Student's Lab Pack: Adults English 4 11 Weeks Course

Adults English 4 - 11 Weeks Course
Student’s Lab Pack

Table of Contents
1. Study Plan
2. Oral Study Guide
3. Criteria for grading Midterm and Final Oral
Exam
4. Bigbox Reading Oceans: Information and
worksheets
5. Video worksheets
6. Songs worksheets
EM – March 2021
ADULTS ENGLISH 04 STUDY PLAN – 11 WEEKS
(Based on Surpass 2A, Units 1-5)
Week 1 Week 2 Week 3

 Discuss countries and nationalities.  Discuss hobbies and leisure activities.  Describe people’s personalities.
 Talk about places one is from or is living in.  Discuss degrees of like or dislike.  Talk about people around you.
 Ask and answer questions with be.  Use the –ing form with the verbs love, like,  Describe fictional characters.
 Give a short introduction about yourself. enjoy, and hate.  Interview another person.
 Talk about meeting family members.  Discuss free-time activities and work.  Talk about one’s friends and their traits.
Objectives  Talk about weddings and relatives.  Talk about the importance of hobbies.  Talk about how you met someone and what
 Listen and identify specific information.  Use social expressions in everyday you do together.
conversations.  Describe people’s appearances.
 Introduce yourself to someone you meet for
the first time.
Unit 1A: pp. 4-7 Unit 1B: pp. 9-11 Unit 2A: pp. 14-17
Unit 1B: p. 8 Unit 1C: pp. 12-13 Unit 2B: p. 18
Textbook:
Surpass 2A
(Units 1-5) DIAGNOSTIC
Video: Surpass 2A 3 Video classes, according to schedule
Introduce “Sam’s Lucky Shirt”.

Readers:
“Sam’s Lucky Shirt”
“The Fir Tree”
Reading Oceans, level 9
1.1 Workbook: pp. 70-72 2.1 Workbook: pp. 73-75 3.1 Workbook: pp. 76-78
3.2 Reader: “Sam’s Lucky Shirt”; read and listen
Homework to pp. 2-9. Do worksheet # 1 in labpack.
3.3 Online homework assigned by teacher.
EL DI SEÑ O CUR R I CULAR DE ESTE DOCUM EN TO ES DE PR OPI EDA D DE COP EI . N O SE PER M I TE LA R EPR ODUCCI ON TOTAL O PAR C I AL DE ESTE M A TER I AL SI N PR EVI A AUTOR I ZACI ON .
COPEI Adults English 04 Study Plan - 11 weeks
Created by Olga González, February 2020
Revised by OG, November 2020
EM p. 1/4

 Use adverbs of manner to describe people’s  Learn and use vocabulary associated with  Describe the design and material of clothing
skills. everyday items you buy at a supermarket. and accessories.
 Talk about beauty or health products.  Discuss what one needs or doesn’t need, and  Identify details in descriptions of possessions.
 Discuss how people change their appearance. why.  Use possessive adjectives and possessive
 Understand product reviews.  Discuss the frequency of items one uses. pronouns.
Objectives  Discuss similarities and differences between  Discuss various uses of lemons.  Ask and answer yes / no questions to guess an
people.  Identify the main idea of different paragraphs item.
 Talk about people’s appearances, personalities, in an article.  Read and talk about upcycling.
and interests.  Infer the meaning of words or phrases from
the context.
Unit 2B: pp. 19-21 Review: p. 24 Unit 3B: pp. 30-33

Unit 2C: pp. 22-23 Unit 3C: p. 34
Unit 3A: pp. 26-29 (“Over To You” as project for
next class)
Textbook:
Surpass 2A MIDTERM EXAM
(Units 1-5) Written, Reading, Listening, Oral
Units 1 & 2
Reader: “Sam’s Lucky Shirt”
Readers: Work on pp. 2-9. Work on pp. 10-15. Review whole story.
“The Fir Tree”
4.2 Review: textbook, p. 25 5.2 Project: “Over To You”, p. 28. Choose one
4.3 Reader: “Sam’s Lucky Shirt”, read and listen thing, research and present it in writing.
to pp. 10-15. Read and listen to the whole 5.3 Online homework assigned by teacher.
Homework
story again. Work on the platform: extras
(word games, sentence games, summary);
quiz.
EM p. 2/4

