AE05

Adults English 5 Intensive Course
Student’s Lab Pack

Table of Contents
1. Study Plan
2. Oral Study Guide
3. Criteria for grading Midterm and Final Oral
Exam
4. Reading worksheets
5. Video worksheets
6. Songs worksheets
EM - April 2023
ADULTS ENGLISH 05 STUDY PLAN — INTENSIVE COURSE - 5 WEEKS
(Based on Surpass 2A, Units 1 - 3)
Monday Tuesday Wednesday Thursday

 Discuss countries and  Talk about meeting family  Discuss hobbies and leisure  Discuss free-time activities and
nationalities. members. activities. work.
 Talk about places one is from or is  Talk about weddings and  Discuss degrees of like or dislike.  Identify specific information from
living in. relatives.  Use the –ing form with the verbs reading or listening.
Objectives  Ask and answer questions with  Listen and identify specific love, like, enjoy, and hate.  Talk about the importance of
be. information. hobbies.
 Give a short introduction about
yourself.
Unit 1A: pp. 4-5 (Omit writing, Share writing: ex. 4B, 4C, p. 5 Unit 1B: pp. 8-9 Unit 1B: pp. 10-11
4A, 4B, 4C, p. 5)
Textbook: Unit 1A: pp. 6-7
Surpass 2A
Units 1 - 3 DIAGNOSTIC TEST
Video: Surpass 2A 3 Video classes, according to the schedule

Introduce “Earth Day”. Pre-teach
vocabulary. Do pre-reading
Highlights Readers: activities.
“Earth Day”
“A Soldier in Disguise”
1.1 Workbook: pp. 70-71 1.3 Workbook: p. 72 1.4 Workbook: pp. 73-74 1.7 Workbook: p. 75
1.2 Writing: textbook, ex. 4A, p. 5; 1.5 Online homework assigned by
Write sentences about yourself. the teacher
Homework 1.6 Reader: “Earth Day”; read the
story and do worksheet # 1 in
labpack.
DISEÑO CUR R ICULAR DE ESTE DOCUM ENTO ES DE PR OPIEDAD DE COPEI. NO SE PER M ITE LA REPRODUCCION TOTAL O PAR CIAL DE ESTE M ATER IAL SIN PREVIA AUTOR IZACION .
COPEI Adults English 05 Study Plan – Intensive Course - 5 weeks
Designed by Olga González, May 2020
Edited by OG, April 2023
Revised by Denisse Veloz & Hipatia Carrasco, April 2023
EM 1/5

 Use social expressions in everyday  Describe people’s personalities.  Talk about one’s friends and their  Describe people’s appearances.
conversations.  Talk about people around you. traits.  Use adverbs of manner to
 Introduce yourself to someone  Describe fictional characters.  Talk about how you met someone describe people’s skills.
Objectives
you meet for the first time.  Interview another person. and what you do together.
Unit: 1C: pp. 12-13 Unit 2A: pp. 14-15 Unit 2A: pp. 16-17 Unit 2B: pp. 18-19
Textbook:
Surpass 2A
Units 1 - 3
Work on “Earth Day”. Do the Review “Earth Day”

thinking questions on the platform
Highlights Readers:
“Earth Day”
2.1 Online homework assigned by 2.3 Workbook: pp. 76-77 2.4 Workbook: p. 78 2.5 Workbook: p. 79
the teacher
2.2 Reader: “Earth Day”, read the
whole story again. Work on the
Homework platform: listening, speaking,
and quiz.
EM 2/5

 Review what you have learned so  Review and assess what you have  Talk about beauty or health  Discuss similarities and
far. learned. products. differences between people.
 Assess what you have learned.  Discuss how people change their  Talk about people’s appearances,
Objectives
appearance. personalities, and interests.
 Understand product reviews.
Review Units 1 & 2: p. 24 Review Unit 2B: pp. 20-21 Unit 2C: pp. 22-23 (Omit writing,
ex. 2C, 2D)
MIDTERM EXAM MIDTERM EXAM

Textbook: Whole test: Listening, Oral
Surpass 2A Reading, Grammar, (Units 1 -2, up to page 17)
Units 1 – 3 Vocabulary & Writing
(Units 1 -2, up to page 17)
Reader: “Earth Day”
Introduce “A Soldier in Disguise”.

