Adults English 10 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. Bigbox Reading Oceans worksheets
6. Video worksheets
7. Songs worksheets

EM - October 2021
 ADULTS ENGLISH 10 STUDY PLAN — INTENSIVE COURSE - 5 WEEKS
(Based on Surpass 3B, Units 2-4)

Saturday Sunday
 Discuss healthy and unhealthy  Identify details in an informative  Use adjectives to describe different  Talk about a special kind of
types of food. text. cooking methods. restaurant.
 Identify details in a conversation  Share experiences related to  Identify details in conversations  Identify details in reviews of a
about food. healthy diets. about food people enjoy. restaurant.
Objectives  Describe different amounts using  Discuss rules for healthy eating.  Form sentences in the passive voice  Discuss traditional or popular food
quantifiers.  Discuss sources of health-related in the simple present tense. from your area.
 Discuss the good and bad points of information.  Discuss foods that make people feel  Discuss international food that you
your own diet.  Learn and use expressions related good. enjoy eating.
 Use vocabulary related to food. to food and diet.  Write about your personal comfort
food.
Unit 2A: pp. 16 - 17 Unit 2A: pp. 18 - 19 Unit 2B: pp. 20 - 21 (Omit 4D, 4E, Share writing: ex. 4E, p. 21
Textbook: p. 21)
Unit 2B: pp. 22 - 23
Surpass 3B
(units 2-4)
DIAGNOSTIC TEST

