∽ENGLISH BOOKLET∽

Course: ________

Student: ___________________

Year: ________
ASSIGNMENT 1

The History of Graffiti

Is graffiti a vibrant urban art form or senseless vandalism? When did graffiti first become popular? Read
this article to find out about the history of street art and hear from both sides of the debate.

Pre-reading
Are these ideas for or against graffiti? Circle for or against.

1. Graffiti is a way for people to express their ideas and feelings. for against

2. It is a waste of money cleaning it up. for against

3. Graffiti ruins public areas and makes children afraid to play in parks. for against

4. Graffiti makes a town look more attractive. for against

5. Why should one person decide what public property looks like? for against

6. Museums and art galleries now include graffiti in their collections. for against

7. Graffiti is art. for against

8. Graffiti is vandalism. for against

Readin

1
While-reading
1. Check your understanding: matching
Write the paragraph headings next to the paragraphs. One heading is not needed.

 Art or vandalism?
 Increasing exposure and attention
 The future of graffiti
 Famous graffiti artists
 Not just a modern phenomenon

1. paragraph 1

2. paragraph 2

3. paragraph 3

4. paragraph 4

5. not needed

2. Check your understanding: multiple choice

Circle the best answer to these questions.

1. Why was the seventies an important decade in the history of graffiti?

a. That was when modern graffiti first appeared.
b. That was when modern graffiti first became really popular.
c. That was when graffiti first reached New York.

2. What is a 'masterpiece' in graffiti?

a. A really high-quality piece of graffiti.
b. A work of graffiti showing the artist's name.
c. A full piece of graffiti, like those seen on subway trains.

3. What was the main motivation for the first taggers?

a. Showing which streets belonged to which gangs.
b. Creating a strong visual identity for their 'crew'.
c. Sending coded messages to other gangs.

4. Who coined the phrase 'graffiti'?

a. New York gangs who had a lot of Italian immigrant members.
b. A newspaper and an author.
c. The man who was the mayor of New York in the late seventies.

5. How did things change after the first war on graffiti?

a. It was considered a more serious crime.
b. Graffiti artists had to find different places to paint.
c. New York looked a lot cleaner.

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 6. What does New York city councillor Peter Vallone say about graffiti?
a. Graffiti can be good for cities as long as it is tasteful and conveys positive messages.
b. Graffiti can be beautiful if it is done by a skilled artist.
c. Graffiti is a crime if the artist does not have permission.

7. What do the Berlin-based group Reclaim Your City say about graffiti?
a. Involving young people in graffiti stops them getting involved with serious crime.
b. Graffiti helps the public to own the streets and take control away from advertisers.
c. Graffiti actually increases the value of property by making the area more attractive.

8. What is the author's final point?

a. Graffiti has now become mainstream and can make artists a lot of money.
b. Graffiti is not a good way to become a respected artist.
c. Some of the most popular graffiti artists end up being exploited by the art world.

3. Check your vocabulary: gap fill

Complete the gaps with one of the following nouns:

 spray paints
 stencil
 property
 springboard
 vandal
 taggers
 crews
 canvas

1. People who graffiti their names are called_________________________.

2. Graffiti is usually done with _________________________.

3. Taggers originally worked in groups called ____________________________.

4. A piece of heavy fabric on which a painting can be created is called a ________________.

5. Something that someone owns is called their ____________________________.

A person who deliberately destroys or damages someone else's property is called a

6. ________________________.

If something helps to start an activity or process, we say it is a

7.
_______________________ to doing something.

A piece of plastic, cardboard or other material with a design cut into it to reproduce that
8.
pattern is called a ____________________________.

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Post-reading
Discussion: What do you think about graffiti? Is it art or vandalism? Why?

Language focus

 Read the following sentences and decide if they refer to the PAST, PRESENT or FUTURE:

A) The first drawings on walls appeared on caves thousands of years ago.

B) Artists are reclaiming cities for the public from advertisers.

C) The Frenchman Blek le Rat and the British artist Banksy have achieved international fame
by producing works with stencils.

D) Graffiti artists usually sell their works on museums.

E) Graffiti will become more and more popular in the near future.

 Identify the tenses in each sentence: PRESENT SIMPLE, PRESENT CONTINUOUS, PRESENT
PERFECT, PAST SIMPLE, PAST CONTINUOUS, FUTURE SIMPLE.

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 Assignment 1 – THE HISTORY OF GRAFFITI
Language focus (second part)

The Graffiti Debate

A criminal act, or a work of art? It’s up to you…

The case against:

 Graffiti 1 _____________ (be) an example of criminal damage. Graffiti artists have gone to jail in the
UK for up to five years for “tagging” – painting their name or special mark on buildings. In the USA,
a judge 2 _____________ (send) a 19-year-old graffiti artist to jail for eight years for tagging.
 It is very expensive to remove graffiti. A single graffiti artist 3 _____________ (cause) more than one
million pounds of damage in London in 2011. The graffiti artist in question was Z-E-R-X and his tag
appeared on walls of homes, schools and historical buildings all over the capital.
 Graffiti 4 _____________ (make) a place look dirty and abandoned. This can encourage crime and
more criminal damage.

The case for:

 Graffiti 5 _____________ (always/exist). In prehistoric times, cavemen 6 _____________ (draw) pictures

of animals on the walls of their caves. In ancient Greece and Rome, people 7 _____________ (paint)
works of art on walls and buildings. Two thousand of years ago, a volcanic eruption 8 _____________
(cover) the city of Pompeii in Southern Italy with lava and saved the graffiti. Historians have learnt
a lot about life then by looking at this graffiti.
 Graffiti can also be a beautiful work of art. Galleries around the world have held exhibitions of work
by graffiti artists. Some, like Banksy, have sold their art for nearly a million pounds a piece.
 In some large cities, graffiti has helped poor, run-down areas of a city look less ugly. There are
some great examples in Melbourne, Australia. When poor neighbourhoods offer public space for
local graffiti artists, it 9 _____________ (help) people fell proud of where they 10 _____________ (live).

