★ENGLISH BOOKLET★

Course: ___________

Student: _____________________

Year: ___________
ASSIGNMENT 1

The Rise of Fake News

What is fake news? Why is it so hard to disprove? Who creates it, and why? Read this article to find out.

Pre-reading
Match the vocabulary with the correct definition and write a–h next to the numbers 1–8.

1……. a liar a. not factually correct or true

something which appears to be true or real
2……. false b.
but actually isn’t; it is intended to confuse or
deceive people
3……. a conspiracy theory c. a person who tells lies
4……. to claim d. a lie, or an incorrect or untrue statement
a belief that a particular situation or event
5……. fake e. has been secretly planned and organised by
powerful people to serve their own interests
6……. to denounce something f. to say something which is real or correct
to state that something is true, often without
7……. a falsehood g.
providing any evidence to support the statement
8……. to tell the truth h. to state strongly and publicly that something is
incorrect

1
Reading

2
 While-reading

1. Check your understanding: matching

Match the headings with the correct paragraph and write a–f next to the numbers 1–6.

1…….. Paragraph 1 a. Why fake news is hard to stop

2…….. Paragraph 2 b. How we can try and control fake news

3…….. Paragraph 3 c. Motives for creating fake news

4…….. Paragraph 4 d. The financial rewards of fake news

5…….. Paragraph 5 e. An example of a fake news story

6…….. Not used f. How a fake news story can grow

2. Check your understanding: multiple choice

Circle the best answer to these questions.

1. Why did Elgar Welch go to the pizzeria?

a. He was trying to commit robbery.
b. He hated all supporters of Hillary Clinton.
c. He was working as a private investigator and investigating a crime.
d. He had become concerned after reading an untrue news story.
2. Why did many people not believe The Washington Post and The New York Times
when they denounced the pizzeria story?
a. They checked the facts and found that the articles were incorrect.
b. They didn't trust anybody.
c. They thought the newspapers had a political agenda.
d. They thought the newspapers had not researched the story carefully enough.
3. Who is Steven Smith?
a. a local politician from Georgia
b. a journalist on The New York Times
c. a member of the US House of Representatives
d. a fictitious person, created to attack the media
4. Which reason for the difficulty of controlling fake news stories is not given in the
article?
a. Many people don’t read the mainstream media.
b. Online media platforms don’t check stories before publishing them.
c. People are sceptical of the mainstream media.
d. Fake news stories can easily switch to other websites and platforms if caught.
5. Which type of motivation for the creation of fake news is not given?
a. It’s a way of making money from people who pay to read the stories.
b. It’s a way of commenting on current affairs.
c. It’s a way of attacking your political opponents.
d. It’s a form of entertainment.

3
 6. How does the author feel about stopping fake news spreading?
a. cautiously optimistic
b. doubtful
c. positive
d. pessimistic

3. Check your vocabulary: gap fill

Complete the sentences with a word or phrase from the box.

 claimed
 conspiracy theories
 denounces
 liar
 truth
 falsehood
 false
 fake

1. I know you’re lying to me. Just tell me the !

2. Let’s play a game. I tell you a fact and you have to tell me whether it’s true or .

3. After John F Kennedy’s assassination, there were lots of about who killed
him and why.

4. Many people prefer to wear fur instead of clothes made from real animal
fur.
5. The newspaper article is of great importance. It human rights abuses all
over the world.

6. She accused him of telling a .

7. I swear that’s the truth! Are you saying I’m a ?

8. The website that the government has been lying to us, but it didn’t
present much real evidence.

Post-reading

Discussion

Where do you get your news from?

Do you follow mainstream news media? Why?
Do you think fake news is a problem? Why?

4
Language focus
1) Classify the sentences according to their time reference: PAST, PRESENT or FUTURE.
a. In December 2016 Edgar M. Welch drove six hours from his home to Washington DC. ______________

b. He had previously read an online news story about the restaurant being the headquarters of a group of
child abusers run by Hillary Clinton. __________________

c. There are also various reasons why people create fake news. ___________________

d. Many people thought that these papers were themselves lying for political ends. ___________________

e. The number of fake news shared on the internet is increasing day by day. ____________________

f. The New York and The Washington Post have denounced several fake news. _____________________

g. Amazing stories about famous people will be covered by the mainstream media if they are true.
__________

2) Classify the sentences according to what they express:

a. ROUTINE/ HABIT

b. FINISHED PAST ACTION

c. ACTION IN PROGRESS IN THE PRESENT (NOW)

d. FINISHED PAST ACTION THAT HAPPENED BEFORE ANOTHER PAST ACTION.

e. ACTION IN PROGRESS IN THE PAST.

f. ACTION COMPLETED IN THE FUTURE

g. ACTION FROM THE PAST RELATED TO THE PRESENT

3. Classify the sentences according to their tenses:

a. PRESENT SIMPLE

b. PRESENT CONTINUOUS

c. PRESENT PERFECT

d. PAST SIMPLE

e. PAST CONTINUOUS

f. PAST PERFECT

g. FUTURE SIMPLE

5
4. Complete this text with the verbs in brackets n the correct form:

“Fake news” is… ?

“Fake news” ____________ (be) a term used to refer to fabricated news. Fake news is an invention – a lie created out
of nothing – that ______________ (take) the appearance of real news with the aim of deceiving people. This is what
is important to remember: the information is false, but it _______________ (seem) true.
That’s logical! If it is too obvious that it is a lie, it ______________ (not/have) any impact. Fake news is a little like
a false rumour, but on a large scale…
Just as true information _______________ (have) many faces, fake news can also come in many forms. Here are a
few of them.
Political fake news
This is the main reason there ___________________ (be) so much talk about fake news for years: because of the
number of items during presidential election campaign.
For example, the ETF News site ____________________ (publish) in 2016 the following fake news item: “Pope
Francis Shocks World, Endorses Donald Trump for President”. This article _________________ (receive) over
960.000 likes, comments or shares. But this ________________ (be) a lie!
Spectacular fake news
Sometimes fake news is shared because it is sensational. Like the item about an automobile accident supposedly
caused by playing Pokemon Go. In this case, the authors _______________ (use) a real photo, but they
____________ (give) it a title that had nothing to do with reality.
This is a trick often used by those who invent fake news. This item was shared 60.000 times on Facebook and
received 150.000 Likes. Thanks to this fake news, somebody made money in ad revenue.
Fake news that stages a celebrity
Celebrities attract attention. One example was this item invented in 2017 by a website, The Mackenzie Post, that
claimed that Leonardo DiCaprio ________________ (tell) People (a real American magazine) that he wanted to move
to Baie-Saint-Paul, QC, to live on a farm. This news item was shared hundreds of times, but it was totally false.
Fake news that creates fear
According to a post that circulated on Facebook at one time, evil clowns were circulating in Saint-Jérôme, QC. This
post was shared over 63,000 times.
Maybe some people saw it as a joke, but many believed it, because the fear of evil clowns — which is a false rumour
— is fairly widespread and _______________ (raise) fears all over the world ever since.

