Booklet 2023

R. N.
UANL
UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓN
STUDENT’S NAME:________________________________
TEACHER’S NAME: ________________________________
GROUP: ____________
SEMESTER: JANUARY – JUNE 2023

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Reglamento para la Unidad de Aprendizaje Inglés en Acción IV:
• El estudiante deberá ser puntual y evitar los retardos e inasistencias. Las faltas deberán ser justificadas
solo en la semana en que se efectuaron.
• El estudiante deberá de contar con todos los materiales necesarios en la unidad de aprendizaje (libro,
cuadernillo, guía de aprendizaje y diccionario) para poder trabajar de forma óptima dentro y fuera del aula
y lograr los aprendizajes esperados.
• Las dimensiones 1-5 se realizarán en la Guía de aprendizaje, dentro o fuera del aula y/o subidos a la
plataforma de Nexus cubriendo el contenido requerido por la actividad y las indicaciones del docente en
tiempo y forma (según la fecha señalada en el encuadre y en la plataforma). Estas serán evaluadas, co-
evaluadas y autoevaluadas, con las rúbricas establecidas. El estudiante debe de estar atento a cualquier
cambio o ajuste en fechas indicado por el docente.
• El estudiante deberá de llenar el registro de evidencias con los puntos obtenidos en las mismas por
etapa en la Guía de Aprendizaje (Student´s Evidence Record, páginas 90 y 91).
• Se consideran ACTIVIDADES DE REQUISITO todas las actividades del libro, del cuadernillo y las
dimensiones 1-4. El estudiante las deberá realizar en tiempo y forma, en caso de no trabajar en una o
más de estas actividades el estudiante perderá los puntos del criterio actitudinal en la evidencia de
aprendizaje (dimensión 5 y 4 en Etapa 1, NEXUS).
• El estudiante deberá llenar los registros del Cuadernillo por etapa de cada actividad con las letras D
(entregado/delivered) o ND (no entregado/not delivered), además de la fecha en que se realizó cada una
de éstas.
• Deberá de conservar su Cuadernillo, Guía de Aprendizaje y Libro para mostrarlos en caso de dudas y/o
aclaraciones.
• Todas las evidencias de aprendizaje (dimensión 5 y 4 en Etapa 1) y el PIA serán subidas de forma
individual o una por equipo, según se los indique el docente a la plataforma de Nexus, siguiendo todas
las indicaciones en clase.
• Deberá de contar con el 70% de las actividades de aprendizaje a evaluar/ evidencias como requisito para
cualquier examen extraordinario, en caso de no cumplir con este requisito se deberá de completar y
presentar el portafolio el día indicado por él docente.
• En caso que sea necesario el estudiante deberá comprobar su colaboración en la(s) actividad(es) de
equipo, para obtener una calificación, de lo contrario tendrá que trabajar de forma individual en las
siguientes y esa actividad se le evaluará con 0.
• Si el estudiante falta una o varias sesiones en que se esté realizando una evidencia, su calificación será
asignada de acuerdo solo a su trabajo realizado.
• El estudiante deberá esforzarse para utilizar solo Inglés en el aula, ser honesto, escuchar y seguir
instrucciones para realizar sus actividades, ser amable y respetuoso con sus compañeros y maestra,
guardar su celular, no ingerir alimentos, llegar a tiempo, en caso de faltar pedir apuntes y actividades a
realizar, traer sus materiales de trabajo (libro, libreta, diccionario, etc.) y trabajar en clase sólo con los
contenidos de la materia.
Academia de Inglés en Acción IV
Semestre Enero-Junio 2023
Firma del alumno: ______________________________Firma del padre o tutor:_____________________________
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General Competencies and Attributes
6. Uses a second language, preferably English, with clarity and correctness to communicate in daily academic, professional and scientific
contexts.
Attributes * Communicates clearly in different contexts in a second language.
7. Makes academic and professional proposals that are inter, multi and trans disciplinary, in accordance with the best global practices for
promoting and consolidating collaborative work.
Attributes * Proposes own points of view while respecting those of his/her peers.
9. Has an attitude of commitment and respect to the diversity of social and cultural practices that reaffirm the principle of integration in
the local, national and international context, in order to promote environments of peaceful coexistence.
Attributes * Learns and respects different points of view.
4. Listens, interprets and creates appropriate messages in different circumstances through the use of different means, codes, and tools.
4.4 Can communicate everyday situations in a second language.
8. Participates and collaborates effectively in different teams. 8.2 Contributes ideas openly and considers other people’s ideas in a
reflective way.
10. Takes on a respectful attitude towards interculturality and diversity in beliefs, values, ideas and social practices. 10.2 Negotiates and
learns from people with different points of view and traditions through acknowledging one’s own circumstances in a broader context.
Basic Disciplinary Competency
11. Communicates in a foreign language through logical discourse, either oral or written, that is coherent with the communicative
situation.
Competency Elements
* Writes a diary entry in a second language in a clear and organized way.
TASK
# SECTION TOPIC DESIGNED BY DATE D/ND
1 GRAMMAR Reported Speech TEACHER
5 READING Google: A brief history – Comprehension Questions TEACHER
6 READING Google: A brief history – Reading Skill TEACHER
7 READING Google: A brief history - Vocabulary TEACHER
8 READING Google Controversies – Comprehension Questions TEACHER
9 READING Google Controversies – Reading Skill TEACHER
10 READING Google Controversies -Vocabulary TEACHER
11 WRITING Diary Entry TEACHER
12 WRITING Diary Entry—Team 3 TEAM 3
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Reported speech refers to a sentence reporting what someone has said. We use a 'reporting verb' like 'say' or 'tell'.
How to Use 'Say' and 'Tell'
In reported statements, we can use either 'say' or 'tell'. The meaning is the same, but the grammar is different. For example:
Direct speech:
John: "I'll be late".
Reported speech:
John said (that) he would be late.
OR
John told me (that) he was going to be late.
With 'tell' we NEED the object (e.g. 'me', 'you', 'her'). EXAMPLE: John told that he would be late.
With 'say' we CAN'T use the object (e.g. 'me', 'them', 'us'). EXAMPLE: John said me that he would be late.
Here are some correct examples:
I said (that) I was going to bed early.
He told me (that) he loved living in London.
We can also use 'tell' in reported orders. In this case, 'tell' is followed by a direct object and 'to + infinitive': 'She told me to sit
down'.
Statements in Reported Speech
This form is usually one step back into the past from the original.
Examples:
Direct Speech: John: “The test is difficult”
Reported Speech: John said the test was difficult.
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EXAMPLES:
Modals Changes in Reported Speech

DIRECT QUOTATION REPORTED SPEECH
MAY MIGHT
CAN changes to COULD
SHALL SHOULD
WILL WOULD
EXAMPLE:
DIRECT QUOTATION REPORTED SPEECH

I will try to see my doctor this afternoon if I can get someone He said that he would try to see his doctor yesterday
to drive me to her office. afternoon if he could get someone to drive him to
the doctor’s office.
Changing Pronouns and Time Signifiers

She said, "I want to bring my children." BECOMES She said she wanted to bring her children.
Jack said, "My wife went with me to the show." BECOMES Jack said his wife had gone with him to the show.
She said, "I want to bring my children tomorrow." BECOMES She said she wanted to bring her children the next day.
Jack said, "My wife went with me to the show yesterday." BECOMES Jack said his wife had gone with him to the show the
day before.
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Shifting of expressions of time
Indirect Questions
When reporting questions, it is especially important to pay attention to sentence order. When reporting yes/ no questions
connect the reported question using 'if'. When reporting questions using question words (why, where, when, etc.) use the
question word.
For example:
 She asked, "Do you want to come with me?" BECOMES She asked me if I wanted to come with her.
 Dave asked, "Where did you go last weekend?" BECOMES Dave asked me where I had gone the previous weekend.
In Reported speech there is no question anymore, the sentence becomes a statement.

That's why the word order is: subject - verb
Question without question words (yes/no questions):

Peter: "Do you play football?" - Peter asked me if I played football.
We can use either if or whether to report yes/no questions.
He wanted to know if I could bring my notes to the meeting
Or
He wanted to know whether I could bring my notes to the meeting
Question with question words:

Peter: "When do you play football?" - Peter asked me when I played football
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Reported commands and requests
If you put a command into Reported speech you must use the form of to tell/order + to + infinitive.
Affirmative commands
Father: "Do your homework."
My father told me to do my homework.
Negative commands
Teacher. "Don't talk to your neighbor
The teacher ordered me not to talk to my neighbor.
If you put a request into Reported speech you must use the form of to ask/request + to + infinitive.
Affirmative request
My roommate asked me to help with the dishes.
Negative request
My roommate asked me not to play my stereo too loud.
WHEN NO TENSE CHANGES ARE REQUIRED IN REPORTED SPEECH
We do not need to make the tense and modal changes if we are reporting:
CATEGORY DIRECT QUOTATION REPORTED SPEECH

• Things that always are true My father always told me, “Time is My father always told me that time is
money.” money.
• Things that are still true Jena told me, “Jack is still living with Jena told me (that) Jack is still living
his parents after all these years.” with his parents after all this years.
• Statements that were made Diane told me: “ I can’t understand a Diane just said she can’t understand a
only a very short time ago word you´re saying.” word you’re saying.
TASK 1. Finish the sentences using Reported speech.
1) John: "Mandy is at home.“

