states the importance

of nature for climate, ✗
air, water, food, and
resource purposes.
Describes environmental
problems in his book
“The Future” as
✗
“unsustainable growth
in consumption,
pollution flows, and
depletion of the planet’s
strategic resources.”
Upward Skills IV

Language Functions
Tag Questions
Remember, tag questions are a small questions at the end of a sentence used to ask for confirmation.
Look at the following examples:
39
Simple past: He went to the park, didn’t he? He didn’t swim, did he?
Past Continuous: She was recycling paper, wasn’t she? She wasn´t recycling platic, was she?
Auxiliar should: Jill should study hard, shouldn’t she? Jill shouldn’t rest a lot, should she?
Auxiliar Could: My dad could run very fast, couldn’t he? My dad couldn’t sing well, could he?
Auxiliar Would: They would like to go to France, They wouldn’t like to travel to Africa,
wouldn´t ’t they? would they?
Grammar Practice
1 Identify and underline the modal auxiliary in each sentence and change it to Tag Questions.
a. We should take a short shower, shouldn’t we ?

b. The tradition was started by a village leader, wasn’t it ?
c. She used reusable dishes, didn’t she ?
d. They didn’t recycle the bags, did they ?
e. Mark wouldn’t go to the gym, would he ?
f. The Janitor couldn’t pick up the garbage, could he ?
g. Ann would like to climb a mountain, wouldn’t she ?
h. You shouldn’t, smoke, should you ?
i. They were planting trees, weren’t they ?

TE
2 Write the following questions in the correct order.
WRI
a. excited / he / wasn’t / he? / was

40 he
was excited, wasn’t he?
b. they? / clothes / didn’t / opened / they / a / store / new
they
opened new clothes stores, didn’t they?
c. won’t / the / Alex and Mike / in / they?/ participate / will / competition
Alex
and Mike won’t (will) participate in the competition, will (won’t) they?
d. you? / should / spend / your / you / money / shouldn’t
you
should not spend all your money, should you?
Upward Skills IV

Crossing Knowledge
1 In pairs, discuss the following questions. Then read the text and complete the activities below.
• Do you think that young people can make the difference in the world?
• What would you like to do in order to improve the environment?
41
En v i ro nme n
tal
C h a l le nge s 2015, when
participate in
competition
the students
the Junior A
. Which brin
were given th
chievement’s
e chance to
Biz Factory
students, aged gs together o
16 to 19, fro ve r 6,000
creativeness m across Ital
Creating a Pr JUN 27, 2016 and entrepre y, to award
oactive Gen schools. neurial spirit
eration in high
Picture yours
elf at a conce
even at a fest rt, in a park, Optimistic ab
ival. There ar or out the chan
plastic bottle e lots of emp could inspire ge in attitud
s lying aroun ty among other e that they
having to pic d and, instea teenagers m young people
k th d of ade their way , these five
a trash can, w em up and place them in in Milan. Th to the BizFac
tory finals
here they wo ere, they man
a landfill or uld be taken Italia with th aged to impre
pollute the o to eir vending m ss AXA
able to bring ceans: you w of technolog achine’s resp
them to a ve ere y and its pote onsible use
Then, they co nding machin social impac ntial to have
uld be placed e. t, which gran a positive
bin, and you into a collec Social Impac ted them the
could watch tion t Award. AXA Italia
into plastic p them be gro
ellets, melted und
thread, and th down into p The journey
en 3D printe lastic ended up bei
phone case. d into your n the five of th ng seriously
ext em were invi worth it, as
Paris to mee te d
t a team of ex to spend a week in
This experie Ventures and perts from A
nce is now p AXA’s Resea XA Strategic
Antonio, Dan ossible due to positive initia rch Fund: tw
iele, Marco, tives aimed to o of AXA’s
Vittorio’s “M Vincenzo, an the environm improve soci
yProGenerat d ent through ety and
machine. Th ion” vending research. applied inno
e name com vation and
promote “pro es fro
activeness” an m a desire to
people to be d wanting yo
“in favor of so ung
of the enviro m ething, in favo
nment.” Insp r
the boom of ired by fab la
3D printing bs and
students belie technology,
ve that the fu these
offered by th turistic exper
eir vending m ience
young people achine could
to imagine d get
they can reu ifferent ways
se waste. that
The vending
machine’s des
ign came about
in

D
2 Read the text and write True or False.
RE A
a. You can take your empty plastic bottles to a special vending machine. True
b. The vending machine’s name is “Proactiveness”. False

42
c. The vending machine helps young people reuse plastic. True
d. “MyProGeneration” machine was released in 2015. True
e. The machine was invented by five young Italian boys. True
f. The machine impressed an insurance company in Paris. False
g. The inventors of the machine got the AXA Italia Social Impact Award. True
h. They went to Paris to meet AXA´s experts. True
i. AXA people think the machine is not going to be help society. False
j. The vending machine is an invention that proves that young True

people are very creative.
Upward Skills IV

Unit
Project 2 43
1 Create signs to place around your school.

• Do some research and make signs or posters that would encourage your school mates to save
water and paper. Use simple phrases like “Less Is More” or “Save a Tree”.
2 Art challenge.
• Create art using recycled objects, such as: plastic, glass containers, old beads, cans, jars, etc.

Self Evaluation
Chart
44
Unit 2
Self-Evaluation chart Student’s free answers.
1 Mark the columns that are true for you.
Not very Very

talk about different landforms.
talk about landforms in my community.
use tag questions.
write about actions to go green.
talk about inventions that can help the planet.

2= I can do it OK.

Upward Skills IV

Teens’ On line UNIT
Activities
and Gadgets 3

SP E A
¢ What are your favorite activities and platforms online?

¢ Which gadgets do you use to go online?

Reading
ENGLISH 4
D
1 Listen and read the following text. Underline the verbs in Simple Present and
RE A
circle the activities teens do online.

CK
TR A
10
11
Teens’ online
46
activities and gadgets

According to a survey carried out by Pew Research Center in the
U.S, from 2000 to 2004, 93% of teens used the Internet, and
this activity has increased in recent years. In 2006, 89% of teens
accessed the Internet from home which enabled its frequent use.
Teens engage in a variety of activities online which vary from
information seeking to communicative and creative tasks. The two
most popular Internet activities among teens in the most recent
survey, have to do with information gathering and communicating.
In the following tables you will learn about their favorite activities,
gadgets and social network sites.
Teens’ online activities Percentage / the

Do you… most to the least
popular
go to websites about movies, TV shows or music groups?
81%
get information about news and current events?
77%
use social network sites like
57%
Facebook (girls 61% / boys 49%)?
look for information about colleges and universities

55%
(black African 79% / white teens 51%)?
play computer or console games (such as Xbox

49%
or PlayStation). Boys are more likely than girls.
buy things online?

38%
look for health, dieting, or physical fitness?
28%
(girls 34% / 22% of boys)
Upward Skills IV

UNIT THREE
The most popular online platforms among Teen gadgets
teens (in 2018) are: Do you have a / an …
YouTube (boys 39% / girls 25%). 85% Gadgets Boys Girls

15-17 15-17
Instagram 72%
desktop? 78% 79% 47
Snapchat (Girls 42% /boys 29%) 69%
cell phone? 74% 79%
Facebook (black teens 26%/
51%
white teens 7%) Ipod/Mp3 player? 59% 50%
Twitter 32% laptop? 28% 24%
Tumblr 9% By Amanda Lenhart, Mary Madden, Aaron Smith

and Alexandra Macgill.
Adapted From: http://www.pewinternet.org/2007/12/19/
Reddit 7% teens-online-activities-and-gadgets/
D
2 Read the text and answer the questions below.
RE A
a. What percentage of teens accessed

Internet from home?
89%
b. What are the two most popular activities
among teens?
information gathering and communicating
c. Which ethnic groups are more likely to go
online to get information about colleges?
black African 79% / White teens 51%
d. Who says they use the web to find information about health issues?
girls 34% / 22% of boys
e. What is the percentage of online teens who buy products in Internet?
38%
f. Who are more likely to play computer or console games?
boys are more likely than girls
g. Who has more laptops and MP3 players?
boys 15-17
h. Which is the most popular online platform among teens? And the least?
Youtube 85% Reddit 7%
Teens’ On line Activities and Gadgets

Vocabulary
ENGLISH 4
D
1 Look at the following Phrasal Verbs for Technology and Computers and
RE A
complete the following sentences.

CK
TR A
PHRASAL VEB MEANING

11
48 log in or sign in Connect to a computer using a username and password.
turn on Provide power to a machine.
set up To install a new computer program or assemble a computer system.
click on Move a mouse over an item and press to select.
scroll up /down To move slowly to the top / or bottom of a text.
backup Make an extra copy of a file.
print out Send an electronic document to a printer.
hack into Enter a computer or network illegally.
go online/offline To use the Internet / not use the Internet.
1. I need to (a) print out this document to get the copies.

2. I always (b) Italy at 7:00 pm on my laptop.
3. I think someone (c) hack ed into my Facebook
account.
4. In order to (d) sign in to the web page, write your user name.
5. First you have to (e) turn on the laptop.
6. Be sure to (f) back up always all your files.
7. It’s necessary to (g) set up the printing program.
8. The story is so long, I have to (h) scroll down to read it all.
9. ( i ) click on the start menu to begin.
TE
2 Work in pairs. Use the Phrasal Verbs list to write sentences about your online habits.
WRI

Upward Skills IV

UNIT THREE
TE
3 Write the name of each picture. Use the words from the box.
WRI
printer router laptop flash drive
headphones memory card
49
1. headphones 2. flash drive 3. printer
4. memory card 5. laptop 6. router
4 Match the picture to the correct definition.

a. A portable way of saving computer files. 2
b. A computer meant to be portable. 5
c. Connects you to the internet. 6
d. A device for listening to music privately. 1
e. A device that helps you pass digital information to a piece of paper. 3

f. Saves files in your cellphone or mobile device. 4

Listening
ENGLISH 4
EN
1 Listen and complete the conversation.

LIST
CK
Molly: Hey guys I need to fill out
TR A
12 a survey about hypothetical

situations and
50
(a) activities ,
Can you help me please ?
Erick: Sure, no
(b) problem
Sue: Of course.
Molly: If you had to choose just one
(c) YouTube channel, which one would it be?
Erick: For me it would definitely (d) be Niga-Higa, it’s really cool
and hilarious.
Sue: For me it (e) would be Annoying Orange, I really enjoy it.
Molly: I (f ) prefer smart girls. Well, next question, if you had to choose
one platform, which would be your favorite to chat?
Erick: For me my favorite would be (g) Tweeter
Sue: Mm I’d choose (h) Facebook
Molly: Which one would be your favorite ( i ) videogame ?

Erick: Mmm that (j) would be Age of Empires® and Halo®.
Sue: Well I’m not really into video games.
Molly: If you had to get rid of one (k) gadget , which one would it be?
Erick: I think that ‘d be my ( l ) Tablet and you?
Sue: Yeah me too, I couldn’t get rid of my (m) cell phone .
Molly: And finally, if you could be a (n) videogame which one would it be?
Erick: I ‘d be (o) Call of duty .
Sue: I prefer (p) Game of thrones .
2 Review the conversation in teams and then practice using your own information.
Upward Skills IV

Grammar
UNIT THREE
Second Conditional
Read the following information.
The second conditional expresses unreal or hypothetical situations. 51
Structure:
If clause + main clause
if + past simple + would / could / might + infinitive
Example:
Affirmative: If I studied, I would / could / might pass the test.
Negative: If I didn’t have a car, I would have to take the bus.
We use were instead of was for: I, he, she, it.
Example:
If he were rich, he would travel all over the world.
K
1 Read the examples below and discuss in pairs the questions.
SP E A
• What tense is the verb in the if clause?

• What modal verb is used in the main clause?
If I were John, I would stay home.

She wouldn’t talk to him, if she knew him better.
If my parents didn’t have the money, they
wouldn’t travel to Europe next vacations.
I would buy my parents a new house, if I won the
lottery
2 Choose the correct option to complete the rules.
a. Sentences 1 and 2 above are real / unreal situations in the past / present.
unreal situations in the present
b. Sentences 3 and 4 above are real / hypothetical situations in the future / past.
hypothetical situations in the future
c. The clause introduced by if uses simple past / would.
simple past
d. The order of the clauses is important / not important.
not important

Grammar Practice
ENGLISH 4
1 What would you do to change the following situations? Use the prompts between
parentheses to guide you.
a. If I didn’t have so much work, I (more parties).

52
b. If I knew more English, I (a masters in Canada).
c. If I weren’t so busy, I (my salsa lessons).
d. If I lived near school, I (to school by bike).
e. If I had a car, I (so much money in taxis).
TE
2 Complete the following hypothetical situations, write 3 sentences for each
WRI
hypothetical situation.
How would your life be different…

a. If you didn’t have a cellphone?

b. If there wasn't electricity at school?

c. If you didn’t have to study so much?

Upward Skills IV

Reading
UNIT THREE
D
1 Read the questions for Jimmy Stewart and try to think of answers you would give.
RE A

A: If you could eat only one food for the rest of your life, what would it be?
B: I think that would be sushi, I love it.
A: If you could be an animal, what animal would you be and why?
53
B: I’d like to be a cat to be free.
A: If you could change one thing in the world, what would it be?
B: I would stop all the wars.
A: If you could live anywhere, where would it be?
B: That would be Miami, USA.
A: If you could meet any famous person, who would it be?
B: It would be Jennifer Aniston, she’s very pretty.
A: If you were about to die, what part of your body would you donate?
B: That’d be my eyes.
A: If you were a color, what color would you be?
B: I think I’d be red.
D
2 With a partner, answer the questions above and complete the table with your own
RE A
information.
Me My classmate

Grammar Practice
ENGLISH 4
1 Complete the sentences in Second Conditional with the auxiliary verbs Would (W)
or Could (C)
a. If I (neg) didn’t go to school,

54 I would (w) (W) have to work.
b. If they (win) won the lottery,
they could (C) buy a house.
c. If she (eat) ate less junk food,
she would (W) be healthier.
d. If Bill (be) were here,
he wouldn’t (neg, W) feel bad.
e. If you (live) lived in France,
you would (W) speak French
f. She (W neg.) would not talk about me
if she (be) is my friend.
g. Joe (W) would have more friends,
if he (be) were friendlier.
h. If computers (neg) didn’t exist,
I (neg. C) couldn’t find information easily.
i. If you (go) went to the gym every day,
you (W) would be in shape.
j. If Hellen (neg. be) weren´t always late,
she (W) would be promoted.
Upward Skills IV

Language Functions
Second Conditional is used to talk about situations that are:
Impossible in the present Improbable in the future
If Mexico were a rich and powerful country, If Mexico won the world cup, I would buy my
55
Mexicans wouldn’t risk their lives migrating to best friend a car
the US.
TE
1 There are certain things in life we must accept because they can’t be change, such as
WRI
personality traits, skills, physical aspects, etc. But what would you do if you could?
If I were taller, I would be a basketball player.
a. If I could play the piano, .

b. .
c. .
d. .
e. .

