AE11

Adults English 11 Intensive Course
Student’s Lab Pack

Table of Contents
1. Study Plan
2. Oral Study Guide
3. Criteria for grading Midterm and Final Oral
Exam
4. Asynchronous Activities
5. Reading worksheets
6. Video worksheets
7. Songs worksheets
EM - May 2023
ADULTS ENGLISH 11 STUDY PLAN — INTENSIVE COURSE - 5 WEEKS
(Based on Surpass 3B, Unit 5, Surpass 4A, units 1-2)
Monday Tuesday Wednesday Thursday

 Tell the difference between easily  Identify details in a Greek myth.  Learn and use verbs commonly  Identify details in news articles.
confused verbs.  Speculate about the end of a used in news articles.  Discuss events related to the
 Distinguish incorrect information story.  Identify information in news street artist Banksy and his art.
in a conversation.  Discuss Athena’s fairness and reports.  Talk about graffiti and how it
Objectives  Form sentences using reported Arachne’s pride.  Form sentences in the passive should be dealt with.
speech.  Talk about experiences related to voice and the simple past tense.
 Discuss rumors and report things bragging.  Write news headlines and a short
other people say. news article.
 Talk about relationships.
SURPASS 3B Unit 5A: pp. 50 - 51 Unit 5B: pp. 52 - 53 (Omit 4C, 4D, Share writing: ex. 4D, p. 53
p. 53)
Textbook: Unit 5A: pp. 48 - 49 Unit 5B: pp. 54 - 55
Surpass 3B (unit 5)
Surpass 4A (units 1-2)
DIAGNOSTIC TEST
Video: Surpass 3B - 4A 3 Video classes, according to the schedule
“Speak English”: introduce story, “Speak English”: work on chapters

Highlights Readers: pre-reading activities and 1-3, pp. 2-17.
“Speak English” vocabulary.
“Dear Mrs. Roosevelt”
1.1 Workbook: pp. 100-101 1.3 Workbook: p. 102 1.5 Workbook: pp. 103-104 1.9 Workbook: p. 105
1.2 Asynchronous task: labpack, 1.4 Asynchronous task: labpack, 1.6 Online homework assigned by 1.10 Reader: “Speak English”; read
activities 1, 2. activities 3, 4. the teacher and listen to Chapters 4-5, pp.
1.7 Writing: textbook, p. 53, ex. 4C; 18-32. Do worksheet # 2 in
Write details about a news labpack.
Homework online. 1.11 Asynchronous task: labpack,
1.8 Reader: “Speak English”; read activities 5, 6.
and listen to Chapters 1-3, pp.
2-17. Do worksheet # 1 in
labpack.
DISEÑO CUR R ICULAR DE ESTE DOCUM ENTO ES DE PR OPIEDAD DE COPEI. NO SE PER M ITE LA REPRODUCCION TOTAL O PAR CIAL DE ESTE M ATER IAL SIN PREVIA AUTOR IZACION .
COPEI Adults English 11 Study Plan – Intensive Course - 5 weeks
Designed by Olga González, February 2021
Edited by OG, April 2023
Revised by Denisse Veloz & Hipatia Carrasco, May 2023
EM 1/5

 Identify details of events in a  Review what you have learned so  Identify details in undergraduate  Learn how prepositions change
story. far. college students’ blog posts about the meaning of expressions.
 Retell a story based on memory.  Learn and use compound nouns college life.  Learn some common
 Speculate about the end of a related to lifestyle changes.  Talk about blogs and blog combinations of prepositions with
story.  Identify details in three interviews contents. nouns, verbs, and adjectives.
 Write a narrative story based on of people talking about changes in  Identify details in conversations  Describe details on one’s
Objectives an outline and given details. their lives. about college life involving new experiences in foreign countries.
 Make descriptions and add details.  Review different verb tenses. students.  Form questions in different tenses.
 Discuss recent changes in one’s  Discuss what kind of information  Form subject and object
life. on college life would be useful to questions.
freshmen.  Discuss cultural differences
among countries.
Unit: 5C: pp. 56 - 57 Review Test 3: p. 58 Unit 1A: pp. 6 - 7 Unit 1B: pp. 8 - 9
Textbook:
Surpass 3B (unit 5) SURPASS 4A
Unit 1A: pp. 4 - 5
“Speak English”: work on chapters Review story.

4-5, pp. 18-32. Work with the
Highlights Readers:
discussion questions in the Learning
“Speak English” Connection section at the end of the
“Dear Mrs. Roosevelt” book.
2.1 Online homework assigned by 2.3 Workbook: pp. 72-73 2.6 Workbook: p. 74 2.8 Workbook: pp. 75-76
the teacher 2.4 Review test 3: Surpass 3B, p. 59 2.7 Asynchronous task: labpack, 2.9 Asynchronous task: labpack,
2.2 Asynchronous task: labpack, 2.5 Reader: “Speak English”; read activities 9, 10 activities 11, 12.
activities 7, 8. and listen to the whole story
Homework
again. Work on the platform:
quiz.
EM 2/5

