Level 4 - 2017

Student’s name: _______________________________________ Group: _____________

Teacher’s name: _______________________________________ Room: ______________

Evaluations
First Quarter – 25 points Second Quarter – 35 points Third Quarter – 40 points
1 A: School
Vocabulary: school and education.
Use of language: future conditional and future time clauses, expressions to be used in a debate.
Pronunciation: the sounds of ‘u’.
Listening: understanding specific and general information.
Reading: understanding specific and general information, inferring the meaning of words from the context.
Speaking: talking about school in general, debating about controversial topics related to school and education.
Writing:
1 B: School Rules

Unit 1 What is Education?

1) VOCABULARY: school subjects
a) Answer as many questions as you can in two minutes.
1) When did the Second World War end? __________________
2) What is the capital of Colombia? __________________
3) Who wrote Don Quijote? __________________
4) How many megabytes are there in a gigabyte? __________________
5) Who developed the Theory of Relativity? __________________
6) What’s 5 X 18 : 4? __________________
7) How many legs does an insect have? __________________
8) What is water made of? __________________

b) Match the questions with the school subjects below.

( ) Chemistry ( ) Literature ( ) Mathematics (Math)
( ) Geography ( ) Physics ( ) Information Technology - IT
( ) History ( ) Biology

2) SPEAKING: school
Complete the questions and interview a classmate. Ask for more information when possible.
1) What kind of elementary school ______________ you go to?
2) How many students ______________ there in each class? Do you think it ______________ the right number?
3) How much homework ______________ you use to have? Do you think it ______________ too much?
4) ______________ you have to wear a uniform?
5) ______________ your teachers too strict or not strict enough? Why?
6) ______________ the evaluations difficult? ______________ you have to study a lot?
7) ______________ students behave well?
8) Which subjects ______________ you good and bad at?
9) From what you’ve heard about Liberato, how ______________ you compare it to your previous school?
10) What ______________ you expect from Liberato, from the teachers and from your classmates?

3) VOCABULARY: education
a) Use verbs from the box to fill in the gaps.
behave / cheat / do / fail (or flunk) / graduate / learn / pass / drop / review / attend / study / skip / take

1) When she was in school, she used to ____________________ for hours every evening.
2) I must ____________________ all the content tonight. The final exam is tomorrow.
3) Our class was terrible! We didn’t ____________________ anything!
4) If you don’t _____________________ your homework, you won’t be allowed to go out.
5) The teacher was really angry because some students had tried to ___________________ on the test.
6) My course? I’m going to ____________________ Mechanics.
7) In the US, children start to ____________________ school when they are 5.
8) I hope I ____________________ at school this year. If I ____________________, my parents will be furious.
9) He was a rebel at school. He used to ____________________ very badly. He was suspended several times and then
expelled.
10) This is my last year! I’ll ____________________ in June.
11) Don’t ____________________ classes or the teachers will call your parents!
12) He had to ____________________ out of school because he had to work to help his family.
b) Do the crossword puzzle to complete the definitions.
a) A school for very young children, e.g. 1-4:
 ______________________________.
b) A school for young children, e.g. 5-11:
______________________________ school.
c) A school for older children, e.g. 12-18:
______________________________ school.
d) The ‘boss’ of a school:
_______________________________.
e) A university teacher:
_____________________________.
f) A non-government school where you have to pay:
________________________________ school.
g) In the US, a general term for post-secondary education at
the university level:
__________________________________.
h) A school paid for by the government that gives free
education: _______________________________
school.
i) A person who has finished high school or university and has
a degree: _______________________________.
j) A table of the times when classes are planned to
happen: ______________________________.
k) Training people to have good behavior and punishing
them when they behave badly:
_________________________.

4) READING
a) Read the introduction of the text. Why did Damian go back to school? What kind of school did he go to?
____________________________________________________________________________
____________________________________________________________________________

b) Read Damian's diary for one of the days he spent back at school. Does he think school is easier
or harder now?
_____________________________________________________________________________________

c) Read the text again and match the phrases below to the gaps. Number the sentences from 1 to 8.
( ) A crowd of students is watching.
( ) However, the students are totally involved.
( ) He’s friendly with the students but not too friendly.
( ) When I was the same age as these kids, I had never had a computer of my own.
( ) It’s a magical moment and the most effective class I have seen.
( ) “Are you really in our class?”
( ) One boy says he has fries every day.
( ) Phones that ring in class are confiscated until the end of the week.

d) Match the underlined words from the text to the definitions:

( ) confused or unable to think clearly.
( ) asking questions in an aggressive way.
( ) a computer program used for financial planning.
( ) a little.
( ) in exchange.
( ) give something to somebody in authority.

So school these days is easy?

 Think again.
People and politicians complain that school is getting easier. Damian
Whitworth, a 40-year-old journalist, decided to see for himself. He spent a week
as a student at a British secondary school, Brentwood County High School. It’s
a large state school and has about 1,800 students ages between 11 and 18.
French
My first lesson is French. I am in a class of thirteen-year- olds. Outside the
classroom some girls start interrogating me.
(1) ________________ How old are you?’
‘How old do you think I am?’ I reply.
‘Well... you’re not 13!’
First we have a listening test which I find difficult. I get 14 out of 20. Not bad. Then we make review lists on
the computer. (2) _________________ Now every student has one.

Math
As we wait outside the math classroom a teacher tells me to button my shirt all the way up. The
math teacher uses an interactive whiteboard which has graphics and video, but the students don’t
look very interested in the lesson. A cell phone rings and the owner hurries to turn it off. (3)
________________
History
Mr Fishleigh is the history teacher. He doesn’t have any problems controlling the noise level
(other teachers do.) (4) ________________ He talks to them as if they were adults and gets their
attention in return.
Lunch
In the cafeteria we can choose between traditional and fast food. Burgers and fries are the most
popular meal. (5) _________________
Information and communication technology
In Information and communication technology we are designing spreadsheets for cell phone sales
and I cannot imagine a more boring lesson. (6) _______________
Most students have Internet access at home and the school has a website where parents can see
what homework their children have and when they have to hand it in.
Religious education
The teacher introduces us to meditation. We sit cross-legged and try to fill our minds with
blackness and think positively about people who we have been thinking negatively about. For 15
minutes the children sit, eyes closed, in total silence. When they leave the class they are slightly
dazed:
‘Incredible!’
‘Amazing!’
‘We should do this in math!’
(7) _______________
The bell goes. End of school for the day.
As we leave there is a fight at the school gates. (8) _________________ ‘If anyone hits anyone,
I’ll call the police,’ says a teacher.
So has school got easier?
It’s difficult to say if lessons are harder or easier since I was a child because teaching methods have
changed so much. All I can say is that during my working life I have had many tiring experiences.
Being back at school for a week was as tiring as any of them. Being a student today is very, very hard
work.
5) SPEAKING
What do you think? Has school got easier or more difficult today compared to the time when your parents
went to school? And what do they think? Talk to someone from your family and bring ideas for the group to
have a debate.

6) LISTENING
a) Talk about the following questions in pairs.
1) When was the last time you took a hard test? Did you pass or fail?
2) What’s the next test you are going to take? How do you feel about it?
3) How do you usually feel before you take a test?
4) What do you usually do the night before a test?
5) Have you ever failed an important test you thought you had passed (or vice versa)?

b) Listen to Carla who has taken an exam and is waiting for the results. Choose the correct options. (AEF
CD 2, track 15)
1) What does SAT stand for?
( ) Score Aptitude Test
( ) School Admission Test
( ) Scholastic Aptitude Test
2) What are the main parts of the test?
( ) Critical reading, math and writing.
( ) Critical thinking, math and writing.
( ) Critical reading, logics and speaking.
3) Why does she need to get a high score?
( ) Because she wants to get into law school at a good university.
( ) Because she wants to get into a pre-med program at a big university.
( ) Because she wants to get a scholarship at a big and recognized institution.
4) How will she celebrate if she passes?
( ) She will invite her family and close friends and go to a fancy restaurant.
( ) She doesn’t want to plan any celebrations until she gets the results.
( ) She will throw a party for her family and several friends at her place.
5) What will she do if she doesn’t get the scores she needs?
( ) She thinks she can apply to some institutions which don’t require high scores.
( ) In her opinion, she can study harder and try the test again later.
( ) She will consider taking a gap year or maybe apply to a university abroad.

c) Now listen to Ruben, who has also taken an exam, and complete the sentences.
1) TOEFL stands for _______________________________________________________________________
____________________________________________________________.
2) Ruben needs a score of at least ____________________ to get into a college.
3) He will get the results in _______________________ weeks.
4) If he gets a high score, he will celebrate going out for ____________________ with the other people from
his class.
5) If he doesn’t get a score high enough, he will ________________________________________
_____________________________________________________________.

Note: you can see what SAT and TOEFL are like using the following sites or others:
a) https://collegereadiness.collegeboard.org/sat/practice/full-length-practice-tests .
b) http://www.graduateshotline.com/sampletoefl.html#.WH4FDFMrKUk .
7) GRAMMAR: future conditional and future time clauses
 a) Choose three sentence beginnings from the list and write true sentences about yourself. Then
use them to talk to your classmates.
* I won’t stop studying until I ____________________________.
* I’ll have a big party if ____________________________.
* I’ll have more fun when ____________________________.
* I’ll leave home as soon as ___________________________.
* I don’t want to get married until ___________________________.
* I’d like to have a job when ________________________.
* I don’t want to start a serious relationship before __________________________.
* I’ll always live here unless ___________________________.

b) Complete the sentences with a word from the list.

after / as soon as / before / if / unless / until / when

1) ________________ we have dinner, we could go for a walk.