Work with pre-reading activities.
Highlights Readers:
“Earth Day”
3.1 Workbook: p. 80 3.2 Online homework assigned by 3.3 Workbook: p. 81 3.5 Review: textbook, p. 25
the teacher 3.4 Reader: “A Soldier in Disguise”; 3.6 Writing: textbook, ex. 2C, p. 23;
read the story and do worksheet Write about yourself…
Homework # 2 in labpack. 3.7 Online homework assigned by
the teacher
EM 3/5

 Learn and use vocabulary  Discuss various uses of lemons.  Describe the design and material  Read and talk about upcycling.
associated with everyday items  Identify the main idea of different of clothing and accessories.  Identify details in an informative
you buy at a supermarket. paragraphs in an article.  Identify details in descriptions of text.
 Discuss what one needs or  Infer the meaning of words or possessions.
Objectives doesn’t need, and why. phrases from the context.  Use possessive adjectives and
 Discuss the frequency of items possessive pronouns.
one uses.  Ask and answer yes / no
questions to guess an item.
Share writing: ex. 2D, p. 23 Unit 3A: pp. 28-29 Unit 3B: pp. 30-31 Unit 3B: pp. 32-33
Textbook: Unit 3A: pp. 26 - 27

Surpass 2A
Units 1 - 3 WRITING QUIZ
Work on “A Soldier in Disguise”. Do Review story.

the thinking questions on the
Highlights Readers: platform.
“Earth Day”
4.1 Workbook: pp. 82-83 4.3 Workbook: p. 84 4.4 Workbook: pp. 85-86 4.6 Workbook: p. 87
4.2 Reader: “A Soldier in Disguise”; 4.5 Online homework assigned by
Read and listen to the whole the teacher
Homework story again. Work on the
platform: listening, speaking,
and quiz.
EM 4/5

 Use expressions for ordering at a  Review and assess what you have  Review and assess what you have  Ask for information or make a
café. learned. learned. request at a store.
Objectives
Unit 3C: p. 34 Review before exam. Review before exam Unit 3C: p. 35
FINAL EXAM FINAL EXAM

Textbook: Whole test: Listening, Oral
Surpass 2A Reading, Grammar, Units 2 & 3, pp. 18 - 34
Units 1 - 3
Vocabulary
Units 2 & 3, pp. 18 - 34
Reader: “A Soldier in Disguise”
Highlights Readers:
“Earth Day”
5.1 Online homework assigned by

the teacher
Homework
EM 5/5
ADULTS 05-I ORAL STUDY GUIDE
FOR MID-TERM & FINAL ORAL EXAM
(B ased on Surpass 2A– Units 1 -3)
• You will practice these topics during class activities.

• In the oral exam you should try to speak as much as possible.
Topics for Mid-Term Oral Exam (Units 1 & 2; up to p. 17)

 Introduce yourself. (Unit 1A)
 Answer questions about you. (Unit 1A)
 Tell about countries you have travelled to / countries you would like to visit. (1A)
 Answer questions about your family and relatives. (1A)
 Tell about times when you get together with family and relatives. (1A)
 Identify and tell what people are doing.(1B)
 Talk about your hobbies and what you like/dislike to do. (1B)
 Have a conversation using social expressions. (1C)
 Describe your personality. (2A)
 Describe other people’s personality. (2A)
 Answer questions about you or other people. (2A)
 Tell about someone you met and what you do together. (2A)
Topics for Final Oral Exam (Units 2 -3, pp. 18 - 34)