Video: Surpass 3B 3 Video classes, according to the schedule

Readers: Introduce “Helpful Horses”. “Helpful Horses”: work on Ch. 1-2, “Helpful Horses”: Work on Ch. 3-5,
“Helpful Horses” pp. 6-13 pp. 14-22. Review whole story.
“How Designers Design”
“The Magnificent Minu:
An African Folktale”
Reading Oceans, level 18
1.1 Workbook: pp. 82-83 1.3 Workbook: p. 84 1.6 Workbook: pp. 85-86 1.10 Workbook: p. 87
1.2 Asynchronous task: labpack, 1.4 Reader: “Helpful Horses”; read 1.7 Online homework assigned by 1.11 Asynchronous task: labpack,
activities 1-2 and listen to ch. 1-2, pp. 6-13. teacher activities 4-5
Do worksheet # 1 in labpack. 1.8 Writing: textbook, p. 21, ex. 4D;
1.5 Asynchronous task: labpack, write about your comfort food.
Homework activity 3 1.9 Reader: “Helpful Horses”, read
and listen to Ch. 3-5, pp. 14-22.
Read and listen to the whole
story again. Work on the
platform: all activities for this
reader.
DI SEÑ O CUR R I CULAR DE ESTE DOCUM EN TO ES DE PR OPI EDAD DE COP EI . N O SE PER M I TE LA R EPR ODUCCI ON TOTAL O PAR CI A L DE ESTE M ATER I AL SI N PR EVI A AUTOR I ZACI ON .
COPEI Adults English 10 Study Plan – Intensive Course - 5 weeks
Designed by Olga González, January 2021
Edited by OG, October 2021
EM 1/5
 ADULTS ENGLISH 10 STUDY PLAN — INTENSIVE COURSE - 5 WEEKS
Saturday
 Talk about convenience foods.
 Connect ideas using transition
phrases.
 Discuss the advantages and
disadvantages of convenience
Objectives
food.
 Practice organizing and writing an
essay.
 Write about the advantages and
disadvantages of fast food.
Unit: 2C: pp. 24 - 25 (Omit 2C, 2D, Share writing: ex. 2D, p. 25
p. 25) Unit 3A: pp. 26 – 27
Textbook:
Surpass 3B
(units 2-4)
Introduce “How Designers Design”.
Readers:
“Helpful Horses”
“How Designers Design”
“The Magnificent Minu:
An African Folktale”
Reading Oceans, level 18
2.1 Online homework assigned by
teacher
2.2 Writing: textbook, p. 25, ex. 2C;
Write an essay about the
advantages and disadvantages
Homework
of fast food.
2.3 Reader: “How Designers
Design”; Read and listen to Ch.
1-2, pp. 4-13. Do worksheet #
2 in labpack.
DI SEÑ O CUR R I CULAR DE ESTE DOCUM EN TO ES DE PR OPI EDAD DE COP EI . N O SE PER M I TE LA R EPR ODUCCI ON TOTAL O PAR CI A L DE ESTE M ATER I AL SI N PR EVI A AUTOR I ZACI ON .
COPEI Adults English 10 Study Plan – Intensive Course - 5 weeks
Designed by Olga González, January 2021
Edited by OG, October 2021
EM
(Based on Surpass 3B, Units 2-4)
 Discuss different ways to prepare
for a trip.
 Identify details in a conversation
about travel plans.
 Ask questions with what, which,
and how.
 Talk about preferences related to
travel.
 Use vocabulary related to travel
preparations.
“How Designers Design”: Work on
Ch. 1-2, pp. 4-13.
2.4 Workbook: pp. 88-89
2.5 Reader: “How Designers
Design”; read and listen to ch.
3-4, pp. 14-22. Read and listen
to the whole story again. Work
on the platform: all activities for
this reader.
2.6 Asynchronous task: labpack,
activity 6
Sunday
 Discuss tips for saving money on
traveling.
 Identify details in an informative
text.
 Talk about different sources of
travel-related information.
 Discuss priorities and preferences
related to travel.
Unit 3A: pp. 28 - 29
“How Designers Design”: Work on
Ch. 3-4, pp. 14-22. Review whole
story.
2.7 Workbook: p. 90
2.8 Asynchronous task: labpack,
activities 7-9
 Discuss travel-related problems.
 Identify the problem situation
from details in a conversation.
 Use different modals of probability
based on the level of certainty.
 Make guesses about the situation
depicted in the picture.
Unit 3B: pp. 30 - 31
2.9 Workbook: pp. 91-92
2.10 Asynchronous task: labpack,
activities 10-11
2/5
 ADULTS ENGLISH 10 STUDY PLAN — INTENSIVE COURSE - 5 WEEKS
Saturday
 Review what you have learned so
far.
 Assess what you have learned so
Objectives far.
Review test 2: p. 37
General Review before exam
MIDTERM EXAM
Textbook: Whole test: Listening,
Surpass 3B
Reading, Grammar,
(units 2-4)
Vocabulary & Writing
(Units 2 -3B, up to page 31)
Readers: “Helpful Horses” and
“How Designers Design”
Readers:
“Helpful Horses”
“How Designers Design”
“The Magnificent Minu:
An African Folktale”
Reading Oceans, level 18
3.1 Online homework assigned by
teacher
3.2 Asynchronous task: labpack,
activities 12-13
Homework
DI SEÑ O CUR R I CULAR DE ESTE DOCUM EN TO ES DE PR OPI EDAD DE COP EI . N O SE PER M I TE LA R EPR ODUCCI ON TOTAL O PAR CI A L DE ESTE M ATER I AL SI N PR EVI A AUTOR I ZACI ON .
COPEI Adults English 10 Study Plan – Intensive Course - 5 weeks
Designed by Olga González, January 2021
Edited by OG, October 2021
EM
(Based on Surpass 3B, Units 2-4)
 Review what you have learned.
 Assess what you have learned.
Review test 2: p. 36
MIDTERM EXAM
Oral
(Units 2 -3B, up to page 31)
3.3 Asynchronous task: labpack,
activities 14-15
Sunday
 Discuss problems that can occur  Discuss travel experiences for
at the airport. choosing tours and destinations.
 Identify the tone in a written or  Talk about things that make a trip
verbal text. unforgettable.
 Talk about ways to cope with long  Write a travel memoir.
airport delays.
 Discuss experiences of bad
weather during a trip.
Unit 3B: pp. 32 - 33 Unit 3C: pp. 34 - 35 (Omit 2C, 2D,
p. 35)
Introduce “The Magnificent Minu:
An African Folktale.
3.4 Workbook: p. 93 3.6 Online homework assigned by
3.5 Asynchronous task: labpack, teacher.
activities 16-17 3.7 Writing: textbook, ex. 2C, p. 35;
write a travel experience.
3.8 Reader: “The Magnificent Minu:
An African Folktale”, read and
listen to Ch. 1-2, pp. 4-15. Do
worksheet # 3 in labpack.
3/5
 ADULTS ENGLISH 10 STUDY PLAN — INTENSIVE COURSE - 5 WEEKS
(Based on Surpass 3B, Units 2-4)

Saturday
 Discuss good or bad living
conditions.
 Identify details in an
advertisement for a roommate.
 Form and use first conditional
Objectives
sentences.
 Compare areas and discuss the
best place to live in.
 Use expressions related to living
conditions.
 Identify details in an informative
text about neighbor issues.
 Discuss relationships and
problems with neighbors.
 Discuss ways to be a good
neighbor.
 Use vocabulary related to
neighbors.
Sunday
 Learn and use expressions with
make and do.
 Talk about community events and
activities.
 Use second conditional sentences.
 Discuss ways to improve your
community.
 Identify details in a brochure for a
nonprofit organization.
 Discuss what volunteers do at
Santropol Roulant.
 Discuss nonprofit organizations
and volunteering work.
 Talk about services needed by the
youth and the elderly.

