11 FAST TRACK DOCENTE

Global citizenship 46Module

Unit 1 You can make a difference

Lesson 1 need to to express necessity Phrasal verbs Views on what being a good citizen means How to be a good citizen Giving your opinion about what being a good citizen means

Short opinion essay about being a good citizen

Lesson 2 The passive Basic human needs Describing Human

Accounts of Human Rights violations Discussing basic human needs and your rights

A Bill of Rights for teenagers

Lesson 3 Review of second conditional would / wouldn’t

World problems People discuss their ideal worlds Contracted form ’d

Interview with a community worker Presenting your ideal world Conditional sentences about your ideal school/ neighbourhood/country

Unit 2 Meeting the challenges of the modern world

Lesson 4 when and until with the past simple; the past passive

:DUDQGFRQÁLFW People discuss their experiences of war Two newspaper

Lesson 5 Present continuous for changing situations

Verbs related to the media Finding out about the news Advantages and disadvantages of online news

Discussing how you ÀQGRXWDERXWWKH news

An opinion essay on online news

Lesson 6 Present perfect versus past simple

Community and voluntary work An interview about

Personal experiences of being a volunteer

Discussing voluntary work Description of a new voluntary group

Unit 3 How to shape the future

Lesson 7 Past continuous versus past simple

Wealth and money Experiences of the rich and poor was / were

Two biographies of celebrities helping good causes

Asking questions about being charitable

Sentences using the past continuous

Lesson 8 will / won’t versus be + going to

Documentary programme An interview with a ÀOPPDNHU going to

Documenting the issues of our time Discussing documentaries; presenting an idea

Let’s work together Conduct a survey on human rights

Looking ahead

Lesson 1 First and second conditional Expressions with dream Students talking about the future Minimal pairs /ɪ/ and /i̇ː/

Blog post: My future Discussing dreams for the future and your dream job

Sentences about fears for the future

Lesson 2 I intend / hope to …I’m keen to …

Ambitions and goals An expert advising on how to set goals Linking consonant and vowel sounds

Two teenagers’ future plans and intentions

Asking and answering questions about plans for the future

Lesson 3 can for ability Skills, abilities, careers Job interviews People’s skills and abilities Talking about your career plan A description of your skills and abilities

Unit 2 What I need to know about

Lesson 4 can, could, will be able to for possibility

Digital devices Verbs related to technology

Communication methods Weak form of can

Bringing technology into the classroom

Sentences about what you can do now that your parents couldn’t do

Lesson 5 toLQÀQLWLYH to express purpose

Languages Compound nouns People explaining why they learnt a language Weak form of to

Increase in demand for second language skills

Discussing which languages you would like to learn

A paragraph on why foreign language skills are useful

Using say and tell Positive and negative adjectives

A conversation about playing in a team Are you a good team player? Talking about teamwork Discussion about belonging to a team

Lesson 7 Verb + -ing and verb + to

Students discussing which subjects to study Pronouncing the letter

Studying at university Discussing favourite school subjects and ambitions

A paragraph on what you would like to study at university

Lesson 8 Wh- questions Interview expressions A university interview

Intonation in questions Top ten interview tips Asking and answering interview questions Sentences about what happened in an interview

Let’s work together Organise a Careers Day

Grammar Vocabulary Listening Reading Speaking Writing Module 3 Love and relationships

Lesson 1 Relative clauses Personality adjectives Adverbs of manner

Answering questions 12 facts about me Asking and answering general questions Five characteristics that describe you

Lesson 2 must to express obligation Job titles

Talking about gender issues Stories about two girls’ experiences in education

Discussing rules and obligations in your country

A description of gender equality at school

Lesson 3 have to to express obligation

Adjective and noun forms Conversations about responsibility Syllable stress in words

Your rights in a relationship Discussing compromise in a relationship Rights and responsibilities

A diagram of responsibilities; a list of roles

+ verb Adjectives for describing relationships Personal qualities

Young people talking about their relationships

Honesty in a relationship Deciding on the most important qualities in a person

Lesson 5 Present simple versus present continuous

Phrasal verbs Conversations about sex and birth control Rising and falling intonation

Lara and Mark Performing a dialogue A dialogue between a boyfriend and girlfriend

