Libro de inglés contestado unidad 2, Exámenes selectividad de Inglés

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Fanny Riva Palacio

Stefania Villarreal Riva Palacio

Teacher’s Guide

(^40) Unit 1 | Energy

Project

Making a difference in Mexico

(^1) Work in groups. Discuss the questions.

• How important is it for new generations to think about making a difference in their country? Why? (^2) Based on your discussion, make a list of things that can make your country change for the better. And a list of actions to make this happen.

(^3) Do some research to find out information on how people are currently making a difference in Mexico. Use the following ideas to focus your research.

• Problems people are currently facing.
• What are people doing to solve those problems?
• Actions young people are currently doing to make a difference in Mexico. (^4) Share your fi ndings with your team. Talk about the actions you believe are making a difference; which ones need more work, and which actions you believe won’t make a positive difference. Discuss the question and reach a conclusion.
• How are you making a difference in your country right now?
• How will you make a difference in your country in 10 years?
• How will you make a difference in your country in 20 years? (^4) Share your fi ndings with your team. Discuss the questions and reach a conclusion.
• What are you currently doing to make a difference in your country?
• How will you make a difference in your country in 10 and 20 years? (^5) Write an informative text to make it a project called: Making a difference in Mexico. Use your findings and conclusions. Give suggestions and propose changes. Finally, present it to your group.

Co-evaluation

Name Yes No

• Participated in group discussion
• Used information and technologies appropriately to research the topic
• Finished the task on time
• Clearly presented the text to the class

We could improve at

ProjectProjectProject

Making a difference in MexicoMaking a difference in MexicoMaking a difference in Mexico

Work in groups. Discuss the questions. How important is it for new generations to think about making a difference in their country? Why? Based on your discussion, make a list of things that can make your country change for the better. And a list of actions to make

Do some research to find out information on how people are currently making a difference in Mexico. Use the following ideas to focus your research. Problems people are currently facing. What are people doing to solve those problems? Actions young people are currently doing to make a difference in Mexico. Share your fi ndings with your team. Talk about the actions you believe are making a difference; which ones need more work, and which actions you believe won’t make a positive difference. Discuss the question and reach a conclusion. How are you making a difference in your country right now? How will you make a difference in your country in 10 years? How will you make a difference in your country in 20 years? Share your fi ndings with your team. Discuss the questions and reach

What are you currently doing to make a difference in your country? How will you make a difference in your country in 10 and 20 years? Write an informative text to make it a project called: Making a difference in Mexico. Use your findings and conclusions. Give suggestions and propose changes. Finally, present it to your group.

Co-evaluation

Participated in group discussion

• Used information and technologies appropriately to research the topic

(^1) Work in groups. Discuss the questions.

• How important is it for new generations to think about making a difference in their country? Why? (^2) Based on your discussion, make a list of things that can make your country change for the better. And a list of actions to make this happen.

(^3) Do some research to find out information on how people are currently making a difference in Mexico. Use the following ideas to focus your research.

• Problems people are currently facing.
• What are people doing to solve those problems?
• Actions young people are currently doing to make a difference in Mexico. (^4) Share your fi ndings with your team. Talk about the actions you believe are making a difference; which ones need more work, and which actions you believe won’t make a positive difference. Discuss the question and reach a conclusion.
• How are you making a difference in your country right now?
• How will you make a difference in your country in 10 years?
• How will you make a difference in your country in 20 years? (^4) Share your fi ndings with your team. Discuss the questions and reach a conclusion.
• What are you currently doing to make a difference in your country?
• How will you make a difference in your country in 10 and 20 years? (^5) Write an informative text to make it a project called: Making a difference in Mexico. Use your findings and conclusions. Give suggestions and propose changes. Finally, present it to your group.