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ACTIVITIES:
1) Read the article and compare it with the text “The History of Graffiti”. Do they present
similar arguments? What arguments in favour of and against graffiti are mentioned?

2) Read the article again and decide if the sentences are TRUE or FALSE. Correct the false
sentences.
a. Prison sentences for graffiti artists can be quite long. ________
b. One artist was responsible for a lot of the graffiti in London. ________
c. Graffiti can create a bad impression. ________
d. Graffiti is a modern form of art. ________
e. Some graffiti can be worth a lot of money. ________
f. Graffiti isn’t illegal in some places in big cities. ________

3) Match the articles from the article with the definitions below. Are they positive or
negative?
a. feeling happy about a place ____________________
b. something related to illegal actions ____________________
c. a place which is left empty or not used ____________________
d. a place which is in bad condition ____________________
e. something unattractive or unpleasant ____________________
f. something which is very good ____________________

4) Complete the article with the missing verbs in the correct form.

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 ∽EXTRA PRACTICE∽

Graffiti Art
The term graffiti comes from the Greek word ‘graphein’ which means ‘to write’. People 1 ___________
(always/draw) and painted on walls. Prehistoric man 2 _________ (paint) on the walls of caves, and those paintings
are now considered valuable works of art. Graffiti 3 __________ (be) first found on ancient Roman architecture.
If people draw on walls these days, it 4 ___________ (not/be) considered art; it is called ‘graffiti’ and often
cleaned off as soon as possible. Graffiti art takes a number of forms. It can be an individual mark, usually just the
initials of the artist, or something much larger, like a mural. Most graffiti artists 5 ___________ (prefer) to be
called ‘writers’. A writer’s signature with spray paint or maker is called a ‘tag’, and each piece of graffiti art is
‘tagged’. Communities of writers who are friends are known as ‘crews’, and inexperienced writers are called ‘toys’.
For some artists, graffiti 6 _________ (be) a reaction to the circumstances of their lives, while for others it is a
more thought-out artistic expression. The motivation behind a piece of graffiti can be happiness or sadness,
frustration or relief. For this reason, it is an art form that is very close to the hearts of the young.
Graffiti as a youth culture 7 ___________ (begin) in America in the late 80s, but it has become
popular in many other countries. Its influences come from pop culture, especially music and cartoons.
Graffiti is now so popular that it can be seen in many museums and art galleries.

1) Answer these questions. 2) Choose true (T), false (F) or not stated (NS).
1. What does the term graffiti really mean? 1. The first graffiti was found in Egypt. ____
2. A mural can be called graffiti. ____
2. What do you call the signature of a graffiti artist? 3. Inexperienced graffiti artists are called ‘crews’. ____
3. How are communities of graffiti artists called? 4. Some graffiti artists sold their works to art galleries
and became famous. ____
4. What motivates graffiti art? 5. Each artist has his or her own ‘tag’. ____
6. Graffiti as a youth culture began in Europe. ____
5. Where did graffiti as a youth culture begin? 7. Graffiti is more popular in Europe than in Asia. ____
6. What are the main influences for graffiti art?

3) Read the text carefully and complete the blank spaces with the verbs in brackets in the correct form.

4) Match the following words (a-d) with their definitions (A-E) 1

and then with the pictures (1-5).

a) scribble A) a large picture painted on the wall ___

2
b) signature B) a short, often memorable phrase ___

c) mural C) to write hastily or carelessly ___

d) graffiti D) one’s name as written by oneself ___ 3

e) advertising E) drawings or inscriptions made on

5
slogan a wall or other surface ___

4
7
 Graffiti: Art or Vandalism?

Video Comprehension activity: https://youtu.be/azolNnTCnMI

1) Before-watching: Are these statements FOR or AGAINST graffiti?

a. Before graffiti artists, streets were grey, dull, boring and bland places to be. We need these artists to bring some
colour to the cities. _____________
b. Graffiti artists paint on walls so that they don’t waste paper. Their art means that they are ‘green’ and they don’t
harm the planet. _____________
c. Graffiti is a type of visual pollution. The sprays also give off toxic fumes (gas). _____________
d. Graffiti has destroyed road signs and made it confusing for road users to follow the instructions. _____________

2) While-watching: As you watch the video, write how many people are in favor of graffiti as art and how
many think it is vandalism.
_________________________________________________________________________________
_________________________________________________________________________________

3) While-watching: Summarise what the speakers say:

SPEAKER 1: ______________________________________________________________________
SPEAKER 2: ______________________________________________________________________
SPEAKER 3: ______________________________________________________________________
SPEAKER 4: ______________________________________________________________________

4) After-watching: Answer.
a) Are the speakers’ opinions similar to the articles we read in class? Why?
b) What famous tagger do the speakers mention? Find information about him, write important details about
his life and describe one of his famous graffiti. Include the name of its work and where it is found.

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ASSIGNMENT 2

EveryBODY is beautiful

1) Read the following text and answer: There is a pun (juego de palabras) on the title. Why?
What’s the play on words?

EveryBODY is beautiful
By: ElsaBlogger2017

Her legs are longer, her smile is brighter and even her teeth are whiter. We've all been
there before; you're looking through a magazine and as you see yourself, you feel
depressed because your hips are just too wide, your skin too blemished and your lips too
thin to ever be one of these women. But no one can be because they don't exist. OK, so
yes, the models are real people, but the image of them is not. These images have been
edited a thousand times. Yet, we are still encouraged, no, told by the media that this is
how we should look. This is what is beautiful. And apps like 'FaceTune' target us, showing
us that using their face editing app, we too can acquire such looks. But what happens
when the phone isn't there and you see just you in the mirror. Does it feel enough?