Share writing: ex. 2D, p. 35 Unit 4A: pp. 40 - 41 Unit 4B: pp. 42 - 43 Unit 4B: pp. 44 - 45

Textbook: Unit 4A: pp. 38 - 39

Surpass 3B
(units 2-4) WRITING QUIZ

“The Magnificent Minu: An African “The Magnificent Minu: An African

Readers: Folktale”: work on Ch. 1-2, pp. 4-15 Folktale”: work on Ch. 3-4, pp. 16-
“Helpful Horses” 23. Review whole story.
“How Designers Design”
“The Magnificent Minu:
An African Folktale”
Reading Oceans, level 18

4.1 Workbook: pp. 94-95 4.3 Workbook: p. 96 4.5 Workbook: pp. 97-98 4.7 Workbook: p. 99
4.2 Reader: “The Magnificent Minu: 4.4 Asynchronous task: labpack, 4.6 Online homework assigned by 4.8 Asynchronous task: labpack,
An African Folktale”, read and activities 18-19 teacher activities 20-21
listen to Ch. 3-4, pp. 16-23.
Homework Read and listen to the whole
story again. Work on the
platform: all activities for this
reader.

DI SEÑ O CUR R I CULAR DE ESTE DOCUM EN TO ES DE PR OPI EDAD DE COP EI . N O SE PER M I TE LA R EPR ODUCCI ON TOTAL O PAR CI A L DE ESTE M ATER I AL SI N PR EVI A AUTOR I ZACI ON .
COPEI Adults English 10 Study Plan – Intensive Course - 5 weeks
Designed by Olga González, January 2021
Edited by OG, October 2021
EM 4/5
 ADULTS ENGLISH 10 STUDY PLAN — INTENSIVE COURSE - 5 WEEKS
(Based on Surpass 3B, Units 2-4)

Saturday Sunday
 Discuss community features that  Review what you have learned.  Review what you have learned.  Share and present project.
improve neighborhoods.  Do survey to classmates.  Assess what you have learned.  Practice what you have learned.
 Identify details in a questionnaire  Assess what you have learned.
Objectives and survey report.
 Describe statistics using
approximations and percentages.
 Conduct a class survey and write
a survey report.
Unit 4C: pp. 46 - 47 (Assign Review Review before exam Share Project: p. 47
project, p. 47 in two parts.) Project: Students pass around
survey sheets, and gather them.

FINAL EXAM PRACTICE

FINAL EXAM Oral
Textbook: Whole test: Listening, Surpass 3B, units 3B - 4,
Surpass 3B Reading, Grammar, pp. 32-47)
(units 2-4)
Vocabulary
(Surpass 3B, unit 3B-4,
pp. 32 - 47)
Reader: “The Magnificent Minu:
An African Folktale”

Readers:
“Helpful Horses”
“How Designers Design”
“The Magnificent Minu:
An African Folktale”
Reading Oceans, level 18
5.1 Online homework assigned by 5.3 Asynchronous task: labpack, 5.4 Writing: project, p. 47, steps 4-
teacher activities 22-24 6; write your survey report and
Homework 5.2 Writing: project, p. 47, steps 1- present it with images to the
3; write four survey questions. class.

DI SEÑ O CUR R I CULAR DE ESTE DOCUM EN TO ES DE PR OPI EDAD DE COP EI . N O SE PER M I TE LA R EPR ODUCCI ON TOTAL O PAR CI A L DE ESTE M ATER I AL SI N PR EVI A AUTOR I ZACI ON .
COPEI Adults English 10 Study Plan – Intensive Course - 5 weeks
Designed by Olga González, January 2021
Edited by OG, October 2021
EM 5/5
 ADULTS ENGLISH 10 – INTENSIVE COURSE
ORAL STUDY GUIDE
FOR MID-TERM & FINAL ORAL EXAM
(B ased on Surpass 3B , units 2 - 4)

• 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, units 2-3B, up to p. 31)
 Identify and talk about healthy and unhealthy food. (2A)
 Answer questions about your diet and the foods you usually eat. (2A)
 Answer questions about people’s eating habits. (2A)
 Talk about your favorite/comfort food. (2B)
 Talk about the cooking methods you use / prefer. (2B)
 Talk about typical food of your city/region. (2B)
 Talk about / Give your opinion / Answer questions about fast food. (2C)
 Answer questions about convenient types of food. (2C)
 Answer questions about how you prepare for a trip. (3A)
 Tell about your preferences when traveling. (3A)
 Tell about what is more important to you when traveling. (3A)
 Talk about the type of accommodation you prefer when you travel. (3A)
 Identify problems about traveling, in pictures. (3B)
 Tell about problems during a trip. (3B)

Topics for Final Oral Exam (Surpass 3B – units 3B - 4, pp. 32-47)

 Answer questions about your experiences when traveling. (3B)

 Answer questions about how to deal with problems at the airport. (3B)

 Answer questions about the place you live in and your neighborhood. (4A)

 Answer questions about being a good or bad neighbor. (4A)

 Compare places to live in. (4A)

 Answer questions about how to deal with neighbors. (4A)

 Answer questions about services in your neighborhood / community. (4B)

 Tell about what you need in your neighborhood. (4B)

 Tell about what makes a good neighbor. (4C)

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 10 Intensive Oral Study Guide for M&F Oral Exam – 5 weeks
Designed by Olga González, January 2021
Revised by OG, January 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.