Co-evaluation

Name

• Participated in group discussion

Used information and technologies appropriately

Participated in group discussion

Used information and technologies appropriately to research the topic

Participated in group discussion

Used information and technologies appropriately to research the topic

Participated in group discussion

Used information and technologies appropriately

(^1) Work in groups. Discuss the questions.Work in groups. Discuss the questions. You may want to tell students that they will now use some of the strategies they learned and practiced throughout the unit to complete their project. Encourage them to look back at their work in this unit to get ideas for their questions. It is important that they have their questions before they start researching so that they can find what they are looking for with more ease. Remind them that they will make an informative text and that that type of text includes facts and it has an introduction, development, and conclusion. Tell them they can include not just written information, but also images, pictures, or data. Choose a date for their presentations. Right after their presentations, you can also ask some questions and have them clarify the information they included. For example, you could have a short Q&A session where you and other students ask specific questions about what was presented. Alternatively, you could have a whole class discussion after all groups have presented their projects where you discuss or clarify specific ideas from the projects. Co-evaluation Students can answer the co- evaluation with the groups they worked with on their projects. If necessary, go over the sentences and clarify any doubts.

Learning outcomes

By the end of the unit, I will be able to

• identify specific information in an oral

or written text

• identify main and secondary ideas in oral

and written texts

• analyze negative, affirmative, and interrogative

language structures to talk about nature

• express ideas and concepts in coherent

and creative texts that include introduction,

development, and clear conclusions

• analyze and describe the importance of

conserving nature in Mexico and the world

Extra help:

• Quizzes 1 & 2 115 - 116
• Unit's glossary 120
• Grammar reference 123
• List of verbs 127

PROJECT Research project. An adventurous trip.

(^44) Unit 2 | Natural resources and exploring

Habitats and Conservation Endangered species

Session

17

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

1 Look at the pictures. Do you know how those animals are called?

Ugly animals need protection too

According to a report from the Zoological Society of London, there are 58% less species in the wild than in the 1970s. Many of us know that pandas, elephants and dolphins are endangered, but there are other uglier animals that are at risk. The Titicaca water frog is found in Lake Titicaca in the border between Peru and Bolivia. Trout that were introduced to the lake eat the tadpoles, humans eat the adults, and the pollution in the lake also kills them.

The Aye Aye look ugly. They live on Madagascar, but locals kill them because believe they bring evil. The loss of Madagascar’s forest threatens other species too. One of these species is the Antsingy Leaf Chameleon. Illegal pet traders popularized this reptile. This Convention on International Trade in Endangered Species of Wild Fauna and Flora (CITES) banned the sale of this reptile. People find peacock tarantulas in a small area of forest in central India. Deforestation and people that enjoy keeping them as pets threaten this species.

2 Read the text and rewrite the incorrect information. a. The Zoological Society of London reported that there are 58% more species in the wild than in the 1970s.

b. The tadpoles are eaten by salmon introduced to the lake.

c. Adult Titicaca water frogs are eaten by humans.

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

e. Aye Aye are killed by locals because they believe they bring good luck.

f. The sale of the Antsingy Leaf Chameleon is banned by the CITES.

g. Peacock tarantulas are found in central India.

h. Peacock tarantulas are kept as pets.

were introduced to the lake eat the tadpoles, humans eat the adults,

The Aye Aye look ugly. They live on Madagascar, but locals kill them because believe they bring evil.

2 Read the text and rewrite the incorrect information.Read the text and rewrite the incorrect information.

The Zoological Society of London reported that there are 58% less species in the wild than in the 1970s.

The tadpoles are eaten by trout introduced to the lake.

Aye Aye are killed by locals because they believe they bring bad luck.

Ugly animals need protection tooUgly animals need protection too

According to a report from the Zoological Society of London, there are 58% less species in the wild than in the 1970s. Many of us know that pandas, elephants and dolphins are endangered, but there are other uglier animals that are at risk. The Titicaca water frog is found in Lake Titicaca in the border between Peru and Bolivia. Trout that were introduced to the lake eat the tadpoles, humans eat the adults,

lake also kills them.