2) I must write the date in my diary ________________ I forget it.
3) Let’s wait under the tree ________________ it stops raining.
4) This job is very urgent so please do it ________________ you can.
5) We won’t get a table in that restaurant ________________ we don’t book.
6) I’ll pay you back ________________I get my first salary.
7) I can’t go ________________ you give me my cell phone back.
8) They’ll be really happy ________________ they hear the news.
9) I must renew my passport ________________ I go to England.
10) ________________ you work harder, you won’t pass the final exam.

c) Use the verbs from the box to fill in the gaps with the ‘simple present’ or ‘will’.
1) I’ll give him your message when I ________________ him. (see)
2) Don’t forget to turn off the lights before you ________________. (leave)
3) Go to bed when the movie ________________. (finish)
4) They ________________ married until they find a place to live. (not get)
5) If I see Emma, I ________________ her you are looking for her. (tell)
6) You won’t be able to get there on time unless you ______________ there early. (arrive)
7) As soon as it stops raining, we ________________ out. (go)
8) Don’t start the test until I ________________ you. (tell)
9) I’ll call you as soon as I ________________ home. (get)
10) When she finds out what he has done, she ________________ furious. (be)

8) DEBATING
In small groups, choose one of the topics from the list and talk about it stating if you agree or
disagree and saying the reasons.
 Boys and girls learn better in single-sex schools.
 Schools should let teenagers wear whatever they like in classes.
 Physical Education should be optional.
 Private schools are usually better than public schools.
 Summer vacation should be shorter.
 Cooking and housekeeping should be taught at school.
 Students spend too much time at school on some subjects like math and not enough on things like music, art and drama.
 Schools are not worried about the students’ feelings.

Useful language to be used in a debate:

I completely agree that …. / I partly agree that …. / I totally disagree that … / First of all, I think
that … / My second point is that … / Another important point to consider is that … /
1: School
1) VOCABULARY: education

2) READING: The School System in the US and the UK

a) Complete the text about
the US with words from the
list.
college / elementary
/ grades / graduate /
high / kindergarten /
preschool / private /
public / religious /
semesters / twelfth

b) Complete the text about

the UK with words from
the list.
boarding / head /
nursery / primary /
pupils / secondary /
terms / university
3) GRAMMAR: future conditional and future time clauses
a) Match the sentence halves.
1) She won’t pass her exams ( ) after I finish my exams.
2) I’ll have to go to a new school ( ) if she gets good grades.
3) She won’t start elementary school ( ) I’m going to do my homework.
4) I think I’ll go on vacation ( ) unless she studies more.
5) As soon as I get home, ( ) until she’s five years old.
6) Her parents will get her a present ( ) when my parents move to Argentina.

b) Circle the correct answers.

1) He’ll study history at the university if / until he gets good grades.
2) She won’t start the class as soon as / until all the students are quiet.
3) I’ll probably talk to my advisor before / if I choose my subjects for the next year.
4) We’ll have to wear a uniform when / after we go to a private school.
5) I won’t leave early unless / if the teacher gives me permission.
6) She’ll do her homework if / as soon as she gets home.
7) He’ll be really disappointed if / unless he fails his exams.
8) She won’t go to high school until / as soon as she’s 14 years old.

c) Complete the sentences with the correct form of the verbs in parentheses. Use the simple present or future
(will / won’t)
1) If I __________________ the date on my calendar, I __________________ it. (not write / forget)
2) ___________ you ___________ the exam again if you __________________ it? (take / fail)
3) I __________________ my homework as soon as this program __________________. (do / end)
4) Unless her grades _____________ very good, she _____________ study medicine. (be / not able to)
5) He ___________________ home until he ____________________ from high school. (not leave / graduate)
6) When I ____________________ the test results, I ___________________ you immediately. (get / call)
7) I ____________________ and see you before I ____________________ to Korea. (come / go)
8) We ___________________ late unless we ______________________. (be / hurry up)
9) Until I ____________________ to my advisor, I ______________________ what subjects I’m doing. (speak / not
know)
10) You ____________________ the test if you _____________________ your notes. (not pass / not review)
Fundação Liberato – English – Level 5
Student’s name: ________________________ Group: ______ Date: ___________

READING
a) Read the article once. What do South Korean students do in a hagwon?
( ) They sleep. ( ) They study. ( ) They meet friends. ( ) They have lunch.
b) Read the article again. Write if the sentences are true (T) or false (F).
1. The street patrol in Seoul is looking for criminals. _____
2. Most pupils in South Korea want to go to university. _____
3. Today, pupils need higher marks to go to university. _____
4. All private tutors in South Korea are paid well. _____
5. School teachers are used to pupils who sleep in class. _____
6. The government is doing nothing to improve the education system. _____
7. Every academy must close before 9 p.m. _____
 8. Students are punished if they are found in a hagwon. _____

c) Look at the highlighted words and phrases. What do you think they mean?
1) Private instructors: ____________________________
2) Not wanting to do something: ____________________________
3) Wanting very much to win: ____________________________
4) The objects people use to rest their heads when they sleep:____________________________
5) Easily seen: ____________________________
6) Something that involves efforts: ____________________________

d) Complete the sentences with one of the highlighted words or phrases from the text.
1) It’s a real ______________________ for teachers to get all their students to pass their exams.
2) Jon has hurt his neck, so he shouldn’t use two ______________________ in bed.
3) It’s very ______________________ to get into some universities. You need high marks.
4) My children are _____________________ to go outside when it’s cold.
5) People using their laptops on the bus is a ____________________ these days.
6) Mary needed extra help with math and history, so she has private _________________ to give her extra lessons.

READING / SPEAKING
a) Read the title and the introduction and say what the main idea of the text is.
__________________________________________________________________

b) Say if the following statements are true (T) or false (F) according to the text.
( ) Anna feels bored about school.
( ) Anna thinks that school may notice she is skipping classes in the future.
( ) It is an obligation for teenagers who are under 16 to be at school.
( ) Teenagers are allowed to be absent from school if they have a good reason.
( ) The British government has decided what to do with students who skip school.

c) Find four verbs or expressions in the text which mean ‘to stay away from school without
permission’ and the noun used to refer to people who skip classes.
Verbs: _________________________________________________________________________
Noun: _________________________________________________________________________

d) Discuss the following:

Is bunking off a problem at Liberato? What is done with students who play truant? What
should be done in students’, in parents’ and in the teachers’ opinions?
What other problems of disruptive behavior do we have at our school? What is done
about them?

DISCUSSING
Rights, rules and responsabilities
According to students, what should be the rules and rights for us to have a good learning environment at Liberato?
(for the students themselves and for the school staff, including the teachers here).
LISTENING
a) Listen to a radio program about a new TV series. Which word describes the methods used by
the teacher in the series?
( ) Unusual ( ) Traditional ( ) Old-fashioned

b) Listen and again and correct the mistakes.

1) The series is a drama. __________________________________________
2) The pupils are sixteen. __________________________________________
3) A boy says he’ll burn a car. __________________________________________

4) The teacher used to be a soldier. __________________________________________

5) He teaches math at a secondary school. __________________________________________

6) The pupils have to say a number in the game. __________________________________________

7) The pupils read Shakespeare to some dogs. __________________________________________

8) The punctuation class is in a classroom. __________________________________________

9) Some of the pupils think the teacher is mad. __________________________________________

__________________________________________
10)The next episode is the following Friday.

2: School Rules
1) READING / SPEAKING
e) Read the title and the introduction and say what the main idea of the text is.
__________________________________________________________________

f) Say if the following statements are true (T) or false (F) according to the text.
( ) Anna feels bored about school.
( ) Anna thinks that school may notice she is skipping classes in the future.
( ) It is an obligation for teenagers who are under 16 to be at school.
( ) Teenagers are allowed to be absent from school if they have a good reason.
( ) The British government has decided what to do with students who skip school.

g) Find four verbs or expressions in the text which mean ‘to stay away from school without
permission’ and the noun used to refer to people who skip classes.
Verbs: _________________________________________________________________________
Noun: _________________________________________________________________________

h) Discuss the following:

Is bunking off a problem at Liberato? What is done with students who play truant? What should be done in
students’, in parents’ and in the teachers’ opinions?
What other problems of disruptive behavior do we have at our school? What is done about them?

2) DISCUSSING
Rights, rules and responsabilities
 According to students, what should be the rules and rights for us to have a good learning environment at Liberato?
(for the students themselves and for the school staff, including the teachers here).
Rights, rules and responsabilities
For students For the school staff
* ________________________________ * ________________________________
* ________________________________ * ________________________________
* ________________________________ * ________________________________
* ________________________________ * ________________________________
* ________________________________ * ________________________________
* ________________________________ * ________________________________
* ________________________________ * ________________________________
* ________________________________ * ________________________________

3) GRAMMAR: MUST / MUSTN’T / BE ALLOWED TO / HAVE TO / DON’T HAVE TO

a) Complete with the correct form of have (+, - or ?)
1) I __________________________ call back later because the line is busy.
2) Passengers __________________________ turn off their electronic gadgets during take-off. (+)
3) ____________ you ____________ do a lot of homework when you were in elementary school?
4) Saturdays are the best day of the week. I love the fact _________________________ get up early. (-)
5) I _________________________ leave a message on her voice mail because she wasn’t in.
6) In the future, people __________________________ go to school; they’ll all study at home.
7) With old cell phones, you _________________________ charge the battery much more often.
8) ____________ your boyfriend ____________ answer his work emails on weekends?
9) The exhibition was free, so I __________________________ pay.
10) My sister is a nurse, so some weeks she _________________________ work nights.
b) Circle the correct form(s).
1) You don’t have to / mustn’t use your phone in class.
2) Do you think we are allowed to / have to leave the room if we finish the test earlier?
3) You don’t have to / mustn’t send text messages when you are driving.
4) Students must / mustn’t wear a uniform in the physical education classes.
5) Teachers don’t have to / mustn’t smoke in the classrooms.
6) You have to / don’t have to hurry. We have plenty of time.
7) You are not allowed to / mustn’t wear flip-flops in the labs.
8) You must / mustn’t play cards at Liberato.
9) If your hair is long, you are allowed to / have to hold it to work in the labs.
10) Chemistry students are allowed to / must wear a white coat in the labs.