 Assess what you have learned.  Assess your oral skills.  Talk about interesting aspects of  Learn and use expressions related
 Identify details in interviews with  Practice giving advice to someone one’s home country. to relationships.
people living abroad. about moving to your country.  Read emails that introduce  Talk about relationships.
 Identify advice about moving  Express thoughts about different customs and traditions.  Identify one’s relationship
Objectives abroad. aspects of living abroad.  Learn about interesting customs problems.
and traditions in other countries.
 Practice identifying and correcting
errors in a written text.
 Write emails about unique things
in your country.
Unit 1B: p. 10 Unit 1B: p. 11 Unit 1C: pp. 12 - 13 (Omit 2C, 2D, Share writing: ex. 2D, 2E, p. 13
2E, p. 13)
General Review before exam Unit 2A: p. 14
MIDTERM EXAM
Textbook:
MIDTERM EXAM Oral
Surpass 3B (unit 5) Whole test: Listening, (Surpass 3B: unit 5; Surpass 4A,
Surpass 4A (units 1-2) Reading, Grammar, unit 1A, pp. 4-7)
Vocabulary & Writing
(Surpass 3B: unit 5; Surpass 4A,
unit 1A, pp. 4-7)
Reader: “Speak English”
Highlights Readers: “Dear Mrs. Roosevelt”: introduce “Dear Mrs. Roosevelt”: work on
story, pre-reading activities. pp. 2-9.
“Speak English”
3.1 Online homework assigned by 3.3 Workbook: p. 77 3.5 Writing: textbook, p. 13, ex. 2C; 3.8 Workbook: p. 78
the teacher 3.4 Asynchronous task: labpack, write a reply to Annie. 3.9 Online homework assigned by
3.2 Asynchronous task: labpack, activities 15, 16 3.6 Reader: “Dear Mrs. Roosevelt”, the teacher.
activities 13, 14 read and listen to pp. 2-9. Do 3.10 Reader: “Dear Mrs. Roosevelt”,
Homework
worksheet # 3 in labpack. read and listen to pp. 10-16.
3.7 Asynchronous task: labpack, Do worksheet # 4 in labpack.
activity 17 3.11 Asynchronous task: labpack,
activity 18
EM 3/5

 Use the present perfect  Identify details in an article about  Learn and use vocabulary to  Identify details in an article about
continuous and construct common marriage issues. describe damaged objects. kintsugi.
sentences with this tense.  Identify problems in conversations  Learn and use expressions to  Discuss what makes an object
 Discuss values and how they between married couples. describe ways of fixing things. beautiful.
impact one’s decisions.  Discuss what makes a happy  Identify different problems on  Review nouns that can be used as
 Describe one’s situation and ask marriage. one’s items. adjectives.
Objectives for or give advice.  Learn the difference between the  Identify details in monologues
causatives get and have. about one’s kintsugi experiences.
 Discuss different problems and  Talk about trying kintsugi.
how to solve them.
 Talk about one’s personal
experience of breaking and fixing
something on their own.
Unit 2A: p. 15 Unit 2A: pp. 16 - 17 Unit 2B: pp. 18 - 19 Unit 2B: pp. 20 - 21
Textbook:
Surpass 3B (unit 5)
Surpass 4A (units 1-2) WRITING QUIZ
Work on pp. 10-16 Review story. Work with the

discussion questions in the Learning
Connection section at the end of the
Highlights Readers:
book.
“Speak English”
4.1 Workbook: p. 79 4.3 Workbook: p. 80 4.5 Workbook: pp. 81-82 4.7 Workbook: p. 83
4.2 Asynchronous task: labpack, 4.4 Reader: “Dear Mrs. Roosevelt”, 4.6 Online homework assigned by 4.8 Asynchronous task: labpack,
Homework activities 19, 20 read the story again. Work on the teacher. activities 21, 22
the platform: quiz.
EM 4/5

 Identify details in a formal email  Review what you have learned.  Share what you have written.  Practice what you have learned.
of complaint.  Assess what you have learn.  Assess your oral skills.
 Review the differences between
Objectives formal and informal expressions.

 Write a complaint email using
formal language.
Unit 2c: pp. 22 - 23 (Omit 2A, 2B Review test 1: p. 24 Share writing: p. 23, ex. 2B
p. 23, but discuss the cases in
class.)
FINAL EXAM FINAL EXAM

Textbook: Whole test: Listening, Oral
Surpass 3B (unit 5) Reading, Grammar, (Surpass 4A, units 1A-2, Final Practice
Vocabulary pp. 8-25)
(Surpass 4A, units 1B-2,
pp. 8-25)
Reader: “Dear Mrs. Roosevelt”
Highlights Readers:
“Speak English”
5.1 Online homework assigned by 5.3 Writing: textbook, p. 23, ex. 2A:
the teacher write a complaint email.
Homework 5.2 Review test 1: p. 25 5.4 Asynchronous task: labpack,
activities 23.24
EM 5/5
ADULTS ENGLISH 11 – INTENSIVE COURSE
ORAL STUDY GUIDE
FOR MID-TERM & FINAL ORAL EXAM
(B ased on Surpass 3B , unit 5; Su rpass 4A, u nits 1-2)
• You will practice these topics during class activities.

