EELVB190 - Course Notes Q1 (2023-2024)

EELVB190 - ENGLISH I (B1+)
Part I
École des Langues Vivantes
2023-2024
Organisation du cours
Le cours EELVB190 a une valeur de 3.0 crédits ECTS avec un volume horaire de 30h, à raison
de 2 heures de cours toutes les deux semaines (sauf exception) pendant toute l'année
académique.
Étant donné le nombre limité d'heures de cours dont nous disposons, le cours est basé sur le
principe de la classe inversée. Afin de pouvoir profiter pleinement des séances de cours, il
est donc important que l'étudiant travaille en autonomie. Cela signifie que les séances de
cours ne seront efficaces que si l'étudiant prépare activement les exercices demandés avant
de venir au cours.
En plus des exercices de préparation, certains points de matière, notamment grammaticaux

et lexicaux seront à aborder en auto-apprentissage. Il est donc essentiel de travailler
régulièrement afin de ne pas voir la matière s'accumuler et de pouvoir identifier les points
de matière qui posent problème suffisamment tôt dans l'année.
Afin de vous guider et vous préparer au mieux, un programme de préparation a été mis en
place sur la plateforme WebCampus. Tant sur la plateforme que dans le syllabus, le travail
sera réparti en différentes unités d'apprentissage. Le travail d'une unité se déroule de la
façon suivante :
§ Avant le cours : préparation en lien avec la matière qui sera abordée au cours, à
réaliser dans le syllabus et/ou sur la plateforme WebCampus. Il peut s'agir d'un(e)
texte/vidéo à préparer, d'une recherche à effectuer, d'une activité de production à
préparer, d'un point de grammaire à revoir, etc.
§ Au cours : retour sur la préparation et prolongation des activités en lien avec le

thème de l'unité. Toujours sur la base de matériel authentique, le cours vous
permettra de pratiquer la langue tant de façon réceptive (compréhension à l'audition
et à la lecture) que de façon productive (production écrite et orale). Le cours
abordera également différents points lexicaux et grammaticaux directement liés aux
contenus abordés dans l'unité. Enfin, le cours sera ponctué de conseils stratégiques
pour faciliter votre apprentissage de la langue.
§ Après le cours : révision de la matière vue au cours, travail des points de matière à
aborder en auto-apprentissage et exercices de renforcement si nécessaire.
Cours débutant
En plus des séances de cours classiques, deux heures de cours de niveau débutant (A1-A2)
par semaine seront organisées au premier quadrimestre pour tous les étudiants de bloc 1.
L'heure et le lieu de ces séances seront disponibles sur https://ade.unamur.be/direct.
Bien que le cours débutant ne fasse pas l'objet d'un examen, il est fortement recommandé
aux étudiants n'ayant jamais fait d'anglais ou accumulant certaines lacunes de participer
activement aux séances proposées. Pour plus d'informations, consultez la page WebCampus
'ENSTARTER' du cours débutant.
EELVB190 - Anglais 1 (B1+) II

UNamur - École des Langues Vivantes
Objectifs du cours
Les cours d'anglais 1 est un cours d'anglais général ayant pour objectif de permettre à
chaque étudiant d’être confirmé en fin de bloc annuel 1 dans un niveau B1+ dans toutes les
compétences.
Les objectifs finaux que tous les étudiants devront atteindre en fin d’année sont les
suivants :
§ Réception : l’étudiant sera capable de rechercher des informations dans des sources
écrites et audiovisuelles et d’y identifier (et comprendre) les informations
pertinentes (l’essentiel vs. le superflu, une donnée, une interprétation/élaboration
de donnée ou un argument), pour se forger un avis ou répondre à des questions.
§ Production orale : l’étudiant sera capable de comprendre son interlocuteur,

clairement exprimer et justifier son point de vue, ainsi que réagir et se positionner
par rapport aux points de vue de son interlocuteur sur un ou plusieurs sujets
familiers, en utilisant une expression orale claire, articulée et fluide, ainsi qu’une
prononciation correcte.
§ Production écrite : sur la base d’une préparation préalable, l’étudiant sera capable
d’articuler des informations et exprimer son point de vue dans un texte décliné en
plusieurs paragraphes à propos d’un sujet qui lui est familier, en utilisant une écriture
claire et bien structurée qui reflète sa pensée.
Participation au cours et dispenses
La participation aux cours d'anglais de première année est obligatoire pour tous les
étudiants non-dispensés du cours. Une partie de la note finale (10%) sera d'ailleurs attribuée
à la participation active au cours (réalisation des préparations, présence et participation
active au cours).
Une dispense du cours peut toutefois être accordée aux étudiants qui peuvent fournir une
preuve de leur maîtrise de l'anglais à un niveau B2 au moyen d’une attestation de réussite
reçue à la suite d’un examen externe reconnu par l’ELV. Pour plus d'informations sur les
tests reconnus par l'ELV, veuillez-vous référer à la page suivante, sur le site internet de
l'UNamur : https://www.unamur.be/elv/dispenses
Pour toute question ou demande de dispense, merci de vous adresser au secrétariat de la

faculté des sciences économiques sociales et de gestion par mail à l'adresse suivante :
secretariat.ecogestion@unamur.be
EELVB190 - Anglais 1 (B1+) III

Auto-apprentissage
Comme expliqué précédemment, en plus du matériel vu en classe, l'étudiant est tenu

d'aborder/revoir certains points de matière en auto-apprentissage, à savoir :
§ Le vocabulaire de certaines unités du livre English Vocabulary in Use Pre-

intermediate and Intermediate (4th edition)
§ Certains points de grammaire non-vus au cours ou très brièvement abordés.
§ Les activités de prononciation de l'application Flowchase.
Évaluation
1. Test diagnostique (semaines 1 et 2)

Lors des semaines 1 et 2, tous les étudiants devront passer un test diagnostique via la
plateforme en ligne WebCampus. Dans le cadre de ce test, certaines compétences
(compréhension de l’écrit, compréhension de l’oral, vocabulaire et grammaire) seront
testées afin d’évaluer le niveau CECRL de chaque étudiant.
Bien qu'il n'entre pas en compte dans l'évaluation, ce test est obligatoire et permettra à
l’équipe pédagogique de répartir les étudiants en groupes de niveaux cohérents et
d’orienter certains étudiants vers le cours d’anglais débutant.
2. Évaluation continue
L'évaluation continue est liée à la participation active et au travail de préparation de
l'étudiant. Une absence injustifiée ou la non-réalisation d'une préparation peut
entraîner une pénalité. L'évaluation continue représente 10% de la note finale et sera
prise en compte dans le calcul de la note finale de juin et, le cas échéant, reportée telle
quelle pour la session d'août/septembre.
3. Examen écrit (partie 1) en session de janvier

Un premier examen partiel sera organisé en session janvier. Cet examen sera pris en
compte dans l'évaluation finale à raison de 30% et couvrira les points de matière
suivants :
§ Exercices de compréhension à l’audition et compréhension à la lecture sur du

matériel vu et non-vu en lien avec les thèmes abordés au premier quadrimestre ;
§ Questions sur le vocabulaire et la grammaire abordés au cours et travaillés en
autonomie au premier quadrimestre ;
§ Rédaction d’un email professionnel.
Les étudiants qui obtiennent une note inférieure à 10/20 à cet examen auront la
possibilité de représenter cette partie en juin. La note obtenue pour cette partie en juin
écrasera d'office celle obtenue en janvier, qu'elle soit meilleure ou moins bonne.
4. Examen écrit (partie 2) en session de juin

La deuxième partie de l'examen sera organisée en juin. Cet examen sera pris en compte
dans l'évaluation finale à raison de 30% et couvrira les points de matière suivants :
- Exercices de compréhension à l’audition et compréhension à la lecture sur du

matériel vu et non-vu en lien avec les thèmes abordés au second quadrimestre ;
EELVB190 - Anglais 1 (B1+) IV
- Questions sur le vocabulaire et la grammaire abordés au cours et travaillés en
autonomie au second quadrimestre ;
- Rédaction d’un opinion piece.
5. Évaluation orale en session de juin

Un examen oral par groupes de deux sera organisé en session de juin. Bien qu'il soit
organisé par binômes, la note sera individuelle. Cet examen entrera en compte dans le
calcul de la note finale à raison de 30%. Cet examen couvrira les points de matière
suivants :
- Prononciation d’une liste de mots appris via l’application Flowchase et lecture

d’un passage d’un texte ou vidéo vu ;
- Interaction par groupe de deux sur la base de questions en lien avec les thèmes
abordés au cours.
L'inscription à l'examen oral se fera par binômes via WebCampus.
6. Session d’août/septembre
Si la moyenne globale de l’étudiant n’atteint pas 10/20 en juin, celui-ci sera ajourné en
session d'août/septembre et ne représentera que les parties pour lesquelles il est en
échec. Il peut s'agir d'un échec au total des deux examens écrits et/ou d'un échec à
l'examen oral.
Attention. Le principe de l'échec absorbant (9/20 automatique) pourra être appliqué

dans deux cas précis.
- Si l'étudiant obtient une moyenne générale supérieure ou égale à 10/20, avec un

échec significatif (note inférieure à 8/20) au total des deux examens écrits OU à
l'examen oral.
- Si l'étudiant obtient une moyenne générale supérieure ou égale 10/20, et est en
échec (note inférieure à 10/20) au total des deux examens écrits ET à l'examen
oral.
Il est donc nécessaire de passer toutes les parties de l'évaluation avec sérieux pour
valider le cours.
En ce qui concerne l’évaluation continue, la note ne pourra être améliorée et sera donc
reportée telle quelle en seconde session. Il est donc essentiel de participer activement
au cours durant l'année pour engranger ces points.
Pour les étudiants ajournés, si une évaluation située en-dessous de 10/20 en juin n’est
pas représentée en août/septembre, la note pour cette évaluation n’est pas conservée
et un 0 est attribué́ pour cette partie.
Les évaluations d’août/septembre porteront sur la matière de toute l’année pour tous
les étudiants.
Les dates et lieux exacts des examens seront communiqués via WebCampus et consultables
via https://ade.unamur.be/direct.
EELVB190 - Anglais 1 (B1+) V

Récapitulatif de la répartition des points
Sessions de janvier et juin
La cote finale sera répartie comme suit :
- Évaluation continue 10%

- Examen écrit de janvier (partie 1) 30%
- Examen écrit de juin (partie 2) 30%
- Examen oral de juin 30%
Sessions de août/septembre
La cote finale sera répartie comme suit :
- Évaluation continue (note de juin) 10%

- Examen écrit 60%
- Examen oral 30%
Remarque : tant pour la session de juin que pour celle d'août/septembre, le principe de
l'échec absorbant (9/20 automatique) pourra être appliqué dans deux cas précis :
- Si l'étudiant a une moyenne supérieure ou égale à 10/20, avec un échec significatif

(note inférieure à 8/20) au total des deux examens écrits OU à l'examen oral.
- Si l'étudiant a une moyenne supérieure ou égale à 10/20, et est en échec simple

(note inférieure à 10/20) au total des deux examens écrits ET à l'examen oral.
Matériel du cours
§ La page WebCampus du cours : EELVB190 - Anglais 1 (niveau B1+). Cette page est
absolument nécessaire pour réaliser les préparations, accéder au matériel du cours
et recevoir les communications des professeurs.
§ Le syllabus d'anglais 1 : EELVB190 - English I (B1+). Le syllabus est disponible sur

WebCampus en format numérique.
§ L'application Flowchase. Cette application est nécessaire pour travailler la

prononciation en autonomie. L'application étant payante, une licence est nécessaire
pour accéder aux exercices. Des licences sont en vente à la reprographie.
§ Redman, S. (2017, August 4th). English Vocabulary in Use Pre-intermediate and

Intermediate Book with Answers: Vocabulary Reference and Practice (4th ed.).
Cambridge University Press. Ce livre de vocabulaire est nécessaire pour travailler le
vocabulaire en autonomie.
§ Murphy, R. (2019, January 24th). English Grammar in Use Book with Answers: A Self-
Study Reference and Practice Book for Intermediate Learners of English (5th ed.).
Cambridge University Press. Ce livre de grammaire est recommandé pour travailler la
grammaire en autonomie et s'exercer.
EELVB190 - Anglais 1 (B1+) VI

Contacts
Équipe des titulaires du cours
Les titulaires du cours sont en charge du développement des dispositifs pédagogiques et de

la gestion administrative du cours pour l'ensemble des groupes. Ils sont également en charge
de l'animation des cours et de la gestion des évaluations de leurs propres groupes.
- FIÉVEZ François-Xavier | École des Langues Vivantes - Bureau 663, 6ème étage
Faculté́ de Philosophie et Lettres - francois-xavier.fievez@unamur.be
- DUPAL Jérémie | École des Langues Vivantes - Bureau 657, 6ème étage Faculté́ de
Philosophie et Lettres - jeremie.dupal@unamur.be
Équipe des professeurs encadrants
Les professeurs encadrants sont en charge de l'animation des cours et de l'évaluation des
étudiants de leurs propres groupes.
- BAR Vanina | École des Langues Vivantes - Bureau 662, 6ème étage Faculté́ de
Philosophie et Lettres - vanina.bar@unamur.be
- BARZIN Valérie | École des Langues Vivantes - Bureau 662, 6ème étage Faculté́ de
Philosophie et Lettres - amelie.bulon@unamur.be
- BULON Amélie | École des Langues Vivantes - Bureau 657, 6ème étage Faculté́ de
Philosophie et Lettres - valerie.barzin@unamur.be
- FOISSAC Patrick | École des Langues Vivantes - Bureau 658, 6ème étage Faculté́ de
Philosophie et Lettres - patrick.foissac@unamur.be
- MICELI Marc | École des Langues Vivantes - Bureau 655, 6ème étage Faculté́ de
Philosophie et Lettres - marc.miceli@unamur.be
- PERROUX Christelle | École des Langues Vivantes - Bureau 662, 6ème étage Faculté́
de Philosophie et Lettres - christelle.perroux@unamur.be
- PETIT Mathieu | École des Langues Vivantes - Bureau 662, 6ème étage Faculté́ de
Philosophie et Lettres - mathieu.petit@unamur.be
- SCHACHT Éloïse | École des Langues Vivantes - Bureau 662, 6ème étage Faculté́ de
Philosophie et Lettres - eloise.schacht@unamur.be
- WOUTERS Marie| École des Langues Vivantes - Bureau 662, 6ème étage Faculté́ de
Philosophie et Lettres - marie.wouters@unamur.be
La répartition des étudiants dans les différents groupes, les horaires et locaux seront
communiqués via WebCampus en début d'année.
EELVB190 - Anglais 1 (B1+) VII

Table of Contents
UNIT 1 - Welcome to University! (1) ................................................................................... 1

1. Academia ...................................................................................................................... 1
2. Study Habits .................................................................................................................. 4
UNIT 2 - Welcome to University (2) .................................................................................... 8
1. How To Survive Your First Year ..................................................................................... 8
2. Email Etiquette............................................................................................................ 13
UNIT 3 - New Technologies ............................................................................................... 17
1. Focus And Technology ................................................................................................ 17
2. The Future of AI .......................................................................................................... 25
UNIT 4 - Space Exploration ............................................................................................... 32
1. Business Behind Space Exploration............................................................................. 32
2. A Moment in My Life .................................................................................................. 35
UNIT 5 - Global Issues ....................................................................................................... 44
1. Can the Economy Keep Growing? ............................................................................... 44
2. The Circular Economy Explained ................................................................................. 52
Revision ........................................................................................................................... 60
1. Email Writing: Feedback ............................................................................................. 60
2. Revision Exercises: Back to The Future! ...................................................................... 61
EELVB190 - Anglais 1 (B1+) VIII

UNIT 1 - Welcome to University! (1)
1. Academia
1.1 Vocabulary
Now that you are at university, there is some basic vocabulary you need to talk about your
daily life and higher education in general. What vocabulary items do you already know?
PEOPLE PLACES
ACADEMIA
The people, activities, and institutions that relate to
education, especially in colleges and universities.
ACTIVITIES CLASSES
EELVB190 - Anglais 1 (B1+) 1

1.2 Grammar: Countable vs. Uncountable Nouns
A. Study the theory and complete the exercise that follows.
Do you remember? Countable and Uncountable Nouns

Uncountable nouns cannot be counted whereas countable nouns can.
• You can say one study, two studies, etc. (study is countable)
• But you cannot say *one research, *two researches, etc. (research is uncountable)
Countable nouns are used with many and uncountable nouns are used with much.
• I don’t have much information about this case.
• I have many friends I can count on.
Uncountable nouns can be paired with words expressing plural concept.
• bags of garbage, pieces of information, a loaf of bread, a piece of furniture.
Some words can be both countable and uncountable.
• There is shattered glass on the floor.
• I will have a glass of water.
Examples of uncountable nouns: accommodation, advice, baggage, behavior, bread,
chaos, damage, furniture, information, hair, homework, light, luck, luggage, money, music,
news, noise, permission, paper, progress, research, traffic, weather, work, etc.
For further explanations and exercises, see English Grammar in Use, Units 69, 70, 71.
B. Check your knowledge with this short exercise. If you struggle, go back to the theory, and
do extra exercises in your grammar book.
1. If you want to know the news, you can read paper I a paper.
2. I want to print some documents, but the printer is out of paper I papers.
3. Light I A light comes from the sun.
4. I thought there was somebody in the house as there was light I a light on inside.
5. Sue was very helpful. She gave us some very useful advice I advices.
6. Is it difficult to find a work I job at the moment?
7. When the fire alarm rang, there was total chaos I a total chaos.
8. I had to buy a bread I some bread because I wanted to make some sandwiches.
9. Bad news don't I doesn't make people happy.
10. Your hair is I Your hairs are too long. You should have it I them cut.
1.3 Speaking Practice: Hopes and Fears
What are your hopes and fears for your first (maybe second?) year at university? Write
down a few ideas and share your thoughts with your classmates.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Database Expressing Hopes and Fears

Expressing hopes Expressing fears
§ 'to hope' + S + V § 'to be afraid' + future tense (= fear)
- 'I hope you get a pass grade!' I'm afraid I will never be able to make
- 'I hope so, too.' friends.
§ 'to wish' + past tense (= regret)
§ 'to be afraid' + present tense (= softening)
I wish I passed the test in June.
I'm afraid I can't help you.
§ 'to wish' + noun (= a wish)
I wish you the best of luck.