John said that _______________________________________________________________________________
2) Susana: "I'm watching TV."
Susana said that _______________________________________________________________________________
3) Julian: "David was ill."
Julian said that _______________________________________________________________________________
4) Andrea: "The girls helped in the house."
Andrea told me that _______________________________________________________________________________
5) Rey and Claire: "We have cleaned the windows."
Rey and Claire told me that _____________________________________________________________________
6) Bernard: "I didn't have time to do my homework."
Bernard said _____________________________________________________________________________________
7) Mrs. Jones: "My mother will be 50 years old.“
Mrs. Jones told me that _______________________________________________________________________________
8) Jean: "The boss may sign the letter."
Jean said ________________________________________________________________________________________
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TASK 2. Finish the sentences using Reported speech. Remember to change the time expressions
1) Mildred: "I was writing a letter yesterday."
Mildred told me that _______________________________________________________________________
2) Robert: "My father flew to Dallas last year."
Robert told me that _______________________________________________________________________
3) Lisa: "Tim went to the stadium an hour ago."
Lisa said that _______________________________________________________________________
4) Melissa: "My mother will celebrate her birthday next weekend."
Melissa said that _______________________________________________________________________
5) Antonio: "I am going to read a book this week."
Antonio said to me that_______________________________________________________________________
6) Jason and Victoria: "We will do our best in the exams tomorrow."
Jason and Victoria told me that ____________________________________________________________________
7) Andrew: "We didn't eat fish two days ago."
Andrew remarked that _______________________________________________________________________
TASK 3. Finish the sentences using Reported speech
1) Gerardo: "Do you want to dance?"
Gerardo asked me _______________________________________________________________________
2) Mark: "Has John arrived?"
Mark asked me _______________________________________________________________________
3) Ronald: "Where does Maria park her car?"
Ronald asked me _______________________________________________________________________
4) Sofia: "Did you watch the latest film?"
Sofia asked me_______________________________________________________________________
5) Mandy: "Can I help you?"
Mandy wanted to know _______________________________________________________________________
6) Andrew: "Will Mandy have lunch with Sue?"
Andrew asked me _______________________________________________________________________
TASK 4. Finish the sentences using Reported speech
1) Andrew: "Clean the blue bike!"
Andrew told me _______________________________________________________________________
2) Nelly: "Help Peter's sister!"
Nelly told me _______________________________________________________________________
3) Fred: "Wash your hands!"
Fred told me _______________________________________________________________________
4) Teacher: "Do your homework!"
The teacher told me________________________________________________________________________
5) Karen: "Don't play football in the garden!"
Karen told me ________________________________________________________________________
6) Teacher: "Don't forget your homework!"
The teacher reminded me ________________________________________________________________________
7) Mike: "Don't shout at Peter!"
Mike told me ________________________________________________________________________
8) Lisa: "Don't fly via Paris!"
Lisa advised me _________________________________________________________________________
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Task 5. Reading Comprehension questions:
1. Who are Larry Page and Sergey Brin?

_____________________________________________________________________________________________
2. When was Google.com founded?
_____________________________________________________________________________________________
3. What were the 2 problems the Google faced when the company started?
_____________________________________________________________________________________________
4. Mention 2 companies that Google has purchased.
_____________________________________________________________________________________________
5. How can people find more information about Google?
_____________________________________________________________________________________________
Reading Skill: Analyzing Criteria
• Evaluating Web-sites
Website 1
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10
Website 2
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Task 6. Compare the pairs of sites above, and then answer these questions:
What kind of site are you looking at? Informational? Sales? Personal? Advocating for a cause?
____________________________________________________________________________________________________
______________________________________________________________________________________
Who is responsible for the information? Look for an ABOUT page.
____________________________________________________________________________________________________
______________________________________________________________________________________
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Which one is more appropriate for college assignments?
____________________________________________________________________________________________________
______________________________________________________________________________________
Which is more credible?
_____________________________________________________________________________________________
What factors helped you decide?
____________________________________________________________________________________________________
______________________________________________________________________________________
Task 7. Vocabulary
Fill in the blanks with the correct word from the box.
BIAS FORMULAIC RELEVANCE COMPUTATIONAL CONSTANTLY
1. Some twentieth-century science fiction visions of the future, humans created friendly robot sidekicks with data storage
capacity and ____________________speed the human brain lacked.
2. The townspeople show a _______________________in favor of French habits and fashions.
3. Sarah was a hopeless romantic, ______________________searching for her 'soul mate'.
4. Students using the Model Method are doing far more than memorizing a ____________________ path for solving a
problem; they are demonstrating the problem in a clear, applicable manner.
5. Their achievements in the19th century will be fully acknowledged, but the ___________________ of their work to the
problems of the 20th century will be admitted less than at the present time.
Task 8. Reading comprehension questions
1. Why does the author of the article describe Google’s motto as unusual? Explain.
____________________________________________________________________________________________
____________________________________________________________________________________________
2. What problem is discussed in the article about books copyright?
_____________________________________________________________________________________________
3. What are the complains about Google Street View?
_____________________________________________________________________________________________
4. What happened to Google when used in China? Explain.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
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5. At the end of the article the author describes an ‘evil act’ Google could make. Explain.
____________________________________________________________________________________________________
______________________________________________________________________________________
Reading Skill: Determining Degree
Task 9. Read the following statements and determine the degree of opinion about ‘Teamwork’ by putting a
checkmark ✔ in the square that corresponds to your answer.
Strongly Agree Agree Disagree Strongly

agree somewhat disagree
I will get a higher grade working in a group than

working individually.
Everyone in the team will have an equal

opportunity to participate.
The grade that I will receive will be a fair

reflection of how much work I did.
It is fair that everyone in the team receives the

same grade.
Everyone in the group will do an equal amount of

work.
I should be able to give my point of view of how

the other team members work.
After completing the table, explain your answers and share with the rest of the class.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Vocabulary
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Task 10. Fill in the blank with the target word from the box that best completes the sentence in a grammatical and
meaningful way.
DISTRIBUTOR INVESTIGATE SCOPE POTENTIAL OFFSETTING
1. The ___________________of the work is described on the title-page.
2. Etam is the second largest __________________of women's clothing in France.
3. A problem with fast food is that when you're consuming empty calories, you're ___________________ the good food that
you could otherwise be eating in its place.
4. What is the ______________impact of the costs of future technologies?
5. Police are continuing to _________________ while a search for the body is underway.
What is a diary entry?
A diary entry is a personal account that describes what you did, saw or felt on a particular occasion. These entries could be
straightforward events outlining what you did in the course of the day. However,
A daily routine does not make for interesting writing. A good diary entry is likely to contain your thoughts, feelings and
reflections on the events of the day.
Writing to an audience
Unlike most text- types we discuss in Language B, in real life diaries are private, rather than public. Some diary writers like to
write to the diary as if it were a good friend. This technique is called direct address and allows you to talk to your diary as ‘you’.
Because you are writing to yourself, a diary can be a place where you can write down your thoughts, feelings in secret and in
confidence.
Structure
Your diary entries could be a straightforward (narrative-driven) account of a day’s events. However, many people keep diaries
as a method of examining their lives. So in terms of„ structure, such diary entries do not have to have a chronological
structure.
Frequently the writer’s opinions give structure to the writing rather than the events themselves. You might start with a phrase
to focus the reader on the main event the reader on the main event you wish to relate. You could use an exclamation, ‘What a
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day this has been!’ or you could start with an opinion, ‘I have never felt so insulted.’ Alternatively you might like to start with a
rhetorical question that you go on to answer. ‘How could I have imagined they could be so cruel?’•
Diary writing is spontaneous and therefore the language and the ideas should sound fresh. Nevertheless you should still use
the basic rules of paragraphing with each paragraph having a topic sentence and a clear focus. This will help you and your
reader to understand your thoughts.
You could finish either with a final thought. This might be a concluding statement about the events in the diary entry or a
question on the lines of ‘I wonder what will happen next…’
Style
The most difficult aspect of producing an imaginative diary entry is writing in character. The most obvious point is that diaries
are written from a first-person perspective and refer to possibly fictitious events that have just recently happened. But you
have to remember you are writing in character to an implied audience (in this case your imaginary self). Your writing should,
therefore, try to reflect the personality and mood of the diary-writer.
It is worth noting the tenses for diaries. If you are writing about events that took place the day before i.e. ‘yesterday’, then you
need to write in the simple past. ‘I came, I saw, I conquered.’ • However, you are also writing about events that have taken
place earlier in the same day
i.e. ‘today’. In this case you may need to use present perfect tenses to describe events whose consequences can still be felt.
‘Today has been wonderful. I’ve finally discovered the true nature of the universe.’
You can be relatively informal with your use of language. After all you are writing to yourself!
However you are advised not to use too much slang. If you do feel it necessary, it is wise to put the word in
parentheses to show you understand that the word is non-standard English. Swearing is almost certainly
unnecessary in your assessed writing, and may be offensive to your examiner.
A note on grammar
Diary writers are not always certain about their ideas so it is useful to begin some sentences with phrases like: I wonder, I
suppose, I think, I reckon, I imagine, I hope, I doubt.
You may also want to use verbs in the conditional tenses:
• • I wonder what will happen if I go (future).