Adapted from: https://30secondes.org/en/module/what-is-fake-news/

6
ASSIGNMENT 1 (The Rise of Fake News) – Second part

HOW TO SPOT FAKE NEWS

Every time you 1 _________________ (be) online, you are bombarded by

pictures, articles, links and videos trying to tell their story. Unfortunately,
not all of these stories are true. Sometimes they 2 _________________
(want) you to click on another story or advertisement at their own site,
other times they want to upset people for political reasons. These days it's
so easy to share information. These stories circulate quickly, and the result
is … fake news.
There is a range of fake news: from crazy stories which people easily recognise to more subtle types of
misinformation. Experts in media studies and online psychology 3 _________________ (examine) the fake news
phenomenon for the past ten years. Read these tips, and don't get fooled!
1. Check the source
Look at the website where the story 4 _________________ (come) from. Does it look real? Is the text well written? Are
there a variety of other stories or is it just one story? Fake news websites often 5 _________________ (use) addresses
that sound like real newspapers, but don't have many real stories about other topics. If you aren't sure, click on the
'About' page and look for a clear description of the organisation.
2. Watch out for fake photos
Many fake news stories use images that are photoshopped or taken from an unrelated site. Sometimes, if you just look
closely at an image, you can see if it has been changed. Or use a tool like Google Reverse Image search. It will show
you if the same image 6 _________________ (be) used in other contexts.
3. Check the story is in other places
Look to see if the story you 7 _________________ (read) is on other news sites that you know and trust. If you do find it
on many other sites, then it probably isn't fake (although there are some exceptions), as many big news organisations
try to check their sources before they publish a story.
4. Look for other signs
There are other techniques that fake news uses. These include using ALL CAPS and lots of ads that pop up when you
click on a link. Also, think about how the story makes you feel. If the news story makes you angry, it's probably
designed to make you angry.
If you know these things about online news, and can apply them in your everyday life, then you have the control over
what to read, what to believe and most importantly what to share. If you find a news story that you know is fake, the
most important advice 8 _________________ (be): don't share it!

7
TASK 1: Before-reading
Complete the sentences with the following words:
BOMBARD - FOOLED - UNRELATED – SOURCE - FAKE - SUBTLE - PHENOMENON - SURE
1. A ……………………………… is something that is designed to look real but isn’t.
2. If you ……………………………… someone with messages or information, you give them so much that it is difficult to deal
with at all.
3. A ……………………………… is a rare or important fact or event.
4. If something is ……………………………… , it is not obvious and it is difficult to notice.
5. If you are ……………………………… , you are tricked into believing something that is not true.
6. If you are ……………………………… about something, you are confident that it is true or correct.
7. If something is ……………………………… to something else, the two things have nothing to do with each other.
8. A ……………………………… is a thing, person or place that provides information.

TASK 2: While-reading
Read the text and identify the different pieces of advice given to spot fake news. Which one do you think is the best?
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

TASK 3: While-reading
Circle the best title for the text.
a. Experts share dangers of fake news
b. Experts share top tips for resisting fake news
c. How to create fake news: a guide
d. Tips on how to read the news online

8
TASK 4: While-reading
Circle the correct answers.

1. Which reason is NOT given for an online fake news story?

a. To convince people of a political view
b. To make people angry or sad
c. To plant a virus in your computer

2. The text says some fake news …

a. is easy to recognise as fake.
b. is funny.
c. comes from the political right.

3. Which of these may mean that a news site should not be trusted?
a. The text is well written.
b. The site has a variety of other stories.
c. The site’s ‘About’ page does not clearly describe the organisation.

4. Some images on fake news …

a. are real images, but come from a different website.
b. are images that have been changed.
c. both the above

5. Fake news stories …

a. are usually only on fake news sites or social media.
b. are not on any websites, only in social media.
c. are often hidden on real news sites.

9
6. Many fake news stories are written …
a. without capital letters and with terrible spelling.
b. in a way that makes people upset.
c. inside of advertisements that pop up on your screen.

7. What should you do with fake news?

a. Report it to the police
b. Make a note of it for reference
c. Not show it to other people online

8. What is the purpose of this article?

a. To complain
b. To inform
c. To entertain

TASK 5: While-reading
Read the text again and complete the text with the verbs in brackets in the correct form.

TASK 6: After-reading
Answer these questions, in a short paragraph: Have you ever read a fake news story online? Are you worried
about this problem? What do you do to avoid reading fake news?
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________
_______________________________________________________________________________________________________

10
ASSIGNMENT 2

Women’s history
1) Read the text and tick the correct option:

a. The text is about:

1. Women in the scientific field

2. Women in society throughout history
3. Physical and social differences between men and women
4. Social differences among women from different countries
b. The text is:

1. A page from a virtual encyclopaedia

2. A newspaper article
3. A scientific research
4. An argumentative text published online

WOMEN’S HISTORY
Great Britain
In the 21st century women have the same rights as men, as numerous changes came in the 19th and 20th centuries.
Women ran the household, bore the children, were nurses, mothers, wives, neighbours, friends and teachers. During
periods of war, women were drafted into the labour market to undertake work that had been traditionally restricted
to men. Following the wars, they invariably lost their jobs in industry and had to return to domestic and service
roles.
France
Educational aspirations were on the rise and were becoming increasingly institutionalized in order to supply the
church and state with the functionaries to serve as their future administrators. Girls were schooled too, but not to
assume political responsibility. Girls were ineligible for leadership positions and were generally considered to have
an inferior intellect to their brothers.
Germany
Theoretically the Nazis believed that women must be subservient to men, avoid careers, devote themselves to
childbearing and child-rearing, and be helpmates to the traditional dominant fathers in the traditional family. But,
before 1933, women played important roles in the Nazi organization and were allowed some autonomy to mobilize
other women. After Hitler came to power in 1933, the activist women were replaced by bureaucratic women, who
emphasized feminine virtues, marriage, and childbirth.
As Germany prepared for war, large numbers of women were incorporated into the public sector and with the need
for full mobilization of factories by 1943, all women were required to register with the employment office. Hundreds
of thousands of women served in the military as nurses and support personnel, and another hundred thousand
served in the Luftwaffe, especially helping to operate the anti-aircraft systems. Women’s wages remained unequal
and women were denied positions of leadership or control.
More than two million women were murdered in the Holocaust. The Nazi ideology viewed women generally as
agents of fertility. Accordingly, it identified the Jewish woman as an element to be exterminated to prevent the rise
of future generations. For these reasons, the Nazis treated women as prime targets for annihilation in the Holocaust.
Japan
Japanese women’s history was marginal to historical scholarship until the late 20th century. The subject hardly
existed before 1945 and, even after that date, many academic historians were reluctant to accept women’s history as
a part of Japanese history.