• In the oral exam you should try to speak as much as possible.
Topics for Mid-Term Oral Exam (Surpass 3B, unit 5, Surpass 4A, unit 1A, pp.4-7)
 Tell about things people like to gossip about. (5A)
 Tell about something that happened to you recently. (5A)
 Report what others have said. (5A)
 What do you thing about people who likes to brag? (5A)
 Tell about news you have read or heard recently. (5B)
 Read a headline and predict what the news is about. (5B)
 Tell a story based on pictures. (5C)
 Talk and answer questions about changes in your life. (1A)
 Tell about the changes you would like to make in your life. (1A)
 Do you have a blog? If yes, what do you write about? If not, would you like to have
one? Why or why not? (1A)
Topics for Final Oral Exam (Surpass 4A – units 1B – 2, pp. 8 - 25)

 Tell about what people from other countries would find unique or interesting about your
city or country. (1B)
 Tell about an experience in a foreign country or a friend’s experience in another country.
(1B)
 Compare different nationalities and tell about any cultural difference you have noticed
or heard about. (1B)
 Have you ever thought about living abroad? Where? Why? (1B)
 Talk and answer questions about what you would like to introduce about your country
to people from other countries. (1C)
 Talk about the most important relationships in your life. (2A)
 Talk about relationship problems. (2A)
 Give advice on cases presented by your teacher. (See example on p. 15) (2A)
 Give you opinion about what is the most important issue in a relationship. (2A)
 Identify things that are broken or damaged. What needs to be done? (2B)
 Given some problems, give the solution. (2B) (See example on p. 19)
 Answer questions about imperfections many people have. What should be the attitude?
(2B)
El DI SEÑO CURRI CULAR DE ESTE DOCUM ENTO ES DE PROPI EDAD DE COPEI . NO SE PERM I TE LA REPRODUCCI ON TOTAL O PARCI AL
DE ESTE M ATERI AL SI N PREVI A AUTORI ZACI ON .
Adults 11 Intensive Oral Study Guide for M&F Oral Exam – 5 weeks
Revised by OG, February 2021
EM p. 1/1
CRITERIA FOR GRADING
MIDTERM & FINAL ORAL EXAM
100 Communication is almost always effective. Very understandable

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

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

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

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

understand.
Perhaps says nothing or almost nothing.
EL DI SEÑO CUR RI CULAR DE ESTE DOCUM ENTO ES DE PROPI EDAD D E COPEI . NO SE PERM I TE LA REPRODUCCI ON TOTAL O PARCI AL
COPEI Criteria for Grading Midterm & Final Oral Exam
Revised January 2017
EM p. 1/1
RUBRIC FOR GRADING
WRITING QUIZ – INTENSIVE COURSES
5 4-3 2 1
Exceeds Meets Needs Inadequate
expectations Expectations Improvement
Content/Ideas
The ideas are clear, logical and
well organized. Interesting
Grammar/Punctuation
Good use of grammar and
punctuation that a student at
his/her level would be
expected to know.
There might be mistakes which
do not obscure meaning.
Vocabulary-Spelling
Good use of vocabulary according
to the level
Paragraph//Sentence
structure
It is written in paragraph form
with well formed sentences.
Task completion/effect on
the reader
Easy to understand on a first,
quick read-through. The
student followed the directions
for the assignment (word
count, information included.)
TOTAL /25
COPEI Rubric for Grading Writing Quiz – Intensive Course
Created by Olga González, June 2020
Revised June 2020
EM p. 1/1
RUBRIC FOR GRADING WHOLE EXAM
WRITING SECTION
2 1.5 - 1 0.5
Exceeds Meets Needs
expectations Expectations Improvement
Content/Ideas
The ideas are clear, logical and
well organized. Interesting.
Grammar/Punctuation
Good use of grammar and
punctuation that a student at
his/her level would be
expected to know.
There might be mistakes which
do not obscure meaning.
Vocabulary-Spelling
Good use of vocabulary according
to the level.
Paragraph//Sentence
structure
It is written in paragraph form
with well formed sentences.
Task completion/effect on
the reader
Easy to understand on a first,
quick read-through. The
student followed the directions
for the assignment (word
count, information included).
TOTAL /10
COPEI Rubric for Grading Writing Section
Created by Olga González, July 2020
Revised July 2020
EM p. 1/1
ADULTS 11 INTENSIVE COURSE
ASYNCHRONOUS ACTIVITIES LINKS
LEVEL B 1 – B 1+
Dear Students,
As a complement to the learning process of the language, it is important to get familiar with the
different kinds of tasks you may find on international examinations. For that reason, during this level,
you will have to work 12 asynchronous hours to practice listening, writing, grammar, vocabulary,
reading, pronunciation and, speaking. Every week you have to complete these mandatory tasks
detailed in the study plan and on this paper as homework. Your teacher will inform the way to receive
them. (Comunícate, OneDrive, institutional e-mail)
Act. Skill / Type Topic URL
Arriving late to class | Listening - Intermediate B1 |

