INSTITUTO ANTONIO NARIÑO

COMPREHENSIVE TRAINING WITH ACADEMIC EXCELLENCE

THEMATIC DEVELOPMENT GUIDE
FOURTH TERM – ELEVENTH GRADE – FOREIGN LANGUAGE
DATE: SEPTEMBER 14TH GUIDE 4
V4

TEACHER’S NAME: DUSTIN PAUL BONNETH STUDENT’S NAME: COURSE

11th
ACHIEVEMENT ACTIVITIES VALUE (%) DATE
To follow abstract argumentation of a lecture, CLASSROOM ACTIVITY 10%
1.4 presentation or demonstration QUIZ 5%
CLASSROOM ACTIVITY 10%
To discuss his points of view a clear and coherent CLASSROOM ACTIVITY 10%
2.4 way HOMEWORK 10%
QUIZ 5%
To interpret complex texts that are found in WRITTEN TEST 20%
3.4 social, professional, and/or academic life PARTICIPATION 5%

To argue his/her principles and values through WRITTEN TEST 20%

4.4 essays by following established patterns PARTICIPATION 5%

Coaching
Coaching is about making positive changes
in your life. A coach helps you identify your
goals and become your own expert in how
to achieve them.
Coaching is a useful tool in today’s
challenging world of business. Companies
are merging and restructuring and people
change jobs far more than before. Our work
has changed and we might feel less
prepared or demotivated, unsure if what we
have been doing is the right way forward. So
we might consider hiring a professional business coach to help us get where we want to be and feel
happier at work.
A coach is sometimes compared to a mentor and a consultant. However, unlike having a mentor,
working with a coach is normally for a short, specified amount of time. A coach is also quite different
to a consultant, who looks at the whole team or company and how it does things. In addition,
mentors and consultants often give advice – something a coach doesn’t normally do.
So what does a coach do? Here are five things.

1. A coach allows the individual to determine the direction of their conversation.

When the coachee meets the coach for a session, the coach doesn’t come with a fixed plan. It is the
individual that leads the conversation; the coach observes and listens. As the coach starts to
understand the individual’s context, they might ask more questions and talk about their observations.
This helps the individual see the situation clearly, as if the coach is holding up a mirror.

2. A coach helps the coachee to identify goals and prioritise them.

Before we can decide on our path to development, we need to first understand what our desired
destination might be. A coach can help the individual link their business goals with their personal

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plans and dreams. And in doing so, they can improve motivation and focus. The coach then helps the
individual identify the practical steps they need to take.

3. A coach asks questions to guide the individual and help them understand the
issues they’re facing.
By asking the right questions, a coach can help the individual to focus the conversation and truly
explore the relevant issues. However, a good coach does not ask leading questions that suggest a
particular answer, for example, Do you think x might be a better idea? or How do you feel about
doing it this way instead? Good coaching questions do not tell the coachee what to do. Instead, they
help them to reflect, see things clearly and discover their own way forward. A coach might ask, for
example, What is your biggest challenge at the moment? What would be a successful outcome for
you here? or What could you do now that would be a step forward?

4. A coach notices the emotions behind the issues and helps the individual
understand them.
In a coaching conversation, hidden emotions often come to the surface. A good coach would help
the individual become aware of their emotions and allow them to explore their feelings when needed.

5. A coach guides the individual to move forward, taking them from where they are
now to where they want to be.
Many coaches set the coachee tasks to complete in between sessions. Over a series of sessions,
the coach helps motivate the coachee to follow steps towards success, tracks the coachee’s
progress and keeps them focused on the end goal. The coach does not do the work for the coachee,
nor do they advise them. They act as a guide to help the individual find the appropriate strategies in
reaching their goals.

Which of these things do business coaches do? Choose the seven topics that are mentioned.

help with decision making

support the development of an individual’s career

provide an objective analysis of problems give advice

prepare an agenda before the session

let the coachee lead the conversation

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 get the coachee to consider their individual goals and dreams

ask leading questions

explore emotions

set tasks for coachees to do

keep coachees focused on their end goals

give coachees strategies to achieve success

Task 2
Choose the best option to complete the sentences.

1. A coach helps you identify your objectives and _____ your goals.

a. make b. achieve c. score

2. Coaching is a useful _____ to help you make positive changes at work.

a. gadget b. weapon c. tool

3. A coach doesn’t usually _____ advice.

a. give b. make c. say

4. The coach doesn’t come to the sessions with a _____ plan.

a. strong b. fixed c. decided

5. The coach aims to ask the _____ questions to help the coachee reflect and move forward.
a. good b. right c. true

6. The coach also helps the individual identify the practical steps they need to _____.

a. do b. make c. take

a) Part of the coach’s job is to _____ the coachee focused on the end goal.

a. stay b. keep c. maintain

8. Managers are now using coaching to help them improve the _____ of their teams.

a. performance b. victory c. achievement

There are many benefits to employing an external business coach, like their objectivity and fresh
perspective. But business leaders and managers have also discovered that if they acquire coaching
skills themselves, this can help them improve the performance of their teams. Managers are now
taking coaching training in order to have internal coaching conversations with team members who
might be having difficulties, and many are now seeing the power of coaching as a way to help their
businesses grow and ensure their staff are happy and motivated.

Sources:
• https://smallbiztrends.com/2016/02/difference-mentor-coach.html
• https://www.thealternativeboard.com/blog/business-coach
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Read this funny story and fill in the verbs in the correct tense.