80 Exceeds lower band; does not quite meet upper band’s criteria

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.

65 Exceeds lower band; does not quite meet upper band’s criteria

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.

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DE ESTE M ATERI AL SI N PREVI A AUTORI ZACI ON .
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

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
DE ESTE M ATERI AL SI N PREVI A AUTORI ZACI ON .
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

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
DE ESTE M ATERI AL SI N PREVI A AUTORI ZACI ON .
COPEI Rubric for Grading Writing Section
Created by Olga González, July 2020
Revised July 2020
EM p. 1/1
 ADULTS 10 INTENSIVE COURSE
ASYNCHRONOUS ACTIVITIES LINKS
LEVEL 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, one drive, institutional e-mail)

Act. Skill / Type Topic URL

A phone call from a https://learnenglish.britishcouncil.org/skills/listenin

1 Listening
customer g/intermediate-b1/a-phone-call-from-a-customer
https://learnenglish.britishcouncil.org/skills/readin
2 Reading A conference programme
g/intermediate-b1/a-conference-programme
https://learnenglish.britishcouncil.org/skills/writing
3 Writing A class forum
/intermediate-b1/a-class-forum
Present simple or present https://test-english.com/grammar-
4 Grammar
continuous points/b1/present-simple-present-continuous/
https://learnenglish.britishcouncil.org/skills/speaki
5 Speaking Asking a favor
ng/intermediate-b1/asking-a-favour
https://learnenglish.britishcouncil.org/skills/listenin
6 Listening A student discussion
g/intermediate-b1/a-student-discussion
https://learnenglish.britishcouncil.org/skills/readin
7 Reading A flyer for a gym
g/intermediate-b1/a-flyer-for-a-gym
https://learnenglish.britishcouncil.org/skills/writing
8 Writing A professional profile
/intermediate-b1/a-professional-profile
https://learnenglish.britishcouncil.org/skills/speaki
9 Speaking Agreeing and disagreeing
ng/intermediate-b1/agreeing-and-disagreeing
https://learnenglish.britishcouncil.org/skills/readin
10 Reading A travel guide
g/intermediate-b1/a-travel-guide
A team meeting about https://learnenglish.britishcouncil.org/skills/listenin
11 Listening
diversity g/intermediate-b1/a-team-meeting-about-diversity
https://test-english.com/grammar-
12 Grammar Future forms
points/b1/future-forms/
A report on a student https://learnenglish.britishcouncil.org/skills/writing
13 Writing
meeting /intermediate-b1/a-report-on-a-student-meeting
https://learnenglish.britishcouncil.org/skills/listenin
14 Listening A weather forecast
g/intermediate-b1/a-weather-forecast

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
DE ESTE M ATERI AL SI N PREVI A AUTORI ZACI ON .
COPEI Adults 10I Asynchronous Activities
Search: Olga González, October 2021
Revised by OG, October 2021
EM p. 1/2
 ADULTS 10 INTENSIVE COURSE
ASYNCHRONOUS ACTIVITIES LINKS
LEVEL B 1

Act. Skill / Type Topic URL

https://learnenglish.britishcouncil.org/skills/readin
15 Reading An email request for help
g/intermediate-b1/an-email-request-for-help
https://learnenglish.britishcouncil.org/grammar/int
16 Grammar “Wish” and “if only”
ermediate-to-upper-intermediate/wish-and-if-only
https://learnenglish.britishcouncil.org/skills/writing
17 Writing A restaurant review
/intermediate-b1/a-restaurant-review

Digital habits across https://learnenglish.britishcouncil.org/skills/readin

18 Reading
generations g/intermediate-b1/digital-habits-across-generations

https://learnenglish.britishcouncil.org/skills/listenin
An interview about
19 Listening g/intermediate-b1/an-interview-about-listening-
listening skills
skills
https://learnenglish.britishcouncil.org/skills/speaki
20 Speaking Meeting face to face
ng/intermediate-b1/meeting-face-to-face
https://learnenglish.britishcouncil.org/skills/readin
21 Reading Encyclopedia entry
g/intermediate-b1/encyclopedia-entry
An email giving holiday https://learnenglish.britishcouncil.org/skills/writing
22 Writing
advice /intermediate-b1/an-email-giving-holiday-advice
An introduction to a https://learnenglish.britishcouncil.org/skills/listenin
23 Reading
lecture g/intermediate-b1/an-introduction-to-a-lecture
Past simple or present https://test-english.com/grammar-points/b1/past-
24 Grammar
perfect simple-present-perfect/