2 Classify the following sentences by writing P (present) or F (future).
F If aliens invaded earth in the near future, humans wouldn’t be ready.
56 P If I had the opportunity to study abroad, I would study university in the UK.
P If scientists had the cure for diabetes, eating junk food wouldn’t be an issue.
P If my parents could go away this weekend, they would definitely go to Cancun.
F If I were rich, I would buy a very expensive car to get to school.
TE
3 Just as in any other conditional, the if clause can come at the beginning of the
WRI
sentence or at the end. Change the previous sentences as in the example.
I would buy a very expensive car to get to school If I were rich.
a. My parents would definitely go to Cancun if they could go away this weekend.
b. Eating junk food would not be an issue if scientists had the cure for diabetes.
c. I would study university in the U.K. if I had the opportunity to study abroad.
d. Human´s would not be ready if aliens invaded earth in the near future.
Upward Skills IV

Crossing Knowledge
D
1 Read the following text.
RE A
economy and finanences.org 57
How Might the Economy

Affect How People Live?
by Priti Ramjee - Updated September 26, 2017
When the economy is in a recession, some people

face job loss, which may affect children’s education,
living arrangements, social activities and even fertility.
Once the economy shows signs of coming out of
a recession, it takes time to rebuild confidence in
consumers. Everyone is affected by the economy in
some way. Sometimes, these changes can be drastic
enough to even last decades.
Families
According to Stephanie Coontz, co-chair of the Council on Contemporary Families, during
an economic recession, women delay having children. During the 2010 recession, there were
200,000 fewer births by women aged 20 to 34 than there were in 2008.
Education
During a weak economy, businesses may not be able to afford keeping all of their employees.
After a job loss or cut back in income, families may find it challenging to afford their children’s
college education. Children may feel the impact of financial struggles at school when families
are not able to provide adequate health care, summer activities or stability with residence.
Residence
To keep costs down, couples avoid divorces when there is a lack of confidence in the
economy to potentially affect employment. As a result, more couples are living together. During
the recession in 2010, there were about 65,000 fewer divorces than in 2008, according to
Stephanie Coontz. Sharing space with nonrelatives increased from 5.4 percent to 5.8 percent.
Entertainment
When people have a hard time finding a job, they spend more time on self-improvement
courses and inexpensive entertainment. During the Depression of the 1930s, people would
listen to the radio or play board games. In the 1950s, people in difficult financial situations
would stay home for leisure. Today, people entertain themselves through free content on the
Internet or by taking leisurely walks rather than planning expensive vacations.
Adapted from: https://bizfluent.com/info-12184746-might-economy-affect-people-live.html

a. Losing a job affects fertility and education in a family True False

b. Women get pregnant younger when there's an economic recession. True False
58
c. Businesses fire more employees when faced with an economic crisis. True False
d. People get divorced less when there's an economic recession. True False
e. During the Great Depression people did more leisure activities. True False
3 According to the text, how does Economy affect…?

Answers may vary
a. families?
Women delay having children
b. education?
Families
may find it challenging to afford their children’s college education.
c. residence?
Couples
avoid divorces
d. entertainment?
People
find entertainment through free content on the internet or taking leisurely walks rather
than planning expensive vacations
Upward Skills IV

Unit
Project 3 59
1 In teams do some research, then brainstorm ideas for the following situations:
What would you do if you …?
1. lived in a polluted city?
2. were in an earthquake?
3. lived in a very poor country?
4. were in a country in a war?
5. had a terminal disease like HIV or cancer?
6. didn’t have water?
2 Prepare a presentation in a poster or a Power Point about the hypothetical situations.

Self Evaluation
Chart
60
Unit 3
Not very Very

talk about online activities and gadgets.
use phrasal verbs for technology and computers.
make sentences in the second conditional.
ask and answer questions using second conditional.

2= I can do it OK.

Upward Skills IV

Term
Evaluation 1 61
1 Complete the sentences with the correct word.
of with from by
a. My jacket is made

of leather.
b. This dishes were made
by the cook assistant.
c. This book was written
with a lot of knowledge on the subject.
d. That frame you are looking at contains wood
from a shipwreck.
2 Rewrite the sentences using Passive voice.
a. Ford company is designing new car models.

New car models are being designed by Ford company.
b. Mi sister feeds the cat.

The cat is fed by my sister.
c. I buy all my books at “Libros del mar”.

All my books are bought at “Libros del mar”.
d. I drive my car to work.

The car is driven by me.
e. When I was a kid, I never cleaned my room.

When I was a kid, my room was never cleaned by me.
f. She is not taking her money to the bank.

Her money isn´t being taken to the bank.
Term Evaluation 1

3 Order the following words to make passive voice sentences.
a. by / the story / read / isn’t / student. / the

The story isn’t read by the student.
62
b. my friend. / me / the essay / done / wasn’t / by / for
The essay wasn’t done by my friend for me.
c. manager. / wasn’t / the bookstore / by / closed / the

The bookstore wasn’t closed by the manager.
d. isn’t / by / the dessert / my / eaten / aunt. / being

The dessert isn’t eaten by my aunt.
e. danced. / being / isn’t / electronic / the / music

The electronic music isn’t being danced.
4 Write the active voice sentences of the ones from Activity 3.

a. The student reads the story.
My friend didn’t do the essay for me.
The manager didn’t close the bookstore.
b. My aunt is eating the dessert.
The story isn’t read by the student.

c.

d.

e.

Upward Skills IV

5 Write tag questions using the correct auxiliary.
a. You aren’t tired,

are you ?
b. She can’t speak Italian, can she ? 63
c. Your aunt is from Texas, isn’t she ?
d. Misael can’t ride a horse,
can he ?
e. Joe drives fast,
doesn’t he ?
f. We aren’t very interested on that,
are we ?
g. Paris is an old city,
isn’t it ?
h. You are Turkey,
aren’t you ?
6 Describe three typical situations in which you use Tag questions, then, write a sentence to
show it. Students free answers using the structure. The teacher corrects Grammar and Spelling
Example: Example:
Situation: When I am not Situation:

sure about something.
Sentence: We didn’t have Sentence:

any homework, did we?
Example: Example:
Situation: Situation:

Sentence: Sentence:

Term Evaluation 1

7 Write sentences using the Second conditional.
Students free answers using the structure. The teacher corrects Grammar and Spelling.
64
a. If , b. If ,

would . would .
c. If , d. If ,

would . would .
Upward Skills IV

UNIT
Ecovillages 4

SP E A
¢ What do you know about Ecovillages?

¢ Would you like to visit one?

Reading
ENGLISH 4
K
1 Discuss in pairs the following questions. Student’s free answers.
SP E A
· Could you describe an ecovillage?

· What do you need to have an ecovillage?
D
66 2 Listen and read the following text. Answer the questions below.
RE A
CK
TR A
13
What is an ecovillage?
An ecovillage is an intentional, traditional or urban community that is
consciously
designed through locally owned participatory processes in all four dimens
ions of
sustainability (social, culture, ecology and economy) to regenerate social
and natural
environments.
*GEN’s definition of ‘ecovillage’ is broad, allowing for many different
kinds of
communities and projects to be recognized, because each ecovillage
is designed by its
habitants, accordingly to their vision, context, culture and interests.
While every ecovillage is unique, GEN has categorized them into three:
• urban – communities or eco-neighborhoods with a common vision
to reinvent life
in the city to become more sustainable, collaborative and participatory;
• traditional – existing rural villages and communities that want to
design their own
pathway into the future, using participatory processes to combine life-sus
taining
traditional knowledge and positive innovation.
• Intentional – created by people who come together afresh with
a shared purpose
or vision.
Mission:
GENNA’s mission has engaged people in North America to join a transfor
mation
towards an ecologically, economically, and culturally sustainable future.
GENNA has
also worked with north american ecovillages and organzations that
encourage them to
become a unified force in the sustainability movements.
Primary Objectives:
• To promote and nurture new and existing ecovillages in North America
.
• To network ecovillages with each other, so that, they can share
resources and
practices, and also coordinate collaborative activities.
• To promote an understanding and harmoniuos use of ways of living
with both each
other and the Earth through the research, development and demon
stration of
sustainable living strategies.
• To share the work and inspiration of the ecovillage movement with
society at
large demonstrative projects, educational programs, networking confere
nces and
meetings with the government and other organizations.
*GEN: Global Ecovillage Network http://ecovillage. org
Upward Skills IV

UNIT FOUR
a. According to the text, how would you define an ecovillage? Answers may vary.
An ecovillage is an international, traditional or urban community that is consciously designed
through
locally owned participatory processes in all four dimensions of sustainability (social,
culture, ecology and economy) to regenerate social and natural environments.
b. Who designed the ecovillage at GEN?
Each
ecovillage had been designed by the people who live there, according to their
67
vision, context, culture and interests, not two are alike.
c. Name the three categories required for a GEN ecovillage.
Urban,
traditional and intentional.
d. Define in your own words the objectives of GENNA.

Student’s
free answers.
K
2 Read the following definition and discuss the questions with a classmate.
SP E A

· Do you agree with the definition?
· If you don’t, how would you change it?
· Does this happen in Mexico? How about in your community?
We define sustainable settlements as those who practice and cultivate creative

habits between human beings and the diversity of life forms and entities of nature.
3 Go online and find the definition for GEN and GENNA
Ecovillages

Grammar
ENGLISH 4
Read the information.

Past Perfect Simple
a. When I arrived, my mom had already left.
68
b. The ambulance hadn’t arrived, when the injured woman died.
c. When they dirtied the floor, she had just finished cleaning it.
• How many parts are there in the sentence? Two
• What action happened first? Past perfect
• What is the form of the verbs? Past simple and past participle
a. The Past Perfect expresses an action that happened before / after a certain time in the past.
b. The Past Perfect emphasizes the action / duration.
c. The Past perfect is contrasted with a Simple Present / Past idea.
d. The Past Perfect is formed with the present / past form of the verb have plus the past participle.
Past Perfect Tense refers to something that occurred in the past, before another action in the
past. In other words, it expresses one event that was completed before another past event.
This tense is formed by had + the past participle.
Affirmative form: Interrogative:

J + had + verb in participle + complement Had + J + verb in participle+ complement + ?
Examples: Examples:
I had jumped into the water Had you jumped into the water?
Aaron had finished the race Had Aaron finished the race?
Sandra had danced at the performance Had Sandra danced at the performance?
Negative form:
J + had NOT + verb in participle + complement
Examples:
I hadn't jumped into the water.
Aaron hadn't finished the race
Sandra hadn't danced at the performance
Upward Skills IV

Grammar Practice
UNIT FOUR
Past Perfect is usually linked to Simple Past Sentences.
Simple Past (Specific time in the past) Past Perfect (action before that time)
The teacher closed the door. Students had arrived. 69

My friend was drunk. My friend had drunk too much beer.
We had a surprise exam. I had studied a lot.
She tried to help him. He had fallen.
1 Use the word When to link the sentences shown above.
a. When the teacher closed the door students

, had arrived .
b. When my friend was drunk when he, had drunk too much beer. .
c. When we had a surprise exam I had, studied a lot .
d. When she tried to help him he had ,fallen .
TE
2 Now, complete the following chart with your own infomation. You can
WRI
change the order.

Simple Past (Specific time in the past) Past Perfect (action before that time)
3 Use the word When to link the sentences that you wrote.
a. when .
b. when .
c. when .
Ecovillages

Listening
ENGLISH 4
D
1 Complete the story with the verb in the parentheses in Simple Past or Past Perfect
RE A
Simple.
Listen! You will not believe what (a) happened (happen) to me last
70
week. It was very late and I was going home after closing the music store.
As I was turning onto First Avenue, an alarm (b) started (start)
to ring. I (c) ran (run) behind the bank and
(d) saw (see) that the door was open. I could see three men
putting bags of money into the back of the van. They (e) had robbed (rob)
the bank and now they are getting away. I (f) hid (hide)
behind a car on the other side of the road. I (g) wanted (want)
to call the police, but I (h) realized (realize) that I
(i) had left (leave) my cellphone in the car. The robbers
(j) drove (drive) away and I (k) ran (run)
straight to the police station to all them what I (l) had seen (see)
When I finally (m) got (get) home,
I (n) heard (hear) on the news that the police
(o) had arrested (arrest) the robbers.
EN
2 Listen to the story and check your answers.
LIST
CK
3 Share with your classmates an incredible story that has happened to you recently.
TR A
14
Upward Skills IV

UNIT FOUR
TE
4 Complete the sentences with the verb in the parentheses using Past Perfect Simple in
WRI
affirmative, negative and interrogative forms.
1. My father had driven (drive) the truck before, now he drives a car.
(Negative) hadn’t driven… 71
(Interrogative) had my father driven…?
2. I had felt (fell) asleep before ten o’clock.

(Negative) hadn’t felt…
(Interrogative) had I felt…?
3. They had established (establish) their business before 2002.

(Negative) hadn’t
established…
(Interrogative) had they established…?
4. We had gotten (got) married before 1985.

(Negative) hadn’t
gotten…
(Interrogative) had we gotten…?
5. Kate had played (play) the drums until last night.

(Negative) hadn’t played…

(Interrogative) had
Kate played…?

Ecovillages

Vocabulary
ENGLISH 4
TE
1 Complete the chart with the correct verb.
WRI
PRESENT PAST PAST PARTICIPLE
72 a. be was / were been
b. break broke broken
c. buy bought bought
d. catch caught caught
e. come came come
f. drive drove driven
g. eat ate eaten
h. fall fell fallen
i. find found found
j. fly flew flown
k. forgive forgave forgiven
l. have had had
m. make made made
n. pay paid paid
o. ring rang rung
p. spend spent had
q. teach taught taught
r. throw threw thrown
s. think thought thought
t. wear wore torn

wrote
u. write written
K
2 Select five of the verbs from the above table and in your notebook write
SP E A
5 sentences talking about a past event (use past simple and past perfect).
Then share them with a classmate.
Upward Skills IV

UNIT FOUR
3 In the following chart, identify the verbs in Past Participle form and circle them.
A B Q W E R T Y U I O P A S T
D S E T T L E D F G I V E N H
73
D I S C O V E R E D G H J K O
L G Z X C V B S W U M N M Q U
W H E L D Y F R O Z E N U I G
E T B X C V B N M Q W D F A H
R E U E R T Y U A I A O O S T
T D I S C O V E R E D Q R D W
L E L R T Y U I R O R P G F A
E A T E N Z P V I Q U E O G S
F O Y U I X U C V W N R T H D
T C O M M I T T E D K T T J F
P A S D F G H J D R I V E N G
Z X C V B N M Q K N O W N K H
a. arrive k. hold
b. build l. know
c. commit m. put
d. discover n. leave
e. drink o. mean
f. drive p. read
g. eat q. settle
h. forget r. sight
i. freeze s. swim
j. give t. think
Ecovillages

Writing
ENGLISH 4
TE
1 Complete the chart using the correct form of Past Perfect in affirmative, negative
WRI
and interrogative for each sentence.
Affirmative Negative Interrogative
74 Mike had eaten a lot of junk Mike hadn’t eaten a lot of junk
Had Mike eaten a of junk food?
food. food.
We had kept our weight. We hadn't kept our weight Had we kept our weight?
Men and women had Men and women hadn’t taken Had men and women
taken conscience about conscience about eating take conscience about
eating disorders disorders. eating disorders
Laura had bought a lot of food

Laura hadn't bought a lot Had Laura bought a lot of
of food food?
You had taken laxatives. You hadn't take laxatives Had you taken laxatives?
Nuria had acquired strict habits Nuria hadn’t acquired strict Had Nuria acquired strict
habits. habits?
You had lost weight regularly You hadn't lost weight regularly Had you lost weight regularly?
They had felt guilty. They hadn't felt guilty Had they felt guilty?
The treatment had worked The treatment hadn’t worked. Had the treatment worked?
Your family had been Your family hand't been Had your family been under
under pressure under pressure pressure?
I had asked for help. I hadn't asked for help Had you asked for help?
The had chosen a diet They hadn’t chosen a diet. Had they chosen a diet?
He had talked with He hadn't talked with Had he talked with a group
a group therapy a group therapy therapy?
You hadn't read Had you read

You had read about treatment. about treatment about treatment?
People had accepted People hadn’t accepted the Had people accepted
the situation situation. the situation?
You had gotten eating disorders

You hadn't gotten eating Had you gotten eating
disorders disorders?
Upward Skills IV

Language Functions
Past Perfect Progressive
The past perfect progressive tense is used to show that an action occurring in the past has ended.
This tense is formed by had + been + verb (ing).