 Describe a person’s appearance. (2B)
 Describe your appearance. (2B)
 Talk about your skills and how you do things. (2B)
 Compare yourself to another person, or compare two other people. (2C)
 Talk about the items you have: what you need; what you don’t need; what you usually
buy at the supermarket, why you need them. (3A)
 Describe what you are wearing. (3B)
 Describe what a partner is wearing. (3B)
 Talk about what you like to order in a café. (3C)
 Answer questions and talk about what you shop and where. (3C)
El DI SEÑO CURRI CULAR DE ESTE DOCUM ENTO ES DE PR OPI EDAD DE COPEI . NO SE PERM I TE LA REPROD UCCI ON TOTAL O PARCI AL
DE ESTE M ATERI AL SI N PREVI A AUTORI ZACI ON .
Adults AE5I Oral Study Guide for M&F Oral Exam – Intensive 5w
Adapted by Olga González, May 2020
Revised by OG, May 2020
EM p. 1/1
CRITERIA FOR GRADING
MIDTERM & FINAL ORAL EXAM
100 Communication is almost always effective. Very understandable

with little or no listener effort.
Only minor errors, but generally good control of language studied in
the course. Delivery is generally smooth, quite clear and coherent.
General performance definitely meets course expectations.
95 Exceeds lower band; does not quite meet upper band’s criteria
90 Communication is generally effective. Understandable with little

listener effort.
Some errors with language studied in the course, but these do not
usually seriously affect communication.
Delivery may have pauses and/or be choppy and slow sometimes.
General performance adequately meets course expectations.
75 Communication is only somewhat effective. Somewhat

understandable, but listener effort generally required. Possibly
makes frequent errors with language studied in the course.
Delivery may have prolonged pauses and/or be choppy or repetitive.
General performance is slightly below course expectations.
60 Communication is generally not effective. Much listener effort is

needed, and/ or is difficult to understand. Poor control of language
studied in the course.
General performance is definitely below course expectations.
50 No effective communication. It is impossible or almost impossible to

understand.
Perhaps says nothing or almost nothing.
EL DI SEÑO CUR RI CULAR DE ESTE DOCUM ENTO ES DE PROPI EDAD D E COPEI . NO SE PERM I TE LA REPRODUCCI ON TOTAL O PARCI AL
COPEI Criteria for Grading Midterm & Final Oral Exam
Revised January 2017
EM p. 1/1
RUBRIC FOR GRADING
WRITING QUIZ – INTENSIVE COURSES
5 4-3 2 1
Exceeds Meets Needs Inadequate
expectations Expectations Improvement
Content/Ideas
The ideas are clear, logical and
well organized. Interesting
Grammar/Punctuation
Good use of gr ammar and
punctuation that a student at
his/her level w ould be
expected to know .
T her e might be mistakes w hich
do not obscur e meaning.
Vocabulary-Spelling
Good use of vocabulary according
to the level
Paragraph//Sentence
structure
It is written in paragraph form
with well formed sentences.
Task completion/effect on
the reader
Easy to under stand on a fir st,
quick r ead-through. T he
student follow ed the dir ections
for the assignment (w ord
count, infor mation included.)
TOTAL /25
E L DI S E ÑO C URR ICULAR DE E STE DOCU M ENTO E S DE P ROP IE DAD DE C OPE I. N O S E P E RM ITE LA REP RODUCCION TOTAL O P A RCIAL
DE E S T E M A TER IAL S IN P R EVIA A UTOR IZACION .
COPEI Rubric for Grading Writing Quiz – Intensive Course
Created by Olga González, June 2020
Revised June 2020
EM p. 1/1
RUBRIC FOR GRADING WHOLE EXAM
WRITING SECTION
2 1.5 - 1 0.5
Exceeds Meets Needs
expectations Expectations Improvement
Content/Ideas
The ideas are clear, logical and
well organized. Interesting.
Grammar/Punctuation
Good use of gr ammar and
punctuation that a student at
his/her level w ould be
expected to know .
T her e might be mistakes w hich
do not obscur e meaning.
Vocabulary-Spelling
Good use of vocabulary according
to the level.
Paragraph//Sentence
structure
It is written in paragraph form
with well formed sentences.
Task completion/effect on
the reader
Easy to under stand on a fir st,
quick r ead-through. T he
student follow ed the dir ections
for the assignment (w ord
count, infor mation included).
TOTAL /10
E L DI S E ÑO C URR ICULAR DE E STE DOCU M ENTO E S DE P ROP IE DAD DE C OPE I. N O S E P E RM ITE LA REP RODUCCION TOTAL O P A RCIAL
DE E S T E M A TER IAL S IN P R EVIA A UTOR IZACION .
COPEI Rubric for Grading Writing Section
Created by Olga González, July 2020
Revised July 2020
EM p. 1/1
INSTRUCTIVO “HIGHLIGHTS LIBRARY”
Estimados alumnos de Adultos English 5 Intensive,