It should. Rather than blaming ourselves, starting crazy diets and cringing at every photo
we're in, we need to stop trying to achieve these impossible standards of what is
supposedly beautiful and embrace our own unique beauty. Beauty which means you may
have got your big nose from your dad but it has been passed down from generation to
generation like a family heirloom. Beauty which means a 'swimsuit body' is simply you in a
swimsuit. Beauty which means you are not afraid to go out in the sun because it'll darken
your skin, because this is part of who you are. And whether it's a freckle on your elbow or
a birthmark on your back, it's almost like a physical stamp, your own personal trademark
to say this is what makes me individual, what makes me, me! So, enjoy being you, smile at
the world and let your unique beauty shine through.

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2) Read the text again and answer these questions:
a. Do you agree with Elsa’s point of view? Why?
b. Does she feel identified with the models that appear on magazines? Why?
c. Do you feel identified with the people that appear on magazines or TV advertisements? Why?
d. Have you ever felt like Elsa? Please, write about any experience you’d like to share.

3) LANGUAGE FOCUS
A) Pay attention to the following sentences:

 Many people have felt sad and depressed because they believe they are not
beautiful according to socially imposed standards.
 The idea of what is considered “beautiful” has changed throughout the years.

Think:
• Do those sentences refer to something from the past?
• Do they refer to something related to the present?

Look!

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B) Complete these sentences with the verbs in the SIMPLE PAST or PRESENT PERFECT:
a. Elsa ____________________________ (write) many blogposts on “beauty” since she created her
blog.
b. Many people _______________________________ (answer) to Elsa’s blogpost yesterday.
c. Elsa ____________________________ (publish) a newspaper article last week.
d. My friends _________________________ (design) an advertisement against stereotypes for a school
project last year.
e. I ________________________________ (just/read) an online article on “beauty” stereotypes.
f. Men and women _________________________________ (complain) for the stereotypes imposed on
them for years.
g. ___________________________________ (you/ever/be) affected by “beauty” stereotypes?
h. Elsa ___________________________________ (not/share) posts on gender stereotypes yet.

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ASSIGNMENT 2 – PART 2

THE SIMPSONS: “Little Miss Springfield Pageant”

1) Before-listening:
The episode you are going to watch is called “Little Miss Springfield Pageant”. Have you watched this episode?
What do you think it is going to be about?

2) While-watching:
Watch this fragment from the episode “Little Miss Springfield Pageant” from The Simpsons:
https://www.youtube.com/watch?v=d60-FEqgB4Q , answer TRUE or FALSE and correct the false sentences.
a) Lisa has trained hard to win the contest. _______
b) Bart has helped Lisa get ready for the beauty contest. _______
c) Lisa has been worried because she thinks she is ugly. _______
d) Lisa doesn’t really want to win. _______
e) Not many girls enrolled for the beauty contest. _______
f) The public is not happy with Lisa’s performance. _______
g) Lisa is happy with the result. ________

3) After-watching:
a) Answer these questions:
1. How does Lisa feel with the jury’s final decision? Why?
2. What do you think about these beauty contests? Would you participate in one of them? Why?
(Answer these questions in approximately 80 words.)
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b) Language focus:
Complete these sentences with the verbs in the correct form: PAST SIMPLE or PRESENT PERFECT SIMPLE?
1. Maggie ___________________ (help) Lisa prepare for the contest for days.
2. Bart _____________________ (make) Lisa feel better when he said she was not ugly.
3. Homer and Marge _______________________ (be) present at the beauty contest last night.
4. Homer ________________________ (give) his support to Lisa since she enrolled in the contest.
5. Apu ________________________ (be) happy with his nephew’s performance.
6. Krusty the clown _________________________ (be) also the host of the previous beauty contest in Springfield.
7. The jury ______________________ (be) satisfied with the blonde girl’s performance since the beginning.
8. Lisa _________________________ (not/feel) OK when the contest finished.
9. _______________ Lisa _________________ (work) hard to win the contest?
10. ________________ Bart and Maggie _________________ (go) to the contest last night?

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ASSIGNMENT 2 – Part 3

The “ideal” body

1) Read the following text.

The “ideal” body

By Bethany S.
Every day we are confronted with pictures of people with perfect bodies. The men
in adverts have dreamy eyes and large muscles. The women in magazines are
slender women with curves in all the right places. These images are shown as
beautiful; the bodies are perfect and ideal. These photographs can often trigger
the question ‘why can’t I look like that?’ or declarations of ‘she’s so lucky!’
It seems, however, that the women lucky enough to have the ‘ideal’ body change
endlessly. The most desired body type is different depending on which country you
look at and in what year. The Ancient Greeks thought women should be plump and full-bodied but the
people of the Hans Dynasty thought the most appealing females had slim waists.
In many eras and cultures, it was considered beautiful to have pale or fair skin. This was true in the Hans
Dynasty, in Renaissance Italy and in Victorian England. In Victorian England, pale skin was a sign of wealth
and belonging to a high social class whereas darker skin suggested you had to work outside. Today, different
cultures have different opinions on fair skin. It is still preferred in some countries, such as Japan. A lot of
people in Japan regard fair skin as beautiful and there is even a market for skin whitening cosmetics. In
modern England, however, many women use sun beds or fake tan in order to have tanned, golden skin.
They believe it makes them look healthier.
Throughout the 21st century, the ‘ideal’ body has been very changeable. During the roaring 1920s, the ideal
woman was flat chested and had an almost boyish physique. In the following decades, during the golden
age of Hollywood, Marilyn Monroe set the standard. The dream woman was curvy with an hourglass figure.
Today, magazines show us photos of people with ‘the perfect body’. According to history, this doesn’t exist.
Every body type was considered perfect and the ideal in some culture at some time. Despite what we see in
magazines, we have thousands of years of different ideals to show us that, really, no body type is better than
any other. Each and every body is beautiful.