1 Listening Arriving late to class
British Council
How to spot fake news | Reading - Intermediate B1
2 Reading How to spot fake news
| British Council
Planning an event | Reading - Intermediate B1 |
3 Reading Planning an event
British Council
An email to explain an An email to explain an accommodation problem |
4 Writing
accommodation problem Writing - Intermediate B1 | British Council
At the chemist | Listening - Intermediate B1 |
5 Listening At the Chemist
British Council
Another – other – other- https://test-english.com/grammar-
6 Grammar others – the other – the points/b1/another-other-others-the-other-the-
others others/
Night Shift Work | B1 Preliminary Part 3 |
7 Reading Night Shift Work
Intermediate Level (esleschool.com)
Shopping centre Visit | B1 Preliminary Listening
8 Listening A tour guide talking
Test Part 3 (esleschool.com)
https://test-english.com/grammar-points/b1/can-
9 Grammar Can – could be able to
could-be-able-to/
A thank-you message | Writing - Intermediate B1 |
10 Writing A thank-you message
British Council
B1 Animals and Pets Vocabulary | Intermediate
11 Vocabulary Animals and pets
Level of English (esleschool.com)
Rock climbing | B1 Preliminary Part 3 |
12 Reading Rock Climbing
Intermediate Level (esleschool.com)
A student discussion | Listening - Intermediate B1 |
13 Listening A student discussion
British Council
Relative clauses – non-defining relative clauses |
Relative clauses – non
14 Grammar Grammar - Intermediate to upper intermediate |
defining relative clauses
British Council
COPEI Adults 11I Asynchronous Activities
Search: Olga González, November 2021
Revised by OG, November 2021
EM p. 1/2
ADULTS 11 INTENSIVE COURSE
ASYNCHRONOUS ACTIVITIES LINKS
LEVEL B 1 – B 1+
Act. Skill / Type Topic URL
Appearance 2 | Vocabulary - Intermediate to upper

15 Vocabulary Appearance 2
intermediate | British Council
B1 Environmental Issues | Intermediate Level of
16 Writing Environmental Issues
English (esleschool.com)
A Coach Trip | B1 Preliminary Listening Test Part 4
17 Listening A Coach Trip
(esleschool.com)
The Olympic Flame | B1 Preliminary Reading Part 4
18 Reading The Olympic Flame
(esleschool.com)
Around town | Vocabulary - Intermediate to upper
19 Vocabulary Around Town
B1 Talent Contest Short Story | Intermediate Level
20 Writing Talent Contest
of English (esleschool.com)
The Oldest University in The Oldest University in the World | B1 Preliminary
21 Reading
the World Writing Part 6 (esleschool.com)
A phone call from a A phone call from a customer | Listening -
22 Listening
customer Intermediate B1 | British Council
Relative clauses – defining relative clauses |
Relative clauses –
23 Grammar Grammar - Intermediate to upper intermediate |
defining relative clauses
British Council
Air travel | Vocabulary - Intermediate to upper
24 Vocabulary Air travel
• These activities are estimated to be done in 12 asynchronous hours.
COPEI Adults 11I Asynchronous Activities
Search: Olga González, November 2021
Revised by OG, November 2021
EM p. 2/2
INSTRUCTIVO “HIGHLIGHTS LIBRARY”
Estimados alumnos de Adultos English 11 Intensive,

En el study plan constan los libros de la plataforma HIGHLIGHTS LIBRARY que ustedes
deberán leer, obligatoriamente, en su nivel. Es recomendable que, además de los
asignados, lean otros libros a los que tienen acceso (Level 19) para de esta manera
incrementar sus destrezas y comprensión de lectura, aprender más vocabulario y
expandir sus conocimientos del uso del lenguaje.
As part of the lesson plan, you have books from the Platform "HIGHLIGHTS LIBRARY",
which you must read at each corresponding level. It is recommended that, in addition to
those assigned, you read other books you have access to on the same platform (Level
19) to increase your reading comprehension skills, learn more vocabulary, and expand
your knowledge of the use of language.
“Hay m ás tesoros en los libros que en todo el botín de los piratas de la I sla
del Tesoro.” Walt Disney (1901-1966). Productor, director y guionista estadounidense.
EL DISEÑO CURR ICULAR DE ESTE DOCUMENTO ES DE PROPIEDAD DE COPEI. NO SE PER M ITE LA R EPRODUCCION TOTAL O
PAR CIAL DE ESTE M ATER IAL SIN PREVIA AUTOR IZACION.
COPEI Instructivo Highlights Library
Created by Olga González, November 2020
Edited by Hipatia Carrasco, April 2023
EM p. 1/1
ADULTS ENGLISH 11 INTENSIVE COURSE
READING WORKSHEETS
Based on Highlights Library
Speak English! (Ch. 1-3, pp. 2-17)
WORKSHEET 1
PRE-READING
A. Test your knowledge! Circle the countries where people speak English.
Australia The United Kingdom Mexico The United States
B. One of the following is not a place in the United States. Which one? Guess
the answer or look it up in the story.
Mexico City Kentucky Ohio Cincinnati
1. If ____________________ is not in the United States, where is it?