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

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
DE ESTE M ATERI AL SI N PREVI A AUTORI ZACI ON .
COPEI Adults 10I Asynchronous Activities
Search: Olga González, October 2021
Revised by OG, October 2021
EM p. 2/2
 ADULTS ENGLISH 10 INTENSIVE COURSE
READING WORKSHEETS
Based on Reading Oceans, level 18

“Helpful Horses”

CHAPTERS 1 – 2 (pages 6-13)

A. Vocabulary.- Match the word with its definition. There is one extra
definition. Then read and check your answers.
1. mane ____ a. a particular type of animal or plant
2. blaze ____ b. a young male horse
3. breed ____ c. a mother horse
4. foal ____ d. the long, thick hair that grows along
5. filly ____ the top of a horse’s neck.
6. colt ____ e. a type of light horse
7. mare ____ f. a white mark on the face of a horse
8. stallion ____ or other animal
9. pony ____ g. a baby horse
10. thoroughbreds ____ h. a horse that leads the herd
i. a young female horse
j. the smallest type of horse

B. Fill in the blanks with the words in the box. There are two extra words.

carriage - tail - compete - foal - miniature - plow - neck

1. The ________________ is looking for its mother in the herd.

2. Before you can put seeds in a field, you have to
________________ it.
3. It is fun to ride in a ________________ pulled by horses.
4. They like to ________________ over who can eat dinner
the fastest.
5. The doghouse looks like a ________________ version of our
house.

C. Choose TRUE or FALSE.

1. Horses and donkeys are not related. True False
2. A foal drinks its mother’s mild for up to six months. True False
3. Many horses have a white spot on their tails. True False
4. Horses are called different names depending on their breed. True False
5. Horses are always black or white. True False
6. Light horses are the most popular breeds. True False
7. The Quarter Horses are light horses. True False
EL DI SEÑ O CUR R I CULAR DE ESTE DOCUM EN TO ES DE PR OPI EDA D DE COP EI . N O SE PER M I TE LA R EPR ODUCCI ON TOTAL O
PAR CI AL DE ESTE M ATER I AL SI N PR EVI A AUTOR I ZACI ON .
COPEI AE10I Reading Worksheets
Created by Olga González, January 2021
Revised by OG, January 2021
EM p. 1/6
 ADULTS ENGLISH 10 INTENSIVE COURSE
READING WORKSHEETS
Based on Reading Oceans, level 18

D. Circle the correct word.

1. You should stay away from a horse if its ears are up / down.
2. A mare is an older female / male horse.
3. The book says that horses like to live with people / other horses.
4. Arabian / Belgian horses are one type of light horse.

E. Choose the correct option.

1. Which of the following is NOT listed as something that makes a horse beautiful?
a. its face
b. its mane
c. its muscles
d. its tail
2. What is a colt?
a. a young male horse
b. a young female horse
c. a grown male horse
d. a grown female horse
3. What kind of horse is used for plowing fields?
a. light horses
b. ponies
c. heavy horses
d. Quarter horses

EL DI SEÑ O CUR R I CULAR DE ESTE DOCUM EN TO ES DE PR OPI EDA D DE COP EI . N O SE PER M I TE LA R EPR ODUCCI ON TOTAL O
PAR CI AL DE ESTE M ATER I AL SI N PR EVI A AUTOR I ZACI ON .
COPEI AE10I Reading Worksheets
Created by Olga González, January 2021
Revised by OG, January 2021
EM p. 2/6
 ADULTS ENGLISH 10 INTENSIVE COURSE
READING WORKSHEETS
Based on Reading Oceans, level 18

“How Designers Design”

CHAPTERS 1 – 2 (pages 4-13)

A. Vocabulary.- Fill in the blanks with the words in the box. There are two
extra words.

climate - landscape - desires - notice - object

need - situation

1. He did not ________________ that I left the party.

2. This ________________ is made of metal.
3. The customer ________________ that the house be made of wood.
4. The ________________ in New York is serious because of the economy.
5. The ________________ of North Africa is pretty dry.

While-reading
B. Choose TRUE or FALSE.
1. Fashion designers design homes and furniture. True False
2. People can design any type of things. True False
3. A need or problem makes ideas pop into someone’s head. True False
4. It is easier to drag things than to roll things. True False
5. The first thing a designer does is define the problem or need. True False
6. Stores always want new clothes to keep people buying. True False

C. Circle the correct word.

1. A landscape designer designs parks / trees.
2. The wheel was invented because people made / noticed round things rolled.
3. Today, fashion designers use dolls / people to model their designs.