Sexual health Two dialogues about teenage pregnancy The articles

Parents at 16! Discussing sex myths

Roleplaying a dialogue at the doctor’s

Five pregnancy tips for teenagers

Lesson 7 The gerund Health and well-being Food groups

A doctor giving advice on the food pyramid A Global Health

Crisis Talking about the food you eat A dialogue about unhealthy habits

Lesson 8 should Verb-preposition collocations Asking for advice about going to a party Young people taking risks Asking and answering questions An email giving advice

Let’s work together Produce a short play

Lesson 1 use to and used to Places in a city A family history on Park

Avenue used to and used

72 hours in New York City Describing a place you know A guide to your home town

Lesson 2 Present perfect continuous Word families People talking about their cities /iː/ /ɪə/ /ɜː/ /eə/

The Age of the Megacity Debating living in the city / countryside Divide a text into paragraphs

Lesson 3 Expressions for cause and effect Environmental problems Discussing humans and nature Texts about animals and the environment

A tweet about the environment Discussing environmental problems

Unit 2 Human development or environmental preservation?

Lesson 4 Past perfect Holidays Describing a bad holiday In the palm of

Dubai Discussing tourism versus development Topic sentences

Lesson 5 The future in the past Job titles

Colombia The town that was contaminated by coal

Discussing jobs A job advertisement for a dangerous job

Lesson 6 Linking phrases Containers and A presentation on Dangers of Discussing the impact of A Facebook post © MEN Colombia xii

1 The future is in your hands 8

1 The future is in your hands

• think about and share your dreams and future goals, in

• learn about technology, languages and team leader qualities, in

Unit 2 What I need to know about …

• learn about studying at university and good interview techniques, in

In this module you will © MEN Colombia

The future is in your hands 1

This module focuses on students' future aspirations and the impact they can have on their surroundings It encourages self-reflection on their ability to shape both their immediate environment and long-term goals Additionally, students will discover effective ways to utilize their free time productively Begin the module by sharing its title with the students to set the stage for their learning journey.

Module 1: The future is in your hands

Elicit that in your hands means that it's in your power to change

In this module you will …

Start by reviewing the unit descriptions with your students, utilizing their first language (L1) if needed to clarify the module's content and activities Engage students by asking questions to pique their interest and assess their existing English vocabulary related to the topics, such as "What do you do in your free time?" and "Where do you see yourself in five years?" This approach fosters a deeper understanding and connection to the material.

▪ understand people talking about their reasons for studying languages

▪ listen to someone talking about being a team leader

▪ write a paragraph for a university application form

▪ read about how technology has changed

▪ read a questionnaire about whether you are a good team player

▪ read about people’s strengths and weaknesses

▪ ask and answer interview questions

▪ talk about your hopes and dreams

▪ discuss the qualities of a good team player

The project in this module introduces you to the world of work You will plan a Careers Day in which you will have the opportunity to:

▪ create a job profile: what skills / qualification a (e.g nurse) needs; what a (e.g nurse) needs to do

▪ produce a poster advertising your Career’s Day

▪ give a presentation on a chosen job

Engage students by highlighting the significance of visual detailing in language skills You can efficiently cover this by either reading aloud the skills-focused tasks or allowing students to read them independently.

This section familiarizes students with the project topic they will undertake at the end of the module, highlighting essential skills for successful teamwork It emphasizes the significance of self-assessment, encouraging students to evaluate their own work and progress in the final section of the module.

Consider the image and reflect on your thoughts about the future How frequently do you contemplate what lies ahead? Do you resonate more with the boy on the left, who appears uncertain, or the boy on the right, who seems confident and hopeful?

2 Listen to some students What are their dreams for the future?

3 Discuss in pairs a What are your dreams for the future? b What do you need to do to make your dreams come true?

I’m so worried about my future … I don’t know what to do I’m not good at anything

I do … ask a teacher at school and talk to your parents That will help © MEN Colombia

In this lesson, students, who are in their last year of high school, have the chance to share their dreams and fears about their future with their classmates.

1 Look at the picture Read Answer the questions

▪ Before students do the activity, ask them if they think about their future

▪ Give students some personal examples of your dreams and fears for the future when you were in 11th grade

▪ Ask students to read and answer the questions individually, and then share their answers with their classmates

▪ Check answers as a class Elicit from the class that the boy on the right has the best and most practical approach to his worries

▪ Ask students what else they can do to address any concerns they

2 Listen to some students What are their dreams for their future? Who wants to ?

▪ Ask students to read the list of dreams and listen to the audio to answer exercise 2.

