English-student-book-Level-B1.2-3ro-de-BGU.pdf - Ministerio

VP2_Preliminares.indd 1

3/11/16 9:25 AM

Bachillerato General Unificado
ENGLISH
B1.2 Level
STUDENT´S BOOK

PRESIDENTE DE LA REPÚBLICA Lenín Moreno Garcés
MINISTRO DE EDUCACIÓN Fander Falconí Benítez
Viceministro de Educación Álvaro Sáenz Andrade
Viceministra de Gestión Educativa Mónica Reinoso Paredes
Subsecretaria de Fundamentos Educativos Ruthy Intriago Armijos
Subsecretaria de Administración Escolar Mónica García Echeverría
Directora Nacional de Currículo María Cristina Espinosa Salas
Director Nacional de Operaciones y Logística Germán Lynch Álvarez
Primera impresión: agosto 2016 Quinta impresión: junio 2018
Impreso por: Medios Públicos EP © Ministerio de Educación del Ecuador, 2018
Av. Amazonas N34-451 y Atahualpa Quito, Ecuador
www.educacion.gob.ec
La reproducción parcial o total de esta publicación, en cualquier forma y por cualquier medio mecánico o
electrónico, está permitida siempre y cuando sea autorizada por los editores y se cite correctamente la fuente.
DISTRIBUCIÓN GRATUITA - PROHIBIDA SU VENTA

English B1.2, Student’s Book
Authors Mark Andrew Forbes
Editor-in-Chief Javier Andrés Tibaquirá Pinto
Editors Carlos Sanabria Páez, Miguel Ignacio Rodríguez
Proofreaders Andrea Peña, Ángela Sierra, Margarita Orbegozo
Consulting Reviewers
Audio Producer Juan Carlos Jaramillo
Art Director Gloria Esperanza Vásquez
Designers Leonardo Rivas, Libardo Mahecha, Juan Carlos Vera, Nohora Betancourt
Illustrators Carmelo Vergara, Nelson Hernández, John Joven, Miguel Jiménez, José Luis Jiménez
Photography Shutterstock ®
© Grupo Editorial Norma SA Avenida Isaac Albéniz E3-154, Wolfgang Mozart Quito, Ecuador

Promovemos la conciencia ambiental en la comunidad educativa. Hemos impreso el 8% de ejemplares con certificado de responsabilidad ambiental.

ADVERTENCIA Un objetivo manifiesto del Ministerio de Educación es combatir el sexismo y la discriminación de género en la sociedad ecuatoriana y promover, a través del sistema educativo, la equidad entre mujeres y hombres. Para alcanzar este objetivo, promovemos el uso de un lenguaje que no reproduzca esquemas sexistas, y de conformidad con esta práctica preferimos emplear en nuestros documentos oficiales palabras neutras, tales como las personas (en lugar de los hombres) o el profesorado (en lugar de los profesores), etc. Sólo en los casos en que tales expresiones no existan, se usará la forma masculina como genérica para hacer referencia tanto a las personas del sexo femenino como masculino. Esta práctica comunicativa, que es recomendada por la Real Academia Española en su Diccionario Panhispánico de Dudas, obedece a dos razones: (a) en español es posible , y (b) es preferible aplicar para así evitar el abultamiento gráfico y la consiguiente ilegibilidad que ocurriría en el caso de utilizar expresiones como las y los, os/as y otras fórmulas que buscan visibilizar la presencia de ambos sexos.

CLIL

Goals

Grammar

UNIT 1
• Movie Genres • Film Reviews • Mini Biographies

UNIT 2
• Personality Types • Professions • University Degrees

UNIT 3
• Environmental Issues • Green Products

You will learn how to • describe and differentiate
movie genres. • talk about movies you have
seen. • ask and answer questions
about movies. • make inferences. • write a film review and a mini
biography.
• Simple Past tense • Past Progressive tense • Present Perfect tense • Past Perfect tense • Time clauses
Vocabulary: using knowledge of Spanish to associate words Reading: • paying attention to time
expressions to follow the sequence of events • using facts given to make good guesses about things not directly stated Writing: using verb tenses and time expressions to follow the sequence of events Listening: • using pictures to predict content order before listening • using context to help understand idioms Speaking: using idioms when talking to help conversations flow and sound more natural
A Film Review