4) SPEAKING
a) Are the actions below considered good manners (G) or bad manners
(B) in the classroom / at school?
( ) Ask for permission before entering the class.
( ) Take someone else’s things without their permission.
( ) Push and bump into people in the hall.
( ) Say ‘Good Morning’ or ‘Good Afternoon’ when arriving.
( ) Raise your hand to draw the teacher’s attention.
( ) Hold the door open for someone.
( ) Interrupt others when they are talking.
( ) Ask the teacher’s permission to leave the room.
( ) Answer the phone in class.
( ) Say ‘Who cares?’ if a friend tells you he / she is not OK.
 b) What would you say instead to be more polite?

I want a hamburger.
Give me the book.
Leave me alone.
Say when you’ll be available.
You’re wrong.
That’s a bad idea.
Your work isn’t good.
I don’t like this food.

PRONUNCIATION: silent consonants; linking

a) Each of the words below has a silent consonant. With a partner, cross out the silent letters.
sign / Wednesday / doubt / psychology / knock / should / talk / wrong / listen / half /
dishonest / knowledge / design / whole / rhythm / doubt / foreign / calm / island / castle

Note: A list of silent letter words can be found at http://mws.ust.hk/sir/silent_words.php.

b) Several words are linked in spoken English. With a partner, try to identify the linked words in the
sentences below.
1) You must turn off your phone on a plane.
2) You should only call him in an emergency.
3) We have to leave at eleven.
4) You must not open other people’s emails.
5) You shouldn’t talk loudly on a cell phone.
Language
http://www.henry4school.fr/School/school/rules.htm
http://maryglasgowplus.com/latest_resources
LISTENING

We don't need no education.

We don't need no thought control.
No dark sarcasm in the classroom.
Teacher, leave those kids alone.
Hey, Teacher, leave those kids alone!
All in all it's just another brick in the wall.
All in all you're just another brick in the wall.

We don't need no education.

We don't need no thought control.
No dark sarcasm in the classroom.
Teachers, leave those kids alone.
Hey, Teacher, leave those kids alone!
All in all you're just another brick in the wall.
All in all you're just another brick in the wall.

http://www.steve-wheeler.co.uk/2013/11/hey-teacher-leave-those-kids-alone.html

G: Present continuous and simple, action and

Unit 3 Eating habits non-action verbs.

V: Food; idioms and phrasal verbs.
P:
A)VOCABULARY / SPEAKING
1) Match the words to the definitions.
a) Junk food ( ) Characteristic of food which causes a burning sensation in the mouth.
b) All-you-can-eat ( ) A kind of restaurant where you can serve yourself as many times as you want.
c) Pot-luck ( ) Food you buy at a restaurant to eat at home.
d) Eat out ( ) A small portion of food usually eaten between breakfast and lunch or lunch and dinner.
e) Spicy ( ) A person who prepares food for eating.
f) Takeout food ( ) An informal meal in which each person brings a different dish to share with the others.
g) Homemade food ( ) Not cooked.
h) Frozen food ( ) One of the regular occasions for eating, as breakfast, lunch and dinner.
i) Leftovers ( ) Foods that people do not eat and save to eat later.
j) Raw ( ) Food that is kept in a freezer.
k) Cook (noun) ( ) The piece of kitchen equipment used to cook food, = stove (Am. E.).
l) Cooker (Br.E.) ( ) Food that has too much sugar, fats, calories and is poor in nutrients.
m) Meal ( ) Food which is made at home.
n) Snack ( ) To have a meal at a restaurant, not at home.

2) Use the words from the previous exercise to fill in the gaps.
a) We went to an _________________________ pizza place and I ate 24 slices and paid only 7 dollars!
b) I don’t have time to cook. So, when I come from work, I buy ___________________________
from one of the restaurants near my apartment.
c) It is too expensive to _________________________. Let’s cook something at home.
d) A: Phil is great _________________________, almost a chef.
B: You’re kidding, right? He doesn’t even know how to use the _________________________
to fry an egg!
d) My mom cooks every day because we all love ____________________________.
e) Dinner is my favorite __________________________ because I can eat and talk to my family.
f) School cafeterias can no longer serve _________________________ like crisps and hot dogs.
g) Sushi is made from ___________________________ fish.
h) It is important to have a __________________________ in the middle of the afternoon not to feel so
hungry in the evening.
i) I made a delicious omelet using the ___________________________ from today’s lunch.
j) It was a __________________________ party. Everyone took a different dish. I made cookies and
everybody loved them!
l) His freezer is full of ___________________________ food.
m) Vatapá is a Brazilian dish from Bahia which is very ___________________________.

3) Use the questions below to talk to a classmate.

a) What was your favorite food when you were a child?
b) What is your favorite junk food? How often do you eat junk food?
c) Do you like all-you-can-eat restaurants? Why (not)?
d) Have you ever been to a pot-luck party? What did you take?
e) Is heating up frozen food a good option for people who don’t have time to cook?
f) Which are healthier, raw or cooked vegetables? Why?
g) Do and your family save the leftovers to eat later?
h) What can we prepare using leftovers?
i) Do you prefer junk food or homemade food?
j) Which is your favorite meal? Why?
 k) Do you have a snack when you are at school?
l) What are some examples of homemade food which are commonly prepared in your family?

B) READING
What is your favorite kind of fast food? Is it healthy to eat fast food? What happens to our bodies when we
eat, for example, a Big Mac? Read the text and find out.

1) Check if the following statements are true (T) or false (F) according to the text.
( ) The brains of human beings evolved when there wasn’t much food available. That is why we tend to
choose low-calorie foods.
( ) Junk food like a Big Mac makes your brain release substances which give you pleasure.
( ) The process of feeling good that fast food gives you contributes to compulsive eating.
( ) The bread used in a Big Mac has addictive sugars which make you avoid eating more fast food.
( ) People can be dehydrated after eating a Big Mac because of the addictive sugars.
( ) You may feel you are still hungry and need to eat more when you have too much salt.
( ) When you have a high-calorie meal, the levels of glucose get higher and make you feel satisfied.
( ) It takes more time for our bodies to digest hamburgers because of their amount of fat.
( ) It is said that trans fats are strictly connected to obesity and diabetes.
( ) The graphic recommends eating Big Macs on a regular basis.

2) Match the words in bold to the definitions. Do not use a dictionary: try to infer the meaning
from the context.
a) ‘…when food was scarce…’ (After 10 minutes)
b) ‘…Junk food triggers your brain’s reward system…(After 10 minutes)
c) ‘…your brain’s reward system…’ (After 10 minutes)
d) ‘…make your body crave more of them…’ (After 20 minutes)
e) ‘… you need to go back for another helping of food…’ (After 30 minutes)
f) ‘...The high fructose corn syrup in the Big Mac bun...’ (After 30 minutes)
g) ‘…causing insulin spikes and even greater hunger pangs…’ (After 40 minutes)
h) ‘...hamburgers take a lot more time to digest because they are too greasy,,,’ (After 60 minutes)

( ) Something good given in return of something (adjective).

( ) A Sudden physical sensation (noun).
( ) Animal fat (adjective).
( ) Portion (noun).
( ) Insufficient to satisfy the needs (adjective).
( ) A round piece of bread (noun).
( ) To initiate a group of events or reactions (verb).
( ) To need and want greatly (verb).

Our brains evolved during a time when food was A Big Mac contains 970 milligrams of sodium. This
 scarce, so we became adept at choosing high calorie huge amount of salt can result in dehydration. With
foods. Big Mac (with cheese and sauce) contains 540 symptoms that closely mimic those of hunger, it’s easy
calories and raises your blood sugar to abnormal for dehydration to trick you into thinking you need to
levels. go back for another helping of food.
Junk food triggers your brain’s reward system by Ingesting too much sodium makes it hard for your
releasing a surge of ‘feel good’ chemicals – such as kidneys to excrete salt. To try to take the excess salt out
the neuroptransmitter dopamine – which induce of your system, your body then takes water from the
feelings of pleasure. This process works in a similar surrounding tissues. This fluid buildup means that your
way to that of drugs such as cocaine and contributes heart must work harder to pump blood. This causes high
to a strong possibility of developing compulsive blood pressure and can lead to heart disease and stroke.
eating.

Do you ever still feel hungry after just having eaten a

Big Mac? This is because you have lost control of your
Did you know that a Big Mac bun contains high blood sugar, making your even more fast food.
levels of high fructose corn syrup and sodium? Both The first time you consume a high-calorie meal, your
ingredients are addictive and therefore make your insulin response can reduce your glucose levels making
body crave more of them. These ingredients are also you want to eat more. The high fructose corn syrup in
harmful and can cause obesity, diabetes and heart the Big Mac bun is quickly absorbed by the
disease. gastrointestinal tract, causing insulin peaks and even
greater hunger pangs.

Normally the body takes about 24 to 72 hours to digest

food. However, hamburgers take a lot more time to
digest because they are too greasy. It can take more
than three days to fully digest a Big Mac.
Also, it takes approximately 51 days to digest trans-fat.
A Big Mac contains 1.5 grams of trans fat. Different
studies have proved that trans fats can be linked to
heart disease, obesity, cancer and diabetes.
If you want to enjoy a Big Mac, try to have it only
occasionally. The burger’s ingredients can cause
serious harm to your body, especially when you
consume them on a regular basis.