▪ Check answers as a whole class

Answers Joshua Vanessa Ryan Dylan Nathalie

Ryan expresses uncertainty about his future career aspirations, stating that while he desires a good job, he is unsure of what specific path to pursue He emphasizes his wish to engage in work that is interesting, yet he remains unclear on what that entails.

Vanessa: I dream of travelling the world

I want to go to Antarctica on holiday

Joshua: I’m really excited about the future I think about finding the woman

▪ Ask students to think about other dreams they may have and by what age they would like to achieve each of their dreams.

▪ Remember to ask students to respect the dreams of their classmates, even if they are impossible.

▪ Check answers as a class Focus their attention on the different skills they need to have in order to make their dreams come true (determination, hard work, responsibility, etc.).

Lesson Topic Language Focus Output

Lesson 1 Expressions with dream • First and second conditional

• Speaking: Discussing dreams for your future and career

• Writing: talk about and compare fears for the future

• want to / plan to / intend to / would like to / keen to

• Speaking: Asking and answering questions about plans for the future

• Writing: a plan about your personal goals and how you will achieve them

Lesson 3 Skills, abilities and careers

• I’m not very good at, I’m good at, I can / I’m able to, I’m skilled at, etc.

• Writing: a description of your skills and abilities

• Speaking: talk about your career plans © MEN Colombia Module 1

The phrase "I dream of going to Antarctica on holiday" expresses a desire for an adventurous travel experience "My sister wants to be a doctor It’s her dream job" highlights the aspiration towards a fulfilling career The statement "You’ll never be a film star You’re living in a dream world" suggests a disconnect from reality regarding one's ambitions "The party went like a dream We all had a great time" indicates that the event was exceptionally enjoyable Finally, "Do you really think Dad will let you come home late? Dream on!" implies skepticism about someone's unrealistic expectations.

5 What’s your dream job? Why? Discuss with a classmate

▪ /iː/ is a long sound (dream, see)

▪ /ɪ/ is a short sound (listen, it) 2

7 Say the words below Circle all the /iː/ sounds and underline all the /ɪ/ sounds

Listen and repeat a heat - hit b it - eat c live - leave d sleep - slip 3 want to do something very much

That will never happen! was perfect ideal career

You can make a difference

What I need to know about

This module focuses on students' future aspirations and goals, encouraging them to recognize their ability to impact their surroundings and shape their destiny Additionally, students will explore strategies to effectively utilize their free time for personal growth and development Introduce the module by sharing its title with the students.

Start by reviewing the unit descriptions with your students, utilizing their first language (L1) if needed to clarify the module's content and activities Engage students by asking questions to spark their interest and assess their existing English vocabulary related to the topics, such as "What do you do in your free time?" and "Where do you see yourself in five years?"

Engage students by highlighting the importance of visual detailing in language skills Quickly review the skills-based activities that students will undertake, either by reading them aloud or allowing students to explore the material independently.

This section prepares students for their final project by highlighting essential skills for successful teamwork It emphasizes the significance of self-assessment, encouraging students to evaluate their work and progress throughout the module.

Reflect on the image and consider the questions posed: How frequently do you contemplate your future? Do you identify more with the boy on the left, who appears hopeful, or the boy on the right, who seems uncertain?

Ryan expresses uncertainty about his future career aspirations, stating that while he desires a fulfilling and interesting job, he is unsure of what that might entail.

In this article, we explore various phrases associated with the concept of "dream." Firstly, the aspiration to visit Antarctica is expressed in the sentence, "I dream of going to Antarctica on holiday." Secondly, the phrase "It’s her dream job" highlights my sister's ambition to become a doctor Additionally, the expression "You’re living in a dream world" suggests unrealistic expectations about becoming a film star Furthermore, the sentence "The party went like a dream" indicates that the event was exceptionally enjoyable for everyone involved Lastly, the phrase "Dream on!" conveys skepticism about whether Dad will allow a late return home.