11
Rights and equality
Women’s rights refer to the social and human rights of women. In the United States, the abolition movements
sparked an increased wave of attention on the status of women, but the history of feminism reaches far back before
the 18th century. In Britain, the Feminism movement began in the 19th century and continues in the present day.
Simone de Beauvoir wrote a detailed analysis of women’s oppression in her 1949 treatise The Second Sex. It became a
foundational tract of contemporary feminism. In the late 1960s and early 1970s, feminist movements substantially
changed the condition of women in the Western world. The trigger for the revolution was the development of the
birth control pill in 1960, which gave women access to easy and reliable contraception.
Sex and reproduction
In the history of sex, the social construction of sexual behaviour - its taboos, regulation and social and political
impact - has had a profound effect on women in the world since prehistoric times. The history of abortion dates back
to ancient times and has impacted men and women in a variety of ways in different times and places. Historically, it
is unclear how often the ethics of abortion (induced abortion) was discussed. In the later half of the 20th century
some nations began to legalize abortion. This controversial subject has sparked heated debate and in some cases
even violence.
Women have been exposed to various tortuous sexual conditions and have been discriminated against in various
fashions in history. An example is the comfort women, women who were forced to work as prostitutes in military
brothels in Japanese-occupied countries during World War II.
Adapted from: https://en.wikipedia.org/wiki/Women%27s_history

2) Read the text again and follow these instructions:

a) Write the name of the four countries mentioned in the text.

b) Find the reason why the French women did not assume political responsibility in the past.
c) Mention the role of women according to the Nazi ideology.
d) Japanese valued women very much: YES / NO
e) Women started to achieve equality in ____________________ (what century?)
f) Provide the name of the feminist activist who wrote an essay about women’s oppression.
g) Say what started the feminist revolution in the 1960s.
h) Mention a controversial subject related to women in the 20th century.
i) How have women been exposed to sexual abuse? Mention the example given in the text.

3) Answer: What is the most striking fact mentioned in the text for you? Why?

_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________
_____________________________________________________________________________________________________________

12
4) Language focus:

a) Study the following sentences and answer:

 Women have been undertaking the hardest tasks: they have been running the household
and bearing children (we can even expect it to be so nowadays).

 They have always been working as nurses and teachers and playing the roles of mothers,
wives, neighbours and friends.

 They have been suffering discrimination in various fashions in history.

Have women stopped doing with these tasks and suffering? YES / NO

b) Now, focus on the underlined phrases and complete this form:

HAVE / HAS + ____________ + VERB -_______

This form belongs to the PRESENT PERFECT CONTINUOUS tense, which is used to show that something started
in the past and has continued, as a process, to the present.

For example:
 She has been working in that company for three years.
 We have been waiting for new rights for decades.
 What have you been doing lately?

“FOR FIVE MINUTES”, “FOR WEEKS”, “SINCE TUESDAY” and “LATELY” are all time expressions which can be
used combined with the Present Perfect Continuous because they show duration.

c) Complete the following sentences using the Present Perfect Continuous.

a. Women _________________________________ (work) at home for decades.

b. They ______________________________ (receive) a lower salary than men throughout history.
c. Women ______________________________ (suffer) discrimination at work since the 18th century.
d. Men ________________________________ (support) women’s fight for their rights lately.
e. My friend _________________________________ (read) Simone de Beauvoir’s essay these days.
f. I ___________________________________ (listen) to a feminist radio programme since March.

13
ASSIGNMENT 3

Modern-day slavery
December 2 is the United Nation’s International Day for the Abolition of Slavery. Did you know that
slavery still exists today and is probably much closer to you than you realise?

Preparation task: Match the definitions (a–j) with the vocabulary (1–10).
Vocabulary Definition

1. …… abolition a. the activity of buying and selling people

b. a situation in which one person or group
2. …… to exploit has control over others
c. when a domestic worker is not free to
3. …… human trafficking leave their job because of their working
conditions
4. …… a domestic worker d. produced in a fair and responsible way,
with respect for workers and the
5. …… domestic servitude environment
e. to use someone or something unfairly
6. …… power imbalance and to your own advantage
f. to take something away from someone
7. …… coercion g. things that have happened to someone
or something in the past
8. …… to deprive h. the ending of a law or system
i. the use of threats or power to make
9. …… ethically-sourced someone do something they do not want
to do
10.…… a back story j. a person who works in a private house to
cook, clean and look after the home

14
 Modern-day slavery
Blood and Earth

In his book Blood and Earth, Kevin Bales speaks with Ibrahim, a 23-year-old slave who has worked
in a gold mine since he was nine. He is dying. His lungs are filled with liquid caused by the dust and
bacteria in the mine. As their conversation ends, Ibrahim turns to Kevin Bales and says, ‘I want to
be remembered. When my story is written and your book is ready, will you send me a copy? I
want to show it to others, to show them that I am not completely useless. I just want to show that
something good can come out of my life.’

So what’s the connection to you? As you read this article, you are probably using a smartphone,
tablet, or laptop. Each device requires minerals – including gold. Perhaps the gold in your
electronic device was mined by slaves.

Slavery today

According to the Global Slavery Index 2018, over 40 million people are victims of modern slavery,
and of these, 15 million are in forced marriage. Slavery involves violence, physical or
psychological, and control – often in the form of threats in order to generate profit. To quote Kevin
Bales, ‘Slavery is when one person controls another, uses violence to maintain that control and
exploits them economically.’ This violence may be physical and/or psychological, and the control
may be verbal threats – but at the heart of slavery is exploitation and ‘ownership’ of another
human being for profit. Forms of modern slavery include forced labour, human trafficking,
commercial sexual exploitation, domestic servitude and forced marriage.

You might be surprised to see forced marriage included above. Sadly, forced marriage involves
the same lack of choice, power imbalance, coercion and labour exploitation as other forms of
slavery. This also includes forced child marriage – usually of girls, of 17 years or younger.

Slavery behind closed doors

Another form of slavery is domestic servitude. Across the globe, domestic workers, mostly women,
migrate abroad to support their families back home. Employment agents in their country of origin
promise a generous salary and good working conditions with a caring host family. This, however,
may be far from reality. Domestic workers are sometimes forced to work long hours and their
passports and mobile phones are taken away. In extreme cases, behind closed doors of private
homes, they are locked up, starved, deprived of sleep and often physically and sexually abused.
They are trapped, scared and unfamiliar with their new surroundings. Domestic servitude happens
globally, including in the UK.