2) After reading, choose the correct option.

A) According to Bethany, there’s only one type of body considered ideal and perfect.

1) TRUE
2) FALSE

B) The Ancient Greeks and the Hans Dynasty had similar ideas on what is considered a
“beautiful body”.

1) TRUE
2) FALSE

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C) In Renaissance Italy and in Victorian England it was ideal to…

1) have dark skin.

2) have pale or fair skin.

D) In modern England, women prefer to...

1) have tanned skin because it makes them look healthier.

2) have pale skin because it makes them look more delicate.

E) Marilyn Monroe’s body…

1) followed the standardised ideal body of her time.

2) imposed a new standard of what was considered an “ideal” body in her time.

F) With her text, Bethany tries to…

1) explain that the idea of what a “perfect body” is changes throughout time, so every body is beautiful.
2) explain that what is considered a “perfect body” is a standardised idea that never changes.

2) Read the following sentences and: a) say if you AGREE or DISAGREE with them, and b)
complete them with the verbs in the Present Perfect or the Simple Past.
A) Throughout the 21st century, the ‘ideal’ body ____________________ (be) very changeable.
AGREE DISAGREE

B) In the past, people ____________________ (try) to have an “ideal body” in order to be socially accepted.
AGREE DISAGREE

C) Having a slim and muscly body ____________________ (become) the idea of a “perfect body” since 2000.
AGREE DISAGREE

D) In 1990, people ____________________ (not/be) worried about beauty standards.

AGREE DISAGREE

3) Answer these questions: Do you agree with Bethany’s point of view? Is there a standardized
“ideal body” in our country? Do you think it is important to follow that standard? Why?

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ASSIGNMENT 4

Oversharing and your digital footprint

What is oversharing? Listen to some teenagers talk about it in this video.

Preparation: Match the vocabulary with the correct definition and write a–j next to the numbers 1–
10.

1…….. to edit a. a saved image of what is on a computer or

phone screen
2…….. significant b. to make changes
3…….. a finsta c. to be unable to change something
4…….. a spam account d. important
5…….. to be stuck with something e. a fake Instagram account (a combination of the
words ‘fake’ and ‘Instagram’)
6…….. a screenshot f. a secondary social media or email account that
you use for posting silly or random things
7…….. to take something down g. careful, not taking any risks
8…….. to put something up h. to post something on the internet
9…….. to scrutinise i. to remove or delete something from the internet
10…… cautious j. to examine something very carefully

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 Video:
OVERSHARING AND YOUR DIGITAL FOOTPRINT
https://youtu.be/ottnH427Fr8

Task 1: Check your understanding: grouping

make your account public and say be cautious with what you post. post all the time just to please
where you live. other people.
be aware that your posts are remember that people can take share too much of your personal
going to be there forever. screenshots of your posts, or save life with a lot of people.
and edit them.

YOU SHOULD … YOU SHOULDN’T …

17
TASK 2: Check your understanding: matching
Match the two parts of the sentences and write a–f next to the numbers 1–6.

1…….. Having a lot of people see your posts can a. everyone is going to like you.
be
2…….. If you’re a teenager, you’re going to make b. how other people view you.

3…….. Oversharing is putting too much of your c. kind of scary.

personal life
4…….. What you share is going to affect d. it can be there forever.

5…….. Just because you post all the time doesn’t e. bad decisions sometimes.
mean that
6…….. Once you put something online, f. in front of a wide audience of people.

TASK 3: Discussion: Do some people post too often and share too much personal information?
What do you do to stay safe on social media?

Language focus:

Pay attention to these sentences from and about the text:

1) Anything that is posted, anything that's up, no matter what

happens, even if you leave it up for a minute and take it down,
it's there as soon as you put it up there.

2) Thousands of photos were shared on social media yesterday.

3) The content you share on your social media will be

screenshotted if you are not careful.

 Who performs the actions? Is it explicitly said?

 What is more important: the person who does the action or the person that suffers it? Why?
 How are the sentences structured?

18
When the focus of a sentence is on the person or object that receives the action indicated by the
verb, we use PASSIVE VOICE.
It is not important or not known who performs the action, so the focus goes from the subject to the
object of the sentence.

Look:
 The girl uploaded a new photo on Instagram.
SUBJECT: The girl
ACTION (VERB): uploaded
OBJECT: a new photo
COMPLEMENT: on Instagram

This sentence is in the ACTIVE VOICE because the focus is on the person who performs the action
(the girl). The subject is ACTIVE because it does the action indicated by the verb.

 A new photo was uploaded on Instagram by the girl.

SUBJECT: a new photo
ACTION (VERB): was uploaded
COMPLEMENT: on Instagram by the girl

This sentence is in the PASSIVE VOICE because the focus is on the people who receive the action.
They don’t perform the action; they suffer it. The subject of this sentence, then, is PASSIVE (since it
does not perform the action indicated by the verb).

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ASSIGNMENT 4 – PART 2

Oversharing and your digital footprint

Language focus
1) Decide if the following sentences extracted from the video are in the ACTIVE or in
the PASSIVE voice.
a. People can screenshot anything you post online. ______________
b. What you share affects the way people view you. ______________
c. Some teenagers post photos all the time. ______________
d. Hundreds of “finstas” were created in 2020. ______________
e. Millions of photos and comments are posted every year on different social media.
____________

2) Turn the following sentences related to the video into the passive voice.
a. My friends usually post links and photos on Instagram.
_________________________________________________________________________________________
b. My parents don’t post comments on social media.
_________________________________________________________________________________________
c. Many people screenshot comments and photos posted by famous people.
_________________________________________________________________________________________
d. Some people post stories on Instagram so that others know what they are doing.
_________________________________________________________________________________________
e. The police will control the creation of “finstas” to avoid virtual crimes.
_________________________________________________________________________________________

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3) Turn the following sentences into the active voice.

a. Advice on how to avoid oversharing online is given on the video “Oversharing and your
digital footprint”.
_________________________________________________________________________________________
b. A poster with important information about digital footprint will be designed by the
students.
_________________________________________________________________________________________
c. A magazine article about oversharing online was published by the school magazine.
_________________________________________________________________________________________
d. Videos and photos are posted every day by famous actors, models and singers.
_________________________________________________________________________________________
e. A talk on how to protect personal information will be given by an expert next month.
_________________________________________________________________________________________

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ASSIGNMENT 5

A good or bad invention?

