1.1 / 1.

2 Listening
Name ___________________________________________________ No. _______ Class: _________ Date ___________

1. Listen to three teenagers talking about their own experiences (as TCKs) at
international schools. Who says what? Write the name next to the sentence. [track 1]

(There are two extra sentences)

Kristina Anastasia Melanie

a. I had to deal with multiple cultures at once. _________________
b. International schools are shaped by both the local cultures
as well as the western culture. _________________
c. TCKs adapt easily. _________________
d. I realised that I was a TCK when I started to attend an
International School. _________________
e. Although international schools are a place where several cultures
meet, there is a sense that they are built around the Western culture. _________________
f. The classmates’ parents had jobs that required them to move around
the world a lot. _________________
g. I left my country and went to Europe when I was a little child. _________________
h. TCKs move around a lot and feel rootless. _________________

2. In the following text there are nine words that are not correct. Listen to [track 2]

the text, underline the wrong words and correct them.

An international school is built around the experience of TCKs so as to make their adaptation
easier from country to country and from international school to international school. The body
of students within an international school is incredibly disperse in terms of culture, countries of
origin, and the expanse to which each child is a TCK. International school kids all around the world
will have similar experiences when attending different international schools while still having to
find their own individual integrity. Although the other children might not be of the same country
of origin as oneself, relating to the experiences of other TCKs helps TCKs further develop
friendships and acquaintanceships within an international school. The common homebound of
being a TCK brings about a common feeling of identity for kids that attend international schools.
This relationship that is built on the grounds of being a TCK is incredibly important so that TCKs
can move around the world and still feel a sense of unity.

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 1.3 / 1.4 Listening
Name ___________________________________________________ No. _______ Class: _________ Date ___________

1. Listen to the first part of an institutional ad for the prevention of [track 3]

discrimination brought about by the pandemic and decide whether the
following statements are true (T), false (F) or not mentioned (NM).

a. Since the outbreak of COVID-19, Asian Americans have been a growing target of
T F NM
discrimination at all levels, including violence.
b. Countries from all around the globe are taking measures to stop violence,
T F NM
bullying and harassment.
c. Many Americans connect the disease not only with a geographic place but also
T F NM
with a race or nationality.
d. People must take action and contribute to a better and more respectful society. T F NM

2. Listen to the second part of the announcement and mark the four [track 4]
suggestions that were mentioned.
a. Cooperate with different organisations.

b. Provide accurate information.

c. Avoid stereotyping people or countries.

d. Ask for help.

e. Be aware of how you express your fears.

f. Model inclusion and compassion.

g. Encourage your neighbours to follow these suggestions.

h. Stop any type of harassment or bullying immediately.

3. Listen to a reporter talking about the increase in insults and threats to

Chinese Canadians since the pandemic began. Match the percentages [track 5]

with the topics. Three of them do not apply.

18% 8% 30% 3% 43% 28%

a. People physically attacked by strangers.

b. People exposed to anti-Chinese social media, jokes, graffiti…
c. People personally threatened or intimidated.

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 1.1 / 1.2 Listening
Name ___________________________________________________ No. _______ Class: _________ Date ___________

1. Listen to three teenagers talking about their own experiences (as TCKs)
[track 1]
at international schools. Who says what? Tick () the correct column.

Kristina Anastasia Melanie

a. I had to deal with multiple cultures at once.

KRISTINA ANASTASIA MELANIE
b. International schools are shaped by both the local cultures
as well as the western culture.
c. Although international schools are a place where several
cultures meet, there is a sense that they are built around
the Western culture.
d. The classmates’ parents had jobs that required them to
move around the world a lot.
e. I left my country and went to Europe when I was a little
child.
f. TCKs move around a lot and feel rootless.
[track 2]
3. Listen to the text and circle the words you hear.

An international school is built around the experience of TCKs so as to make their a. adaptation /
sensation / transition easier from country to country and from international school to international
school. The body of students within an international school is incredibly b. disperse / diverse /
adverse in terms of culture, countries of origin, and the c. extent / advance / expanse to which
each child is a TCK. International school kids all around the world will have similar experiences when
attending different international schools while still having to find their own individual d. immensity
/ integrity / identity. Although the other children might not be of the same country of origin as
oneself, relating to the experiences of other TCKs helps TCKs further develop friendships and
e. acquaintanceships / relationships / fellowships within an international school. The common
f. context / homebound / background of being a TCK brings about a common g. perception / sense
/ feeling of identity for kids that attend international schools. This relationship that is built on the
grounds of being a TCK is incredibly important so that TCKs can move around the h. planet / globe /
world and still feel a sense of I unity / group / community.

