Fecha de vigencia

Marzo 2021
Guía de Inglés Tercero
Medio

Name: __________________________________________________
Grade: 11th_______
Date: ____________________________________
Teacher: Miss Daniela Zamora

PART 1

Read a flyer promoting a new gym to practice and improve your

reading skills.

I. Preparation task
Match the definitions (a–f) with the vocabulary (1–6).
Vocabulary Definitions
1. …… a session a. a building or club where people go to do physical
exercise.
2. …… a gym b. the state of being healthy and strong.
3. …… fitness c. a document that gives details about how and
when you will do physical exercise.
4. …… a training plan d. a period of time for a particular activity.
5. …… an instructor e. money you pay so that you can do something
such as join an organization.
6. …… a fee f. a person who teaches a skill or a sport.

II. Read the following text: A flyer for a gym

BEST BODY FITNESS

About us
You don’t want just a gym membership. You want a membership that means
something. And that means you need support, expert help and a community.

Best Body Fitness isn’t just a gym: it’s a full-service fitness membership
made for you.
Here’s how it works:

STEP ONE: Your assessment

We begin with an assessment session. This is a chance for you to see what we
do at Best Body. Our assessment plans are no-cost and no-risk. We’ll also
make a training plan specifically for you.
STEP TWO: Your training
When you decide to become a Best Body member, we show you what to do,
how to do it and why you are doing it. After a few sessions with an expert
private trainer you will feel comfortable working out on your own. But don’t
worry, we’ll always be nearby if you have questions.

STEP THREE: Your membership

Membership works on a month-to-month basis. There are no sign-up fees and
no cancellation fees. Start and stop whenever you want. And the best part?
Our fees are the most competitive in the whole downtown area.

STEP FOUR: Your community

At Best Body Fitness, we see everyone as part of a big team. And when you
work with a team, you can do great things. Join any of our specialised classes,
led by expert instructors. Come to our nutrition classes. Participate in our
regular social events. Everything is included in your fee.

Finally, we wanted to share with you some reasons why our members say that
they have chosen us over any other fitness centre in the city.

It’s so EASY
• Easy to start, stop, cancel or refund a membership
• Easy to access – we’re open 24/7, we never close
• Easy to do exercise – we have lots of equipment, no long wait
• Easy results – our trainers and equipment give you success, fast
• Easy to find – in the centre of town, near public transport and with parking

It’s WONDERFUL
• Wonderful members
• Wonderful trainers and staff
• Wonderful equipment
• Wonderful energy
• Wonderful location

Come and visit us for a personal tour!

III. Are the sentences true or false?

1. The first visit to the club is free. ________

2. Everybody gets the same training plan. ________
3. At this gym, you always do exercise with an expert instructor.
________
4. If you stop your membership, you don’t have to pay anything.
________
5. This gym says it’s the best value for money. ________
6. Nutrition classes cost a little bit extra. ________
7. The gym is open at 4 o’clock in the morning. ________
8. The gym is outside of town. ________

IV. Complete the sentences with words from the box.

Time membership over whenever

Specifically own led nearby

1. The gym offers a full-service fitness ……………………………….

2. We’ll make a training plan ……………………………… for you.
3. You can now work out on your ……………………………….
4. We’ll always be ……………………………… to help.
5. Start and stop ……………………………… you want.
6. Join any of our classes, ……………………………… by expert instructors.
7. This is why our members have chosen us ……………………………… any
other gym.
8. Stop, start or refund your membership any ……………………………….