Pre-reading:
a) What were important inventions that changed our lives? Mention four of them.
b) Why do you think they were important?

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

While-reading:
c) You are going to read an article about different important things for us.
To fully understand the article, you have to put the verbs into present or past passive.

A good or a bad invention?

Our lives (1) _____________________________ (make) better every day thanks to inventions.
But sometimes, inventions can make our lives worse. This can happen when an invention
(2)
__________________________ (not use) according to the inventor’s plan. For example,
Alfred Nobel, a Swedish scientist, invented a strong explosive in 1867. It (3)
________________________ (call) dynamite and it revolutionized the world of engineering. After its
invention, many bridges, tunnels and other structures (4) _________________________ (build) with the
help of dynamite. However, dynamite (5) _________________________ (also, use) to kill people in
wars. This upset Nobel. Before his death, Nobel decided to use the money from his famous
invention to make the world a better place. A special fund (6) ________________________ (start) in
Nobel’s name. Every year, Nobel prizes (7) _________________________ (give) for extraordinary
work in science, medicine, literature and the promotion of world peace.

Post-reading:
d) Can you mention any Argentine scientist who had won the Nobel Prize? When and why?

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

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While-reading:

e) Now, read the following text (HOW IS PAPER PRODUCED) and complete the blank spaces
with one of the verbs given in present or past passive.

How is paper produced

add  dry  introduce  invent  mix  not make  not need  produce  use (x2)
Paper (1) ________________________________ from wood. The fibers of wood from trees
(2)
_________________________________ with water until they become a soft wet pulp,
(3) (4)
which ___________________________. This method of paper-making
_____________________________ in the 2nd century BC in China. However, early writing
material (5) ______________________________ (always) from wood. In fact, the word paper
comes from papyrus plants which (6) _________________________ by the Egyptians to
make a form of paper in 3,000 B.C. When machines for-paper making (7)
_____________________________ in the 19th century, paper became easy to afford. Today, one of the
problems with the huge production of paper is that a chemical called chlorine
(8)
____________________________ to make the paper white. Recycling is important, because chlorine (9)
__________________________ and less energy (10) ____________________________ for recycled paper.

Post-reading:

f) Is recycling important for you? Why? Do you recycle things? Which ones? How often do you
recycle? Write about it (60-80 words).

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________

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ASSIGNMENT 6

Beyoncé - If I were a boy

Before listening:

The song is called “If I were a boy” and it was written by a woman. What do you think
it’s going to talk about?

_______________________________________________________________________
_______________________________________________________________________

While listening:

Listen to the song (https://www.youtube.com/watch?v=AWpsOqh8q0M) and read the

lyrics. Write words instead of the pictures.

If I were a boy even just for a day

I'd _____ to her

I'd roll out of _____ in the

morning
'Cause I know how it
And throw on what I wanted
When you lose the one you wanted
'Cause he's taking you for granted
And everything you had got destroyed
And go _____ with the
guys
If I were a boy

And chase after girls

I'd kick it with who I wanted I would turn off my _____
And I'd never get confronted for it Tell everyone it's broken
'Cause they stick up for me

So they'd think that I was

If I were a boy
______ alone
I think I could understand
I'd put myself first
And make the rules as I go
How it feels to _____ a girl 'Cause I know that she'd be faithful
I swear I'd be a better man Waiting for me to come

24
 ______

If I were a boy … (chorus).

It's a little too late for you to come

back
Say it's just a 2+2=5 _____
Think I'd forgive you like that

If you _____ I would wait for

you

You _____ wrong

But you're just a boy

You don't understand
And you don't understand, oh

How it feels to ______ a girl

Someday you wish you were a better
man

You don't ______ to her

You don't care how it ______

Until you lose the one you wanted
'Cause you're taking her for granted
And everything you had got destroyed
But you're just a boy.

25
After listening:

Read the following verses and write if you agree or disagree with what they say. Then, explain

why you agree and/or disagree. Do you think the message of the song is sexist? Why?

But you are just a boy ________

You don't understand ________
How it feels to love a girl ________
Someday you'll wish you were a better man ________
You don't listen to her ________
You don't care how it's hurts ________
Until you lose the one you wanted ________
Cause you taken her for granted ________
And everything that you had got destroyed ________
But you are just a boy ________

Language focus:

Pay attention to the following sentences:

 If our society were different, there would be equality between men and women.

 We would all feel better if we could do what we want, regardless of our gender.

 What do they express?

 What do they have in common?
 What does the word IF introduce? Why is it important in these sentences?
 Do the sentences refer to probable or imaginary situations?

Let’s practise now!

A) Complete:

[IF + _________________], [SUBJECT + _____________ + VERB (INFINITIVE)]

[SUBJECT + _____________ + VERB (INFINITIVE)] [IF + __________________ ]

👇👇👇

IF + _______________  CONDITION

SUBJECT + __________ + VERB (INFINITIVE)  RESULT

26
B) Find two examples of 2nd Conditional in the song and write them here.

1. ___________________________________________________________

2. ___________________________________________________________

C) Complete these sentences with your ideas, using the 2nd Conditional.