En el study plan constan los libros de la plataforma HIGHLIGHTS LIBRARY que ustedes
deberán leer, obligatoriamente, en su nivel. Es recomendable que, además de los
asignados, lean otros libros a los que tienen acceso (Level 15) para de esta manera
incrementar sus destrezas y comprensión de lectura, aprender más vocabulario y
expandir sus conocimientos del uso del lenguaje.
As part of the lesson plan, you have books from the Platform "HIGHLIGHTS LIBRARY",
which you must read at each corresponding level. It is recommended that, in addition to
those assigned, you read other books you have access to on the same platform (Level
15) to increase your reading comprehension skills, learn more vocabulary, and expand
your knowledge of the use of language.
“Hay m ás tesoros en los libros que en todo el botín de los piratas de la I sla
del Tesoro.” Walt Disney (1901-1966). Productor, director y guionista estadounidense.
EL DISEÑO CURR ICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PER M ITE LA R EPRODUCCION TOTAL O
PAR CIAL DE ESTE M ATER IAL SIN PREVIA AUTOR IZACION.
COPEI Instructivo Highlights Library
Created by Olga González, November 2020
Edited by Hipatia Carrasco, April 2023
EM p. 1/1
ADULTS ENGLISH 5 INTENSIVE COURSE
READING WORKSHEETS
Based on Highlights Library
Earth Day
WORKSHEET 1
PRE-READING
A. Think about how the Earth is polluted. Answer the following question.
1. What can you do every day to help Earth?
________________________________________________________________
________________________________________________________________
________________________________________________________________
B. Cause and Effect. Read the passage and choose the correct answer.
(1) Litter can be very harmful to animals. (2) Some kinds of litter can trap animals. (3)
For example, small animals, fish, and water birds can become stuck in the plastic rings
from some soda drinks. (4) Reptiles like to crawl inside cans and bottles because these
places are warm. (5) Sadly, they are sometimes unable to crawl back out. (6) Other
animals are harmed by the food humans throw away. (7) Deer like to eat sweets and
breads. (8) But eating too many flour-based foods can hurt their stomachs. (9) And, of
course, broken glass is dangerous to animals. (10) It can cut the soft feet of foxes,
rabbits, and other kinds of wildlife.
1. A man throws a plastic ring into a lake. Which sentence tells a possible effect?
a. sentence 3 b. sentence 5 c. sentence 7
2. A lizard gets itself trapped in a bottle. Which sentence tells a possible cause?
3. A deer’s stomach hurts. Which sentence tells a possible cause?
4. A man breaks a bottle in the forest. Which sentence tells a possible effect?
COPEI AE5I Reading Worksheets
Created by Carlos Montalvo, Edited by Olga González, March 2023
EM p. 1/5
READING WORKSHEETS
WHILE-READING
C. Synonyms are words that mean the same. Match each of the words with
the correct synonym.
1. _____ improve a. walked
2. _____ litter b. trash, garbage
3. _____ landfills c. dumps
4. _____ poisonous d. harmful
5. _____ waste e. phrases
6. _____ marched f. make better
7. _____ slogans g. throw away
8. _____ recycle h. use again
D. Read the story pages 2-5. Choose the correct answer.