2. Study Habits
2.1 Grammar: Asking Questions
A. In this section, we are going talk about what you do to prepare for an exam. But before
we do that, let's see if you are comfortable with asking questions in English.
Do you remember? Asking Questions

Yes-no questions
To make a yes-no question, place the auxiliary/verb be at the front of the question
(inversion).
• You are hungry. → Are you hungry?
• You have done that already. → Have you done that already?
Use do/did + subject + bare infinitive (= infinitive without to) when there is no auxiliary.
• They live here. → Do they live here?
• They all laughed. → Did they all laugh?
Open questions
Add what, when, where, how to a yes/no question structure.
• You can smell smoke. → What can you smell?
• She lives there. → Where does she live?
Questions about the subject of the sentence: just replace the subject with who/what.
• She is knocking on the door. → Who is knocking on the door?
• The towel is on the floor. → What is on the floor?
For further explanations and exercises, see English Grammar in Use, Units 49, 50, 51.
do extra exercises in English Grammar in Use.
1) Can the device be submerged in water? CORRECT - INCORRECT
Correction: ………………………………………………………….
2) How does my profile works? CORRECT - INCORRECT
Correction: ………………………………………………………….
3) Do I can change the setting of the program? CORRECT - INCORRECT
Correction: ………………………………………………………….
4) Where upload I my paper? CORRECT - INCORRECT
Correction: ………………………………………………………….
5) How much does the application costs? CORRECT - INCORRECT
Correction: ………………………………………………………….

2.2 Speaking Practice: Studying for An Exam
A. In pairs, discuss your study habits. For each 'round', ask each other questions focusing on
different topics: (1) regularity, (2) investment, and (3) strategy.
B. Make sure you ask each classmate at least one yes-no question and one open question.
2.3 Video Listening Activity: The 9 Best Scientific Study Tips

A. Watch the video The 9 Best Scientific Study Tips
and answer the following questions.
1) Why is it not a good idea to cram in a very

long study session?
………………………………………………………………………………………………………………..................
………………………………………………………………………………………………………………..................
2) What are the alternatives to reading your notes? Why are they said to be better?
………………………………………………………………………………………………………………..................
………………………………………………………………………………………………………………..................
3) Taking mock tests is said to negatively impact your confidence. TRUE / FALSE
Explain. ……………………………………………………………………………………………………………….........
4) Why is your spot for study ‘sacred?’
………………………………………………………………………………………………………………..................
B. Explain the words below in your own words.
1) To pull an all-nighter: ……………………………………………………………………………………………
2) To highlight: ……………………………………………………………………………………………
3) A gap: ……………………………………………………………………………………………
4) No-brainer: ……………………………………………………………………………………………
5) To prime: ……………………………………………………………………………………………

2.4 Grammar: 'To Be Going To' vs. 'Will'
A. To talk about the study habits that you plan on using this year, you will need to be able
to use future tenses. Study the theory and complete the exercises.
Do you remember? 'TO BE GOING TO' vs. 'WILL' (Future Simple)

We use the Simple Future ('WILL')
To say/predict what will happen in the future.
• The weather will be stormy tomorrow.
• I don't think mum will be angry.
• The meeting will begin at 10:00 am.
To express willingness/refusal or offer to help.
• Will you help me with the party?
• Aunt Agnes won't tell me how old she is.
• I'll open the door for you.
For a decision made at the time of speaking (in reaction to a situation).
• (The phone's ringing) I'll get it!
For a promise.
• You can trust me. I won't tell your secret to anyone.
We use the 'BE GOING TO'
To say what we intend to do (prior plan)
• I'm going to leave football practice a bit early today.
To predict what is going to happen based on concrete observations or clues (what we see,
hear, etc.)
• Look at my suitcase! I think it's going to break.
For further explanations and exercises, see English Grammar in Use, Units 20-23
B. Check your knowledge. Complete the conversations with 'be going to' or 'will.' If you
struggle, go back to the theory, and do extra exercises English Grammar in Use.
1. A: This letter is in French, and I don't speak French. Can you help me?
B: Sure. I (translate) ……………………… it for you.
2. A: Do you want to go shopping with me? I (go) ……………………… to the mall downtown.
B: Sure. Thanks.
3. A: How about getting together for dinner tonight?

B: Sounds good. Where?
A: How about Alice's Restaurant or the Gateway Café? You decide?
B: Alice's restaurant. I (meet) ……………………… you there around six.
A: Great. I (see) ……………………… you then.
B: It's a date.
4. A: Do you have plans for dinner?

B: Yes. I (meet) ……………………… a co-worker for dinner at Alice's Restaurant.
5. A: Who wants to erase the board? Are there any volunteers?

B: I (do) ……………………… it.
6. A: Why does he have an eraser in his hand?

B: He (erase) ……………………… the board.
7. A: Why is that little boy crying?

B: I don't know. He (tell, not) ……………………… me. I wonder where his parents are.
8. A: What's wrong?
B: The door (open, not) ……………………… I think the lock is broken.
2.5 Speaking Practice: Study Habits

What study habits do you intend to acquire? Discuss them with a partner using 'to be going
to' and 'will.' Write down a few ideas and share your thoughts with your classmates.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Database Expressing Intentions and Future Plans
§ Going to + base verb § Hoping to + base verb

I'm going to study hard this year. I'm hoping to find a student job this
summer.
§ Will + base verb
I will do my best to pass all my exams. § Thinking of + base gerund
I'm thinking of starting a small garden in
§ Planning to + base verb my backyard.
He's planning to take a cooking class
this year. § Looking forward to + gerund
I'm looking forward to meeting new people
§ Intend to + base verb this year.
I intend to learn how to play the
guitar this year. § Planning on + gerund
I'm planning on studying abroad next year.

UNIT 2 - Welcome to University (2)
1. How To Survive Your First Year

1.1 [HOMEWORK] Reading Techniques
Strategy Reading For Specific Purposes
A. There are some reading techniques you should know of if you want to be efficient. Do
you know any of these techniques?
Previewing
Previewing Skimming
Skimming Scanning
Scanning
...... ...... ......
B. Which reading techniques do the following instructions describe? Complete the diagram.
1. Read the titles and subtitles. Look at the images and their captions.
2. Read the text quickly to get the main ideas.
3. Read the text in detail to find specific/more information about something.
1.2 [HOMEWORK] Reading Practice: How to Survive Your First Year of Uni
A. Sort the tips listed in the article How to Survive Your First Year of Uni according to their
degree of usefulness and organize them to form a diamond (the most useful tip at the
top and the least useful tip at the bottom).
B. Which reading technique(s) do you need to do this exercise? ………………………
How to Survive Your First Year of Uni

Starting uni can be a challenge. […] On the upside, your uni years will be some of the best you’ll
have, and they’ll probably go very quickly. We offer our best tips to help you survive your first year.
1. Get to Know Your Campus
If you’re studying on a big campus, it might take a while to get acquainted. Start with the main
buildings where you’ll have classes, the library, computer labs and your favourite café. Once you’re
ready to explore, you’ll find everything from gyms and all-night study labs to theatres and exhibition
spaces. Grab a map from the website to get started!
2. Use Your Free Time Wisely
Depending on your course, you might only spend around 12 hours a week on campus. Although this
gives you time for work, seeing friends and the odd sleep-in, you’ll need to set aside study time
(even outside of peak assessment periods) and make sure you’re taking time out to relax. If you have
a break between classes, try using the time to catch on assignments, for example.

3. Ask For Help When You Need It
Needing help isn’t something to be ashamed of. You might need a crash course on academic
referencing […] or a quick explanation of a new assignment. Reach out to your classmates, lecturers
[…] and other support staff and you’ll find your answer […]. The institution website is another great
resource. Your campus should have a student support office, where you can access services like
counselling, financial advice, and academic assistance.
4. Take Advantage of Freebies
Discounts and happy hour will help you budget, but have you considered what you’re entitled to for
free? Think entry to museums and galleries […], local music and food festivals, and deals like a
complimentary drink with your meal at local eateries.
5. Stay Healthy
If you’re going out more often, working irregular hours and sleeping in, you might find it hard to keep
up your regular healthy eating and fitness regime. First up, try to eat well. It’s definitely possible on a
budget, so there’s no excuse to drop your fruit and veggie intake. If maintaining your exercise
schedule is becoming difficult, why not […] swap café catch-ups for walks around the local park? […]
6. Make an Effort to Befriend Your Classmates
[…] Making new friends is one of the best parts of starting uni. You never know, you might make a
friend for life. Don’t be afraid to [start] conversation in class or make plans to catch up after a lecture.
7. Join Clubs and Attend Campus Events
[…] Being social and getting involved on campus is a great way to settle in […]. Look for activities
aligned with your course, like writing for the student magazine if you’re an aspiring journalist or
helping out at the campus gym if you’re studying sport science.
8. Balance Your Studies, Social Life, and Work Commitments
If you’re combining study, work, and a social life, you might find that you start to feel burnt out. The
most important thing is to prioritise your studies; ensure you’re allocating sufficient time to
completing your readings, attending classes, and writing up assignments. […] Don't let your social life
get in the way.
9. Use Apps to Stay on Track
If you have your phone or tablet on you at all times, use that to your advantage. Start by downloading
apps to help you study and stay organised (ExamTime and Timetable are good examples), as well as
handy ones that can scan your notes, record lectures, save and share files, and allow you to edit
documents just like you would on your laptop. […]
Source: Good Universities Guide. (2017b, March 9). How to survive your first year of uni. Good
Universities Guide. https://www.gooduniversitiesguide.com.au/education-blogs/student-life/how-to-
survive-your-first-year-of-uni

C. Write down the tips in the figure below and justify your choices.
Justification
Justification
Justification
D. Write down any vocabulary words or phrases that you don't understand and check their
meaning in a dictionary.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………

1.3 Grammar: Comparative and Superlative
A. Before you start discussing and comparing your answers with your partners, make sure
you are still familiar with the use of comparatives and superlatives in English.
Do you remember? Comparative and superlative

Comparative
The comparative form is -er for one-syllable words and two-syllable words ending in -y.
• cheap à cheaper, thin à thinner
• lucky à luckier, early à earlier
Use more for longer words and adverbs ending in -ly.
• more serious, more often, more expensive
• more slowly, more easily, more seriously
There are some basic irregular forms you should know by now: good/well à better,
bad/badly à worse and far à farther/further, etc.
The comparative form is also used in the following phrases (which you are expected to
master):
• This grammar point is as important as the one I just explained.
• I came as fast as I could!
• Their house is three times as big as ours.
• The city center was less crowded than usual.
• Laura gets the same salary as me. (not *than me!)
Superlative
The superlative form is the + -est for one-syllable words and two-syllable words ending in -y.
• cheap à the cheapest, thin à the thinnest
• lucky à the luckiest, early à the earliest
Use the most for longer words.
• the most serious, the most often, the most expensive
There are some basic irregular forms you should know by now: good/well à best, bad/badly
à worst and far à farthest/furthest
For further explanations and exercises, see English Grammar in Use, Units 105-108.
do extra exercises in English Grammar in Use.
1. David is the same age than James. CORRECT - INCORRECT
Correction: ……………………………………………………………….
2. I hear that this city is the most hottest place on Earth! CORRECT - INCORRECT
Correction: ……………………………………………………………….

3. This exercise is more easy than you think. CORRECT - INCORRECT
Correction: ……………………………………………………………….
4. Petrol is twice as expensive as it was 2 years ago. CORRECT - INCORRECT
Correction: ……………………………………………………………….
5. I don’t know as many people as you. CORRECT - INCORRECT
Correction: ……………………………………………………………….
1.4 Speaking Practice: How to Survive Your First Year

Get into groups of three and compare your "diamonds." Make sure that you express your
opinion with something else than 'I think' (= baby language) and that you use the
comparative and superlative forms properly.
Database How to express you opinion, agreement, and disagreement

Expressing your opinion
• In my opinion, […] To my mind, […] (NEVER use *according to me)
• As far as I am concerned, […] From my point of view, […] (à when you expect your
opinion to be different than that of the others)
• I would say that […]
• I think / consider / find / feel / believe / suppose / assume that […]
Expressing agreement and disagreement

• I (don't) agree with you. (NOT *I am agree with you)
• I share your view.
• She/he is right.
• I don't think so.
• I don't share his/her view.

2. Email Etiquette
2.1 Video Listening Activity: Writing to A Professor
Complete the email etiquette guide with the information provided in the video.
4. Descriptive Subject Line
1. Pleasant Opening
3. The "Crystal Clear Question"
2. Appropriate Closing
Emails are not the same as texts.

………….………….………….………….………….………….………….………….………….………….………….………….……..
.…….………….………….………….………….………….………….………….………….………….………….………….………….
………….……………………………………………………………………………………………………………………………………..
Get what you want by using a question.

………….………….………….………….………….………….………….………….………….………….………….………….……..
.…….………….………….………….………….………….………….………….………….………….………….………….………….
………….……………………………………………………………………………………………………………………………………..
Other elements
………….………….………….………….………….………….………….………….………….………….………….………….……..
.…….………….………….………….………….………….………….………….………….………….………….………….………….
………….……………………………………………………………………………………………………………………………………..

2.2 Editing Exercise
Correct the emails below based on the tips given in the video.
aude.hansel@unamur.be
today
Dear Ms. Hansel,
I am in your english class and I couldn't come to class today because I'm sick.
Could you tell me what I missed?
Séverine Codd
aude.hansel@unamur.be
question
Hello Aude,
I write you to tell you that I was supposed to give a presentation next week,
but I have a schedule conflict. Can I present next week?
Thanks.
John

2.3 Other Important Phrases
Fill in the gaps with words from the list below.
in advance - afraid - kind - hearing - hear - already - jointed -

good - by - for - set up - no longer - make - never again - attached - best
Body of the email
1. You will find ………………………………….. my medical certificate.

2. I’m ………………………………….. I can’t open the document you just sent. Could you please
send it again in another format, please?
3. I have been informed that there is an assignment to hand in …………………………………..
next Friday.
4. I would like to know whether it would be possible to ………………………………….. a meeting
with you to get feedback on my assignment.
5. I would like to inform you that I will ………………………………….. be taking your class as I
have decided to change studies.
Closings/Sign-off
6. I look forward to ………………………………….. from you.