75
Affirmative form:
J + had + been + verb (ing) + complement
Example:
She had been painting the door.
The jury had been considering its verdict for several hours.
He had been working at the dock all afternoon.
Negative form:
J + had not + been + verb (ing) + complement
Example:
She had not been painting the door.
The jury had not been considering its verdict for several hours.
He had not been working at the dock all that afternoon.
Interrogative:
Had + J + been + verb (ing) + complement +?
Example:
Had she been painting the door?
Had the jury been considering its verdict for several hours?
Had he been working at the dock all afternoon?
1 Put the verbs into the correct form (past perfect progressive).
a. Mike (sleep) had been sleeping for 10 hours when Daren woke him up.
b. Mr. and Mrs. Watson (wait) had been waiting at the station for 45 minutes, when
the train finally arrived.
c. They (look for) had been looking for her ring for two hours and then they found it in
the bathroom.
d. I (not/ walk) hadn’t been working for a long time, when it suddenly began to snow.
e. How long (learn /he) Had he been learning English before she went to London?
Ecovillages

TE
WRI
a. Had / in the / Frank Sinatra / rain for too long? / singing / been
76 Frank Sinatra had been singing in the rain too long
b. less than an hour. / He / had / been / driving
He had been driving less than an hour
c. helping / on the farm. / They were / all day / very tired in the evening / they /
because / had been
They were very tired in the evening because they had been helping on the farm all day
d. been / at the disco. / working / all night / I / had not
I had not been working at the disco all night
e. in the evening, / They / all day. / had been / so their legs / cycling / were sore
They had been cycling all day, so their legs were sore in the evening
Upward Skills IV

Crossing Knowledge
D
1 Underline the sentence that is true for each statement. Only one is correct.
RE A
77
a. When the Egyptian pharaohs built d. When the plague struck Europe
the pyramids (2200 B.C.): (1350A.D.):
1. Sumerians had already 1. The Turks had invaded
invented writing. Constantinople.
2. Hammurabi had already written 2. The Muslims had invaded Spain.
his code.
e. When the Industrial Revolution ended
b. When Alexander the great was born (c. 1840 A.D.):
(356 B.C.): 1. Bram Stoker had published “Dracula”.
1. Jesus had been born. 2. Mexico had won its Independence.
2. The Greek had beaten the Persians at
the Thermopylae. f. When the First World War ended
(1918 A.D.):
c. By the year 1A.D.: 1. Julio Verne had written all of his
1. Romans had invaded Egypt. books.
2. Romans had invaded Britain. 2. Alexander Fleming had created the
penicillin.
Ecovillages

TE
2 Complete the following sentences using the verbs in parentheses in Simple Past or
WRI
Past Perfect.
a. Luis failed (fail) the exam because he hadn’t studied

78 (not study).
b. Karla had arrived (arrive) 30 minutes early to the concert so she
saved (save) a seat for Charly.
c. When we got (get) home last night, I had broken
(notice) a burglar noticed (enter) to rob in my apartment.

d. My mom realized (realize) she forgot (forget)
to turn the stove off, when she had left (leave) home.
e. My dad called (call) an ambulance because he
had been (be) in an accident.
f. My parents didn’t eat (not eat) at the restaurant because they
hadn’t booked (not book) a table.
3 Complete the following sentences using the verbs in parentheses. Try to use already,
yet, never and before.
a. When we arrived to Laura’s house, the party hadn’t started yet (not start).
b. Johana had never seen (not see) the stadium before.
c. My friends hadn’t paid (not pay) the rent, so they received a
notification.
d. Peter and Mario had just finished (finish) painting when they brought the
furniture in.
e. When you texted me last night, I had already gone (go to bed).
Upward Skills IV

Unit
Project 4 79
1 In teams, create an ecovillage. The design of the project should consider using a sustainable
development and should follow the ecological principles.
2 Present your design to the rest of the group following these details.
Exposition:
• The exposition should last 5 minutes, considering a closing activity.
• Respect grammatical time.
• For the exposition, you can use a model, poster, brochure, computer presentation, graphic chart.
Ecovillages

Self Evaluation
Chart
80
Unit 4
1 Mark the columns that are true for you.

Not very Very

Talk about ecovillages.
Talk about GENs.
Use Past Perfect.
Use Past Perfect Progressive.
Understand the main idea of a text.

2= I can do it ok.

Upward Skills IV

UNIT
My State 5

SP E A
¢ Which Mexican products do you usually buy?

¢ Which places in Mexico would you like to visit?

Vocabulary
ENGLISH 4
1 Discuss in pairs the following question.

SP E A
• Do you know how many products your country produces/makes/grows?

• Mention three products that Mexico exports the most.
82
2 Label the products and say where they are from.
a. Guanajuato b. Querétaro c. Sinaloa
d. Veracruz e. Tabasco f. Michoacán
Chihuahua, Sonora, Veracruz, Colima,

g. Hidalgo, Puebla, Oaxaca, h. Oaxaca i. Michoacán, Oaxaca,
Querétaro. Yucatán
3 Look at the following pictures and write in your notebook where those products are from.
Example: People grow apples in Chihuahua, Durango and Puebla.
Upward Skills IV

Reading
UNIT FIVE
D
1 Listen and read the text and answer the questions. Underline the
RE A
words you don’t know.

CK
TR A
15
Where are they from? 83
A diversity of soil types, climates and ecosystems, as well as the length

and
breadth of the country, represent a wide deck of options for agricult
ural production,
making Mexico a place with ideal conditions for a wide variety of product
s.
Whether they are for domestic consumption or for exportation, Mexican
products
have a high demand by its quality. Below there's a list of the 10 major
products of the
Mexican countryside, according to official figures from the Secretary
of Agriculture,
(SAGARPA) of the Federal Government.
At the top of the agricultural products that are grown in Mexico there's
the corn.
Sinaloa, Jalisco, Michoacán and the State of Mexico are among the largest
producers
at a national level. Sugar cane is located at the second place, and the
states that
increased its production are Veracruz, Jalisco and San Luis Potosí. The
third place is
occupied by avocado, where Mexico ranks as the world leader in its
production. In
addition, its export levels have increased exponentially in the past eight
years, with a
growth of 400 percent, and Michoacán is the State that produces more
of it. In fourth
place is sorghum, and though it is a plant native from India, it is one of
the main crops
in Mexico. Most of the sorghum grain is used in the preparation of animal
feed, but it
is also used to produce flour. Tamaulipas is located as the main produce
r of sorghum
in Mexico, but the list also includes States such as Jalisco, Guanajuato,
Michoacán,
Sinaloa and Nayarit. The fifth place is for green chili, where Mexico ranks
as second
worldwide in its production, only behind China. The sixth place is for
the tomatoes
or tomato, as it is also known in some regions of our country. It is one
of the main
products of Mexican agriculture, and Sinaloa leads the national state
production. Alfalfa
is positioned on the seventh place; with growing areas in the central and
northern
states of Mexico, suach as Chihuahua, Guanajuato, Hidalgo, and Durango
being the
major producers. In eighth position, is wheat Although it is harvested
virtually around
the world, countries such as China,
India, Russia and the United States
are among the largest producers.
However, in Mexico, Sonora,
Guanajuato and Baja California are
the States with the highest production.
Potato ranks in the ninth position, and it
is cultivated in 22 states of the Republic,
although it is in the North and East parts
where the highest volume is concentrated.
And finally, the tenth place is for the, hand
crafts that are produced by Mexican artisans.
My State

ENGLISH 4
a. Mexico has a great variety of climates and ecosystems in its territory. True False
b. Mexican products are consumed both inside and abroad. True False
84
c. Rice is one of the most sold Mexican products. True False
d. Only the state of Jalisco produces sugar cane. True False
e. Sorghum is native of Mexico. True False
3 Describe your country considering its local products (30 words).

Write a text with 30 words

Upward Skills IV

Grammar
UNIT FIVE
Conditional sentences type 1
We use the first conditional when we talk about real and possible situations.
Affirmative and negative form:

85
(Affirmative) If + Simple Present + J + (will / may / might / can / must / should) + verb in present +
complement
(Negative) If + Simple Present (negative) + J + (will / may / might / can / must / should) + not +
verb in present + complement
Example:
If Bill studies, he will pass the exam.
If Bill doesn´t study, he won’t pass the exam.
If it rains, we will not go to the beach.
If it doesn’t rain, we will go to the beach.
Interrogative:
WH (question) + (will / may / might / can / must / should) + J + verb in present + If + Simple Present
Example:
What will you do if you fail your test?
Where will you go if you move to other country?
Grammar Practice
1 Complete the sentences with Conditional Sentences Type 1.
1. If he says (say) the truth, they will forgive (forgive) him.

2. If we leave (leave) now we get (get) there on time.
3. If you need (need) money I will lend (lend) it to you.
4. Where will you visit (visit) if you travel (travel) to Europe?
5. What will he say (say) if she asks (ask) him?
6. If you don’t like (not like) the color I will change (change) it.
2 Complete the following sentence with your own ideas.
If Mexico grows more products…

1. Answer
will vary.
2.
3.
My State

Reading
ENGLISH 4
1 Discuss the following questions.
• What are some popular places abroad to travel on holiday?

• What are some interesting places to visit in Mexico?
86 D
RE A
2 Read the text and answers the questions below.

CK
TR A
16
the culture
es fo r all tastes, from
Spain hav e ac ti vi ti d festivals
ti es , ex travagances an
Do you
f b ig ci ches
and history o tian , w ith wonderful bea
Se bas
in Ibiza to San .
ur breath away
i t ?
l yo
s
ea
i
that will st ted
d huge popula
to v
an
e
ti fu l,
lik
China is a b ea u
d cultural
d , al so an historical an
coun tr y. A n the Great
fr o m th e Fo rbidden City to
ons paradis e,
im p o rt a n t to urist destinati th e at tr ac tiveness of the
meeting
The most W al l, ghai; and
t o f Ea st an d West in Shan
po in Hong
in the world p u le n ce an d eccentricity of
e the o
o st p o p u la r country in th Kong.
m tern
France is the es ti n at io n like no other, T h e ep ic en ter of the Wes
rist d
world. It a tou much and notable
s d o n o t require too w o rl d is as popular
and its ch ar m s, fr o m al Rome
at tr ac ti o ns are countles its as ye ar s ago. The Etern
explanation . It s malfi
T o w er an d Sacré Coeur, to d M ila n , th e charming A
el an
the iconic Eiff d beaches of
luxury.
t, the serene Ven
ice and
vi n ey ar d s an m o st co as a world in
endless
rk an d Lo s A ngeles are the ly fo r ar ti st ic Fl orence. Italy is
New Yo bab ary
o f th e U n ited States, pro n. it se lf, w it h as much culin
popular cities and televisio , art and
re le ss ap p ea rance in film d el ight as culture it a
their ti n d ers of the Un
ited
p le which makes
at u ral w o fro m p eo
But the n to know, h visiting.
es ar e ge m s that you need es t. country wort
Stat Key W
ational Park to
Yellowstone N n a, Seville d V
an alencia in
ri d , B ar ce lo
Mad
3 Answer the following questions with your own ideas.

a. What would you do if you won the lottery?
Answer will vary
b. If you were rich?

c. If you got the opportunity to visit these places, which would be the first?

d. And where would you live if you could move to another country?

Upward Skills IV

Grammar
UNIT FIVE
Conditional Sentences Type 2
As we saw in Unit 4, the second conditional is called the present unreal conditional. It is for hypothetical
situations in the present.
87
• The verb ‘to be’ is conjugated ‘as were’ for all subjects.

(Affirmative) If + Simple Past + J + (would / might / could) + verb in present + complement
(Negative) If + Simple past (negative) + J + (would / might / could) + not + verb in present + complement
Example:
If I won a lot of money, I would buy a big house in the country.
If I didn’t win a lot of money, I wouldn’t buy a big house in the country.
Interrogative:
WH (question) + (would/ might/ could) + J + verb in present + If + J + (would / might / could) + verb
in Present + complement+?
Example:
Where would you live if you could live anywhere in the world?
What would you do if you were me?
My State

Reading
ENGLISH 4
1 Discuss in pairs the following questions.

SP E A
Answers will vary

· What would you do if you suddenly had a lot of money?
· Would you spend this money on yourself or helping others as well?
88
2 In the following text, identify the sentences with conditional sentences type 2 and
underline them.
If I Won the Lottery…

of money,
Also, I think that if I won a huge amount
and I have
I would open a business. I love to cook,
all that
I won the always wanted to open a restaurant. With
I can imagine what my life would be like if
and my life money I could open a fancy restaurant.
lottery. Wow! I could do so many things,
to change
would be so cool. I would love the chance el. I have
g I wou ld do However, I know one thing I would do is trav
my life with the money. The first thin ery three
a sma ll a friend who won $100, 000 in the lott
would be buying a big, new house. I live in and travelled for
g in a big years ago. She took the money
house, and I have always dreamed of livin
tha t mon ey, I could three months. Travelling is nice.
house in the country. With all
nsive car
buy anything I wanted. I don’t have an expe
might even I think, however, that the only problem with
right now, so I would buy a new one. Or, I that I have
mot orcy cles , and I can dreaming about the money I could win is
buy a new motorcycle. I like they say:
way with the never even played the lottery before. As
imagine myself driving down the high
“You can’t win if you don’t play.”
wind in my hair.
some
Of course, I if won the lottery, I should give
give my
of the money to charity. I would probably
nursing
money to a charity to help ill people or a
need ed any thing, I
home. Also, if any of my friends
y peo ple that
could help them pay for it. I know man
pay the
have student loans, and I could help them
happy. Plus,
loans back. That would make them very
save some
if I won a lot of money, I would certainly
of it in the bank.
Upward Skills IV

Grammar
UNIT FIVE
Conditional Sentences Type 3
We use the third conditional (if + past perfect, would + have + past participle) to talk about something
in the past that did not happen.
89
• How is third conditional different from others?
We imagine how things could have been different in the past. If something had been different,
something else would have happened, and both conditionals and results are impossible for now.
(Affirmative) If + Past Perfect + J + would + have + verb in past participle + complement
(Negative) If + Past Perfect (negative) + J + wouldn’t have + verb in past participle + complement
Example:
If I Ana Guevara hadn’t run very fast, she wouldn’t have won the medal.
If I Frida Kahlo hadn’t taken the bus, she wouldn’t have had an accident.
Grammar Practice
1 Chose a phrase from the box to complete the sentences below and change it to the correct tense.
forget her birthday steal my cellphone prepare roast beef

be on a diet buy the coat watch the 7 o’clock movie
a. If my mom had known you were a vegetarian, she wouldn’t have prepare roast beef .
b. They would have bought a chocolate cake, if they hadn’t forget her birthday .
c. If he hadn’t been so late, we would have watch the 7 o´clock movie .
d. I wouldn’t have phoned the cops, if he hadn’t steal my cellphone .
e. If that coat hadn’t been so expensive, your boss would have buy the coat .
f. Mary wouldn’t have been so angry, if Robert hadn’t be on diet .
My State

ENGLISH 4
TE 2 Complete the ideas using third conditional according to the situations given.
Answers will vary
WRI
a. Samantha didn’t get up early, she was late for school. If .

b. I didn’t bring my umbrella, I got wet. If .
c. Ivan didn’t study, he failed the exam. If .
90
d. Jane rode his bike, she fell off. If .
e. Allison worked really hard, she got a promotion. If .
f. Roman learned Italian, he lived in Italy. If .
g. We didn’t clean the room, It was messy. If .
h. Amanda practiced a lot, she won the contest. If .
3 Complete the following sentences. Use the prompts between parentheses to help you.
a. If Champollion hadn’t deciphered the Rosetta stone,

We wouldn't have understood the Egyptian hieroglyphics
(We / understand / the Egyptian hieroglyphics )
b. A revolution in transportation wouldn’t have been possible, if
Karl Benz hadn't invented modern car
(Karl Benz / invent / modern car)
c. If humans hadn’t domesticated crops,
Cities wouldn't have been built
(cities / build)
d. The Persian Empire would have conquered Greece, if
The Spartans had not won in the Thermopylae
(beat / Spartans / in Thermopylae)
e. America would have never been populated, if
humans wouldn't have crossed Behring strait
(humans / cross / Behring strait)
Upward Skills IV

Language Functions
Third Conditional
· In what tense is the verb in the if clause?

· What modal verb is used in the other clause?
91
My friends would have helped me, If they had seen me.
I wouldn’t have been in an accident, if I hadn’t gone to the party.
If Bill had known you weren’t home, He wouldn’t have walked there.
a. The sentences above are real / imaginary situations in the past / future.
b. The clause introduced by if uses will / would have.
c. The main clause uses present perfect / past perfect.
d. The order of the clauses is important / not important.
Third Conditional is used to talk about situations that are imaginary or hypothetical in the past.
Hypothetical situation in the past
If Mexico hadn’t been conquered

by the Spaniards, Mexicans wouldn’t
have changed their beliefs.
If scientists hadn’t discovered the atomic

bomb, the Second World War wouldn’t
have ended in 1945.
My State

2 Match the following columns to make sentences.
1. If we had known we were going to the beach, b a) If they had studied for the test.
b) we would’ve bought sunscreen.
92 2. Anna wouldn’t have bought a present, d
c) If I had told her I had
3. So many students wouldn’t have failed, a already eaten.
d) If she had known she wasn’t invited
4. If Clara hadn’t broken an arm, g
to the party.
5. My mom wouldn’t have spent so much c e) If it had had more customers.
time cooking dinner, f) If he hadn’t already bought
the tickets.
6. We wouldn’t have adopted that dog, h
g) she wouldn’t have gone
7. That place wouldn’t have closed, e to the doctor.
h) If we had known it was
8. Miguel wouldn’t have gone to Palenque, f
so aggressive.
3 Complete the sentences as in the example.