D. Choose the correct option.

1. Which of the following is NOT something designers are?
a. inventors
b. scientists
c. lawyer
d. artists
EL DI SEÑ O CUR R I CULAR DE ESTE DOCUM EN TO ES DE PR OPI EDA D DE COP EI . N O SE PER M I TE LA R EPR ODUCCI ON TOTAL O
PAR CI AL DE ESTE M ATER I AL SI N PR EVI A AUTOR I ZACI ON .
COPEI AE10I Reading Worksheets
Created by Olga González, January 2021
Revised by OG, January 2021
EM p. 3/6
 ADULTS ENGLISH 10 INTENSIVE COURSE
READING WORKSHEETS
Based on Reading Oceans, level 18

2. Why do people usually need ideas?

a. to draw pictures
b. to make money
c. to travel the world
d. to solve a problem

3. What is the second step in the design process?

a. defining a successful outcome
b. consider the climate
c. plan for the future
d. make drawings and models

EL DI SEÑ O CUR R I CULAR DE ESTE DOCUM EN TO ES DE PR OPI EDA D DE COP EI . N O SE PER M I TE LA R EPR ODUCCI ON TOTAL O
PAR CI AL DE ESTE M ATER I AL SI N PR EVI A AUTOR I ZACI ON .
COPEI AE10I Reading Worksheets
Created by Olga González, January 2021
Revised by OG, January 2021
EM p. 4/6
 ADULTS ENGLISH 10 INTENSIVE COURSE
READING WORKSHEETS
Based on Reading Oceans, level 18

“The Magnificent Minu: An African Folktale”

CHAPTERS 1 – 2 (pages 4-15)

A. Vocabulary. Fill in the blanks with the words in the box. There are two
extra words.

harvest - magnificent - hut - chichinga - complains - explore

1. ________________ is a type of food people eat in West Africa.

2. The decorations for the fancy party look ________________.
3. My sister ________________ every time my mom makes spaghetti for dinner.
4. I like to ________________ new cities when I go on vacation.
5. The ________________ was not good this year because of the weather.

B. Choose TRUE or FALSE.

1. Atu’s father said all men must become rich. True False
2. Chichinga is a kind of roasted meat. True False
3. Atu went to Accra for Christmas. True False
4. Atu spoke many languages. True False
5. Atu asked who owned all the boats. True False
6. Atu thought Minu was a rich man. True False
7. Blue meant peace. True False

C. Circle the correct word.

1. Atu went to visit a nearby / distant city.
2. Atu was happy / tired of seeing the same people every day.
3. Atu slept on his old blanket / bed during his walk to Accra.
4. Atu thought, “What a great / selfish man Minu must be”.
5. Atu asked the lady at the stall / vendor who owned the fish.

EL DI SEÑ O CUR R I CULAR DE ESTE DOCUM EN TO ES DE PR OPI EDA D DE COP EI . N O SE PER M I TE LA R EPR ODUCCI ON TOTAL O
PAR CI AL DE ESTE M ATER I AL SI N PR EVI A AUTOR I ZACI ON .
COPEI AE10I Reading Worksheets
Created by Olga González, January 2021
Revised by OG, January 2021
EM p. 5/6
 ADULTS ENGLISH 10 INTENSIVE COURSE
READING WORKSHEETS
Based on Reading Oceans, level 18

D. Choose the correct option.

1. Atu’s father was described as being ____.
a. old
b. rich
c. smart
d. wise
2. Which direction did Atu walk in to get to Accra?
a. North
b. South
c. East
d. West

3. What does green kente cloth mean?

a. harvest
b. peace
c. wealth
d. beautiful

EL DI SEÑ O CUR R I CULAR DE ESTE DOCUM EN TO ES DE PR OPI EDA D DE COP EI . N O SE PER M I TE LA R EPR ODUCCI ON TOTAL O
PAR CI AL DE ESTE M ATER I AL SI N PR EVI A AUTOR I ZACI ON .
COPEI AE10I Reading Worksheets
Created by Olga González, January 2021
Revised by OG, January 2021
EM p. 6/6
 ADULTS ENGLISH 10 INTENSIVE COURSE
VIDEO WORKSHEETS
Based on Surpass 3B

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
DE ESTE M ATERI AL SI N PREVI A AUTORI ZACI ON .
COPEI Adults English 10 Intensive Video Worksheets
Source: Higashi Enterprises, February 2020
Revised by OG, January 2021
EM p. 1/6
 ADULTS ENGLISH 10 INTENSIVE COURSE
VIDEO WORKSHEETS
Based on Surpass 3B