7. Thank you ………………………………….. for your answer.
8. ………………………………….. regards

2.4 [OPTIONAL TASK] Final Task: Writing an Email to A Teacher
Instructions:
§ Write a 150-word email to one of your professors, addressing a fictional concern.

§ Pay attention to the tone, formatting, and content of your email.
§ Write your email in a Word document and upload it to WebCampus by our next class
to get feedback.
Strategy Writing An Email to A Professor

Subject: [Course Name] - Urgent Matter (or choose another suitable subject line)
Dear Professor [Professor's Last Name],
Introduction: Begin your email with a polite and respectful greeting
Opening: Start with a brief introduction of yourself, mentioning your name, the course you
are enrolled in, and your group.
Body: Present a fictional scenario or concern that you want to discuss with your professor.
For example:
§ Ask for an extension on an imaginary assignment due to unforeseen circumstances.

§ Express confusion about a topic covered in class and request clarification.
§ Seek advice on a hypothetical research question related to the course material.
Closing: Conclude your email by expressing gratitude for your professor's time and
consideration.
Signature: End with a closing remark followed by your name and group.
Formatting and Politeness:
§ Use a professional and polite tone throughout the email.

§ Divide your email into paragraphs to make it visually appealing and easier to read.
§ Avoid using slang or inappropriate language.
§ Keep your email concise and to the point, while still providing the necessary context.

UNIT 3 - New Technologies
1. Focus And Technology

1.1 [HOMEWORK] Listening Activity: How Smartphones Sabotage Your Brain
A. Watch the video How Smartphones Sabotage Your Brain's ability to focus and answer
the following questions:
1) Why is your daily ability to focus compared to you daily allowance to money?
…………………………………………………………………………………………………………………………………….
2) What does this sentence mean? "Nine to five is out, 24/7 is in."
…………………………………………………………………………………………………………………………………….
3) On average, how often do we switch tasks?
…………………………………………………………………………………………………………………………………….
4) Summarize the study on checking emails:
Group 1 - Instructions:
…………………………………………………………………………………………………………………………………….
Groupe 2 - Instructions:
…………………………………………………………………………………………………………………………………….
Conclusion:
…………………………………………………………………………………………………………………………………….
5) Why are frequent notifications bad for our productivity and our ability to focus?
…………………………………………………………………………………………………………………………………….
6) What can we do as cellphones users to stay focused?
…………………………………………………………………………………………………………………………………….

7) Summarize the study on checking cellphones:
Group 1 – Instructions:
…………………………………………………………………………………………………………………………………….
Groupe 2 – Instructions:
…………………………………………………………………………………………………………………………………….
Conclusion:
…………………………………………………………………………………………………………………………………….
8) What's the general conclusion of this video?
…………………………………………………………………………………………………………………………………….
B. Watch the video again and try to identify the vocabulary words that could fit the
following sentences.
1) My parents increased my weekly a…………………………, which allowed me to save up for

the new video game I wanted.
2) I just purchased a new smart d………………………… that will help me streamline my daily
tasks.
3) O…………………………, students spend about five hours a day studying for their exams.
4) Her new job as a CEO of a multinational corporation was d…………………………,

requiring her to make critical decisions and manage a large team.
5) After a long hike, our energy was completely d…………………………, and we had to rest
and replenish ourselves before continuing.
6) She felt o………………………… by the amount of work piled on her desk, deadlines
approaching, and the constant stream of emails flooding her inbox.
7) The cookies were baked in b………………………… to ensure they came out of the oven
perfectly golden and delicious.
8) She was tired of performing m………………………… tasks like filing paperwork and
making coffee all day.
1.2 [HOMEWORK] Grammar: Phrasal and Prepositional Verbs
A. In the video you've just watched, the speaker used several "phrasal" and "prepositional"
verbs. Do you know what these are?
Remember! Phrasal and Prepositional Verbs

Phrasal and prepositional verbs are a special kind of verbs that are made up of two parts: a
verb and another word (either an adverb or a preposition).
Phrasal Verbs
These verbs consist of a verb and an adverb particle. They could be both transitive and
intransitive.
• Watch out. There is a bike coming.
• Mary took her coat off.
When there is an object in the sentence, the adverb can go before or after the object.
• I picked the broken car up. OR I picked up the broken car.
If you use a pronoun for the object, the pronoun must be placed between the verb and the
adverb.
• I picked up the broken car à I picked it up.
Prepositional Verbs
These verbs consist of a verb and a preposition. The object has to go after the preposition
and cannot be placed between the verb and the preposition. Prepositional verbs cannot be
separated.
• He often looks at his photos.
• He often looks his photos at.
In questions, the preposition usually comes at the end of the sentence.
• Who are you waiting for?
We can use some verbs in the structure: verb + object + preposition.
• People admired Cleopatra for her beauty.
• The trees protect the garden from the wind.
Phrasal / Prepositional Verbs

Some verbs can be both phrasal and prepositional at the same time.
• We need to cut back on our spending. (=reduce)
For further explanations and exercises, see English Vocabulary in Use, Units 77-80.

B. Go through the video transcript and identify the meaning of the following phrasal and
prepositional verbs. Use them to fill in the gaps.
to rely on to set out to to draw away from involved in

to end up with to do away with to chip away
1) With a clear vision in mind, the ambitious entrepreneur ………………………… revolutionize

the tech industry with their groundbreaking invention.
2) John has always had a passion for community service and is constantly seeking
opportunities to be ………………………… charitable initiatives and make a positive impact.
3) Despite his careful planning, John's day of shopping ………………………… him forgetting to
buy the most important item on his list.
4) In times of difficulty, Emma knew she could always ………………………… her best friend for
support.
5) The unexpected arrival of a celebrity at the event ………………………… attention

………………………… from the main purpose of the gathering.
1.3 Grammar: Modal Verbs

A. Analyze the following extracts from the video. What do the words in bold express?
1) Attention, much like your daily allowance of money, is a limited resource and, in any
particular moment, you can only have that much of it.
…………………………………………………………………………………………………………………………………….
2) If the frontal cortex can keep the parietal in check, you stay focused.
…………………………………………………………………………………………………………………………………….
3) Notifications on our phones draw our attention away from the task at hand so
completing it may ultimately require more effort.
…………………………………………………………………………………………………………………………………….
4) Every time you get distracted by a notification you have to switch your attention and
switch it back.
…………………………………………………………………………………………………………………………………….
5) It's not a question of, you know, should we just do away with these devices but what
is the price of this convenient device.
…………………………………………………………………………………………………………………………………….

B. Study the theory with this short reminder and complete the exercises that follow.
Remember! Modal verbs

Modal auxiliaries generally express speaker's attitudes. For example, modals can express
that a speaker feels something is necessary, advisable, permissible, possible, or probable;
and, in addition, they can convey the strength of those attitudes. Each modal has more than
one meaning or use.
Modal Auxiliaries in English
can, could, had better, may, might, must, ought (to), shall, should, will, would
Modal verbs do not take a final -s, even when the

can do it. subject is she, he, or it.
I could do it.
You had better do it. • She can do it.
He may do it.
might do it. • She cans do it.
She
must do it.
It ought to do it. Modal verbs are followed immediately by the simple
We shall do it. form of the verb.
You should do it.
They will do it. • She can do it.
would do it.
• She can to do it.
The only exception is ought, which is followed by an

infinitive (to + the simple form of a verb).
• She ought to go to the meeting.
Phrasal Modals Phrasal modals are common expressions whose

meanings are similar to those of some of the modal
be able to do it auxiliaries. For example: be able to is similar to can; be
be going to do it going to is similar to will.
be supposed to do it
have to do it An infinitive (to + the simple form of a verb) is used in
have got to do it these similar expressions.
For further explanations, exercises, and a complete list of the uses of modals, see English
Grammar in Use, Units 26-37 and Appendix 4.

C. Check your knowledge of the use of modal verbs with this short exercise. Sometimes
there's more than one option. If you struggle, go back to the theory and do extra
exercises your grammar book.
1) I'm so tired I ………………………… for a week.
A. can sleep B. could sleep C. could have slept
2) The story ………………………… be true, but I don't think it is.
A. might B. can C. could D. may
3) Why did you stay at a hotel? You ………………………… with me.
A. can say B. could stay C. could have stayed
4) I lost one of my gloves. I ………………………… it somewhere.
A. must drop B. must have dropped C. must be dropping
5) 'Why wasn't Amy at the meeting yesterday?' 'She ………………………… about it.'
A. might not know B. may not know C. might not have known
6) What ………………………… to get a new driving licence?
A. have to do B. do I have to do C. I must do D. I have to
7) We have plenty of time. We ………………………… hurry.
A. don't need to B. mustn't C. needn't
8) You missed a great party last night. You …………………………. Why didn't you?
A. must have come B. should have come C. ought to have come
9) You're always at home. You ………………………… out more often.
A. should go B. had better go C. had better to go

1.4 Speaking Practice: The Impact of New Technologies
A. Pair up and identify both the positive and negative impacts these technologies have (or
could have) on a person's life. Write complete sentences and pay particular attention to
the use modals.
eMails Streaming Gaming
Smartphones Chatting Social media
Ex. Spending too many hours playing video games could lead to serious health problems.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
B. Now, pair up with another group and compare your ideas. For each statement, say if you
agree/disagree based on your personal experience.
C. Give your colleagues advice on how to use technology wisely. What modal verbs should
you use for giving advice to someone? Write your sentences down here.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………

1.5 Extra Speaking Activity: Your Relationship with Technology
Find a partner and discuss the following questions:
§ React to this drawing by the famous British street artist

Banksy. How do you feel about the message put across in
this illustration?
§ Are you often distracted by technology when studying?

What do you do to avoid being distracted?
§ Do you think owning a smartphone is absolutely essential

in today's modern society?
Database Talking About Your Relationship with Technology
§ I'm quite tech-savvy. § I'm trying to cut down on …
§ I rely on technology for …. § I'm cautious about …
§ I'm addicted to … § I'm a bit old-fashioned when it comes to …
§ I can't live without … § I'm concerned about …
§ I've adapted to … § I'm open to learning about …
Database Expressing your opinion, agreement, and disagreement

Expressing your opinion
• In my opinion, […] To my mind, […] (NEVER use *according to me)
• As far as I am concerned, […] From my point of view, […] (à when you expect your
opinion to be different than that of the others)
• I would say that […]
• I think / consider / find / feel / believe / suppose / assume that […]
Expressing agreement and disagreement

• I (don't) agree with you. (NOT *I am agree with you)
• I share your view.
• She/he is right.
• I don't think so.
• I don't share his/her view.

2. The Future of AI
2.1 [HOMEWORK] Reading Practice: Will AI Create or Destroy Jobs?
A. Read the first part of the article AI Will Create More Jobs Than It Will Destroy. Here's how
and fill in the blanks with suitable words.
AI Will Create Millions More Jobs Than It Will Destroy. Here’s How.
The Rise of Artificial Intelligence
You hear the same refrain: “Artificial Intelligence will destroy jobs.” Consider the ATM. If
you had to point to a technology that looked as though it would (1) …………………………
people, the ATM might look like a good bet; it is, after all, an automated teller machine.
And yet, there are more tellers now than when ATMs were (2) ………………………… released.
How can this be? Simple: ATMs lowered the cost of opening bank branches, and banks (3)
………………………… by opening more, which required hiring more tellers.
In this manner, AI will create millions of jobs that are far (4) ………………………… our ability
to imagine. For instance, AI is becoming adept at language translation—and according to
the US Bureau of Labor Statistics, (5) ………………………… for human translators is
skyrocketing. Why? If the cost of basic translation drops to nearly zero, the cost of doing
business with those who speak other languages (6) …………………………. Thus, it emboldens
companies to do more business overseas, creating more work for human translators. AI
may do the simple translations, but humans are needed for the nuanced kind.
In fact, the BLS forecasts faster-than-average job growth in many occupations that AI is
expected to impact: accountants, forensic scientists, geological technicians, technical
writers, MRI operators, dietitians, financial specialists, web developers, loan officers,
medical secretaries, and customer service representatives, to name (7) ………………………….
These fields will not experience job growth in spite of AI, but through it.
But just as with the internet, the real gains in jobs will come from places where our
imaginations cannot (8) ………………………… take us.
1) take replace destroy succeed

2) quickly more not widely
3) responded response respond responding
4) beyond away under over
5) growth development supply demand
6) drop falls fails fell
7) few some lot many
8) already just over yet

B. Answer the following comprehension questions.
1) What is the common believe regarding Artificial Intelligence (AI) and job destruction?
………………………………………………………………………………………………………………………………
2) Why is the ATM mentioned as an example?
………………………………………………………………………………………………………………………………
3) What was the impact of ATMs on bank teller jobs?
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
4) According to the US Bureau of Labor Statistics, what is happening to the demand for
human translators?
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
5) How does the availability of AI translation technology affect companies' business

activities?
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………
C. Listen to the second part of the article and complete the gaps using no more than
three words. The recording has been AI-generated using AINatural Reader, a text-
to-speech technology.
Parsing Pessimism
You may recall waking up one morning to the news that “47 percent of jobs will be lost to
technology.” That report by Carl Frey and Michael Osborne is a fine piece of work, but readers
and the media ………………………… their 47 percent number. What the authors actually said is
that some functions within 47 percent of jobs will be automated, not that 47 percent of jobs
will disappear. Frey and Osborne go on to ………………………… occupations by “probability of
computerization” and give the following jobs a 65 percent or higher probability:
………………………… assistants, atmospheric and space scientists, and pharmacy aids. So, what
does this mean? Social science professors will no longer have research assistants? Of course,
they will. They will just do different things because much of what they do today will be
automated.

The …………………………………………………… for Economic Co-operation and Development released
a report of their own in 2016. This report, titled “The Risk of Automation for Jobs in OECD
Countries,” applies a different “……………………………………………………” methodology and puts the
share of jobs potentially lost to computerization at nine percent. That is
…………………………………………………… for the economy. But what of the skills gap? Will AI
eliminate low-skilled workers and create high-skilled job opportunities? The relevant question
is whether most people can do a job that’s just a little more complicated than the one they
currently have. This is exactly what happened with the industrial revolution; farmers became
factory workers, factory workers became factory managers, and so on.
Embracing AI in the Workplace
A January 2018 Accenture report titled “Reworking the Revolution” ………………………… that new
applications of AI combined with human collaboration could ………………………… employment
………………………… as much as 10 percent by 2020.
Electricity changed the world, as did mechanical power, as did the assembly line. No one can
reasonably claim that we would be ………………………… without those technologies. Each of
them bettered our lives, created jobs, and raised wages.
This is how free economies work, and why we have never ………………………… of jobs
………………………… automation. There are not a fixed number of jobs that automation steals
one by one, resulting in progressively more unemployment. There are as many jobs in the
world as there are buyers and sellers of labor.
Source: Singularity Hub. (2019, January 1). AI Will Create Millions More Jobs Than It Will
Destroy—Here’s How. Adapted from https://singularityhub.com/2019/01/01/ai-will-create-
millions-more-jobs-than-it-will-destroy-heres-how/
D. Answer the following comprehension questions.
1) What was the actual claim made by Carl Frey and Michael Osborne regarding the
impact of technology on jobs, and how was it distorted by readers and the media?
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
2) According to the author of this article, will AI create or destroy jobs? Explain.
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………

2.2 Grammar: Present Perfect Simple and Present Perfect Continuous
A. Take a look at these examples from the full version of the article AI Will Create More Jobs
Than It Will Destroy. Here's how. Why is the present perfect used here?
a) In the past few years, artificial intelligence has advanced so quickly that it now seems
hardly a month goes by without a newsworthy AI breakthrough.
……………………………………………………………………………………………………………………………………
b) This is how free economies work, and why we have never run out of jobs due to
automation.
……………………………………………………………………………………………………………………………………
c) This has sparked a discussion about how AI will impact employment.
……………………………………………………………………………………………………………………………………
d) People have been using AI tools for a few months now.
……………………………………………………………………………………………………………………………………
B. Study the theory on the next page and do extra exercises in your grammar book if
necessary.
C. Write your own sentences about your experience of using artificial intelligence, using the
present perfect simple and present perfect continuous. Use different signal words each
time and compare with a partner.
1) ………………………………………………………………………………………………………………………………………
2) ………………………………………………………………………………………………………………………………………
3) ………………………………………………………………………………………………………………………………………
4) ………………………………………………………………………………………………………………………………………
5) ………………………………………………………………………………………………………………………………………

Do you remember? The Present Perfect Simple
The present perfect simple is have/has + past participle.
The past participle often ends in -ed, but many verbs are irregular. For a list of irregular
verbs, see Appendix 1 in EGU.
The present perfect is often used with since and for to talk about situations that began in
the past and continue up to the present.
• Mrs. Jane has been a teacher since 2002.
• Rita has known Bob for two months.
• I have lived in an apartment since we moved to the city.
The present perfect can be used with past actions that have a result now.
• I've lost my keys. I can't open the door.
• Look at him! He's learned how to read (= accomplishment)
• You've changed since the last time I saw you (= change over time)
The present perfect can be used to talk about events that have (or haven't) happened
before now. The exact time of the event is unspecified.
In this case, the adverbs ever, never, yet, still, already and lately are often used.
• Have you ever seen snow? (= experience)
• Have you finished your homework yet?
Use of the present perfect with just or recently emphasizes that an action was recently
completed.
• Sara has recently finished her homework.
• A plane has (just) crashed while coming in to land in Brussels. (= news)
The present perfect can also express an event that has occurred repeatedly from a point in
the past up to the present. The event may happen again.
• We have had three tests so far this term.
• I've met many people since I came here.
Remember! The Present Perfect Continuous

The present perfect continuous is have/has + been + -ing form of the verb.
The present perfect continuous can be used to talk about something that started in the
past and has been in progress up to the present.
• She has been waiting for an hour.
The present perfect continuous can also be used to talk about something that started in
the past, that finished in the recent past, but the action has results in the present.
• Look outside! The garden's all white. It's been snowing!
The present perfect continuous is not used with non-progressive or stative verbs such as
know. Here, to express the duration of a situation that began in the past and continues to
the present, only the present perfect is used.
• I've been knowing Alex since he was a child.