Choose from the following tenses and DO NOT use contractions:

• past simple
• past continuous
• present perfect
• future simple
• present continuous (for future)

One day a husband and wife (1) _________ (drive) to the countryside to visit their friends when they realised they needed
to stop for gas. The man was filling up the car when he (2) ________ (see) a penguin standing by a pump. He
(3) _______ (think) it was very strange and when he went to the cashier to pay, he asked, 'why is there a penguin
standing next to the pump?' The cashier replied, 'I don't know. It (4) _________ (be) there all morning.' The man
replied.'Well, we can't leave it there, it's too dangerous. He might have an accident. What should I do?' The cashier
suggested, 'you should take it to the zoo.' 'That's a good idea,' the man said. 'I (5) __________ (take) him now.' So the
man and his wife put the penguin in the car and (6) _____________ (drive) away. One week later, the man and his wife
(7) ___________ (return) to the same garage to fill up the car...and the penguin was still in the car. When the man went to
pay, the cashier said to him, 'I thought you (8) ____________ (take) the penguin to the zoo.' The man replied, 'we did. It
had a really good time so tonight, we (9) ____________ (take) him to a fish restaurant.'

You can help yourself by visiting:

https://www.tesol-direct.com/guide-to-english-grammar/past-tenses
http://www.eslincanada.com/english/englishlesson4.php
http://www.languageguide.org/english/grammar/esp/part3/other.jsp

Compare these example situations:

a)

Ann’s clothes are covered in paint The ceiling was white. Now it is blue.
Ø She has been painting the ceiling Ø She has painted the ceiling

We are interested in the action. It doesn’t matter This time, the important thing is that sth has been
whether sth. has been finished or not. In the finished. We are interested in the result of the
example, the action hasn’t been finished. action, not in the action itself.

Tom’s hands are dirty The car is going again now

Ø He’s been repairing the car Ø Tom has repaired it
Ø You have been smoking too much recently. Ø Somebody has smoked all my cigarettes. The
You should smoke less. packet is empty.

We use the continuous form to say how long We use the simple form to say how much/how
something has been happening. many things/how many times we’ve done sth.

Ø Ann has been writing letters all day. Ø Ann has written ten letters today
Ø How long have you been reading that book? Ø Haw mane pages of that book have you read?
Ø John has been playing tennis since 2 o’clock Ø John has played tennis three times this week.

Time so socialize and analyze the upcoming activity

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SINCE
FOR two hours
Beginning of period (period) now

a) We use SINCE when we say the beginning of a period

Ø I’ve been waiting for you since 8 o’clock

b) We use FOR when we say the period of time

Ø I’ve been waiting for you for two hours.

SINCE FOR

8 o’clock 1977 Two hours A week

Monday Christmas Ten minutes Five years
12 May Lunchtime Three days A long time
April We arrived Six months ages

c) We do not use FOR in expressions with ALL (all day/all morning/all my life, etc.)

* Note the structure HOW LONG IS IT SINCE..?

Ø A: How long is it since you had a holiday?

B: It’s two years since I had it.

Ø It’s ages since Tom visited us (=Tom hasn’t visited us for ages)

SOCIALIZATION: when do we choose one and when the other one?

EXERCISES

1. Present simple or present continuous?

1. How do you start work on a film? - I (read) the script and (make) notes.
2. I (make) notes of our interview. I hope you don’t mind.
3. What languages (you speak) apart from English?
4. I’m glad we (do) this interview in English.
5. Who (play) the guitar? My son, when he has time.
6. Who (play) the piano upstairs? My sister. She’s got a concert tomorrow.
7. What (she play)? I think it is a piece by Mozart.
8. (She play) anything else? The violin. She is very musical.
9. Your daughter is very keen on sport, isn’t she?” Yes, she (play) tennis.
10. Where is she now? She (play) tennis, as usual.
11. What’s that delicious smell? My husband (cook).
12. Is that usual? Yes, normally I (shop) and normally I (shop) (cook).
13. What a lovely clock! It (not worth), I’m afraid – it’s been broken for years.
14. Could I use your phone? I’m afraid it (not work) at the moment.
15. I (have) a great time.

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 B. Conditionals / Passive Voice / Reported Speech

Conditionals
1. Put the verb into the correct tense form according to the conditional: (see the example below)

1. The accident was your fault. If you had driven. (drive) more carefully, it wouldn’t have happened.

2. a. Why do you read newspapers?

b. Well, if I ............................................ (not/read) newspapers, I wouldn’t know what was happening in the world.
3. If Liz ............................................ (not/go) to bed so late, she wouldn’t be tired all the time.
4. I’d be surprised if Ann ............................................ (come) to see us now.
5. If I’d known you were busy, I ............................................ (not/disturb) you.
6. If you hadn’t provoked the dog, it ............................................ (not/attack) you.
7. I wouldn’t have got soaking wet, if I ............................................ (have) an umbrella.
8. If he hadn’t been so nervous, he ............................................ (not/fail) his driving test.
9. I’d have gone out last night, if I ............................................ (not/have) so much work to do.
10. Cities would be nicer places, if they ............................................ (be) cleaner.