PART 2
Preparation task: Match the definitions (1–8) with the vocabulary (a–
h).
Vocabulary Definitions
1. …… to miss out on a. websites and apps like Facebook, Twitter and
Instagram
2. …… addiction b. in a funny or strange way because it’s unexpected
3. …… constantly c. different from
4. …… to be cut off from d. to not get the benefits of
5. …… unlike e. needing something too much or in an unhealthy
way
6. …… social media f. people who are the first to buy or use new
technology
7. …… ironically g. all the time without a break
8. …… early adopters h. to have no access to
 II. Read the following text

Digital habits across generations

Today’s grandparents are joining their grandchildren on social media, but the
different generations’ online habits couldn’t be more different. In the UK the over-
55s are joining Facebook in increasing numbers, meaning that they will soon be the
site’s second biggest user group, with 3.5 million users aged 55–64 and 2.9 million
over-65s.

Sheila, aged 59, says, ‘I joined to see what my grandchildren are doing, as my
daughter posts videos and photos of them. It’s a much better way to see what
they’re doing than waiting for letters and photos in the post. That’s how we did it
when I was a child, but I think I’m lucky I get to see so much more of their lives
than my grandparents did.’

Ironically, Sheila’s grandchildren are less likely to use Facebook themselves.

Children under 17 in the UK are leaving the site – only 2.2 million users are under
17 – but they’re not going far from their smartphones. Chloe, aged 15, even sleeps
with her phone. ‘It’s my alarm clock so I have to,’ she says. ‘I look at it before I go
to sleep and as soon as I wake up.’

Unlike her grandmother’s generation, Chloe’s age group is spending so much time
on their phones at home that they are missing out on spending time with their
friends in real life. Sheila, on the other hand, has made contact with old friends
from school she hasn’t heard from in forty years. ‘We use Facebook to arrange to
meet all over the country,’ she says. ‘It’s changed my social life completely.’

Teenagers might have their parents to thank for their smartphone and social media
addiction as their parents were the early adopters of the smartphone. Peter, 38 and
father of two teenagers, reports that he used to be on his phone or laptop
constantly. ‘I was always connected and I felt like I was always working,’ he says.
‘How could I tell my kids to get off their phones if I was always in front of a screen
myself?’ So, in the evenings and at weekends, he takes his SIM card out of his
smartphone and puts it into an old-style mobile phone that can only make calls and
send text messages. ‘I’m not completely cut off from the world in case of
emergencies, but the important thing is I’m setting a better example to my kids
and spending more quality time with them.’

Is it only a matter of time until the generation above and below Peter catches up
with the new trend for a less digital life?
III. Are the sentences true or false?
1. More people aged 55 or more use Facebook than people aged 65 or
more. ________
2. Grandparents typically use Facebook less than their grandchildren.
________
3. Sheila feels grateful to social media. ________
4. Peter found his own smartphone use affected how he felt about how
much his children used their phones. ________
5. Peter has changed how much he uses his phone during the working
day. ________
6. Peter feels that the changes make him a better parent. ________

IV. Write the phrases in the correct group.

 are returning to older technology

 are less keen on Facebook

 like to keep their phones near them

 use social media to find old friends

 were the first generation to get smartphones

 feel lucky to have the internet in their lives

TEENS GRANDPARENTS PARENTS

PART 3
I. Preparation task: Complete the sentences with words from
the box.
bombard fooled unrelated source
fake subtle phenomenon sure

1. A ……………………………… is something that is designed to look real but

isn’t.

2. If you ……………………………… someone with messages or information,

you give them so much that it is difficult to deal with at all.

3. A ……………………………… is a rare or important fact or event.

4. If something is ……………………………… , it is not obvious and it is

difficult to notice.

5. If you are ……………………………… , you are tricked into believing

something that is not true.

6. If you are ……………………………… about something, you are confident

that it is true or correct.

7. If something is ……………………………… to something else, the two things

have nothing to do with each other.

8. A ……………………………… is a thing, person or place that provides

information.
 II. Read the following text

How to spot fake news

Every time you’re online, you are bombarded by pictures, articles, links and
videos trying to tell their story. Unfortunately, not all of these stories are true.
Sometimes they want you to click on another story or advertisement at their
own site, other times they want to upset people for political reasons. These
days it’s so easy to share information. These stories circulate quickly, and the
result is … fake news.