According to a report from the Zoological Society of London, there are 58% less species in the wild than in the 1970s. Many of us know that pandas, elephants and dolphins are endangered, but there are other uglier animals that are at risk. The Titicaca water frog is found in Lake Titicaca in the border between Peru and Bolivia. Trout that were introduced to the lake eat the tadpoles, humans eat the adults, and the pollution in the lake also kills them.

tadpoles, humans eat the adults, and the pollution in the

tadpoles, humans eat the adults, and the pollution in the lake also kills them.lake also kills them.

1. Encourage students to use English when they talk about the pictures. Then, have students read the title of the text and predict what the text will be about. Invite volunteers to share their predictions with the class. 2. Before they read the text. Remind students they can use their bilingual dictionary to fi nd the meaning of unknown words. Ask students to compare their answers with a classmate. Invite volunteers to read their answers to the class.

(^46) Unit 2 | Natural resources and exploring

Session

(^18) Saving endangered animals

What do you know about orangutans? Discuss in groups.

1 Look at the pictures. Predict what the conversation will be about.

2 Listen to and read the conversation. Circle the correct option. (^7)

a. The conversation is about….

1. primates 2. a former zoo worker 3. a program to rescue animals

b. What animal did they rescue?

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

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

1. Because they like podcasts. 2. Because they like animals 3. Because they are interested in protecting animals

Larissa: Did you listen to yesterday’s Living With Nature podcast? Rodrigo: No, I didn't. Larissa: What was it about? Rodrigo: It was about orangutans. Do you remember that woman who worked at the zoo? Larissa: Oh, Alicia? The one who loves primates? Rodrigo: Yes. Alicia. She was invited to yesterday’s podcast. She was interviewed on the topic. Larissa: Oh, that is so interesting. I will listen to it, but in the mean time. Tell me, what did she say? Rodrigo: She was asked about an animal rescue program she is part of, and she shared the story of a baby orangutan that was saved from smugglers. Its mother was killed at a palm plantation. Larissa: Oh no, poor animals. Rodrigo: I know. The good news is this baby orangutan was saved. It is kept in a sanctuary where they will nurse it back to health, and where it will live and be safe. Babies so young aren’t returned to the wild because they are never able to learn how to live by themselves. Larissa: Oh, that is so sad. Well, at least it will grow happy and safe. Thank you for sharing.

back to health, and where it will live and be safe. Babies so young aren’t

will grow happy and safe. Thank you

Did you listen to yesterday’s

What was it about? It was about orangutans. Do you remember that woman who worked at the zoo? Oh, Alicia? The one who loves primates? Yes. Alicia. She was invited to yesterday’s podcast. She was interviewed on the topic.Yes. Alicia. She was invited to yesterday’s podcast. She was interviewed on the topic. Oh, that is so interesting. I will listen to it, but in the mean time. Tell me, what did she

She was asked about an animal rescue program she is part of, and she shared theShe was asked about an animal rescue program she is part of, and she shared the story of a baby orangutan that was saved from smugglers. Its mother was killed at a palm plantation.

She was asked about an animal rescue program she is part of, and she shared the story of a baby orangutan that was saved from smugglers. Its mother was killed at a palm plantation.a palm plantation. Oh no, poor animals. I know. The good news is this baby orangutan was saved. It is kept in

a palm plantation. Oh no, poor animals. I know. The good news is this baby orangutan was saved. It is kept inorangutan was saved. It is kept in a sanctuary where they will nurse it back to health, and where it will live and be safe. Babies so young aren’t returned to the wild because they

orangutan was saved. It is kept in a sanctuary where they will nurse it back to health, and where it will live and be safe. Babies so young aren’t returned to the wild because they are never able to learn how to live by themselves. Oh, that is so sad. Well, at least it will grow happy and safe. Thank you for sharing.