• • I wonder what would happen if I went (theoretical situation in the present).
• • I wonder what would have happened if I had gone (theoretical situation in the past).
Sample diary entries
Diary entry A
Thursday January 1st
Bank Holiday in England, Ireland, Scotland and Wales
These are my New Year’s resolutions:
1. I will help the blind across the road.
2. I will hang my trousers up.
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3.I will put the sleeves back on my records.
4.I will not start smoking.
5.I will stop squeezing my spots.
6.I will be kind to the dog.
7.I will help the poor and ignorant.
8.After hearing the disgusting noises ‚rom downstairs last night, I have also vowed never to drink
alcohol.
My father got the dog drunk on cherry brandy at the party last night. If the RSPCA hear about it
he could get done. Eight days have gone by since Christmas Day but my mother still hasn’t worn the
green lurex apron I bought her for Christmas! She will get bath cubes next year. Just my luck, I’ve
got a spot on my chin for the first day of the New Year!
Friday January 2nd

Bank Holiday in Scotland. Full Moon
I felt rotten today. It’s my mother’s fault for singing ‘My Way’ at two o’clock in the morning at the
top of the stairs. Just my luck to have a mother like her. There is a chance my parents could be
alcoholics. Next year I could be in a children’s home.
The dog got its own back on my father. It jumped up and knocked down his model ship, then ran into
the garden with the rigging tangled in its feet. My father kept saying, ‘Three months’ work down
the drain’, over and over again.
The spot on my chin is getting bigger. It’s my mother’s fault for not knowing about vitamins.
Saturday January 3rd

I shall go mad through lack of sleep! My father has banned the dog from the house so it barked
outside my window all night. Just my luck!
My father shouted a swear-word at it. If he’s not careful he will get done by the police for obscene
language.
I think the spot is a boil. Just my luck to have it where everybody can see it. I pointed out to my
mother that I hadn’t had any vitamin C today. She said, ‘Go and buy an orange, then’. This is typical.
She still hasn’t worn the lurex apron.
I will be glad to get back to school.
Sue Townsend, The Secret Diary of Adrian Mole Aged 13¾, 1982••
Note:
The particular point of view of a diary writer can be very limited, as is the case of Adrian Mole above. In his diary, he manages
to blame everyone else for his problems, but fails to recognize that he makes things worse too!
Because of his age and naivety, he frequently fails to understand what is going on- although we, the readers, understand the
bigger picture.
Diary entry B
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In the following passage Helen, a schoolgirl in her final year, realizes she is pregnant by her boyfriend Chris.
But I’m not ready for Chris. I’m not ready to share my life with him, and that’s what it would mean. The
thought of it terrifies me. He’s all keyed up for Newcastle, and university life. He’s talked of„ nothing else
since I met him. I know he’d stay with me if I asked him to. It would be asking him to make an enormous
sacrifice but I’m pretty sure he’d do it. I know we’d find a flat somewhere and maybe his dad and my dad
would help us out. I’d lose my mom forever. But we’d do our best to make things right for you.
Yet I hurt inside when I think about it. I wake up in terror, Nobody, and I don’t know what it is I’m more
frightened -of promising myself to Chris forever, or spending forever without him. I don´t know him yet.
Six months ago the thought of spending the rest of our lives together had never entered our heads. We
were a pair of kids having fun together. And now we’ve been catapulted into the world of grown-ups.
I´m not ready for forever. I’m not ready for him, and he’s not ready for me. And more than anything else,
I´m afraid of all this hurt touching you. Does it? Can you tell?
I’m going to wait till his exams finish before I tell him.
It would be cruel to do it now, but I mustn’t just let it slide, just wait till you’re born, just let things happen
as if nothing could be helped or stopped or thought about. Chris and I will have a lovely last few weeks
together- I’ll see him every day if I can.
Berlie Doherty, Dear Nobody, 1991
Task 11.
Analysis of the texts
Diary entry A Diary entry B
Who is the audience for the text?
What is the purpose of the text?
How does the writer start the diary

entry?
What is the core narrative (storyline)

in the text? Is the narrative an
important part of the diary entry?
What descriptive details has the

writer included in the diary entry?
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What are the writer´s main ideas in
the text?
In each text what are the

approximate proportions of:
• The narrative content
• The descriptive details
• The thoughts of the character
How does the text show the

personality of the writer?
Task 12.
Diary Entry—Team 3
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contexts.
Attributes
* Communicates clearly in different contexts in a second language.
Attributes
* Proposes own points of view while respecting those of his/her peers.
12. Builds innovative proposals based on the holistic comprehension of reality to help overcome the challenges of an interdependent
global environment.
Attributes
* Proposes dialogue as mediation for solving conflict.
Generic Competencies and Attributes
4.3 Identifies key ideas in a text or speech, and draws conclusions from them.
8. Participates and collaborates effectively in different teams.
8.2 Contributes ideas openly and considers other people’s ideas in a reflective way.
9. Takes part in the life of one’s community, region, Mexico and the world with civic and ethical awareness.
9.1 Favors dialogue as a way to solve conflicts.
11. Communicates in a foreign language through logical discourse, either oral or written, that is coherent with the communicative
situation.
Competency Element
* Expresses ideas orally through a debate in a clear and organized way.
* Writes an interview in a second language in a clear and organized way.
TASK DESIGNE D/N

SECTION TOPIC DATE
# D BY D
13 GRAMMAR Zero Conditional TEACHER
14 GRAMMAR First Conditional TEACHER
15 GRAMMAR Zero & First Conditional TEACHER
16 READING The Swarm Bots Are Coming – Comprehension Questions TEACHER
17 READING The Swarm Bots Are Coming – Reading Skill TEACHER
18 READING The Swarm Bots Are Coming - Vocabulary TEACHER
19 WRITING Interview TEACHER
20 WRITING Interview TEAM 3
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Conditionals describe the result of something that might happen (in the present or future) or might have happened but didn't
(in the past) . They are made using different English verb tenses.
Factual Conditionals (Type 0)

One common type of factual conditional describes general truths. This type of conditional is often used in the sciences to
describe physical laws.
Example:
If you are sixty-five or older, you qualify for senior citizen discounts.
Another common type of factual conditional refers to habitual events.
Examples:
If my great-grandmother comes over, we usually go to the park.
As previously shown, we can make a zero conditional sentence with two present simple verbs (one in the 'if clause' and one in
the 'main clause'):
• If + present simple, .... present simple.

This conditional is used when the result will always happen. So, if water reaches 100 degrees, it always boils. It's a fact. I'm
talking in general, not about one particular situation. The result of the 'if clause' is always the main clause.
The 'if' in this conditional can usually be replaced by 'when' without changing the meaning.
For example:
If water reaches 100 degrees, it boils. (It is always true, there can't be a different result sometimes). If I eat peanuts, I am
sick. (This is true only for me, maybe, not for everyone, but it's still true that I'm sick every time I eat peanuts)
Here are some more examples:
• If people eat too much, they get fat.

• If you touch a fire, you get burned.
• People die if they don't eat.
• You get water if you mix hydrogen and oxygen.
• Snakes bite if they are scared
• If babies are hungry, they cry
Future Conditionals (Type 1)

These conditionals describe future events.
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Example:
If my great-grandmother comes tomorrow, we will go to the park.
As previously shown, the first conditional has the present simple after 'if', then the future simple in the other clause:
• if + present simple, ... will + infinitive
It's used to talk about things which might happen in the future. Of course, we can't know what will happen in the future, but this
describes possible things, which could easily come true.
• If it rains, I won't go to the park.

• If I study today, I'll go to the party tonight.
• If I have enough money, I'll buy some new shoes.
• She'll be late if the train is delayed.
• She'll miss the bus if she doesn't leave soon.
• If I see her, I'll tell her.
Conditional sentences with modal verbs

The conditional used with these modal verbs is usually the first conditional. Its purpose is to indicate consequences,
possibilities or conditions when spoken in the present.
The modal verb “can” is used to indicate ability or possibility

Examples:
If you arrive early, you can catch a ride to the game with me.
Mike can help you with your homework, if you ask him nicely.
Can you look after the baby if we go to the cinema?
You can also use the conditional sentences in the negative:

If she doesn’t study for the exam, then she can’t go out tonight.
You can’t make the football team if you don’t play well.
The modal verb “must” is used for strong obligations in English.

Examples:
If you visit Brazil, you must come stay with me.
If Mary phones you, you must tell me.
She must be on time, if she wants to come with us.
In the negative:
You mustn’t go to the party if you don’t want to.
She mustn’t try fix it if it’s not broken.
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The modal verb “may” is used to express possibility or permission.
Examples:
If I finish my work may I go home?
I may come to your house after work, if I have enough time.
Claire may help you study if you promise to work hard.
Finally, we use the modal verb “might” to indicate remote possibility, for example:
I might make it to work on time, if I leave now.
You might catch a cold if you don’t put on a jacket.
If we win this game we might have a chance of winning the league.
The negative would be:

Kevin might not make it to the party if he doesn’t finish work on time.
If we don’t leave now, we might not make the bus.
Conditionals: other expression unless

Conditional clauses can begin with unless. Unless means something similar to ‘if … not’
The verb forms in the examples are similar to sentences with if: we use the present simple in the unless-clause and shall,
should, will, would, can, could, may or might in the main clause:
Unless I phone you, you can assume the train’s on time. (If I do not phone you, you can assume the train is on time.)
We’ll have to cancel the show unless we sell more tickets at the last minute. (We’ll have to cancel the show if we do not sell
more tickets.)
Warning:
We don’t use unless and if together:
We’ll go to the coast tomorrow unless it rains.
Not: We’ll go to the coast tomorrow unless if it rains.
First vs. Zero Conditional:

The first conditional describes a particular situation, whereas the zero conditional describes what happens in
general.
For example (zero conditional): if you sit in the sun, you get burned (here I'm talking about every time a person sits
in the sun - the burning is a natural consequence of the sitting)
But (first conditional): if you sit in the sun, you'll get burned (here I'm talking about what will happen today, another
day might be different)
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Task 13. Complete the following sentences using the zero conditional.
1. (I / wake up late / I / be late for work)