 Use expressions for ordering at a café.  Discuss contents and layout of rooms in a  Read and identify details in ads or posts about
 Ask for information or make a request at a house. houses for rent.
store.  Use adjectives to describe rooms and furniture.  Discuss relationships between people.
 Use vocabulary related to parts of a house or  Discuss things you need for your house and  Ask and answer simple questions about one’s
apartment building. why. past.
 Describe where you live.  Express personal preferences in interior design.  Write a short paragraph about a close friend.
Objectives  Write a short description of your dream house.  Talk about different styles of rooms.  Infer the order of events from snapshots of
 Talk about living in extreme climates.  Describe one’s room. situations.
 Identify and discuss details in fact-based  Talk about finding a place to live.  Identify characters’ feelings in a storyline.
articles.  Discuss features of a home and a community.
 Share personal experiences about specific
conditions.
Share: Over To You, p. 28 Share your writing: ex. C, p. 37 Unit 4C: p. 45

Textbook:
Surpass 2A Unit 3C: pp. 34-35 Unit 4B: pp. 40-43 Review: p. 46
(Units 1-5) Unit 4A: pp. 36-39 (Omit ex. C, p. 37) Unit 4C: p. 44
Unit 5A: pp. 48-50 (Omit ex. 4B, p. 49)
Readers: Introduce “The Fir Tree” Work on pp. 6-15 Work on pp. 16-24. Review whole story.
“The Fir Tree”
7.2 Writing: textbook, ex. C, p. 37; Write about 8.2 Reader: “The Fir Tree”; read and listen to pp. 9.2 Writing: ex. 4B, p. 49; write a short
your dream house. 16-24. Read and listen to the whole story paragraph about your best friend.
7.3 Reader: “The Fir Tree”; read and listen to pp. again. Work on the platform: extras (word 9.3 Review: textbook, p. 47
Homework
6-15. Do worksheet # 2 in labpack. games, sentence games, summary); quiz. 9.4 Online homework assigned by teacher.
7.4 Online homework assigned by teacher.
EM p. 3/4
Week 10 Week 11
 Discuss past events, thoughts, and feelings.  Invite someone and give details about an
 Discuss common events using phrases with event.
get.  Express your opinion in a discussion.
 Use indefinite pronouns in statements,  Talk about fundraising for charity or nonprofit
Objectives questions and answers. events.
 Describe different types of events and  Assess what you have learned.
activities.
 Identify details in advertisements.
Share your writing: ex. 4B, p. 49 Unit 5C: pp. 56-57

Unit 5A: p. 51 Workbook: p. 99
Unit 5B: pp. 52-55
Textbook:
Surpass 2A
FINAL EXAM
(Units 1-5)
Written, Reading, Listening, Oral
Units 3-5
Reader: “The Fir Tree”
Readers:
“The Fir Tree”
10.1 Workbook: pp. 97-98
Homework
EM p. 4/4
ADULTS ENGLISH 4 ORAL STUDY GUIDE
FOR MID-TERM & FINAL ORAL EXAM
(B ased on Surpass 2A– Units 1 -5)
• You will practice these topics during class activities.

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

 Introduce yourself. (Unit 1A)
 Answer questions about you. (Unit 1A)
 Tell about countries you have travelled to /countries you would like to visit. (1A)
 Answer questions about your family and relatives. (1A)
 Tell about times when you get together with family and relatives. (1A)
 Identify and tell what people are doing.(1B)
 Talk about your hobbies and what you like/dislike to do. (1B)
 Have a conversation using social expressions. (1C)
 Describe your personality. (2A)
 Describe other people’s personality. (2A)
 Answer questions about you or other people. (2A)
 Tell about someone you met and what you do together. (2A)
 Describe a person’s appearance. (2B)
 Describe your appearance. (2B)
 Talk about your skills and how you do things. (2B)
 Compare yourself to another person, or compare two other people. (2C)
Topics for Final Oral Exam (Units 3-5)