Larissa: Oh, Alicia? The one who loves primates? Rodrigo: Yes. Alicia. She was invited to yesterday’s podcast. She was interviewed on the topic. Larissa: Oh, that is so interesting. I will listen to it, but in the mean time. Tell me, what did sheOh, that is so interesting. I will listen to it, but in the mean time. Tell me, what did she say? Rodrigo: She was asked about an animal rescue program she is part of, and she shared the story of a baby orangutan that was saved from smugglers. Its mother was killed at a palm plantation. Larissa: Oh no, poor animals. Rodrigo: I know. The good news is this baby orangutan was saved. It is kept in a sanctuary where they will nurse it back to health, and where it will live and be safe. Babies so young aren’t returned to the wild because they are never able to learn how to live by themselves. Larissa: Oh, that is so sad. Well, at least it will grow happy and safe. Thank you for sharing.

Larissa:

Yes. Alicia. She was invited to yesterday’s podcast. She was interviewed on the topic. Oh, that is so interesting. I will listen to it, but in the mean time. Tell me, what did sheOh, that is so interesting. I will listen to it, but in the mean time. Tell me, what did she

2. Before students listen to and read the conversation have them read the questions. Remind students that knowing the information they need to complete the activity in advance, may help them focus on the answers needed, Play the recording for students to complete the activity. If necessary, you may play the recording more than once. Check answers with the class by asking students at random to read the answer. Then, you may ask students if their predictions were right or wrong.

Did you listen to yesterday’s

What was it about? It was about orangutans. Do you remember that woman who worked at the zoo?

Did you listen to yesterday’s

What was it about? Rodrigo: It was about orangutans. Do you remember that woman who worked at the zoo?

Did you listen to yesterday’s No, I didn't. What was it about?

Larissa: Did you listen to yesterday’s Rodrigo: No, I didn't. Larissa: What was it about? Rodrigo: It was about orangutans. Do you remember that woman who worked at the zoo? Larissa:

Rodrigo:

Rodrigo: Larissa: Rodrigo:

Form groups of four. Have students discuss and make a list of things they know about orangutans. Invite a speaker from each group to say what they know about those animals. If they don’t know about orangutans, you can tell them that they are an endangered species. Some of the biggest threats to orangutans are deforestation and hunting because they need the forest to survive.

Session 18 47

Natural resources and exploring

Self-assessment

Read the statements. In your notebooks, write if they are true for you and why. Include what you can do to improve.

• I understand the difference between active and passive voice.
• I know how to write using the passive voice.
• To improve, I can...

3 Read the conversation again. Underline the sentences in passive voice.

4 Share your answers with a partner.

5 Complete the sentences with the correct form of the verb. a. English (speak) in several countries.

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

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

d. Endangered animals (protect) by several non-profi t organizations.

e. Pollution (produce) by humankind.

6 Write some actions you can do to protect endangered animals. Use active and passive voice.

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

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

is spoken

were killed

were destroyed

are protected

is produced

Self-assessment

Read the statements. In your notebooks, write if they are true for you and why. Include what you can do to improve.

• I understand the difference between active and passive voice.
• I know how to write using the passive voice.
• To improve, I can...

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

Read the conversation again. Underline the sentences in passive

Share your answers with a partner.

3. Have students complete this activity individually. Then, you may ask them to compare their underlined sentences with a partner. Invite volunteers to read their answers. Have them explain why those sentences are in the passive voice. You could use this activity to revise how the passive voice is formed.

Complete the sentences with the correct form of the verb.

Many wild animals (kill) by hunters last year.

(destroy) by heavy rains two weeks ago.

Endangered animals (protect) by several non-profi t

(produce) by humankind.

Write some actions you can do to protect endangered animals. Use active and passive voice.

is spokenis spokenis spokenis spokenis spoken

were killed

were destroyedwere destroyedwere destroyed

are protectedare protectedare protectedare protectedare protected

is producedis producedis producedis producedis produced

Complete the sentences with the correct form of the verb. is spokenis spokenis spokenis spokenis spoken (speak) in several countries.

explain why those sentences are in the passive voice. You could use this activity to revise how the passive voice is formed.

6. Monitor while students complete the activity. Provide any needed assistance. Make sure students write correct sentences. 7. Form groups of four. Have them choose the best actions within their groups. 8. Invite a volunteer from each group to read their actions to the class.