1. What things can you recycle at home?
a. cats and dogs
b. paper and plastics
c. food
2. How many people live in the world today?
a. 6 million
b. more than 7 million
c. more than 7 billion
3. What do we all have in common?
a. We all live on Earth.
b. We all have the same house.
c. We all live in the same country.
4. When do we celebrate Earth Day?
a. April 3rd
b. April 22nd
c. April 14th
EM p. 2/5
READING WORKSHEETS
E. Read pages 7-15. Complete the sentences.

1. Gaylord Nelson thought the Earth was in danger because ________________________
______________________________________________________________________.
2. Three ways people cause air pollution are:

a. ______________________________
b. ______________________________
c. ______________________________
3. On the first Earth Day people ….

a. ______________________________
b. ______________________________
c. ______________________________
4. The first Earth Day was celebrated only in ______________________________. The

next one was celebrated ______________________________.
EM p. 3/5
READING WORKSHEETS
A Soldier in Disguise
WORKSHEET 2
PRE-READING
A. Answer the questions with your own words.
1. How can someone achieve a dream?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
2. Can you tell about a time that you were determined to do something? What was it? Did
you do it? (It can be about someone you know.)
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
WHILE-READING
B. Vocabulary. Choose the correct word to complete the sentence.
1. A determined person would give up / keep trying.
2. A democracy is ruled by a King / elected leaders.
3. People who serve their country talk / fight.
4. If you enlist, you join the military / a company.
5. If you recognize someone, that person is strange / familiar to you.
6. A person who is wounded is hurt / well.
7. Audiences perform / watch a performance.
8. The military is made up of a group of soldiers / bakers.
EM p. 4/5
READING WORKSHEETS
C. Put the events in order from 1 to 6. The first one is done for you.
______ At first, she wasn’t able to pass as a man.
______ Afterward she had a family and toured America telling her story.
__1__ Simpson was a teacher.
______ She was a great soldier until her secret was found out.
______ Then she tried to enlist in the army.
______ But later was accepted.
AFTER-READING
D. Answer with your own words.
1. How would this story be different if it happened today?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
EM p. 5/5
VIDEO WORKSHEETS
Based on Surpass 2A
COPEI AE5I Video Worksheets
Source: Higashi Enterprises, May 2020
EM p. 1/3
VIDEO WORKSHEETS
Based on Surpass 2A
EM p. 2/3
VIDEO WORKSHEETS
Based on Surpass 2A
EM p. 3/3
Song Activity Sheet
“Last train to London” By ELO
I. BEFORE THE SONG
A. Read the following sentences and guess if they are true or false. Then
check with your teacher.
1. Last Train to London" is the fifth track
from the Electric Light Orchestra
(ELO) album Discovery. ________
2. The song was released in 1979 in the
UK. ________
3. It peaked at number 8 in the UK
Singles Chart. ________
4. It peaked at number 39 on the
Billboard Hot 100. ________
VOCABULARY
B. Read and match the word with its definition.
1. heading out ___ a. to go out of or away from, as a place.
2. last ___ b. to divide and distribute something.
3. leave ___ c. To depart for some destination.
4. burn ___ d. to grasp or understand clearly.
5. share ___ e. below the surface of.
6. stay ___ f. to go on or continue in time.
7. starry ___ g. to remain over a length of time, as in a place or situation
8. underneath ___ h. to (cause to) move with great or too much speed.
9. rush ___ i. abounding with stars
10. realize ___ j. to be on fire
II. WITH THE SONG