4 Match the sentences with the meanings of the phrases with dream

▪ Tell students they are going to read some sentences using the word dream

▪ Explain the diagram Check students understand the contexts given in the boxes

▪ Have students work indivdually and then check their answers with a partner Finally, check answers as a whole class

▪ Ask students if they know any other expressions using the word dream

Answers a want to do something very much b ideal career c unreal world d was perfect e That will never happen!

5 What’s your dream job? Why?

▪ Students discuss their dream job with a classmate and give reasons

▪ As students listen to their classmates, they should make a note of the most popular and least popular dream jobs.

▪ Ask students to think of any other words they know with the /i:/ sound.

7 Say the words below Circle all the

/iː/ sounds and underline all the /ɪ/ sounds Listen and repeat

▪ Students read and say the words

▪ Play audio track 3 Students listen and check.

▪ Check answers as a whole class.

Answers /iː/ a heat b eat c leave d sleep/ɪ/ a hit b it c live d slip © MEN Colombia

8 Read a teenager’s blog post Do you ever feel the same?

A few years ago when I was in 8th grade, I worried a lot about my future Every day, I thought

‘What am I going to do when I leave school?’

I was overwhelmed by fear regarding my future, largely due to my struggles in school Despite my hard work and attentiveness in class, it felt like my teachers were never satisfied with my efforts or my performance.

Reflecting on my past, I recall struggling with concentration and submitting assignments late throughout the year However, as the year drew to a close, a pivotal moment occurred—I discovered my passion for working with animals and realized that my dream job was to become a veterinarian.

To do that I had to go to a good university And to go to a good university, I had to get good marks and do well in my exams

From 9th grade onwards, I worked very hard every day in class I studied for hours at home and my parents even told me to work less!

At the end of the year, I received an award for my excellent grades, making my family proud and filling me with joy However, anxiety soon crept in as I pondered my future, questioning what would happen if I didn’t achieve good results the following year or if I chose not to attend university Despite the encouragement from others to focus on doing my best and to let go of my worries, I decided to embrace their advice and concentrate on my efforts.

I often think back to 8th grade when I was so scared Now I feel much more confident and I’m looking forward to the future!

20 minutes ago 10 COMMENTS SHARE THIS

9 Match phrases a–d with the underlined phrases in the text a do things as well as I could b feeling happy about something in the future c gave my homework to teachers d continued

In the text, it is stated that Anna never worried about the future (F), indicating she had concerns It also mentions that she didn’t always work hard in 8th grade (T), which reflects her inconsistent effort Notably, she won a prize for her school work in 8th grade (T), showcasing her potential However, she studied harder in 9th grade than in 8th grade (T), demonstrating her commitment to improvement Her family felt happy for her in 9th grade (T), suggesting a supportive environment Lastly, it is mentioned that she isn’t very confident now (F), indicating a change in her self-perception.

▪ Ask students what a blog is.

Encourage students to skim the text to identify the writer's fears, emphasizing that they should focus on grasping the overall meaning rather than getting caught up on unfamiliar words This approach helps them understand the gist of the content effectively.

▪ Students discuss the writer’s fears in pairs and whether they have felt the same

▪ If students have felt like the writer, ask them what they did to make their fears go away Did they do the same as Anna?

9 Match phrases a-d with the underlined phrases in the text.

Encourage students to revisit the blog and deduce the meanings of the underlined words through context clues Following this, have them read phrases a-d and match them accordingly.

▪ Tell students to write a sentence for each underlined phrase in the text.

Answers a do my best b looking forward to c handed in d went on

10 Read the text again Write T (true) or F (false)

▪ Ask students to read the blog again and then to read the statements Tell them to find evidence in the text to support their answers

▪ Tell students to write four more true or false statements about the blog Students swap statements with their partner and do the exercise They check answers in their pairs.

▪ If I won the lottery, I would travel the world

▪ If I get good results, I will go to university.

First Conditional (Real future) Second Conditional

11 Look at these two pairs of sentences Which ones are in the text?

A1 ‘What will happen if I don’t get good results next year?’

A2 ‘What would happen if I didn’t get good results next year?’

B1 ‘If I don’t go to university, what will I do?’

B2 ‘If I didn’t go to university, what would I do?’

In exercise 11, revisit the sentences to answer key questions regarding their focus on the future First, determine if all sentences pertain to future events Next, identify which sentences depict possible future scenarios, and then distinguish those that illustrate imaginary future situations Finally, complete the provided table using the available options.