2. It’s in ____________________.
C. In the story there are people who play TWO musical instruments. Guess
the instruments.
guitar piano harp flute violin
COPEI AE11I Reading Worksheets
Created by Olga González, April 2023
EM p. 1/5
READING WORKSHEETS
DURING-READING
D. Answer True or False.
1. Isabel is visiting her Uncle Arturo. True False
2. Isabel does not speak Spanish very well. True False
3. Isabel has a little sister. True False
4. Isabel’s mother can play the piano. True False
5. Isabel’s uncle can say “hello” in Japanese. True False
E. Complete with the missing information.

1. Isabel has two friends. Their names are ____________ and ____________.
2. Uncle Arturo can play a musical instrument. He plays the ____________.
3. Uncle Arturo and Isabel’s mother are brother and sister. They were born in
____________.
4. Uncle Arturo is married. His wife’s name is ____________.
5. For dinner, Isabel’s mother made ____________ topped with ____________.
F. Choose the right option.

1. How does Isabel feel about meeting Uncle Arturo?
She feels curious / upset / bored / anxious.
2. How could Isabel identify her uncle at the airport?

Because of his jeans and jacket / Mexican hat / beard and glasses.
3. Toshi and Keiko live “down the street”. That means they are Isabel’s classmates /
relatives / neighbors.
4. Which of the words below best describes how Isabel feels about Uncle Arturo by the end
of this part of the story?
She feels upset / afraid / surprised / joyous.
5. At the mall, how does Isabel feel about Uncle Arturo?

She feels mad / tired / embarrassed / anxious.
EM p. 2/5
READING WORKSHEETS
Speak English! (Ch. 4-5, pp. 18-32)
WORKSHEET 2
DURING READING
A. Before the concert, there is one thing Isabel doesn’t know about her uncle,
what is it? Underline it.
1. That her uncle has “very special students.”
2. That he likes going out for a walk.
3. That he is the featured performer of the concert.
4. That his knowledge of English is limited.
B. Isabel is amazed when Uncle Arturo plays the violin. In the lines below,
write down what she says about Uncle Arturo playing the violin.
1. “His violin sang. The music was so sweet and pure.”
2. ________________________________________________________.
3. ________________________________________________________.
C. After the concert, Isabel wants to play the violin. Why does she want to do
that? Underline the best possible reason.
1. She can play the piano, so she thinks it’s a good idea to play another musical instrument.
2. She feels inspired by her uncle’s performance at the concert.
3. She also wants to be famous like Uncle Arturo.
4. She thinks that playing the violin is easier than learning Spanish.
AFTER READING
D. This story contains several important messages. Mark 1 as the most
important and 5 as the least important.
1. We need to be tolerant with other people. _______
2. It is important to learn another language. _______
3. Music is in a way another language. _______
4. It is important to play a musical instrument. _______
5. We should love and respect our family. _______
EM p. 3/5
READING WORKSHEETS
Dear Mrs. Roosevelt (pp. 2-9)
WORKSHEET 3
BEFORE READING
A. The protagonist of this story is called Ellen, a school student in the United
States. She has a big problem when going to school. Read the sentences
below and underline the one you think is her problem.
1. There is a mean girl at her school that bullies her.
2. Her school is distant from her home.
3. Her grades are low, and probably she will not pass.
4. Her parents told her they have no money to pay for her studies.
B. This story is set in the past, during a period in the United States called “The
Great Depression.” Why was it called like that? Tick the options below (you
can tick more than one)
_____ There were no jobs.
______ People felt sad all the time,
______ There was a world epidemic.
______ Poverty had increased.
______ Several countries were at war.
DURING READING
C. Read the sentences below and decide if they are True or False.
1. The story begins in winter. True False
2. To go to school, Ellen had to walk more than one mile. True False
3. Ellen liked going to school. True False
4. Ellen wanted to buy a motorbike. True False
5. The economic situation was terrible. True False
D. Who says what? Write the name next to the corresponding sentence.
Ellen Ellen’s mother Ellen’s father
__________________ “Come out to the garden because I need your help.”

__________________ “If I had a bike I could ride to school.”
__________________ “I think I know how to earn money for a bike.”
__________________ “Don’t give up yet.”
EM p. 4/5
READING WORKSHEETS
Dear Mrs. Roosevelt (pp. 10-16)
WORKSHEET 4
DURING READING
A. How would you complete the following sentences about the story? Choose
the best possible option.
1. To raise money for the bike she needed, Ellen…
a. worked selling magazine orders.
b. worked at a store selling magazines.
2. The main problem Ellen found in her new activity was…
a. people did not like reading magazines.
b. people did not have much money for anything.
3. After a lot of effort, Ellen could only get…
a. half the money she needed for the bike.
b. less money than she needed for the bike.
4. Ellen got lucky because she found somebody…
a. who was selling a bike for the money she had.
b. who was selling a used bike in good condition for five dollars.
5. To get the money she still needed; Ellen wrote a letter to…
a. Mrs. Roosevelt, a wealthy woman.
b. Mrs. Roosevelt, the First Lady of the United States.
AFTER READING
B. Ellen could get what she wanted because she had several good qualities.
What were those qualities? There are two extra words you do not need.
disciplined helpful generous witty