The power of consumer choice

Every item we buy has a back story. From electronics to textiles, from handmade carpets to
coffee, tea and chocolate, each of these products might include child or adult slavery. Consider
a product as innocent as chocolate. While the chocolate bar itself may have been produced in
your country, the cocoa in the chocolate probably came from West Africa, where 60 per cent of
the world’s cocoa is produced. As you read this, thousands of children and adults live in slave-like
conditions on cocoa farms. Unknowingly, your purchase might support slavery. However,
consumer demand for ethically-sourced products and services can send a powerful message to
producers. Imagine if we all refused to purchase goods that have a back story of slavery.
Company sales, and therefore profits, would fall. Look around at items in your home and
workplace and ask yourself the simple question, ‘Where did this come from and who made it?’

15
Why didn’t I learn about modern slavery at school?

Did you ever learn about modern slavery at school? History lessons may have included the horrific
practice of slavery, however, it was probably considered something that was very much ‘in the
past’. But slavery still exists and it is the everyday reality for millions of people. It takes brave
educators to raise awareness of the difficult, upsetting and invisible reality of modern slavery.

The good news is that thousands of individuals and anti-slavery organisations are taking action.
One such organisation is The NO Project, which focuses specifically on the education of youth
and young adults. ‘Youth are the next generation of corporate leaders, policy makers and
consumers,’ says the founder of The NO Project. ‘How we choose to spend our money says a lot
about who we are. So, the question is – who are we? And remember, another time, in another
place, that enslaved human being could be you.’

______________________________________________________

TASK 1: Are these sentences TRUE or FALSE?

1. Working in the mine made Ibrahim seriously ill. __________

2. It is possible that slave labour was involved in making your electronic devices. __________
3. According to the Global Slavery Index, forced marriage is not the same as slavery. __________
4. Slavery involves one person controlling another and exploiting them for profit. __________
5. Domestic workers always have the necessary documents to go home. __________
6. Slavery does not happen in the UK. __________
7. The majority of the world’s cocoa comes from West Africa, where forced labour is a common
problem. __________
8. The NO Project works with young people to educate them about modern slavery. __________

TASK 2: Match the information (a–e) to the paragraph headings (1–5).

Paragraph headings
1. …… Blood and Earth
2. …… Slavery today
3. …… Slavery behind closed doors
4. …… The power of consumer choice
5. …… Why didn’t I learn about modern slavery at school?

Information
a. What is slavery and how many people does it directly affect?
b. Raising awareness of modern slavery through education
c. One person’s story
d. The reality for some domestic workers
e. The importance of knowing the back story of what we buy

TASK 3: DISCUSSION: What have you learned from reading this article?

_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________
_______________________________________________________________________________________________

16
TASK 4: LANGUAGE FOCUS

Pay attention to these sentences extracted from the text:

1) When my story is written and your book is ready, will you send me a
copy?

2) Domestic workers are sometimes forced to work long hours and their passports and mobile
phones are taken away. In extreme cases, behind closed doors of private homes, they are locked
up, starved, deprived of sleep and often physically and sexually abused.

 Who performs the actions? Is it explicitly said?

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

 How are the sentences structured?

When the focus of a sentence is on the person or object that receives the action indicated by the
verb, we use PASSIVE VOICE.

It is not important or not known who performs the action, so the focus goes from the subject to the
object of the sentence.

LOOK! 👀
 The employee forced the workers to work 15 hours a day.

SUBJECT: The employee

ACTION (VERB): forced

OBJECT: the workers

COMPLEMENT: to work 15 hours a day

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

 The workers were forced to work 15 hours a day by the employer.

SUBJECT: the workers

ACTION (VERB): were forced

COMPLEMENT: to work 15 hours a day by the employer

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

17
Let’s practise now!! ✏
1) Read these sentences and decide if they are in the ACTIVE or PASSIVE VOICE:

A) People usually work 8 hours a day, from Monday to Friday. ______________________

B) Bosses occasionally pay low salaries to their employees. ______________________

C) Employees are not given enough time to have a break and have lunch. ______________________

D) A demonstration has been organised to fight for a fair treatment at work. _____________________

E) We usually buy products without paying attention to how they were produced. _______________

2) Turn the following sentences into the passive:

A) Anti-slavery organisations are writing a letter to guarantee workers’ rights.

_______________________________________________________________________________________________

B) This factory pays very low salaries to the employees.

_______________________________________________________________________________________________

C) Workers will organise a demonstration against modern-day slavery.

_______________________________________________________________________________________________

18
ASSIGNMENT 4

INTENSIFIERS
This time, we’re looking at four little words… four little words which mean so much! They’re very common in
English but also quite easy to get wrong. So let’s take a closer look at the intensifiers so, such,
enough and too.

Read the memes  and complete the activity:

Form
1a) So - degree

For degree, it's so + adjective:

I love watching Mr Bean. He's so funny!

Or so + adverb:

He plays the piano so well!

1b) So – amount

For amount, it’s so + much/many + noun to say we have a lot of something. Use so
much with uncountable nouns and so many with countable nouns.
What a great party! We had so much fun! (fun = uncountable)
We visited so many places. (place = countable)
You can also use so much after a verb.
I like his music so much.

19
2) Such

We use adjectives and nouns + such. If the noun is countable and singular,
you need to put 'a' or 'an' after such.
That’s such a cute dog! (dog = countable)
We had such nice weather on holiday! (weather = uncountable)

3) Too

To indicate degree, it’s too + adjective:

This restaurant's too crowded. Let’s go somewhere else.

Or too + adverb:

You’re walking too fast! Slow down!

To talk about an amount or number of something which is more than what we want or need, it’s too
much or too many + noun. Use too much before uncountable nouns and too
many before countable nouns.
Ugh! You’ve put too much sugar in my tea! (sugar = uncountable)
I ate too many biscuits. (biscuit = countable)
You can also use too much on its own after a verb.
Sarah drinks too much.

4) Enough
We use enough to express that something is or isn't the right degree or amount. We put it after an adjective or verb.

It's adjective + enough in positive sentences and questions or not +

adjective + enough in negative sentences.

Is it warm enough for you in here?

He doesn't sleep enough. That's why he's always tired.

We put enough before a noun.

It's enough + noun in positive sentences and questions or not + enough +

noun in negative sentences.

Do we have enough money to go abroad this year?

There aren't enough knives and forks for all the guests.

Sentences with enough are sometimes followed by to + verb infinitive.

She's definitely smart enough to become director.

There aren't enough players to make a team.

20
PRACTICE TIME!
1) Complete the blanks with SO, SUCH, TOO or ENOUGH!
The gym I go to - “Frank’s Fitness Centre” – is ____________ a nice place and Frank and his wife are kind-hearted people.
In fact, the whole staff at the centre are ____________ friendly. And that’s the problem. The gym is ____________ good
that everyone wants to go there, but there isn’t just ____________ room for everyone. I don’t think Frank thought carefully
____________ about how successful the gym was going to be. Last year was fine, but this year there are ____________
many members to fit in ____________ a small gym. You have to wait ____________ a long time to be able to use the
equipment. A twenty-minute wait to use the press bench is just ____________ long for me! I don’t have ____________ time
to stand around and wait. So, I’m going to leave Frank’s and go to another gym. It’s ____________ a shame, but if I find a
gym that nobody else likes, I’ll be able to use the equipment whenever I want!