 Talk about the items you have: what you need; what you don’t need; what you usually
buy at the supermarket, why you need them. (3A)
 Describe what you are wearing. (3B)
 Describe what a partner is wearing. (3B)
 Talk about what you like to order in a café. (3C)
 Answer questions and talk about what you shop and where. (3C)
 Describe you house. (4A)
 Talk about your favorite house / room. Why? (4A-4B)
 Talk about the things and furniture you need in a house/apartment. (4B)
 Talk about what kind of place you would like to live in. (4C)
 Answer questions and tell about your best friend. (5A)
 Talk about your friends. (5A)
 Talk about someone you met and what you do together. (5B)
 Tell about what people do for good causes. (5B)
El DI SEÑO CURRI CULAR DE ESTE DOCUM ENTO ES DE PROPI EDAD DE COPEI . NO SE PERM I TE LA REPRODUCCI ON TOTAL O PARCI AL
DE ESTE M ATERI AL SI N PREVI A AUTORI ZACI ON .
Adults English 04 Oral Study Guide for M&F Oral Exam – 11 & 15 weeks
Adapted by Olga González, February 2020
EM p. 1/1
CRITERIA FOR GRADING
MIDTERM & FINAL ORAL EXAM
100 Communication is almost always effective. Very understandable

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

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

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

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

understand.
Perhaps says nothing or almost nothing.
EL DI SEÑO CUR RI CULAR DE ESTE DOCUM ENTO ES DE PROPI EDAD D E COPEI . NO SE PERM I TE LA REPRODUCCI ON TOTAL O PARCI AL
COPEI Criteria for Grading Midterm & Final Oral Exam
Revised January 2017
EM p. 1/1
INSTRUCTIVO “READING OCEANS”
Estimados alumnos de Adultos English 4,

En el study plan constan los libros de la plataforma READING OCEANS que ustedes
deberán leer, obligatoriamente, en su nivel. Es recomendable que, además de los
asignados, lean otros libros a los que tienen acceso para de esta manera incrementar sus
destrezas y comprensión de lectura, aprender más vocabulario y expandir sus
conocimientos del uso del lenguaje.
As part of the lesson plan, you have books from the Platform "READING OCEANS", which
you must read in each corresponding level. It is recommended that, in addition to those
assigned, you read other books you have access to on the same platform in order to
increase your reading comprehension and skills, as well as learn more vocabulary and
expand your knowledge of the use of language.
“Hay m ás tesoros en los libros que en t odo el botín de los piratas de la I sla
del Tesoro.” Walt Disney (1901-1966). Productor, director y guionista estadounidense.
Los títulos disponibles para Adults English 4 (Reading Oceans, level 9) son los siguientes:
 Safety on the Beach
 Caves of Crystals
 The World Under Water
 Remember The Alamo
 African Heroes Around the World
 Amazing Rainforests
 The Three Little Pigs
 The Fir Tree
 The Selfish Giant
 The Elves and the Shoemaker
 Airplanes: Then and Now
 The Life of a Butterfly
 Frogs and Toads
 Sam’s Lucky Shirt
 Benjamin’s Franklin’s Kite
 Hide and Seek
 Winter Is a Slippery Season
 My Favorite Event
 First Day at School
 It’s Natalie Nevada!
 The Four Dragons
 The Gingerbread Man
EL DI SEÑ O CUR R I CULAR DE ESTE DOCUM EN TO ES DE PR OPI EDA D DE COP EI . N O SE PER M I TE LA R EPR ODUCCI ON TOTAL O
PAR CI AL DE ESTE M ATER I AL SI N PR EVI A AUTOR I ZACI ON .
COPEI Instructivo Reading Oceans
Created by Olga González, November 2020
Edited by OG, June 2021
EM p. 1/1
ADULTS ENGLISH 04
READING WORKSHEETS
Based on Reading Oceans, level 9
WORKSHEET 1
A. Match the beginnings with their endings.

1. “My name’s Sam.” _____ a. said mother
2. “My name’s Mr. Smith.” _____ b. “I’ll test your driving skills today.”
3. “It looks like it might rain,” _____ c. “I’m here to take my driver’s test.”
B. Read the statements then circle true or false.