13 Match the two parts of the sentences

1 Will I get a prize a I wouldn’t worry about my future.

2 If I knew what to study, b if I pass all my exams?

3 Would I get into university c my parents will be disappointed.

4 If I don’t study hard, d if I failed all my exams?

14 Complete the sentences with your own fears about the future a If … b Would I … if … ? c I won’t … if … d Will … if … ? e

15 Compare your fears with a classmate’s Are they the same?

▪ Tell students to scan the blog for the two questions

12 Read the sentences in exercise 11 again Answer these questions

▪ Ask students to compare their answers in pairs

Draw the table in d on the board and write in the answers In the example sentences, write the tenses in a different colour

Students can use this table as a reference when they do the next two exercises

▪ Tell students to write three more first and second conditional sentences Students compare their sentences.

If I get good results, I will go to university.

13 Match the two parts of the sentences.

Instruct students to examine the tenses utilized in the first column, as this will assist them in recognizing the specific conditional being applied and enable them to correctly pair it with the corresponding half in the second column.

Answers a if I pass all my exams? b I wouldn’t worry about my future c if I failed all my exams? d my parents will be disappointed

14 Complete the sentences with your own fears about the future.

▪ Check students are using the first and second conditionals correctly.

▪ Ask volunteers to write their sentences on the board and check answers as a whole class.

▪ Students have shared their fears with a classmate before

Make sure students work with a different partner.

▪ Ensure students use the first and second conditional.

AnswersStudents’ own answers © MEN Colombia

In the pursuit of future aspirations, individuals express diverse career goals and personal ambitions For instance, one person dreams of becoming a dentist, while another envisions themselves as a famous actress in five years Additionally, short-term plans can be as simple as enjoying a snack, highlighting the variety in people's life goals As we reflect on our aspirations, it's essential to consider what we want to achieve after this holiday and how these dreams align with our daily choices.

2 Read the comments in exercise 1 again Which words or phrases talk about future plans?

3 Go around the class Ask your classmates about their plans

If you're seeking someone with specific aspirations, look for individuals who plan to work and study simultaneously, those who intend to work before pursuing their studies, or those who wish to focus solely on their education without working You might also connect with someone aspiring to be a doctor or an artist Additionally, you may encounter individuals who are uncertain about their future plans or find someone whose ambitions align closely with yours, as well as those whose goals differ significantly from yours.

In this lesson, students will reflect on their goals and develop a strategic plan to achieve them They will enhance their ability to discuss future aspirations while practicing the use of linking words in their speech for improved coherence.

1 Read the people’s plans Match them with the pictures.

▪ Give students time to read the expressions and look at the pictures

▪ Ask comprehension questions about each picture: What do you see in the picture? How many people do you see? What are they doing? What are they talking about?

▪ Read the expressions with the students and offer any help with words they don’t understand

▪ Students do the exercise and check answers as a class

Answers a bottom right picture b top left picture c top right picture d bottom left picture

2 Read the comments in exercise 1 again Which words or phrases talk about future plans?

▪ Ask volunteers to go to the board and write one expression they have found.

▪ Elicit the meaning of each expression from the students.

▪ Ask students if they can think of

3 Go around the class Ask your classmates about their plans.

▪ Ask students to look at the prompts Ask them how to turn them into questions

▪ Ask students to walk around the class and ask each other about their future plans They need to find one person whose plan matches the prompt given

▪ Ensure all students are interacting and help with any language.

▪ When each student has a name next to each prompt, they report back to the class using language from exercise 1 where possible

For example, When Maria grows up, she wants to be a doctor.

4 Read the texts Which words and phrases do they use to talk about their plans and intentions?

I’m sixteen I’m in 11th grade and

I have a clear life plan focused on studying medicine, with the goal of becoming a doctor by the age of 25 Although I understand the challenges ahead, my ultimate dream is to help people live healthier lives.

In the text, Angela expresses her desire to pursue a career in medicine to help others after turning 25, indicating her commitment to the field Carlos, on the other hand, has aspirations to travel the world with his family, showcasing his adventurous spirit Both teenagers demonstrate a clear vision for their futures, highlighting their individual goals and ambitions.