2) Complete the blanks with SO, SUCH, TOO or ENOUGH!

a) I didn’t like the book. The story was __________ stupid.
b) The weather is beautiful, isn’t it? I didn’t expect it to be __________ a nice day.
c) Some of us had to sit on the floor because there weren’t __________ chairs.
d) The wallet was __________ big to put in my pocket.
e) It’s __________ an interesting book.
f) I’m surprised you haven’t heard of her. She’s __________ famous.
g) That shirt is __________ small for you. You need a larger size.
h) I like Liz and Joe. They are __________ nice.
i) It was __________ a beautiful day we decided to go to the beach.

3) Design a meme using SO, SUCH, TOO or ENOUGH.

Here you’ve got more examples! 

21
ASSIGNMENT 5

SOFT SKILLS
Reading comprehension activities: Read the text “Soft Skills (Human Resources (HR))” and solve the activities below.

Soft Skills (Human Resources [HR])

When thinking about careers, professional advancement, or even job hunting, we usually
emphasize the so-called “hard skills,” meaning skills that are directly connected to our ability to
perform a particular task or do a certain job. These skills can be evaluated or measured, as they
are the result of degrees, certificates, specialized knowledge, seminars, continuing education,
vocational training, and so on.

“Soft skills,” on the other hand, are more difficult to measure or quantify, as they usually do not
come from a degree or specialized training, but from life experience, personality, and attitude.
They are often called “people skills,” as they typically relate, in some form, to how we deal or
interact with other people. For example: Are we able to motivate and lead people? Can we
communicate well with others?

Some commonly mentioned soft skills would include, among others: creativity, team work, written
and verbal communication, management and leadership, flexibility, and organization. These
types of skills are important, as they help to form a well-rounded person and employee. They can
provide a competitive edge in a job search. Soft skills are relevant to just about every industry or
job, because people are always the key, in one way or another.

For both a job-seeker and an employer, these are so-called "transferable skills,” and are highly
sought after. The employee can utilize these soft skills across various jobs or settings, and this is also
a plus for employers, which look favorably on adaptability and strong interpersonal skills.

1) Choose the correct option:

1) Hard skills are directly connected to...

a) Performing a particular task or certain job

b) creativity
c) quantities
d) motivation

2) Soft skills are often called...

a) vocational skills
b) people skills
c) light skills
d) irrelevant

3) One example of a soft skill would include...

a) specialized training
b) a specific job
c) written and verbal communication
d) continuing education

22
4) Another soft skill would be when one...

a) motivates and leads people

b) goes to a seminar
c) transports people
d) gets a college degree

5) Soft skills are also considered...

a) semi-soft
b) hard skills
c) industrial skills
d) transferable skills

2) Answer:
a) Why are soft skills so important? __________________________________________________________
_______________________________________________________________________________________

b) What kind of soft skills do you have? ______________________________________________________

_______________________________________________________________________________________

c) Which ones have you achieved and which ones would you need to improve? Justify your opinion.
_______________________________________________________________________________________
_______________________________________________________________________________________

3) Language focus
a) Transcribe 2 sentences from the text in the passive voice. State in which tense they are conjugated.

SENTENCE in the PASSIVE TENSE

1.
2.

b) Complete these sentences with SO or SUCH.

1. Creativity is _______ a valued skill in any business.

2. She has attended _______ many seminars that she knows a lot about the topic.

3. It’s _______ useful to develop both hard and soft skills!

4. Being able to communicate with others is ________ a necessary skill that all companies look for
employees with that ability.

c) Complete these sentences with TOO or ENOUGH.

1. It’s _______ difficult to find a job nowadays.

2. There are not _______ job opportunities for young people.

3. I don’t have _______ time to develop more skills.

4. The time I spent in the company was _______ short for me to acquire new skills.

23
ASSIGNMENT 6

InternatIonal Women’s Day:

We are #GenerationEquality

International Women’s Day is celebrated annually on 8 March. Watch this video from UN Women to find out more
about the fight for gender equality.

Preparation task: Match the definitions (a–j) with the vocabulary (1–10).
Vocabulary Definition

1. …… to draw a line in the sand a. to have improved or developed

2. …… to take to the streets b. to say in public that you disagree with
3. …… to speak out against something something
4. …… discrimination c. to set a limit on what you will accept
5. …… behind the scenes d. not happening in public, with not many
6. …… to stand up for something people knowing about it
7. …… to have come a long way e. to forget to take someone or something with
8. …… to be under assault you
9. …… a wake-up call f. something that makes you realise that you
10. …… to leave someone or something need to take action to change a situation
behind g. to show your opinion in public, often by
taking part in a demonstration or march
h. treating someone differently or unfairly
because of their skin colour, gender, etc.
i. to defend or support something
j. to be attacked violently

VIDEO TIME: Watch this video  https://youtu.be/8PWybb49Syk

Task 1: Choose the ideas which are mentioned in the video.

 Today’s generation no longer accepts the unfair treatment of women.

 We must have more women politicians if we want to change things.

 Things are better than before, but women still don’t have equal rights.

 We should try to be and do our best, but not forget to include others.

 The most important thing is equal pay for women.

 Everyone should try to do something to change the world for a better future.

24
Task 2: Complete the sentences with words from the box.

ACTION CHANGE DISCRIMINATION EQUALITY

FIGHT MOVEMENT PEACE RIGHTS

1. Equal ……………………………… for women!

2. We take to the streets to speak out against ……………………………….
3. We stand up for ………………………………
4. We start with a statement and watch it become a ………………………………
5. We have come a long way, but the ……………………………… isn’t over.
6. It is time to take ………………………………
7. Change everything or ……………………………… just one thing.
8. We are all together, united for gender ………………………………

Discussion: How is International Women’s Day celebrated in your country?

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

_______________________________________________________________________________________________

Language focus:
Task 1: Analyse these sentences:
 If we don’t push for our rights, we won’t have equality.
 We wouldn’t need to speak out against discrimination if people really embraced equality.
 If women hadn’t fought against discrimination, we wouldn’t have achieved the rights we have
now.

 What do they express?

 What do they have in common?
 What does the word IF introduce? Why is it important in these sentences?