Text adapted from http://fox13now.com/2015/09/25/infographic-claims-to-show-what-happens-in-first-hour-after-you-eat-a-big-mac/. Access

on February 23rd, 2016.

C) LISTENING
1) If you had to choose the national dish from Brazil, what would it be? Why?
___________________________________________________________________________

2) What food and dishes do you associate with these countries?

Spain: _____________________________
Mexico: ______________________________
France: ______________________________
Italy: ______________________________
Japan: ________________________________

3) Do you eat to live or live to eat? Is food fuel or pleasure for you?
 ____________________________________________________________________________
____________________________________________________________________________

4) Listen to a Japanese girl called Rumiko talking about food and eating habits.
Is food fuel or pleasure for her? Why? (AEF 3 – CD 1, track 2)
____________________________________________________________________________

5) Listen again and choose the correct option(s).

a) Where does she usually have lunch?
( ) At a restaurant.
( ) At home.
( ) At the office.
b) Why doesn’t she cook often?
( ) Because she works late.
( ) Because her kitchen is small.
( ) Because her boyfriend cooks better than her.
c) Does she eat or drink anything unhealthy?
( ) A lot of sweets.
( ) Chicken and chips
( ) Coffee.
d) What is she addicted to?
( ) To caffeine.
( ) To sweets.
( ) To chocolate.

Rumiko Yasuda is a magazine

editor from Tokyo.
e) Is she cutting down on anything at the moment?
( ) Yes, on caffeine.
( ) No, she isn’t.
( ) Yes, on sweets.
f) What is happening to the Japanese diet today?
( ) It is getting better, people are eating more healthily and cooking at home.
( ) It hasn’t changed in the last few decades and typical Japanese restaurants are very common.
( ) It is getting worse, people are getting fatter and people’s diets are more westernized.

g) Is this a completely bad thing in her opinion?

( ) Yes, because typical Japanese restaurants are disappearing.
( ) No, because Japanese food is healthy.
( ) No, because there are more different options of restaurants and food.

6) Listen again and write down the interviewer’s questions.

a) ________________________________________________________________________?

b) ________________________________________________________________________?

c) ________________________________________________________________________?

d) ________________________________________________________________________?

e) ________________________________________________________________________?

D) SPEAKING
Use the questions above to talk to a classmate.
E) GRAMMAR: present simple and present continuous; action and non-action verbs
1) Write the uses of the simple present and of the present continuous according to the examples.

* ___________________________________ * ___________________________________

___________________________________ ___________________________________

* ___________________________________ * ___________________________________

___________________________________ ___________________________________

* ___________________________________ * ___________________________________

___________________________________ ___________________________________

* ___________________________________

___________________________________

2) Read the sentences and underline the correct form.

a) I don’t usually have / I’m not usually having breakfast.
b) Our classes usually start / are starting at 7:30.
c) I drink / I’m drinking a lot of coffee every day.
d) I think that Japanese people get / are getting fatter.
e) It rains / It’s raining a lot here in the summer.
f) I work / I’m working until 7 in the evening this month.
g) The Earth goes / is going around the Sun.

3) Complete the sentences with the simple present or present continuous forms of the verbs in the
parentheses.
a) We ___________________________ to fast food restaurants very often. (not – go)
b) More and more children ___________________________ greasy and sugary snacks at
school nowadays. (have)
c) ___________ you _____________________ any vitamins or supplements at the moment?
(take)
d) Don’t eat that spinach if you __________________________ it. (not – like)
e) ___________ your girlfriend _____________________ how to cook? (know)
f) We ___________________________ take-out food during the weekend. (not – get)
g) What ____________ your parents _____________________? It smells great! (cook)
h) You look worried! What ____________ you _______________________ about? (think)
i) The diets of people in Brazil ________________________________ worse. People
_____________________________ more and more junk food. (get / eat)
j) I _____________________________ to eat less at the moment. The doctor said I need to
lose 10 kilos! (try)
4) Circle the correct option. Why is the other option not correct?
a) I need / I’m needing a new cell phone.
b) I recognize / I’m recognizing that girl.
c) I know / I’m knowing it is correct.
d) I have / I’m having a new pair of sneakers.
e) I have / I’m having lunch now.

5) What is the difference between the two kinds of verbs?

run / study / cook / swim / write / talk / agree / believe / belong / depend / smell /
say / eat / drink / sleep / listen / teach / feel / sound / remember / forget / love / like /
describe / buy / cry / play hate / know / prefer / recognize / seem

6) Some verbs can be _________________ or __________________, according to their meaning.

She looks so happy! (not She’s looking,,,) She is looking out the window.

I think it is great! (not I’m thinking…) I am thinking about the problems.

We have a new TV. (not We are having…) We are having a party this weekend.

He is a student. (not He is being…) He is being rude.

7) Circle the correct form, simple present or present continuous.

a) I don’t believe / I’m not believing you cooked dinner without any help!
b) Let’s choose what to eat. The waiter comes / is coming!
c) Liz doesn’t want / isn’t wanting to have dinner!
d) The chef is sick, so he doesn’t work / isn’t working today.
e) The check doesn’t seem / isn’t seeming correct! Forty dollars for a slice of pizza and a Coke?
f) Do we need / Are we needing to go to the supermarket today?
g) Can I call you back in ten minutes? I have / I’m having dinner now.
h) I didn’t like fish when I was a child, but now I love / I’m loving fish!
i) What do you cook / are you cooking? It smells delicious!
j) What do you cook / are you cooking when your parents visit you?
k) Ouch! You stand / are standing on my foot!
 l) Sorry! She can’t answer the phone right now. She takes / is taking a shower.
m) We need / are needing an answer from you until tomorrow.
n) Do you go out / Are you going out tonight?
o) A: Do you go / Are you going to the park this afternoon?
B: I don’t know. It depends / is depending on the weather.
p) A: What does she cook / is she cooking?
B: I don’t have any idea, but it smells / is smelling delicious!

8) Fill in the gaps with the simple present or the present continuous of the verbs.
1. Where's John? He ___________________________ (listen) to a new CD in his room.
2. Jean _________________________ (work) hard every day but she ______________________________
(not work) today because she’s sick.
3. Look! That boy is desperate! He ______________________ (run) after the bus. He
_______________________(want) to catch it.
4. Shh! The boss _________________________(come) and we _________________________ (need) to
finish this!
5. A: __________ you ______________________ (enjoy) this party?
B: Yes, I _________________________________(have) a great time!
6. A: What ____________ you _____________________ (do) next Saturday?
B: Nothing special. I _______________________________ (stay) at home.
7. I __________________________ (live) with my parents but right now I ___________________________
(stay) with some friends for a few days.
8. I can't talk on the phone now. I _____________________________ (drive) home.

F) VOCABULARY: Idioms and Phrasal Verbs connected with food and diet
1) Write the meaning of each idiom in the correct box. Refer to the examples for help.
to earn money / eat a lot / a difficult problem or a difficult person / to become crazy / try hard not to bother or upset a
person / nearly identical, very similar / have more important things to do /very red / something easy
 Adapted from https://twitter.com/EllaLanguage/media. Access on March 1st, 2016.

2) Use idioms from the previous exercise to complete the conversations.

a) A: What can we do about it? We don’t have any money to pay the rent!
B: I have no idea. It’s really a ______________________________________________.
b) A: I couldn’t go to his birthday party last Saturday. I ___________________________________________.
 B: What could be more important than Mark’s birthday party?
c) I knew he would _____________________________________ when he got the news he had flunked after
spending two whole weeks studying.
d) A: Did you do well on the test?
B: Yes! I thought it would be difficult but it was ___________________________________________.
e) No wonder he’s overweight! He __________________________________________!
f) My car is as ____________________________________ after its new paint job.
g) Since I’ve crashed my father’s car, I’ve been ___________________________________ with him.
h) I’m unemployed so my husband is the one who _______________________________________.
i) A: Are they identical twins?
B: Yes! They are ____________________________________________________.
j) A: I asked Cindy out and she told me to get lost!
B: Well, _____________________________________________. Sometimes you win, sometimes you lose!

3) Match the the phrasal verbs to the definitions.

a) I eat out a lot because I don’t have time to cook.
b) I’m trying to cut down on caffeine because I’m having difficulties in falling asleep.
c) The doctor told me I have to cut out all fats because of my high cholesterol levels.
d) There was no cake left for me. They ate it all up.
e) I got home so hungry I decided to heat up some frozen food.

( ) Eat less.
( ) Make cold food hot.
( ) Eat at a restaurant, not at home.
( ) Eat everything.
( ) Eliminate.

4) Use the phrasal verbs above in the sentences.

a) A: There are no sweets I can eat! I have to ________________________________ all kinds
of sweets.
B: No sweets at all? Poor you! I wouldn’t survive without sweets!
b) I couldn’t _________________________________ the food because the microwave is not
working.
c) I’m too tired to go out! I don’t want to _______________________________. Let’s order
something
and eat at home!
d) If you want to lose weight, you’ll have to ___________________________________ on
fried things.
e) Your plate is totally empty! You _________________________________ everything!
 G) SPEAKING
Use the questions to talk about eating.
1) What do you usually have for breakfast?
2) Do you ever skip breakfast? If yes, why and how often?
3) Do you drink milk every day? Is it important to drink milk?
4) What’s your favorite fruit? Do you think you eat enough fruits and vegetables?
5) Where do you usually have lunch and dinner?
6) When do you have lunch at school? And what do you eat?
7) How much does it cost to have lunch at Kativar?
8) Do you eat a snack in the middle of the morning and of the afternoon?
9) Who cooks in your house? What are the most common dishes you eat at home?
10) Do you know how to cook? If so, what?
11) Would you eat dog meat, horse meat, frogs, snails or insects?
12) What do you eat when you feel sad?
13) What dishes and food do you love and hate?
14) What are some typical dishes from Brazil?
15) What is the most unusual food or dish you have ever eaten?
16) Have you ever found anything disgusting in your food?
17) Do you believe ‘we are what we eat’? Why (not)?
18) Do you and your friends usually have pot-luck parties?
19) Do you think that food has to do with a country’s culture?
20) Have you ever tried to lose or gain weight?
21) Do you think there is too much pressure for people to look slim nowadays?
22) What’s the difference between a vegan and a vegetarian?
23) Do you like to go to all-you-can-eat restaurants?
24) Do you think the food we eat affects our mental and physical conditions?
25) What are the best things to eat and drink if you want to have energy to study?
26) Do you eat to live or live to eat?
27) Do you know anyone who has an eating disorder (compulsive eating, anorexia or bulimia)?
28) Have you ever been on a diet?
29) Are you trying to lose or gain weight at the moment?
What is happening to the Brazilian teenagers’

* Try to ask more follow-up questions and engage in

conversation!