Session 19 49

Natural resources and exploring

Self-assessment

Read the statement. In your notebooks, write if it is true for you and why. Include what you can do to improve.

• I know how to use the active and passive voice to communicate.
• To improve, I can...

4 Look at the chart. What is the difference between the active and the passive voice? How is the simple present used in active and passive voice? How is the simple past used in active and passive voice? Discuss.

Active Voice Passive Voice

He an orangutan An orangutan rescued by him.

Wildlife organizations endangered species.

Endangered species by wildlife organizations.

A non-profit organization a lot of money to protect tortoises.

A lot of money by a non-profit organization to protect tortoises.

Poachers an elephant.

An elephant by poachers.

5 Write your own answer to u/katzemuk’s forum post. Use both active and passive voice to share your ideas. You can look at Activity 4 if you need help with the grammar.

6 Share your answer in small groups. Make sure everyone understands the ideas you wanted to express.

by

rescues (^) is

protect are protected

raised

was raised

killed was killed

Answers will vary. Answers must refl ect understanding of the topic and correct use of active and passive voice.

4. First, you may ask students to read and complete the activity. If they need some help to complete the activity, you may tell them to check the previous sessions and you may also refer them to the Grammar Reference section on page 123. You may invite volunteers to the board to write their answers and explain how the simple present and simple past are used in active and passive voice. Elicit more examples from students. Make sure everybody understands the differences.

Write your own answer to u/katzemuk’s forum post. Use both active and passive voice to share your ideas. You can look at Activity 4 if you need help with the grammar.

Share your answer in small groups. Make sure everyone

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

Answers will vary. Answers must refl ect understanding of the topic andAnswers will vary. Answers must refl ect understanding of the topic and correct use of active and passive voice.

5. Monitor while students work and provide any needed assistance. Make sure students write correct sentences.

(^50) Unit 2 | Natural resources and exploring

Conserving natural resources and impact

on development

Different sources of energy

Session

20

Brainstorm different sources of energy.

1 Read the text. Circle T for True and F for False. Then, correct the False statements.

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

b. Wood and hay were the primary sources at the beginning of the XIX Century. F T

c. In the XX Century oil wasn’t an important source of energy. F T

d. Nowadays, natural gas is an important source of energy. F T

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

Sources of energy When we think about natural resources, we often think if there will be enough in the future. However, to answer this question, it is important to think about what has happened before. Let’s take a quick look at the past, present, and possible future. There are now around 5.8 billion humans. The annual growth peaked to almost 2% in 1970 and has decreased to 1.4%. Demographers expect the world population to reach 10 billion by 2100. Over the past two centuries, the primary sources of energy have changed. Wood and hay were the primary sources until 1870s. Coal became one of the most important sources of energy in the 1920s. Then, the use of oil peaked in the 1970s. If the trend continues, natural gas will peak around 2030. Humanity has burned about 180 billion tons coal equivalent *(tce). We have burned 75% as much oil, and 40% as much natural gas. If we continue substituting coal, perhaps the use of coal will be discontinued; this would leave large coal reserves underground. Some have used solar and renewable energies to replace non-renewable sources of energy; these renewable energies still only show effectiveness for small niches. Nuclear energy has showed advantages when supplying large amounts of energy. Uranium can be recycled, and this could be the solution to a higher demand of energy. *Ton of Coal Equivalent (tce) unit of energy measurement corresponding to the energy produced by the combustion of a ton of coal. 1 tce = 29,307 gigajoules (GJ).

renewable energies still only show effectiveness for small niches. Nuclear energy has showed advantages when supplying large amounts of energy. Uranium can be recycled, and this could be the solution to a higher demand of energy. *Ton of Coal Equivalent (tce) unit of energy measurement corresponding to the energy produced by the combustion of a ton of coal. 1 tce = 29,307 gigajoules (GJ).

Wood and hay were the primary sources until 1870s

In the XX Century oil was an important source of energy.