2. Put the verb into the correct tense form: (see the example below)

1. Ken got to the airport in time for his flight. If he misses (miss) it, he will be (be) late for his interview.

2. It’s good that you reminded me about Ann’s birthday. I ............................................ (forget) it.
3. I didn’t have my address book in New York. Otherwise, I ............................................ (send) you a postcard.
4. a. Did you have a good time in Prague?
b. We ............................................ (enjoy) it more, if the weather ............................................ (be) better.
5. I’m not tired. If I ............................................ (be) tired, I would go home now.
6. I wasn’t tired last night. If I ............................................ (be) tired, I would have gone home earlier.
7. If Jim ............................................ (not/lend) me the money, I wouldn’t have been able to buy the car.
8. If Mary ............................................ (not/wear) a seatbelt, she would have been severely injured in the car crash.
9. If you had some breakfast, you ............................................ (not/be) hungry now.
10. If I ............................................ (have) some money I ............................................ (get) a taxi, but unfortunately
I’ve left my wallet at home.

2. Put the verb into the correct tense form: (see the example below)

1. If you found (find) a wallet in the street, what would you do with it?
2. I must hurry. My friend will be annoyed if I ............................................ (not/be) on time.
3. I didn’t realize that Gary was in hospital. If I ............................................ (know) that, I would have gone to visit
him.
4. If the phone ............................................ (ring), can you answer it?
5. I cannot decide what to do. What would you do if you ............................................ (be) in my position?
6. a. What shall we do tomorrow?
b. Well, if the weather ............................................ (be) nice, we can go to the beach.
7. a. Let’s sit outside.
b. No, it’s too cold. If it ............................................ (be) warmer, I wouldn’t mind.
8. a. Did you go for a picnic yesterday?
b. No, it was too cold. If it ............................................ (be) warmer, we might have gone.
9. If you ............................................ (have) enough money to go anywhere in the world, where would you go?
10. I’m glad we had a map. I’m sure we would have got lost, if we ............................................ (not/have) one.

Passive Voice
3. Put the verb into the correct passive form: (see the example below)

1. There’s somebody behind us. I think we are being followed (follow).

2. A mystery is something that ............................................ (can/not/explain).

3. I’ve just called the airport. The flight ............................................ (cancel) due to adverse weather conditions.
4. The television ............................................ (fix) by magic! It’s working again now.
5. The painting ............................................ (restore). The work is almost finished.
6. If I didn’t do my job properly, I ............................................ (sack).
7. After ............................................ (arrest), I was taken to the police station.
8. a. ............................................ (you/ever/arrest)?
b. No, never.
9. Two people ............................................ (report) to ............................................ (injure) in explosion this morning.
10. a. I cannot find the papers I left on my desk last night.
b. Most probably, they ............................................ (throw) away.

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 PRESENT PERFECT SIMPLE OR CONTINUOUS

¯ We use the present perfect continuous/progressive to talk about an action or situations which
began in the past and are still happening or have just stopped. It is often used with how long, for
and since.
E.g.: The journalist has been working very hard this week.

Present Perfect Progressive Some Time Markers

Affirmative Subject have/has been verb + ing complement for since
She has been sleeping for ten hours. how long… lately
Negative Subject have/has not been verb + ing complement recently this morning
I have not been reading that book all day all/next week
Question Have/has subject been verb + ing complement? these days for a long time
Have you been working on the project? Still Yet

I. Put the verbs in brackets in either the Present Perfect Simple or the Present Perfect
Continuous.

1. I ………………………………………… (take) a French course for 5 months and the teacher says I am a fast
learner.
2. A) Someone ………………………………………… (leave) the ladder outside, look. I expect that’s Brain. He
………………………………………… (clean) windows. And I don’t think he ………………………………………… (finish)
yet.
3. Jessy ………………………………………… (take) driving lessons and next week she is going to take a driving
test.
4. I ………………………………………… (live) in Sue’s flat and when I find a new house, I will move.
5. Please don’t go in. I ………………………………………… just ………………………………………… (sweep) the flour.
6. I ………………………………………… (eat) 8 chocolates up to now.
7. A- Are you hungry? B- No, I’m not. I ………………………………………… (eat) chocolates all day.
8. The young children ………………………………………… (make) a snowman all morning.
9. I ………………………………………… (break) my arms twice within 2 years.
10. I’m tired. I ………………………………………… (play) tennis all afternoon.

II. Choose the correct form of the verb:

1) I (have had/ have been) having some family problems lately.

2) She (has loved / has been) loving chocolate since she was a child.

3) It (has snowed / has been) snowing a lot this week.

4) (Have you studied / have you been studying) hard this semester?

5) How long (have you been/ have you been being) in town.

6) I (have read/ have been reading) this book all afternoon.

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 III. Complete the sentences by means of the present perfect continuous:

A) He …………………………………………………… (try) to find a better job.

B) Where has Susan been? I …………………………………………………… (look) for her for
the last two hours.
C) They …………………………………………………… (live) here since they got married.
D) We …………………………………………………… (work) together for many years.
E) She …………………………………………………… (learn) French for three years now.
F) How long …………………………………………………… you
…………………………………………………… (wait) for us?
G) I …………………………………………………… (take) a shower since three days ago.
H) …………………………………………………… you …………………………………………………… (eat)
properly these days?

IV. . Complete with the correct form of the verbs using either Present
Perfect tense or Present Perfect Continuous.

1. Linda ……………………………………………………………………… (travel) around Europe for three months.

2. She ……………………………………………………………………… (visit) six countries so far.
3. Jimmy ……………………………………………………………………… (play) since he was five years old.
4. He ……………………………………………………………………… (win) the national championship four times.
5. Bill and Andy ……………………………………………………………………… (make) ten films since they left college.
6. They ……………………………………………………………………… (make) films for many years now.
7. Look! Somebody ……………………………………………………………………… (break) the window.
8. I ……………………………………………………………………… (read) the book you gave all morning.
9. But I ……………………………………………………………………… (not finish) it yet.
10. Sorry I’m late. That’s all right. I ……………………………………………………………………… (not wait) for a long
time.
11. Peter ……………………………………………………………………… (clean) the windows for some time.
12. So far he ……………………………………………………………………… (clean) five of them and there are two more to
go.
13. My brother is an actor. He ……………………………………………………………………… (appear) in several films.
14. I ……………………………………………………………………… (learn) Chinese for two years now.