patient hard-working laidback
1. She was __________________ because she didn’t mind working after school.
2. She was __________________ because she found an original way to complete the
money she still needed.
3. She was __________________ because she wanted to help her parents.
4. She was __________________ because she waited for a long time until she received
Mrs. Roosevelt’s response.
5. She was __________________ because she did not spend her money in useless things.
EM p. 5/5
VIDEO WORKSHEETS
Based on Surpass 3B & Surpass 4A
COPEI Adults English 11 Intensive Video Worksheets
Source: Higashi Enterprises, February 2020
Revised by OG, March 2021
EM p. 1/8
VIDEO WORKSHEETS
Source: Higashi Enterprises, February 2020
EM p. 2/8
VIDEO WORKSHEETS
Welcome Week
Before watching
A. Choose and complete the paragraph with one of the expressions above.
 is a festival  a series of videos  a series of fun events
 a former students reunion
"Welcome Week" is designed for new students to become better acquainted with college
life and to prepare them for their first semester. Welcome Week is
_____________________ that gives first-year students a taste of what the College of Idaho
(C of I) has to offer in the week leading up to the official beginning of the fall semester.
B. Predict the items you will see in the video. Then watch and check your
predictions.
classrooms a student named Joshy a mini refrigerator
a doble- decker bus a parking lot The Yote mascot
a student taking a selfie a pet
The coyote is the

school mascot,
but C of I teams
are often
referred to as
“The Yotes”.
Written and designed by Fernando Toala, May 2020
EM p. 3/8
VIDEO WORKSHEETS
While watching
A. Watch the video from 0: 03 to 1:14. Check ( ) what you see.
1. a view of the campus
2. students in class
3. students moving in
4. a garage with a lot of cars
5. students sleeping
6. a sophomore welcoming people
7. a student receiving her room’s key
8. teachers talking to students
9. students helping out new students
10. students getting things out of a car
B. Watch the video from 1:15 to 1:55 where a student is helping others move in.
Complete what he says with words from the box. There are extra words you
don’t need to use.
about - faces - size - goal - process - stuff - else - myself

anxiety - lead - neat - anything
1. 2.
• ...always fun to see new ______________ and I remember ______________ a year
ago just being a first year student. Let us know if you need 3. ______________ else
yeah; I’ll take that one that looks like about the right 4. ______________ yeah; …really I
5.
grew up in Vail so yeah, yep yep…. Is there any other ______________ in the back to
6.
come out; well you know where you’re going so I’ll let you ______________ the way;
7.
few more blankets, and that’s ______________ it from the car? Perfect. Really a
8.
______________ thing for me to be able to part of the 9. ______________ of helping
move new students in and everything 10. ______________.
EM p. 4/8
VIDEO WORKSHEETS
C. Watch about the McCall Wilderness Experience from 2:00 to 4:00. What do
these students say about it? Choose TRUE or FALSE for each one of the
statements.
SIERRA DUARTE:
1. It helps students get out of their heads a little bit. True False
2. Students come anxious and full of questions. True False
3. Students are confused when they arrive. True False
4. Everybody has the same goal. True False
LINDO ZONDO:
1. Students from all over are combined in different teams. True False
2. It helps foster friendship. True False
3. Most of the students come from the same place. True False
4. Mixing one another fosters a better community in the future. True False
After watching
 Do you think Ecuadorian universities should have a Welcome week? Discuss with
a partner.
EM p. 5/8
VIDEO WORKSHEETS
18 Cultural Differences between the USA and Europe
Before watching
Which of these do you think are examples of the European culture? Check
() them and then watch the video to confirm your answers.
1. You have to pay to use the toilet. ____
2. Water is free. ____
3. Elegant and expensive cars are common. ____
4. They love sports. ____
5. They have small food portions. ____
6. Smoking is fashionable. ____
7. They like to dress nice. ____
8. They recycle a lot. ____
9. Electric cars are very common. ____
10. Trash cans are everywhere. ____
11. They take a lot of time to have dinner. ____
12. They usually don’t go out. ____
13. They take long vacations. ____
EM p. 6/8
VIDEO WORKSHEETS
While Watching
A. Watch the whole video again and check which statements are culturally
European or American.
Europe U.S.A
1. It usually costs 1 € to use the bathroom.
2. Water comes in a glass bottle when you order it.
3. There is not much to talk about before the 17th Century.
4. You can see buildings 500 years old.
5. People walk or bike instead of driving a car.
6. People celebrate sports with friends and family.
7. They love soccer.
8. Food portions are bigger.
9. Smoking is cool for them.
10. They like to wear sandals and university t-shirts.
11. They dress to impress.
12. It’s common to find multilingual people.
13. Many people throw trash in the streets.
14. The environment is very important.
15. Toilets have two buttons.
16. They drive small cars.
17. People don’t like to wait for the check after dinner.
18. They use their phones a lot.
19. There are tons of parks and cafes.
20. Vacations are usually two weeks.
EM p. 7/8
VIDEO WORKSHEETS
B. Watch again from 2:15 to 3:50. Answer the following questions.