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 1.3 Listening
Name ___________________________________________________ No. _______ Class: _________ Date ___________

1. Listen to the first part of an institutional ad for the prevention of [track 3]

discrimination brought about by the pandemic and decide whether the
following statements are true (T), false (F) or not mentioned (NM).

a. Since the outbreak of COVID-19, Asian Americans have been a growing target
T F NM
of discrimination at all levels, including violence.
b. Countries from all around the globe are taking measures to stop violence,
T F NM
bullying and harassment.
c. Many Americans connect the disease not only with a geographic place but also
T F NM
with a race or nationality.
d. People must take action and contribute to a better and more respectful society. T F NM

2. Listen to the second part of the announcement and mark the four [track 4]
suggestions that were mentioned.
a. Cooperate with different organisations.

b. Provide accurate information.

c. Avoid stereotyping people or countries.

d. Model inclusion and compassion.

e. Encourage your neighbours to follow these suggestions.

f. Stop any type of harassment or bullying immediately.

3. Listen to a reporter talking about the increase in insults and threats to

Chinese Canadians since the pandemic began. Match the percentages [track 5]

with the topics.

30% 8% 43%

a. People physically attacked by strangers.

b. People exposed to anti-Chinese social media, jokes, graffiti…
c. People personally threatened or intimidated.

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 Unit 1 – Answer key

1. Standard worksheets 2.
a. ’m forgetting – will forget; b. is leaving – leaves; do you
do – are you going to do; c. takes – is taking; is – will be;
READING d. shines – is shining; will go – are going
1.1 / 1.2 READING 1.1 PAST TENSES
1. 1.1 b; 1.2 b; 1.3 c; 1.4 a
a. Paragraph 5; b. Paragraph 1; c. Paragraph 4; d. Paragraph
2.
2; e. Paragraph 3
a. was shining; b. was; c. was feeling ; d. arrived; e. had
2.
a. metropolis; b. booming; c. policed; d. blend waited; f. was starting/started; g. had accepted; h. had;
3. i. got; j. had taken / took off; k. told; l. started; m. was
a. rigid; b. harmful; c. disadvantages; d. unified trying; n. was beating; o. saw; p. could; q. didn’t know; r.
4. was coming; s. felt; t. stopped; u. were crying; v. landed
a. true – “(…) culture is an important part of identity and we
must strive to recognise and respect that value…”; b. false – 1.1 LINKING WORDS/EXPRESSIONS
“(…) relationships between cultures can be a bumpy road, 1.
but there will always be more benefit in unity than in a. In spite of enjoying new experiences, we are afraid of
separation.”; c. true – “(…) multiculturalism has ideas of going abroad.
collaboration and respect at its core…”; d. true – “Being a
b. No matter how hard the students worked, they never got
more supportive member of my community means more
good grades; as a result, they decided to talk to the
friends, more work, more opportunities and more growth.”
teacher.
1.3 / 1.4 READING c. In order to experience a deeper cultural diversity, I
1. should go to a multicultural city.
a. exclusion; b. xenophobia; c. prejudice; d. stereotypes d. You’ll only be able to stay a short time due to the very
2. high costs.
2.1 b; 2.2 a; 2.3 c; 2.4 b e. Although he doesn’t have any relatives left in his
hometown, he sometimes visits his old neighbours.
f. My life in Canada was good and secure; however, there
was always something there that was missing from my life.
LISTENING 2.
a. – 5 – h; b. – 3 – l; c. – 6– k; d. – 2 – i; e. – 1 – j: f. – 4 – g
1.1 / 1.2 LISTENING
1. 1.2 PREPOSITIONAL PHRASES
a. Anastasia; b. Kristina; c. extra sentence; d. extra 1.
sentence; e. Kristina; f. Melanie; g. Anastasia; h. Melanie a. at a loss; b. at once; c. on good terms; d. in vain; e. for
2. the sake of; f. by chance; g. on behalf of; h. in advance; i. by
a. adaptation - transition; b. disperse - diverse; c. expanse - no means
extent; d. integrity - identity; e. acquaintanceships - 1.1 b; 2. f; 3. none; 4. e; 5. a; 6. none; 7. i; 8. g; 9. h; 10. d;
relationships; f. homebound - background; g. feeling - 11. c; 12. none
sense; h. world - globe; i. unity - community 2.
a. at a loss; b. on good terms; c. at once; d. in advance; e. in
1.3 / 1.4 LISTENING vain; f. on behalf of
1.
a. T; b. NM; c. T; d. T. 1.2 INDEFINITE PRONOUNS
2. 1. a. anybody; b. somebody; c. everybody; d. nobody
b; c; f; h 2.
3. a. everything; b. somebody, c. anybody; d. someone;
a. 8%; b. 30%; c. 43% e. anything; f. something; g. everything; h. somebody;
i. nobody; j. nothing; k. anything; l. everything
3.
a. Everywhere she goes…; b. …. knows everyone’s opinions.;
GRAMMAR c. … can’t go anywhere.