_______________________________________________________________
2. (my husband / cook / he / burn the food)
_______________________________________________________________
3. (Claire / not wear a hat / she / get sunstroke)
_______________________________________________________________
4. (children / not eat well / they / not be healthy)
_______________________________________________________________
5. (you / mix water and electricity / you / get a shock)
_______________________________________________________________
6. (people / eat / too many sweets / they / get fat)
_______________________________________________________________
7. (you / smoke / you / get yellow fingers)
_______________________________________________________________
8. (children / play outside / they / not get overweight)
_______________________________________________________________
9. (you / heat ice / it / melt)
_______________________________________________________________
10. (I / speak to Vanessa / she / get annoyed)
_______________________________________________________________
11. (I / feel good the next day / I / go to bed early)
_______________________________________________________________
12. (lots of people / come / Sammy / have a party)
_______________________________________________________________
13. (she / buy expensive clothes / she / go shopping)
_______________________________________________________________
14. (my daughter / pass her exams / she / work hard)
_______________________________________________________________
15. (Daniel / be sick / he / drink milk)
______________________________________________________________
16. (the river / freeze / it / be very cold)
_______________________________________________________________
17. (I / like to visit the museums / I / be in a new city)
_______________________________________________________________
18. (I / cycle to work / the weather / be fine)
_______________________________________________________________
19. (everybody / be grumpy / it / rain a lot)
_______________________________________________________________
20. (not / rain / the flowers / die)
_______________________________________________________________
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Task 14. Complete the following sentences using the first conditional
1) If I _______________ (go) out tonight, I _________________ (go) to the cinema

2) If you ____________________ (get) back late, I __________________ (be) angry
3) If we ____________________ (not/see) each other tomorrow, we _________ (see) each other next week.
4) If he __________________ (come) , I __________________________ (be) surprised
5) If we ___ ____________ (wait) here, we ______ _______________ (be) late
6) If we _____ ________(go) on holiday this summer, we ______________ (go) to Spain
7) If the weather ___ __________ (not/improve) , we ______________ (not/have) a picnic
8) They ________ __________ (go) to the party if they _______________ (be) invited
9) If I _____ ___________(not/go) to bed early, I _________________(be) tired tomorrow.
10) If we ____ ______________ (eat) all this cake, we _________________ (feel) sick
11) She ___ _______________ (stay) in London if she ______________ (get) a job
12) If you ____ __________ (not/want) to go out, I ______________(cook) dinner at home
13) I _____ ___________ (come) early, if you ___________________ (want).
14) He ______ __________(not/get) a better job if he ____________(not/pass) that exam.
15) I ____ ____________(buy) a new dress if I ________________(have) enough money
16) She _____ _________ (cook) dinner if you _______________(go) to the supermarket.
17) They ____ ____________ (go) on holiday if they __________________ (have) time.
18) We _____ _____________ (be) late if we ____________________ (not/hurry).
19) She _______ ______________ (take) a taxi if it _____________________ (rain).
20) I ________ __________ (not/go) if you __________________ (not/come) with me.
Task 15. Put the verbs in brackets into the correct conditional (type 0 or type 1)
1 If I see him, I ___ ______________ (give) him a lift.

2 If you don’t believe what I say, _________________ (ask) your mother.
3 Someone _________________ (steal) your car if you leave it unlocked.
4 Ice ____________ (turn) to water if you heat it.
5 If you're in love with someone, everything _______________ (be) different.
6. If you heat water to 100 C, it _____________ (boil)
7. What will happen if my parachute __________________ ( not open)?
26
Task 16. Reading Comprehension questions
1. What is known as “Ant Algorithms”?

_____________________________________________________________________________________________
_____________________________________________________________________________________________
2. What are the benefits of following the route-finding method of the ants?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
3. What are “swarm bots” or “s-bots”?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
4. What is the intention of the long-term project “robots with character” by Dr. Hanson?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
5. How does Dr. Hanson make Albert Humo robot smile?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
6. Why did Dr. Hanson make his robot Zeno doll-like?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
7. Why does psychologist Sherry Turkle think friendly robots are dangerous?
______________________________________________________________________________________________
______________________________________________________________________________________________
Reading Skill: Analyzing Advantages and Disadvantages
Task 17. After all these years as student “Teamwork” is a common topic in class. Thinking about your experience,
complete the following table about advantages and disadvantages of teamwork.
PURPOSE OF A TEAM ADVANTAGES DISADVANTAGES

Problem-solving
Participation in planning and

developing strategies
Effective decision making
Work on performance evaluation

and improvement
27
Vocabulary
meaningful way.
SCHEDULE METHODICAL BULKY CONSIST ILLUSTRATION
1. He was slim and wiry compared to Damian's _________________ body build.

2. The apparently dangerous movement (August 25) is a remarkable________________ of Sherman's genius for war, and
in fact succeeded completely.
3. "Seven. I'll _____________ you for seven-fifteen so Dr. Mallard can get his first cup of coffee," said the secretary to the
patient.
4. His intellect was far-seeing and acute, quick and yet cautious, meditative, _______________ and free from prejudice.
5. At dinner the conversation did not cease for a moment and seemed to ______________of the contents of a book of
funny anecdotes.
What is an interview?
A variation on the magazine article is the personal interview. An in-depth interview is a technique that allows you to write a
person-to-person discussion. An interview can give increased insight into a person’s thoughts, feelings and behavior. This
type of text permits you to encourage an interviewee to talk at length about the topic of interest. Your interview with an
individual could appear in a magazine as a transcript of the interview or could be embedded in an article.
Structure
The interview is directed at understanding the issues you want the interviewee to talk about. To do this, you could use either a
thesis-driven or a problem-driven structure. In the case of the former, you start with an idea and structure the questions to
28
prove your point. Therefore, before the interview, decide which topics you would like the interviewee to talk about. There are
no fixed rules for structuring the interview but it makes sense to start with general questions and move to more specific ones.
Avoid ‘closed’ questions (questions that require yes/no answers); ask ‘open’ questions instead: ‘Could you tell our readers
about...?’ or “Could you explain/describe/ tell, etc.’ •
• Introduction
In your introduction, you need to establish rapport with the interviewee, for example, ‘Thanks for coming in today to talk to
XXXX magazine’, introduce the interviewee and, in the case of a problem-driven text, pose the question to be solved. ‘Wycliffe
Mangala, you are known as the pioneer of the village mobile phone in Kenya. Where did the idea come from?’•
• The main body

If you want your interview to cover personal issues, you should ask about less sensitive issues first and then move to
specifics. For example, first ask about some facts. With this approach, respondents, or the interviewees, feel more
comfortable in the interview before warming up to more personal matters and move on to questions about the present. It is
usually easier for people to talk about the present and then work into the past or future. Next, ask questions about matters
such as feelings, perceptions and conclusions.
• Conclusion – ‘Wrap-Up’‚
Your last question could allow the respondent to provide information about future plans: ‘So what do you see as the next
stage?’ The interview could be concluded by you thanking the respondent.
Tone and style
In real life, we do not speak the way we write. However, if you are presenting the interview as a written text it is best to write
your interviewee’s responses in complete, grammatically correct sentences.
Sample interviews
Interview A
Interview with Anita Patel Jusnes, a former IB (the Q: How has IB shaped you as a human being?
International Baccalaureate- a set of exams in
several subjects taken by students around the age
29
of 18 or 19 in many different countries as a
qualification for going to university) student
A: Well, I met my husband here, so that’s the obvious
answer to the question. With my international
background, I felt that going to IB was very natural.
Q: Tell us about yourself.
I mentioned earlier that I felt l like a world citizen, and IB
helped me develop that side of myself‚.
A: My name is Anita Patel Jusnes. I’m 36 years old, Even though the people from my graduation class
married and have two kids. I met my husband when we currently are spread al l over the world, we actually
both attended IB at Berg. Even though I am born and managed to gather ‚or a 15-year reunion last summer.
raised in Norway, my parents are Indian. I‘ve never
lived abroad for very long, but I feel like a world citizen. I didn’t think about it at the time, but the network of
After IB, I went to the University of Oslo to get my people I met then has been great to have after I
master’s degree in pharmaceutics. became a career professional. As a serendipitous ‚fact,
I am al so working on a master’s degree in business I incidentally just started working with an old co-student
management from BI. For the past twelve years I have in my current job.
put these skills to use through working in a
pharmaceutical company called GlaxoSmithKline.
However, I just started working for a Norwegian Q: Has your experience ‚rom IB been useful in later
company called Pronova Biopharma. studies and professional career?
I’m currently part of a program started by NHO called A: IB, and particularly chemistry class definitely laid the
Global Future. This is a new program for people with foundation ‚or my subsequent academic career. The
leadership ambition and minority backgrounds. It’s an knowledge and skills I picked up from chemistry class
18-month long process where I have my own mentor made the first year at pharmaceutical at University in
etc. I am very excited about it. Oslo seem easy. Also, us having had Theory of‚
Knowledge in IB enabled us to bypass the otherwise
The newspaper Dagsavisen did a case on this back in obligatory preparatory philosophy courses at University.
October, where I had my picture taken along with
Councilman for education in Oslo, Torger Ødegård, and Even though I chose the sciences, I still have very fond
Olaf Stene from NHO. memories ‚from Norwegian and English. I love to
analyze literature, and there was a discipline to it that
made me‚feel great respect ‚or that art. I also enjoyed
Q: When did you go to Berg, and what are your fondest Certificate of Advanced Study (CAS) quite a lot, and I
memories from that time? think that was particularly useful for growing as human
beings.
A: My Berg career was from 1 989-1991.Even though it