TO FINISH IT UP THE STUDENT MUST SEARCH FOR SOME OTHER EXAMPLES INCLUDED IN ANY READING
TEXT EXTRACTED FROM THE INTERNET. THEY MUST WRITTEN DOWN IN THE NOTEBOOK.

ACHIEVEMENT 2.4:

4. go to the following link:

http://www.33-minutes.com/33-minutes/damage-of-a-nuclear-bomb.htm

a) write a personal paragraph where you show your personal point of view about this situations and how
close of far is our country to go through this.

SOME TIPS FOR MIXED TENSES EXERCISES

Knowing which tenses you must use in a fill-in-the-blanks exercise may be very confusing. However, we can simplify the
tense system. Generally speaking, tenses can be grouped into two (2) major groups:

(Group 1) PRESENT TENSES

ü Present simple (He sleeps.) ü Present perfect continuous (He has

ü Present continuous (He is sleeping.) been sleeping.)
ü Present perfect simple (He has slept.) ü Simple past (He slept.)

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Before writing the forms of the verbs in a passage, it's important that you follow these steps:

STEP 1: Find in the passages references to the PRESENT:

§ Orders to the speakers. E.g.: Look! Be careful! Listen / Tell me, Excuse me, etc.
§ Verbs in the present. E.g.: am-is-are / can / are doing, etc.
§ Adverbs referring to the present: now, at the moment, nowadays, etc.
§ Other references to a present situation: Well / Mmmm, etc.

If you find a reference to the present, then you know you'll have to use some of these tenses: present perfect simple,
present perfect continuous, and simple past (also present simple and continuous and future). This way you limit your
choices, so there are fewer chances you'll make mistakes by using, for example, the past perfect simple
and continuous or past continuous.

STEP 2: Find in the passages clues to determine exactly which tenses to use.

§ To use the present perfect simple and continuous, you'll have to understand not only the ideas (connection to
the present, result visible now, action that still continues, etc.) but also find these adverbs: yet, already, for,
since, ever, ever since, once, still, before, this morning, this week, many times, several times, so far, up to
now.

§ For the past simple, it's usually useful to identify these adverbs: at six o’clock, on December 8th 1999, last
week, last month, last year, in 1980, yesterday, on Monday, ago, before, after, when, what time.

§ For the present simple, it's usually useful to identify adverbsadverbs that refer to actions that are done regularly:
usually, every day, generally, etc.

§ For the present continuous, find adverbs referring to now: at present, right now, at this moment, now, etc.

E.G.: A: Tom, come here. You are so dirty! What have you been doing (you/do)?
B: Well, I have been playing (play) with my nephew in the park.
A: What time did you go? (you/go)?
B: We left (leave) for the park two hours ago.

(Group 2) PRESENT TENSES

ü Past simple (He studied.) ü Past perfect simple (He had studied.)
ü Past continuous (He was studying.) ü Past perfect continuous (He had been
studying.)

Follow these steps:

STEP 1: Find in the passages references to the PAST.

§ Adverbs referring to the past: last (year), yesterday, (a few days) ago, etc.

If the text is set in the past, then you know you'll have to use some of these tenses: Past simple, past continuous, past
perfect simple and past perfect continuous. This way you limit your choices, so there are fewer chances you'll make
mistakes by using, for example, present perfect simple, present perfect continuous.

STEP 2: Find in the passages clues to determine exactly which tenses to use.

§ To decide if you'll have to use the past perfect (simple or continuous), it's essential to determine which of the
action/s in the past sequence happened before the main event.
It's also useful to identify these time expressions:

For the past perfect simple, we usually use before, after, already, for, since, just, until, when, by, by the
time, never, etc. Remember that the action is short.

For the past perfect continuous, we usually use for, since, how long, before, etc. Remember that the action is
longer than in the past perfect simple.

§ The past continuous is used for an action in progress at a stated time in the past, which could have been
interrupted or not. It's also used to describe two or more simultaneous actions in the past.

EXAMPLE: Last night, when Jane got (get) to the party, a lot of people were dancing (dance) to pop
music. Everyone was wearing (wear) jeans and T-shirts. Jane felt uncomfortable because
she had bought (buy) an elegant dress the week before.

. . . . . . . . . . . . . . . . . .

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1) Write the correct tense of the verbs in brackets. Use the simple present, present continuous, past simple,
past continuous, present perfect simple and continuous, and past perf. simple and continuous, and future.

1) Larry: Excuse me, which movie are you waiting for?

Tony: We ________________(wait) for the new Wolverine movie. In fact, we (wait) _________________here for more
than
five hours.
Larry: Five hours? When_________________(you/arrive)?
Tony: We _____________________ (get) got here at 6:00 o'clock this morning. More than forty people (stand/already)
___________________here waiting for tickets when we___________________ (arrive).

2) I ______________(lose) my job last week. When I ________________ (get) to the office, a very important meeting
____________ (begin/already) without me. My boss____________ (be) furious with me and I was fired.