* Do not worry about making mistakes! Try to

communicate!

* Remember, practice leads to fluency!

* Help your classmates and also ask them for help

when you need! Let’s make the class a great

learning community!
Unit 4 Tell me about G: Will and going to for predictions; quantifiers;
review of future tenses.
your family V: family; personality and physical characteristics.

A) VOCABULARY
1) Do the crossword puzzle.

Across
2. Josh doesn’t have any brothers or sisters. He’s an _______________ child.
4. A: Daniel and Gabriel look so much alike! B: Of course! They are identical ________________.
6. Your brother’s son is your _________________.
9. The members of your family are your __________________.
10. Your brother’s daughter is your _________________.
11. The new wife of your father is your ___________________.
13. Your uncle’s children are your ___________________.
15. A family consisting of only the mother or the father and a child or children is a ___________-_____________ family.
16. The people from your wife’s family are your ____-____________.
17. Two people having a relationship: ____________________.
18. A couple who promises to guide a child as part of a Christian baptism: ___________________.
 Down
1. The woman you are married to is your _________________.
3. A family consisting of parents and children is a __________________ family.
5. Brothers and sisters: ____________________.
7. Your wife’s or husband’s parents are your _______________-____-____________.
8. ___________________ family: a family group which consists of parents, children and other relatives.
12. A man who is engaged to get married: ___________________.
14. Your parents’ grandparents are your ________-________ grandparents.

B) READING / GRAMMAR
2) What do you think? Will families in the future be more like in picture 1 or in picture 2? Why?
Read the first part of the text and check.

Picture 2

Picture 1

Twenty years ago, the typical extended family was ‘wide’, that is, it usually consisted
of two or three generations with many children in each ‘nuclear family’. People had
lots of aunts, uncles and cousins, but they did not know their grandparents.
However, according to a new study by the British research group Mintel, the family is
changing shape. The family groups of the future will be ‘long and thin’, with three or
four small generations because people will probably have fewer children and live
longer.

Here are some of the predictions from the study:

1) Fewer / More children will know their great-grandparents (and even great-great-
grandparents) because people are going to live longer.
2) Fewer / More children will have brothers or sisters. As a result, future
generations will not have many cousins either. Children will be less / more selfish
and introverted because of that.
3) Fewer / More couples will divorce and re-marry, some several times. They may
have children with their new partners, so many children will have a stepmother or a
stepfather and half-brothers or sisters.
4) There will be fewer / more single-parent families because of the number of
divorces and also because some people will prefer not to get married again.
5) Because houses are getting less and less / more and more expensive, different
generations may have to live together and many couples will live with their in-laws.
 3) Read the five predictions about families in the future. Analyze the words in bold and
choose the correct options.
D) SPEAKING
4) What do you think the future of families will be like? Complete the sentences with
quantifiers and write two more predictions.
 Couples will have ________________________________ kids.
 Parents will spend __________________________________ time with their children.
 There will be __________________________________ families with one-gender parents.
 __________________________________________________________________________________.
 __________________________________________________________________________________.

GRAMMAR: Quantifiers
5) Complete the table. Do you remember other quantifiers?
Quantifier Comparative
With countable Many / A lot of / Lots of __________________________
nouns Few / A few (some) __________________________

With uncountable Much / A lot of / Lots of __________________________

nouns Little / A little (some) __________________________

6) Use quantifiers to fill in the gaps.

a) _________________ time and money is spent on health services, but
_________________ time and money is spent on national defence.
b) _________________ rivers in Europe are not polluted, so _______________ of
our water is not good for consumption without ________________ treatment.
c) ________________ people die young now than in the seventeenth century.
d) Scientists have _______________ hope of finding a complete cure for câncer
before the year 2030.
e) She had _______________ time than Paul to study, but her grades were
better.
f) I had a lo tof problems in the past. Now I have _______________ problems.
g) Her husband makes a lot of money, so she earns _______________ money
than him.

GRAMMAR: ‘will’ or ‘going to’

7) A teenager called Jim asks a fortune teller about his future. Complete her predictions:

a) You __________________________ a lot of money in

the future.
b) You __________________________ the owner of a
very important company, but you
__________________________ a lot.
c) You __________________________ much time to
have fun (not).
d) You __________________________ around the world
because of work.
e) Everybody __________________________ you.
f) But there is a problem: you
____________________________ very sad if you don’t
 marry... if you don’t marry... a woman... let me see her face... That’s me! You
________________________ to marry me if you want to be happy!
8) Fill in the gaps with ‘will’ or ‘going to’. Use contractions when possible.
a) I ________________________ buy a new cell phone. My grandparents gave me the money.
(arranged plan)
b) I _______________________ buy a new cell phone if my grandparents give me the money. (plan
under conditions)
c) I _______________________ help you carry those bags for you. They look heavy! (offer)
d) I think it ______________________ rain tomorrow. (prediction based on beliefs and opinions)
e) Look at those black clouds! It _______________________ rain! (prediction based on present
evidence)
f) I ______________________ do anything I can to make you happy. (promise)
g) I ______________________ to study hard this year. (intention, plan)
h) I ______________________ to study hard this year. (resolution, promise)
h) I ______________________ do it. I’m too busy. (refusal)
i) (The phone rings) ‘I ______________________ get it’. (instant decision)
j) ______________________ you shut the door, please? (request)
l) ______________________ you come to the movies with me? (invitation)

9) Circle the correct option.

a) A: I left my cell phone at home.
B: That’s OK. I’ll / I’m going to lend you mine.
b) A: It’s Julia’s birthday next week, so we’ll / we’re going to buy her some flowers.
c) Will you lend me $10? I promise I’ll / I’m going to give it back to you tomorrow.
d) We’ll / We’re going to have a picnic tomorrow. It’s all planned, so I hope it won’t rain.
e) A: Jim’s starting university tomorrow.
B: What will he / is he going to study?
f) Do you think they will / are going to like the presents we got for them?
g) A: Look! The bus is leaving!
B: My gosh! We’ll / We’re going to be late for class!

10) Use ‘will’ or ‘going to’ and a verb to fill in the gaps.
have / visit / study / give / do / turn on / hang up / get

a) A: We don’t have any bread.

B: I know. I ___________________________ some from the shop.
b) A: We don’t have any bread.
B: Really? I ___________________________ some from the shop then.
c) A: Why do you need to borrow my suitcase?
B: I _________________________ my mother in Argentina next month.
d) A: It’s so hot in here.
B: I _________________________ the air conditioning.
e) A: Are you going to John’s party tonight?
 B: Yes. Are you going too? I __________________________ you a ride.
f) A: What are your plans after you leave university?
B: I __________________________ volunteer work in Africa. Everything is planned.
g) (Someone knocks on the door) A: I ____________________________ it!
h) A: Are you ready to order?
B: I can’t decide … Ok, I ___________________________ the steak, please.
i) A: Are you busy? Would you like to have some coffee after school?
B: Sorry. I ______________________________ in the library. I have to hand in my
research project tomorrow.
j) A: Why are you carrying a hammer?
B: I ______________________________ some pictures.

READING / SPEAKING

Student A

Read the text and tell your partner about it. Use the questions below to guide your talk.
a) What’s his position in the family?
b) What was his childhood like?
c) What memories of his brother does he have?
d) How do the experiences as a child affect him now?
e) What’s his relationship with Jeff like now?

Younger brother or only child? How was it for you?

The younger brother

Novelist Tim Lott
Rivalry between brothers and sisters is normal, but there was
a special reason for the tension between us. I was very ill
when I was born, and spent three months in the hospital with
my mother. My brother did not see her at all during that time,
as he went to stay with an aunt. When our mother returned
home, it was with a sick newborn baby who took all the
attention. No wonder he hated me (although if you ask Jeff,
he will say that he didn’t – we remember things differently).
My brother and I were completely different. We shared the same bedroom, but he was
tidy, and I was really untidy. He was responsible, I was rebellious. He was sensible, I
was emotional. I didn’t have any positive memories of our childhood together, though
there must have been good moments. Jeff says we used to play Cowboys and Indians
but I only remember him trying to suffocate me under the bedcovers.
My relationship with Jeff has influenced my attitude towards my own four daughters.
If the girls fight, I always think that the younger child is innocent. But the good news
about brothers and sisters is that when they get older, they value each other more.
Jeff is now one of my best friends, and I like and admire him greatly. For better or for
worse, we share a whole history. It is the longest relationship in my life.
Adapted from The Guardian
(http://www.theguardian.com/books/2012/mar/25/tim-lott-under-same-stars-
interview ). Access on May 11, 2016.
11) Match the words in bold from the texts to the definitions below.
a) _________________________: it’s no surprise that…
b) _________________________ (noun): competition between two people.
c) _________________________ (noun): the time when you were a child.
d) _________________________ (noun): a meeting of people, e.g. family.
e) _________________________: knowing about or being conscious of something.
f) _________________________: a school where children can live during the year.
g) _________________________ (verb): think that somebody or something is important.
h) _________________________ (noun) a group of friends.
i) _________________________ (adjective): synonym for sick.
j) _________________________: synonym for adults.