was hectic at the time, I look back at the experience Q: Finally, what would you say to all the young people
with no regrets. I remember I got to choose my own six who are considering coming to Berg and IB?
subjects. There was little time for being idle, and just
before my graduation, we had an exam on May 17.
I remember the teachers very well, and the student A: Without a doubt, I can wholeheartedly recommend it.
community was great. Those of us who went to IB were Today’s society has become very globalized and it will
30
quite international, and al l classes were taught in only continue. IB is a great course as a ‚foundation or
English, except for Norwegian A1, of course. building a career. As a student now, there are so many
choices to be made, and so many options on the table.
In my opinion, IB will prepare you well ‚or whatever you
decide to do. In my experience, getting out of the
comfort zone and learning to interact and cooperate
from people with different backgrounds will be
incredibly valuable later in life.
Anita, thank you so much for taking the time to

speak with us about this.
Task 19.Analysis
Essential questions Answers

Is the text a problem-driven, or narrative-driven text?
Prove it.
How has the interviewer explained the background and

the reason for the interview?
How has the interviewer organized the questions to lead

the reader into an understanding of the subject or the
personality of the interviewee?
How does the interviewer wrap up the interview?
Comment on the language used by the interviewee: how,

do you think, has the text been changed from actual
speech?
Task 20. Team 3
31
A debate is a structured argument. Two sides speak alternately for and against a particular contention usually based on a
topical issue.
BENEFITS OF DEBATES
▪ Gaining broad, multi-faceted knowledge cutting across several disciplines outside the learner's normal academic
subjects.
▪ Increasing learners’ confidence, poise, and self-esteem.
▪ Improving rigorous higher order and critical thinking skills.
▪ Enhancing the ability to structure and organize thoughts.
▪ Enhancing learners’ analytical, research and note-taking kills
▪ Improving learners’ ability to form balanced, informed arguments and to use reasoning and evidence.
▪ Developing effective speech composition and delivery.
▪ Encouraging teamwork.
A formal debate involves two sides: one supporting a resolution and one opposing it. Such a debate is bound by rules
previously agreed upon. Debates may be judged in order to declare a winning side. Debates, in one form or another, are
commonly used in democratic societies to explore and resolve issues and problems. Decisions at a board meeting, public
hearing, legislative assembly, or local organization are often reached through discussion and debate. Indeed, any discussion
of a resolution is a form of debate, which may or may not follow formal rules.
Structure for Debate
A formal debate usually involves three groups: one supporting a resolution (affirmative team), one opposing the resolution
(opposing team), and those who are judging the quality of the evidence and arguments and the performance in the debate.
The affirmative and opposing teams usually consist of three members each, while the judging may be done by the teacher, a
small group of students, or the class as a whole. In addition to the three specific groups, there may an audience made up of
class members not involved in the formal debate. A specific resolution is developed and rules for the debate are established.
Debate Preparation:
• Develop the resolution to be debated.
• Organize the teams
.• Establish the rules of the debate, including timelines
.• Research the topic and prepare logical arguments.
• Gather supporting evidence and examples for position taken.
• Anticipate counter arguments and prepare rebuttals.
• Team members plan order and content of speaking in debate.
• Prepare room f or debate.
Conducting Debate:
Debate opens with the affirmative team (the team that supports the resolution) presenting their arguments, followed by a
member of the opposing team. This pattern is repeated for the second speaker in each team. Finally, each team gets an
opportunity for rebutting the arguments of the opponent. Speakers should speak slowly and clearly. The judges and
members of the audience should be taking notes as the debate proceeds.
32
33
contexts.
Attributes
* Communicates clearly in different contexts in a second language.
Attributes
* Proposes own points of view while respecting those of his/her peers.
9. Has an attitude of commitment and respect to the diversity of social and cultural practices that reaffirm the principle of integration in the
local, national and international context, in order to promote environments of peaceful coexistence.
Attributes
*Learns and respects different points of view.
4. Listens, interprets and creates appropriate messages in different circumstances through the use of different means, codes, and tools. 4.4
Can communicate everyday situations in a second language.
8. Participates and collaborates effectively in different teams. 8.2 Contributes ideas openly and considers other people’s ideas in a reflective
way.
10. Takes on a respectful attitude towards interculturality and diversity in beliefs, values, ideas and social practices. 10.2 Negotiates and
learns from people with different points of view and traditions through acknowledging one’s own circumstances in a broader context.
Communication 11. Communicates in a foreign language through logical discourse, either oral or written, that is coherent with the
communicative situation.
Competency Element
*Writes a brochure in a second language in a clear and organized way.
DESIGNED
TASK # SECTION TOPIC DATE D/ND
BY
21 GRAMMAR Second Conditional TEACHER

22 GRAMMAR Third Conditional TEACHER
23 GRAMMAR Second & Third Conditional TEACHER
24 READING Robots ‘R’ Us – Comprehension Questions TEACHER
25 READING Robots ‘R’ Us – Reading Skill TEACHER
26 READING Robots ‘R’ Us - Vocabulary TEACHER
27 WRITING Brochure TEACHER
28 WRITING Brochure TEAM 6
34
Hypothetical Conditionals
The present hypothetical conditional describes conditions that are untrue or hypothetical
Examples:
If we lived closer to our grandparents, we would see them more often. (We don't live close to our grandparents; we don't see
them as often as we would like to.)
If my great-grandmother were alive today, she might not approve of the tattoos that many young people have.
This type of conditional is often called conditional Type 2
The second conditional uses the past simple after if, then 'would' and the infinitive:
• if + past simple, ...would + infinitive
(We can use 'were' instead of 'was' with 'I' and 'he/she/it'. This is mostly done in formal writing).
It has two uses.
First, we can use it to talk about things in the future that are probably not going to be true.
• If I won the lottery, I would buy a big house.(I probably won't win the lottery)
• If I met the Queen of England, I would say hello.
• She would travel all over the world if she were rich.
• She would pass the exam if she ever studied.(She never studies, so this won't happen)
Second, we can use it to talk about something in the present which is impossible, because it's not true.
• If I had his number, I would call him. (I don't have his number now, so it's impossible for me to call him).
• If I were you, I wouldn't go out with that man.
35
First vs. Second Conditional:
The first conditional describes things that I think are likely to happen in the future, whereas the second conditional talks
about things that I don't think will really happen. It's subjective; it depends on my point of view.
For example (first conditional): If she studies harder, she'll pass the exam (I think it's possible she will study harder and
so she'll pass)
But (second conditional): If she studied harder, she would pass the exam (I think that she won't study harder, or it's
very unlikely; so she won't pass)
The past hypothetical conditional describes conditions and results that were unreal or untrue in the past.
Example:
If my great-aunt had been born about fifty years later, she might have been a doctor instead of a nurse.
This type of conditional is often called conditional Type 3
We make the third conditional by using the past perfect after 'if' and then 'would have' and the past participle in the second
part of the sentence:
• if + past perfect, ...would + have + past participle
It talks about the past. It's used to describe a situation that didn't happen, and to imagine the result of this situation.
• If she had studied, she would have passed the exam (but, really we know she didn't study and so she didn't pass)
• If I hadn't eaten so much, I wouldn't have felt sick (but I did eat a lot, and so I did feel sick).
• If we had taken a taxi, we wouldn't have missed the plane
• She wouldn't have been tired if she had gone to bed earlier
• She would have become a teacher if she had gone to university
• He would have been on time for the interview if he had left the
Summary of Verb Tenses Used with Conditional Sentences

Type of conditional If-Clause Main Clause
Factual Conditionals (Type 0) simple present simple present
will
may
Future (Type 1) simple present can + base verb
must
Would
Hypothetical Present (Type 2) Simple past or subjunctive were Could + base verb
might
36
Would have
Hypothetical Past Past perfect
Could have + past participle
(Type 3) (had + past participle)
Might have
Task 21. Fill in the blanks with the second conditional type. Write the verb in the correct tense
1. If I ___________________________ (be) you, I _____________________________ (get) a new job.

2. If he ___________________________ (be) younger, he __________________________ (travel)more.
3. If we ___________________________ (not / be) friends, I ________________________ (be)angry with you.
4. If I __________________________ (have) enough money, I ________________________ (buy)a big house.
5. If she _________________________ (not / be) always so late, she _________________________(be) promoted.
6. If we ___________________________ (win) the lottery, we ___________________________ (travel)the world.
7. If you ___________________________ (have) a better job, we ______________________ (be)able to buy a new car
8. If he ________________________ (speak) perfect English, he _________________________(have) a good job.
9. If we ________________________ (live) in Japan, I _________________________ (speak) Japanese.
10. If she _______________________ (pass) the exam, she __________________________ (be) happy.
Task 22. Complete the following sentences using the third conditional.
1) If you _________________________ (not/be) late, we _________________________ (not/miss) the bus.