• I've known Alex since he was a child.
The difference between the present perfect simple and the present perfect continuous
often means the action is still going on, versus the result of the action:
• I've been cleaning my car. (the process is continuing)
• I've cleaned my car. (the result: look, a clean car!)
Sometimes there is hardly any difference between the continuous and the simple:
• I've been living in this flat for 10 years. (continuous)
• I've lived in this flat for 10 years. (simple)
2.3 Speaking Practice: Debate on The Use of AI and Technology in Society

§ Get into groups of three, find something you could use as a counter and place it on
the debating floor on the next page.
§ Read the first statement on the list to your group.
§ On the count of three, place your counter on the debating floor and discuss the
statement with your classmates. When you're done, move on to the next statement.
Database Participating in a debate

Expressing an opinion Expressing disagreement
It seems to me that… I don't agree with you about…
I feel that… I can't accept your view that…
I'm absolutely convinced that… I have a different opinion…
In my opinion… I'm not sure if…
I'm not convinced that…
Expressing pro's and con's Summarizing

There are two sides to this point… So, in conclusion…
On the one hand… , on the other hand… To summarize…
An argument for / against is… Overall, it is clear that…
Some people think that…, others say that… As a result…
The advantages / disadvantages are… The bottom line is…
The use of AI by students is The integration of AI and technology in everyday life

dangerous for education. is creating societal inequalities.
The use of AI technology will lead to job displacement and increased unemployment.
Smartphones and technology in general has negatively

I worry about online privacy
impacted face-to-face social interactions and
when using internet devices.
communication skills.
Online platforms have spread The constant use of technology has led to a
misinformation and fake news, decreasing rise in mental health issues, such anxiety and
trust in governments and news media. depression.

THE DEBATING FLOOR
I STRONGLY AGREE
I AGREE
I SOMEWHAT AGREE
I SOMEWHAT DISAGREE
I DISAGREE
I STRONGLY DISAGREE
THE DEBATING FLOOR

UNIT 4 - Space Exploration
1. Business Behind Space Exploration

1.1 Reading Activity: Making Heaven a Place on Earth
A. Read the article Making Heaven a Place on Earth on the next page and answer the
following questions.
1) What did Elon Musk’s tweet mean?
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
2) What does the author say of Musk, Branson and Bezos?
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
3) What is the author’s point on climate change?
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
4) What does the author say about the recent focus on space travel?
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
5) What does the author suggest as an alternative?
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
B. Read the article again and fill in the gaps with words from the article.
1) There's p………………………… evidence that the economy's slowly improving.
2) Hannah didn't like her job, so she r………………………….
3) Julia drove her car along an e………………………… highway. She couldn't see the end of
it.
4) After the disaster, the government sent the military to help save people from the
f………………………….

5) The loud music coming from the neighbour's stereo at 3 in the morning was
u………………………….
6) The w………………………… destroyed a dozen homes and countless trees in the Adelaide
Hills.
7) He continued working r………………………… his illness.
8) Our army completely c………………………… the enemy.
9) H………………………… on the island is provided by a free clinic.
10) The new movie release has g…………………………, with many people excited to watch it
and see what the buzz is all about.
Making Heaven a Place on Earth

Elon Musk, CEO of SpaceX and one of the world’s richest men, recently tweeted: ’Those who attack
space maybe don’t realise that space represents hope for so many people’. Hope has been fairly
plentiful for Musk lately. He, and his fellow pro-space billionaires Jeff Bezos and Richard Branson,
have seen their fortunes massively increase during the pandemic, the same pandemic that has
seen millions of people lose jobs, loved ones, investments and, indeed, hope.
Jeff Bezos resigned of late from his position at Amazon where he made more money than anyone
else has in history. He plans to spend more time with his company Blue Origin which will transport
people across the solar system at an as yet unnamed point in the future. His flight into space on
New Shepard 4, a reusable spacecraft on July 20th 2021 received endless media attention. Nine
days earlier, Richard Branson, founder of Virgin Galactic beat him in the race to leave Earth and he
became the first billionaire in space. If you have a spare $250,000, you’ll be able to go on one of his
ships yourself by next year. Space is there to be conquered for Capitalism’s biggest winners.
Meanwhile, here on earth, you can understand why billionaires would want to leave. Record
temperatures of 54 degrees centigrade have been recorded in Death Valley and large parts of the
American North West have been on fire. Elsewhere, in China, America’s East Coast, and Eastern
Europe, floods have killed hundreds and made life all the more unbearable for people living there.
Australia too has seen out of control wildfires, which were later replaced by invasions of mice and
spiders.
As far back as 1958, a report was given to the American Petroleum Institute linking the carbon
emissions of the time to climate change. It was not something the Fossil Fuel industry wanted to
know. For these powerful companies, profit, not conservation was the aim. Those same Energy
companies are now facing lawsuits, but for the planet, much has been lost in those 60 years which
can never be returned regardless of the legal outcomes. Endlessly increasing profits and expansion
are always the main aims of Capitalism, and it is the Earth, and the poor, which have paid the
price. The race for space is the admission from the world’s rich that we’ve known all along: the
Earth cannot hold us anymore. Maybe Space does hold hope for the future, but the endless search
for profit has crushed hope here on Earth. We can no longer afford Capitalism.

It’s not space exploration we need. We need societies built around kinder, more balanced
principles. Housing and healthcare for the poor could be provided with a fraction of the cost that it
takes for a mission to Mars. Our devastated planet needs to be regenerated before we pollute
space with any more space junk than we have already created. While the billionaires grab the
headlines, it was nurses, doctors and care workers who saved the lives of millions around the globe
during the pandemic. Maybe we should be investing in them and the next generations of doctors
and nurses, before we invest in flying the world’s rich into space for fun? Instead of flying to the
heavens, we should, in the words of the song, make heaven a place on Earth.
Sources: The Conversation: In-depth analysis, research, news and ideas from leading academics
and researchers. (2023, July 26). The Conversation. https://theconversation.com/europe and BBC -
Home. (n.d.). BBC. https://www.bbc.co.uk/
1.2 Speaking Practice: Space Exploration

Get into groups of three and discuss the following questions:
§ Would you like to travel into space? Why/why not?

§ What do you think of space tourism? Would you like to try it? Why/why not?
§ Do you believe that the fact that some people are able to afford to go into space on
their own spacecraft is a good thing for the world’s economy? Or does it show that
something is wrong? Explain your view.

2. A Moment in My Life
2.1 [HOMEWORK] Listening Activity: Chris Hadfield, The Astronaut
A. Watch the interview of astronaut Chris Hadfield on 13 moments that changed
his life (from 00:00 to 02:16 and from 07:43 to 10:17) and answer the following
questions.
1) What childhood dream did Chris Hadfield have regarding space?
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
2) What was the specific task Chris Hadfield was asked to help with on the Space
Station?
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
3) What happened to Chris Hadfield while he was working in space?
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
4) What was the eventual cause of Chris Hadfield's problem, and how was it resolved?
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
B. Watch the video again and focus on the vocabulary used. Use the video transcript if
necessary and complete the sentences with words from the video:
1) I b………………………… managed to catch the train before it departed.
2) The ship's c………………………… worked hard to navigate through the dangerous storm.
3) I don’t want to be outside in this s………………………… heat.
4) The sudden flash of bright light s…………………… me b…………………… for a few seconds.
5) The water was barely d………………………… out of the tap.
6) You'll find the knives and forks in the l………………………… drawer.
7) You've got something in your eye - try b………………………… a few times.
8) Although she had been ill for a while, it still came as a shock when she e………… died.
9) It t………………………… that she had known him when they were children.
10) Getting a work permit was the first h………………………… to overcome.

2.2 Grammar: Past Tenses
A. What tenses did Chris Hadfield use to tell his story? Analyze the following examples,
identify the tenses used and explain why this tense was used. Use the theory on the next
pages if necessary.
I called down to Houston.

………………………………………………………………………………………………………………………………………………
But since then, we've changed the anti-fog.

………………………………………………………………………………………………………………………………………………
The sun was shining in our window.
………………………………………………………………………………………………………………………………………………
I'd worked in mission control as a capcom. So, I knew what a revelation that was going to be.
………………………………………………………………………………………………………………………………………………
I'd been training for it for four and a half years.
………………………………………………………………………………………………………………………………………………
B. Study the theory in the tables and check your knowledge with the exercise that follows.
Do you remember? The Simple Past

The simple past indicates that an activity or situation began and ended at a particular time
in the past.
Most simple past verbs are regular and simply add -ed, while others have irregular past
tense forms (see Appendix 1 in EGU for a list of irregular verb forms).
• It snowed yesterday (= regular)
• Jack went to work early (= irregular)
The simple past forms of be are was and were.
• Emily was at the office yesterday.
• You were tired yesterday.
In questions and in the negative form, the auxiliary did is used, except for the verb be.
• I didn't clean the bathroom. Susan did. (= negative form)
• Did you go to school by train yesterday? (= question)
• Were you at the office party last night? (question with be)
Note that in a series of actions, the verbs are the same tense.
• Andrew caught the ball, ran down the field, and scored a point.
For further explanations and exercises, see English Grammar in Use, Units 5.

Do you remember? Regularity in the past
The simple past can also be used to express regularity in the past, but other forms such as
would and used to usually work better.
• When Fred was a boy, he played football on the local team.
With used to, you are stressing the frequency/regularity of the action. Here, the simple
form played would work as well, but the used to form is better.
• When Fred was a boy, he used to play football all the time.
Would or the contracted form 'd can also be used to express frequency or regularity in the
past.
• Every Saturday, I would go for a long run in the park. (= I did it regularly).
This form is to be distinguished from would in conditionals:
• If I were you, I would not reply to his email. (= hypothetical or "type 2" condition)
For further explanations and exercises, see English Grammar in Use, Units 18 and 36C.
Do you remember? The Past Continuous

The past continuous is used to describe ongoing actions at a specific moment in the past.
To form the past continuous, use the auxiliary be in the simple past (was/were) and add the
-ing form of the verb.
• I was watching TV, when she knocked on the door. (= affirmative form)
• What were you doing at 9pm last light? (= question)
• I wasn't trying to cheat. There's a misunderstanding! (= negative form)
Its basic use is to provide the background (a longer period of time) against which an event
of a (much) shorter period of time is set.
• While she was swimming, she saw a shark.
It is important to remember that this tense is not used in the same way as the imparfait in
French. So, it is essential to see that Quand elle était en vacances, elle nageait tous les jours
translates:
• When she was on holidays, she swam / used to swim / would swim every day.
• But not *When she was on holidays, she was swimming every day.
For further explanations and exercises, see English Grammar in Use, Unit 6
Do you remember? Present Perfect vs. Simple Past Past

The essential difference between these two tenses is that the Present Perfect has
something to say about the present (something continues to the present, has an effect in
the present, is "news" or relevant to the present), whereas the Past Tense only has
reference to the past (it is history, it is not "news", is not what is relevant to us now).
Look carefully at these pairs of examples:

• I've lived in Brussels for 5 years. (= I can tell you about Brussels now because I lived
there in the past and may even still live there.)
• I lived in Brussels for 5 years. (= It's a fact of history; no-one has asked me about
Brussels or what it is like.)
You can choose to talk about the same event from two different points of view:
• Napoleon had a big effect on Europe. (= When he was alive, his military campaigns
influenced civil and political life in Europe – Europe was in turmoil.)
• Napoleon has had a big effect on Europe. (= Here you choose to say that, even
though Napoleon is dead, his influence continues in our society, e.g. the Napoleonic
Code, the fact that we use the Metric System.)
The time can be inferred from your choice of the Present Perfect (now) versus the Past
(history)
• Where have you been all morning? (it's now, it's still morning, before midday)
• Where were you all morning? (it's past, it's no longer morning, it's the afternoon)
Since the Present Perfect tells us something about the present, you cannot say something
like this:
• Last year, I have been to Canada. (You announce that you are talking about the past
– last year, and so you cannot use the Present Perfect, which is about now.)
But this sentence is perfectly possible:
• I have been to Canada. (= In a context like: "I'm thinking of going to Canada, but I
don't know much about the country. I wonder if someone can help me – now." And
so, the other person says that they have information about Canada to help you
because of their experience of being there last year.)
For further explanations and exercises, see English Grammar in Use, Units 13 and 14.
Do you remember? Past Perfect Simple and Continuous

English usage is the same as French and so causes no special problems. The past perfect
expresses an activity that was complete before another activity or time in the past.
The past perfect simple is formed just like the present perfect simple but with the auxiliary
have in the simple past (had). The past perfect simple is used to refer back to an earlier past
than the past you're already talking about.
• We arrived at the cinema at 8:00, but the film had started at 7:30.
To form the past perfect continuous, add been to the auxiliary had and add the -ing form of
the verb. The past perfect continuous is used to talk about something that had been in
progress up to the past time we're talking about.
• I had been walking for half an hour when it suddenly started to rain.
For further explanations and exercises, see English Grammar in Use, Units 15 and 16.

C. Check your knowledge with this short exercise. If you struggle, go back to the theory, and
do extra exercises English Grammar in Use.
1) It was a boring weekend. ………………………… anything.

A. I didn't B. I don't do C. I didn't do
2) Matt ………………………… while we were having dinner.

A. phoned B. was phoning C. has phoned
3) Everything is going well. There ………………………… any problems so far.

A. weren't B. have been C. haven't been
4) Where's the book I gave you? What ………………………… with it?

A. Have you done B. Have you been doing C. Are you doing
5) 'How long ………………………… Jane?' 'A long time. Since we were at school.'
A. do you know B. have you known C. have you been knowing
6) Sally has been working here …………………………

A. for six months B. since six months C. six months ago D. six months
7) It ………………………… raining for a while, but now it's raining again.