25
Task 2: Decide if the following sentences refer to PROBABLE, HYPOTHETICAL or IMPOSSIBLE
SITUATIONS. Then, identify the type of conditional used (I, II or III).
a) If I were invited to a demonstration in favour of equality, I would go. _____________________
b) If we respect each other, we will live better. _____________________
c) This video wouldn’t have been made if people had understood the importance of being equals.
_____________________
d) If we all had always had the same rights, people would not have died because of their gender or skin
colour. _____________________
e) My friends and I will organise a “Discrimation-Free Day” at school if we are given permission.
_____________________
f) What would you do if you lived in a world with no human rights? _____________________

Task 3: Complete these ideas with the verbs in the correct tense.
a) We would have equal job opportunities if we ___________________ (be) given a job only based on our
professional abilities.
b) I ___________________ (vote) for this political party if it grants equal rights for everybody.
c) Discrimination will continue if we ___________________ (not/do) something to stop it once and for all.
d) If I hadn’t been told about the social struggle to achieve human rights, I ___________________
(not/learn) about important people in history.
e) If I ___________________ (watch) the news, I would have known about the UN Congress in favour of
equality.
f) The students ___________________ (propose) new school agreements for this month if they have time.

Task 4: Complete these sentences with your own ideas.

a) If there weren’t wars, __________________________________________________________________
b) If we all have the same rights, ___________________________________________________________
c) We would have a fairer and better world if _________________________________________________
d) People wouldn’t have thought of organising strikes if _________________________________________
e) There would be equality if ______________________________________________________________

26
Transcript
‘Equal rights for women – now! Equal rights for women – now!’
What defines a generation?
‘Climate justice!’
‘Right now!’
Is it just about the year you were born? Or is there something more?
We may have lived through different decades, different circumstances, different countries, but we all share
in the global, everyday push for our rights, for justice, for a world that is equal.
Perhaps what defines our generation isn’t our age or our background but the line in the sand that we have
drawn.
We take to the streets to speak out against discrimination and we work tirelessly behind the scenes. We
stand up for peace.
‘We are fed up with the war.’
And economic justice. We start with a statement and watch it become a movement. We have come a long
way, but the fight isn’t over, and our rights are still under assault.
It is time to take action. Let us be the wake-up call the world needs.
‘The eyes of all future generations are upon you.’
Be the first, the youngest, the best. And then make sure no one is left behind.
When someone tries to silence you, raise up your voice.
‘Let us wage a global struggle!’
Change everything or change just one thing – as long as you do something. Whether you’re new to
changing the world or have been in the fight for a long time, ‘Each knows exactly why we are here.’
We are all together, united for gender equality. And the future we create for women and girls is up to all of
us.

27
ASSIGNMENT 7

You and your data

On Safer Internet Day let’s take a closer look at who uses our online data, what it’s used for and what we
can do to protect it.

Preparation task: Match the definitions (a–h) with the vocabulary (1–8).
Vocabulary Definition

1. …… data a. directed at a particular person or group

2. …… to be aware of b. permission to do something
3. …… consent c. to risk having a harmful effect on something
4. …… to keep track / to track d. to control an activity or process, especially with rules
5. …… a scandal e. information, especially facts or numbers, that is collected for a
6. …… targeted future purpose
7. …… to regulate f. to study or record someone’s behaviour over time
8. …… to compromise g. to have noticed or know about something
h. a public feeling of shock and disapproval

You and your data

As the internet and digital technology become a bigger part of our lives, more of our data becomes
publicly accessible, leading to questions about privacy. So, how do we interact with the growing digital
world without compromising the security of our information and our right to privacy?

Imagine that you want to learn a new language. You search ‘Is German a difficult language?’ on your
phone. You click on a link and read an article with advice for learning German. There’s a search function to
find German courses, so you enter your city name. It asks you to activate location services to find courses
near you. You click ‘accept’. You then message a German friend to ask for her advice. When you look her
up on social media, an advertisement for a book and an app called German for Beginners instantly pops
up. Later the same day, while you’re sending an email, you see an advert offering you a discount at a local
language school. How did they know? The simple answer is online data. At all stages of your search, your
devices, websites and applications were collecting data on your preferences and tracking your behaviour
online. ‘They’ have been following you.

Who uses our data and why?

In the past, it was easy for people to keep track of their personal information. Like their possessions,
people’s information existed mostly in physical form: on paper, kept in a folder, locked in a cupboard or an
office. Today, our personal information can be collected and stored online, and it’s accessible to more
people than ever before. Many of us share our physical location, our travel plans, our political opinions,
our shopping interests and our family photos online – as key services like ordering a takeaway meal,
booking a plane, taking part in a poll or buying new clothes now take place online and require us to give
out our data. Every search you make, service you use, message you send and item you buy is part of your
‘digital footprint’. Companies and online platforms use this ‘footprint’ to track exactly what we are doing,
from what links we click on to how much time we spend on a website. Based on your online activity, they
can guess what you are interested in and what things you might want to buy. Knowing so much about you
gives online platforms and companies a lot of power and a lot of money. By selling your data or providing
targeted content, companies can turn your online activity into profit. This is the foundation of the growing
industry of digital marketing.

28
Can you protect your data?
Yes … and no!
Some of the time our personal data is shared online with our consent. We post our birthday, our
photographs and even our opinions online on social media. We know that this information is publicly
accessible. However, our data often travels further than we realise, and can be used in ways that we did
not intend. Certain news scandals about data breaches, where personal data has been lost, leaked or
shared without consent, have recently made people much more aware of the potential dangers of sharing
information online.
So, can we do anything to protect our data? Or should we just accept that in fact nothing is ‘free’ and
sharing our data is the price we have to pay for using many online services? As people are increasingly
aware of and worried about data protection, governments and organisations are taking a more active role
in protecting privacy. For example, the European
Union passed the General Data Protection Law, which regulates how personal information is collected
online. However, there is still much work to be done. As internet users, we should all have a say in how
our data is used. It is important that we pay more attention to how data is acquired, where it is stored and
how it is used. As the ways in which we use the internet continue to grow and change, we will need to
stay informed and keep demanding new laws and regulations, and better information about how to protect
ourselves. Safer Internet Day is an ideal time to find out more about this topic here:
https://www.saferinternetday.org/ .

Task 1
Are the sentences true or false?

1. Information about you is collected when you look at websites. _____

2. Using different devices (for example, your phone and your laptop) makes it impossible for companies to
track you. _____
3. The train of information you leave online is called your ‘digital footprint’. _____
4. Companies use your digital footprint to make money. _____
5. This issue has not been in the news, so most people are completely unaware of it. _____
6. European law on the protection of online data has changed. _____
7. The writer thinks the new law has solved the problem. _____
8. The article concludes by saying individuals should stay up to date and know how their information is
used. _____

Task 2: Complete the sentences with the words.

aware compromise consent data

regulates scandal targeted track

1. Our devices, websites and applications collect ……………………………… about our online behaviour.
2. Until recently, many people were not ……………………………… of how much of their personal information was
collected and shared.
3. Information about products you are interested in is used to create ……………………………… advertising.
4. The news of how certain applications used people’s private information caused a ……………………………… .