I would have passed the exam, if I had studied the verbs.
Answers will vary
a. Jim wouldn’t have been in a car accident, if .
b. Mexico would have won more gold medals, if .
c. Mexican Revolution wouldn’t have happened, if .
d. Samantha wouldn’t have broken her ankle, if .
If Laura hadn’t started her diet, she wouldn’t have lost weight.
e. If Hitler hadn’t started the war, .
f. If man hadn’t reached the moon, .
g. If Gutenberg hadn’t been invented the printing press, .
h. If Emiliano Zapata hadn’t been killed, .
Upward Skills IV

Crossing Knowledge
1 Discuss the following questions in pairs.
• Do you like school?

• Do you think you learn things at school?
• Where do you learn more, at home or at school? Why? 93
D
2 Read the following text and select the correct option in the questions on the next page.
RE A
CK
TR A
17
Student Learning
place
ocesses that take
One of the major pr W hen
its students learn.
in schools is that are able
gr ad ua te fr om high school, many
th ey three-
write essays with
to use a computer, ti ons. In
fferentiate equa
part theses, and di learn
specific skills, they
addition to learning and to
to weigh evidence
to think critically, e ex tent to
t judgment. Th
develop independen related
ent takes place is
which this developm ts.
d home environmen
to both school an ne w id eas and
rs wh o ar e m or e open to
Teache who
produce students
less authoritarian, d higher
ve gr ea te r in te lle ctual flexibility an
ha ow
scores. Studies sh
achievement test ng wh en
most demandi
that teachers are as their
same social class
they belong to the tween
en ts . Th e gr ea te r the difference be
stud
their pils,
d that of their pu
own social class an
ey structure their
the more rigidly th they
e fewer demands
classrooms, and th
ents.
place on their stud
My State

1. It is stated in the passage that teachers who are more open to new ideas
a. produce more successful students in terms of test scores and intellectual flexibility.
b. often come from a lower social class than their students.
c. are more authoritarian towards students.
94 d. discourage intellectual flexibility in schools.
e. give students more homework.
2. We learn from the reading that when students graduate from high school
a. none of them are able to think critically.
b. they can take the overall responsibility of anything.
c. all of them have a good knowledge of computer usage.
d. many of them have gained specific skills like writing essays and differentiating equations.
e. most of them lack knowledge because of unavailability of ideal learning conditions.
3. According to the reading, it is true that

a. teachers who are from a higher social class than their students should be hired.
b. it is not so difficult to constitute ideal learning conditions.
c. with close supervision every student can get high test scores.
d. both the school and home environments greatly influence a student’s achievement in school.
e. students learn best in a rigid classroom environment.
3 Discuss and share with the classroom after doing the reading.
Answers will vary
• Did you find new and interesting information in the text? Why?
• Is your social class important for your learning?
Upward Skills IV

Unit
Project 5 95
1 In teams, devote to develop a new system to prevent weather disasters, based on different
situations that could happen in your country. You also need to design a project that solves the
problem or prevent it!
WHAT WOULD HAPPEN IF…
Presentation: take 5 minutes to present the natural disaster that you selected and 5 different
possible solutions for the same situation.
The disaster could be earthquakes, hurricanes, tsunami, lighting, volcanic eruptions, floods or any
other natural disaster
• The presentation should last 5 minutes, considering a closing activity.

• Pay attention to the grammar of your presentation.
• For the presentation, you can use a model, poster, brochure, computer presentation or graphic chart.
My State

Self Evaluation
Chart
96
Unit 5
Not very Very

talk about my state.
talk about my state products.
use the first conditional.
use the second conditional.
structure the third conditional.
differentiate real and unreal situation.
2 Write the correct number to give yourself a mark from 1 - 4

2= I can do it OK.

Upward Skills IV

UNIT
Eating
Disorders 6

SP E A
¢ What do you eat before classes?

¢ How would you improve your eating habits?

Reading
ENGLISH 4
D
1 Read and listen to the text and answers the questions.
RE A
CK
TR A
18
98
Do I have an
eating disorder?
An eating disorder is when you have an unhealthy attitude towards
food, which can take
over your life and make you ill.
It can involve eating too much or too little or becoming obsessed with
your weight and
body shape.
But there are treatments that can help, you to recover from an eating
disorder.
Men and women of any age can get an eating disorder, but it most
commonly affects
young women aged between 13 to 17 years old.
Types of eating disorders

The most common eating disorders are:
Anorexia nervosa – when you try to keep your weight as low as possible
by not eating
enough food, exercising too much, or both.
Bulimia – when you sometimes lose control and eat a lot of food in
a very short amount
of time (binging) and are then deliberately sick, use laxatives (medica
tion to help you poo),
restrict what you eat, or do too much exercise to try to stop yourself
gaining weight.
Binge eating disorder (BED) – when you regularly lose control of
your eating, eat large
portions of food all at once until you feel uncomfortably full, and are
then often upset or
guilty.
Do I have an eating disorder?

If you or people around you are worried that you have an unhealthy
relationship with food
that’s affecting your eating habits, you could have an eating disorde
r.
Symptoms of eating disorders include:
a) Spending a lot of time worrying about your weight
and body shape.
b) Avoiding socializing when you think food
will be involved.
c) Eating very little food.
d) Deliberately making yourself sick or taking
laxatives after you eat.
e) Exercising too much.
f ) Having very strict habits or routines around food.
g) Changes in your mood.
Upward Skills IV

S IX
UNIT
You may also notice physical signs, including:
s in your weight
Feeling cold, tired or dizzy, problems with your digestion, drastical change
or very low for someon e of your age and height), and not getting your
(being very high
period (for women and girls).
match those for 99
It’s important to remember that even if your symptoms don’t exactly
disorde r, you may still have an eating disorder.
anorexia, bulimia or binge eating
Warning signs of an eating disorder in someone else.

developed an eating
It can often be very difficult to identify that a loved one or friend has
disorder.
Warning signs to look out for include:
� Dramatic weight loss
weigh.
� Lying about how much and when they’ve eaten, or how much they
� Eating a lot of food very fast.
flushed.
� Going to the bathroom a lot after eating, often returning looking
� Excessively or obsessively exercising.
� Avoiding eating with others.
� Cutting food into small pieces or eating very slowly.
� Wearing loose or baggy clothes to hide their weight loss.
see your doctor as
If you think you may have an eating disorder, even if you aren’t sure,
soon as you can.
feeling, and they will
They’ll ask you questions about your eating habits and how you’re
check your overall health and weight.
to an eating disorder
If they think you may have an eating disorder, they should refer you
ts. It can be very hard to admit you have a problem and ask
specialist or team of specialis
may make things easier if you bring a friend or loved one with you to your
for help. But it
appointment.
e you know has
It can also be difficult to know what to do if you’re concerned that someon
r. People with an eating disorde r are often secretiv e and defensiv e about
an eating disorde
their diet and their weight, and they may deny being unwell.
recovery will be
You can recover from an eating disorder, but it may take time and the
different for everyone.
ts, they’ll be
After being referred to an eating disorder specialist or team of specialis
other support you might need,
responsible for your care. They should talk to you about any
ns you have, as well as include this in your
such as other mental or physical health conditio
treatment plan.
you have, but it will
Treatment will be different depending on the type of eating disorder
need regular health check-ins if
usually involve some kind of talking therapy. You may also
your eating disorder is having an impact on your physica l health.
have bulimia or
It may also involve working through a guided self-help program, if you
. Most people will be offered individua l therapy, but those with binge
binge eating disorder
other specified feeding or eating
eating disorder may be offered group therapy. Treatment for
disorder (OSFED) will depend on the severity of the sympto ms.
Eating Disorders

ENGLISH 4
What causes eating disorders?

We don’t know exactly what causes eating
disorders. But you may likely develop an eating
disorder if:
� you or a member of your family has a history

100 of eating disorders, depression, or alcohol or
drug addiction,
� you have been criticized for your eating habits,
body shape or weight,
� you’re overly concerned with being slim,
particularly if you also feel pressure from
society or your job – for example, ballet dancers, jockeys, models or
athletes,
� you have anxiety, low self-esteem, an obsessive personality, or are
a perfectionist,
� you have been sexually abused.
2 Read the text again and write the words you don’t know. Use a dictionary to find their
meaning and write it down in the second column.
WORD MEANING
1. Answers will vary
2.
3.
4.
5.
6.
7.
8.
9.
10.
Upward Skills IV

Vocabulary
S IX
1
D
Discuss in pairs the following questions.
RE A
UNIT
• What is an eating disorder?
• Do you know anyone with an eating disorder?
• How can you help someone that suffers from an eating disorder?
101
TE
2 Answer the following questions according to what is said in the text.
WRI
a. Define in your words what an eating disorder is.

Answers
will vary
b. Describe what you understand as bulimia.

Answers
will vary
c. Name five symptoms of an eating disorder.

Worrying about your
, weight, eating
, very little, exercising
, too much, laxatives
, after you eat,
mood changes
d. Write five warning signs to look out for with eating disorders.
Dramatic weight,loss, lying, eating,a lot food very fast,
, excessively or obsessively
, exercising,
cutting food, etc...
e. Write five causes for eating disorders.
Family history, criticized
, about your
, eating habits, overly
, concerned to, be slim, anxiety,
low self-esteem
a. There are treatments for fighting eating disorders. True False

b. Anorexia is when you eat a lot and do a lot of exercise. True False
c. Binge eating means that you stop eating completely. True False
d. Some of the symptoms of an eating disorder is being tired, True False
dizzy, and weight changes.
e. Treatments vary widely according to the specific eating disorder. True False
Eating Disorders

Grammar
ENGLISH 4
Relative clauses
Don’t remember relative clauses? Don’t panic! Here is a brief review.

102
We use relative clauses to join two sentences or to give more information about something. We use
the pronoun WHO when we refer to the subject; WHOM when we refer to the object or speak
cuantifying; WHICH for things and animals, WHOSE to talk about possessions; we can also use
the pronoun THAT for people, things and animals. WHEN is used to talk about a time, and WHERE
refers to places.
Grammar Practice
1 Using this information, select the option that best completes the following sentences.
a. Anorexia nervosa is a mechanical process tries to keep your weight as low as

possible by not eating enough food, exercising too much, or both.
1. who 2. where 3. that
b. Daren, suffers bulimia, sometimes loses control and eats a lot of food in a very
short amount of time.
1. which 2. who 3. that
c. Binge eating disorder (BED) in 2016 became very common in young people
parents felt great concern.
1. whose 2. where 3. that
d. Mr. Brenan spends a lot of time talking about new gym program helps about body
shape.
1. who 2. which 3. when
e. There are many clinics you can find support with the treatment.
1. that 2. where 3. when
Upward Skills IV

S IX
2 Match the following Relative Pronouns with their use.
1. who e a. similar to who and which, to talk about people, things and animals.
UNIT
2. where f b. subject or object pronoun for animals and things.
3. which b c. to refer to the object or speak quantifying.
103
4. whose d d. to talk about possession.
5. whom c e. object pronoun for people.
6. that a f. refers to places.
3 Complete the following sentences using who, which, whom, or whose.
a. John is the person who I told you about.

b. Those are the pants whose Jennifer really liked.
c. “Starry night” is the painting which Van Gogh did while in France.
d. That guy is the neighbor whose car is always on my parking lane.
e. Mary Shelly is the woman who wrote “Frankenstein”.
f. She is the manager whom you have to send the email to.
g. That car was the one which included a year of insurance.
h. Melanie is the person whose job is to hire new people.
i. On Monday I finally met the girl who Michael is going to marry.
j. My parents are the people whom I love the most.
Eating Disorders

ENGLISH 4
4 Complete the following definition of Relative Pronouns.

Answers will vary
104
Relative pronouns can / can’t
refer to singular or plural, and is for possession and
there is / isn’t difference
between male and female. is used to replace things.
,
used to replace subjects, and can be used for things
, used and people only in defining
to replace objects, are generally relative clauses.
only for people.
TE
5 Combine the following sentences with the relative clause given.
WRI
a. Laura is my roommate. Laura is my best friend’s sister. (who)

Laura, who is my roommate, is my best friend´s sister.
b. I moved to New Orleans. New Orleans is the birthplace of Jazz and home to the
biggest Mardi Gras celebration. (which)
I moved to New Orleans, which is the birthplace of Jazz and home to the biggest Mardi
Gras celebration.
c. A friend is considerably rich. She invited me to go with her and her family to
Bahamas. (who)
A friend is considerably rich, who invited me to go with her and her family to Bahamas.
d. In Canada customers buy plastic bags. They use plastic bags to carry out their
groceries. (which)
In Canada, the customers buy plastic bags, which they use to carry out their groceries.
Upward Skills IV

S IX
6 According to the information reviewed up to this point, chose True or False.
UNIT
We use relative clauses to:
a. Give additional information. True False
b. Start a new sentence. True False 105
c. Combine sentences with a relative clause. True False
d. Make a text more fluent. True False
e. Repeat certain words. True False
7 Rewrite the following sentences using that.
a. Canadians are the people who encourage the use of reusable bags.
Canadians are the people that encourage the use of reusable bags.
b. Lenin was a Russian who participated in the foundation of the USSR.
Lenin was a Russian that participated in the foundation of the USSR.
c. I slid down a water slide which drops you 60 feet from a Mayan temple.
I sild down a water slide that drops you 60 feet from a Mayan temple.
g. The country which I would love to visit is Greece.
The country that I would love to visit is Greece.
i. Gulliver is the fictional character who visited Lilliput.
Gulliver is the fictional character that visited Lilliput.
Eating Disorders

ENGLISH 4
8 Complete the following sentences with the correct relative pronoun.
a. The boy who sang the solo is my brother’s best friend.

b. Mom couldn’t find the grocery list that she wrote before she left.
c. The player which/that jersey got ripped during the game is the team captain.
106
d. The gentleman who spoke to me seemed quiet and friendly.
e. The earthquake which/that measured 6.9 on the Richter scale, caused billions
in damage.
9 Combine the following sentences. Use the relative pronoun in parentheses.
a. Cheops was a pharaoh. He built the biggest pyramid in Giza. (who)

Cheops was a pharaoh, who built the biggest pyramid in Giza.
b. Phidias was a Greek architect. He designed the Parthenon. (who)
Phidias was a Greek architect, who designed the Parthenon.
c. The jaguar is an American cat. The jaguar was worshipped by the ancient Mayas. (which)
The jaguar is the American cat, which was worshipped by the ancient Mayas.
d. Sekhmet was an Egyptian goddess. She had the face of a cat. (who)
Sekhmet was an Egyptian goddess, who had a face of a cat.
e. Ancient romans were people from antiquity. They built the Coliseum. (who)
Ancient romans were people from antiquity who built the Coliseum.
10 Match three sentences of the above exercise to the correct picture.
b e
Upward Skills IV

Language Functions
Prepositions
A preposition is a word that shows position or direction or introduces a prepositional phrase. It
expresses a relation to another word in the clause. A preposition always precedes a noun to show the
noun’s relationship to another word in the sentence. The word or phrase that the preposition introduces
is called the object of the preposition. Common prepositions include: up, around, under, over, above,
107
besides, between etc...
1 Make a drawing of the preposition.
behind on under at home

in front of next to near between
at work at the theater in at school
Answers will vary
Eating Disorders

But prepositions can be a lot more complicated. For example, a prepositional phrase is a modifying
phrase consisting of a preposition and its object. Some of the most common prepositions are: across,
in, under, around, beneath, over, up, without etc..
108
2 Underline the prepositional phrase in each sentence below.
Example: My dad was over the hill when he turned fifty-one years old.
1. We walked up the stairs when we arrived home from school.