A. Listen and circle the correct word.
1. It was 9:29- 2:29
2. 9:29, back street, small -big city
3. The moon- sun was going down
4. There was music - people all around
5. It felt so right - happy
6. It was one of those days – nights
7. One of those – that nights
8. When you feel the world - city stop turning
9. You were standing - sitting there
10. There was music in the disco - air
11. I should have been - stayed away
12. But I knew - understood I had to stay
EL DI SEÑ O CURR I CULAR DE ESTE DOCUM EN TO ES DE PROPI EDAD DE COPEI . N O SE PERM I TE LA REPR ODUCCI ÓN TOTAL O PARCI AL
DE ESTE M ATERI AL SI N PREVI A A UTORI ZACI ON .
COPEI-Cool Tunes Set 2
Designed by Ivonne Rubio, December 2015
Revised by OG&KV, December 2015
CB p. 1/2
Song Activity Sheet
“Last train to London” By ELO
B. Listen to the CHORUS and number the lines.

___ Let the music play on down the line tonight
___ Last train to London, just heading out
___But I really want tonight to last forever
___ Last train to London, just leaving town
___ I really want to be with you
C. Listen and fill in the blanks.

right
1. It ______ one of those nights
only
2. One of ______ nights with
3. When you feel the ______ is burning Looking
4. Everybody was ______ was
5. Everybody to ______ those
fire
6. It was so ______
there
7. There you were on your ______ share
8. ______ like you were the ______ one around else
9. I had to be ______ you been
10. Nothing ______ that I could do stay
knew
11. I should have ______ away
own
12. But I ______ I had to ______
D. Listen and match beginnings with endings.

1. Last train to London, ___ a. to last forever
2. Last train to London, ___ b. with you
3. But I really want tonight ___ c. down the line tonight
4. I really want to be ___ d. just heading out
5. Let the music play on ___ e. just leaving town
E. Listen and cross out the extra words.

1. Underneath a starry cloudy sky
2. Time was still but hours minutes must really have rushed by
3. I didn't realize how
4. But love was there in your eyes
5. I really should have gone forever
6. But love went back on and on
CHORUS
EL DI SEÑ O CURR I CULAR DE ESTE DOCUM EN TO ES DE PROPI EDAD DE COPEI . N O SE PERM I TE LA REPR ODUCCI ÓN TOTAL O PARCI AL
DE ESTE M ATERI AL SI N PREVI A A UTORI ZACI ON .
CB p. 2/2
Song Activity Sheet
“Wake me up” By Avicii
I. BEFORE THE SONG
A. Read the following information and complete the sentences below.
"Wake Me Up" is a song by Swedish DJ and music producer Avicii.
American soul singer Aloe Blacc provides vocals for the track and
Incubus' Mike Einziger provides acoustic guitar. It was released on
June 17, 2013 by PRMD Music, Lava Records and Columbia
Records as the first single from Avicii's full-length debut studio
album, True (2013).
Avicii introduced "Wake Me Up!" for the first time live on stage at
the Ultra Music Festival in Miami, it was accompanied by a live
band with instruments and vocalists. "Wake Me Up" peaked at
number one in much of Europe and charted well in all of the
English-speaking world. The song has been described as a
"summer anthem" by Variance Magazine and, throughout the
2013 festival season, Avicii included it as part of the opening or closing sequence of his sets.
1. Avicii is from _____________________________.
2. This song was realeased in ____________________.
3. Avicii introduced the song for the first ______________________________in Miami.
4. It peaked at number __________ in most places in Europe.
VOCABULARY
B. Match the words to their meaning.
1. catch up___ a. to rouse from sleep; awake.

2. pass by ___ b. a person able to make good choices and decisions.
3. wise ___ c. considered to be or thought of as being without knowledge.
4. wake me up ___ d. to move past; to go past someone or something.
5. darkness ___ e. to reach the same quality as someone or something.
II. WITH THE SONG