1. Sam has never driven in the rain. True False
2. Sam had worn his green shirt for good luck. True False
3. He thought he could pass the driving test. True False
4. His mother and his brother got into the car. True False
5. Sam drove up the street. True False
6. Mark made three mistakes. True False
C. Write sentences using words from above. The sentences should be

related to the story.
skills - good luck - mirror - worried - speed limit - mistake
1. _______________________________________________________________________
2. _______________________________________________________________________
3. _______________________________________________________________________
4. _______________________________________________________________________
5. _______________________________________________________________________
6. _______________________________________________________________________
COPEI AE4 Reading Worksheets
Created by Olga González, May 2019
EM p. 1/4
ADULTS ENGLISH 04
READING WORKSHEETS
D. Put the events in order according to the story.

_____ “Good job” said Mr. Smith.
_____ Sam drove down the street.
_____ The other driver honked.
_____ Sam turned on the car’s light.
_____ Sam saw a blue car driving fast.
__1__ Sam went to take his driving test.
_____ Mr. Smith made a red mark on Sam’s test.
_____ Sam put his foot on the gas, but he was not fast enough.
_____ “The rain is coming” said Mr. Smith.
EM p. 2/4
ADULTS ENGLISH 04
READING WORKSHEETS
“The Fir Tree”
WORKSHEET 2
A. Choose TRUE or FALSE

1. The other trees wanted to be like the Fir tree. True False
2. The Fir tree was never happy. True False
3. The trees were cut down in the summer. True False
4. The Fir tree liked to be called young. True False
5. The Fir tree did not enjoy the Sunshine and the Air. True False
6. One winter, the Fir Tree was the first tree of Christmas. True False
7. The ax hurt the Fir Tree. True False
8. The Fir Tree went to a home. True False
B. Choose the correct answer.

1. There were tall _____ trees near the Fir tree.
a. maple b. apple c. pine d. oak
2. Children said the Fir Tree was _____.

a. ugly b. beautiful c. tall d. small
3. A _____ said the trees were taken to a home.

a. bird b. rabbit c. mouse d. man
4. Who wanted the Fir Tree to enjoy them?

a. the birds
b. the trees
c. the Snow and Ice
d. the Sunshine and the Air
5. What happened to the Fir Tree each year?

a. He got sicker.
b. He got taller.
c. He became happier.
d. He turned brown.
6. A family came to cut the Fir Tree down one _____.

a. spring b. summer c. fall d. winter
7. The Fir Tree was put in the middle of the _____.

a. yard b. woods c. living room d. bedroom
EM p. 3/4
ADULTS ENGLISH 04
READING WORKSHEETS
8. What made the living room full of light?

a. the fire in the fireplace
b. the candles on the tree
c. the lamp in the corner
d. the lights from the ceiling
C. Fill in the blanks with the words given.
candles - top - around - star - light
At the very ______________, they put a big gold ______________. He was very beautiful.
That evening, the people lit all the ______________. The room was full of
______________! The children danced ______________ the Fir tree.
EM p. 4/4
ADULTS ENGLISH 4
VIDEO WORKSHEETS
Based on Surpass 2A
COPEI Adults English 4 Video Worksheets
Source: Higashi Enterprises, November 2020
EM p. 1/6
ADULTS ENGLISH 4
VIDEO WORKSHEETS
Based on Surpass 2A
EM p. 2/6
ADULTS ENGLISH 4
VIDEO WORKSHEETS
Based on Surpass 2A
EM p. 3/6
ADULTS ENGLISH 4
VIDEO WORKSHEETS
Based on Surpass 2A
EM p. 4/6
ADULTS ENGLISH 4
VIDEO WORKSHEETS
Based on Surpass 2A
EM p. 5/6
ADULTS ENGLISH 4
VIDEO WORKSHEETS
Based on Surpass 2A
EM p. 6/6
ADULTS ENGLISH 4 – TEENS ENGLISH 4
Song Activity Sheet
“Get Lucky” By Daft Punk
I. BEFORE THE SONG
A. Read and complete the information about the song.
"Get Lucky" is a disco song with lyrics
that, according to Williams, are about the
fortune of connecting with someone. The
single was released as a digital download
on 19 April 2013. "Get Lucky" has since
received acclaim from critics, and has
generated numerous cover versions and
parodies. The single reached the top ten in
the music charts of over 32 countries, and
has sold more than 9.3 million copies,
making it one of the best-selling songs of all time. The song won awards for Record of the Year
and Best Pop Duo/Group Performance at the 56th Annual Grammy Awards, during which Stevie
Wonder joined Daft Punk, Williams and Rodgers onstage to perform the song.
1. The single was released as a digital download on ___________.