2) If she _________________________ (study) she _________________________ (pass) the exam.
3) If we _________________________ (arrive) earlier, we _________________________ (see) John.
4) If they _________________________ (go) to bed early, they _________________________ (not/wake) up late.
5) If he _________________________ (become) a musician, he _________________________ (record) a CD.
6) If she _________________________ (go) to art school, she _ _________________________ (become) a painter.
7) If I _____________________ (be) born in a different country, I _________________ (learn) to speak a different language.
8) If she _________________________ (go) to university, she _________________________ (study) French.
9) If we _________________________not/go) to the party, we _________________________ (not/meet) them.
10) If he _________________________ (not/take) the job, he _________________________ (go) travelling.
11) He _________________________be) happier if he __________________________(stay) at home.
12) She _________________________ (pass) the exam if she _ _________________________ (study) harder.
13) We _________________________ (not/get) married if we ___________________(not/go) to the same university
14) They _________________________ (be) late if they _____________________(not/take) a taxi.
15) She _________________________ (not/meet) him if she _________________________(not/come) to London.
16) He __________________________(take) a taxi if he __________________________(have) enough money.
37
17) I _ _________________________ (call) you if I ___________________________(not/forget) my phone.
18) We _________________________ (come) if we _ _________________________ (be) invited.
19) She _________________________ (not/do) it if she _________________________ (know) you were ill.
20) He _________________________ (be) on time if he _ _________________________ (leave) earlier.
Task 23. Fill in the blanks with the correct conditional type. You will need to check the structure of the sentence to
write the correct tense of the verb.
1) If it rains, the boys ______________________________ ( play -negative) hockey.
2) If he ____________________________ (grow) his own vegetables, he wouldn't have to buy them.
3) Jim _______________________________ (see) whisky distilleries if he travelled to Scotland.
4) Would you go out more often if you __________________________ (have to do –negative) so much in house.
5) She wouldn't have yawned the whole day if she____________________________ (stay up – negative) late last night.
6) If you________________________ (wait) a minute, I'll come with you.
7) If we arrived at 10, we _______________________ (miss) Tyler's presentation.
8) We ________________________ (help) John if we'd known about his problems.
9) If they ___________________ (use) new batteries, their camera would have worked correctly.
10) If I went anywhere, it _________________ (be) to New Zealand.
1. Explain in your own words what Wilhelm Leibniz wrote about the human brain (Lines 31-42).
___________________________________________________________________________________________________
___________________________________________________________________________________________________
___________________________________________________________________________________________________
2. How was the word “robot” originated?

___________________________________________________________________________________________________
___________________________________________________________________________________________________
3. Why is so difficult to build human-level androids? Explain.

___________________________________________________________________________________________________
___________________________________________________________________________________________________
4. According to the author of the article, what is the law of accelerating returns?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
5. According to the article what is expected to achieve by 2029?
____________________________________________________________________________________________
38
Task 25. Reading Skill: Identifying Ethics and Values
Read the following comment about the famous short story “Cinderella”. Then, discuss the questions that follow in teams.
“Once upon a time…”
The fairy tale of Cinderella is a well-known, well-loved and well-ingrained story that was always told to me as a
bedtime story. Who could forget the mean-spirited stepsisters who punished and ruined Cinderella’s life to no end?
According to the dark Brothers Grimm version, the stepsisters mutilated their feet by cutting off their heels and toes
to fit into the infamous shoe, and their eyes were pecked away by birds until they were blinded! It’s definitely one
way to send a message to children… don’t be bullies or you’ll be punished. Which is exactly what the Brothers
Grimm’s views and values were. Their construction of their fairy tale to send a message of what they viewed as
‘good’ or ‘bad’ is simplistically shown through the writers’ choice in determining the characters’ fate. The evil
stepsisters are punished, while Cinderella receives happiness and riches because she remained kind and pure. A
clear and very simple example of how texts reflect the beliefs, world views and ethics of the author, which is
essentially the author’s views and values!
https://www.vcestudyguides.com/blog/views-and-values
1. What were the Brothers Grimm’s views and values the author mentioned?
____________________________________________________________________________________________
2. If you have watched the Cinderella story by Disney… are the same values stated by the Brothers Grimm in the movie?
What are the differences?
____________________________________________________________________________________________
____________________________________________________________________________________________
Vocabulary
meaningful way.
COMPRISE NOTION PROCEED INCAPACITATE CODE
1. Sure, a few gunshots may _________________ zombies, but removing their heads is the best way to go.
2. She sat down because the ________________ of conduct about standing while guarding took second place to comfort.
3. Birds of prey _______________ several species of hawks and owls, and a few eagles.
4. Sometimes Jeff had this ______________ about protecting me from anything unpleasant.
5. Are you saying you want to _________________ like we did yesterday?
39
INFORMATIVE AND PERSUASIVE WRITING: Text type -
What are they?
Businesses, clubs, organizations and government bodies use leaflets, flyers and pamphlets to communicate information.
Brochures have a similar •unction but are longer, running to several pages. These texts can advertise a service or a product,
or draw attention to a cause or event. One key •feature is that they focus on one key theme, idea or range of• products. The
information is set out in a simple but attractive format. This encourages the reader to focus on the key message.
Writing to a specific audience
You should know who you are aiming your brochure/ leaflet/pamphlet at so you can write your text from the reader’s point of
view. In deciding to use a leaflet/brochure/pamphlet to communicate your message, you should ask yourself• the following
basic questions:
• Who is the audience? What special interest do they have in your information, service or product?
• What does the audience want to know? What are your readers’ concerns?
• What does the audience already know, and how much more do they need to know?
Types of texts
The informative text is factual. In it you present •acts previously unknown to the audience, and it attracts readers by
satisfying curiosity. For example:
• • a health authority explains how its services work

• • a new school club introduces itself•: what it does, when and how •frequently the members meet.
A persuasive text uses reasoned argument. You have to present information and convince the audience to reach certain
conclusions, for example to ask readers change their behavior by using or buying certain products. This could be:
• • a leaflet by a medical practice on healthy lifestyles

• • a leaflet •rom a shop or business asking the audience to buy its products.
Instructional texts ask people to take certain actions. They may be used to give advance warning of a problem. These are
used by authorities to direct and control activities, such as in emergencies.
Alternatively an instructional pamphlet will give clear steps about how to solve a problem. For example:
40
• what to do in case of a power shortage
• • how to apply ‚or a place at university.
Also some leaflets/pamphlets/brochures will use a mixture of information, persuasion and instruction.
Sample A
Sample B
41
42
Sample C
43
Sample D
44
Structure
Informational texts are problem-driven. The problem is stated or implied. In the samples above, what problem does each
leaflet address?
Despite their short length, there must be an obvious beginning stating the issue, a middle that illustrates a number of
possibilities to solve the problem and a conclusion explaining what •further action to take.
Make sure that the information is of real importance to the audience.
45
• Opening/heading/title
The title should be brie•, summarizing the point. Try to use a short, memorable phrase.
Because you will want your readers to read •further than this:
• give the name of the organization or company that has produced the text
• write a clear •focused heading/ title
• state the purpose of the leaflet
• state your message
Sub-headings
Use sub-headings to give further explanation. You can also use headings to separate your ideas. Sometimes the sub-
headings are questions.
Body text
• Use short paragraphs and mark them with headings.

• Make sure your €first sentences contain the point of the message.
• Begin with the benefits of your message.
• Organize your paragraphs/headings •rom most important to least important.
• Use bullet-pointed lists that are easy to read.
• Highlight single lines in a different •font size or color to make a strong point.
Close
Make sure your readers know what to do next. Include an email address, telephone number, website, or some other form of
response mechanism such as a reply coupon.
Tone and style
• •Write your text with your imaginary audience in mind.

• •Always show respect •or your readers and use appropriate language.
• •Your vocabulary should match the formality of the message and the audience; use appropriate register.
• •It is perfectly acceptable to use a familiar tone, including slang, in order to sell your product to a teenage audience
but a leaflet about healthcare or the elderly, •for example, should be informative and formal.
46
Task 27. Understanding the text
Re- read Sample D. Analyze the content in the table below. You can add your own comments about the effectiveness of‚ the
elements of the text.
Text Effectiveness of the

elements
Structure: thesis-driven or problem driven?
What is the subject matter?
What is the purpose of the text?
Who is the potential audience?
How does the text grab the reader’s attention?
How many ideas are in the body text?
How does the flyer close?
How suitable is the language of the text for its intended

audience?
Other comments
Understanding the texts
After reading the information of the four very different flyers, brochures and leaflets (A-D) . Analyze each one noting in
particular the features shown in the table below.
Sample A Sample B Sample C Sample D

Subject matter
Purpose of the text
Role of the author of

the text
Target audience
Use of language
Use of layout and

structure
Other comments
47
Once you have completed the table, decide which of‚ the flyers you think is most effective. Give reasons.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Task 28. Team 6
48
49
contexts.
Attributes
• Communicates clearly in different contexts in a second language.
7. Makes academic and professional proposals that are inter, multi and trans disciplinary, in accordance with the best global practices
for promoting and consolidating collaborative work.
Attributes
• Proposes own points of view while respecting those of his/her peers.
9. Has an attitude of commitment and respect to the diversity of social and cultural practices that reaffirm the principle of integration in
the local, national and international context, in order to promote environments of peaceful coexistence.
Attributes
• Learns and respects different points of view.

4.3 Identifies key ideas in a text or speech, and draws conclusions from them.
4.4 Can communicate everyday situations in a second language.
8. Participates and collaborates effectively in different teams.
8.2 Contributes ideas openly and considers other people’s ideas in a reflective way.
10. Takes on a respectful attitude towards interculturality and diversity in beliefs, values, ideas and social practices.
10.2 Negotiates and learns from people with different points of view and traditions through acknowledging one’s own circumstances in a
broader context.
TASKAssertiveness, interpersonal-conflict handling, perspective taking Assertiveness, empathy and interpersonal

# SECTION TOPIC DESIGNED BY DATE D/ND
conflict handling Active listening, empathy, assertiveness, perspective taking, critical thinking
29 READING Easter’s End – Comprehension Questions TEACHER
30 READING Easter’s End – Reading Skill TEACHER
31 READING Easter’s End – Vocabulary TEACHER
32 READING Monumental Collapse? – Comprehension Questions TEACHER

33 READING Monumental Collapse? – Reading Skill TEACHER
34 READING Monumental Collapse? –Vocabulary TEACHER
35 WRITING Magazine Article TEACHER
36
WRITING Magazine Article TEAM 6
50
1. How is the name of “Easter Island” derived?