Student B

Read the text and tell your partner about it.

a) What’s her position in the family?
b) What was her childhood like?
c) How do her experiences as a child affect her now?
d) What are the positive and the negative points of being an only child for her?
e) What’s her relationship with her parents like now?

Younger brother or only child? How was it for you?

The only child

Jounalist Sarah Lee

I went to boarding school when I was seven. The

hardest thing for me was to make friends because I
was an only child: I just didn’t know how to do it. The
thing is that, when you’re an only child, you spend a
lot of your time with grown-ups and you’re often the
only child in a gathering of adults. Your parents go
on living more or less the way they have always lived; only now you are there too.
I found being an only child interesting because it gave me a view of the world of adults that
children in a big family may not get. And I know it has, at least partly, made me the kind of
person I am – I never like being one of a group. For example, if I have to be in a group, I will
always try to go off and do something on my own, or be with just one other person – I’m not
comfortable with being one of a gang.
My parents are divorced now. My mother lives in the US and my father in the UK and it is not
easy to take care of them both. Besides, I feel very responsible for them – I’m the closest
relative in the world to each of them, and I’m very aware of that.
Adapted from The Guardian.
(http://www.theguardian.com/lifeandstyle/2006/mar/04/familyandrelationships.family3 ).
Access on May 11th, 2016.
13) Talk to your partner about yourself. Do you have brothers or sisters, or are you an
only child? Do you feel positive or negative about it? How did your position in the family
influence your personality?

14) Underline adjectives from ‘The Younger Brother’ to describe people’s

personalities.

15) Complete the sentences with the personality adjectives.

affectionate / aggressive / ambitious/ bossy / charming / competitive / independent
/jealous / manipulative / moody / reliable / selfish / sensible / sensitive / sociable / spoiled

a) ____________________ children behave badly because they are

given everything they want.
b) ____________________ people always want to win.
c) ____________________ people think about themselves and not
about others.
d) ____________________ people get angry quickly and like fighting
and arguing.
e) ____________________ people have an attractive personality that
makes people like them.
f) ____________________ people have common sense and are
practical.
g) ____________________ people are friendly and enjoy being with
others.
h) ____________________ people are good at influencing others to do
what they want.
i) ____________________ people are happy one minute and sad the
next, and are often bad-tempered.
j) ____________________ people like doing things on their own, without help.
k) ____________________ people like giving orders to others.
l) ____________________ people show that they like others very much.
m) ____________________ people are people you can trust or rely on.
n) ____________________ people understand others’ feelings or are easily hurt or offended.
o) ____________________ people want to be successful in life.
p) ____________________people think that someone loves another person more than them or want
what other people have.
Fundação Liberato – English – Level 4
Student’s name: _____________________ Group: ______

How do you see yourself?

a) Circle eight words which describe your personality.
Sensitive Studious Friendly Lazy

Nervous Talkative Careful Independent

Moody Bossy Adventurous Charming

 Extroverted Anxious Well-organized Affectionate

Introverted Calm Disorganized Open-minded

Active Optimistic Bossy Ambitious

Imaginative Pessimistic Sensible Intelligent

Sociable Reliable Easygoing Hardworking

How do others see you?

b) Underline eight words which describe your partner’s personality.

Fundação Liberato – English – Level 4

Student’s name: _____________________ Group: ______

How do you see yourself?

a) Circle eight words which describe your personality.
Sensitive Studious Friendly Lazy

Nervous Talkative Careful Independent

Moody Bossy Adventurous Charming

Extroverted Anxious Well-organized Affectionate

Introverted Calm Disorganized Open-minded

Active Optimistic Bossy Ambitious

Imaginative Pessimistic Sensible Intelligent

Sociable Reliable Easygoing Hardworking

How do others see you?

b) Underline eight words which describe your partner’s personality.

10 Fun Activities For Adjectives Of

Personality
Stimulating activities to teach and practise the difficult but fascinating topic of words that
describe people’s character

Adjectives of personality can be incredibly difficult to teach and learn. For one thing, not
many of them translate well, with an apparently similar word from another language
turning out to be positive where the English word is negative, or to have a much wider or
more restricted meaning that the translation would suggest. There are also so many
personality words, meaning that any kind of freer practice turns up more and more words
even if you’ve already given them a huge list.

Having said all that, there are some great activities for adjectives of personality that
students love and learn a lot from. Given a really good activity that students can get
involved in, they soon forget the difficulties and even become fascinated by the
differences between languages. Good activities will also allow them to use the words over
and over again and to think about them in more depth until they really are clear about
the meaning and connotations. 15 such activities are listed below.

1. Ranking
One of the best ways of getting students to look at the same language many times so
that they understand and remember it a bit better each time is to ask them to rank the
personality adjectives in some way. Possibilities include putting the adjectives in order of
importance for a lover, spouse, employee, boss, teacher or politician. They can then
compare their ideas with another group.

2. Roleplays
Give students a roleplay card telling them what their personality is, and ask them to act
that way until their partner guesses what adjective they were given. Situations in which
they can do so include shopping, blind dates, job interviews and press/TV interviews.

3. Describe the people

One student uses personality adjectives to describe someone until their partners guess
who they are talking about. This could be a family member, someone else that they
know, someone famous, or their impressions of someone in a page of portraits that they
have been given. It also works for animals, especially in a mixed-nationality class where
the similarities and differences in the impressions of the personalities of foxes, elephants
etc can be very interesting.

4. Questionnaires
Give students a questionnaire that is supposed to measure one or more aspect of their
personality, but without its title. After they have answered the questions, they can work
together to guess what they were being tested on (e.g. how generous they are), and to
compare their answers with their partner(s). They can then write similar questionnaires
for other personality words for other groups to answer the questions on and then guess
which character traits are being tested. Creative and high level groups might also be able
to improvise such questions without writing them down.

5. Your personality
Ask students to guess each other’s personality. The simplest way is for them to make
statements such as “I think you are quite patient” for their partner to respond to with
expressions like “Are you pulling my leg?” or “You could say that.” You could also ask
them to guess facts that support that judgement, e.g. “I think that you are quite
adventurous. I guess that you have been hiking on your own a few times.”

6. Guess the personality word

The simplest way of doing a guessing game with character adjectives is to ask someone
to define one of the words or give examples until their partner guesses what it is, e.g. “A
fox is said to be this way. It is like ‘clever’, but in a negative way” for “cunning”. You
could also limit them to giving examples of actions that illustrate particular personality
words, e.g. “He refused to change his mind about which pasta restaurant we went to” for
“stubborn”. They could also make statements about who the word that they are
describing is and isn’t particularly important for, e.g. “This is the worst thing for a nursery
nurse but quite a good thing for a boxer” for “aggressive”.

7. Personality Yuppies
Yuppies is a game in one of the Communication Games books in which they take turns
boasting about how “My house is more expensive than your car” and “My servant is more
intelligent than your house”. Something similar can be done with personality words by
asking them to compare boyfriends, bosses, teachers etc with sentences, e.g: “My
boyfriend is more generous than your boyfriend. Yesterday he bought me one diamond in
the morning and another in the afternoon” and “Okay, that’s pretty impressive. My
boyfriend is more intelligent than yours, though. He speaks 100 languages.”

8. Personality and gender

Ask one student to describe the character of a famous person or someone that they
know, and the other person to guess as soon as they are certain of the gender of that
person. They are only allowed one guess, and lose five points if they are wrong.

9. Personality and gender discussion

Students could also discuss if certain personality words (e.g. “stubborn” or “vague”) are
connected more to one gender than the other, or are more desirable or unacceptable in
one gender than in the other.

10. Find the personality word

While they are watching a video, students shout out every time that they think they see a
personality word illustrated by what is on the screen and the class discuss whether their
statement (e.g. “Mr Bean is cunning. He is fooling the little kid”) is really represented by
the video. These sentences can be from a list of personality words or just whatever the
students can think of.

Positive Personality Adjectives List

1. When do you feel your best?

a. In the morning
b. During the afternoon and early evening
c. Late at night

2. You usually walk

a. Fairly fast, with long steps

b. Fairly fast, with short, quick steps
c. Less fast, head up, looking the world in the face
d. Less fast, head down
e. Very slowly

3. When talking to people you

a. Stand with your arms folded

b. Have your hands clasped
c. Have one or both your hands on your hips
d. Touch or push the person to whom you are talking
e. Play with your ear, touch your chin, or smooth your hair

4. When relaxing, you sit with

a. Your knees bent with your legs neatly side by side

b. Your legs crossed
c. Your legs stretched out or straight
d. One leg curled under you

5. When something really amuses you, you react with

a. A big, appreciative laugh

b. A laugh, but not a loud one
c. A quiet chuckle
d. A sheepish smile

6. When you go to a party or social gathering you

a. Make a loud entrance so everyone notices you

b. Make a quiet entrance, looking around for someone you know
c. Make the quietest entrance, trying to stay unnoticed

7. You're working very hard, concentrating hard, and you're interrupted. Do you..

a. Welcome the break

b. Feel extremely irritated
c. Vary between these two extremes

8. Which of the following colors do you like most?

a. Red or orange
b. Black
c. Yellow or light blue
d. Green
e. Dark blue or purple
f. White
g. Brown or gray

9. When you are in bed at night, in those last few moments before going to sleep, you lie

a. Stretched out on your back

b. Stretched out face down on your stomach
c. On your side, slightly curled
d. With your head on one arm
e. With your head under the covers

10. You often dream that you are

a. Falling
b. Fighting or struggling
c. Searching for something or somebody
d. Flying or floating
e. You usually have dreamless sleep
f. Your dreams are always pleasant

Add up your points using the table below:

A B C D E F G

1 2 4 6

2 6 4 7 2 1

3 4 2 5 7 6

4 4 6 2 1

5 6 4 3 5

6 6 4 2

7 6 2 4

8 6 7 5 4 3 2 1

9 7 6 4 2 1

10 4 2 3 5 6 1

Analysis
Over 60 points: Others see you as someone they should "handle with care" You're seen as vain, self-centered, and
who is extremely dominant. Others may admire you, wishing they could be more like you, but don't always trust you,
hesitating to become too deeply involved with you.