6 Listen and repeat a I’m in eleventh grade. b I know it’s hard work. c My dream is to help people have a healthy life

7 Listen Mark the links between consonant sounds at the end of words and vowel sounds at the beginning of words

I’m keen to travel around the world before I get married and have a family My ambition is to become a really good football player

I hope to play until I’m forty.

8 Practise saying the sentences in exercise 6

Before settling down and starting a family, I am eager to explore the world My ultimate goal is to excel as a football player, and I envision myself among the top football talents in Colombia within the next decade I aspire to continue playing the sport I love until I reach the age of forty.

Off to university!

Lesson 7 Verb + -ing and verb + to

Students discussing which subjects to study Pronouncing the letter

Studying at university Discussing favourite school subjects and ambitions

A paragraph on what you would like to study at university

Lesson 8 Wh- questions Interview expressions A university interview

Intonation in questions Top ten interview tips Asking and answering interview questions Sentences about what happened in an interview

Let’s work together Organise a Careers Day

Unit 2 What I need to know about …

This module focuses on students' future aspirations and the impact they can have on their surroundings It encourages students to reflect on their ability to shape their environment and future while also teaching them how to effectively utilize their free time Begin the module by introducing its title to the students.

Start by reviewing the unit descriptions with students, utilizing their native language if needed to clarify the module's content and activities Engage students by asking questions that spark their interest and assess their existing English vocabulary related to the topics, such as inquiries about their free time activities and future aspirations.

To engage students effectively, emphasize the importance of visual detailing in language skills This can be achieved by either reading aloud the skills-based tasks or allowing students to read independently, ensuring they grasp the key concepts quickly.

This section prepares students for their upcoming project by highlighting essential skills for effective teamwork It emphasizes the significance of self-assessment, encouraging learners to evaluate their own work and progress by the module's conclusion.

Reflect on the image and consider the questions posed: How frequently do you contemplate your future? Do you identify more with the boy on the left, who appears uncertain, or the boy on the right, who seems confident?

Ryan expresses uncertainty about his future career aspirations, stating that while he desires a fulfilling job, he is unsure of what specific path to pursue He hopes to find something interesting but lacks clarity on what that might entail.

In this article, we explore various expressions associated with the concept of "dream." For instance, the phrase "I dream of going to Antarctica on holiday" reflects a desire for adventure Similarly, when we say "My sister wants to be a doctor It’s her dream job," it highlights her ambition and career aspirations The expression "You’ll never be a film star You’re living in a dream world" suggests unrealistic expectations On a more positive note, "The party went like a dream We all had a great time" indicates a successful and enjoyable experience Lastly, the phrase "Do you really think Dad will let you come home late? Dream on!" conveys skepticism about someone's hopes Together, these sentences illustrate the diverse meanings and contexts of the word "dream."

4 Match the sentences with the meanings of the phrases with dream

▪ Tell students they are going to read some sentences using the word dream

▪ Explain the diagram Check students understand the contexts given in the boxes

▪ Have students work indivdually and then check their answers with a partner Finally, check answers as a whole class

▪ Ask students if they know any other expressions using the word dream

Answers a want to do something very much b ideal career c unreal world d was perfect e That will never happen!

5 What’s your dream job? Why?

▪ Students discuss their dream job with a classmate and give reasons

▪ As students listen to their classmates, they should make a note of the most popular and least popular dream jobs.

▪ Ask students to think of any other words they know with the /i:/ sound.

7 Say the words below Circle all the

/iː/ sounds and underline all the /ɪ/ sounds Listen and repeat

▪ Students read and say the words

▪ Play audio track 3 Students listen and check.

A few years ago when I was in 8th grade, I worried a lot about my future Every day, I thought

‘What am I going to do when I leave school?’

I felt a deep sense of fear regarding my future, largely due to my struggles in school Despite my hard work and attentiveness in class, I sensed that my teachers were not satisfied with my performance or with me as a student.

Reflecting on my past, I recall struggling with concentration and submitting assignments late throughout the year However, as the year progressed, I experienced a turning point that clarified my aspirations I discovered my passion for animals and realized that my dream job was to become a veterinarian.

To do that I had to go to a good university And to go to a good university, I had to get good marks and do well in my exams

From 9th grade onwards, I worked very hard every day in class I studied for hours at home and my parents even told me to work less!