_____________________________________________________________________________________________
2. What were the conditions of the people living in the island that didn´t match Roggeveen’s conception?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
3. What are the 3 fields where evidence has come to explain the location and handcraft of the famous stone statues of the
island?
____________________________________________________________________________________________
4. How the civilization of the island was almost destroyed according to the article?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
5. What is the moral that the author of the article wants to give to the reader?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Reading Skill: Identifying Multiple Causes
Task 30. Read the following paragraph, the complete the table by providing rationale that explains why each
condition affected Ryan´s day.
The Forgotten Watch Effect
This evening, Andrew and Mark were worried for a few minutes. Class had started, but Ryan, who was usually
early, had not arrived. It turned out that his watch had made him late.
When Ryan got home from school this afternoon, he took a bath. Before taking a bath, he took off his watch and
put it on his desk. He took off his watch so that it would not get wet and so that he could wash his arm properly.
When he finished his bath, he got dressed, did some homework and played on the computer. Then it was dinner
time. All of these after-bath activities took his mind completely off his watch. Also, the watch was out of sight behind
a book, so there was nothing to remind him that he had not put it on until his mother had locked the door as they
were preparing to come to class. Then he felt that something was missing and finally noticed that he was not
wearing his watch. At that point, he had to unlock the door and go up three flights of stairs to his room to get the
watch.
It is ironic that Ryan was late because of the very thing that is supposed to help people be on time. Maybe next
time he will be careful not to hide it behind a book. (228)
https://marsdenarenglish.wordpress.com/short-essays/model-short-cause-and-effect-essays/
51
CONDITION RATIONALE (WHY IS THIS RELEVANT?)
Andrew and Mark were worried for a few minutes
Before taking a bath, he took off his watch and put it on
his desk.
He finished his bath; he got dressed, did some
homework and played on the computer.
He had to unlock the door and go up three flights of
stairs to his room to get the watch.
Vocabulary
meaningful way.
COLLAPSIBLE WIDESPREAD SUPPLEMENT CEASE CITE
1. At dinner the conversation did not ______________ for a moment and seemed to consist of the contents of a book of
funny anecdotes.
2. A dining room table with _______________ sides can be stowed when not in use, freeing up valuable room.
3. I'm not sure he was aware the show received such _______________ attention.
4. Please _______________ two instances of the magical skill of the elves in the “Harry Potter and the Chamber of
Secrets” book.
5. Leibnitz has to ________________rather than correct Locke on this point.
52
1. According to the author of the article what were the reasons of the collapse of the Easter Island civilization?
______________________________________________________________________________________________
2. Mention the problems the story of the island has to be believable at the beginning of the article.
____________________________________________________________________________________________________
______________________________________________________________________________________
3. What did Ladefoged state about the soil of the island?

_____________________________________________________________________________________________
4. What are the causes of the collapse of the civilization in the island according to Stevenson?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
5. According to Peiser, along with Hunt and Lipo what were the disasters that were the trigger of the final collapse of the
society in the island?
___________________________________________________________________________________________________
___________________________________________________________________________________________________
Reading Skill: Synthesizing Information from Several Sources
Task 33. Read the following passages then clarify the points given by the two people mentioned in the chart below.
In the past, opponents of immigration raised economic, racial, religious, and nationalistic objections or questions
about large-scale immigration to the United States (Jones 247-305). Today, however, experts tell us that opposition
to immigration is expressed almost exclusively in economic terms. For example, Dan Lacy, a workplace consultant,
business journalist, and editor, found that "research of immigration attitudes" shows that the fear that some
Americans have of losing their jobs to immigrants is the main reason for opposition to immigration today (41). In the
same economic vein, Thomas Muller, an economist with the Urban Institute, points out the wide spread concern
among Americans that the new immigrants use welfare and other public-aid programs to such an extent that they
are a ''financial burden" on government and, therefore, a financial burden on taxpayers (125-127). With these two
reasons expressly conveyed, it is easy to see that most objections to immigration now fall under the economic
realm.
https://www.bgsu.edu/content/dam/BGSU/learning-commons/documents/writing/synthesis/asked-to-synthesize.pdf
53
Immigration fuels the economy. When immigrants enter the labor force, they increase the productive capacity of the
economy and raise GDP (gross domestic product). According to Pia Orrenius “When immigrants enter the labor
force, they increase the productive capacity of the economy and raise GDP. Their incomes rise, but so do those of
natives. It’s a phenomenon dubbed the ‘immigration surplus’.” Typically 0.2 to 0.4 percent — it still amounts to $36
to $72 billion per year.
In addition to the immigration surplus, immigrants grease the wheels of the labor market by flowing into industries
and areas where there is a relative need for workers — where bottlenecks or shortages might otherwise damp
growth. Immigrants are more likely to move than natives, and by relieving these bottlenecks to expansion,
immigrants increase the speed limit of the economy. Growth accelerates as slack falls, a desirable scenario that
follows from the improved allocation of resources in the economy. For example, in terms of occupations, immigrants
flowed into high-tech jobs during the Internet boom and construction jobs during the 2000s housing boom. If
immigration makes the economy larger, more efficient and productive, what’s the problem? Why do we, as a nation,
strictly limit immigration?
https://www.bushcenter.org/catalyst/north-american-century/benefits-of-immigration-outweigh-costs.html
CONDITION LACY MULLER ORRENIUS

People in USA oppose to migration
due to the fear that some Americans
have of losing their jobs.
Immigration fuels the economy.
The immigrants nowadays in USA
use public-aid programs to such an
extent that they are a ''financial
burden" to the government.
Immigrants grease the wheels of the
labor market by flowing into
industries and areas where there is a
relative need for workers
Opposition to immigration is
expressed almost exclusively in
economic terms.
Immigration makes the economy
larger, more efficient and productive
After completing the table, work in teams. Make an outline of a paragraph where the Pros and Cons of Migration will be stated
from the sources given before.
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
54
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
Vocabulary
meaningful way.
CONFIRM VALIDITY CONCEIVE CULTURE QUOTE
1. It is certainly possible to _______________ of a single day without war.

2. Betsy was hopeful she might be able to ________________ the information given by her grandparents.
3. You are right to ______________Jefferson, but you chose the wrong words to explain your claim.
4. A great chapter in the history of ________________ is filled by the influence of translations of the Bible.
5. She had to research the topic for hours to ensure the _____________ of her argument.
55
JOURNALISM: Text type-
What is a magazine/newspaper article?
Unlike new reports which concentrate on events that have just happened, magazine/newspaper articles explore a range of
issues, opinions, experiences and ideas.
Whatever the idea or topic, the article writer will have a point of view or angle that makes the article interesting and unique. In
the article, you can offer an opinion about current affairs or simply present a personal perspective on modern-day life. Article
writers go beyond just the facts and add color, detail, background and personal comment.
Magazine/newspaper articles can inform, entertain and persuade readers, or may simply satisfy the reader’s
curiosity about a particular topic. Professional articles may do all four at the same time.
Writing to a specific audience
If you choose to write a magazine/newspaper article, you must think about the audience. Who does the magazine or
newspaper? For example, if a magazine is targeted at teenage girls, then the articles, advertising and pictures within that
magazine reflect teenage girls’ interest in lifestyles, studying, fashion, health and relationships.
You also need to establish the relationships between you as the writer and your relationship, so always keep your reader in
mind and remember to use appropriate vocabulary and register.
Types of articles
An article provides more background information and analysis about an important issue than a newspaper report. News
reports can quickly go out of date but articles have a more lasting value. Articles can be about people, places, topics or current
issues. Some examples can be about people, places, topics or current issues. Some examples of articles that you may be
asked to write could be:
● An analysis and opinion on an issue you examined during the course.

● A profile of a well-known person or celebrity. This could be a character from a book.
● A personal experience or anecdote related to one of the options: cultural diversity, customs and traditions, health,
leisure, or science and technology.
● Some background information on a local, national or international event.
● A human interest story about a strange or unusual event.
56
Structure
An article should always include a headline, introduction, the main body and a concluding paragraph.
An article can follow either a narrative-driven, thesis-driven or a problem-driven structure.
• Title or headline
The headline grabs the readers’ attention and persuades them to read the article. You will also need to add the by- line (the
writer’s name) and location at the beginning.
• Introduction
The purpose of the introduction or lead is to capture the attention of the readers and make them want to read further. Use an
attention grabber (sometimes referred to as a kicker). Here are three ways of doing this:
- Ask a provocative question. ‘Do you really need a university degree?’ This question can introduce a problem-driven
text.
- Make a provocative thesis statement: ‘In the future, no-one will need to speak English’.
- Relate a personal experience to introduce a narrative-driven text.
Depending on the nature of the article you are asked to write, you can further illustrate the narrative/problem/thesis in
several ways:
- Begin with a dramatic moment in a story.