1. Are there many trash cans on the streets?
No, there aren’t, but the streets are clean anyway.
2. Why do toilets have two buttons?

______________________________________________________________________
3. Where do you usually see the street signs in Europe?

______________________________________________________________________
4. Why does the speaker say “Don’t be in a hurry if you’re going to dinner with
Europeans”?
______________________________________________________________________
5. How does the speaker say you can notice Europeans love the outdoors?
______________________________________________________________________
6. How do Europeans call their vacation?

______________________________________________________________________
After watching
 What of the European culture do you think we should imitate in Ecuador?

Discuss.
EM p. 8/8
Song Activity Sheet
“CRYIN” By Aerosmith
I. BEFORE THE SONG
A. Read about the biography of the song. Then discuss in groups:
Do you think the song was a hit since the
very beginning?
This song is about a roller coaster
relationship that seemed great at first but then
turned a lot worse. This was written after
Aerosmith's record company rejected most of the
songs they had composed for the Get A Grip
album. They were signed to Geffen Records,
whose executive John Kalodner was assigned to
the band. It was his job to break the bad new s
that the songs they had written sucked, but he
felt it was more important to look after their
business interests than to form a friendship. After the expected grousing from the band, they
agreed to work with outside writers who Kalodner brought in to help. On "Crazy," Steven Tyler
and Joe Perry worked with Taylor Rhodes, who had co-written the Celine Dion hit "Where Does
My Heart Beat Now." Rhodes also had a rock pedigree , having produced the band Kicks. In just
one day, they were able to write the majority of this song, toeing the lyrical line between fiery
passion and pathetic groveling.
VOCABULARY
B. Now read again and match the expressions with their meanings.
1. A roller coaster relationship ___ a. Constant begging
2. To break the news ___ b. To do what you are ordered to do
3. Grousing ___ c. Burning passion
4. Rock pedigree ___ d. A relationship with more downs than ups
5. Toe the line ___ e. Complaining
6. Fiery passion ___ f. Authentic rocker
7. Pathetic groveling ___ g. To tell someone some important News,
usually bad news.
II. WITH THE SONG
A. Read and write the correct verb form (simple past or past participle).
Then listen and check your work.
There ______ (be) a time
When I was so __________ (break) hearted
Love wasn't much of a friend of mine
The tables have __________, (turn) yeah
Cause me and them ways have __________ (part)
That kind of love ______ (be) the killin' kind
Now listen !
All I want is someone I can't resist
I know all I need to know by the way that I got _______ (kiss)
EL DI SEÑO CUR RI CULAR DE ESTE DOCUM ENTO ES DE PROPI EDAD D E COPEI . NO SE PERM I TE LA REPRODUCCI ÓN TOTAL O PARCI AL
COPEI-Cool Tunes Set 3
Designed by Hypatia Carrasco March 2016
Revised by OG&KV March 2016
CB p. 1/2
Song Activity Sheet
“CRYIN” By Aerosmith
B. Listen to the chorus and Intro. Then number the lines in the correct order.
[Chorus]
___ Do what you do - down on me…
___ Now I'm trying to forget you
___ I was crying just to get you
_1_ I was crying when I met you
___ Now I'm dying cause I let you
___ Love is sweet misery
Intro
___ Must be one and the same
___ Between pleasure and pain
___ Yeah, you cry when we're making love
___ Now there's not even breathing room
C. Listen and circle the correct words.

1. It's down - low on me
2. Yeah I got to tell you some - one thing
3. It's been on my mind
4. Girl, I gotta - have to say
5. We're partners in crime
6. You got that sir 10 - certain something
7. What you give to me
8. Takes my breath always – away
9. Now the word out on the street
10. Is the devil's in that - your kiss
11. If our love goes up in flames
12. It's a fire I can't resist
Chorus
Intro
D. Listen and match the beginnings with the endings.