There is a range of fake news: from crazy stories which people easily recognise
to more subtle types of misinformation. Experts in media studies and online
psychology have been examining the fake news phenomenon. Read these tips,
and don’t get fooled!

1. Check the source

Look at the website where the story comes from. Does it look real? Is the text
well written? Are there a variety of other stories or is it just one story? Fake
news websites often use addresses that sound like real newspapers, but don’t
have many real stories about other topics. If you aren’t sure, click on the
‘About’ page and look for a clear description of the organisation.

2. Watch out for fake photos

Many fake news stories use images that are Photoshopped or taken from an
unrelated site. Sometimes, if you just look closely at an image, you can see if it
has been changed. Or use a tool like Google Reverse Image search. It will show
you if the same image has been used in other contexts.

3. Check the story is in other places

Look to see if the story you are reading is on other news sites that you know
and trust. If you do find it on many other sites, then it probably isn’t fake
(although there are some exceptions), as many big news organisations try to
check their sources before they publish a story.

4. Look for other signs

There are other techniques that fake news uses. These include using ALL CAPS
and lots of ads that pop up when you click on a link. Also, think about how the
story makes you feel. If the news story makes you angry, it’s probably designed
to make you angry.

If you know these things about online news, and can apply them in your
everyday life, then you have the control over what to read, what to believe and
most importantly what to share. If you find a news story that you know is fake,
the most important advice is: don’t share it!
III. Circle the best title for the text.
a. Experts share dangers of fake news
b. Experts share top tips for resisting fake news
c. How to create fake news: a guide
d. Tips on how to read the news online

IV. Circle the correct answers.

1. Which reason is NOT given for an online fake news story?
a. To convince people of a political view
b. To make people angry or sad
c. To plant a virus in your computer

2. The text says some fake news …

a. is easy to recognise as fake.
b. is funny.
c. comes from the political right.

3. Which of these may mean that a news site should not be trusted?
a. The text is well written.
b. The site has a variety of other stories.
c. The site’s ‘About’ page does not clearly describe the organisation.

4. Some images on fake news …

a. are real images, but come from a different website.
b. are images that have been changed.
c. both the above

5. Fake news stories …

a. are usually only on fake news sites or social media.
b. are not on any websites, only in social media.
c. are often hidden on real news sites.
6. Many fake news stories are written …
a. without capital letters and with terrible spelling.
b. in a way that makes people upset.
c. inside of advertisements that pop up on your screen.

7. What should you do with fake news?

a. Report it to the police
b. Make a note of it for reference
c. Not show it to other people online

8. What is the purpose of this article?

a. To complain
b. To inform
c. To entertain

PART 4
I. Match the definitions (a–f) with the vocabulary (1–6).

Vocabulary Definitions
1. …… a takeover a. the ability to think of new ideas
2. …… to adapt b. to think something is less than it is
3. …… to underestimate c. to work out what kind of illness someone
has
4. …… empathy d. when someone takes control of something,
like a job or a place
5. …… to diagnose e. to change something so that it fits better
6. …… creative f. the ability to deeply understand someone’s
situation or feelings
 II. Read the following text

Robot teachers

If you think of the jobs robots could never do, you would probably put doctors and
teachers at the top of the list. It’s easy to imagine robot cleaners and factory
workers, but some jobs need human connection and creativity. But are we
underestimating what robots can do? In some cases, they already perform better
than doctors at diagnosing illness. Also, some patients might feel more
comfortable sharing personal information with a machine than a person. Could
there be a place for robots in education after all?

British education expert Anthony Seldon thinks so. And he even has a date for the
robot takeover of the classroom: 2027. He predicts robots will do the main job of
transferring information and teachers will be like assistants. Intelligent robots will
read students’ faces, movements and maybe even brain signals. Then they will
adapt the information to each student. It’s not a popular opinion and it’s unlikely
robots will ever have empathy and the ability to really connect with humans like
another human can.