3) When I ________________ (arrive) home last night, I discovered that Jane ________________ (prepare) a beautiful
candle-lit dinner.

4) Robin: I think the waiter ________________ (forget) us. We (wait) ________________ here for over half an hour and
nobody ________________ (take) our order yet.
Michele: I think you're right. He ________________ (walk) by us for at least twenty times. He probably thinks we
________________ (already/order).
Robin: Look at him! What______________________(he/do)?
Michele: He_________________(take) other customers' orders! This is it! I_______________(leave)!

5) When I ________________ (turn) the radio on yesterday, I ________________ (hear) a song that was very popular
when I
was in high school. I ________________ (not/hear) the song in years, and it _____________
(bring) back some great memories.

6) Jack ____________ (lose) a lot of weight and ___________ (grow) a beard. He looks so differ

SOCIALIZATION FROM THE PREVIOUS ACTIITY

ACHIEVEMENT 3.4

Read the following passage and answer the following questions:

canary Islands Earthquake Could Trigger Monster Tsunami

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 The eruption of a volcano in the Canary Islands could trigger a ''mega-tsunami'' that would devastate Atlantic
coastlines with waves as high as 330 feet, scientists said on Wednesday. They said an eruption of the Cumbre
Vieja volcano on La Palma, part of the Spanish island chain off West Africa, was likely to cause a massive chunk
of rock to break off, crashing into the sea and kicking up huge walls of water higher than any other in recorded
history.

The tsunami would be capable of traveling huge distances at up to 500 miles an hour, the scientists said in a
research paper to be published in September's Geophysical Research Letters.

Simon Day, of the Benfield Greig Hazard Research Centre at the University College of London, said that as the
volcano was not erupting at present, the short-term and medium-term risks were ''negligible.''

But Cumbre Vieja should be monitored closely for any signs of activity so that emergency services could plan an
effective response, he said.

''Eruptions of Cumbre Vieja occur at intervals of decades to a century or so and there may be a number of
eruptions before its collapse,'' said Day, who collaborated on the research with Steven Ward of the University of
California.

''Although the year-to-year probability of a collapse is therefore low, the resulting tsunami would be a major
disaster with indirect effects around the world.''

WEST SAHARA TO BEAR BRUNT

The effects would spread north, west and south of the Canaries, with the west Sahara bearing the worst of the
wave's energy.

The energy released by the collapse would be equal to the electricity consumption of the entire United States in
half a year.

Immediately after the landslide, a dome of water 93,000 feet high and tens of miles wide would form, only to
collapse and rebound.

As the landslide rubble moved deeper under water, a tsunami would develop. Within 10 minutes, the tsunami
would have moved a distance of almost 155 miles.

On the west Saharan shore, waves would probably reach heights of 330 feet.

Florida and the Caribbean, the final north Atlantic destinations to be affected by the tsunami, would have to brace
themselves for 165 foot waves some eight to nine hours after the landslide.

Wave heights toward Europe would be smaller, but substantial waves would hit the coasts of Britain, Spain,
Portugal and France.

The research paper estimated water would penetrate several miles inland and that the devastation would cause
trillions of dollars in damage.

Taken from http://blogs.agu.org/landslideblog/2013/12/13/canary-islands-tsunami/

Canary Islands Earthquake Could Trigger Monster Tsunami

Choose the correct answer:

1.The "mega-tsunami" is
(a) an island.
(b) a volcano.
(c) a high wave
(d) canary.

2.What would be the result of a big rock falling into the sea?
(a) waves would be very high.
(b) the volcano would stop.
(c) walls would kick up a storm.
(d) it would fall into the sea.

3.How often does the volcano go off?

(a) every year.
(b) every 5 years to 9 years.
(c) every 10 to 100 years.
(d) every day.

4.The worst part of the disaster would be

(a) in the Atlantic Ocean.
(b) in the United States.
(c) in the Caribbean.
(d) in the Sahara Dessert.

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5.How high would the water be?
(a) 155 miles.
(b) 93,000 feet.
(c) 330 feet.
(d) 165 feet.

Find the answers to the following questions and write them down. (TO BE DONE IN THE NOTEBOOK)

1. What is the title of the passage?

2. Who is the author?
3. How many paragraphs are there?
4. Is there a sub-title? If so what is it?
5. What is the name of the volcano that will trigger a "mega-tsunami"?
6. Where is this volcano located? Give all the details.
7. How fast will this tsunami travel?
8. Where did the information come from?
9. What did Simon Day say?
10. How often does the volcano erupt?
11. What will collapse exactly? Explain.
12. Where will the effects reach?
13. How strong will the energy of the collapse be?
14. What will happen after the landslide?
15. What is the connection of the rubble deep under the water?
16. How far will the tsunami go in 10 minutes?
17. What would happen in the Sahara Desert?
18. What would happen across the Atlantic Ocean in Florida and the Caribbean?
How high would the tsunami be there?
19. How long would it be before the tsunami reached the United States and the
Caribbean?
20. What countries would be affected in Europe?

Summarize the information from the answers above IN THE NOTEBOOK.

RELATIVE CLAUSES
A- Complete with a relative pronoun (WHO, WHOSE,
WHICH, WHOM, THAT, WHY). Omit the pronoun
whenever possible.
1. I met a British boy _____________ can speak Portuguese very well.
2. That’s the man _____________ car was stolen.
3. I met a girl _____________ knows you.
4. They live in a country _____________ Prime Minister is a woman.
5. I work in a company _____________ sells things on the Internet.
6. That’s the film _____________ I saw on TV last Saturday.
7. She saw the boy _____________ lives next door.
8. I like people _____________ are nice.
9. She likes films _____________ make her laugh.
10. The students like books _____________ are easy to read.
11. I like discos _____________ close late.
12. This is the reason _____________ I didn’t reply to your e-mail.