You will learn how to • describe and differentiate
professions. • ask and answer questions
about different personality types, professions and university degrees. • write a text comparing two professions.
• Gerunds and infinitives • Verbs and adjectives followed
by prepositions • Connectors of contrast
Vocabulary: classifying words according to their endings to help remember vocabulary Grammar: understanding the structure of sentences that make use of connectors Reading: identifying connectors of contrast to establish relationships between ideas Writing: using connectors of contrast to combine contrasting sentences and make comparisons Listening: looking at questions before listening to know what information to listen for
A University Careers Fair

You will learn how to • describe the effects of global
warming. • describe different green
products and talk about their advantages and disadvantages. • talk about the impact of green and non-green products on the environment.
• Passive voice • Prefixes, suffixes and roots • Relative clauses
Vocabulary: • remembering collocations to
learn word pairs • making new words from root
words Grammar: using passive voice when the focus is on the action Reading: identifying topic sentences Writing: • writing topic sentences to
state the main points of paragraphs • including supporting sentences to give details and specific examples
A Seminar

Skills and Strategies

Project

VP6Preliminares.indd 4

20/05/2016 10:07:29 a.m.

CLIL

Goals

Grammar

UNIT 4
• Imaginary Situations • Expressing Wishes • Breaking Bad Habits

UNIT 5
• Written News • Spoken News

UNIT 6
• Pivotal Inventions • Important Historical Events

You will learn how to • describe imaginary situations. • express wishes.
• Second conditional

You will learn how to • report what was stated. • report what was requested. • understand meaning from
context.
• Reported speech – statements and requests

You will learn how to • give basic details about
inventions and important events from the past. • speculate about what would have happened if things had been different in the past.
• Phrasal verbs • Third conditional

Vocabulary: • identifying synonyms by
paying attention to the conjunction or • looking for synonymous words or other context clues to discover word meaning Reading: • identifying if a text is informative or persuasive • identifying the audience a text is written for Writing: • deciding on the audience and the type of text • ordering a text into introductory, supporting and concluding paragraphs • giving arguments, stating facts and opinions to support ideas

Vocabulary:
• looking at the text around new words to predict the meaning of unfamiliar words
• using pictures to predict the meaning of unfamiliar words
Reading:
• using context clues in a text to make predictions about an unknown word
• using information provided in the text to figure out the meaning of a word
Writing: using context clues to help readers understand difficult words and complex sentences while reading

Vocabulary: using synonyms to understand the meaning of unfamiliar words
Reading: looking for chronological order or concept repetitions to establish a sequence of events
Writing: paying attention to a text’s organization
Listening: reading questions before listening to know what specific information to listen for
Speaking:
• using you mean that… to show understanding of what a person is saying
• using idioms in conversations to sound more natural

A Survey

A News Report

A PowerPoint Presentation

Skills and Strategies

Project

VP6Preliminares.indd 5

20/05/2016 10:07:30 a.m.

Review
1. Use an appropriate relative pronoun who/where/that to join the following sentences.
a. Geologists are people. They study the Earth’s natural resources. Geologists are people who study the Earth’s natural resources.
b. Geology is a profession. It includes the studying of natural resources.
c. Mining sites are places. Geologists work there.
d. Miners work in mines. There are many natural resources in mines.
e. Environmentalists are activists. They believe our environment should be protected.

2. Circle the correct verb form to complete the text below. Select both when either the gerund or the infinitive forms can be used.

The world we live in is made up of many different types of people with different personalities and ways of expressing their

emotions and feelings. Some people are reserved and avoid

meeting

(to meet / meeting / both) new people,

while others may be more sociable and prefer

(a. to be / being / both) surrounded by people.

I have always been interested in

(b. to investigate / investigating / both) the way that people interact

with each other. In fact I even considered

(c. to study / studying / both) psychology, but finally I decided

(d. to take / taking / both) a year off and travel the world before I enter university. I am really excited

about

(e. to travel / traveling / both) and I intend

(f. to see / seeing / both) as much

of the world as I can.