One thing is certain, though. A robot teacher is better than no teacher at all. In
some parts of the world, there aren’t enough teachers and 9–16 per cent of
children under the age of 14 don’t go to school. That problem could be partly
solved by robots because they can teach anywhere and won’t get stressed, or
tired, or move somewhere for an easier, higher-paid job.

Those negative aspects of teaching are something everyone agrees on. Teachers
all over the world are leaving because it is a difficult job and they feel overworked.
Perhaps the questionis not ‘Will robots replace teachers?’ but ‘How can robots help
teachers?’ Office workers can use software to do things like organise and answer
emails, arrange meetings and update calendars. Teachers waste a lot of time
doing non-teaching work, including more than 11 hours a week marking
homework. If robots could cut the time teachers spend marking homework and
writing reports, teachers would have more time and energy for the parts of the job
humans do best.
III. Are the sentences true or false?
1. Most jobs seem as if they can be done by robots or computers.
_________
2. Robots are always better at diagnosing illness than doctors.
_________
3. Many experts agree robots will replace teachers by 2027. _________
4. One advantage of robot teachers is that they don’t need to rest.
_________
5. Robot assistants could help teachers by marking homework.
_________
6. Some teachers use robots to reduce their time answering emails and
marking homework. _________

IV. Choose the best answer.

1. It’s easy to think robots …
a. will replace people even if we don’t like the idea.
b. are more capable than people and it’s true.
c. can do less than people but it’s not always true.

2. Anthony Seldon thinks teachers in the future will …

a. help robots in class.
b. teach knowledge to students.
c. no longer exist.

3. Robots will probably never …

a. have human understanding of emotions.
b. be a popular choice for teachers.
c. be intelligent enough to work in education.

4. Some parts of the world …

 a. pay robots to teach.
b. already use robots in teaching jobs.
c. have a shortage of teachers.
5. Teachers …
a. work harder than office workers.
b. have less help than office workers.
c. leave their jobs to become office workers.

6. Robots could …
a. empathise with students.
b. mark homework.
c. prepare lessons

PART 5
I. Match the definitions (a–h) with the vocabulary (1–8).
Vocabulary Definitions
1. …… a tribe a. the explanation for how something started
2. …… fake b. the part of a living thing which is not the body
and you can’t see or touch it
3. …… to support c. to pray to
4. …… to worship d. a group of people, usually connected to each
other by place or culture
5. …… origin e. something used to hit or hurt people
6. …… a spirit f. to attack a place with an army
7. …… a weapon g. to make something stronger
8. …… to invade h. looks real but is not

II. Read the following text.

The legend of fairies

(1) Fairies today are the stuff of children’s stories, little magical people with
wings, often shining with light. Typically pretty and female, like Tinkerbell in
Peter Pan, they usually use their magic to do small things and are mostly
friendly to humans.
(2) We owe many of our modern ideas about fairies to Shakespeare and
stories from the 18th and 19th centuries. Although we can see the origins of
fairies as far back as the Ancient Greeks, we can see similar creatures in
many cultures. The earliest fairy-like creatures can be found in the Greek
idea that trees and rivers had spirits called dryads and nymphs. Some
people think these creatures were originally the gods of earlier, pagan
religions that worshipped nature. They were replaced by the Greek and
Roman gods, and then later by the Christian God, and became smaller, less
powerful figures as they lost importance.

(3) Another explanation suggests the origin of fairies is a memory of real

people, not spirits. So, for example, when tribes with metal weapons
invaded land where people only used stone weapons, some of the people
escaped and hid in forests and caves. Further support for this idea is that
fairies were thought to be afraid of iron and could not touch it. Living
outside of society, the hiding people probably stole food and attacked
villages. This might explain why fairies were often described as playing
tricks on humans. Hundreds of years ago, people actually believed that
fairies stole new babies and replaced them with a ‘changeling’ – a fairy baby
– or that they took new mothers and made them feed fairy babies with their
milk.