2. The single reached the ___________in the music charts of over 32 countries
3. The song won awards for Record of the Year and Best Pop Duo/Group Performance
at the ______________________.
VOCABULARY
B. Match the words to their meaning.
1. Phoenix ___ a. having good luck; fortunate
2. spinning ___ b. to go out of or away from
3. lucky ___ c. to (cause to) rotate rapidly; twirl; whirl.
4. leave ___ d. an imaginary bird that after a life burns itself.
5. raise ___ e. a small, open container of china, metal, etc.
6. cups ___ f. to move to a higher position, elevate.
7. gift ___ g. something received without being earned
II. WITH THE SONG

A. Listen and circle the correct word.
1. Like the legend - story of the Phoenix
2. All ends with endings - beginnings
3. What keeps the planets- Earth spinning (uh)
4. The karma - force from the beginning
(Look)
We’ve come too far to give up who we are,

So let’s raise the bar and our cups to the stars.
EL DI SEÑO CUR RI CULAR DE ESTE DOCUM ENTO ES DE PROPI EDAD D E COPEI . NO SE PERM I TE LA REPRODUCCI ÓN TOTAL O PARCI AL
COPEI-Cool Tunes Set 2
Designed by Ivonne Rubio, December 2015
Revised by OG&KV, December 2015
CB p. 1/2
Song Activity Sheet
“Get Lucky” By Daft Punk
B. Read and complete the missing words.
1. She's up all night to the ______
night
2. I'm up all night to get ______
some
3. She's up all ______ for good fun
sun
4. I'm up all night to ______ lucky
some
5. We're up all ______ to the sun
night
6. We're up all night to get ______
get
7. We're up all night for ______ fun
to
8. We're up all night to get lucky
get
9. We're up all ______ to get lucky
We're
10. We're up all night ______ get lucky
good
11. We're up all night to ______ lucky
night
12. ______ up all night to get lucky
C. Listen and match the beginnings with the endings.

1. The present has no ribbon ___ a. So let's raise the bar and our cups to
2. What is this I'm feeling? ___ the stars
3. We've come too far to give up who b. If you wanna leave I'm with it (ah)
we are ___ c. Your gift keeps on giving,
d. I'm up all night to get lucky
4. She's up all night to the sun ___
e. I'm up all night to get some
5. She's up all night for good fun ___
f. We're up all night to get lucky
6. We're up all night to the sun ___ g. We're up all night to get some
7. We're up all night for good fun ___
D. Listen and cross out the incorrect lines.

1. We're up all night to get lucky, We're up all night to get lucky
3. We're up all night to get, We're up all night to get
4. We're up all night to get, We're up all night to get
5. Raise the bar (we're up all night to get lucky)
6. We're up all night to get (together)
7. We're up all night to get (let's get funked again)
9. Come too far (we're up all night to get lucky)
III. AFTER THE SONG