A. stopped B. has stopped C. was stopped
8) My mother ………………………… in Italy.

A. grew up B. has grown up C. had grown up
9) ………………………… a lot of sweets when you were a child?

A. Have you eaten B. Had you eaten C. Did you eat
10) Jack ………………………… in New York for ten years. Now he lives in Los Angeles.
A. lived B. has lived C. has been living
11) The people sitting next to me on the plane were nervous. ………………………… before.
A. They haven't flown B. They didn't fly C. They had never flown
12) Katherine was lying on the sofa. She was tired because ………………………… very hard.
A. She was working B. She's been working C. She'd been working
13) I ………………………… tennis a lot, but I don't play very much now.
A. was playing B. was used to play C. used to play

2.3 [HOMEWORK] Speaking Practice: A Moment in My Life
Just like Chris Hadfield did in the video, find a photo of yourself at a particular time in your
life and be ready to explain the story behind it to a colleague. Think about what tenses
you're going to use for the different parts of the story, pay attention to irregular verbs.
Set the scene and give some context:
§ Background information: Past Simple Past
§ Background information, before the past: Past Perfect
This photo was from …
………………………………………………………………………………………………………………………………………………
I was …
………………………………………………………………………………………………………………………………………………
Narrate the action:
§ Consecutive actions: Past Simple
§ Actions in progress: Past Continuous
What happened was that …
………………………………………………………………………………………………………………………………………………
And then …
………………………………………………………………………………………………………………………………………………
Make the scene more immediate and dramatic:
§ Dramatic language: Present Simple or Present Continuous
When suddenly...
………………………………………………………………………………………………………………………………………………
And then...
………………………………………………………………………………………………………………………………………………
Continue to narrate the action:
§ Consecutive actions: Past Simple
§ Actions in progress: Past Continuous
So …
………………………………………………………………………………………………………………………………………………
And fortunately … / Eventually …
………………………………………………………………………………………………………………………………………………
Describe a consequence of the story:
§ Past to now: Present Perfect
Since then ...
………………………………………………………………………………………………………………………………………………

2.4 [EXTRA ACTIVITY] Collaborative Writing Activity: Space Travel (if time
allows)
Work with your team to continue the short story on the next page.
1) STEP 1 (20 min.)

§ Write paragraph 2 together: Explain what the two scientists decided to do next.
§ Include at least 3 of the words from the vocabulary box and cross them out when
you’ve used them.
§ Use the narrative tenses and check them off in the tenses box when you’ve used
them.
§ Choose a title for the story.
2) STEP 2 (5 min.)
§ Hand your story to another team.
§ Read another team’s 2nd paragraph, check it for language issues and correct if
necessary.
3) STEP 3 (15 min.)
§ Write paragraph 3 to continue the other team’s story: There’s a new

problem/challenge they need to face.
§ Include at least 3 of the words that are still available in the vocabulary box and cross
them out when you’ve used them.
them.
4) STEP 4 (5 min.)
§ Hand the story to another team.
§ Read another team’s 3rd paragraph, check it for language issues and correct if
necessary.
5) STEP 5 (15 min.)

§ Write paragraph 4 to continue and finish the other team’s story: The resolution.
§ Include at least 3 of the words that are still available in the vocabulary box and cross
them out when you’ve used them.
them.
6) STEP 6 (after class)

• Type out your group's story (the one you finished) and post it in the forum on
WebCampus "Space Adventures." Only one person of your group needs to add the
story to the forum, but make sure you mention the names of all the members of your
group.
• Read the other teams’ stories on WebCampus and vote for your favorite story, using
the comment section. The vote is individual, not a team vote.
• All contributors to the most voted story will get a prize in class.

Vocabulary items to include:
spaceship scorching to stick something in to shut

barely crusty to rub chemicals
crew soap the left-hand side billionaire
to blink to reach to turn out
Tenses to be used:
§ Background information - before the past à Past Perfect
§ Narration - consecutive actions - à Past Simple
§ Action in progress in the past à Past Continuous
Title
…………………………………………………………………………………………………………………………………………
§1
In a world not far from our own, two brilliant scientists, Dr. Alex Green and Dr. Maya
Ramirez, made a stunning discovery. While studying the stars in her laboratory, Dr. Maya
Ramirez made an exceptional revelation: a massive asteroid named "Starblaze" was hurtling
towards Earth. Initially, she considered it a potential miscalculation, but after numerous
verifications and discussions with Dr. Green, all doubts were dispelled. Without urgent
intervention, planet Earth would face complete devastation in less than a month. Armed
with irrefutable evidence and racing against time, they embarked on a mission to save
humanity from this impending catastrophe.
§2
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
§3
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………..
§4
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………

UNIT 5 - Global Issues
1. Can the Economy Keep Growing?

1.1 [HOMEWORK] Video Listening Activity: Can the Economy Keep Growing?
A. Watch the TEDed video Can the Economy Keep Growing? and answer the
following comprehension questions.
1) What does the metaphor of the gold coin illustrate?
a. How much money investments can make over a period of time.

b. How the speed at which wealth is built can increase over time.
c. The amount of money that can be made available is unlimited.
2) Which view is held by many economists according to the video?
a. The economy needs to be limited to avoid damaging the environment.

b. When the economy grows, wealth will slowly be made available to all.
c. If the economy slows, people will not create new ways of making money.
3) According to the video, how do we know if an economy is growing?
a. By measuring the value of everything a particular area creates and sells.

b. By tracking the number of people who own property.
c. By recording the number of people who do not have enough to live on.
4) Which of the following is NOT mentioned as a reason for a smartphone being

valuable?
a. The way in which they are marketed.

b. The cost of the components it takes to create one.
c. The loss of advantages you experience if you don’t have one.
5) How can people increase financial value?
a. Working harder and saving money.

b. Creating new products and starting new businesses.
c. Inventing new things to buy and creating more of them.
6) What does an economy require to create value?
a. Investment and opportunities

b. Work, money and natural resources
c. Energy, work and investment

7) What problem is the world facing regarding growing the global economy?
a. The drive for resources is destroying natural areas which are vital for human
survival.
b. The planet doesn’t contain enough resources for our needs.
c. We don’t yet understand how to produce the goods we need efficiently.
8) What do the majority of economists believe is the answer to our problems?
a. Finding new ways of creating energy that protect our resources.

b. Future innovation that we can’t yet predict.
c. Slowing growth while we address climate issues.
9) According to the video, which of the following are mentioned as features of a post-
growth economy?
a. Stopping use of finite energy sources

b. Reducing the gap between rich and poor people
c. Lowering consumption of meat products
d. Ensuring everyone has a salary that is enough to live on
e. Creating better public transport systems and reducing car usage
f. Providing access to health services for everyone
B. Watch the video again and focus on the vocabulary. What do the words in bold mean?
1) In just 4600 years, your gold coins would outweigh the observable universe.
…………………………………………………………………………………………………………………………………
2) This is where we hit a snag.
…………………………………………………………………………………………………………………………………
3) In the same way that exponentially increasing resource and energy use have fueled
economic growth, […]
…………………………………………………………………………………………………………………………………
4) They make the case that what we should really be doing is weaning ourselves from
the addiction to growth […]
…………………………………………………………………………………………………………………………………
5) A post-growth economy wouldn't assume that the economy should grow.
…………………………………………………………………………………………………………………………………
6) It might be more feasible to scale down production of things deemed less necessary.
…………………………………………………………………………………………………………………………………
7) Could we really do away with entire industries?
…………………………………………………………………………………………………………………………………
8) We'll come up with new ideas to solve these problems.

…………………………………………………………………………………………………………………………………
9) It can seem politically daunting.
…………………………………………………………………………………………………………………………………
C. Write down any other vocabulary words or phrases that you don't understand and check
their meaning in a dictionary. Use the video transcript if necessary.
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
1.2 Speaking Activity: Can the Economy Keep Growing?

A. Discuss the following questions with a partner.
§ At the end of the video, the speaker talked about two different ideas about the
global economy. The first idea suggests changing the economy to benefit everyone
and focusing less on growth. The second idea is about believing that we will find
solutions to our problems in the future. Which approach do you think is best? Why?
§ Do you think the concerns about the damage we are causing to the planet should
make us change the way we act? Why or why not?
B. React to this statement:
"Throughout history, mankind has always found answers to difficulties it has faced.
It’s vital that we fuel the global economy as that is what we all need to survive and
live the lives we want. The environment will survive and what is damaged, we will
find ways to heal in the future as we have already done. Slowing our economic power
to save some trees is utter madness."
Database Participating in a debate

Expressing an opinion Expressing disagreement
It seems to me that… I don't agree with you about…
I feel that… I can't accept your view that…
I'm absolutely convinced that… I have a different opinion…
In my opinon… I'm not sure if…
I'm not convinced that…
Expressing pro's and con's Summarizing

There are two sides to this point… So, in conclusion…
On the one hand… , on the other hand… To summarize…
An argument for / against is… Overall, it is clear that…
Some people think that…, others say that… As a result…
The advantages / disadvantages are… The bottom line is…

1.3 Grammar: Future Tenses
A. Take a look at some of the predictions that people of the past made for the 21st century.
On your own, read the science fiction writer Isaac Asimov’s predictions for 2019,
underline all the future tenses. Compare with a partner.
Isaac Asimov's Predictions for 2019

Computerization will undoubtedly continue onward inevitably. Computers have already
made themselves essential to the governments of the industrial nations, and to world
industry: and it is now beginning to make itself comfortable in the home.
There will be an opportunity finally for every youngster, and indeed, every person, to
learn what he or she wants to learn, in his or her own time, at his or her own speed, in his
or her own way.
By 2019, the first space settlement should be on the drawing boards; and may perhaps be
under actual construction,” he wrote. “It would be the first of many in which human
beings could live by the tens of thousands, and in which they could build small societies of
all kinds, lending humanity a further twist of variety.
The jobs that will appear will, inevitably, involve the design, the manufacture, the
installation, the maintenance and repair of computers and robots, and an understanding
of whole new industries that these 'intelligent' machines will make possible. By the year
2019, however, we should find that the transition is about over. Those who can be
retrained and re-educated will have been put to work at something useful, or where
ruling groups are less wise, will have been supported by some sort of grudging welfare
arrangement.
Source: Johnson, S. (2021). In 1983, Isaac Asimov predicted the world of 2019. Here’s
what he got right (and wrong). Big Think. https://bigthink.com/hard-science/isaac-
asimov-future-predictions-from-1983/
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………

B. Study the theory and complete the exercise.
Do you remember? 'TO BE GOING TO' vs. 'WILL' (Simple Future)

We use the Simple Future ('WILL')
To say/predict what will happen in the future.
• The weather will be stormy tomorrow.
• I don't think mum will be angry.
• The meeting will begin at 10:00 am.
To express willingness/refusal or offer to help.
• Will you help me with the party?
• Aunt Agnes won't tell me how old she is.
• I'll open the door for you.
For a decision made at the time of speaking (in reaction to a situation).
• (The phone's ringing) I'll get it!
For a promise.
• You can trust me. I won't tell your secret to anyone.
We use the 'BE GOING TO'
To say what we intend to do (prior plan)
• I'm going to leave football practice a bit early today.
To predict what is going to happen based on concrete observations or clues (what we see,
hear, etc.)
• Look at my suitcase! I think it's going to break.
For further explanations and exercises, see English Grammar in Use, Units 20-23
Remember! Expressing the future in time clauses

In the sentence below, When Bob comes home is a time clause. When the meaning of the
time clause is future, the Simple Past present tense is used.
• Bob will come home soon. When Bob comes home, we will see him.
A time clause begins with such words as when, before, after, as soon as, until, and while
and includes a subject and a verb.
• Linda is going to leave. Before she leaves, she is going to finish her work.
• I will get home at 5:30. After I get home, I will eat dinner.
• The taxi will arrive soon. As soon as it arrives, we'll be able to leave for the airport.
• They're going to come soon. I'll wait here until they come.
Sometimes the present perfect can also be used in time clauses. The present perfect in the
time clause emphasizes the completion of one act before a second act occurs in the
future.
• I will go to bed after I finish / have finished my work.
Remember! Future Continuous
The Future Continuous (will + be + -ing form) expresses an activity that will be in progress
at a time in the future.
• I will begin to study at seven. You will come home at eight. I will be studying when
you come home.
Sometimes there is little or no difference between the future progressive and the Simple
Past future, especially when the future event will occur at an indefinite time in the future.
• Don't worry. She will come / will be coming soon.
Remember! Future Perfect Simple and Future Perfect Continuous

Note: These two tenses are rarely used compared to the other verb tenses.
The future perfect (will + have + past participle) expresses an activity that will be
completed before another time or event in the future.
• I will graduate in June. I will see you in July. By the time I see you, I will have
graduated.
The future perfect continuous (will + have + been + -ing form) emphasizes the duration of
an activity that will be in progress before another time or event in the future.
• I will go to bed at 10:00 pm. Ed will get home at midnight. At midnight, he will be
sleeping. I will have been sleeping for two hours by the time Ed gets home.
Sometimes, the future perfect simple and the present perfect continuous have the same
meaning.
• When Professor Jones retires next month, he will have taught / will have been
teaching for 45 years.
For further explanations and exercises, see English Grammar in Use, Unit 24.
C. Check your knowledge with this short exercise. If you struggle, go back to the theory, and
do extra exercises English Grammar in Use.
I'm tired. I ………………………… to bed now. Goodnight.

A. I go B. I'm going.
………………………… tomorrow, so we can go out somewhere.

A. I'm not working. B. I don't work. C. I won't work.
That bag looks heavy. ………………………… you with it.

A. I'm helping. B. I help. C. I'll help.
I think the weather ………………………… nice later.

A. will be B. is C. is going to be

'Anna is in hospital.' 'Yes, I know. ………………………… her this evening.'
A. I visit B. I'm going to visit C. I'll visit
We're late. The film ………………………… by the time we get to the cinema.
A. will already start B. will be already started C. will already have started
When I …………… 40 years old, I hope that I will have already accomplished great things.
A. am B. will be C. am going to be
1.4 Speaking Activities: Predicting the Future

A. Go back to the predictions made by Isaac Asimov for the year 2019. With a partner,
discuss:
§ Which of them are more or less accurate? Which aren’t? Why?

§ Pay particular attention to the tenses you’re using (will-Future, going to-Future,
Future Perfect, Present Continuous, Present Perfect, etc.)
B. Look at the drawings made by French artists between 1899 and 1910 on the next page.
With a partner, discuss:
§ Which of them are more or less accurate? Which aren’t? Why?

§ Pay particular attention to the tenses you’re using (will-Future, going to-Future,
Future Perfect, Present Continuous, Present Perfect, etc.)
C. Overall, are you optimistic or pessimistic about our future? Considering what've talked
about in this unit, make three predictions for 2050. Pay particular attention to the use of
tenses. Then, compare your predictions with a colleague.
Prediction #1: …………………………………………………………………………………………………………………………
Prediction #2: …………………………………………………………………………………………………………………………
Prediction #3: …………………………………………………………………………………………………………………………

2. The Circular Economy Explained
2.1 Video Listening Activity: The Circular Economy
A. Watch the video Explaining the Circular Economy and complete the following
comprehension questions.
1) Why is the way we currently use raw materials seen as linear?
…………………………………………………………………………………………………………………………..…….…
.……………………………………………………………………………………………………………………………………
2) According to the video, what is the "living world's cyclical model?"
…………………………………………………………………………………………………………………………..…….…
.……………………………………………………………………………………………………………………………………
3) What suggestion was given to deal with non-biodegradable materials?
…………………………………………………………………………………………………………………………..…….…
.……………………………………………………………………………………………………………………………………
4) Why would it be better not to own things in a circular economy? What was
recommended instead?
…………………………………………………………………………………………………………………………..…….…
.……………………………………………………………………………………………………………………………………
B. Read the following sentences and guess the meaning of the words in bold.
1) Plastic bags produce substantially more landfill waste than paper bags.
……………………………………………………………………………………………………………………………………
2) When a new phone comes out, many people ditch their old one.
……………………………………………………………………………………………………………………………………
3) Things grow then die and nutrients return to the soil.
……………………………………………………………………………………………………………………………………
4) Our washing machine packs up, so we buy another.
……………………………………………………………………………………………………………………………………
5) The planet has a finite amount of natural resources.
……………………………………………………………………………………………………………………………………

6) Many components within this new phone were manufactured using recycled
materials.
……………………………………………………………………………………………………………………………………
7) We are eating into a finite supply of resources and often producing toxic waste.
……………………………………………………………………………………………………………………………………
C. Watch the final part of the video again and fill in the gaps.
One solution may be to rethink the way we view …………………………. What if we never actually
owned our technologies, we simply …………………………. them from the ………………………….?
Now let’s put these two cycles together. Imagine if we could design products to come back
to their makers, their technical materials being reused, and their biological parts increasing
agricultural …………………………. and imagine that these products are made and transported
using ………………………….. Here we have a …………………………. that builds prosperity
…………………………., and the good news is there are already companies out there who are
beginning to adopt this ………………………….. But the circular economy isn’t about one
manufacturer changing one product. It’s about all the …………………………. companies that
form our infrastructure and economy coming together. It’s about energy, it’s about
…………………………. the operating system itself. We have a fantastic opportunity to open new
perspectives and new …………………………. instead of …………………………. the frustrations of the
present with creativity and innovation, we really can rethink and redesign our future.
2.2 Speaking Activity: The Circular Economy

Get into a group of three and discuss the following questions.
1) Do you think the circular economy could be the solution to our current waste
problem? Why, why not?
2) The circular economy raises questions about the necessity of owning products. Do
you think a society where we own very little would be better?
3) What could be the potential challenges of implementing a circular economy?