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
DE ESTE M ATERI AL SI N PREVI A AUTORI ZACI ON .
COPEI Adults English 10 Intensive Video Worksheets
Source: Higashi Enterprises, February 2020
Revised by OG, January 2021
EM p. 2/6
 ADULTS ENGLISH 10 INTENSIVE COURSE
VIDEO WORKSHEETS
Based on Surpass 3B

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
DE ESTE M ATERI AL SI N PREVI A AUTORI ZACI ON .
COPEI Adults English 10 Intensive Video Worksheets
Source: Higashi Enterprises, February 2020
Revised by OG, January 2021
EM p. 3/6
 ADULTS ENGLISH 10 INTENSIVE COURSE
VIDEO WORKSHEETS
Based on Surpass 3B

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
DE ESTE M ATERI AL SI N PREVI A AUTORI ZACI ON .
COPEI Adults English 10 Intensive Video Worksheets
Source: Higashi Enterprises, February 2020
Revised by OG, January 2021
EM p. 4/6
 ADULTS ENGLISH 10 INTENSIVE COURSE
VIDEO WORKSHEETS
Based on Surpass 3B

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
DE ESTE M ATERI AL SI N PREVI A AUTORI ZACI ON .
COPEI Adults English 10 Intensive Video Worksheets
Source: Higashi Enterprises, February 2020
Revised by OG, January 2021
EM p. 5/6
 ADULTS ENGLISH 10 INTENSIVE COURSE
VIDEO WORKSHEETS
Based on Surpass 3B

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
DE ESTE M ATERI AL SI N PREVI A AUTORI ZACI ON .
COPEI Adults English 10 Intensive Video Worksheets
Source: Higashi Enterprises, February 2020
Revised by OG, January 2021
EM p. 6/6
 ADULTS ENGLISH 10 INTENSIVE COURSE
Song Activity Sheet
“AGAINST ALL ODDS” By Phil Collins
(Cover by David Agius)

I. BEFORE THE SONG

A. Look at the picture and circle the best answer. The song is about…
a) a crazy love b) an impossible love
c) a love without probabilities.

B. Read the biography of the song and

answer the questions.
"Against All Odds (Take a Look at Me Now)" (also
titled "Against All Odds") is a song by English
drummer, singer and songwriter Phil Collins. It was
recorded for the soundtrack to the 1984 film of
the same name. It is a power ballad in which its
protagonist implores an
ex-lover to "take a look at me now", knowing that reconciliation is
"against all odds" while considering it worth trying. The single reached
number two in the United Kingdom, while it peaked at number one on
the Billboard Hot 100 in the United States, the first of seven US number
ones for Collins in his solo career.
The song has been covered by several singers, some versions of which
have been successful in both the US and UK markets. The song has twice
reached number one in the UK singles chart: the pairing of Mariah Carey
and boyband Westlife, in September 2000, and then again by Steve
Brookstein, the first winner of The X Factor, in January 2005.
1. Who was the writer of the song? ________________
2. When was the song recorded? __________
3. How many times have the song reached number 1? __________

B. VOCABULARY: Match the words with the vocabulary.

1. odds ___ a. The act of grouping
2. soundtrack ___ b. An introductory list of highlights.
3. billboard ___ c. Chances, probability
4. pairing ___ d. The audio portion of a film or video recording.

II. WITH THE SONG

A. Complete Verses with the phrases from the box. Then listen and check
your answers.
How can I just let you walk away?
Just let you leave ___________________ • every breath with you
When I stand here taking _____________________, ooh • away from me?
You're the only one who really ________________ • knew me at all (x2)
How can you just walk, _________________ • without a trace
When all I can do is __________________ • watch you leave
Cause we've shared the laughter and the pain
• shared the tears
and even ______________________
You're the only one who really _______________
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
DE ESTE M ATERI AL SI N PREVI A AUTORI ZACI ON .
COPEI-Cool Tunes Set 3
Designed by Hypatia Carrasco March 2016
Revised by OG&KV March 2016
EM/CB p. 1/2
 ADULTS ENGLISH 10 INTENSIVE COURSE
Song Activity Sheet
“AGAINST ALL ODDS” By Phil Collins
(Cover by David Agius)

B. Listen to the Chorus and circle the correct words.

So take - give a look at me now, oh there's just an empty space
And there's nothing left here to remind - recall me,
Just the memory of your head – face
Ooh take a look at me now, well there's just an angry - empty space
And you coming back to me is against the odds and that's what I've got to face - take

C. Listen and write the missing verbs.

I wish I could just __________ you turn around,
Turn around and see me __________
There's so much I need to __________ to you,
So many reasons why
You're the only one who really __________ me at all

Chorus

But to wait for you, is all I __________ do that’s what I've

got to face
Take a good look at me now, cause I'll still be standing
here
But to __________ or you, is all I can do
It's the chance I've gotta __________
Take a look at me now…