51 to 60 points: Others see you as an exciting, highly volatile, rather impulsive personality; a natural leader, who's
quick to make decisions, though not always the right ones. They see you as bold and adventuresome, someone who
will try anything once; someone who takes chances and enjoys an adventure. They enjoy being in your company
because of the excitement you radiate.

41 to 50 points: Others see you as fresh, lively, charming, amusing, practical, and always interesting; someone who's
constantly in the center of attention, but sufficiently well-balanced not to let it go to their head. They also see you as
kind, considerate, and understanding; someone who'll always cheer them up and help them out.

31 to 40 points: Others see you as sensible, cautious, careful and practical. They see you as clever, gifted, or talented,
but modest...Not a person who makes friends too quickly or easily, but someone who's extremely loyal to friends you
do make and who expect the same loyalty in return. Those who really get to know you realize it takes a lot to shake
your trust in your friends, but equally that it takes you a long time to get over it if that trust is ever broken.

21 to 30 points: Your friends see you as painstaking and fussy. They see you as very cautious, extremely careful, a
slow and steady plodder. It would really surprise them if you ever did something impulsively or on the spur of the
moment, expecting you to examine everything carefully from every angle and then, usually decide against it. They
think this reaction is caused partly by your careful nature.
Under 21 points: People think you are shy, nervous, and indecisive, someone who needs looking after, who always
wants someone else to make the decisions and who doesn't want to get involved with anyone or anything. They see
you as a worrier who always sees problems that don't exist. Some people think you're boring. Only those who know
you well know that you aren't.

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

Games
http://www.eslgamesplus.com/category/hi-classroom-games/

Linkers of Contrast
Advanced Grammar Guide
When we want to introduce contrast in English, we use the following words: In
spite of, Despite, Although, Even though, However, Nevertheless, and Whereas.
It is important to know when and how to use these linkers:
1. ´In spite of’ and ‘Despite’ are followed by a noun phrase or a verb in the
‘ing’ form.
Ex: Despite their money, they can’t buy happiness.
Ex: In spite of having so much money, they aren’t very happy.
2. ‘Although’ and ‘Even though’ are followed by a complete sentence.
Ex: Although she sang beautifully, she didn’t win the contest.
Ex: I am going out tonight, even though I am really tired.
3. ‘However’ and ‘Nevertheless’ introduce a new idea which marks a contrast
with a previously stated idea. The speaker usually makes a strong pause. In
writing, these words are separated from the sentence they introduce by a
comma.
Ex: She was feeling very ill. However, she went to school.
Ex: You need some help with your homework. Nevertheless, there are times when
no one can help you and you have to do it yourself.
4. ‘Whereas’ links two contrasting ideas. These ideas are not separated by
commas.
Ex: The original movie was quite interesting whereas the remake was really
boring.
Here are some examples of linkers of contrast taken from the article C, eh? N,
eh? D, eh? CANADA! :
Ex1: ‘Any amount of variation upon the endless themes of nature, wildlife, cold,
and poutine could be expected. However, ask someone to imitate a Canadian and
there’s only one possible response: the eh.’
Ex2: ‘Rural folk would be more proud of their usage of eh as it is part of their
Canadian culture whereas the bourgeoisie would be more likely to claim they
speak proper English.’
Fundação Liberato – English – Level 4
Student’s name: ________________________________________ Group: ___________

G: narrative tenses

Unit 5 Fair Play V: sports (nouns and verbs).

B) TUNING IN
Do you like to exercise and play sports?
Why do people play sports?
Why do people cheat in sports?

C)VOCABULARY: sports
1) Use words from the box to complete the definitions:
referee / coach / captain / stadiums / court / fan / track / spectators

a) The people who watch a sport: _______________________

b) The person who is the leader of a team: _______________________
c) The person who likes a sport, an athlete or a team a lot: _______________________
d) The person who controls a soccer game: _______________________
e) The person who trains an athlete or a team: _______________________
f) The place where people play tennis: tennis _______________________
g) The place where athletes run: running _______________________
h) The places where soccer matches happen: _______________________

2) Complete the table.

Verb Simple Past Past Participle Note:
beat beat / beaten * You win a match, competition,
won medal or trophy.
lost * You beat another team or an
tie oponent.

3) Use a verb from the table to complete the sentences.

a) Barcelona ______________________ Milan 3-0.
b) Barcelona ______________________ the match.
c) The Chicago Bulls _______________________ 78-91 to the Boston Celtics.
d) Brazil _____________________ with Spain 2-2.

4) Complete the sentences with a verb from the box. Change them if necessary.
do / get in shape / get injured / go / kick / score / throw / train / warm up / work out / knock out / send off

a) Professional sports players have to ______________________ every day. (=practice)

b) Don’t play tennis on a wet court. You may ______________________.
c) A soccer player has to try to ______________________ into the goal.
d) It’s important to ______________________ before you do any vigorous exercise. (=do some light exercise)
e) I started going to the gym because I want to _______________________.
f) The new striker is going to ________________________ a lot of points.
g) My team was _________________________ in the semi-finals. I’m so sad! (=eliminated)
h) Would you like to _________________________ swimming?
i) He __________________________ every day, even on Sundays. (=does exercise at a gym)
j) My mom _________________________ yoga.
k) In basketball, players ________________________ the ball to each other.
 l) The goalkeeper got a red card and was _________________________ after committing a foul. (=told to leave
the field)

C) PRONUNCIATION:
5) Write the words in the correct column. 6) Circle the stressed syllables.
a) champion g) basketball
b) international h) disadvantage
c) marathon i) recognition
d) referee j) facilities
e) final k) spectators
f) celebrity l) alternative

D) READING
(A) Olympic athletes had to be male, of Greek nationality, and not
slaves. They promised to compete in an honorable way and to follow the
rules, but some of them still cheated. If caught, they had to pay a large
fine. This money was used to pay for statues of Zeus, which were placed
along the route to the stadium with the name of the athlete who had
cheated on the base. To get to the stadium, the competitors had to walk
past all the statues and see the names of the shameful past cheaters.

(B) Unlike the modern Olympics, which currently includes 42 sports and
nearly 400 events, many of which are team sports such as soccer and
basketball, the Ancient Games only included individual events. Seven
types of events took place in the stadium, including running, discus,
javelin, long jump, wrestling, and boxing. There was also chariot racing
and horse racing in the hippodrome.

(C) The Olympic Games became a major sports event, but the Roman
Emperor Theodosius I decided to ban the Olympic Games in 393 AD,
after more than 1,000 years of existence, because he thought they were a
pagan cult. Gradually the site disappeared and was forgotten. However,
in the 19th century, archeological work finally revealed the ruins of
historical Olympia, and today visitors can appreciate it and imagine the
past glory of the Games.

6) Read the text and choose the correct option.

a) The Olympic Games are _________ years old.
( ) 1,000 ( ) 2,000 ( ) 3,000
b) The Olympic Games started in _____________.
( ) Rome ( ) Greece ( ) Egypt
c) The Olympic Games are named after ______________.
( ) a god ( ) a place ( ) a river
7) Now match the words in bold to their meaning.
a) little by little: ________________________
b) money you have to pay when you do something illegal: ________________________
c) to prohibit something: ________________________
d) people who belong to other people and work for no ________________________
money: ________________________
e) a place or location: ________________________
 f) a stadium where horse racing takes place: ________________________
g) a way like a road or a path: ________________________
h) when you go near and away: ________________________
i) differently from: ________________________
j) the remaining pieces of something which was destroyed:

8) Choose the sentence that best summarizes each paragraph from the text:
Paragraph A
( ) People from all over the world could compete in the Ancient Games.
( ) Only a few special people could compete in the Ancient Games.
( ) Cheating was strictly punished in the Ancient Games.
Paragraph B
( ) The Ancient Games included lots of different kinds of sports.
( ) The Ancient Games took place in a different town every year.
( ) There were fewer events than today and no team sports.
Paragraph C
( ) The Ancient Games were banned because they were of a bad quality.
( ) It’s difficult now to imagine the glory of the Ancient Games.
( ) The Ancient Games disappeared but people can visit the ruins today.

E) READING / GRAMMAR
9) Read ‘Taking a short cut’ and choose the correct options. Then read ‘The hand of God?’ and fill in the
gaps with the correct form of the verbs.

F) GRAMMAR: narrative tenses (simple past, past continuous and past perfect)
 Simple Past
My team ___________________ the championship! (win)

 Past Continuous
They ___________________ when the referee decided to cancel the game. (play)
They ___________________ while the crowd _________________. (play / shout)
  Past Perfect
When I turned on the TV, the match __________________. (finish)

What is the difference?

a) When John arrived, they had dinner.
b) When John arrived, they were having dinner.
c) When John arrived, they had had dinner.