2. My mom took a walk around the block.
3. I looked under my bed for my lost shoes.
4. The girl looked behind the door for her friend who was hiding.
5. Don’t leave without your coat.
6. During lunch we had a basketball tournament.
7. The car traveled at a high speed.
8. For a fraction of the cost you can buy a watermelon.
9. The boy tried to finish the race at any cost.
10. At noon we all went to lunch.
11. He is in jeopardy of not graduating.
12. The man sat on top of the historic rock
13. The baseball was just out of reach from the boy.
14. He jumped over the car to avoid the accident.
15. The man crawled under the train so that he could look for his suitcase.
16. John walked alongside the rail road tracks after school.
17. Peter sat on top of the desk while waiting for his assignment.
Upward Skills IV

Crossing Knowledge
D
1 Look at the following characteristics of Relative Clauses.
RE A
Defining Relative Clauses

a) They’re the people who were affected by the disaster.
b) Here are some examples which will help us understand. 109
c) My favorite actress is playing a woman whose husband cheated on her.
Non-Defining Relative Clauses

a) Susan, who I study with, won a scholarship to study in Canada.
b) Aside from the restaurant, which I really disliked, I had a marvelous time.
2 Choose the best definition for Defining and Non-Defining Relative Clauses.
RELATIVE Clauses NON-DEFINIG RELATIVE Clauses
… give detailed information defining a … give additional information on

general term or expression. something, but do not define it.
… are not put in commas. … are put in commas.
… are often used in definitions. Who/which may not be replaced with
that.
Object pronouns can be dropped.
Object pronouns must be used.
Eating Disorders

D
3 Discuss in pairs the following questions.
RE A
• How many languages are there in the world?

• How many different languages are there in Mexico?
• Do you know someone who speaks another language?
110
4 Classify the following sentences into Defining (D) and Non Defining (N) Relative
Clauses.
1. N There are over 6,000 languages that are spoken around the world.
2. D A language family is a set of tongues that have a common ancestral language.
3. D The largest extended family is the Indo-European, which has speakers in all
the inhabited continents of the world.
4. N In Mexico there are over 300 languages that belong to 10 or 11 language families.
5. D These language families, which consist of a set of related tongues, are spoken
throughout Mexico.
6. N One of the most well-known families is the Mayan family, which consists of
languages such as yucatec, maya, etc.
7. D Linguists are the people who study languages.
Upward Skills IV

Unit
Project 6 111
1 In teams of maximum 5 students, you have to present a play, where the topic has to be
related to different eating disorders.
2 As well as writing and acting out the play, you will have 5 minutes to present your topic and
propose a solution for that issue.
• The presentation should last 5 minutes, considering a solution.

• Pay attention to the tenses of the verbs during your presentation.
• For the presentation you can bring a poster, brochure, graphic chart, and scenography.
Eating Disorders

Self Evaluation
Chart
112
Unit 6
Not very Very

talk about eating disorders.
talk about eating disorder causes.
talk about how to prevent eating disorders.
use relative clauses.
substitute relative clauses.
locate prepositions.
understand propositional phrases.
2 Write the correct number to give yourself a mark from 1 - 4

2= I can do it OK.

Upward Skills IV

Term
Evaluation 2 113
1 Complete the sentences with have, has or had.
a. My teacher
has studied Classical Literature.
b. The zoo keeper
had worked a lot of time on that zoo until he retired.
c. This books have been a precious treasure for human kind since they were first invented.
d. Don’t worry. That frame you dropped
had had many reparations until it got
completely broken.
2 Rewrite the sentences using Past perfect.
a. Mateo jumps into the water.

Mateo had jumped into the water.
b. My pet is an old green parrot.

My pet had been an old green parrot.
c. I bought all my books at the same store.

I had bought all my books at the same store.
d. In those days, I usually rode my bike to school.

In those days, I had ridden my bike to school.
e. When I was a baby, I ate everything my mother gave me.

When I was a baby, I had eaten everything my mother gave me.
f. Teresa is always tired.

Teresa had been tired.
Term Evaluation 2

3 Use the words to make negative and interrogative sentences.
a. Mike had eaten a lot of junk food.

Mike hadn’t eaten junk food.
114
Had Mike eaten junk food?
b. They had felt guilty.

They hadn’t feel guilty.
Had they felt guilty?
c. The explorer had asked for help.

The explorer hadn’t asked for help.
Had the explorer asked for help?
d. Lisa and Anny had decided to start a diet.

Lisa and Anny hadn’t decided to start a diet.
Had Lisa and Anny decided to start a diet?
e. You had gotten eating disorders.

You hadn’t gotten eating disorders.
Had you gotten eating disorders?
4 Write five sentences in Past perfect progressive using the verbs from the box.
hurt take eat drink see catch
Example: Sandra had been catching a that flue for a long time, finally she got sick.
a.
b.
c.
d.
e.
Upward Skills 4

5 Write the second clause of the next first conditional sentences.
a. If he says the truth, ?

they will forgive him (forgive)
b. If we leave now, ?
we will arrive on time (arrive) 115
c. If Tom asks you, ?
what will you say (say)
d. If you get enough money, ?
where will you go (go)
e.
will you study hard (hard) if we have an exam next week?
6 Write the rules for the first, second and third conditionals.
Term Evaluation 2

7 Match the columns.
a. who • Refers to a person. a
116 b. which • Refers to a place. c
c. where • Refers to a thing. e
d. when • Refers to a specific thing. b
e. that • Refers to the time something happens. d
8 Write five relative sentences using the words from Activity 8.

a.
b.
c.
d.
e.
Upward Skills 4

Cultural Notes
1 Read the text and do the activities.
117
Biography She experienced two

particularly traumatic
of Mother Teresa periods in Calcutta. The

first was the Bengal famine
s
of 1943 and the second wa
ce
Mother Teresa (1910–1997) was a Rom
an Catholic nun the Hindu/Muslim violen
ion
who devoted her life to serving the poo
r and destitute in 1946, before the partit
t
around the world. She spent many year
s in Calcutta, of India. In 1948, she lef
arie s of Charity, a the con ven t to live ful l-
India where she founded the Mission
religious congregation devoted to help
ing those in great time among the poorest
need. In 1979, Mother Teresa was awa
rded the Nobel of Calcutta. She chose to
Peace Prize and became a symbol of
char itab le, selfless wear a white Indian sari,
work. In 2016, Mother Teresa was cano
nize d by the with a blue border, out of
Roman Catholic Church as Saint Tere
sa. respect for the traditional
Mother Teresa was born in 1910 in Sko
pje, the capital Indian dress. For many
a
of the Republic of Macedonia. Little
is kno wn about her years, Mother Teresa and ome
survived on minimal inc
early life, but at a young age, she felt
a calli ng to be a nun small band of fellow nuns t, slo wly her
beg for funds. Bu
and serve through helping the poor.
At the age of 18, she and food, often having to rec iated by
re noted and app
was given permission to join a group
of nun s in Irela nd. efforts with the poorest we
Indian politicians.
After a few months of training, with
the Siste rs the local community and lly
her first home for the termina
of Loreto, she was then given permissio
n to travel to In 1952, she opened nit y. Mo the r
them to die with dig
India. She took her formal religious
vow s in 1931 and ill people which allowed re dy ing . So me
h those who we
chose to be named after St Therese of
Lisi eux, the patron Teresa often spent time wit d
of pro per medical attention, an
saint of missionaries. have criticized the lack tha t it aff ord ed
illers. Others say
On her arrival in India, she began by
working as a their refusal to give paink die kn ow ing
opportunity to
teacher; however, the widespread pov
erty of Calcutta many neglected people the
made a deep impression on her, and
this led to her that someone cared.
the world. By 2013, there
starting a new order called “The Mis
sion arie s of Charity”. Her work spread around . The
ting in over 130 countries
The primary objective of this mission
was to look after were 700 missions opera e orp ha nages
expanded to includ
people, who nobody else was prepared
to look after. scope of their work also es.
h terminal illness
Mother Teresa felt that serving othe rs was a fund amental and hospices for those wit
sou ght to convert those of
ist. She ofte n Mother Teresa never
principle of the teachings of Jesus Chr hospices were given the
mentioned the saying of Jesus: another faith. Those in her
to their faith. However, she
“Whatever you do to the least of my
brethren, you do religious rites appropriate e on
faith and took a strict lin
it to me.” had a very firm Catholic n if her
lty and divorce, eve
As Mother Teresa said herself: abortion, the death pena nced by
. Her whole life was influe
“Love cannot remain by itself, it has
no meaning. position was unpopular es she con fessed
n though at tim
Love has to be put into action, and that acti on is service.” her faith and religion, eve
ce of God.
she didn’t feel the presen
Cultural Notes
10610_002_FINAL_UPWARD_SKILLS_IV_TG.indd 117 10/02/22 13:52

In the 1960s, the life of Mother Teresa
was brought “Mother Teresa, in all aspects of her
to a wider public attention by Malcolm life, was a
Muggeridge, generous dispenser of divine mercy,
who wrote a book and produced a doc making herself
umentary called available for everyone through her welc
“Something Beautiful for God”. ome and
118 In 1979, she was awarded the Nobel defense of human life, those unborn
and those
Peace Prize abandoned and discarded,”
“for work undertaken in the struggle
to overcome
poverty and distress, which also con “She bowed down before those who were
stitutes a threat to spent,
peace.” She didn’t attend the ceremon left to die on the side of the road, seei
ial banquet but ng in them their
asked that the $192,000 fund be give God-given dignity. She made her voic
n to the poor. e heard before the
In later years, she was more active in powers of this world, so that they mig
western ht recognize their
developed countries. She commented guilt for the crime of poverty they crea
that though ted.”
the West was materially prosperous, Mother Teresa was a living saint who
there was often a offered a
spiritual poverty. great example and inspiration to the
world.
“The hunger for love is much more diffi
cult to Awards given to Mother Teresa:
remove than the hunger for bread.”
When she was asked how to promote • The first Pope John XXIII Peace Priz
world peace, e. (1971)
she replied, “Go home and love your • Kennedy Prize (1971)
family”. • The Nehru Prize –“for the promotio
Over the last two decades of her life, n of
Mother Teresa international peace and understanding”
suffered various health problems, but (1972)
nothing could • Albert Schweitzer International Priz
dissuade her from fulfilling her mission e (1975),
of serving • The Nobel Peace Prize (1979)
the poor and needy. Until her very last
illness she was • States Presidential Medal of Freedom
active in travelling around the world (1985)
to the different
branches of The Missionaries of Cha • Congressional Gold Medal (1994)
rity. During her
last few years, she met Princess Diana i • U Thant Peace Award 1994
n the Bronx, • Honorary citizenship of the United
New York. The two died within a wee States
k of each other.
Following Mother Teresa’s death, the (November 16, 1996)
Vatican began
the process of beatification, which is the
second step on the
way to canonization and sainthood. Mot Citation: Pettinger, Tejvan. “Biograp
her Teresa was hy of Mother
formally beatified in October 2003 by Teresa”, Oxford, UK. www.biographyo
Pope John Paul nline.net, 18th
II. In September 2015, Pope Francis May 2006. (Updated September 2016)
declared:
2 According to the biography of Mother Teresa de Calcutta Biography, describe her in 200
words in your notebook.
3 Circle True or False. If it is false, write the correct answer

a. Mother Teresa was born in 1810. True False
b. Mother Teresa was a nun. True False
c. She took her formal religious vows in 1938. True False
d. Malcolm Muggeridge wrote a book and produced a documentary True False
called “Something Beautiful for God”.
e. Mother Teresa was formally beatified in October 2003 True False
by Pope John Paul II.
Upward Skills IV

1 Read the text and do the activities.
rison, (born 119

na m e w as Ja m es Douglas Mor is,
hose original ed July 3, 1971, P
ar
Jim Morrison, w bo ur ne , Florida, U.S.—di ow n as
43 , M el sly kn
December 8, 19 r an d so ng writer, famou
American sin ge he Doors.
France), was an yc he de lic rock group T
ont man of th e ps iral), and the
the charismatic fr er (u ltimately an adm
was a na va l of fic ashington, D.C.,
Morrison’s father it se tt le d down in the W
quently. Th ou gh igh school and
family moved fre ia , w he re M or rison attended h
ndria, Virgin
suburb of Alexa
rebellious studen
t. rg Junior College
was a good bu t
io n in 19 61 at St. Petersbu
llege ed uc at talents as a
He began his co ) in Fl or id a an d developed his
rg College ouse.
(now St. Petersbu th e lo ca l B eaux Arts coffeeh
citing poetry at and then to
performer by re F lo rid a State University
transfe rr ed to Film. There he
He subsequently el es , w here he studied
California , Lo s A ng p that the two
the University of ga n in the rock grou
rek, who pl ay ed th e or John Densmore.
met Ray Manza Kr ie ge r and drummer s
with guitaris t Ro bb y Aldous Huxley’
formed in 1965 D oo rs , ta ki ng their name from el f title d
selves Th e its
They called them 954), which was
ca lin e: Th e D oo rs of Perception (1
book on mes
illiam Blake. e house band
after a line by W -1 96 0s , Th e Doors were th
For a brief perio
d in th e m id et Strip in Los
or ie d club on the Suns
Go-Go, a m uc h- st ktra Records,
of the Whisky-a- e, th e gr ou p signed with Ele
t the sam e tim ight My Fire”
Angeles. At abou hi t sin gles, including “L ch
leased a st rin g of aimed albums su
for which they re Yo u” (1 96 8) , and critically accl er ot ic ism of
lo, I Love . The dark-edged
(1967) and “Hel d L. A . Woman(1971) ba nd one of
(1 96 7) an m ak e th e
as The Doors ic ly ric s helped
one voice an d po et ts. M rison was
or
Morrison’s barit ve rs ia l, and theatrical ac uring
t potent , co nt ro stage behavior. D
rock music’s mos use an d ou tr ageo us
inking and drug stage, and he
known for his dr dl y ex posed himself on
Miami, he al le ge charges. He was
a 1969 concert in su re and profanity
ted on in de ce nt ex po nding his appeal
was later convic in pr iso n bu t w as granted bail pe
months
sentenced to six oned).
sthumously pard moved to
(in 2010 he w as po
e D oo rs to write poetry and
In 1971 Morrison
left Th -Lachaise
. H is grave in the Père y
ed of h ea rt fa ilu re ris’s most unlikel
Paris, where he di ca fo r m us ic fa ns and one of Pa ed ag ai n
e a mec er
Cemetery becam rmer Doors gath
the remaining fo
Jim
ac tio ns . In 19 78 re co rd ed be fore his
tourist attr et ry M orrison had
g tracks fo r po m Mor on, ris
to record backin m er ican Prayer by “Ji n
A n A me to the motio
Morrison
the resu lt as
death, releasing e ba nd an d M orrison’s story ca
rs.” Th Stone.
music by the Doo Doors (1991), directed by Oliver
en as T he
picture scre
Cultural Notes

2 According to the biography of Jim Morrison, describe him in 200 words in your notebook.
3 Circle true or false. If it is false, write the correct answer
a. Jim Morrison's original name was James Daniel Morrison. True False

120
b. Morrison’s father was a naval officer. True False
c. The Doors were the house band of the Whisky-a-Go-Go, True False
a much-storied club on the Sunset Strip in Florida.
d. Morrison was known for his drinking and drug use and True False
outrageous stage behavior.
e. The band and Morrison’s story came to the motion True False
picture screen as The Doors (1996), directed by Oliver Stone.