B- Make one sentence from two to form defining and non-defining relative clauses. Omit the pronoun
whenever is possible. (See the example below)

1. The train goes to Manchester. It leaves at midday.

The train THAT goes to Manchester leaves at midday

2. They live in a flat. It’s got big windows.

__________________________________________________________________________________________________________
3. He’s an electrician. His wife works in an office.

__________________________________________________________________________________________________________
4. Show me that book. You bought it yesterday.
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__________________________________________________________________________________________________________
5. A boy answered the phone. He told me you were at school.

The boy __________________________________________________________________________________________________

6. I have a friend. He’s a good technician.

_________________________________________________________________________________________________________
7. My brother is twenty. He’s studying in England.

_________________________________________________________________________________________________________
8. This is the girl. She had the best mark in the test.

________________________________________________________________________________________________________
9. What’s the name of the river? It flows through London.

________________________________________________________________________________________________________
10. A coffee maker is a machine. It makes coffee.

________________________________________________________________________________________________________
11. A girl phoned. She didn’t leave a message.

The girl _________________________________________________________________________________________________

12. I know a boy. His father is an accountant.

________________________________________________________________________________________________________
13. I wanted to see the woman. She was away on holiday.

The woman_______________________________________________________________________________________________
14. I slept in a bed last night. It wasn’t very comfortable.

The bed _________________________________________________________________________________________________

15. Are these the magazines? Were you looking for them?

________________________________________________________________________________________________________
16. What’s the name of that restaurant? You told me about a restaurant.

________________________________________________________________________________________________________
17. Who was that boy? I saw you with a boy.

________________________________________________________________________________________________________
18. English is a subject. I’ve always been good at it.

________________________________________________________________________________________________________
19. That is the cottage. We stayed there last summer holiday.

_______________________________________________________________________________________________________
20. Jane failed the exam. This made her parents very angry.

_______________________________________________________________________________________________________
21. I had been waiting for hours. This was very boring.

_______________________________________________________________________________________________________

22. The cinema was almost empty yesterday. It holds more than a hundred people._______________________

_______________________________________________________________________________________________________
23. Mary retired last month. She worked as a secretary for more than thirty years.

_______________________________________________________________________________________________________
24. Paul is a very good driver. His car was stolen yesterday.

_______________________________________________________________________________________________________

C- Make one sentence from two to form a participle clause. (Who, that, which, why)

1. The bus broke down. It was taking us to the railway station. The bus that broke down was taking us to the
railway station
2. Many people were waiting for the Prime Minister. They had been there for hours.

______________________________________________________________________________________________________
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 3. The factory workers are worried about unemployment. They are doing training courses.

______________________________________________________________________________________________________
4. I was woken up by the alarm clock. It was ringing

______________________________________________________________________________________________________
5. The goods are made in this factory. They are exported.

______________________________________________________________________________________________________
6. There was a black car. It was parked opposite the café.

______________________________________________________________________________________________________

Read the following text and answer the question: What care does Yorkie’s coat need?

Yorkshire Terrier or Yorkie

Lovingly referred to by dog fanciers as the Yorkie, the Yorkshire Terrier

is a miniature dog breed developed in England in the mid-19th century.
Though small in stature, the Yorkie's large personality brings a love for
adventure, activity, and affection to every human family that is lucky to
have one in their lives.
PHYSICAL CHARACTERISTICS
The Yorkshire Terrier has a a compact body, and a sharp, smart
expression. The hallmark of the Yorkie dog is its coat color: a clear
shade of tan with a dark steel blue hue. This coat, which is fine, silky,
long, glossy, and straight, may be cut in various styles, but is generally
trimmed to floor length for dog competitions, giving it a neater and
more elegant appearance.
PERSONALITY AND TEMPERAMENT
Although the Yorkie dog may be small in size, it is bold, curious, and always ready for an adventure.
Yorkies are known to be stubborn and can be assertive towards small animals or unfamiliar dogs. And
while the Yorkie has a tendency to bark excessively, making it an excellent watch dog, it can be trained to
remain quiet as well.
CARE
The Yorkie loves to exercise, often playing indoors without much encouragement. It should regularly be
taken outside for short leash-led walks. The dog's long coat requires brushing or combing every other day
to avoid tangles or rubbish getting caught up in the coat. The Yorkshire Terrier is primarily an indoor dog -
it is not a breed that should be allowed to live outdoors.
HEALTH
The Yorkie breed, with a lifespan of approximately 14 to 16 years, is prone to minor health problems, such
as patellar luxation (Zwichnięcie rzepki ). Occasionally, tracheal collapse, portacaval shunt, progressive
retinal atrophy (PRA) (degeneration of the retina,), Legg-Perthes disease are seen in this breed. To identify
some of these issues, a veterinarian may run eye and knee tests, along with a liver ultrasound.
HISTORY AND BACKGROUND
Originating in England’s Yorkshire area, the Yorkshire Terrier does not resemble a ratter or a working dog,
but it is a combination of both. It was believed that the Yorkie was not produced accidentally, but came to
be through intentional crossbreeding of a wide range of terriers, including the Clydesdale Waterside,
Paisley, Skye, Dandie Dinmont, and rough-coated Black and Tan English Terriers. Among its most
important progenitors, the Waterside Terrier was a small blue-gray dog with long hair, weighing between 6
and 20 pounds. It was brought to Yorkshire by weavers who migrated from Scotland to England in the
mid-19th century.
Initially, wealthy dog fanciers despised the Yorkshire Terrier because of its humble roots. However, it
wasn't long before the Yorkie graced the stage at dog shows and became the lap dog of choice for the
British elite, mostly due to its beauty, elegance, and size.
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The Yorkie breed was introduced to the United States in 1872, but there was confusion early on about the
dog's standard size. The weight of early Yorkies ballooned to as much as 12 or 14 pounds. By 1900,
Yorkie fanciers in England and America set a preferable standard size -- an average of three to seven
pounds in weight. The combination of its size and its terrier traits, make this beautiful lap dog a wonderful
pet addition for any family today.