10) Complete the sentences with the correct form of the verbs in parentheses. Use the
simple past, the past continuous or the past perfect.
a) We were late. When we ______________________________ (arrive), everyone __________________________
(finish) dinner and they ______________________________ (sit) in the living room having coffee.
b) I ______________________________ (run) to the station but the six o-clock train _________________________
(already / leave). The station ___________________ (be) empty except for three people who ____________________
(wait) for the next train.
c) They ___________________________ (drive) to the airport when they suddenly ___________________________
(remember) that they ____________________________ (forget) their kids.
d) I _______________________ (not / recognize) many people at my old school reunion because everyone
_______________________ (change) a lot in 20 years.
e) The game ________________________ (already / start) when we __________________________ (turn on) the TV. Our
team ___________________________ (lose) 1-0 and all the players _____________________________ (play) very
badly.
f) The teacher gave Robbie a zero because he found out that he __________________________ (cheat) on the exam.
g) They didn’t win the game although they _______________________________ (train) every day.
h) Mike had an accident while he ________________________________ (drive) to work.
i) When I got home yesterday, I had a great surprise! Everything was tidy! someone ____________________________
(clean)
the house while I was out!
j) When we arrived, the game ___________________________(not / start). We got there in time to grab something to eat and
see the whole game!
k) The captain ___________________________ (not / score) any goals before the referee sent him off.
l) My brother got injured while he ____________________________________ (play) volleyball last night.
m) Luckily, we __________________________ (stop) skiing when the snowstorm started. We were already back at the hotel.
n) The referee suspended the game because it _________________________________ (rain) too hard to play.
o) The marathon runner ______________________________ (sweat) a lot when she ______________________________
(cross) the finish line.
p) The accident _____________________________ (happen) when he _______________________________ (drive) home.
q) Everybody wanted the end of the game. The crowd ______________________________ (cheer) loudly when the referee
____________________________ (blow) the final whistle.
r) I ________________________________(not / recognize) her at first because she _____________________________
(change) so much in the past few years!
s) The police _________________________ (stop) her on the highway because she _____________________________( not
/
wear) a seat belt.
t) Some of the players ___________________________(not / pay) attention while the coach ________________________
(talk)
to them.
u) They ______________________(not / able to) play tennis because they _________________________ (not / book) a
court.
v) The player _________________________ (get) a yellow card because he _________________________ (take off) his
shirt.

G) VOCABULARY: sequence words

Every story has a sequence, or an order of events: a beginning, a middle and an end. Sometimes
there is an unexpected surprise. Sequence words help us understand the order or the facts. Below
you can see some of the most common sequence words in stories.
Beginning Middle / Continuing Interruption Ending
Once upon a time, Then,
It was winter time. The next day, Suddenly, After a long time,
One day, After that, All of a sudden, Finally,
First, Later, But then, In the end,
 Today, Later that day, For everybody’s happiness,
Yesterday, Later that night,
A long time ago,

SPEAKING
You are going to tell your group a story about cheating which happened to
you
or to someone you know. Plan what you are going to say. Think of ways of
creating suspense and drawing the audience’s attention (dramatize,
emphasize words, use different intonations, ask rhetorical questions, use
gestures, …).
How can you start?
I’m going to tell you about a time when….
This happened a few years ago …
Something really weird happened to a friend of mine last year.

What Exactly Is Cheating?

Cheating is when a person misleads, deceives, or acts dishonestly on purpose. It can happen everywhere

It can happen while playing a sport, in a relationship in different waysmay happen at school, at home, or while
playing a sport.

At school, in addition to cheating on a test, a kid might cheat by stealing someone else's idea for a science project
or by copying a book report off the Internet and turning it in as if it's his or her original work. Copying someone
else's words or work and saying they're yours is a type of cheating called plagiarism (say: PLAY-juh-rih-zem).

How Do People Cheat?

Cheating can happen in a lot of different ways. Jeff is doing it by sneaking answers to a test, but it's also cheating
to break the rules of a game or contest or to pretend something is yours when it isn't. When people cheat, it's not
fair to other people, like the kids who studied for the test or who were the true winners of a game or contest.

It's tempting to cheat because it makes difficult things seem easy, like getting all the right answers on the test.
But it doesn't solve the problem of not knowing the material and it won't help on the next test — unless the person
cheats again.

Sometimes it may seem like cheaters have it all figured out. They can watch TV instead of studying for the spelling
test. But other people lose respect for cheaters and think less of them. The cheaters themselves may feel bad
because they know they are not really earning that good grade. And, if they get caught cheating, they will be in
trouble at school, and maybe at home, too.

Why Kids Cheat

Some kids cheat because they're busy or lazy and they want to get good grades without spending the time
studying. Other kids might feel like they can't pass the test without cheating. Even when there seems to be a
"good reason" for cheating, cheating isn't a good idea.

If you were sick or upset about something the night before and couldn't study, it would be better to talk with the
teacher about this. And if you don't have enough time to study for a test because of swim practice, you need to
talk with your parents about how to balance swimming and school.

A kid who thinks cheating is the only way to pass a test needs to talk with the teacher and his or her parents so
they can find some solutions together. Talking about these problems and working them out will feel better than
cheating.

Truth and Consequences

Many kids feel tempted to cheat once in a while. Most resist and do the work instead. Some kids cheat once and
feel so bad that they never do it again. Others get caught and decide it isn't worth it. Unfortunately, some kids
start cheating and feel like they can't stop.

Kids who cheat may feel worried about getting caught. Whether they are caught or not, these kids may feel guilty,
or embarrassed, or ashamed — or all three. Even if the cheater feels fine or doesn't get caught, that doesn't mean
it's OK. If you see someone cheating, or if someone asks to copy your work, you can tell a teacher or another
grown-up.

Kids who get caught cheating might be given a "zero" score on the assignment, be sent to the principal's office,
and have their parents contacted. Worse than the bad grade may be the feeling of having disappointed other
people, like parents and teachers. A parent may worry that you are not an honest person and a teacher might
watch you more closely the next time you're taking a test.

Cheaters cheat themselves in a way because they don't make an honest attempt to learn as much as they can. For
instance, if you cheat your way through spelling tests, you won't learn how to spell. That can katch — I
mean catch — up with you when you get older! And adults who cheat — at work, sports, or in their relationships
— get into serious trouble, far more serious than a bad grade on a spelling test.

Making a Comeback

There are plenty of reasons why a kid shouldn't cheat, but some kids have already cheated. If that's you, it's never
too late to stop cheating. Cheating can become a habit, but like other bad habits, a kid can always decide to act
better and make better choices. It might help to talk the problem over with a parent, teacher, or counselor.
Choosing to play fair and be honest again can help a kid feel relieved and proud.

There's an old saying that cheaters never win and winners never cheat. This may sound confusing because
sometimes it seems like cheaters do win — at least for the moment. But kids who don't cheat are true winners
because, when they win, they do it fair and square.
Adapted from http://kidshealth.org/en/kids/cheating.html#. Access on June 28th, 2016.
Discuss or debate the questions below. Remember to support your answers!
 Are you an ethical person? Why do you think so?
 Do you have any friends who often lie? If yes, what do they lie about?
 If a store clerk gave you too much change, would you tell him? Why/not?
 Is it right for a person to steal food if he / she is hungry and doesn’t have any money?
 Are white lies okay? Why/not?

 When is lying a good thing? Why do you think so?

 Who lies more, men or women? Why do you think so?
 What professions in which people lie the more? Why do you think so?
 How often do you lie? Do you think that this is too much?
 Have you told a lie this week? How about this month? If yes, when, where, and why did you lie? Please
explain.
 What qualities do you think an ethical person has? Why do you think so?

 Would you cheat on a test? (Or have you ever cheated on a test?) Why/not?
 Would you lie on a job resume? (Or have you ever lied on a job resume?) Why/not? Would you lie at a job
interview?
 Do you trust people easily? Why/not?

 What would you do if you saw a classmate cheating on a test? What if he were a friend? What if he were
someone you didn't like?
 What would you do if you saw someone shoplifting? What if he were a friend? What if he were a family
member?
 What would you do if you found a $100 bill lying on the street? What if that $100 were in a wallet? Please
explain.
 Are there any jobs that require you to be an ethical person? Which ones? Why?

Values
Values are the rules by which we make decisions about right and wrong, should and shouldn't, good and
bad. They also tell us which are more or less important, which is useful when we have to trade off meeting
one value over another.
Dictionary.com defines values as:

n : beliefs of a person or social group in which they have an emotional investment (either for or
against something); "he has very conservatives values"

Morals
Morals have a greater social element to values and tend to have a very broad acceptance. Morals are far
more about good and bad than other values. We thus judge others more strongly on morals than values. A
person can be described as immoral, yet there is no word for them not following values.
Dictionary.com defines morals as:

n : motivation based on ideas of right and wrong

Ethics
You can have professional ethics, but you seldom hear about professional morals. Ethics tend to be
codified into a formal system or set of rules which are explicitly adopted by a group of people. Thus you
have medical ethics. Ethics are thus internally defined and adopted, whilst morals tend to be externally
imposed on other people.
If you accuse someone of being unethical, it is equivalent of calling them unprofessional and may well be
taken as a significant insult and perceived more personally than if you called them immoral (which of
course they may also not like).
Dictionary.com defines ethics as:

A theory or a system of moral values: “An ethic of service is at war with a craving for gain"

The rules or standards governing the conduct of a person or the members of a profession.

Ethics of principled conviction asserts that intent is the most important factor. If you have good principles,
then you will act ethically.
Ethics of responsibility challenges this, saying that you must understand the consequences of your
decisions and actions and answer to these, not just your high-minded principles. The medical maxim 'do
no harm', for example, is based in the outcome-oriented ethics of responsibility.

So what?
Understand the differences between the values, morals and ethics of the other person. If there is conflict
between these, then they probably have it hidden from themselves and you may carefully use these as a
lever.
Beware of transgressing the other person's morals, as this is particularly how they will judge you.
Talking about professional ethics puts you on a high moral platform and encourages the other person to
either join you or look up to you.
Song : pink Floyd What school do we want and need?
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