2.3 [HOMEWORK] Speaking Activity: A Sustainable Company
Prepare a mini presentation (4-5 mins) to give to a small group of colleagues on a company
that you consider "sustainable."
To do that, explain how the company you have chosen contributes to at least two of the 17
sustainable development goals defined by the United Nations.
These goals aim to address various global challenges and serve as a call to action for all
countries to work together towards a more sustainable future for the planet and its
inhabitants.

Strategy Reporting in an oral presentation
Before the presentation:
- Have an outline of your presentation on a sheet of paper/a visual aid (keywords!)
- Think of your audience. Do you need to inform, convince or entertain them?
- Rehearse and time your presentation.
Structure of the presentation:
Most presentations are divided into three main parts (+ questions and answers).
1. INTRODUCTION
- Begin with an attractive address that grabs attention (a quote, a surprising fact, a
personal story, a question, etc.)
- Be clear about what you want to prove or explain. What's the main idea/purpose of
your presentation (= thesis statement)?
- Briefly outline your main points.
2. BODY
- Develop the main points outlined in the introduction and use concrete examples.
- Use structuring and transition phrases to move on from one point to another (e.g.
Let's move on to… / In addition… / So, that brings us to… etc.)
3. CONCLUSION
- Remind the audience of what you were trying to explain/prove (= thesis statement).
- Briefly recap your main points/arguments.
- Finish with a concluding sentence (a positive idea, a question, an opening, something
for the audience to think about, etc.)
Body and voice:
- Avoid fidgeting with your hands or folding your arms (use your hands!)
- Don't read from your notes.
- Speak loud enough, talk at a steady speed, and vary the intonation.
- Add pauses for emphasis.
- Pace the room (don't look away from the audience).

Database Reporting in an oral presentation
Introduction Main points
Good morning/afternoon/evening, Let's start with...
everyone. The first thing I want to discuss is...
I'd like to begin by introducing myself/my Moving on to the next point...
topic. Another important aspect is...
Let me give you an example...
Today, I'm going to talk about...
This leads us to the next key point...
The purpose of my presentation is to... One more thing to consider is...
Providing information Adding details

According to [source], [information]. Furthermore,
Research shows that... Moreover,
Statistics indicate that... Additionally,
In other words... In addition to that,
It's worth noting that... Another interesting fact is,
This is significant because... Furthermore, I would like to point out that...
A common misconception is...
Describing trends Giving examples

There has been a noticeable For instance,
increase/decrease in... To illustrate this,
Over the past [time period], there has As an example,
been a steady rise/fall in... Consider [example],
This trend is expected to continue/grow in A case in point is...
the future.
Comparing and contrasting Summarizing

On the other hand, So, in conclusion…
In contrast to this, To summarize…
Similarly, Overall, it is clear that…
Likewise, As a result…
The bottom line is…
While [point A], [point B].
Transitions Closing
Now let's move on to the next section. So, in conclusion…
Shifting our focus to... To summarize…
With that in mind, Overall, it is clear that…
Let's explore this idea further. As a result…
The bottom line is…

Company:
………………………………………………………………………………………………………………………………………………..
Introduction (keywords):
………………………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………………..
Main points (keywords):
………………………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………………..
Conclusion (keywords):
………………………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………………..
D. While you’re listening to your colleagues’ presentations make notes of a few questions
you have:
………………………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………………..

E. Give your colleagues feedback. For each tip that you give, use at least three different
structures and three past modals.
Do you remember? Past modals

Past modals are used to express different degrees of certainty, possibility, necessity, or
willingness in the past.
To form past modals, follow this pattern: modal verb + have + past participle of the main
verb.
Could have expresses the idea that something was possible in the past but did not actually
happen.
• She could have passed the exam if she had studied harder. (She had the possibility to
pass the exam, but she didn't study enough.)
Would have indicates that something was likely to happen or someone was willing to do
something in the past, but it didn't occur.
• He would have helped you if you had asked. (He was willing to help, but you didn't ask
for assistance.)
Should have shows that something was a good idea or the right thing to do in the past, but it
was not done.
• I should have called her, but I forgot. (It was the right thing to do, but I didn't
remember to call her.)
Might have suggests that there was a possibility of something happening in the past, but it's
uncertain if it actually occurred.
• They might have arrived late. (There's a possibility they arrived late, but we are not
sure.)
Must have expresses a high degree of certainty that something happened in the past based
on evidence or logical reasoning.
• He must have studied hard because he got an A in the exam. (We are certain he
studied hard because of the good grade.)
May have: Similar to "might have," it indicates a possibility, but with less certainty.
• She may have forgotten about the meeting. (It's possible she forgot, but we are not
sure.)
For further explanations and exercises, see English Grammar in Use, Units 26-37 and
Appendix 4.

Colleague #1
Tip #1 ……………………………………………………………………………………………………………………………………..
Tip #2 ……………………………………………………………………………………………………………………………………..
Colleague #2
Tip #1 ……………………………………………………………………………………………………………………………………..
Tip #2 ……………………………………………………………………………………………………………………………………..
What YOU think you should have done differently
Tip #1 ……………………………………………………………………………………………………………………………………..
Tip #2 ……………………………………………………………………………………………………………………………………..
Database Giving feedback

Making suggestions Giving tips
Why don't you…? If I were you,…
What about…? You should…
I think you should / shouldn't… I would suggest…
I think it would be/have been better if… It would be a good idea to…
I'd rather not… because… Why don't you…
Perhaps you could… Don't forget to…
Wouldn't it be a good idea if…? It is advisable to…
I advise you to…
Wouldn't it be a good idea if …

Revision
1. Email Writing: Feedback

A. Listen to your teacher giving general feedback to the class on your email writing task.
Take notes and ask questions if necessary. Remember that you'll be asked to write a
professional email in the written exam.
B. Peer review: Exchange your copy with a partner and analyze your partner's copy based
on what your teacher has just said using this grid.
Excellent Good Fair Needs Improvement

1. Subject Line
Clear and relevant
2. Greeting
Formal and appropriate
3. Introduction
Clearly states purpose
Provides necessary context
4. Body Content
Well-organized and coherent
Addresses main points/questions
Provides supporting details
5. Politeness and Tone
Uses appropriate language
Polite and respectful
6. Closing
Appropriate closing
7. Signature
Includes name and contact details
8. Mechanics and Grammar
Correct grammar and punctuation
Proper sentence structure
9. Overall Impression
Professional and effective
Easy to understand
C. Give your partner feedback using the peer review grid. Be specific in your feedback and
offer suggestions for improvement wherever possible.

2. Revision Exercises: Back to The Future!
Your University Professor, Emmett L. Brown, famous for his DeLorean
time machine, discovered something disturbing about some of his
students' upcoming English exam while studying the future. No need
to panic! To help his students pass, he has devised a plan to go back
in time and change the course of history.
2.1 A Message from The Future

A. Oh, you've just received an e-mail from your professor!
EELVB190 Students
URGENT: Time Travel Assistance Needed to Recover DeLorean

Parts
Dear Students,
Great Scott! Professor Emmett L. Brown here, trapped in the past due to an utterly mind-bending
mishap! Believe it or not, the flux capacitor went haywire during my time-travel journey in the
DeLorean, causing an explosion that rivaled a 1.21-gigawatt lightning bolt!
The DeLorean, my trusty time machine, shattered into six scattered pieces across different points
in history. This is absolutely critical: without those parts, I'm stranded in the year 3023 with no way
back to my time!
I implore you, dear students, for you're my only hope in these dark hours. You possess the power
to repair the DeLorean and restore the fabric of spacetime. I believe in your temporal prowess and
trust you can rise to this extraordinary challenge.
Thanks to the technology of this era, I've been able to attach a time portal to this email for you to
journey to the different eras where the DeLorean fragments are thought to be. Unfortunately, I
can't use the portal myself due to a temporary disruption caused by the residual energy from the
explosion - it's a bit like déjà vu, but with a temporal mechanic!
Oh! Before I forget, can you bring me some plutonium fuel cells for DeLorean? I'm out of fuel cells
and I will need at least one to power the time machine and come back. Be careful not to lose any
on your way!
Remember, the spacetime continuum is fragile, so be cautious not to disrupt history. Employ your
skills wisely to accomplish this vital mission.
Hope to see you, not in the past, but in the future.
Temporal regards,
Professor Emmett L. Brown

B. Write back to Professor Emmet L. Brown so he knows somebody is coming for him. Once
you've sent your email, take the time portal!
Your email should include the following elements:
§ Start with a polite greeting, addressing Professor Brown

with his title and name.
§ Express gratitude for the opportunity and mention that
you understand the urgency.
§ State your willingness to assist in recovering the DeLorean parts.
§ Assure Professor Brown that you'll be careful to avoid altering historical events.
§ Ask him questions if necessary.
§ Express your gratitude for the opportunity to contribute.
§ Sign off with a polite closing.
§ Include your full name and details.
…………………………………………………………………………………………………………………………………………..……
……………………………………………………………………………………………………………………………………..…………
………………………………………………………………………………………………………………………………..………………
…………………………………………………………………………………………………………………………..……………………
……………………………………………………………………………………………………………………..…………………………
………………………………………………………………………………………………………………..………………………………
…………………………………………………………………………………………………………..……………………………………
…………………………………………………………………………………………………..……………………………………………
……………………………………………………………………………………………..…………………………………………………
………………………………………………………………………………………..………………………………………………………
…………………………………………………………………………………..……………………………………………………………
……………………………………………………………………………..…………………………………………………………………
………………………………………………………………………..………………………………………………………………………
……………………………………………………………………………..…………………………………………………………………
……………………………………………………………………………..…………………………………………………………………
……………………………………………………………………………..…………………………………………………………………
……………………………………………………………………………..…………………………………………………………………
……………………………………………………………………………..…………………………………………………………………
+1
2.2 Through The Portal
A. Watch the video and answer the following comprehension questions.
1) What is the purpose of the portal project described in the video?
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
2) How does the portal technology work to create the illusion of looking into another
world?
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
3) Why has the need for the portal project been emphasized more during the pandemic
according to the video?
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
B. Fill in the gaps with the missing words/phrases.
The portal uses the Internet, cameras ………………………… in real time, and ………………………… to
create the illusion of looking into another world.
The company behind the project - which is also called Portal - has already …………………………
preparations for similar versions in other countries, such as the United Kingdom and Iceland.
The project began five years ago with the ………………………… of ………………………… divisions
between nations and people. …………………………, with the pandemic having a negative effect
on people’s ………………………… to travel, organisers think it is needed now more than ever.
They want people ………………………… connect and see what humans in different places are
doing and ………………………… their own lives with them, so that people can learn to
understand each other - and leave ………………………… and ………………………… between
countries and people where they ………………………… - in the past.
+1
2.3 Save The Clock Tower!
After passing through the time portal, you land in the year 1955. As
you walk down the street, a stranger hands you a flyer about the Hill
Valley clock tower, which has been struck by lightning. You realize
that this energy source could have been used by Professor Brown to
power the time machine.
Due to temporal malfunctions, some words have disappeared from the flyer. Fill in the
blanks to know more about what happened to Professor Brown.
SAVE THE CLOCK TOWER!
Hill Valley's landmark Clock Tower was struck strikes in my day, and I ………………………… (to
by lightning during the weekend's freak know) that if this hit wasn't grounded at all
electrical storm. The lightning bolt fused the you should have had damage to a lot more
clock's internal mechanism and than just the clockwork. Where the heck
………………………… (to stop) the clock's hands, ………………………… all that extra power from the
perhaps permanently, at 10:04 PM. bolt ………………………… (to go)?"
The strike occurred during the peak of the Graham isn't the only expert mystified by the
unexpected lightning storm. Experts and city circumstances. Local scientist Dr. Emmett
officials ………………………… (to survey) the Brown had been conducting a delicate
damage since yesterday morning, and it was experiment during the strike, and narrowly
not yet clear if it ………………………… (modal verb escaped injury as his invention
+ to be) be repaired. ………………………… (to meet) an untimely end.
"It's difficult to say at this point," "I ………………………… (to perform) a trial of
………………………… (to say) Brad Carter, the some new, specialized weather-sensing
clock's chief custodian. "The lightning bolt equipment of my own design, and the
fused a lot of the old clockwork, and we lightning struck at the precise moment to,
………………………… (to investigate) the well, destroy it," said Dr. Brown as he
possibility of repair. Personally, I can tell you collected the scorched remains of some cables
that it doesn't look good. I'd be surprised if we from the area last night. "I did manage to
ever got it working again." gather some, shall I say, extremely promising
data regarding my work, but sadly it
The peculiar failure of the building's lightning
………………………… (to be) a long time before I
rod is under investigation. Under normal
………………………… (to be able to) to undertake
circumstances, it ………………………… (to provide)
that particular experiment again."
sufficient electrical grounding to safely and
harmlessly absorb lightning strikes. The clock's future ………………………… (modal +
Investigators found the rod ………………………… to be) uncertain, but its past is well-
(to become) completely severed from the documented. It was ceremonially started
grounding circuit. Theories as to how this during a town festival at 8:00 PM, September
happened have not been forthcoming. 5, 1885, and installed in the courthouse when
the building was completed. The Mayor
"It's the darnedest thing," said electrician
dedicated the clock to the people of Hill
Murray Graham of Gus & Andrew's Electrical
County with a proclamation; "May it stand for
Re- pair, Inc. while assessing the damage. "I
all time."
………………………… (to see) plenty of lightning
+1
2.4 The Black Mirror
You've landed in 2050, where screen addiction has gone mad. After
the incident described by Professor Brown in his e-mail from the
future, the DeLorean's screen control panel may have landed in this
era...
Oh, here it is! Unfortunately, the control panel seems to be missing
a few buttons. Replace the keys before going through the time
portal again.
Match the following titles to paragraphs A - D. There are more titles than paragraphs.
1) What effect is screen addiction having on children?
2) What happens when we stop using screens?
3) What makes us addicted?
4) What are the symptoms of screen addiction?
5) Which countries have the biggest problems with screen addiction?
6) Why does screen addiction happen?
The Black Mirror

The rise in screen addiction
A. ……………………………………………..
It started with the majority of families in the United States owning a television set in the
mid-1950s. People began to spend their free time glued to a screen for their entertainment.
Then in the 1980s, home computers and early gaming systems began to exert influence on
how people spent their free time. When the internet started to really make its presence felt
in the late 1990s, it really turned up the heat. By the time the first iPhone arrived in stores in
2007, followed by the iPad in 2010, we were already lost in a sea of screens. We now need a
screen for the majority of tasks we do in both personal and professional situations. From
Zoom calls, to online shopping, to research, to gaming, to communication, we need a screen.
The line between working and relaxation has blurred, with many of us using our phones and
computers for both.
B. ……………………………………………..
While we may see this as harmless, and even necessary, there is an addictive quality to many
of the apps, games and websites that we use daily. When we receive texts, are successful at
games or find content that we like, it releases a natural chemical called dopamine which
makes us feel good and keeps us looking for me. Developers are aware of this and use it to
their advantage. Games give us some level of control, but there is often a lot of luck
involved. When we lose, we want to keep going to win to get that good feeling. We scroll
through posts and videos searching for something that interests us, even though much of it
doesn’t. Again, it’s a search for that dopamine hit. ‘Likes’, hearts and comments all add to
this positive sensation, adding to our engagement.
C. ……………………………………………..
Just like a drug, when use stops, we can feel worse. Feelings of boredom and annoyance can
increase as we find we’re not able to have the control over our environment that we’re used
to. There can also be increased levels of stress for the same reason and at having to navigate
a complicated world with less predictable outcomes. Using devices tends to make us less
active and we may find that we experience aches and pains as we begin to be more active.
There’s also the effect that screens have on our eyes and headaches can occur as we adjust
to looking at our surroundings in natural light.
D. ……………………………………………..
Of course, just because you use a screen a lot, does not mean you’re addicted. There are,
however, signs that it has become a problem. Finding it difficult to stay focused on any one
task can signal there’s a problem. If you’re regularly breaking from work or study to flick
through social media, or even looking at your phone while doing something you enjoy, like
watching a film, it could be a problem. The majority of your relationships should be face-to-
face. If you are spending most of your time interacting with people online rather than in
person, you may want to reflect on that. Additionally, if the people who are already in your
life are complaining that you aren’t communicating as much, or when you are with them,
you are distracted, this is another sign. It’s essential to be honest with yourself, or ask a
trusted friend or family member for their opinion if you suspect you have a problem.
Sources: Psychology Today magazine, BBC.com. (n.d.). https://www.bbc.com/,

Encyclopedia.com | Free online Encyclopedia. (n.d.). https://encyclopedia.com/
+1
2.5 Wild West Crossword
You've just landed in 1885 in the Wild West! Barely out of the time portal, you're
captured by Bufford Tannen, a notorious Hill Valley outlaw. Escape from the cell
where he's taken you prisoner, collect the DeLorean parts you see and return to
the time portal.
Across
2. Only just; almost not; by the narrowest margin.
4. Pertaining to or covering the entire world; global in extent.
6. A person who imparts knowledge or gives talks on specific subjects, often in an academic
or educational context.
7. Intimidating or discouraging due to its magnitude, complexity, or difficulty.
9. To prepare or make something ready for a particular purpose or action.
Down
1. Impossible to endure or tolerate due to extreme discomfort, pain, or intensity.
3. The system of medical services and resources aimed at promoting and maintaining health
and well-being.
5. An apparatus, tool, or gadget designed for a particular function or purpose.
6. A designated area for disposing of waste by burying it in the ground, often organized to
minimize environmental impact.
8. To step down or relinquish a position, job, or role voluntarily.