Invite volunteers to write different sources of energy on the board.

1. Have students say which statements are correct and which ones incorrect. You may ask students at random to write the corrections of the false statements on the board.

What are natural habitats? Write a definition. Then, share your defi nition with your classmates. Choose the best defi nition.

1 Listen to the conversation. What are speakers talking about? (^8)

2 Listen to the conversation again. Make some notes. (^8)

3 Share your notes with a classmate.

4 Listen to the conversation again. Complete the information below. You can use your notes. (^8) a. Humanity hasn’t thought about the consequences .

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

c. We cannot be healthy without a. 5 Read the conversation to check your answers.

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

(^52) Unit 2 | Natural resources and exploring

5 Read the conversation to check your answers.Read the conversation to check your answers.

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

Franco:

Rosario:

Thanks. Now, let’s try to come up with a topic for your project.

3

4

55

Session

(^21) Preserve natural habitats

healthy environment

global warming

of destroying natural habitats

You can write the best definition on the board for students to copy.

1. Go over the instruction with the students. Tell them to concentrate in answering the question. Explain to students that when listening for gist they have to try to understand what is the conversation even if they can’t understand every phrase or sentence. 2. You can tell students that when they listen to a conversation the information comes in a sequence. Tell them to pay attention to content words like nouns, adjectives, and verbs that help them to better understand the dialog.

Self-assessment

Read the statements. In your notebooks, write if they are true for you and why. Include what you can do to improve.

• I understand information from a conversation.
• I know how to use different listening strategies.
• I understand how to use the present perfect in negative and in questions.
• To improve, I can...

Session 21 53

Natural resources and exploring

6 Read the excerpts from the conversation. Complete the charts below.

• I have only found information about the most obvious things.
• I haven’t researched too much.
• Climate change has already affected the environment.
• Humanity hasn’t given much thought to the consequences of destroying natural habitats.
• Have you chosen the topic for your ecology project? No, I haven’t.
• What have you researched? Well, I haven’t researched too much.

Affi rmative Subject to have past participle I/you/we/they found He/she/it found

Negative to have + not past participle I/you/we/they found He/she/it found

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

Wh questions Wh word have subject past participle What I/you/we/they found? What he/she/it found?

7 Listen to the conversation again. Write what the speakers mention that humanity has and hasn’t done to protect the planet. (^8)

8 Share your sentences with the class.

have has

have not (haven’t) has not (hasn’t)

Have

Has

have

has

Self-assessment

Read the statements. In your notebooks, write if they are true for you and why. Include what you can do to improve.

• I understand information from a conversation.
• I know how to use different listening strategies.
• I understand how to use the present perfect in negative and in questions.I understand how to use the present perfect in negative and in questions.
• To improve, I can...

I understand how to use the present perfect in negative and in questions.I understand how to use the present perfect in negative and in questions.I understand how to use the present perfect in negative and in questions.

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

Read the excerpts from the conversation. Complete the charts below. I have only found information about the most obvious things. I haven’t researched too much. Climate change has already affected the environment. Humanity hasn’t given much thought to the consequences of destroying natural habitats. Have you chosen the topic for your ecology project? No, I haven’t. What have you researched? Well, I haven’t researched too much.

Affi rmative to have past participle

6. Explain that to complete this activity fi rst they have to read the sentences and reflect on how language is used and then they have to complete the chart. Next, have students compare their answers with a partner. Invite students at random to write the answers on the board. Clarify any doubts. You may elicit some examples. 7. Monitor while students work and provide any needed assistance. Make sure they use have/has/haven’t/hasn’t.

Session 22 55

Natural resources and exploring

Self-assessment

Read the statements. In your notebooks, write if they are true for you and why. Include what you can do to improve.

• I understand general and specific information in a reading text.
• I know how to use for and since in the present perfect tense.
• To improve, I can...

4 Read the sentences. What are the words in bold used for?

Forestry is a science that has existed for centuries. The more modern conservation movement has existed since 1662 a. Are used to talk about things that happened in the past/ that started in the past and continues into the present.