1.1 PRESENT AND FUTURE TENSES 1.3 ADJECTIVES FOLLOWED BY PREPOSITIONS

1. 1.
a. are you doing; b. ’m having; c. have; d. starts; e. doesn’t about – anxious; worried; angry
leave; f. are doing; g. ’m beginning; h. are getting; i. is going of – scared; capable; jealous
to be / will be; j. do you mean; k. are you going to do, l. are for – suitable; thankful; ready
they celebrating; m. brings; n. sounds; o. ’ll love; p. Will you with – obsessed; disappointed; busy
eat / Are you going to eat; q. hope; r. are planning; s. isn’t to – relevant; beneficial; addicted
going to rain; t. ’m interviewing / ’m going to interview; 2.
u. Do you know; v. is knocking a. 2 – l; b. 3 – h; c. 3 – k; d. 1 – j; e. 2 – I; f. 3 – g
3. Personal answers.

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1.3 PRESENT PERFECT/PRESENT PERFECT
1.2 CULTURE-RELATED NOUNS
CONTINUOUS 1.
a. 3; b. 5; c. 2; d. 4; e. 1; f. 9; g. 7; h. 10; i. 8; j. 6
1. 2.
a. has been volunteering; b. has loved; c. has notice / has a) heritage; b) beliefs; c) ethnic; d) traditions; e) diversity;
been noticing; d. hasn’t made; e. has been thinking; f. has f) uniformity; g) language; h) morality; i) ethnicity;
decided; g. has already created; h. has collected; i. has been j) background
hoping
2. 1.2 COLLOCATIONS WITH MAKE AND DO
a. has never experienced; b. have been working on; c. has 1.
already returned; d. haven’t/have never forgotten; e. you a. 2; b. 4; c. 1; d. 3; e. 5
have ever written; f. has known him since; g. she hasn’t
2.
eaten for
a. made… decision/plans; b. making… arrangements; making
1.3 IF-CLAUSES plans; c. make a list; d. doing… research; e. doing a good
1. job; f. making a noise
1.1 c; 1.2 d; 1.3 b; 1.4 d; 1.5 a; 1.6 d 3.
2.
a. make; personal answer; b. do; personal answer; c. make;
a. wouldn’t have been able to escape the militia;
b. wouldn’t have helped 25 people to arrange their personal answer; d. do; personal answer; e. make; personal
departure; c. wouldn’t have saved her family and wouldn’t answer
have found a new home
3. 1.3 INTOLERANCE
a. Hassina had enough money, she would pay for her son’s 1.
surgery; b. have helped them if they had explained what a. racism; b. xenophobia; c. hatred; d. segregation;
the problem was; c. the Charity finds them a room, they will e. bigotry; f. prejudice; g. discrimination
stay in a hotel; d. I hadn’t taken a plane to Haiti, I wouldn’t 2.
have realised how powerful and destructive nature can be; a. bigotry; b. xenophobia; c. racism; d. discrimination;
e. we protest against the inappropriate conditions provided e. xenophobia; f. discrimination
for those immigrants, the employers won’t do anything 3.
a. xenophobia; b. intolerance; c. race; d. ethnic; e. gender;
1.4 I WISH/IF ONLY f. status; g. values; h. racism
1.
a. I wish/If only; could have; b. I wish/If only; would stop; 1.3 COLOUR IDIOMS – BLACK AND WHITE
c. I wish/If only; didn’t have; d. I wish/If only; could go; 1.
e. I wish/If only; would treat; f. I wish/If only; had known a. in the black; b. a white elephant; c. whiter than white;
2. d. white as a sheet; black out; e. raise the white flag; f. the
a. I had kept; b. wish they had arrived; c. had been black sheep; g. a white lie; h. a black spot; i. in black and
appointed earlier; d. I could have more time; e. wish John white.
would stop telling 2.
3. a. black out; b. on the black market; c. a white lie; d. the
a. I wish/If only I had a new mobile phone.; b. I wish/If only black sheep; paint a black picture; e. white as a sheet
I could go back home.; c. I wish/If only my family had fled 1.4 COMMONLY CONFUSED WORDS
earlier.; d. I wish/If only they would stop playing boring
1.
music.
a. lose; b. aloud; c. effect; d. piece; e. hear; f. allusion;
g. fares; h. brakes

2.
VOCABULARY a.  - aloud allowed; b.  - piece peace; c. ; d.  - fare fair;
e.  - Hear Here; f. ; g.  - allusion illusion; h. 
1.1 MY CLOTHES, MY IDENTITY
1.
a. check(ed); b. spotted; c. polka-dot; d. striped; e. floral/
/flowered; f. plain; g. paisley
2.
a. 4; b. 1; c. 3; d. 5; e. 2
2.1 Size
3.
a. sleek; b. vintage; c. flattering; d. casual; e. clingy; f. baggy