29
5. People felt their information had been used for purposes that they had not agreed to, without their
……………………………… .
6. The General Data Protection Law ……………………………… how personal data is collected online.
7. When private information was stored physically, on paper, it was easier to keep ……………………………… of
where your data went.
8. If you want to use many online apps and services, you still have to ……………………………… your right to privacy.

Discussion: What do you do to protect your data?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

30
ASSIGNMENT 8

Asking for change

Task 1: Famous speeches - Read these extracts from some famous speeches.
• What are they talking about?
• What changes do they want?
• Do you know who made the speech?

Task 2: Martin Luther King, Jr and the March on Washington - Put the following paragraphs in the right
order in the events leading up to the ‘I have a dream’ speech.

31
Task 3: Listening: I have a dream - You are going to listen to an extract from Dr Martin Luther King, Jr’s famous
‘I have a dream’ speech from the March on Washington in 1963.
Link  https://www.youtube.com/watch?v=vP4iY1TtS3s (from 1:58 to 3:22).
As you listen, what do you notice about:
 his tone of voice
 his use of repetition
 the effect of his words and how he says them on the listeners?

32
Task 4: Ethos, pathos and logos
When giving a speech, we often refer to the use of three devices that can help us make what we are saying more
powerful, persuasive and memorable. These are:
ETHOS – (appealing to ethics) convincing the listeners using the authority of the speaker or by referring to someone who is
an expert (or authority) on a subject
PATHOS – (appealing to emotion) convincing the listeners by creating an emotional response to a story or to persuade
people to agree with you
LOGOS – (appealing to logic) convincing the listeners by using facts, figures and reason.

Now, work in pairs to decide if the following sentences are an example of ethos, pathos, or logos.
Give reasons for your answers:
1. Scientists estimate that we have just a few years to reverse the devastating effects of climate change. _____________
2. One per cent of the population now controls 99 per cent of the world’s wealth. _____________
3. If we do not act now, our children, and their children, will suffer the consequences of our selfish behaviour. _____________
4. Working as a psychologist, I have seen the beneficial effects of investing in mental health care. _____________
5. You say we don’t have time or money to solve these problems, but the real question is can we afford NOT to? __________
6. As an experienced dentist, I can tell you that cleaning your teeth at least twice a day is highly recommended. ___________
7. Sometimes, people have to stand up and say, ‘Enough. We will not tolerate this any more.’ Those people are the real
heroes. _____________
8. If everyone reduced their car journeys by just 25 per cent, we could achieve a huge reduction in emissions. _____________
9. Without your help, innocent animals will suffer. Can you find a home for one? _____________

Task 5: Write your own speech

Now you are going to work on your own speech to ask for a big change. Use the table below to help you organise
your ideas. Think about how you can make your speech persuasive and powerful.

What is my dream?

Why is it important?

What obstacles
stand in its way?

33
 How can it be
achieved?

How long might it

take for it to come
true?

Who is my
audience?

What authority can I

quote in support of
my dream? (ethos)

What appeal to
emotion can I make
to persuade my
audience? (pathos)

What logical
arguments can I
give? (logos)

34
ASSIGNMENT 9

CAUGHT ON FILM

35
36
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________
__________________________________________

37
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

38
39
ASSIGNMENT 9 – PART 2

ETHICAL MAN

______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________

40
41
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________

42
6 Look at the photo, read the fact file below and discuss the questions.

______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________
______________________________________________

43
44
ASSIGNMENT 9 – PART 3

45
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________

46
47
LANGUAGE FOCUS

48
PRACTICE

49
 Irregular verbs
Verb Past simple Past participle Verb Past simple Past participle
arise arose arisen forgive forgave forgiven
be was / were been freeze froze frozen
beat beat beaten get got got
become became become give gave given
begin began begun go went gone
bend bent bent grow grew grown
bite bit bitten hang hung hung
bleed bled bled have had had
blow blew blown hear heard heard
break broke broken hide hid hidden
bring brought brought hit hit hit
broadcast broadcast broadcast hold held held
build built built hurt hurt hurt
burn burnt burnt keep kept kept
burst burst burst kneel knelt knelt
buy bought bought know knew known
catch caught caught lay laid laid
choose chose chosen lead led led
come came come lean leant leant
cost cost cost learn learnt learnt
creep crept crept leave left left
cut cut cut lend lent lent
deal dealt dealt let let let
dig dug dug lie lay lain
do did done light lit lit
draw drew drawn lose lost lost
dream dreamt dreamt make made made
drink drank drunk mean meant meant
drive drove driven meet met met
eat ate eaten pay paid paid
fall fell fallen put put put
feed fed fed read read read
feel felt felt ride rode ridden
fight fought fought ring rang rung
find found found rise rose risen
fly flew flown run ran run
forbid forbade forbidden say said said
forget forgot forgotten see saw seen

Grammar and Vocabulary for First and First for Schools © Cambridge University Press 2015 Photocopiable 1

G&V_FFFS_irregular_verbs.indd 1 12/02/2015 08:48

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

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

G&V_FFFS_irregular_verbs.indd 2 12/02/2015 08:48

Name: _________________________________________ Date: __________________

MINI-ASSIGNMENT: FAKE NEWS (tenses)

Identifying fake news isn’t easy! The table below lists various tips to help you decide
whether an online information source can be trusted.
1. Match the tip title to its description.
2. Complete the tips with the verbs in the correct form.

1. ____ Do you ______________________ (know) the source? Have you used this source before?
What ______________________ (be) the mission or purpose of the website (e.g. to entertain,
inform, promote, sell, etc)? Where was this source shared? Do you trust information that
is shared on social media?
2. ____ Sometimes articles ______________________ (begin) with a headline that grabs the reader’s
attention. Read on, because the headline may not tell the whole story.
3. ____ Who ______________________ (write) the article? Are you familiar with the writer? Is he/she
even a real person?
4. ____ If a story includes sources for its facts, click on the sources. Check the details – do the
sources actually say what the story claims?
5. ____ When ______________________ (be) the article published? Is it up-to-date, or is it old news? Be
careful – some sites will repost old stories but change the date to make them seem more
recent.
6. ____ Is the article actually serious? There are many sites which ______________________
(recently/share) fake stories that are meant to be funny.
7. ____ What’s your opinion on the topic? People often ______________________ (trust) information
that confirms their own beliefs. We are also more likely to trust information shared by
people (e.g. friends) that have similar beliefs to our own. A story might share ideas that
support your own views, but that doesn’t mean they are true.
8. ____ Imagine you ______________________ (now/read) an article. If you are in doubt about
something, ask an expert. There are online fact checking sites that can help you decide if
information is real or fake.