- Start with a quote or joke.
- Describe some aspect of a place or a person you are profiling.
• The main body

The middle section consists of a number of paragraphs that expand the main topic of the article into subtopics. The
paragraphs should link with your angle and prove your point of view. There are different structures you can use for this:
- A €one-sided approach
Each section of the feature emphasizes a single point to support your angle. For example, your angle might be ‘X is a
great but vulnerable character’. Make sure you give examples for each point you make.
- A ‘balanced but undecided’ approach
There are two sides to the issue/problem. Give both sides of the argument with supporting evidence.
• Conclusion
A conclusion should tie everything together and sum up the article. The concluding paragraph should leave a lasting
impression by:
- reminding the reader of the article’s main idea; you can return to your problem/ thesis statement at the start of the
article.
- suggesting an appropriate course of action or make a recommendation
- explaining a person’s future plans if you are writing about a person
- saving an unexpected piece of information until the last paragraph.
57
Tone and style
You need to establish the relationship between you as the writer and your readership, so make sure your language is suitable
for the magazine’s/newspaper’s audience.
In an article, you can use a more personal approach than that of the news report. You can relate personal experiences and
anecdotes. These will help you to maintain interest in the article. The use of quotes personalizes the topic and adds life and
color to your article.
A more personal tone is created through the use of informal language, for example, contractions, and a first-person narrative.
If you wish to be humorous, try mild exaggeration or understatement.
A magazine writer can use ‘I’ in certain circumstances. However, you must decide whether the readers are
more interested in you or the subject of the article.
Sample magazine Article
Article A
Growing Up Deaf- Discovering Sign Language-
My Introduction to a Different Word

By Jamie Berke
Every formerly ‘pure oral’ (what we called it in the ‘70s) deaf person has his or her own tale to tell of how he or she
came to begin using sign language. Here is mine:
Sometime in the late 1970s, I discovered sign language. Or more precisely the sign alphabet.
My mother was working as an oral interpreter at a mainstream program in another state. Some of the kids
she interpreted for knew sign language, and she told them she had a deaf daughter. One day she brought home a
card with the sign language alphabet on it.
What was this? I was excited and set about learning the alphabet quickly. I carried that card with me on
the school bus, where I sat alone and practiced my fingerspelling.
The kids at her school began to invite me along to their activities. They all signed and talked, and for the
first time I got a taste of what my life could have been like.
58
When I was 14, I took my first sign language class at a local community college. What I did not know then
was that the class was not teaching ASL but signed English! To this day my sign language is very ‘English’ in
nature. That class was followed by another class when I was 15. After that I had to stop because no more classes
were available.
My hearing classmates found out I was learning sign language, and asked me to teach them the
alphabet. I did so, only to find that they weren’t interested in communicating more efficiently with me, only in being
able to curse in sign language!
With no-one to practice my signs with, my signs skills deteriorated. I had no sign classes the year I was
16.Then the following year I went to college, and re-discovered sign language. I still remember how it felt that very
first day in the cafeteria at the Rochester Institute of Technology/National Technical Institute for the Deaf, looking
around me at all the sign language and feeling as if had entered a different world.
Jamie Berke,2009
Article B
3 / News
Manchester
My home town of Manchester has changed beyond Manchester is also a shopaholics’ paradise.
recognition in the last few years. After the IRA bombing The city center is compact so it is easy to walk round. I
in 1996, Manchester turned a negative into a positive think it is altogether a much more pleasant shopping
and created a new blueprint for the city. Now with its experience than London. Now that Virgin Trains have
great combination of style and culture, it has become converted to me to using the train, I will be flexing my
one of the most vibrant places in the UK. credit card here more often as it only a two-hour journey
from London and so therapeutic.
You’ll find all the usual high street names as well as a
Harvey Nichols and Selfridges. If you are feeling flush
then pay a visit to Flannels in Spinningfields, one of the
city’s chicest districts. This independent boutique,
packed with luxury labels including Prada and Marc
Jacobs, is a favorite with Manchester’s fashion
cognoscenti. If you like malls visit The Trafford Centre.
It’s huge. The Northern Quarter is great for quirky
boutiques, art galleries and tea shops such as Teacup.
The five-star Lowry Hotel is the preferred address
Manchester’s Metrolink tram system is easy to use of stars and captains of industry and my favorite place to
and makes getting round the city easy. There are even stay. The place radiates northern charm and the service
free shuttle buses waiting at Piccadilly Station to is always good.
transport you to the city’s leading attractions. Manchester does have some great eateries including
El Rincon de Rafa, which serves rather good Spanish
59
The museums such as the Lowry Centre, at the tapas and Panacea, one of the haunts of the rich and
revamped Salford Quays, which is a tribute to L S famous. Deansgate is also crammed with plenty of‚ cool
Lowry, the artist Famous .or his matchstick men, and the bars where you can sit outside, if the weather is good,
multi-award winning Imperial War Museum North are and watch the world go by.
excellent. The place I always head to when I am in town is the
Of course, if you are like me a Manchester United Lowry’s River Bar and Restaurant. The food is always
fan, then it would be sacrilege to go to Manchester and delicious. Looking out on to the River Irwell and chic
not pay a visit to the Manchester United Museum & apartments, it reminded me of being in Chicago. And
Tour Centre where you can brush up on your history of just like being in the Windy City, where you have to
the club as well as seeing the spectacular Trophy Room. scratch beneath the surface to discover its throbbing
There are other great buildings worth seeing such as pulse, the same is true with Manchester.
Manchester Cathedral, which has an amazing interior,
Manchester Town Hall and John Rylands Library, both Daralyn Danns
built in Victorian Gothic style.
Task 35.
Essential questions Article A Article B

What is the topic?
What is the writer’s chosen angle?
How does the writer get the reader’s

attention?
Is the article balanced or one-sided?
How is the article structured?
How does the writer finish the article?
Who is the audience?
How does each writer connect with the

readers?
Task 36. Team 5
60
61
REFERENCES
Benz, Cheryl, and Roemer Ann. Grammar Dimensions 2nd. Edition. Boston, MA: The Newbury House, 1997.
Aldin, K. S., Awad, J. A., Tempakka, T., & Morley, K. (2014). English B: for the Ib Diploma. Oxford: Oxford University Press.
Oshima, Alice, and Hogue, Ann. Introduction to Academic Writing. 2nd. ed. White Plains, NY: Addison Wesley Longman,
1997.
Pavlik, Cheryl, and Keenan Segal Margaret. Interactions 1. 4th Edition.New York, NY: McGraw-Hill Contemporary, 2002
Wilson, Carroll. Writing and Grammar Handbook Edition. Boston, MA: Pearson Education, 2008.
https://blog.abaenglish.com/conditional-sentences-with-modal-verbs/
https://dictionary.cambridge.org/es/gramatica/gramatica-britanica/conditionals-other-expressions-unless-should-as-long-as
http://www.webenglishteacher.com/descriptive.html
http://www.worksheetplace.com
http://www2.elc.polyu.edu.hk/CILL/eap/
www.busyteacherscafe.com
www.handoutsonline.com
http://write-site.athabascau.ca/mla-quiz.php
https://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/tns/tn-13.pdf
https://www.ego4u.com › cram-up › tests ›
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R. N.

SEMESTER: JANUARY – JUNE 2023

Firma del alumno: ______________________________Firma del padre o tutor:_____________________________

1 GRAMMAR Reported Speech TEACHER

2 GRAMMAR Reported Speech TEACHER

3 GRAMMAR Reported Speech TEACHER

4 GRAMMAR Reported Speech TEACHER

5 READING Google: A brief history – Comprehension Questions TEACHER

6 READING Google: A brief history – Reading Skill TEACHER

7 READING Google: A brief history - Vocabulary TEACHER

8 READING Google Controversies – Comprehension Questions TEACHER

9 READING Google Controversies – Reading Skill TEACHER

10 READING Google Controversies -Vocabulary TEACHER

11 WRITING Diary Entry TEACHER

12 WRITING Diary Entry—Team 3 TEAM 3

Modals Changes in Reported Speech

DIRECT QUOTATION REPORTED SPEECH

Changing Pronouns and Time Signifiers

In Reported speech there is no question anymore, the sentence becomes a statement.

Question without question words (yes/no questions):

We can use either if or whether to report yes/no questions.

He wanted to know if I could bring my notes to the meeting

He wanted to know whether I could bring my notes to the meeting

Question with question words:

CATEGORY DIRECT QUOTATION REPORTED SPEECH

TASK 1. Finish the sentences using Reported speech.

1) John: "Mandy is at home.“

1. Who are Larry Page and Sergey Brin?

Reading Skill: Analyzing Criteria

Who is responsible for the information? Look for an ABOUT page.

Which is more credible?

What factors helped you decide?

BIAS FORMULAIC RELEVANCE COMPUTATIONAL CONSTANTLY

2. The townspeople show a _______________________in favor of French habits and fashions.

3. Sarah was a hopeless romantic, ______________________searching for her 'soul mate'.

Task 8. Reading comprehension questions

Strongly Agree Agree Disagree Strongly

I will get a higher grade working in a group than

Everyone in the team will have an equal

The grade that I will receive will be a fair

It is fair that everyone in the team receives the

Everyone in the group will do an equal amount of

I should be able to give my point of view of how

DISTRIBUTOR INVESTIGATE SCOPE POTENTIAL OFFSETTING

1. The ___________________of the work is described on the title-page.

2. Etam is the second largest __________________of women's clothing in France.

4. What is the ______________impact of the costs of future technologies?

What is a diary entry?

You may also want to use verbs in the conditional tenses:

• • I wonder what will happen if I go (future).

Friday January 2nd

Saturday January 3rd

What is the purpose of the text?

How does the writer start the diary

What is the core narrative (storyline)

What descriptive details has the

In each text what are the

How does the text show the

TASK DESIGNE D/N

Factual Conditionals (Type 0)

• If + present simple, .... present simple.

• If people eat too much, they get fat.

Future Conditionals (Type 1)

Firma del alumno: __Firma del padre o tutor:_

1) If I _ (go) out tonight, I ___ (go) to the cinema

1 If I see him, I _ ____________ (give) him a lift.

1. If I _ (be) you, I ___ (get) a new job.

1) If you _ (not/be) late, we _ (not/miss) the bus.