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2. Inclusion worksheets 1.1 LINKING WORDS/EXPRESSIONS
a. In spite of enjoying new experiences, we are afraid of
READING going abroad.
b. No matter how hard the students worked, they never got
1.1 / 1.2 READING good grades; as a result, they decided to talk to the teacher.
1. c. In order to experience a deeper cultural diversity, I
a. Paragraph 5; b. Paragraph 1; c. Paragraph 4 should go to a multicultural city.
2. d. You’ll only be able to stay a short time due to the very
a. 3; b. 4; c. extra word; d. 2; e. 1 high costs.
3. e. Although he doesn’t have any relatives left in his
a. 4; b. 2; c. 1; d. 3; e. extra word hometown, he sometimes visits his old neighbours.
4. f. My life in Canada was good and secure; however, there
a. true; b. false; c. true; d. true was always something missing.
1.3 / 1.4 READING 2.
a. – 5 – h; b. – 3 – l; c. – 6 – k; d. – 2 – i; e. – 1 – j; f. – 4 - g
1.
a. exclusion; b. xenophobia; c. prejudice; d. stereotypes 1.2 PREPOSITIONAL PHRASES
2. 1.
2.1 b; 2.2 a; 2.3 c; 2.4 b a. at a loss; b. at once; c. on good terms; d. in vain; e. for
the sake of; f. by chance; g. on behalf of; h. in advance; i. by
no means
1.1 b; 2. f; 3. e; 4. a; 5. i; 6. g; 7. h; 8. d; 9. c
LISTENING 2.
a. at a loss; b. on good terms; c. at once; d. in advance;
1.1 / 1.2 LISTENING e. in vain; f. on behalf of
1.
a. Anastasia; b. Kristina; c. Kristina; d. Melanie; e. Anastasia; 1.2 INDEFINITE PRONOUNS
f. Melanie 1.
2. a. anybody; b. somebody; c. everybody; d. nobody
a. transition; b. diverse; c. extent; d. identity; e. relation- 2.
ships; f. background; g. sense; h. globe; i. community a. everything; b. somebody; c. anybody; d. someone;
e. anything; f. something; g. everything; h. somebody;
1.3 / 1.4 LISTENING i. nobody; j. nothing; k. anything l. everything
1.
a. T; b. NM; c. T; d. T 1.3 ADJECTIVES FOLLOWED BY PREPOSITIONS
2. b; c; d; f 1.
3. about – anxious; worried; angry
a. 8%; b. 30%; c. 43% of – scared; capable; jealous
for – suitable; thankful; ready
with – obsessed; disappointed; busy
to – relevant; beneficial; addicted
GRAMMAR 2.
a. 2 – l; b. 3 – h; c. 3 – k; d. 1 – j; e. 2 – I; f. 3 – g
1.1 PRESENT AND FUTURE TENSES
1. 3. Personal answers.
a. are you doing; b. ’m having; c. have; d. starts; e. doesn’t
1.3 PRESENT PERFECT/PRESENT PERFECT
leave; f. are doing; g. ’m beginning; h. are getting; i. is going
to be; j. do you mean; k. are you going to do; l. are they CONTINUOUS
celebrating; m. brings; n. sounds; o. ’ll love; p. Are you 1.
going to eat; q. hope; r. are planning; s. isn’t going to rain; a. has been volunteering; b. has loved; c. hasn’t made; d.
t. ’m interviewing; u. Do you know; v. is knocking has been thinking; e. has decided; f. has already created; g.
2 has collected; h. has been hoping
2.1 b; 2.2 b. leaves; are you going to do; 2.3 a. is taking; will 2.
be; 2.4 b. is shining; are going a. never experienced; b. have been; c. has already
returned; d. not/never forgotten; e. have ever written; f.
1.1 PAST TENSES has known; g. not eaten for
1.
1.1 b; 1.2 a; 1.3 b; 1.4 a 1.3 IF-CLAUSES
2. 1.1 c; 1.2 d; 1.3 b; 1.4 d; 1.5 a; 1.6 d
a. was shining; b. was; c. was feeling; d. arrived; e. had 2.
waited; f. was starting; g. had accepted; h. had; i. got; j. had a. wouldn’t have been able; b. wouldn’t have helped;
taken; k. told; l. started; m. was trying; n. was beating; c. wouldn’t have saved; wouldn’t have found
o. saw; p. could; q. didn’t know; r. was coming; s. felt; 3.
t. stopped; u. were crying; v. landed a. Hassina had money; pay; b. have helped them; explained
what the problem was; c. the Charity finds them a room;
d. I hadn’t taken; realised how powerful and destructive
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