3. Do you follow any of the tips? Which one(s)? Why?

_______________________________________________________________________________________
_______________________________________________________________________________________
_______________________________________________________________________________________
Name: _________________________________________ Date: __________________

MINI-ASSIGNMENT: PRESENT PERFECT CONTINUOUS

1) Complete the following sentences with the Present Perfect Continuous form of the verbs
in brackets.
1) She ____________________________ (work) here for five years.
2) _______________ you ____________________ (study) all day?
3) We ___________________________ (live) in London for six months.
4) He _____________________________ (play) football, so he’s tired.
5) ______________ they ____________________ (learn) English for two years?
6) _________she _________________ (go) to the cinema every weekend for years?
7) It ________________________ (rain), the street is wet.
8) You ______________________________ (sleep) for twelve hours.
9) You _______________________________ (not/eat) well recently.
10) She __________________________ (not/study).

2) Look at the following pictures. What have these people been doing?

1. _______________________________________________________________________________

2. _______________________________________________________________________________

3) Choose the correct options.

1. Oh, no! There’s no wine to drink. They have drunk / have been drinking all the wine.
2. I ’ve finished / ’ve been finishing my homework.
3. He has visited / has been visiting ten museums this week.
4. She has found / has been finding a good job.
5. I’m hot because I have been running / have run.
Name: _________________________________________ Date: __________________

MODERN-DAY SLAVERY (Assignment)

1) Look for 2 examples of PASSIVE VOICE in the text and transcribe them.
a. ____________________________________________________________________________________
b. ____________________________________________________________________________________

2) Decide if the following sentences are in the ACTIVE or in the PASSIVE VOICE, and
explain how you notice it.
a. You are probably using a smartphone, tablet, or laptop. ______________
b. Minerals are used to create different devices, like phones and tablets. ______________
c. Perhaps the gold in your electronic device was mined by slaves. ______________

d. Hundreds of people are daily exposed to violence, physical or psychological, and

control in their workplace. ______________
e. Employers do not always guarantee their employees’ rights. ______________

3) Turn the following sentences from the text into the passive voice.

a. Employment agents in their country of origin promise a generous salary and good
working conditions with a caring host family.
b. Unknowingly, your purchase might support slavery.
c. Consumers are demanding for ethically-sourced products and services.
d. The NO Project is teaching youth and young adults about modern forms of slavery.

e. History teachers have shared information about the practice of slavery throughout
history in their classes.
Name: _________________________________________ Date: __________________

RESULT CLAUSES and INTENSIFIERS – Assignment

ACTIVITY 1: Analyse the following dialogue and translate it. Which word have you used to
translate SO and SUCH?

_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_________________________________________
_______

ACTIVITY 2: Complete the text with SO or SUCH.

Finland is (1) a nice place to go on winter holidays. Winter there is (2) mild
and welcoming! You can do snowboarding, skating, skiing or any other winter sport; there are
(3)____________many possibilities. We found (4) a lovely hotel, and it was (5)
a short walk to the skiing slope. Well, winter season in Finland is not (6) cheap as
we expected, but we had (7) a great time there. It is (8) tempting to go there
every winter.

ACTIVITY 3: Match the sentences halves to form sentences.

1. It was such a lovely a. ______ help so much!

2. We appreciate your b. ______ finding out the truth.
3. I’m so glad to c. ______ great success!
4. Why are you so sad if d. ______ invite you all to our party.
5. It was such a bad idea e. ______ compared to your sister.
6. You are so young f. ______ picnic yesterday evening!
7. Albert was so close to g. ______ a foolish idea from anyone.
8. How dare she say such h. ______ to bake green beans alone.
9. The play was such a i. ______ an awful thing about me?
10. I’ve never heard such j. ______ you’ve done nothing wrong?
Name: _________________________________________ Date: __________________

ACTIVITY 4: Fill in the blanks to complete the sentences. Use the words in the box and TOO
or ENOUGH.

OLD DANGEROUS LONG INTERESTING SLOW DARK HEALTHY EASY

EXPENSIVE LARGE NOISY COOL NEAR HEAVY DIRTY

1. We can’t have a picnic. It’s too hot outside. It’s not ___________________.
2. Tell Sharon to hurry! She’s ___________________. She isn’t fast enough.
3. Kevin can’t drive a car. He’s too young. He isn’t ___________________.
4. Those apples are ___________________. They aren’t cheap enough.
5. I don’t like that movie. It’s too boring. It isn’t ___________________.
6. I can’t study here because it’s ___________________. It isn’t quiet enough.
7. The exam was too difficult. It wasn’t ___________________.
8. Mr. Stewart says flying is ___________________. It’s not safe enough.
9. I don’t like my apartment. It’s too small. It isn’t ___________________.
10. The room is __________________. It isn’t bright enough. I can’t read my book.
11. I’m sorry, but your paragraph is too short. It isn’t ___________________.
12. Thomas has to wash his car. It’s ___________________. It’s not clean enough.
13. Don’t go to work. You’re too sick. You’re not ___________________.
14. This box is ___________________. It isn’t light enough. I can’t lift it.
15. Jack’s house is too far away. It’s not ___________________. We’ll have to drive.
Name: _________________________________________ Date: __________________

A VERY BAD DAY – Assignment (Conditionals)

1. PRE-READING: Match the words with their definitions:

COVERING LETTER PUDDLE BRUISE ESCALATOR

a) You write one of these when you apply for a job. ________________
b) A moving staircase that takes you up and down in a station or a shopping centre. ________________
c) A small pool of water, especially on a road after rain. ________________
d) A mark that you get on your body after you are hit or if you knock against something. _____________
Name: _________________________________________ Date: __________________

2. WHILE-READING: True or false?

a) Emma liked her present job. ______
b) On the day of the interview, Emma overslept because she was tired. ______
c) Emma was just in time to catch her train. ______
d) Emma took the tube because the bus was late. ______
e) People on the train were staring at Emma. ______
f) Emma was worried what the interviewer would think of her. ______
g) The taxi drove through a puddle and covered Emma in water. ______
h) Emma can’t remember anything after crossing the road to go back to the tube station. ______

3. AFTER-READING: Write 3 sentences in the third conditional about everything that went
wrong in Emma’s day.
Example: If she’d set her alarm, she would’ve been on time.

1. ____________________________________________________________________________________

2. ____________________________________________________________________________________

3. ____________________________________________________________________________________
Name: _________________________________________ Date: __________________

MINI-ASSIGNMENT: REPORTED SPEECH

1. Look at the pictures. What good habits do you think each of these people will discuss?

2. Read the texts now and match each person to their good habit.

3. Imagine you tell someone about these good habits. Select one useful idea from each
speaker and report them.
Ellen said that ____________________________________________________________________
_______________________________________________________________________________
Yasser explained that ______________________________________________________________
_______________________________________________________________________________
Yulia told us that __________________________________________________________________
_______________________________________________________________________________

4. According to you, which is the best good habit? Why?

_______________________________________________________________________________________
_______________________________________________________________________________________