A. Share with a partner some experience where you were lucky.
CB p. 2/2
Song Activity Sheet
“Stay with me” By Sam Smith
I. BEFORE THE SONG
A. Read and circle the information you think is correct then check with the
teacher.
"Stay with Me" is a song by English- British recording artist
Sam Smith from his debut studio album In the Lonely Hour
(2014). It was released in the United States - the United
Kingdom on 14 April 2014 and in the United States - the
United Kingdom on 18 May 2014. "Stay with Me" is a
gospel-inspired ballad that details the protagonist pleading
with his one-night stand not to leave- enter him. The song
was written by Smith, James Napier, and William Phillips.
The song has become Smith's most successful - amazing
single to date, peaking at number one - two in the UK
Singles Chart (becoming his third chart-topper there, second
as a solo artist), topping the charts in Canada - Mexico and
New Zealand, and reaching number two on the U.S. Billboard
Hot 200 -100. It has also reached top 10 status in over
twelve countries worldwide. At the 57th - 59th Annual
Grammy Awards ceremony, Darkchild's remix version of "Stay with Me" won two Grammy
Awards for Record of the Year and Song of the Year.
VOCABULARY
B. Match the words with the pictures. There are 3 extra words.
a. guess
b. stay
c. need
d. clear
e. hurt
f. deep
g. darling
CB p. 1/2
Song Activity Sheet
“Stay with me” By Sam Smith
II. WITH THE SONG
A. Listen to the VERSE 1 and match beginnings with endings.
1. I guess it's true, I'm not ___ a. seem to go to plan
2. But I still need love ___ b. will you hold my hand?
3. These nights never ___ c. 'cause I'm just a man
4. I don't want you to leave, ___ d. good at a one-night stand
B. Listen and unscramble the sentences.

1. you/won't / with /me?/ Oh,/ stay/ _____________________
2. I /you're / need / all / 'Cause _____________________
3. to / ain't / see / it's /clear / This / love _____________________
4. stay / me / But / with / darling, _____________________
C. Listen and fill in the blanks. Use the word bank.

1. Why am I so __________?
2. No it's not a good look, ______ some self-control gain emotional
3. And _____ down I know this __________works hurt never
lay deep
4. But you can ______ with me so it doesn't _____
D. Listen and cross out the incorrect word and write the correct one on the
given line.
1. Oh, won't you leave with me? _______
2. 'Cause you're all I want _______
3. This ain't hate it's clear to see _______
4. But sweety, stay with me _______
5. Oh oh oh, Have you stay with me? _______
E. Listen and circle the correct word.

1. 'Cause you're- we’re all I need
2. This am not - ain't love it's clear to see
3. But darling, stay with- without me
4. Oh, won't you- I stay with me?
5. 'Cause you're everything - all I need
6. This ain't love it's- this clear to see
7. But- when darling, stay with me
CB p. 2/2
Song Activity Sheet
“WITH OR WITHOUT YOU” By U2
I. BEFORE THE SONG

A. Listen about the band and complete the missing words.
U2 is an ________ rock band from Dublin, formed in ______.
The group consists of Bono (lead vocals and rhythm guitar), the
Edge (lead guitar, __________, and backing vocals), Adam
Clayton (bass _______), and Larry Mullen Jr. (drums and
percussion). __________ rooted in post-punk, U2's __________
style has evolved throughout their career, yet has maintained a
quality built on Bono's _____________ vocals and the Edge's
effects-based guitar ___________. Their lyrics, often
“embellished” with _____________ imagery, focus on personal
and sociopolitical themes. *em bellish: make more decorative.
B. Now read and complete the statements about the paragraph.

1. U2 is an _________________
2. They’re from _________
3. The band was formed in _________
4. Their lyrics are often embellished with _______________________________________
II. WITH THE SONG

A. Listen and fill in the missing words. Use the word bank.
See the ________ set in your eyes
See the thorn ________ in your side Wait
I'll wait for you Twist Nails
__________ of hand and twist of fate
Sleight
On a bed of ______, she makes me ______
Stone Storm
And I wait without you
Without
With or without you
With or ________ you Shore want
Through the _________, we reach the ________ Waiting
You give it all but I ______ more
And I'm ____________ for you
EL DI SEÑO CURRI CULAR DE ESTE DOCUM ENTO ES DE PROPI EDAD DE COPEI . NO SE PERM I TE LA REPRODUCCI ÓN TOTAL O PARCI AL
COPEI-Cool Tunes Set 2 With or without you – U2
Designed by Isaac Aguilera, October 2020
Revised by OG&DV, June 2021
EM p. 1/2
Song Activity Sheet
“WITH OR WITHOUT YOU” By U2
B. Listen to the chorus and cross out the extra words.