______
+1
2.6 The Power of Laugh

Congratulations! You've collected all the parts of the DeLorean and arrived in 3023, where
Doc. Brown has been stuck all along! Unfortunately, by the time you get back to Professor
Brown, all your plutonium fuel cells have lost their energy and are now obsolete.
"Great Scott, Marty! You won't believe the latest breakthrough I've made with the time
machine. Thanks to my recent modifications, the flux capacitor can now harness the energy
of human laughter to power the DeLorean. It seems that the positive vibrations generated by
genuine chuckles are the perfect fuel source for temporal journeys. Now, how about giving it
a test, my friend? Tell me a joke that'll send me into a fit of laughter, so we can power the car
and go back to 2023!"

APPENDIX 1 - Tenses Summary Chart
This table summarizes everything you need to know about tenses. The tenses followed by a (*) are those you should master already.
As we go through the various modules, we will be reviewing most of these tenses. Be sure to check your understanding regularly and do extra
exercises online/in your grammar book when necessary.
PRESENT SIMPLE (*) PRESENT PERFECT (*) PRESENT CONTINUOUS (*) PRESENT PERFECT CONTINUOUS
EGU: Units 2-4 EGU: Units 7-10, 10-14 EGU: Units 1, 3-4 EGU: Units 9-11
• Habit/frequent action • Change over time • Activity in progress now • Express the duration of an
I go to church every Sunday. You have grown since last year. I am reading a summary. action that started in the pas
and continues in the present
She usually drinks tea. • Duration from past to now • Extended now
(stative verbs) It has been raining all day. It is
• Stative / cognition verbs. I am studying English this year. still raining now.
The sky is blue / I love soup. I have had a cold for two weeks. • Express annoyance (+ always)
• General truth / accepted • Repeated actions She is always interrupting me.
knowledge. We have had one test so far.
Water boils at 100°C. • Recent past (no indication of + Future meaning (prior plan)
time) They are getting married in June.
+ Future meaning (schedule) I have just opened the window.
The train leaves at 8 pm. • Experience CAREFUL
I have been to China. • Simple Past Present: Students tend to forget the -s in the 3rd person singular. This
is a very basic mistake!
• Accomplishment/result in the
*He think that we are all stupid. à He thinkS that […]
present
Look! He has learned to read. • British English vs. American English: When talking about the recent past with
just/yet/already/etc. AmE prefers the Simple Past past and BrE the present
perfect.
I just left her a message (AmE). à I have just left her a message (BrE).

SIMPLE PAST (*) PAST PERFECT PAST CONTINUOUS (*) PAST PERFECT CONTINUOUS
EGU: Units 5-6, 13-14 EGU: Units 2-4 EGU: Unit 15 EGU: Unit 16
• Action that started and ended • Action that started and • Activity that was in progress • Express the duration of an activity
in the past ended before another one at a moment in the past that started in the past before
I watched a movie yesterday. in the past She was sleeping when I got another time or event in the past
• Habit in the past She had already eaten home. She had been studying for two hours
when I arrived. when his friend arrived.
When I was a child, we ate
pizzas every Friday night.
SIMPLE FUTURE (*) FUTURE PERFECT FUTURE CONTINUOUS (*) FUTURE PERFECT CONTINUOUS
EGU: Units 19A, 19B, 20-23 EGU: Unit 24 EGU: Unit 24 EGU: Unit 24
• Spontaneous/voluntary action • Action that will be • Activity that will be in • Express the duration of an activity
I'll get you some coffee. completed before another progress at a moment in the that will be in progress before
time or event in the future. future. another time or event in the future.
• Promise
I will have already eaten I will be working when you I will have been studying for two
I will call you when I arrive. when his friends arrive. arrive. hours when his friends arrive.
• Prediction / statement
Johns will/is going to be the
next President.
CAREFUL
• Intention
• There are quite a number of irregular verbs in English. Make sure you learn them (see
I am going to paint my English Grammar in Use, Appendix 1 for complete list of irregular verbs).
bedroom tomorrow.
e.g. I saw a great movie last night. I have seen that movie twice. (see, saw, seen)
• 'Will' cannot be used in subordinate clauses expressing the future. Prefer the Simple
Present or the Present Perfect. (EGU: Unit 25)
e.g. When you arrive tonight, we will go out for dinner.

APPENDIX 2 - Video Transcripts
Note that all the underlined words/phrases are items that could be tested in the written
exam.
The 9 Best Scientific Study Tips

Time for school! And it’s no surprise that many of us are determined to study smarter
instead of longer. But which study tips and tricks actually work scientifically and can help you
get those perfect grades?
First up, research shows that study sessions are most effective in small, short chunks.
Instead of cramming in a 10-hour study session, it’s much more effective to spread it out
into twenty 30-minute sessions over a few weeks. This is because your brain is better at
encoding information into the synapses in short, repeated sessions as opposed to one large
one. And this is why even learning different skills- whether it’s swimming, tennis or a singing
lesson- often follows this same format!
And while cramming and pulling an all-nighter may be a ritual, it turns out this is linked to
the lowest grades. After prolonged nocturnal study sessions, reasoning and memory may be
negatively affected for up to four whole days. Instead setting up specific times in a day, or
during the week just to study, primes your brain by creating a routine, and over time
studying actually becomes easier, as your brain is trained to learn in those moments.
And while many of us spend hours passively re-reading our notes or highlighting a textbook,
studies have shown this to be ineffective. It doesn’t improve your understanding of topics,
nor does it link key concepts together. It can even be detrimental as it draws your attention
to less important information. Flash cards, on the other hand, are proven to be excellent
memory reinforcement tools. Whether during your scheduled study times, or during off
times, like a bus ride home. It also helps to have a specific goal for each study session.
Instead of aimlessly studying, pick one aspect you will focus on- whether it’s balancing
chemical equations, or learning how to conjugate French verbs.
If you can’t explain it simply, then you don’t understand it well enough. In studies where
individuals were asked to learn a passage, and then half were told they would be tested on
the material, while the other half were told they would have to teach it to other students,
participants expecting to teach it did much better at understanding the main points. When
you’re expecting to teach, your brain organizes the information in a more logical, coherent
structure.
Of course, practice, practice, practice! Not only do practice tests put your brain in the
environment, but even if you make mistakes, they help identify gaps in your knowledge.
Practice tests have also been shown to increase confidence, thereby leading to better
performance.
So, where should you be studying? Research shows that having a designated, sacred spot for
study, that's well-equipped with every tool you might need is best. Just like setting times,
this primes your brain for studying.
Have an awesome study playlist? Not so fast... While some studies have shown that certain
types of classical music can help improve concentration, a recent study has shown that
learning with rhythmic background noise can be detrimental to focus, and those not using
music fared much better.
And if you haven’t already, put away your phone! This is a no-brainer, but your texts and
social media notifications severely decrease concentration.
Source: AsapSCIENCE. (2015b, September 3). The 9 BEST Scientific Study Tips [Video].
YouTube. https://www.youtube.com/watch?v=p60rN9JEapg
Email Etiquette for Middle and High School Students

Hey there, students. My name is Sydnee Dunn and I'm here to talk about email etiquette. If
you're using emails as the main way to communicate with your teachers, your email skills
need to be on point.
And notice, I said email skills, not texting skills. There's a big difference between emails and
text. Texting with your friends is short, casual, and full of words like, "idk", "ikr," "yep," "hey,"
"mmmk," "LOL," "ur," "yeah," "u," "plz," "sry." And my favorites, "bruh" and "yaaas." Please
don't use these in emails, and I know you type as quick as you can when texting. So, do I. But
emails are different, and you should take your time to make sure all your sentences start with
a capital letter and that "I" is always capitalized.
As far as emojis go, it depends. Emojis are a great way to get your tone across and to show
personality, but they're still considered unprofessional in emails, so only use them after you
get to know your teachers really well and don't overdo it, and it's better just to leave them off
completely when it comes time to emailing administrators, college faculty, or future
employers.
And last thing to remember is that emails are not as instantaneous as text messages. You
don't keep sending them one after the other, and you've gotta wait and give teachers one full
school day to respond before sending a follow up email.
Okay, let's work our way through the email. First off the subject line, that poor little subject
line. Sometimes you guys leave this completely empty and other times you type your entire
email in the subject line. Why? Please don't do this. The subject line is the place to write a
very short summary of what the body of the email contains. So be descriptive. It just helps
keep everybody organized, and it really helps if you've got to go back and search for an old
email.
Next up is the opening. There is so much power in those first few lines to set the tone of the
email. So be pleasant. You wanna open with "hello" or "good afternoon" or "good morning",
plus the teacher's title and last name, and then a comma. Remember, if a woman is married,
she's a "Mrs." If not, she's a "Ms." And if you're not sure, always go with "Ms."
Okay. Now, onto the most important part of the entire email, the crystal-clear question. This
is the part where you help the teacher figure out what in the world you're talking about. You
should be doing everything you can to make your question crystal clear in this section. Add
details, page numbers, url links, screenshots, whatever it takes to provide the teacher some
context to your question.
If you send an email that says, I don't know how to submit this, your teacher is gonna be like,
well, I have no clue how to help you. But if you say, I'm submitting my persuasive essay
through the portal and receiving an error message that says "xyz," do you have any
suggestions? Or even better, I'm having trouble submitting my persuasive essay through the
portal. I have attached a screenshot of the error message. Do you have any suggestions?
Boom, teacher knows exactly what you're talking about and can take steps to help you.

And when you're asking your teacher for something, make sure you're asking and not
demanding. Even if you're not intending to be rude, it's easy to see how the sentence "I
turned in my paper and I need you to put in my grade" can sound like a demand, versus "I
turned in my paper. Can you please put in my grade?" Adding that question mark makes it
instantly more polite. If you need your teacher to do something for you, polite request will
always get you better and faster results than demands.
All right, last part, stick with me. The closing. Don't forget the closing. There's lots of options,
but "thanks" or "thank you" is always a good choice. And even if you've met the teacher
before, you should sign your emails with your first and last name. Also, make sure you add
your class, subject and period number to help your teacher know exactly what class you're in.
That's it. You made it. So now when you go to email your teachers, you can snap out of your
texting mode and write that email to include a descriptive subject line, a pleasant opening, a
crystal-clear question, and a good closing.
And to make all these email tips super easy to refer back to, I made you a one-page email
etiquette guide for students. It's a free PDF download. You can print or save it on your
computer, and you can find it at sdetiquette.com/email-etiquette. Thanks for watching.
Source: Sydney Dunn. (2020, August 25). Email Etiquette for Middle and High School Students
[Video]. YouTube. https://www.youtube.com/watch?v=mAjTB2s7rn4
How Smartphones Sabotage Your Brain's Ability to Focus

Kostadin Kushlev (KK): Attention, much like your daily allowance of money, is a limited
resource and, in any particular moment, you can only have that much of it.
Daniela Hernandez (DH): We live in an age of constant distractions. Nine to five is out, 24/7
is in. With my smartphone in hand, I bring my work with me everywhere, but our devices
make us less attentive. Having spent 10 years doing research in neurobiology, I wondered
what technology does to our brains. I set out to understand the science of distractions and
learn how to be more focused and boost our productivity.
By some measures we're bombarded by more than 63 notifications a day. We receive over
90 emails and write about 40 of them. On average we switch tasks every three minutes.
When we face distractions, two areas of the brain, the parietal cortex and the frontal cortex
are in a sort of tug-of-war with each other. Some research suggests that the parietal cortex
responds to distractions, the frontal cortex which is involved in cognitively demanding tasks
helps us maintain focus. So, we get distracted if the activity of the parietal cortex gets
through to the frontal cortex. If the frontal cortex can keep the parietal in check, you stay
focused. The brain is deciding what's important and what's not and that takes effort.
KK: Even when you're cleaning your mailbox and you're not actually doing hard cognitive
work, you kinda actually are because there's all these essentially micro decisions: looking at
this email, “do I need this?”, and so, each of those decisions requires a little bit more of
cognitive effort and so, but when you add 2,000 of those, you end up with no, no power to
make any other important decisions after that, you feel depleted.
DH: Tell me a little bit about the study that you did, focused on email.
KK: What we found was that checking email more frequently throughout the day was
associated with feeling more stressed and overwhelmed.
DH: In the study, one group of people were asked to check their email whenever they
wanted throughout the day while the other group had to do it in batches.
KK: We found that people who batched their emails three to five times a day felt less
stressed and less overwhelmed.
DH: Why are these tasks that seem really menial, why are they so stressful and anxiety-
inducing?
KK: You're basically doing something that other people need. Let's imagine that attention is
this calm lake or, you know, the reflecting pool and then each notification is a little drop in
that lake.
We can think of the reflectiveness as, you know, the ability to actually focus on what's going
on around us but when we have all these drops all the time, now you get a reflecting pool
disturbed and frazzled.
DH: If email is like rain, notifications seem like a storm to our productivity and our ability to
focus. The higher the cognitive load, the more susceptible we are to new distractions.
Notifications on our phones draw our attention away from the task at hand so completing it
may ultimately require more effort.
Astronaut Chris Hadfield on 13 Moments That Changed His Life

In the days before selfies, this was a cool selfie. If you look close, you can see my mustache
right there. Proud of it. I shaved my mustache off once and my wife didn't like it. So, there's
no question the mustache stays. I'm Chris Hadfield. We're going to look at some moments
from my life that helped turn me into who I am today.
That is Spaceship Atlantis. That's the nose of a, of a space shuttle. You can just barely see
Atlantis written there. And that is my crew. This is my first space flight SGS 74 in the fall of
1995. And we had just come up and docked with the space station Mir and we had built a
part of Mir and we were only docked for a few days, but I realized, hey, if we get the angles
right, I could ask one of the Mir crew, one of the three people living on Mir to get a camera
and take a picture while we're docked.
So, we waited until we came around the world the right way. So, the sun was shining in our
window. I spoke Tomas, writer, a German cosmonaut, onboard the international or onboard
the, the Russian Space Station. I was like, okay, take a bunch of pictures. And then I went
racing back down through all the tunnels into Atlantis and got everybody to stick their faces
up into the sun. And it's incredibly bright. It's like sticking your head into an oven because
there's nothing between you and the sun, but that little pane of glass right there. So, it
couldn't be more scorching. An amazing human experience.
[…]
In this picture, I think I'm about five years old and inside an instant Quaker OS box. My dad
took this picture of me. I've spent most of my life in a box. That's what we call the simulator
as an astronaut. We call it the box. But just a few years after that, when I got to be about
nine years old, that's when the very first two people walked on the moon.
"That's one small step for man, one giant leap for mankind."
That little boy just a few years later … That link between the fantasy of flying my little rocket
ship box and the reality of three people climbing into a box and taking it to the moon, and
two of them climbing out of it and walking on the surface … It made me believe that
impossible things can happen and that maybe that's something that I could even do. So,
when you see your kid playing in a box let them dream.