A. Listen and number the lines.
___ But I know where to start
___They tell me I'm too young to understand
___ Feeling my way through the darkness
___ They say I'm caught up in a dream
___ Well life will pass me by if I don't open up my eyes
___ Well that's fine by me
___ Guided by a beating heart
___ I can't tell where the journey will end
EL DI SEÑO CUR RI CULAR DE ESTE DOCUM ENTO ES DE PROPI EDAD D E COPEI . NO SE PERM I TE LA REPRODUCCI ÓN TOTAL O PARCI AL
Edited by DV&IR, October 2021
CB/EM p. 1/2
Song Activity Sheet
“Wake me up” By Avicii
B. Listen the CHORUS and fill in the blanks.
1. So ______ me up ______ it's all ______
2. When I'm ______ and I'm ______ older time lost
3. All this ______ I was finding ______ wake when myself
didn't over wiser
4. And I ______ know I was ______
CHORUS
C. Listen and circle the correct word.

1. I tried carrying - pushing the weight of the world - others
2. But I only have two feet -hands
3. Hope I get the chance- opportunity to travel the world
4. But I don't have some -any plans
5. Wish - desire that I could stay forever this young - beautiful
6. Not frightened - afraid to close my eyes
7. Life's a game made - done for everyone
8. And love - money is the goal - prize
D. Listen to the last part of the song and cross out the extra lines.
1. So wake me up when it's all over 9. When I'm wiser and I'm older
2. I didn't know I was lost 10. All this time I was finding myself
3. When I'm wiser and I'm older 11. Well that's fine by me
4. All this time I was finding myself 12. And I didn't know I was lost
5. When I'm wiser and I'm older 13. Didn't know I was lost
6. And I didn't know I was lost 14. I didn't know I was lost
7. I didn't know I was lost 15. I didn't know I was lost
8. So wake me up when it's all over 16. I didn't know (didn't know, didn't know)
III. AFTER THE SONG

A. Read the following part of the song. Discuss the meaning
Feeling my way through the darkness
Guided by a beating heart
I can't tell where the journey will end
But I know where to start
Examples. The author wants to tell us that he wants to break free from the world (darkness) that
he is in now. And his only guide is his determination, his desire (beating heart).
EL DI SEÑO CUR RI CULAR DE ESTE DOCUM ENTO ES DE PROPI EDAD D E COPEI . NO SE PERM I TE LA REPRODUCCI ÓN TOTAL O PARCI AL
Edited by DV&IR, October 2021
CB/EM p. 2/2

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Adults English 5 Intensive Course

Student’s Lab Pack

Monday Tuesday Wednesday Thursday

Video: Surpass 2A 3 Video classes, according to the schedule

Monday Tuesday Wednesday Thursday

Work on “Earth Day”. Do the Review “Earth Day”

Monday Tuesday Wednesday Thursday

MIDTERM EXAM MIDTERM EXAM

Introduce “A Soldier in Disguise”.

Monday Tuesday Wednesday Thursday

Textbook: Unit 3A: pp. 26 - 27

Work on “A Soldier in Disguise”. Do Review story.

Monday Tuesday Wednesday Thursday

FINAL EXAM FINAL EXAM

5.1 Online homework assigned by

• You will practice these topics during class activities.

Topics for Mid-Term Oral Exam (Units 1 & 2; up to p. 17)

Topics for Final Oral Exam (Units 2 -3, pp. 18 - 34)

100 Communication is almost always effective. Very understandable

90 Communication is generally effective. Understandable with little

75 Communication is only somewhat effective. Somewhat

60 Communication is generally not effective. Much listener effort is

50 No effective communication. It is impossible or almost impossible to

Estimados alumnos de Adultos English 5 Intensive,

D. Read the story pages 2-5. Choose the correct answer.

E. Read pages 7-15. Complete the sentences.

2. Three ways people cause air pollution are:

3. On the first Earth Day people ….

4. The first Earth Day was celebrated only in ______________________________. The

II. WITH THE SONG

B. Listen to the CHORUS and number the lines.

C. Listen and fill in the blanks.

D. Listen and match beginnings with endings.

E. Listen and cross out the extra words.

1. catch up___ a. to rouse from sleep; awake.

II. WITH THE SONG

C. Listen and circle the correct word.

III. AFTER THE SONG

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