1. If I were a boy/girl, I _____________________________________________.

2. I would feel hurt if _______________________________________________.

3. I would talk with someone if ________________________________________.

4. If a friend/boyfriend/girlfriend/family member did something behind my back, I _

________________________________________________________________.

27
ASSIGNMENT 6 – PART 2

Locked Away
by R. City ft. Adam Levine

 Watch and listen to this song: https://www.youtube.com/watch?v=6GUm5g8SG4o and

solve the following activities.

CHORUS: Number in the correct order 1-8

__7_ Tell me honestly

____ And we lost it all today...

____ Would you still love me the same?

____ If I showed you my flaws

____ Tell me honestly...

__4_ Would you still love me the same?

____ If I couldn't be strong

____ If I got locked away

VERSE 1: Choose the correct word to complete the blank spaces.

like good-bye sight things buy

show alright life tell side

Right about now...

If a judge for ____________ me...

Would you stay by my ___________?

Or is ya gonna say _______________?

Can you _____________ me right now?

If I couldn't ____________ you the fancy __________ in life

Shawty, would it be ________________

Come and ________________ me that you are down (ah-ha)

28
PRE-CHORUS: Highlight the correct word.

Now tell me would you really rob/right/ride for me? (would you really ________ for me?)

Baby, tell me would you dive/ die/ dine for me? (tell me would you _________ for me?)

Would you speak/spend/spit your own/whole life with me? (what's up?)

Would you be there/then/care to always hold/hug/hung me down?

Tell me would you really cry/cries/crying for me? (would you really _________ for me?)

Baby, don't lying/lie/lies to me (baby, don't __________ to me)

If I didn't have everything/ nothing/ anything... (what's up?)

I wanna know would you sick/ think/ stick around?

CHORUS

VERSE 2: Choose the correct word to complete the blank spaces.

here touch trust enough nothing

money love mommy much somebody

Skiddly-dong-dong-dong dang

All I want is ______________ real who don't need _____________

A gal I know that I can _____________...

To be here when ______________ low

If I did not have _____________ else to give but _____________...

Would that even be _______________?

Gal, meh need fi know (ah-ha)

29
 PRE-CHORUS

CHORUS - BRIDGE: Match.

Tell me, tell me, do you need me? (need me)
Tell me, tell me, would you call me? (call me)
If you knew tryna play me?

'Cause I need a gal do you love me yea?

Tell me, tell me, I wasn't ballin'

Tell me, tell me, to hold me down for life...

Or is ya just would you want me? (want me)
'Cause I need a gal who's always by my side...

CHORUS X 2

VOCABULARY: Match.

1) ___ flaws a. a girl

2) ___ Shawty b. living a rich life/ playing basketball

3) ___ Are you down? c. bad parts/ imperfection

4) ___ Are you trying to play me? d. your girlfriend/ fine girl

5) ___ ballin’ e. Can you handle it?/ Is it okay?

6) ___ gal f. Are you teasing me/ making fun of me?

LANGUAGE FOCUS:

a) Look for two examples of 2nd Conditional and write them here.

1. ____________________________________________________

2. ____________________________________________________

What do they express?

I. Probable situation

II. Imaginary/hypothetical situation

III. Regret

30
b) Complete these sentences with the verbs in the correct form. They are 2nd

Conditional sentences.

I. What _______________ (you/do) if there _______________ (be) a war in your

country?
II. If I ________________ (not/have) money, I _______________ (look) for a job.
III. If my friend ________________ (be) in trouble, I _________________ (help)
him/her.
IV. My parents __________________ (be) sad and disappointed if I
________________ (commit) a crime.

31
ASSIGNMENT 6 – Part 3
IN THE NAME OF LOVE – Bebe Rexha and Martin Garrix

a) Listen and complete with the missing words.

If I told you this was only gonna hurt
If I warned you that the _________’s gonna burn
Would you _________ in?
Would you let me do it first?
Do it all in the name of _________

Would you let me lead you even when you’re blind?

In the darkness, in the middle of the _________
In the _________, when there's no one by your _________
Would you call in the name of love?
ACTIVITY 1: Listen to the song and
In the name of love, name of love
solve the listening comprehension tasks.
In the name of love, name of love ACTIVITY 2: Look for ONE example of
In the name of 2nd Conditional in the lyrics and underline
(In the name, name) it.
ACTIVITY 3: Complete the sentences
b) Order the sentences. with the verbs in the correct form.
_____ Would you fall in the name of love?
a. If I ___________ (be) sad, I
_____ And it's all in the name of love ___________ (go out) with my friends.
_____ Would you trust me when you’re jumping from the heights?
b. I ___________ (celebrate) St
_____ I will hold you in the depths of your despair
Valentine’s day if I ___________ (have) a
boyfriend/girlfriend.
_____ When there’s madness, when there’s poison in your head
c. If my friend ___________ (be) crying, I
_____ When the sadness leaves you broken in your bed
___________ (try) to cheer her/him up.
_____ Would you rise up, come and meet me in the sky?
_____ If I told you we could bathe in all the lights d. Who ___________ (you/call) if you
___________ (be) unhappy?
CHORUS e. She ___________ (be) happier if she
___________ (have) a best friend.
C) Choose the correct word to complete the verses. ACTIVITY 4: Describe the picture using
LIGHT – ALL – WANNA – LIFE – BACK a conditional sentence.
I _________ testify
Scream in the holy _________
You bring me back to _________
And it’s _________ in the name of love
I wanna testify
Scream in the holy light
You bring me _________ to life
And it’s all in the name of love
_______________________________
_______________________________
CHORUS _______________________________

32
ASSIGNMENT 7

MOBILE PHONES

33
MOBILE PHONES

34
35
4. Discussion

Some parents confiscate their teenager’s phone as a punishment for poor behaviour. Is that a good idea?
What’s your opinion? Should mobile phones be allowed in schools?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

36
ASSIGNMENT 7 – PART 2

Mobile phones

Worksheet A

Think about how you use your mobile phone. Add two more uses to the table. Then rank each use from 1
(the most frequent) to 7 (the least frequent).