[…]
When I was a little kid in the box, the thing I really wanted to do was walk in space, not just
fly a spaceship, but go outside. And I was lucky enough to be asked to help build this huge
piece of hardware, this enormous robotic arm called the Canada Arm, Canada Arm II, in fact,
onto the Space Station.
"By the way Chris, your helmet cam view of the PGT looks like out of a training film."
I'd been training for it for four and a half years, developing all the procedures and everything
to be ready for this day when I was outside on a spacewalk, helping to build the
International Space Station, when suddenly, exactly when this picture was taken, one of my
eyes was struck blind. And I was like, what's going on? And, and my hand came up to, to rub
my eye. And of course, I'm wearing a helmet … How stupid is that? You know, I am an
astronaut. I don't even know I can't rub my eye. But without gravity, the tears didn't drain.
This irritated eyeball tear just got bigger and bigger and bigger until it, it started dribbling
like a tiny waterfall into my other eye. And now both eyes were contaminated with
something. And then I had to stop working because I couldn't see what I was doing anymore.
I called down to Houston and I'd worked in mission control as a capcom. So, I knew what a
revelation that was going to be for them to me to call down and say, Houston, hey I've got
some problem and both my eyes are blind. What do you want me to do? And they thought
maybe out of my backpack here where my air purification equipment was, maybe the
chemical that takes the carbon dioxide out of the air. It's called lithium hydroxide. Maybe
that was getting in my eyes. So, they said, open your purge valve. And right here on the left-
hand side of my helmet, I could reach up and turn a little valve and let my oxygen hiss out
into space. And at this moment, I am held in place by my feet on the end of an arm. I'm not
touching anything else. I'm blind and I'm listening to "Ssssh" as my oxygen is squirting out
into space. And fortunately, that fresh oxygen blowing in on the back of my helmet was
enough to start evaporating the big balls of tears around my eyes, crusty stuff around my
eyes, as it evaporated … blinking. Eventually I could start to see again. I told him I'm okay,
shut my valve. And then I got back to work, and it turned out to be something really benign.
It was just the, the, the anti-fog off my visor. Like a mixture of soap and oil had gotten into
my eye. But since then, we've changed the anti-fog. And so, we learned from it. But it was, it
was my very first space walk and a pretty interesting hurdle to have to cross while trying to
do my very first walk.
Source: WIRED. (2019, February 27). Astronaut Chris Hadfield on 13 moments that changed
his life | WIRED [Video]. YouTube. https://www.youtube.com/watch?v=TYMa0HWrFRU
Can the Economy Grow Forever?

Let’s say you discover a magical gold coin that doubles every 25 years. 75 years later, you’d
only have eight coins. But 1,000 years later, you’d have over a trillion. And in just 4,600
years, your gold coins would outweigh the observable universe. This periodic doubling is an
example of exponential growth, and while we’re not in any danger of discovering a real-life
golden goose-coin, something almost as consequential has been growing like this for the
past 200 or so years: the global economy.
Many economists think that an eternally growing economy is necessary to keep improving
people’s lives, and that if the global economy stops growing, people would fight more over
the fixed amount of value that exists, rather than working to generate new value. That raises
the question: is infinite growth possible on a finite planet?

We measure economic growth by tracking the total financial value of everything a country
(or the world) produces and sells on the market. These products can help us meet basic
needs or improve our individual and collective quality of life. But they also, crucially, take
resources to invent, build, or maintain.
For example, this smartphone. It’s valuable in part because it contains aluminium, gallium,
and silicon, all of which took energy and resources to mine, purify, and turn into a phone. It’s
also valuable because of all the effort that went into designing the hardware and writing the
software. And it’s also valuable because a guy in a black turtleneck got up on stage and told
you it was. So how do we grow the total financial value of all things? One way is to make
more things. Another way is to invent new things. However you do it, growing the economy
requires resources and energy. And eventually, won’t we just run out?
To answer this question, let’s consider what goes into the economy and what comes out of
it: its inputs are labour, capital— which you can think of as money— and natural resources,
like water or energy. Its output is value. Over the past 200 years, economies have gotten
exponentially more efficient at producing value. If we, as a species, are able to keep
upgrading our economies so that they get ever-more efficient, we could theoretically pump
out more and more value using the same— or, let’s be really ambitious here— fewer
resources. So, how do we do that? How do we increase efficiency?
With new technologies. This is where we hit a snag. New tech, in addition to making things
more efficient, can also generate new demand, which ends up using more resources. We’re
actually not in imminent danger of running out of most resources. But we have a much
bigger and more immediate problem: the global economy, and in particular those of rich
countries, is driving climate change and destroying valuable natural environments on which
all of us depend— soil, forests, fisheries, and countless other resources that help keep our
civilization running. So, what should we do?
This is where economists disagree. Most economists think that new ideas will be able to fix
most of these problems. They argue that, in the same way that exponentially increasing
resource and energy use have fueled exponential economic growth, human ingenuity has
also increased exponentially, and will rise to meet these challenges in ways that we simply
can’t predict. For example, between 2000 and 2014, Germany grew their GDP by 16%, while
cutting CO2 emissions by 12%. That’s impressive, but it’s not cutting emissions fast enough
to limit warming to 1.5 degrees Celsius. For this reason and others, some economists think
the solution is to reengineer our economies completely. They make the case that what we
should really be doing is weaning ourselves from the addiction to growth and shifting to a
post-growth economy. What would that look like?
A post-growth economy wouldn’t assume that the economy should grow; instead, it would
require us to focus on improving what we really need— things like renewable energy,
healthcare, and public transportation. To do that, post-growth economists suggest that rich
countries should do things like guarantee living wages, reduce wealth and income inequality,
and ensure universal access to public services, like healthcare. In such an economy, people
would be theoretically less dependent on their jobs to earn their living or get healthcare, so
it might be more feasible to scale down production of things deemed less necessary. But this
raises other questions: who gets to define what’s necessary? How would we resolve the
inevitable disagreements? Could we really do away with entire industries? The “we’ll come
up with new ideas to solve these problems” approach can seem as realistic as, well, a
magical gold coin. And the “we have to fundamentally change our economies” approach can
seem politically daunting, particularly in rich countries. One way or another, we have to find
a way to benefit everyone while also taking care of our planet.
Explaining the Circular Economy and How Society Can Re-think Progress
Living systems have been around for a few billion years and will be around for many more. In
the living world there’s no landfill. Instead, materials flow. One species waste is another’s
food. Energy is provided by the sun. Things grow then die and nutrients return to the soil
safely. And it works.
Yet, as humans, we’ve adopted a linear approach. We take, we make, and we dispose. A new
phone comes out, so we ditch the old one, our washing machine packs up, so we buy
another.
Each time we do this, we’re eating into a finite supply of resources and often producing toxic
waste.
It simply can’t work long-term. So, what can?
If we accept that the living world’s cyclical model works, can we change our way of thinking,
so that we too operate a circular economy? Let’s start with the biological cycle. How can our
waste build capital rather than reduce it? By rethinking and redesigning products and
components and the packaging they come in, we can create safe and compostable materials
that help grow more stuff.
As they say in the movies, no resources have been lost in the making of this material. So,
what about the washing machines, mobile phones, fridges? We know they don’t biodegrade.
Here, we’re talking about another sort of rethink. A way to cycle valuable metals, polymers,
and alloys so they maintain their quality and continue to be useful beyond the shelf life of
individual products.
What if the goods of today became the resources of tomorrow? It makes commercial sense.
Instead of the throw away and replace culture we've become used to, we’d adopt a return
and renew one, where products and components are designed to be disassembled and
regenerated.
One solution may be to rethink the way we view ownership. What if we never actually
owned our technologies, we simply license them from the manufacturers? Now let’s put
these two cycles together. Imagine if we could design products to come back to their
makers, their technical materials being reused, and their biological parts increasing
agricultural value and imagine that these products are made and transported using
renewable energy. Here we have a model that builds prosperity long-term, and the good
news is there are already companies out there who are beginning to adopt this way of
working. But the circular economy isn’t about one manufacturer changing one product. It’s
about all the interconnecting companies that form our infrastructure and economy coming
together. It’s about energy, it’s about rethinking the operating system itself. We have a
fantastic opportunity to open new perspectives and new horizons instead of remaining
trapped in the frustrations of the present with creativity and innovation, we really can
rethink and redesign our future.
Source: Ellen MacArthur Foundation. (2011, August 28). Explaining the circular economy and
how society can re-think progress | Animated video essay [Video]. YouTube.
https://www.youtube.com/watch?v=zCRKvDyyHm

References
Online resources
§ Understanding a circular economy – sweetlingua.com. (n.d.).
https://www.sweetlingua.com/esl-lesson-plans/esl-lesson-understanding-a-circular-
economy/
§ The Conversation: In-depth analysis, research, news and ideas from leading academics
and researchers. (2023, July 26). The Conversation.
https://theconversation.com/europe
§ Johnson, S. (2021). In 1983, Isaac Asimov predicted the world of 2019. Here’s what he
got right (and wrong). Big Think. https://bigthink.com/hard-science/isaac-asimov-
future-predictions-from-1983/
§ Ellen MacArthur Foundation. (2011, August 28). Explaining the circular economy and
how society can re-think progress | Animated video essay [Video]. YouTube.
https://www.youtube.com/watch?v=zCRKvDyyHmI
§ Singularity Hub. (2019, January 1). AI Will Create Millions More Jobs Than It Will
Destroy—Here’s How. Adapted from https://singularityhub.com/2019/01/01/ai-will-
create-millions-more-jobs-than-it-will-destroy-heres-how/
§ WIRED. (2019, February 27). Astronaut Chris Hadfield on 13 moments that changed his
life | WIRED [Video]. YouTube. https://www.youtube.com/watch?v=TYMa0HWrFRU
§ Wall Street Journal. (2019, May 20). How Smartphones Sabotage Your Brain’s Ability to
Focus | WSJ [Video]. YouTube. https://www.youtube.com/watch?v=Ig6I3prnlnE
§ Sydney Dunn. (2020, August 25). Email Etiquette for Middle and High School Students
[Video]. YouTube. https://www.youtube.com/watch?v=mAjTB2s7rn4
§ BBC News. (2021, July 4). “Portal” built between Lithuanian and Polish cities - BBC
News [Video]. YouTube. https://www.youtube.com/watch?v=TRvbxiCj79E
§ Justa. (2023, February 24). Will AI create millions of jobs? ESL Brains.
https://eslbrains.com/will-ai-create-millions-of-jobs/
§ Good Universities Guide. (2017b, March 9). How to survive your first year of uni. Good
Universities Guide. https://www.gooduniversitiesguide.com.au/education-
blogs/student-life/how-to-survive-your-first-year-of-uni
§ Lingua House. (2023, April 18). Screen Addiction. [Webpage]. Retrieved from
https://www.linguahouse.com/esl-lesson-plans/general-english/screen-addiction
§ Lingua House. (2023, May 5). Can the Economy Keep Growing? [Webpage]. Retrieved
from https://www.linguahouse.com/esl-lesson-plans/business-english/can-the-
economy-keep-growing
§ Lingua House. (2023, July 7). English for Teenagers - Space Exploration.
https://www.linguahouse.com/esl-lesson-plans/english-for-teenagers/space-
exploration
§ TED-Ed. (2022a, August 11). Can the economy grow forever? [Video]. YouTube.
https://www.youtube.com/watch?v=mT3P0YSNonE
§ AsapSCIENCE. (2015b, September 3). The 9 BEST Scientific Study Tips [Video]. YouTube.
https://www.youtube.com/watch?v=p60rN9JEapg
Textbooks
§ Azar, B. S., & Hagen, S. A. (2009). Understanding and using English grammar. 4th ed.
White Plains, N.Y., Pearson Education.
§ Raymond Murphy. English Grammar in Use 4th edition. Cambridge University Press
(2012)
Course notes
§ EELVB290 - Anglais 2 (2022-2023), p.53-54.
§ LANGL1272 - Anglais pour ingénieurs civils II (2021-2022), pp. 22-27.
§ LANGL1330 - Anglais niveau moyen 1ère partie (2021-2022), p.67.
§ SELVB101 - Applied English 1 (B1+) (2022-2023), Module 1.


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EELVB190 - ENGLISH I (B1+)

École des Langues Vivantes

En plus des exercices de préparation, certains points de matière, notamment grammaticaux

§ Au cours : retour sur la préparation et prolongation des activités en lien avec le

EELVB190 - Anglais 1 (B1+) II

§ Production orale : l’étudiant sera capable de comprendre son interlocuteur,

Participation au cours et dispenses

Pour toute question ou demande de dispense, merci de vous adresser au secrétariat de la

EELVB190 - Anglais 1 (B1+) III

Comme expliqué précédemment, en plus du matériel vu en classe, l'étudiant est tenu

§ Le vocabulaire de certaines unités du livre English Vocabulary in Use Pre-

1. Test diagnostique (semaines 1 et 2)

3. Examen écrit (partie 1) en session de janvier

§ Exercices de compréhension à l’audition et compréhension à la lecture sur du

4. Examen écrit (partie 2) en session de juin

- Exercices de compréhension à l’audition et compréhension à la lecture sur du

5. Évaluation orale en session de juin

- Prononciation d’une liste de mots appris via l’application Flowchase et lecture

L'inscription à l'examen oral se fera par binômes via WebCampus.

Attention. Le principe de l'échec absorbant (9/20 automatique) pourra être appliqué

- Si l'étudiant obtient une moyenne générale supérieure ou égale à 10/20, avec un

EELVB190 - Anglais 1 (B1+) V

Sessions de janvier et juin

La cote finale sera répartie comme suit :

- Évaluation continue 10%

La cote finale sera répartie comme suit :

- Évaluation continue (note de juin) 10%

- Si l'étudiant a une moyenne supérieure ou égale à 10/20, avec un échec significatif

- Si l'étudiant a une moyenne supérieure ou égale à 10/20, et est en échec simple

§ Le syllabus d'anglais 1 : EELVB190 - English I (B1+). Le syllabus est disponible sur

§ L'application Flowchase. Cette application est nécessaire pour travailler la

§ Redman, S. (2017, August 4th). English Vocabulary in Use Pre-intermediate and

EELVB190 - Anglais 1 (B1+) VI

Équipe des titulaires du cours

Les titulaires du cours sont en charge du développement des dispositifs pédagogiques et de

Équipe des professeurs encadrants

EELVB190 - Anglais 1 (B1+) VII

UNIT 1 - Welcome to University! (1) ................................................................................... 1

EELVB190 - Anglais 1 (B1+) VIII

EELVB190 - Anglais 1 (B1+) 1

Do you remember? Countable and Uncountable Nouns

3. Light I A light comes from the sun.

6. Is it difficult to find a work I job at the moment?

9. Bad news don't I doesn't make people happy.

Database Expressing Hopes and Fears

EELVB190 - Anglais 1 (B1+) 3

Do you remember? Asking Questions

1) Can the device be submerged in water? CORRECT - INCORRECT

EELVB190 - Anglais 1 (B1+) 4

2.3 Video Listening Activity: The 9 Best Scientific Study Tips

1) Why is it not a good idea to cram in a very

4) Why is your spot for study ‘sacred?’

B. Explain the words below in your own words.

1) To pull an all-nighter: ……………………………………………………………………………………………

EELVB190 - Anglais 1 (B1+) 5

Do you remember? 'TO BE GOING TO' vs. 'WILL' (Future Simple)

3. A: How about getting together for dinner tonight?

4. A: Do you have plans for dinner?

5. A: Who wants to erase the board? Are there any volunteers?

6. A: Why does he have an eraser in his hand?

7. A: Why is that little boy crying?

2.5 Speaking Practice: Study Habits

Database Expressing Intentions and Future Plans

§ Going to + base verb § Hoping to + base verb