III. AFTER THE SONG

A. Work in the following crossword.
ACROSS
1. The motive for an action 3 4 5
2. To move, proceed
3. To cause to remember 1
4. A tiny detectable amount or 2
characteristic.
1 2
DOWN
1. The act or process of breathing
2. Having nothing inside
3. In hostile opposition or resistance to 3
4. The audio portion of a film or video
recording.
5. Necessity, obligation 4

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
DE ESTE M ATERI AL SI N PREVI A AUTORI ZACI ON .
COPEI-Cool Tunes Set 3
Designed by Hypatia Carrasco March 2016
Revised by OG&KV March 2016
EM/CB p. 2/2
 ADULTS ENGLISH 10 INTENSIVE COURSE
Song Activity Sheet
“Rolling in the Deep” By Adele
I. BEFORE THE SONG
A. Read the song facts and order the paragraph.
___ On 12 February 2012, "Rolling in the Deep" received
three Grammy Awards for Record of the Year, Song of the
Year, and Best Short Form Music Video. Critics and music
publications ranked the song highly on their end-of-year
lists.
___ It is a song recorded by British singer Adele for her
second studio album, 21. The song was written by Adele and
Paul Epworth. The singer herself describes it as a "dark
blues-y gospel disco tune". The largest crossover hit in the
United States from the past 25 years, "Rolling in the Deep"
gained radio airplay from many different radio formats. It
was first released on 29 November 2010 as the lead single from 21 in digital download format.
The lyrics describe the emotions of a scorned lover. The song reached number one in 11 countries
and the top five in many more regions.

___ "Rolling in the Deep" had sold over 7.6 million copies in the United States, making it the
highest-selling digital song by a female artist in the US. Worldwide, it was the fifth-best-selling
digital single of 2011 with sales of 8.2 million copies, later going on to sell over 14 million copies.
The song spent 65 weeks on the chart.

B. VOCABULARY: Circle the correct synonym for each Word.

1. ranked: a. rated b. listed c. disordered
2. gospel: a. doubt b. religious c. unbelief
3. crossover: a. highway b. all around c. abroad
4. lead: a. top b. start c. last
5. scorned: a. accepted b. rejected c. admired

II. WITH THE SONG

A. Listen to verse 1 and match the beginnings with the ending.
1. There's a fire starting in my heart ____ a. Don't underestimate the things that I
2. Finally I can see you crystal clear ____ will do
3. See how I leave with every piece of b. Reaching a fever pitch and it's
you ____ bringing me out the dark.
c. Go 'head and sell me out and I'll lay
4. There's a fire starting in my heart ____
your ship bare.

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
DE ESTE M ATERI AL SI N PREVI A AUTORI ZACI ON .
COPEI-Cool Tunes Set 3
Designed by Hypatia Carrasco March 2016
Revised by OG&KV March 2016
CB p. 1/2
 ADULTS ENGLISH 10 INTENSIVE COURSE
Song Activity Sheet
“Rolling in the Deep” By Adele
B. Use the word bank to complete the missing words. Then listen to the pre
chorus and check your answers.
The scars of _______ love remind me of _______
us me your (x2)
They keep _____ thinking that _____ almost had it all
we they
The scars of _____ love, _____ leave me breathless
I can't help feeling

C. Listen to the chorus and practice. Number the lines of the background
vocals.
Background vocals
Chorus
___ Rolling in the deep
We could have had it all… __ Never had met me
Rolling in the deep… ___ Tears are gonna fall,
You had my heart inside of your hand ___ You're gonna wish you,
and you played it, to the beat (Tears are gonna fall, rolling in
the deep)
D. Listen to verse 2 and circle the correct word.
Baby, I have no glory - story to be told
But I've heard one on two – you
And I'm gonna make your heart - head burn
Think of me in the Deep - depths of your despair
Make a home down - on there
As mine sure won't be shared - taken

Repeat part B and C (two times chorus)

E. Listen to verse 3 and number the lines.

____ Turn my sorrow into treasured gold
____ Throw your soul through every open door
____ You'll pay me back in kind and reap just what you sow
____ Count your blessings to find what you look for
(background vocals)
We could have had it all.. (x2) it all… it all…
Chorus x2
But you played it
You played it
You played it
You played it to the beat.

III. AFTER THE SONG

A. Discuss in groups.
1. What do you think about the expression “Rolling in the deep”?
2. What can be the reasons to stay in a relationship where you are not
considered?
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
DE ESTE M ATERI AL SI N PREVI A AUTORI ZACI ON .
COPEI-Cool Tunes Set 3
Designed by Hypatia Carrasco March 2016
Revised by OG&KV March 2016
CB p. 2/2