When you have completed your table, compare your answers with a partner. Ask for more information.

37
38
39
40
ASSIGNMENT 8

“HeForShe” debate

Emma Watson: Gender equality is your issue,

too
Speech by UN Women Goodwill Ambassador Emma Watson at a special event for the HeForShe
campaign, United Nations Headquarters, New York, 20 September 2014.

Today we are launching a campaign called “HeForShe.” I am reaching out to you

because I need your help. We want to end gender inequality—and to do that we need
everyone to be involved. This is the first campaign of its kind at the UN: we want to
try and galvanize as many men and boys as possible to be advocates for gender
equality. And we don’t just want to talk about it, but make sure it is tangible. I was
appointed six months ago and the more I have spoken about feminism the more I
have realized that fighting for women’s rights has too often become synonymous
with man-hating. If there is one thing I know for certain, it is that this has to stop.

For the record, feminism by definition is: “The belief that men and women should have equal rights
and opportunities. It is the theory of the political, economic and social equality of the sexes.”

I started questioning gender-based assumptions when at eight I was confused at being called “bossy,”
because I wanted to direct the plays we would put on for our parents—but the boys were not. When
at 14 I started being sexualized by certain elements of the press. When at 15 my girlfriends started
dropping out of their sports teams because they didn’t want to appear “muscly.” When at 18 my male
friends were unable to express their feelings.

I decided I was a feminist and this seemed uncomplicated to me. But my recent research has shown
me that feminism has become an unpopular word. Apparently I am among the ranks of women
whose expressions are seen as too strong, too aggressive, isolating, anti-men and, unattractive. Why
is the word such an uncomfortable one?

I am from Britain and think it is right that as a woman I am paid the same as my male counterparts.
I think it is right that I should be able to make decisions about my own body. I think it is right that
women be involved on my behalf in the policies and decision-making of my country. I think it is right
that socially I am afforded the same respect as men. But sadly I can say that there is no one country
in the world where all women can expect to receive these rights.

No country in the world can yet say they have achieved gender equality.

These rights I consider to be human rights but I am one of the lucky ones. My life is a sheer privilege
because my parents didn’t love me less because I was born a daughter. My school did not limit me
because I was a girl. My mentors didn’t assume I would go less far because I might give birth to a
child one day. These influencers were the gender equality ambassadors that made me who I am
today. They may not know it, but they are the inadvertent feminists who are changing the world
today. And we need more of those.

And if you still hate the word—it is not the word that is important but the idea and the ambition
behind it. Because not all women have been afforded the same rights that I have. In fact, statistically,
very few have been.

Men—I would like to take this opportunity to extend your formal invitation. Gender equality is your
issue too. Because to date, I’ve seen my father’s role as a parent being valued less by society despite

41
my needing his presence as a child as much as my mother’s. I’ve seen young men suffering from
mental illness unable to ask for help for fear it would make them look less “macho”—in fact in the UK
suicide is the biggest killer of men between 20-49 years of age; eclipsing road accidents, cancer and
coronary heart disease. I’ve seen men made fragile and insecure by a distorted sense of what
constitutes male success. Men don’t have the benefits of equality either.

We don’t often talk about men being imprisoned by gender stereotypes but I can see that they are
and when they are free, things will change for women as a natural consequence. If men don’t have to
be aggressive in order to be accepted, women won’t feel compelled to be submissive. If men don’t have
to control, women won’t have to be controlled. Both men and women should feel free to be sensitive.
Both men and women should feel free to be strong… It is time that we all perceive gender on a
spectrum not as two opposing sets of ideals. If we stop defining each other by what we are not and
start defining ourselves by what we are—we can all be freer and this is what HeForShe is about. It’s
about freedom.

I want men to take up this mantle. So their daughters, sisters and mothers can be free from
prejudice but also so that their sons have permission to be vulnerable and human too—reclaim those
parts of themselves they abandoned and in doing so be a more true and complete version of
themselves.

You might be thinking who is this Harry Potter girl? And what is she doing up on stage at the UN. It’s
a good question and trust me, I have been asking myself the same thing. I don’t know if I am
qualified to be here. All I know is that I care about this problem. And I want to make it better.

And having seen what I’ve seen—and given the chance—I feel it is my duty to say something. English
Statesman Edmund Burke said: “All that is needed for the forces of evil to triumph is for enough good
men and women to do nothing.”

In my nervousness for this speech and in my moments of doubt I’ve told myself firmly—if not me,
who, if not now, when. If you have similar doubts when opportunities are presented to you I hope
those words might be helpful. Because the reality is that if we do nothing it will take 75 years, or for
me to be nearly a hundred before women can expect to be paid the same as men for the same work.
15.5 million girls will be married in the next 16 years as children. And at current rates it won’t be
until 2086 before all rural African girls will be able to receive a secondary education.

If you believe in equality, you might be one of those inadvertent feminists I spoke of earlier. And for
this I applaud you. We are struggling for a uniting word but the good news is we have a uniting
movement. It is called HeForShe. I am inviting you to step forward, to be seen to speak up, to be the
"he" for "she". And to ask yourself if not me, who? If not now, when?

VIDEO available at: https://www.youtube.com/watch?v=gkjW9PZBRfk&ab_channel=UnitedNations

BEFORE READING/LISTENING:

A) Read the title and short description of the speech and take a look at the logo. What do you think
the speech is going to be about?
a. How women can be better than men.
b. How women and men can achieve gender equality.
c. How men can protect women.

42
B) What do you think HeforShe means?
_____________________________________________________________________________________________
_____________________________________________________________________________________________

C) Do you know Emma Watson? What do you know about her?