Taken from https://www.superteacherworksheets.com/animal-articles.html

Active Vocabulary
Write out words from the text corresponding to their synonyms and definitions in the table.
1 expert, enthusiast of something, especially F
someone who has a special interest in a
particular animal or breeds a particular animal
2 adjective, determined to do what he wants and S
is very unwilling to change his mind.
3 showing a confident and forceful personality, A
aggressive
4 the sharp explosive cry of a dog W
5 a confused mass of something twisted together T
6 the length of time for which a person or animal L
lives
7 producing of an animal by mating two different C
breeds
8 ancestor , forefather P

ACHIEVEMENT 3.4:

NEW ZEALAND
New Zealand is an island country. The official names of the country are
the Realm [relm] of New Zealand and New Zealand (commonly used). It is
situated to south-east of Australia in the Pacific Ocean. New Zealand is
not part of Australia. The Tasman Sea separates the two countries. It consists of two big
islands (the North Island and the South Island) and many (61) small islands around.

Most population of New Zealand lives on the North Island, but it is smaller than the South
Island. New Zealand is a mountainous country. The highest mountains of the country are called
Southern Alps. The highest mountain is Mount Cook or Aoraki (3,764 metres high). It was
named after Captain Cook who visited the islands before discovering the eastern coast of
Australia. It is called “Cloud in the Skies” by the Maoris [’mauri]. In North Island you can see
big volcanoes like Egmont and Tongariro.

There are numerous lakes and rivers in New Zealand. Most of them are short and rapid. The
country’s longest river Waikato (425 km.) and the largest lake Taupo are situated on the North
Island.
The climate in New Zealand is warm and the greater part of the country is well watered.
There are evergreen forests and large areas of grasslands. New Zealand is south of the
Equator [i’kweitə] so the seasons are reversed there. It is summer in December, January and
February and winter in June, July and August.

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 Nearly 4,5 million people live in the country. About 80% of the population lives in cities. The
natives of New Zealand are the Maoris, poetically called “the Vikings of the Sunrise”. They call
New Zealand “Aotearoa”. It means “Land of the Long White Cloud”. Ao means “cloud”, tea means
“white”, and roa means “long”: because of volcano activity the long islands of New Zealand are
often cloud-capped and look like a long white cloud.

The country was discovered by Europeans in 1642, but they did not
start to settle in the islands until the late 1700’s. Today, most New
Zealanders are descendants of the early European settlers. The
pakeha (the Maori word for European settlers) make up 86% of the total
population. The Maoris were the first people who came to New Zealand from Polynesia in the
middle of the 14th century. Most of Maoris live near Auckland. The Maoris are famous for their
folk songs, music, dances and woodwork.

The official languages are English and Maori. Many native people speak Maori, in addition to
English. The Maori language is used primarily for ceremonies and other special occasions. English
in New Zealand includes many Maori words, and many place names come from the Maori
language. Many places now have dual Maori and English names. For example, the word kiwi, which
refers to a native bird and national symbol, can also mean a New Zealander; and a white person
is a pakeha (a Maori word meaning “fair skinned”).

New Zealand was first discovered by Europeans in 1642 when Dutch sea captain Abel Tasman
arrived. The Dutch name the country “Nieuw Zeeland” after the Dutch island province of
Zeeland.
After the visit of Captain James Cook to New Zealand in 1760-1777 the settlement of the
islands progressed. British ships began trading with the Maoris. The New Zealand Company,
founded in 1839, began the colonization of New Zealand, buying land for nothing and driving
the Maoris from good lands, to set reservations. In 1845 the Maoris began to fight against
the British rule. The so called “Maori wars” lasted till 1870 when the natives were finally
defeated by the superior British forces.
When gold was found in South Island (1861), the population began to grow very quickly. In
1833 New Zealand was officially joined to New South Wales of Australia.
The country once belonged to the British Empire. It became an independent dominion in
1907. Independence Day is celebrated on September, 26.

National Flag of New Zealand

The New Zealand Flag represents the history of the country as a part of the British Empire
and its location in the southern hemisphere. The Flag of New Zealand has four red stars with a
white border. The stars represent the configuration of Crux, referred to as the Southern
Cross, in New Zealand.