With or without you
With or come without you, ah, ah
I can't be live
With or without you
And you give storm yourself away

And you give yourself away
And you keep give
And you give
And you give thunder yourself away
C. Listen and change the given word with the correct one.
My hands are LOOSE … … … … … … … …
My body bruised, she got me with
EVERYTHING … … … … … … … … . to win and
Nothing left to lose

And you give yourself AGAIN … … … … … … … …
And you give yourself away
And you DID … … … … … … … …
And you give
And you give ALTHOUGH … … … … … … … … away
Chorus (repeat ex. B)
III. AFTER THE SONG

A. Match the expressions learned in the song.
Give yourself away • Change of destiny

Set in • Place, locate
Wait for • to wait for someone or something
Twist of fate • give something freely, donate.
Sleight of hand • crafty hand
U
2
EL DI SEÑO CURRI CULAR DE ESTE DOCUM ENTO ES DE PROPI EDAD DE COPEI . NO SE PERM I TE LA REPRODUCCI ÓN TOTAL O PARCI AL
COPEI-Cool Tunes Set 2 With or without you – U2
Designed by Isaac Aguilera, October 2020
Revised by OG&DV, June 2021
EM p. 2/2

Student's Lab Pack: Adults English 4 11 Weeks Course

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Student's Lab Pack: Adults English 4 11 Weeks Course

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Adults English 4 - 11 Weeks Course

Student’s Lab Pack

Week 1 Week 2 Week 3

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

Introduce “Sam’s Lucky Shirt”.

Week 4 Week 5 Week 6

Unit 2B: pp. 19-21 Review: p. 24 Unit 3B: pp. 30-33

Week 7 Week 8 Week 9

Share: Over To You, p. 28 Share your writing: ex. C, p. 37 Unit 4C: p. 45

Share your writing: ex. 4B, p. 49 Unit 5C: pp. 56-57

10.1 Workbook: pp. 97-98

• You will practice these topics during class activities.

Topics for Mid-Term Oral Exam (Units 1 & 2)

Topics for Final Oral Exam (Units 3-5)

100 Communication is almost always effective. Very understandable

90 Communication is generally effective. Understandable with little

75 Communication is only somewhat effective. Somewhat

60 Communication is generally not effective. Much listener effort is

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

Estimados alumnos de Adultos English 4,

“Sam’s Lucky Shirt”

A. Match the beginnings with their endings.

B. Read the statements then circle true or false.

C. Write sentences using words from above. The sentences should be

skills - good luck - mirror - worried - speed limit - mistake

D. Put the events in order according to the story.

_____ Sam drove down the street.

_____ The other driver honked.

_____ Sam turned on the car’s light.

_____ Sam saw a blue car driving fast.

__1__ Sam went to take his driving test.

_____ Mr. Smith made a red mark on Sam’s test.

_____ “The rain is coming” said Mr. Smith.

“The Fir Tree”

A. Choose TRUE or FALSE

B. Choose the correct answer.

2. Children said the Fir Tree was _____.

3. A _____ said the trees were taken to a home.

4. Who wanted the Fir Tree to enjoy them?

5. What happened to the Fir Tree each year?

6. A family came to cut the Fir Tree down one _____.

7. The Fir Tree was put in the middle of the _____.

8. What made the living room full of light?

C. Fill in the blanks with the words given.

candles - top - around - star - light

______________! The children danced ______________ the Fir tree.

1. The single was released as a digital download on ___________.

II. WITH THE SONG

We’ve come too far to give up who we are,

C. Listen and match the beginnings with the endings.

D. Listen and cross out the incorrect lines.

III. AFTER THE SONG

B. Listen and unscramble the sentences.

C. Listen and fill in the blanks. Use the word bank.

E. Listen and circle the correct word.

I. BEFORE THE SONG

B. Now read and complete the statements about the paragraph.

II. WITH THE SONG

B. Listen to the chorus and cross out the extra words.

And you give storm yourself away

Nothing left to lose

Chorus (repeat ex. B)

1 Sam went to take his driving test.

! The children danced the Fir tree.