Audio transcriptions
TRACK 2 Unit 1 it’s very different to the ‘paper-thin’ paper we have nowadays.
Narrator: How Things Are Made It’s really interesting to see how things are produced.
Have you ever wondered how things are made? We often take everything for granted and rarely sit down
Do you know how newspapers are printed or how and wonder at the amount of effort that goes into
marbles are created? designing everyday items. Some things, such as suits,
There’s a program on television in England, called How still require human input into making them, although
things are made. Each program is about 30 minutes in not for every stage, and marbles require a large amount
length, and they are fascinating as they give you a perfect of human involvement. Other objects such as snooker
insight into how everyday objects are created. cues are entirely dependent on the precision of machines
Did you know that a Chinese man, Cai Lun, invented designing, molding and creating each individual element.
paper in AD 50? It was called ‘papyrus’ by the Romans and
Upward Skills IV

It’s amazing how quick machines make the Teacher: Yes, that’s right, he also invented in 1877 the
manufacturing process, but is it good for everything to be Phonograph, the incandescent light in 1879 and
manufactured by machines? Humans are costly, as they many more inventions.
have to be paid. Plus, the skills which people used to have Teacher: Second question; Lucy, what did Alexander
to make various objects are being lost, because they are Graham Bell invent?
skill sets which are outdated and now no longer required. Lucy: Was it the telephone? 121
Teacher: Yes, that’s right, he invented the telephone in 1876.
TRACK 3 Unit 1 Teacher: Next question, Julie what was invented by
Phil: Hey guys let´s play how things are made. Samuel Morse?
Rose: Yeah, but how is it played? Julie: Mm I don’t remember.
Phil: I will write words of objects in some slips of paper Teacher: Does anybody know? He invented the
and you’ll pick one and say what it is made of. telegraph around 1840. Ok next question, what was
James: Ok, let’s start. invented by Isaac Singer?
Rose: Table! a table is made of wood or metal. Jason: I know … the sewing machine!
Phil: Ok, that’s right. My turn; a pair of shoes… I know, Teacher: Yes, you’re right the foot pedal machine,
they’re made of leather. it was invented in 1851. Jacob, what was published
James: A jacket, mmm, it’s made of nylon or leather. by Albert Einstein?
Rose: a bicycle, I know it’s made of aluminum and rubber. Jacob: The Theory of relativity.
Teacher: Yes, that’s right in 1905. Next question what was
TRACK 4 Unit 1 invented by Alexander Fleming?
Teacher: Good morning, class! I am glad to see you. I Lucy: I know! He discovered the penicillin!
hope everybody is fine and ready to start our lesson. Teacher: Yes, that’s right in 1928. What did Stephen
Today we are going to talk about great inventions Hawking publish?
and great people, inventors whose names have Julie: I know, the Book from the Big bang to black holes.
already gone into the history of mankind. What is an Teacher: yes, excellent! in 1988.
invention and an inventor?
Jason: An invention is an item or tool that person created. TRACK 6 Unit 2
An Inventor is who designs and makes new things. Narrator: A mountain is a large landform that rises
Teacher: Look at the words on the board: telephone, fire, above the surrounding land in a limited area, usually in
toothpaste, aspirin, electricity, wheel, gold. Tell me the form of a peak. A mountain is generally steeper than
which of these are inventions? a hill. Mountains are formed through tectonic forces
Lucy: Telephone, toothpaste, aspirin, wheel. or volcanism. The highest mountain on Earth is Mount
Teacher: Why are the other things on the list not Everest in the Himalayas of Asia, whose summit is 8,850 m
inventions? (29,035 ft) above sea level.
Julie: Because they’re found in nature; people didn’t Seas are found on the margins of the ocean and
create them. are partially enclosed by land. The Pacific Ocean is the
largest body of water on Earth, covering approximately
TRACK 5 Unit 1 155 million square kilometers, according to the National
Oceanic and Atmospheric Administration.
Teacher: Ok, now I’m going to ask you about some Size is the basic difference between a river and a
scientists who have left us a great legacy. stream, especially the depth and width. The similarity
Teacher: First question… Jason What was invented by between these two things is both carries flowing water.
Thomas Alva Edison? The river is larger, deeper and longer than a stream,
Jason: The light bulb! but the stream is not so deep as much as the river is,
Audio Transcripts

someone can even easily walk in the stream. The longest Phil: is it the Rio Bravo ?
river in the world is the Nile which is 6,650 km long. Rose: Nope. Do you know James?
All water bodies, in order of size would be: Pond, James: I think it’s the Mississippi.
Lagoon, Lake, and River; the first three are stagnant, Rose: No, it’s the Nile River, next question. What is the
122 the last is flowing water. A pond is a body of standing largest fresh water lake?
water, either natural or artificial, Lagoons are shallow Phil: Mmm I don’t know and you James? neither do I,
coastal bodies of water near a sea or ocean, separated that’s a tough question.
by a series of barrier islands which lie parallel to the Rose: ok, it’s the Baikal lake in Sibera .Ok, last question.
shoreline. A lake is a water body localized in a basin, that What’s the largest Gulf?
is surrounded by land apart from any river or other outlet James: I know , it’s the Gulf of Mexico.
that serves to feed or drain it. The largest / deepest lake Rose: Yes, you´re right James, now you’re the winner. You
in the world is Lake Baikal in Siberia. Its deepest point is are tied.
1,642 meters
TRACK 9 Unit 2
TRACK 7 Unit 2 Chloe: Hey guys I just read an article about the 3Rs do
Rose: Hey guys, let’s play Geography trivia. you know what that is?
Phil: What is that for? Mason: Yes, my ecology teacher said that means reduce,
James: Isn’t it to check how much you know about reuse and recycle.
Geography? Noah: Oh yes, I remember she gave us some tips, she
Rose: Yes, you’re right,let’s start. Tell me which is the said we should use a lunch box, reusable sacks, cloth
largest continent? napkins, reusable utensils and drink containers.
Phil: Isn’t it Africa? Emma: Yes, that was for a no-waste lunch for school. She
Rose: No, it isn’t. also said that if we used a disposable plastic bag, we
James: I know. Is it Asia ? should wash it out and keep reusing it.
Rose: Yes, it is Asia, you’re right, 1 point. Now tell me Chloe: I read that at school we could reduce waste by
which is the highest mountain? reusing our school supplies from year to year, such as
Phil: That’s easy, it’s Mount Everest! notebooks, pens, pencils, back packs.
Rose: Yes, you’re right, one point. Ok, next question, Mason: Our teacher also said what she did at home,
which is the deepest ocean? even if it that meant more work to do.
James: Isn’t it the Atlantic ocean? Noah: Yeah, at home and parties she always used
Rose: Nope. reusable dishes and washed them; she cleaned with
Phil: Is it the Pacific ocean ? cloth rags instead of paper towels and took her
Rose: yes, you’re right !! You got two points, excellent !! clothes out to dry instead of using the dryer.
You are the winner. Emma: In order to save energy at home, she told us
to unplug our laptop or phone charger when not
TRACK 8 Unit 2 in use, open the windows instead of using the air
Rose: Ok, let’s continue with the questions part 2. What conditioning and turn off the lights when we leave
is the largest Mountain range? a room.
Phil: It’s the Andes of South America. Chloe: In favor of saving water we should take shorter
Rose: Yes, that’s right. Do you know what is the largest showers. Turn off the water while you brush your
peninsula? teeth or do the dishes. And what do you do guys to
James: Isn’t it the Arabian Peninsula? go green?
Rose: Yes, you’re right. Ok one point. Next question,
What is the longest river?
Upward Skills IV

TRACK 10 Unit 3 Erick: Sure, no problem.
Narrator: Teens’ online activities and gadgets. Sue: Of course.
According to a survey carried out by Pew research Molly: If you had to choose just one you tube channel,
center in the U.S, from 2000 to 2004, 93% of teens use which one would it be?
the internet, this activity has increased in recent years. Erick: For me it would definitely be Niga-Higa, it’s really 123
In 2006, 89% of teens accessed the internet from home cool and hilarious.
which enables frequent internet use. Sue: For me it would be annoying orange, I really enjoy it.
Teens engage in a variety of activities online which Molly: I prefer smart girls. Well, next question, if you
are, from information seeking to communicative and had to choose one platform, which would be your
creative tasks. The two most popular internet activities favorite to chat?
among teens in the most recent survey, have to do with Erick: For me that would be my favorite tweeter.
information gathering and communicating. Sue: Mm I’d choose Facebook.
In the following tables you will learn about their Molly: Which one would be your favorite video game?
favorite activities, gadgets and social network sites. Erick: Mm that would be Age of Empires and Halo.
• Go to website about movies, tv shows or music Sue: Well I’m not really into video games.
groups, 81% Molly: If you had to get rid of one gadget, which one
• Get information about news and current would it be?
events, 77% Erick: I think that ‘d be my tablet and you?
• Use social network sites like Facebook (girls 61% / Sue: Yeah me too, I couldn’t get rid of my cell phone.
boys 49%), 57% Molly: And finally, if you could be a video game which
• look for information about colleges and universities one would it be?
(black African 79% / white teens 51% 55% Erick: I ‘d be call of duty.
• play computer or console games (such as Xbox or Sue: I prefer game of thrones.
PlayStation), Boys are more likely than girls, 49%
• Buy things on line, 38% TRACK 13 Unit 4
• Look for health, dieting, or physical fitness, (girls Narrator: What is an ECOVILLAGE?
34% / 22% of boys) 28% An ecovillage is an intentional, traditional or urban
community that is consciously designed through locally
TRACK 11 Unit 3 owned participatory processes in all four dimensions of
Narrator: log in or sign in, to connect to a computer sustainability (social, culture, ecology and economy) to
using a username and password turn on, to provide regenerate social and natural environments.
power to a machine set up, to install a new computer GEN’s definition of ‘ecovillage’ is broad, allowing
program or assemble a computer system click on, to for many different kinds of communities and projects
move a mouse over an item and press to select scroll up had been recognized for the population, because each
/down, to move slowly to the top / or bottom of a text ecovillage had designed by the people who live there,
backup, to make an extra copy of a file print out, to send according to their vision, context, culture and interests,
an electronic document to a printer hack into, to enter a no two are alike.
computer or network illegally go online/offline, to use the While every ecovillage is unique, GEN had been
Internet / not use the Internet. categorized into three general categories:
Urban – communities or eco-neighborhoods with
TRACK 12 Unit 3 a common vision to reinvent life in the city to become
Molly: Hey guys I need to fill out a survey about more sustainable, collaborative and participatory;
hypothetical situations and activities on line, can you
help me please?
Audio Transcripts

Traditional – existing rural villages and communities TRACK 15 Unit 5
that decide to design their own pathway into the future, Narrator: Where are they from?
using participatory processes to combine life-sustaining A diversity of soil types, climates and ecosystems
traditional wisdom and positive new innovation to the length and breadth of the country, represent a
124 Intentional – created by people who come together wide deck of options for agricultural production, making
afresh with a shared purpose or vision. Mexico a country where there are ideal conditions for
Mission growing a wide variety of products of all kinds.
GENNA’s mission had created to engage people of North Whether for domestic consumption or for export to
America to join a transformation towards an ecologically, different parts of the world, Mexican products enjoy high
economically, and culturally sustainable future. GENNA demand by its quality. Below are listed 10 major products
had worked with ecovillages and organizations that of the Mexican countryside, according to official figures
represent them from North America to become a unified from the Secretary of Agriculture, (SAGARPA) of the
force in the sustainability movements. Federal Government.
Primary Objectives At the top of agricultural products which are grown
• To promote and nurture new and existing ecovillages in in Mexico is Corn, Sinaloa, Jalisco, Michoacán and the
North America. State of Mexico are among the largest producers at
• To network ecovillages with each other, sharing national level. In second place is located sugar cane,
resources and practices, and coordinating states that increased production of sugar cane are
collaborative activities. Veracruz, Jalisco and San Luis Potosí. Third place Occupies
• To promote the understanding and use of ways of avocado, where Mexico is world leader in the production
living in harmony with each other and the Earth of this fruit. In addition, export levels have increased
through the research, development and demonstration exponentially in the past eight years, with a growth of 400
of sustainable living strategies. percent, Michoacán is the State that produces more this
• To share the work and inspiration of the ecovillage fruit. Fourth place is sorghum, it is a plant native to the
movement with society at large through India, and it is one of the main crops in Mexico. Most of
demonstration projects, educational programs, the sorghum grain is used in the preparation of animal
networking conferences and meetings with feed, but it is also used to produce flour, Tamaulipas is
government and other organizations. located as the main producer of sorghum in Mexico,
but also include States such as Jalisco, Guanajuato,
TRACK 14 Unit 4 Michoacán, Sinaloa and Nayarit. Fifth place is green chili,
Narrator: Listen! You will not believe what happened Mexico ranks second worldwide in the production of
to me last week. It was very late, and I was going home green chili, behind only China, sixth place the tomatoes
after closing the music store. As I was turning onto First or tomato, as it is also known in some regions of our
Avenue, an alarm started to ring. I ran behind the bank country, as one of the main products of the agro
and saw that the door was open. I could see three men Mexican, Sinaloa is the leading State nationally in the
putting bags of money into the back of the van. They had production. Alfalfa is positioned on the seventh, growing
robbed the bank and now they are getting away. I hid areas are in the States of the Center and North of Mexico,
behind a car on the other side of the road. I wanted to Chihuahua, Guanajuato, Hidalgo, and Durango to be
call the police, but I realized that I had left my cellphone major producers. In eighth position, wheat is harvested
in the car. The robbers drove away, and I ran straight to virtually around the world, but countries such as China,
the police station to tell them what I had seen. When I India, Russia and the United States are among the largest
finally got home, I heard on the news that the police had producers, but in Mexico, Sonora, Guanajuato and Baja
arrested the robbers. California are the States with the highest production.
Ninth is the potato, cultivated in 22 States of the
Upward Skills IV

Republic, although it is in the North and East where the teachers are most demanding when they are of the same
highest volume is concentrated. Tenth place, hand crafts social class as their students. The greater the difference
are produced by our Mexican artisans. between their own social class and that of their pupils,
the more rigidly they structure their classrooms, and the
TRACK 16 Unit 5 fewer demands they place on their students. 125
Narrator: Do you like to visit?
The most important tourist destinations in the world. TRACK 18 Unit 6
France is the most popular country in the world. It Narrator: Do I have an eating disorder?
is one tourist destination like no other, and its charms An eating disorder is when you have an unhealthy
do not require too much explanation. Its attractions are attitude to food, which can take over your life and make
countless, from the iconic Eiffel Tower and Scare Coeur to you ill.
its endless vineyards and beaches of luxury. It can involve eating too much or too little or
New York and Los Angeles are the most popular cities becoming obsessed with your weight and body shape.
of the United States, probably for his tireless appearance But there are treatments that can help, and you can
in media, film and television. But the natural wonders recover from an eating disorder.
of the United States are gems that need to know, from Men and women of any age can get an eating
Yellowstone National Park to Key West. disorder, but they most commonly affect young women
Madrid, Barcelona, Seville, Valencia. In Spain there are aged 13 to 17 years old.
for all tastes, from the culture and history of big cities,
extravagances and festivals in Ibiza to San Sebastian, with Types of eating disorders
wonderful beaches that steal your breath away. The most common eating disorders are:
China: huge and full of people. And, also an historical Anorexia nervosa – when you try to keep your
and cultural paradise, from the Forbidden City to the weight as low as possible by not eating enough food,
great wall, the attraction of the meeting of East and West exercising too much, or both.
in Shanghai; and opulence and eccentricity of Hong Kong. bulimia – when you sometimes lose control and eat
The epicenter of the Western world is as popular a lot of food in a very short amount of time (binging)
and notable as years ago. The Eternal Rome and Milan, and are then deliberately sick, use laxatives (medication
the charming Amalfi coast, the serene Venice and artistic to help you poo), restrict what you eat, or do too much
Florence. Italy is a world in itself, with so much culinary exercise to try to stop yourself gaining weigh.
delight as culture, art and people which is worth knowing. binge eating disorder (BED) – when you regularly lose
control of your eating, eat large portions of food all at
TRACK 17 Unit 5 once until you feel uncomfortably full, and are then often
Narrator: Student learning upset or guilty.
One of the major processes that take place in schools
is that students learn. When they graduate from high Do I have an eating disorder?
school, many can use a computer, write essays with If you or people around you are worried that you have an
three-part theses, and differentiate equations. In addition unhealthy relationship with food that›s affecting, you’re
to learning specific skills, they learn to think critically, to eating habits, you could have an eating disorder.
weigh evidence and to develop independent judgment. • Symptoms of eating disorders include:
The extent to which this development takes place is • Spending a lot of time worrying about your weight and
related to both school and home environments. Teachers body shape
who are more open to new ideas and less authoritarian • Avoiding socializing when you think food will
produce students who have greater intellectual flexibility be involved
and higher achievement test scores. Studies show that • Eating very little food
Audio Transcripts