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

c. For / since is used when specifying the amount of time/ when specifying the starting point.

5 Complete the sentences with for or since. a. Some people have promoted the conservation of natural habitats the 5th century.

b. Several scientists have fought to preserve and maintain natural resources many years.

c. The paper titled Sylva has been known 1662.

d. In the United States conservation efforts have been promoted the 20th^ century.

e. Costa Rica has worked to preserve nature and wilderness years.

Over 30% of Costa Rica’s national territory is part of a conservation program.

since

since

since

for

for

Self-assessment

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

Read the sentences. What are the words in bold used for?

Forestry is a science that has existed for centuries. The more modern conservation movement has existed since 1662 Are used to talk about things that happened in the past/ that started

4. Have students refl ect on the use of language and complete the activity individually. Invite volunteers to share their answers. Elicit some examples. Write them on the board.

(^56) Unit 2 | Natural resources and exploring

Stories of conservation Impact of space exploration

Session

23

Do some search on the topic below and fill out the chart. Share your information with your group.

Space exploration and environmental problems.

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

1 Listen to the conversation. Answer the questions. 9 a. What is the conversation about?

b. What type of conversation is it?

2 Listen to the conversation again. Circle the correct answer. (^9) a. Space exploration may damage national parks. True False

b. Tourism can benefit from space exploration. True False

c. Spaceports would damage national parks. True False

d. Launching rockets may affect cultural sites True False

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

3 Read the text. Identify and write down the sentences that justify your answers in Activity 2. a.

b.

c.

d.

Space exploration and national parks.

It is an interview.

Tell us Sylvia; is it possible for space exploration to harm national parks? Space exploration could pose environmental problems. Space exploration could pose new tourism

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

Form groups of three or four students. Then, have students do some research and complete the fi rst two columns. Invite a speaker from each group to share their information with the class.

2. Have students read the statements before you play the recording. You may play it, more than once. Check answers with the class. 3. You can tell students to underline the sentences that justify their answers in activity 2, reread the statements, and then write their justification.

(^58) Unit 2 | Natural resources and exploring

Session

(^24) The Biosphere

Write the words you think about when you read the word biosphere. Share your words with your classmates.

Can we build a biosphere? Terraforming is the idea that in the future, humans could control the temperature, ecology, surface, or atmosphere of another moon or planet to make its environment similar to Earth so life can exist. There are people that believe terraforming is something that will happen one day, but others believe that humans shouldn’t interfere with the nature of other planets or celestial bodies. Terraforming is still nothing more than a dream. Some scientists have said that creating reserves to protect land and ocean areas so the creatures that inhabit them survive isn’t so different from building an artificial biosphere. There are scientists who believe that understanding how to build a functional artificial biosphere in space will help us understand how to help Earth’s biosphere. Even though there have been experiments with artificial biospheres, they haven’t been very successful. Back in 1991, a group of scientists carried out a two-year biosphere experiment. It was named Biosphere 2. It took place in the Arizona desert. The idea was to create a self- sustaining miniature replica of Earth with 3,800 species in it. Eight people participated in the experiment, and they all survived. They were able to plant a large amount of sweet potatoes and they ate so many that their skin turned slightly orange. Life in the facility was, according to one of the participants, terrible. Ants and cockroaches overran the place, and over 40% of the species that were introduced to the biosphere went extinct. One of the first species to die

out was the honeybee because the facility didn’t let in the ultraviolet light that bees use to navigate, so they were all found dead in the only place where the glass let in the light. Biodiversity really struggled with this controlled experiment. This and other similar experiments have shown that moving to another planet might not be the best decision and it might not even be possible, at least not in the short or even medium term. It is very important that we conserve the biodiversity on Earth and that we fight climate change so we may continue space exploration. Damages on Earth can affect space missions, just like when Hurricane Florence and other tropical storms delayed a cargo launch to the International Space Station. When you think about it, space exploration allows us to be conscious of the wonders of planet Earth.