_____________________________________________________________________________________________
_____________________________________________________________________________________________

WHILE READING/LISTENING:
A) Look up the following words in a dictionary and provide their translation.
an advocate ______________________
To galvanize _____________________
A counterpart ____________________
To distort ________________________
Stereotype _______________________
Submissive ______________________
Assumptions _____________________
An issue __________________________
Inadvertent _______________________

B) Circle True or False for these sentences.

1. The objective of HeForShe is gender equality. True False
2. The main focus of HeForShe is raising awareness about gender issues. True False
3. Feminism has become synonymous of men indifference. True False

4. Emma says a lot of people believe we have solved problems of gender equality already. True
False
5. In reality, she says, we have a long way to go. True False
6. Emma thinks women should be the main people involved. True False
7. Young men say they feel a pressure to conform and to be a ‘man’. True False
8. HeForShe gives people ideas for gender equality projects. True False

43
C) Identify in Emma’s speech the different steps when she experienced differences between men
and women.

Age Event she experienced

At ... She...

At ... She...

At ... She...

At ... She...

D) What does Emma Watson consider to be human rights? Cite 4 rights.

1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
4. ______________________________________________________________________

E) Transcribe an idea from the text with which you agree and explain why you agree with it.
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

LANGUAGE FOCUS:
In her speech, Emma Watson shared these ideas:
 “I think it is right that socially I am afforded the same respect as men.”
 “Today we are launching a campaign called HeForShe.”

If we want to repeat her ideas, we would say:

 Emma Watson said she thought it was right that socially she was afforded the same
respect as men.
 Emma told her audience that day they were launching a campaign called HeforShe.

Think:

 What differences can you notice between Emma’s actual words and the sentences that
repeat her message?
 Why do we need to make those changes when we repeat what someone else said?

44
Let’s practise now!
Report the following sentences.

1. “My life is a sheer privilege because my parents don’t love me less because I am a daughter,”
Emma said.
_______________________________________________________________________________________________

2. “No country in the world can yet say they have achieved gender equality,” she told the
audience.
_______________________________________________________________________________________________

3. “If men don’t have to be aggressive in order to be accepted, women won’t feel compelled to be
submissive,” Emma explained.
_______________________________________________________________________________________________
4. “All I know is that I care about this problem. And I want to make it better,” she told everybody.
_______________________________________________________________________________________________

AFTER READING:
A) Think about these questions:
1. Why does Emma Watson consider herself to be lucky?
2. According to Emma, how are men imprisoned by gender stereotypes?
3. What is the current situation around the world for women today?
4. If things change, what would be the benefits for both genders according to Mrs. Watson?
5. Why do you think it’s difficult for people to let gender stereotypes go?
6. What do you think about the HeForShe campaign?
7. Do you think gender equality is an important issue?

B) Your turn! Design your own digital poster and logo to promote gender equality, having in mind
what we’ve discussed about the speech.
To create the digital poster and logo, you can use any of these programmes/web pages:
 Paint (Microsoft Office)
 Power Point (Microsoft Office)
 CANVA: https://www.canva.com/ (It’s for free. You don’t need to register yourself.)
 PIKTOCHART: https://piktochart.com/formats/posters/ (It’s for free, but you have to register
yourself.)

45
ASSIGNMENT 9

URBAN LEGENDS

46
LANGUAGE FOCUS
POSSIBLY
Some urban legends may be true. (30/50% something is true)
The urban legend about Subte A line might not be real. (30/50% something isn’t true)
DEFINITELY
Seeing a ghost must be terrifying. (90/99% something is true)
My sister says she saw a ghost in her bedroom. It can’t be true. (90/99% something isn’t true)

47
PRACTICE

48
 Irregular verbs
Verb Past simple Past participle Verb Past simple Past participle
arise arose arisen forgive forgave forgiven
be was / were been freeze froze frozen
beat beat beaten get got got
become became become give gave given
begin began begun go went gone
bend bent bent grow grew grown
bite bit bitten hang hung hung
bleed bled bled have had had
blow blew blown hear heard heard
break broke broken hide hid hidden
bring brought brought hit hit hit
broadcast broadcast broadcast hold held held
build built built hurt hurt hurt
burn burnt burnt keep kept kept
burst burst burst kneel knelt knelt
buy bought bought know knew known
catch caught caught lay laid laid
choose chose chosen lead led led
come came come lean leant leant
cost cost cost learn learnt learnt
creep crept crept leave left left
cut cut cut lend lent lent
deal dealt dealt let let let
dig dug dug lie lay lain
do did done light lit lit
draw drew drawn lose lost lost
dream dreamt dreamt make made made
drink drank drunk mean meant meant
drive drove driven meet met met
eat ate eaten pay paid paid
fall fell fallen put put put
feed fed fed read read read
feel felt felt ride rode ridden
fight fought fought ring rang rung
find found found rise rose risen
fly flew flown run ran run
forbid forbade forbidden say said said
forget forgot forgotten see saw seen

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 Verb Past simple Past participle Verb Past simple Past participle
sell sold sold tear tore torn
send sent sent tell told told
set set set think thought thought
sew sewed sewn throw threw thrown
shake shook shaken understand understood understood
shine shone shone wake woke woken
shoot shot shot wear wore worn
show showed shown weep wept wept
shrink shrank shrunk win won won
shut shut shut write wrote written
sing sang sung
sink sank sunk
sit sat sat
sleep slept slept
slide slid slid
smell smelt smelt
sow sowed sown
speak spoke spoken
spell spelt / spelled spelt / spelled
spend spent spent
spill spilt spilt
spit spat spat
split split split
spoil spoilt spoilt
spread spread spread
spring sprang sprung
stand stood stood
steal stole stolen
stick stuck stuck
sting stung stung
strike struck struck
swear swore sworn
sweep swept swept
swell swelled swollen
swim swam swum
swing swung swung
take took taken
teach taught taught

2 Grammar and Vocabulary for First and First for Schools © Cambridge University Press 2015 Photocopiable

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