1. Cause what you got inside ___ a. 'Til you give your heart away
2. Yeah, our love, sweet love, ain't love ___ b. Ain't where your love should stay
E. Listen and cross out the mistakes.
[Outro]
I was trying when I met you _________
Now I'm crying to forget you _________
Our love is sweet misery _________
I was cryin' just to let you _________
Now I'm dyin' to get you _________
Do what you do what you do now to me _________
Baby, baby, baby…
Musical break
Outro
III. AFTER THE SONG
A. Discuss in groups: Have you ever been into a roller coaster relationship? What’s the best
advice you could give to a person who is in that type of relation?
Designed by Hypatia Carrasco March 2016
Revised by OG&KV March 2016
CB p. 2/2
Song Activity Sheet
"I Can’t Feel my Face" by The Weeknd
I. BEFORE THE SONG
A. Read the information about the singer.
Born Abel Tesfaye on February 16, 1990, in Toronto, Canada, the Weeknd has become
one of the music industry's leading alternative R&B performers. He is the son of
Ethiopian immigrants but has had little contact with his father, who left the family when
the Weeknd was only a toddler. His early musical influences ranged from traditional
Ethiopian music to the "King of Pop”, Michael Jackson. In an interview with Vanity Fair,
the Weeknd specifically cited the impact of Jackson’s 1979 hit "Don’t Stop ´til You Get
Enough," describing it as "the song that helped me find my voice. It’s the reason I sing.
The Weeknd broke into the music scene with the 2011 mixtape House of Balloons. In
2015, the Weekend enjoyed huge success with the hit single “Can’t Feel My Face.”
B. Now close your packs and work with a partner. Tell him/her what you
remember about the singer. Later, tell the teacher what you remember
and check.
C. Write the expression from the box next to the correct definition.
1. It is a very serious problem ___ a. go without it
2. to manage without a particular type of b. get the best of
person or thing ___
c. the worst is yet to come
3. to experience strong affectionate
emotion for someone or something ___ d. numb
4. the least favorable, or least desirable e. be the death to me
outcome possible ___ f. to be deep in love
5. emotionally unresponsive; indifferent ___
6. to obtain the most satisfactory outcome ___
Designed by Kira Vera, February 2016
Revised by OG&KV, March 2016
CB/LG p. 1/2
Song Activity Sheet
"I Can’t Feel my Face" by The Weeknd
II. WITH THE SONG
A. Listen and complete. Use the expressions in the previous exercise.
And I know she'll _______ of me, at least we'll both be ______
And she'll always _________________, the _________________
But at least we'll both be beautiful and stay forever young
This I know, (yeah) this I know
She told me, "Don't worry about it."
She told me, "Don't worry no more."
We both knew we can't ________________
She told me, "You'll never be alone."
Chorus
I can't feel my face when I'm with you
But I love it, but I love it, oh
But I love it, but I love it, oh
And I know she'll be the death of me, at least we'll both be numb
And she'll always get the best of me, the worst is yet to come
All the misery was necessary when we're _______________
Yes, I know (yes, I know), girl, I know
B. Listen and number the lines in the correct order.

___ She told me, "Don't worry no more."
___ We both knew we can't go without it
_1_ She told me, "Don't worry about it."
___ She told me, "You'll never be alone."
___ I can't feel my face when I'm with you
___ But I love it, but I love it, oh
But I love it, but I love it, oh (x2)
III. AFTER THE SONG

A. Discuss the following questions with a partner:
Why do you think he can’t feel his face?
Have you ever felt like that? When?
Designed by Kira Vera, February 2016
Revised by OG&KV, March 2016
CB/LG p. 2/2

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Adults English 11 Intensive Course

Student’s Lab Pack

Monday Tuesday Wednesday Thursday

Video: Surpass 3B - 4A 3 Video classes, according to the schedule

“Speak English”: introduce story, “Speak English”: work on chapters

Monday Tuesday Wednesday Thursday

“Speak English”: work on chapters Review story.

Monday Tuesday Wednesday Thursday

Monday Tuesday Wednesday Thursday

Work on pp. 10-16 Review story. Work with the

Monday Tuesday Wednesday Thursday

Objectives formal and informal expressions.

FINAL EXAM FINAL EXAM

• You will practice these topics during class activities.

 Talk and answer questions about changes in your life. (1A)

Topics for Final Oral Exam (Surpass 4A – units 1B – 2, pp. 8 - 25)

 Talk about relationship problems. (2A)

100 Communication is almost always effective. Very understandable

90 Communication is generally effective. Understandable with little

75 Communication is only somewhat effective. Somewhat

60 Communication is generally not effective. Much listener effort is

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

Act. Skill / Type Topic URL

Arriving late to class | Listening - Intermediate B1 |

Act. Skill / Type Topic URL

Appearance 2 | Vocabulary - Intermediate to upper

• These activities are estimated to be done in 12 asynchronous hours.

Estimados alumnos de Adultos English 11 Intensive,

Speak English! (Ch. 1-3, pp. 2-17)

Australia The United Kingdom Mexico The United States

Mexico City Kentucky Ohio Cincinnati

1. If ____________________ is not in the United States, where is it?

guitar piano harp flute violin

E. Complete with the missing information.

F. Choose the right option.

2. How could Isabel identify her uncle at the airport?

5. At the mall, how does Isabel feel about Uncle Arturo?

Speak English! (Ch. 4-5, pp. 18-32)

Dear Mrs. Roosevelt (pp. 2-9)

__________________ “Come out to the garden because I need your help.”

Dear Mrs. Roosevelt (pp. 10-16)

disciplined helpful generous witty

classrooms a student named Joshy a mini refrigerator

a doble- decker bus a parking lot The Yote mascot

a student taking a selfie a pet

The coyote is the

1. a view of the campus

4. a garage with a lot of cars

6. a sophomore welcoming people

7. a student receiving her room’s key

8. teachers talking to students

9. students helping out new students

10. students getting things out of a car

about - faces - size - goal - process - stuff - else - myself

18 Cultural Differences between the USA and Europe

1. It usually costs 1 € to use the bathroom.

2. Water comes in a glass bottle when you order it.

3. There is not much to talk about before the 17th Century.

4. You can see buildings 500 years old.

5. People walk or bike instead of driving a car.