3. Based on the first sentences, complete the second ones in passive voice with the correct form of the verbs in parentheses.

a. In the 50’s, Nelson Mandela denounces inequality in South Africa. Inequality is denounced (denounce) by Nelson Mandela in South Africa.

b. Many people from all over the world have heard Anne Frank’s story.

Anne Frank’s story

(hear) by many people from all over the world.

c. Martin Luther King, Jr. won the Nobel Peace Prize in 1964.

The 1964 Nobel Peace Prize

(win) by Martin Luther King, Jr.

d. Steve Jobs considered the iPad his most important invention.

The iPad

(consider) to be his most important invention by Steve

Jobs.

e. Nelson Mandela changed many people’s lives in South Africa.

In South Africa many people’s lives 6

(change) by Nelson Mandela.

VP6ReviewUnit.indd 6

4/25/16 8:47 AM

4. Complete each question with a tag and match it with its corresponding answer.

Questions

a. He is catching a bus to the coast,

isn’t he

?

b. They will travel to India,

?

c. You have visited the Gold Museum,

?

d. We aren’t climbing the mountain today,

?

e. She hasn’t lost her backpack,

?

f. He won’t be staying in a hotel,

?

Answers 1. Yes, unfortunately she can’t find it. 2. Yes, of course. I have seen all the exhibitions. a 3. No, actually he is going to go by plane. 4. No, he will be sleeping at my house. 5. Yes, they really want to see the country. 6. No, we will do that tomorrow.

5. Read and listen to the interview and then use reported speech to answer the questions.

Reporter: So tell us Josh, what is your favorite sport? Josh: I love scuba diving. Reporter: Really! Why scuba diving? Josh: Because you feel like you are floating in space when you’re
under water. It’s an amazing feeling! Reporter: And the aquatic life must be spectacular to see, am I right? Josh: You sure are. It’s a completely different world down there!
a. What did Josh say he loved? He said he loved scuba diving.
b. Why did Josh say he loved scuba diving?
c. What did Josh say about life under the water?

6. Now listen to the rest of the interview and answer the following questions using reported speech.
a. What is the second sport that Josh enjoys?
b. When will Josh be participating in a competition?
c. When did he start training?

VP6ReviewUnit.indd 7

7
29/03/2016 08:59:57 a.m.

7. Read Barack Obama’s mini-biography and fill in the gaps with the expression used to plus the verbs in parentheses.

Barack Obama was born on August 4th, 1961, in Honolulu, Hawaii. His mother was from the USA and his father from Kenya,

but they separated shortly after Obama was born. As a child, Obama didn’t use to live (not live) with his father; instead,

between the ages of 6 and 10 he

(a. live) in Indonesia with his mother and stepfather. He attended

public schools. However, at age 10, he moved back to Honolulu where he

(b. have) a scholarship to

study at a prestigious private school.

Obama has stated that after graduating from high school in 1979, he reconciling social perceptions about his multicultural heritage. He said that people understand) he was also American, even though his father was from Kenya.

(c. spend) a great deal of time (d. not

Obama soon moved to New York where he

(e. study) political science, specializing in international

relations. On graduating in 1983, Obama entered the business world and soon after that started his political career, opening

the door for him to become the first black President of the United States of America.

8. Circle the word that best completes each sentence.
a. If my older brother keeps bullying me, I will / would tell my parents. b. If I were you, I will / would study hard for the exam. c. There would be less violence if people have / had more tolerance. d. Teens will / would have more time to do other things if they worried less about their image. e. If I get up earlier in the mornings, I won’t / wouldn’t be late for school. f. If they pressure / pressured her too much, she won’t do well at school.

9. Answer the questions using the third conditional and then write 2 more questions to ask a partner. Record his/her answers using the third conditional.
a. What would you have done if you hadn’t come to school today?

b. If you had won a million dollars last year, what would you have bought?

c. Where would you have gone last vacation if you had had enough money?

d. Which time period would you have liked to live in if you had been able to choose?

e. Question 1:

Partner’s answer:

f. Question 2:

8

Partner’s answer:

VP6ReviewUnit.indd 8

5/23/16 6:10 PM