• Deliberately making yourself sick or taking laxatives Read more about talking to your child about eating
after you eat disorders and supporting someone with an eating disorder.
• Exercising too much The eating disorder charity Beat also has information on:
• Having very strict habits or routines around food • what to do if you’re worried about a friend or family
• Changes in your mood member
126 • You may also notice physical signs, including: • what to do if you’re worried about a pupil
• Feeling cold, tired or dizzy, problems with your • what to do if you’re worried about an employee
digestion, your weight being very high or very low for • supporting someone with an eating disorder
someone of your age and height, not getting your
period for women and girls Treatment for eating disorders
You can recover from an eating disorder, but it may take
It’s important to remember that even if your symptoms time and recovery will be different for everyone.
don’t exactly match those for anorexia, bulimia or binge After being referred to an eating disorder specialist or
eating disorder, you may still have an eating disorder. team of specialists, they’ll be responsible for your care.
Warning signs of an eating disorder in someone else They should talk to you about any other support you
It can often be very difficult to identify that a loved might need, such as for other mental or physical health
one or friend has developed an eating disorder. conditions you have and include this in your treatment plan.
Warning signs to look out for include: Treatment will be different depending on the type of
• Dramatic weight loss eating disorder you have but will usually involve some kind
• Lying about how much and when they’ve eaten, or of talking therapy.
how much they weigh You may also need regular health checks if your eating
• Eating a lot of food very fast disorder is having an impact on your physical health.
• Going to the bathroom a lot after eating, often It may also involve working through a guided self-help
returning looking flushed program, if you have bulimia or binge eating disorder.
• Excessively or obsessively exercising Most people will be offered individual therapy, but those
• avoiding eating with others with binge eating disorder may be offered group therapy.
• Cutting food into small pieces or eating very slowly Read more about the different treatments for:
• Wearing loose or baggy clothes to hide their weight anorexia, bulimia, binge eating disorder-
loss Treatment for other specified feeding or eating disorder
(OSFED) will depend on the type of eating disorder your
Getting help for an eating disorder symptoms are most like.
If you think you may have an eating disorder, even if you What causes eating disorders?
aren’t sure, see your GP as soon as you can. We don’t know exactly what causes eating disorders.
They’ll ask you questions about your eating habits You may be more likely to get an eating disorder if:
and how you’re feeling and will check your overall health • you or a member of your family has a history of eating
and weight. disorders, depression, or alcohol or drug addiction
If they think you may have an eating disorder, they • you have been criticized for your eating habits,
should refer you to an eating disorder specialist or team of body shape or weight
specialists. It can be very hard to admit you have a problem • you’re overly concerned with being slim,
and ask for help. It may make things easier if you bring a particularly if you also feel pressure from society
friend or loved one with you to your appointment. or your job – for example, ballet dancers, jockeys,
It can be difficult to know what to do if you’re models or athletes
concerned that someone you know has an eating disorder. • you have anxiety, low self-esteem, an obsessive
People with an eating disorder are often secretive and personality, or are a perfectionist
defensive about their eating and their weight, and they • you have been sexually abused
may deny being unwell.
Upward Skills IV

Glossary
Address: To try to deal with a problem or question, for example by thinking carefully
about it, or by doing things to improve a situation.
Among: Surrounded by; in the company of.
Arrangements: Plans for how things will happen.
127
Beliefs: Ideologies and views on religious or political matters.
Boost: To help something to increase, improve, or become more successful.
Boundaries: Limits or borders that separate an area from another.
Broad: very wide or ample.
Budget: The amount of money a person or organization has to spend on something.
Bulletin board: A board that is placed on a wall in order to display notices giving
information about something.
Carefree: Happy and without any worries, problems, or responsibilities.
Championship: A competition to find the best player or team in a sport or game.
Chores: Tasks such as cleaning, washing and ironing that people have to regularly
at home.
Compliance: The practice of obeying a law, rule, or request.
Compromise: To risk harming or losing something important.
Consumption: Action or process of using something.
Countryside: A rural area.
Crop: A plant grown for food, usually on a farm.
Device: Object that has been invented for a particular reason.
Disposable: something designed to be thrown away or out after being used.
Dizzy: Having the feeling that everything is moving.
Environment: Complex chemical and biological surroundings of a certain
geographic location.
Fasteners: Something such as a button, zip, or clip that you use to fix together the two
parts of something such as a piece of clothing or a bag.
Feldspar: Group of hard rock-forming minerals consisting of aluminum silicates
of potassium, sodium, calcium, or barium.
Field: A subject that you study, or a type of work that you do.
Foul: A foul move or throw in a game is one that is not allowed by the rules.
Fulfilled: Happy and satisfied, especially because you are doing something important
or using your abilities.
Grew up: (verb in past) People gradually change from being a child into being an adult.
Handle: To take action in order to deal with a difficult situation.
Heritage: All the qualities, traditions, and characteristics of life that have been passed
on from one generation to another.
Hypothetical: Something imaginary or suggested, but not necessarily true.
Incidence: The number of cases of an illness or a medical condition in a particular place,
group, or situation.
Intake: The amount of something that you eat or drink.
Issue: A magazine that is published at a particular time.
Landform: A natural feature present on the earth’s surface.
Glossary

Lean: Lean meat has very little fat in it.
Length: The amount that something measures from one end to the other along the
longest side.
Match: A game in which players or teams compete against each other, especially in a
128 sport. The usual American word is game.
Mild: A mild illness or injury is one that is not serious.
Mindful: Careful about or conscious of something.
Network: A group of people, organizations, or places that are connected or that
work together.
Nurture: To protect or take care of something or someone.
Opulence: The quality of being luxurious and expensive.
Overwhelmed: To affect someone’s emotions in a very powerful way.
Pace: The speed at which something happens or is done.
Piling up: If something piles up, or if someone piles it up, the amount
of it increases a lot.
Proud: Feeling satisfied about something good that you possess or have done.
Protractors: A flat, semi-circular piece of plastic or metal which is used for drawing and
measuring angles.
Pursuit: Doing efforts and attempts at accomplishing something or getting
a particular result.
Refrain: To stop yourself from doing something. This word is often used in official
announcements or signs.
Relieve: To make pain or another bad physical feeling less unpleasant.
Reward: The benefits that you receive as a result of doing something, behaving well,
working hard, or providing a service to someone else.
Rockabilly-style: A fast style of rock music which was originated in the mid-1950s in
the US.
Shadows: The dark sections of a picture.
Shame: A reason for feeling sad or disappointed.
Settlement: Small community of people.
Status: Someone’s position in a profession or society, especially compared with
other people.
Steady: Staying at the same level, speed, value, etc.
Stew: A dish made by cooking vegetables, and usually meat or fish, slowly in liquid.
Sustainable: Human action that causes no or little effect on nature and that can be
carried out for a long period of time.
Sympathetic: A person who is kind to other people and shows that he/she understands
their feelings.
Synergistic: Working as a group in a creative, and productive way.
Teamwork: Work that you do together with other people.
Thoroughly: Very much.
Tireless: Something or someone that seem uncapable of getting tired.
Upward Skills IV

UPWARD
Grammar SKILLS
Reference IV
Tablas gramaticales
10610_002_Tabla_Gramatical_UPWRADS SKILLS_IV_TG.indd 129 10/02/22 13:57

Grammar Reference
Adverbs of manner
Formation of adverbs of adverbs, comparison of adverbs
130 1 Formation of adverbs
Muchos adverbios en inglés se forman agregando el sufijo -ly a los adjetivos correspondientes.
This car is very slow. (adjetivo) It moves very slowly. (adverbio)
Mike is a careful. (adjetivo) driver. He drives carefully. (adverbio).
slow lento slowly lentamente

quick rápido quickly rápidamente
careful cuidadoso carefully cuidadosamente
happy feliz happily felizmente
certain cierto certainly ciertamente
safe seguro safely con seguridad
Existen algunas palabras que pueden actuar indistintamente como adjetivo o adverbio, es decir, no es
necesario agregar el sufijo -ly al adjetivo para formar el adverbio.
Los principales adjetivos / adverbios son los siguientes:
fast rápido/rápidamente.
hard duro, difícil, intenso/intensamente.
late tarde/atrasado.
early temprano, tempranamente, adelantado.
Example:
This is a hard (adj.) lesson. I have to study hard (adv.).
They took the early (adj.) train. We arrived there early (adv.).
Es importante apuntar las palabras hardly y lately porque tienen un significado especial.
Joe works very hard. (arduamente) Sandy hardly works on Saturday. (casi no, apenas)
They arrived late. (tarde, atrasados) I haven´t seen Kevin lately. (últimamente)
2 Comparison of adverbs
En la Comparación de verbos, dependiendo del número de sílabas de los adjetivos, se agrega el sufijo -ER
o se antepone el adverbio MORE al adjetivo. Normalmente el GRADO COMPARATIVO DE LOS
ADVERBIOS se expresa mediante el uso de MORE+ ADVERB + THAN:
Alex drives more carefully than Edwin.

Mike came more quickly than the other boys.
A bus runs more slowly than a train.
Con los adverbios soon, fast, early, late y hard, el grado de comparación se expresa mediante el uso del
sufijo -er + than:
We got there sooner than we expected.

A dog runs faster than a horse.
Mr Brown will call later tonight.
Alice works harder than any of the other students.
I got up a little earlier than usual today.
Upward Skills IV

Grammar Reference
Hay algunos adverbios que usan una forma diferente en el grado comparativo.
well (bien) better (mejor)
badly (mal) worse (peor)
far (lejos) farther (más lejos)
Fran works well. Fran works better than Patrick. 131
Tom behaves badly in class, but Zac behaves worse as a rule.
They went very far. We went farther.
La comparación de igualdad se expresa con as +adverb+ as

Sandy speaks English as well as Helen does.
He gets up as early as I do.
Comparatives and superlatives
Cuando se utiliza un adjetivo calificativo como beautiful, old, big, intelligent se habla de comparaciones.
Cuando decimos que “Angie is a beautiful girl” estamos comparándola con otras niñas que hemos visto
anteriormente.
Los adjetivos tienen cuatro grados de comparación: Grado Positivo, Grado Comparativo, Grado
Superlativo y Grado de Igualdad.
1 E
l grado positivo es aquel que se utiliza cuando no es específico con qué persona o cosa se está
comparando.
- Angie is a beautiful girl. (Angie es una niña hermosa)
- Zac is an intelligent person. (Zac es una persona inteligente)
- Our house is very big. (Nuestra casa es muy grande)
- This car is very old. (Este auto es muy viejo)
2 El grado comparativo se utiliza cuando es específico con qué persona o cosa estamos comparando:
- Angie is more beautiful than her sister Mary. (Angie es más hermosa que su hermana Mary)
- Zac is more intelligent than George. (Zac es más inteligente que George)
- Our house is bigger than your house. (Nuestra casa es más grande que vuestra casa)
- This car is older than that one. (Este auto es más viejo que ese)
3 l grado superlativo se utiliza cuando se compara una persona o cosa con todas las demás de su
E
especie.
- Angie is the most beautiful girl in the group. (Angie es la niña más hermosa en el grupo)
- Bob is the most intelligent person I know. (Bob es la persona más inteligente que conozco)
- Our house is the biggest house in the neighbourhood. (Nuestra casa es la casa más grande en el
barrio)
- This is the oldest car in this town (Este es el auto más viejo en este pueblo)
Grammar Reference

Grammar Reference
4
El grado de igualdad se utiliza cuando dos personas o cosas tienen la misma característica, es
decir son iguales.
- Angie is as beautiful as her sister Mary. (Angie es tan hermosa como su hermana Mary)
132 - Zac is as intelligent as George. (Zac es tan inteligente como George)

- Our house is as big as your house. (Nuestra casa es tan grande como vuestra casa)
- This car is as old as that one. (Este auto es tan viejo como ese).
Al utilizar el Grado Comparativo se deben tener en cuenta las siguientes reglas:

a) A los adjetivos de una sílaba se agrega el sufijo -er:
small - smaller tall – taller short – shorter
b) Si el adjetivo está formado por cons+vocal+cons o cons+cons+vocal+cons debemos duplicar la úl-
tima consonante:
big - bigger; hot - hotter; thin – thinner
c) Si el adjetivo tiene tres o más sílabas se debe anteponer la palabra more:

intelligent - more intelligent important - more important
d) A los adjetivos de dos sílabas de origen sajón (que no se parecen al español) se le agrega el sufijo -er;
si es de origen latino o griego se le antepone la palabra more. Por ejemplo:
pretty – prettier clever – cleverer
common - more common modern - more modern
Existen algunos adjetivos que tienen una forma excepcional en el grado comparativo:
good – better l ittle – less
bad – worse many – more
far – farther much - more
Al usar el Grado Superlativo se deben tener en cuenta las siguientes reglas:

a) A los adjetivos de una sílaba se agrega el sufijo -est:
small – smallest tall – tallest short – shortest
b) Si el adjetivo está formado por cons+vocal+cons o doble cons+vocal+cons se duplica la última con-
sonante
big – biggest hot – hottest thin – thinnest
c) Si el adjetivo tiene tres o más sílabas se debe anteponer la palabra most:

intelligent - most intelligent important - most important
d) A los adjetivos de dos sílabas de origen sajón (que no se parecen al español) se les agrega el sufijo
-est; si es de origen latino o griego se le antepone la palabra most.
pretty – prettiest clever – cleverest
common - most common modern - most modern
e) Existen algunos adjetivos que tienen una forma excepcional en el grado comparativo, por ejemplo:
good – best little – least
bad – worst many – most
far – farthest much - most Upward Skills IV

Grammar Reference
Grado de igualdad
Estas oraciones se expresan usando as + adj. + as. En las oraciones negativas el grado de igualdad puede
ser expresado con not as... as o not so... as, dependiendo del grado de diferencia existente 133
She is as tall as his brother. (Ella es tan alta como su hermano)
She is not as tall as his brother. (Ella no es tan alta como su hermano) (su hermano es ligeramente
más alto)
She is not so tall as his brother. (Ella no es TAN alta como su hermano) (su hermano es mucho más alto)
Tag Endings
Los Tag Endings sirven para buscar una confirmación o para indicar que lo que se afirma es correcto y van
al final de una aseveración. Equivalen a la pregunta ¿Verdad? ¿No es cierto? Salvo que lo que se busque
sea una confirmación, normalmente se usa una entonación descendente.
Jack is at home now, isn´t he? Jack isn´t at home now, is he?
You know him well, don´t you? You don´t know him well, do you?
Mary left on Wednesday, didn´t she? Mary didn´t leave on Wednesday, did she?
The boys can speak German, can´t they? The boys can´t speak German, can they?
Bill has been here before, hasn´t he? Bill hasn´t been here before, has he?
Los Tag Endings se expresan de la siguiente manera:
Sujeto + aseveración afirmativa Contracción+ Pronombre (Nunca

Sandy is at home now un nombre)
You know him well isn´t she?
The boy can speak German don´t you?
can´t he?
Sujeto + aseveración negativa Verbo Modal + Pronombre (Nunca

Sandy isn´t at home now un nombre)
You don´t know him well is she?
The boy can´t speak German do you?
can he?
Grammar Reference

Grammar Reference
Adverbs of manner
Coordinating conjunctions:
and y
134 both... and... tanto... como...
or o
either... or ya sea... o...
so por lo tanto
neither... nor ni... ni...
for porque, debido a que
not only... but no sólo... sino que también...
not no
yet sin embargo, no obstante
Adverbial connectives:
accordingly en conformidad
last(ly) en último término
actually en realidad
likewise del mismo modo, así mismo
although aún cuando, aunque, a pesar de
meanwhile mientras tanto
anyway de todos modos
moreover además, por otra parte
besides además
nevertheless sin embargo, no obstante
consequently en consecuencia,
next después, enseguida, acto seguido
despite a pesar de, no obstante
nonetheless sin embargo, no obstante ello
equally igualmente
otherwise de otro modo, de lo contrario
finally finalmente, por fin
similarly similarmente, del mismo modo
first en primer lugar, primeramente
so por lo tanto, en consecuencia
furthermore además
subsequently posteriormente, con posterioridad
hence de aquí que, por lo tanto
then por lo tanto, entonces, pues
however sin embargo, no obstante
therefore por lo tanto, por consiguiente
indeed en efecto, por cierto
thus así, de este modo
initially inicialmente, al comienzo
instead en cambio, en lugar de eso
Phrasal adverbial connectives

after all después de todo
in fact de hecho, en realidad
as a consequence como resultado de ello
in addition además
as a matter of fact en realidad,…
Upward Skills IV

Grammar Reference
in spite of that a pesar de ello

as a result como resultado de ello
in the first place en primer lugar
even so aún así
in the meantime mientras tanto
first of all en primer término 135
in the same way del mismo modo
for example por ejemplo
on the one hand por un lado
for instance por ejemplo
on the other hand por otro lado
for one thing en primer lugar
to begin with para comenzar
for that reason por ese motive
to start with para comenzar
Ejemplos:
1. Bill and Zac went to visit Tom in hospital.