At the end of the year, I received an award for my excellent grades, making my family proud and filling me with joy However, this achievement led to new worries about my future, particularly concerning my performance in the coming year and the possibility of not attending university Despite the encouragement from others to focus on doing my best and to let go of my anxieties, I decided to embrace their advice and concentrate on my efforts.

I often think back to 8th grade when I was so scared Now I feel much more confident and I’m looking forward to the future!

20 minutes ago 10 COMMENTS SHARE THIS

9 Match phrases a–d with the underlined phrases in the text a do things as well as I could b feeling happy about something in the future c gave my homework to teachers d continued

In the text, the following statements are evaluated as true or false: a Anna never worried about the future - F; b She didn’t always work hard in 8th grade - T; c She won a prize for her school work in 8th grade - T; d She studied harder in 9th grade than 8th grade - T; e Her family felt happy for her in 9th grade - T; f She isn’t very confident now - F.

▪ Ask students what a blog is.

Encourage students to quickly skim the text to identify the writer's fears, emphasizing that they should focus on grasping the overall meaning rather than getting bogged down by unfamiliar words.

▪ Students discuss the writer’s fears in pairs and whether they have felt the same

▪ If students have felt like the writer, ask them what they did to make their fears go away Did they do the same as Anna?

9 Match phrases a-d with the underlined phrases in the text.

Encourage students to revisit the blog and deduce the meanings of the underlined words using context clues Following this, have them match the phrases labeled a-d.

▪ Tell students to write a sentence for each underlined phrase in the text.

Answers a do my best b looking forward to c handed in d went on

10 Read the text again Write T (true) or F (false)

▪ Ask students to read the blog again and then to read the statements Tell them to find evidence in the text to support their answers

▪ Tell students to write four more true or false statements about the blog Students swap statements with their partner and do the exercise They check answers in their pairs.

▪ If I won the lottery, I would travel the world

▪ If I get good results, I will go to university.

First Conditional (Real future) Second Conditional

A1 ‘What will happen if I don’t get good results next year?’

A2 ‘What would happen if I didn’t get good results next year?’

B1 ‘If I don’t go to university, what will I do?’

B2 ‘If I didn’t go to university, what would I do?’

In exercise 11, review the sentences to determine if they all pertain to future events Identify which sentences depict potential future scenarios and which illustrate hypothetical future situations Additionally, complete the provided table using the options available in the box.

13 Match the two parts of the sentences

1 Will I get a prize a I wouldn’t worry about my future.

2 If I knew what to study, b if I pass all my exams?

3 Would I get into university c my parents will be disappointed.

4 If I don’t study hard, d if I failed all my exams?

14 Complete the sentences with your own fears about the future a If … b Would I … if … ? c I won’t … if … d Will … if … ? e

▪ Tell students to scan the blog for the two questions

12 Read the sentences in exercise 11 again Answer these questions

▪ Ask students to compare their answers in pairs

Draw the table in d on the board and write in the answers In the example sentences, write the tenses in a different colour

Students can use this table as a reference when they do the next two exercises

▪ Tell students to write three more first and second conditional sentences Students compare their sentences.

If I get good results, I will go to university.

13 Match the two parts of the sentences.

Students should examine the tenses in the first column, as this will assist them in identifying the specific conditional being used and enable them to correctly pair it with the appropriate half in the second column.

Answers a if I pass all my exams? b I wouldn’t worry about my future c if I failed all my exams? d my parents will be disappointed

14 Complete the sentences with your own fears about the future.

▪ Check students are using the first and second conditionals correctly.

▪ Ask volunteers to write their sentences on the board and check answers as a whole class.

▪ Students have shared their fears with a classmate before

Make sure students work with a different partner.

▪ Ensure students use the first and second conditional.

Tiêu đề	11 Fast Track Docente
Tác giả	Pat Chappell, María Isabel Gutiérrez, Thomas Hadland, Andrea Langton, Alastair Lane, Luz Rincún, Larissa Tatiana Rico, Paola Andrea Urueña Martínez
Người hướng dẫn	Sue Ashcroft, Lorna Heaslip, Deborah Tricker
Trường học	Richmond
Chuyên ngành	Bilingualism
Thể loại	Teacher's Guide
Thành phố	Bogotá D.C.

Định dạng
Số trang	320
Dung lượng	23,72 MB