2 Read the text. Circle the correct answer. a. The article is about…

1. protecting biodiversity. 2. building a new biosphere. 3. living in a different planet.

1 Read the title. What do you know about the topic? Discuss.

building an artificial biosphere. There are scientists who believe that

and that we fight climate change so we may continue space exploration. Damages on Earth can affect space missions, just like when Hurricane Florence and other tropical storms delayed a cargo launch to the International Space Station. When you think about it, space exploration allows us to be conscious of the wonders of planet Earth.

Draw the graphic organizer on the board. Have volunteers write the words they think about when they read the word biosphere on the board.

Terraforming is the idea that in the future, humans could control the temperature, ecology, surface, or atmosphere of another moon or

Terraforming is the idea that in the future, humans could control the temperature, ecology, surface, or atmosphere of another moon or

Terraforming is the idea that in the future, humans could control the temperature, ecology, surface, or atmosphere of another moon or planet to make its environment similar to Earth so life can exist.

temperature, ecology, surface, or atmosphere of another moon or

Terraforming is the idea that in the future, humans could control the temperature, ecology, surface, or atmosphere of another moon or

1. Have students read the title and elicit what they know about the topic. Write some ideas on the board.

Session 24 59

Natural resources and exploring

Self-assessment

Read the statements. In your notebooks, write if they are true for you and why. Include what you can do to improve.

• I understand general and specific information from a reading text.
• I know how to use an English-Spanish dictionary
• To improve, I can...

3 Read the text. Underline the words you don’t understand. Decide which ones are necessary to understand the text. Look up their meaning in the dictionary. Write the word and meaning in your notebook.

4 Read the text again. Correct the information. a. The Biosphere 2 project lasted two weeks.

b. The experiment was a success.

c. All of the species survived.

d. Honeybees survived.

e. Space missions can’t be affected by damages on Earth.

5 Read the text again. Write some questions about the text.

When you look up the meaning of a word in an English-Spanish dictionary do the following: -Find the word. -Read all the meanings and examples. -Choose the best meaning according to the context and the type of word (e.g. adjective, adverb, noun, verb, etc.)

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

7 Check your partner’s answers.

The Biosphere 2 project lasted two years.

The experiment was not a success.

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

Honeybees died because there was no light.

Space missions can be affected by damages on Earth.

Read the text. Underline the words you don’t understand. Decide which ones are necessary to understand the text. Look up their meaning in the dictionary. Write the word and meaning in your

Read the text again. Correct the information. The Biosphere 2 project lasted two weeks.

The experiment was a success.

All of the species survived.

Honeybees survived.

Space missions can’t be affected by damages on Earth.

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

When you look up the meaning of a word in an English-Spanish dictionary do the following: -Find the word. -Read all the meanings and examples. -Choose the best meaning according to the context and the type of word (e.g. adjective, adverb, noun, verb, etc.)

The Biosphere 2 project lasted two years.The Biosphere 2 project lasted two years.

The experiment was not a success.The experiment was not a success.

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

Honeybees died because there was no light.Honeybees died because there was no light.

Space missions can be affected by damages on Earth.Space missions can be affected by damages on Earth.

3. Remind students that when reading a text, there are words that are important to understand the meaning of a sentence or paragraph. These words are usually content words (verbs, adjectives, nouns, adverbs). Also tell them that before they look up the meaning of the words they don’t understand in the dictionary, they should identify the type of word it is (a noun, verb, preposition, adjective, adverb, connector, etc.) because when they find the word in the dictionary, it will be easier for them to choose the correct meaning.

5 Read the text again. Write some questions about the text.Read the text again. Write some questions about the text.Read the text again. Write some questions about the text.

5. You may elicit some questions from different students. Write them on the board. Make sure the questions are correct and if you notice that they are struggling with question formation, make a quick questions revision. Monitor while students work and provide any needed assistance. 7. If your partner marked some mistakes, correct them. Make sure students make the necessary corrections.