National Symbols
The Coat of Arms of New Zealand features a Māori warrior
holding a taiaha (a Māori war weapon) and a European woman
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holding the New Zealand Ensign. Four stars represent the Southern Cross, three ships
symbolise the importance of New Zealand’s sea trade. A golden fleece represents the farming
industry. The wheat sheaf represents the agriculture, and the crossed hammers represent
mining and industry.
The national anthem of New Zealand has two variations. They are “God Defend New Zealand”
which is English and “Aotearoa” which is Māori.
New Zealand has several official national emblems. They include the kiwi (the national bird);
Zealandia, a middle-aged white woman on the national coat of arms; and the silver fern is most
commonly used, especially in sports.
The political system
Today the country is an independent state and a member of the Commonwealth. It is a
parliamentary democracy.
The head of the state is the British monarch represented by a Governor General. He is
appointed by the Monarch upon the recommendation of New Zealand government to a five-year
term. The legislation, Prime Minister and Cabinet run the national government. The Prime
Minister is the head of the government.
The Parliament consists of one house which is called the House of Representatives. It
comprises 120 members elected for 3 years. The main political parties are the Labour Party and
the National Party of New Zealand. New Zealand was the first country in the world to give the
vote to women in 1893, to have old age pensions and the eight-hour working day.

New Zealand is sometimes called “The Britain of the Pacific”, because the cities and towns
of the country resemble very much those of England. The biggest cities of New Zealand are
Auckland, Christchurch, Wellington and Dunedin.
Wellington is the capital of New Zealand since 1865. It has a population of 325,000. It is
the third largest city. The first colonists appeared there in 1840. They called their settlement
Britannia. Later it was renamed into Wellington. It is built on high hills around a lovely harbour,
and has lots of good shops, restaurants and theatres.
Auckland is the largest city of the state. Almost one million people live there. Auckland is a
modern business centre with many high-rise buildings.
Christchurch is the second largest city with 300,000 people. It is a green place; 1/3 of the
city is parks. To many people Christchurch is “the most English city outside England”; it was
designed in England, and its river is called the Avon. The name Christchurch comes from Christ
Church College at Oxford, as one of the leaders of the early settlers was educated there.
New Zealand’s fourth city has the old name for Edinburgh – Dunedin. In the 19th century it
was the centre of New Zealand’s business and its largest city. Many of Dunedin’s most beautiful
buildings were built at this time. It also has New Zealand’s oldest university.

Waitangi Day (6 February)

Waitangi Day marks the occasion in 1840 when the United Kingdom signed the Treaty of
Waitangi with the indigenous Maori. Under this treaty, New Zealand became a British colony.
The Maori ceded sovereignty to the British in return for legal protection as British subjects.
The Maori were guaranteed possession of their land, but with the limitation that they could sell
only to the monarchy.
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Anzac Day (25 April)
Anzac is an acronym for Australia and New Zealand Army Corps. Anzac Day honors the
nation’s armed forces that have fought in wars. Boxing Day derives from an old British tradition
of giving small-boxed gifts to service workers and trades people on day after Christmas. It is
now a day for visiting and relaxing. In addition to these holidays, each province has an
Anniversary Day commemorating its founding.

Sports play a big part in the lives of most New Zealanders. Rugby is their national game.
Women’s netball and rugby league are also popular winter spectator sport. Yachting has a large
following. Some New Zealanders are horseracing fans.
Many other sports are enjoyed during the year, including tennis, golf,
swimming, and sailing (many families own a boat of some kind).

The most famous Maori cultural events and traditions

• The haka is a traditional genre of Māori dance, a “war dance”, a dance with distinctive with
hand gestures and foot stamping, originally performed by warriors before a battle,
proclaiming their strength. Now it is regularly performed at various cultural festivals and
events. The New Zealand rugby team usually performs haka before a game begins.

• Matariki, “Māori New Year”, celebrated in June. It is a week long celebration with prayers,
dancing and singing. It is now widely celebrated across New Zealand.

Australian animals
There are many unique species of plants and animals in New Zealand. Some of them cannot
be found anywhere else in the world. The reason for this is that New Zealand was cut off from
the rest of the land on Earth for 80 million years.

One of the most famous birds is the kiwi. This interesting bird lives in the forest and cannot
fly. In the daytime the bird does not go out. It comes out only at night to find food. Many years
ago kiwis were hunted for food. Now the government does not permit the hunting the kiwis. The
kiwi is the national emblem of New Zealand, and New Zealanders are often called Kiwis.

Another native bird of New Zealand (the Moa) was one of the largest birds in
history – that was up to 3,6m tall and weighed about 300 kg. They don ’t live
anymore because they were hunted by the Maoris.
The pohutukawa has red flowers at Christmas time, and people call it “the
Zealand Christmas tree”.

Taken from http://www.twinkl.co.uk/resources/new-zealand-resources-reading-reading-comprehension

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 http://www.funtrivia.com/quizzes/geography/new_zealand_and_pacific_islands/new_zealand.ht
ml

P.R.A.E PROJECT

THE STUDENTS WILL BE READING SOME ARTICLES THE TEACHER WILL POST IN THE SCHOOL PLATFORM,
AFTERWARDS THIS WILL BE SOCALIZED IN CLASS-

https://www.youtube.com/watch?v=NApAzmYFNiA

to be socialized in class and read aloud.

QUESTIONS YES NO
Do you think this topic it’s worths it for your own learning process?
Were you responsible with the academics duties in such a way you showed your best effort?

¿Considera la metodología aplica durante el periodo la más correcta? ¿Cómo podría

mejorarse?

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In a short paragraph mention when we use the future simple and the future will?, what’s the different of using Next Future and
Present continuous as a future form . (IN THE NOTEBOOK).

“Don't walk behind me; I may not lead. Don't walk in front of me; I may not follow. Just walk beside me and be my friend.”
― Albert Camus

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