2. Both Bill and Zac went to see Tom in hospital.
3. He studied hard as well, but he didn´t do well in the test.
4. He didn´t study hard enough, so he failed the exam.
5. Samy studied very hard, yet she didn´t pass her exam.
6. He´s my best friend; besides, we´ve known each other all our lives.
7. He gave her a beautiful diamond; moreover, he took her to Europe.
8. The yard is too big; furthermore, we can´t afford the house.
9. The student speaks English well; in addition, he seems to know a lot about our customs.
10. I´m getting along quite well; however, my roommate is not doing so well.
11. Jeniffer was sick; nevertheless, she came to class.
12. It´s cold outside; nonetheless, we have to wash the car.
13. On the one hand, the house is not very comfortable; on the other hand, it has an excellent location
14. First, he went to the post office; then, he went to the bank.
Conditionals
1 Son oraciones condicionales aquellas que empiezan con la palabra IF (Si).

If he comes tomorrow,... (Si él viene mañana,... )
2 Las oraciones condicionales son oraciones compuestas, ya que están formadas por dos cláusulas.

Una de ellas es la condición, introducida por la palabra if; la segunda es la cláusula de resultado.
If he comes tomorrow, you will see him. (Si él viene mañana, lo verás)
(Condición) (Resultado)
3 El orden de las cláusulas que componen una oración condicional puede ser invertido:
If he comes tomorrow, you will see him.
You will see him if he comes tomorrow.
Grammar Reference

Grammar Reference
4 Existen tres tipos de oraciones condicionales:

a) Future posible (Future Possible):
If he comes tomorrow, you will see him.
(Si él viene mañana, tú lo verás).
136
b) Presente irreal (Present Unreal):
If he came here more often, you would see him more often, too.
(Si él viniera acá más seguido, tú lo verías más seguido también)
c) Pasado irreal (Past Unreal):

If he had come here yesterday, you would have seen him.
(Si él hubiera venido acá ayer, tú lo habrías visto)
1 Oraciones condicionales del primer tipo: Futuro posible

En este tipo de oraciones condicionales, cuando la condición introducida por IF se materializa, lo más
probable es que se dé el resultado previsto en la cláusula de Resultado.
La estructura de este tipo de oraciones condicionales es la siguiente:
Condición Resultado
If + Subject + Present Subject + will + Infinitive
Example:
1. If the weather is good tomorrow, we will go to the beach

(Si el tiempo está bueno mañana, iremos a la playa)
2. If I see Mario at the party, I´ll give him your message.

(Si veo a Mario en la fi esta, le daré tu mensaje)
3. If you sit here, you will be able to see everything.

(Si te sientas aquí, podrás ver todo)
4. If you don´t study hard, you will not get a good mark.
(Si no estudias duro, no te sacarás una buena nota)
5. If Maria doesn´t leave at once, she´ll miss her train.

(Si María no sale de inmediato, perderá su tren)
6. If you aren´t careful when you´re driving, you´ll have an accident.

(Si no eres cuidadoso cuando estás conduciendo, tendrás un accidente)
Es importante notar aquí que, en la condición, aun cuando nos estamos refiriendo a una acción futura,
el verbo debe ir en presente simple (y no en futuro).
If Mary comes tomorrow (No, “If Mary will come”), I will give her your message.
Del mismo modo, debe usar el tiempo presente (y no el futuro) después de los conectores when (cuando),
until (hasta que), before (antes que), after (después que), as son as (en cuanto), as long as (durante todo
el tiempo que), while (mientras), UNLESS (a menos que), etc., cuando se está usando una expresión de
tiempo futuro, como tomorrow, this evening, next Monday morning, etc.
Upward Skills IV

Grammar Reference
Example:
1. When Kevin comes this afternoon, he will tell us what happened.

(Cuando Kevin venga esta tarde, él nos contará qué pasó)
2. As soon as she opens her eyes, she will see the Prince.
137
(En cuanto ella abra los ojos, verá al Príncipe)
3. I will wait here until she telephones.

(Esperaré aquí hasta que ella llame por teléfono)
2 Oraciones condicionales del segundo tipo: Presente irreal
En este tipo de oraciones condicionales nos planteamos una situación hipotética (es contraria a la
realidad)
1. If Frank had a car, he would drive to California
(Si Frank tuviera un auto, él viajaría en auto a California)
(Real situation: He doesn´t have a car, so he can´t drive to California)
2. If Laura knew how to swim, she would go to the beach more often.
(Si Laura supiera nadar, ella iría a la playa más seguido)
(Real situation: She doesn´t know how to swim, so she doesn´t go to the beach very often)
If + Subject + Past Subject + would/could/might + Infinitive
Es importante observar que cuando se usa el verbo to be en estas oraciones debemos usar el subjuntivo
de dicho verbo, es decir todas las personas deben usar la forma were.
1. If Luis were here now he would help us.
(Si Luis estuviera aquí, él nos ayudaría)
2. If I were a millionaire I would buy many things.

(Si yo fuera millonario, compraría muchas cosas)
3 Oraciones condicionales del tercer tipo: Pasado irreal
En este tipo de oraciones nosotros nos referimos a una situación hipotética (contraria a la realidad) en
el pasado.
1. If John had studied hard, he would have passed his exam.
(Si John hubiera estudiado más, habría aprobado su exámen).
(Real situation: He didn´t pass his examination because he didn´t study hard).
2. If they had known your telephone number, they would have called you up.
(Si ellos hubieran conocido su número telefónico, te habrían llamado)
(Real situation: They didn´t call you up because they didn´t have your telephone number)
Grammar Reference

Grammar Reference
If + Subject + Past perfect Subject + would have/could have/might
138 have + Past participle
En situaciones formales o literarias, este tipo de oraciones condicionales se expresan sin if. En estos casos
el verbo modal HAD precede al sujeto.
Had he known that you were ill, he would have come to see you.
Past Perfect
Este tiempo verbal se forma con el pasado del verbo modal Have (HAD) más el Participio Pasado
(3ra. forma) de un verbo principal y se usa para describir una acción que ocurrió antes que otra acción
sucediera. Por lo tanto, este tiempo no se usa en forma independiente, pues siempre va junto a una
oración expresada en pasado simple. De dos acciones pasadas, la que cronológicamente ocurrió primero
debe ir en el Pasado Perfecto.
Example:
1. Hans left at 8:15. You phoned at 8:25.

Hans had already left when you phoned this morning.
(Hans ya había partido cuando tú llamaste por teléfono esta mañana).
2. The show started at 10:30. Paul arrived at the theatre at 10:40.

The show had already started when Paul arrived at the theatre.
(El espectáculo ya había comenzado cuando Paul llegó al teatro).
3. The old man died at 11:25. The ambulance arrived a few minutes later.
By the time the ambulance arrived, the old man had already died.
(Cuando la ambulancia llegó, el viejo ya había fallecido).
Al igual que en el Pasado Continuo, las expresiones de tiempo que acompañan al Pasado Perfecto, son
aquellas cláusulas compuestas por when + s + pasado simple: When you phoned this morning; When Paul
arrived at the theatre; By the time the ambulance arrived.
1. They were having lunch when you called.
(Ellos estaban almorzando cuando tú llamaste).
La acción no había concluido.
2. They had already had lunch when you called.

(Ellos ya habían almorzado cuando tú llamaste).
La acción ya había concluido.
En la primera oración, la acción expresada por el Pasado Continuo todavía se estaba realizando (They
were having lunch) cuando la segunda acción ocurrió (when you called), mientras que en la segunda
oración la acción expresada por el Pasado Perfecto ya había concluido (They had already had lunch)
cuando la segunda acción ocurrió (when you called).
Upward Skills IV

Grammar Reference
La forma negativa se expresa con had not (o hadn´t) más un Participio Pasado y la forma interrogativa se
expresa invirtiendo el orden de had con el sujeto. (Recuerda que en las oraciones negativas debe usar yet
en vez de already). En las preguntas introducidas con una palabra interrogativa como what, where, how,
etc., se debe seguir el mismo orden de palabras usado en las preguntas simples.
Example: 139
1. Hans had not left yet when you phoned this morning.
2. The show hadn´t started yet when Paul arrived at the theatre.
3. The old man hadn´t died yet by the time the ambulance arrived.
1. Had Hans left already when you phoned this afternoon?
2. Had the show started yet when Edgar arrived at the cinema?
3. Where had they lived before they moved to Mexico?
La pregunta habitual en este tiempo verbal es:

What had you done? (¿Qué había hecho usted?)
Past Perfect Contunuous
Este tiempo se forma usando el Pasado Perfecto del verbo modal be (had been) más un gerundio de
un verbo principal. Normalmente se usa en vez del Pasado Perfecto con el fin de enfatizar la idea de
continuidad de la acción.
Example:
1. The man had worked all day.

(El hombre había trabajado todo el día).
2. The man had been working all day.

(El hombre había estado trabajando todo el día).
3. They´d played soccer for about two hours.

(Ellos habían jugado fútbol cerca de dos horas).
4. They´d been playing soccer for about two hours.

(Ellos habían estado jugando fútbol cerca de dos horas).
La forma negativa se expresa usando had not o hadn´t. En la forma interrogativa se debe anteponer had
al sujeto:
Example:
1. They had not been sleeping all day.

(Ellos no habían estado durmiendo todo el día).
2. Had they been playing basketball all day?

(¿Habían estado ellos jugando basketball todo el día?)
3. How long had they been playing piano?

(¿Cuánto tiempo habían estado ellos practicando piano?)
Grammar Reference

Grammar Reference
Passive Voice
Hay oraciones gramaticales expresadas en voz activa y oraciones gramaticales expresadas en voz pasiva.
140 En una oración en voz activa el verbo principal es un verbo transitivo (transitive verb), es decir, éste va
seguido por un complemento directo (direct object).
1. Joe wrote the book last year.
(S) (Tr.V) (D.O)
2. Sara prepares the cake in the kitchen.

(S) (Tr.V) (D.O)
3. The workers will build a new house near that river.

(S) (Tr.V) (D.O)
En la voz pasiva, el complemento directo de la oración activa pasa a ser el sujeto pasivo (passive subject)
de la oración. Este sujeto pasivo va seguido de una forma del verbo modal BE más el participio pasado del
verbo principal. Normalmente en una oración pasiva no se hace mención del sujeto agente (doer), debido
a que éste es desconocido o no es importante.
1. The book was written (by Matt) last year.

(P.S.) (be + p.p.) (doer)
2. The meals are prepared (by Laura) in the kitchen.

3. A new house will be built (by the workers) over that river.
Para cada oración en voz activa hay una oración pasiva correspondiente
Active Voice Passive Voice
(Present) He fixes the plane. The plane is fixed (by him).
(Past) He fixed the plane. The plane was fixed.
(Future) He will fix the plane. The plane will be fixed.
(Pres. perfect) He has fixed the plane. The plane has been fixed.
(Past perfect) He had fixed the plane. The plane had been fixed.
(Fut. perfect) He will have fixed the plane. The plane will have been fixed.
Upward Skills IV

colofón

Paola Mendoza Cifuentes Isidro Zariñán Medina
UPWARD IV

Upward Skills IV is a solid step for students in their pursue
for acquiring English language knowledge.
SKILLS
It contains six units with activities and theory aimed to work
on the communicative approach students need to develop.
This book offers…
w dynamic lessons that will lead students to develop their
four communicative skills as well as their Grammar and
vocabulary learning.
w a Crossing Knowledge cultural section, aimed to use the
language to understand different aspects of daily life. Paola Mendoza Cifuentes
w Term Evaluations to get to know students’ development level. María Antonieta García Castillo
y la globalización
w a Project Section, that encourages students to use their
language competence and critical thinking to prepare
and present a product.
Teacher's Guide
SKILLS
La humanidad
UPWARD
Historia Universal. IV
www.esfinge.mx
N. 10610
Tel.:55 5359 1111
10610_002_Portada_UPWARD_SKILLS_TG.indd 1 08/02/22 16:11

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Paola Mendoza Cifuentes Isidro Zariñán Medina

María Antonieta García Castillo

Tel.:55 5359 1111

10610_002_Portada_UPWARD_SKILLS_TG.indd 1 08/02/22 16:11

10610_PRELIMINARES_UPWARD_SKILLS_IV_TG.indd 1 10/02/22 13:38

Dirección Editorial EMS

Investigación Iconográfica La presentación, disposición y demás características de

Upwards Skills IV (Teacher's Guide)

10610_PRELIMINARES_UPWARD_SKILLS_IV_TG.indd 2 10/02/22 13:38

Great Inventors and Their Inventions 13

Teenagers in Charge of Saving the World 29

Teens' on line Activities and Gadgets 45

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TERM EVALUATION 2 113

Cultural Notes 117

10610_PRELIMINARES_UPWARD_SKILLS_IV_TG.indd 4 10/02/22 13:38

It contains six units with activities and theory aimed to work on a

This book offers…

10610_PRELIMINARES_UPWARD_SKILLS_IV_TG.indd 5 10/02/22 13:38

Landforms Landforms in their create art with different landforms and

10610_PRELIMINARES_UPWARD_SKILLS_IV_TG.indd 8 10/02/22 13:38

How to Use this Book

10610_PRELIMINARES_UPWARD_SKILLS_IV_TG.indd 9 10/02/22 13:38

1 Complete the following sentences using the comparative form.

2 Complete the following sentences with the superlative form.

3 Complete the following sentences using the comparative form as _ as.

4 Choose the correct option.

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6 Choose the correct option to complete the sentences.

7 Complete the following sentences using the Zero conditional form.

8 Unscramble the sentences.

b. they / pants, / If / don't / die. / you / water

9 Complete the sentences using the First conditional form.

10 Complete the sentences using the First conditional form.

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12 Unscramble the sentences.

13 Use present perfect to answer the following questions.

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K Work in pairs. Discuss the following questions.

¢ What are your favorite inventions?

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Adapted from: http://learnenglishteens.britishcouncil.org/magazine/science-

10610_002_U1_UPWARD_SKILLS_IV_TG.indd 14 10/02/22 13:35

a. An envelope is made of  paper

c. A chair is  made of wood.

d. Cups are  made of ceramics.

e. A raincoat is  made of plastic.

f. A hammer is  made of metal and wood.

g. Dresses are  made of cloth.

h. Windows are  made of glass.

i. Sweaters are  made of wool.

j. A T-shirt is  made of cotton.

Great Inventors and Their Inventions

10610_002_U1_UPWARD_SKILLS_IV_TG.indd 15 10/02/22 13:35

MADE OF, WITH, FROM, BY. WHEN TO USE EACH?

1 Listen and complete the conversation about materials.

Phil: Hey guys let´s play how things are (a)

of (c) paper , you’ll pick one and say

3 Complete the sentences using: of / with / from / by

10610_002_U1_UPWARD_SKILLS_IV_TG.indd 16 10/02/22 13:35

a. He takes Susie to work every day.

b. They don’t close the shops on Saturdays.

g. She is not keeping her money in a safe place.

a. An envelope is made of paper

c. A chair is made of wood.

d. Cups are made of ceramics.

e. A raincoat is made of plastic.

f. A hammer is made of metal and wood.

g. Dresses are made of cloth.

h. Windows are made of glass.

i. Sweaters are made of wool.

j. A T-shirt is made of cotton.

e. 4 An invention is an item or tool that a person created. An Inventor is who