(4) While most people no longer believe in fairies, only a hundred years ago
some people were very willing to think they might exist. In 1917, 16-year-
old Elsie Wright took two photos of her cousin, nine-year-old Frances
Griffiths, sitting with fairies. Some photography experts thought they were
fake, while others weren’t sure. But Arthur Conan Doyle, the writer of the
Sherlock Holmes detective stories, believed they were real. He published the
original pictures, and three more the girls took for him, in a magazine called
The Strand, in 1920. The girls only admitted the photos were fake years
later in 1983, created using pictures of dancers that Elsie copied from a
book.

III. Are the sentences true or false or is the information not

given?

1. Fairies are not usually male.

True False Not given

2. Newer religions changed how people thought of fairies.

True False Not given
3. People used iron to protect themselves from fairies.
True False Not given

4. People thought very good babies were presents from the fairies.
True False Not given

5. Arthur Conan Doyle created some fake photos.

True False Not given

6. Elsie and Frances were surprised Arthur Conan Doyle believed them.
True False Not given

IV. Circle the best answer.

1. In paragraph 1, the word they refers to …

a. fairies.
b. children.
c. stories.

2. In paragraph 2, the words these creatures refer to …

a. tree and rivers.
b. the spirits of trees and rivers.
c. the Ancient Greek people.

3. In paragraph 2, the word They refers to …

a. pagan gods.
b. pagan religions.
c. Greek and Roman gods.

4. In paragraph 3, the words this idea refer to …

a. the idea that fairies were based on people.
b. the idea that fairies used metal weapons.
c. the idea that fairies used stone tools.

5. In paragraph 3, the word This refers to …

a. the fact that fairies were thought to be afraid of iron.
b. stolen food.
c. the possibility that hiding people stole food and attacked villages.

6. In paragraph 4, the word more refers to …

a. the girls.
b. the photos.
c. the fairies.
 PART 6

I. Put the words in the correct groups.

II. Read the following text.

The Martian: a book review

The Martian tells the story of Mark Watney, an astronaut on the Ares 3 mission to
Mars. After a terrible storm almost destroys the ship and the base, the crew of his
ship believe he is dead. 1) …………………..…… . Alone on the red planet, he has to
survive until the next mission to Mars arrives.

While this novel is fiction, in some ways it feels like non-fiction. It is very scientific
and packed with details about survival on Mars. Watney is a botanist and engineer,
and he begins to grow food and produce water in his artificial camp. How does he
do this? 2) ………………….…… .

The author is Andy Weir, and this is his first published book. In it he has created a
realistic character. There is a lot of humour in the story, and the reader can
identify with the emotions (although no one can really imagine what it’s like to be
on Mars). Watney admits at the beginning that he is in deep trouble, but he never
gives up. 3) ……………….……… . Instead, what The Martian gives us is a realistic look
at an intelligent person alone on a planet and trying to survive.
The majority of the plot takes place on Mars and is written in the form of Watney’s
journal entries. 4) …………………..… . Unfortunately, the other characters in the book
(his fellow crew members, the scientists at NASA on Earth) do not get much
development and so they often feel one-dimensional.

I should also mention that the book is thrilling to read. You will be on the edge of
your seat until the very end. 5) ………..…………… . It’s good not only for space travel
fans and scientists but for anyone who is looking for a unique and exciting story.
The Martian was so popular that it was made into a film starring Matt Damon in
2015, but I recommend reading the book first.

III. Match the missing sentences (a–e) with the correct place in
the text (1–5).

a. The answers are explained with lots of very convincing calculations.

b. But Mark does not die in the storm, and he has been left behind.
c. I would recommend this book to all audiences.
d. Without the character of Mark Watney, this book would only be a
scientific look at survival on Mars.
e. This diary style makes the character of Watney very real.

IV. Circle the best definitions for the words in CAPITALS.

1. It is very scientific and PACKED with details about survival on Mars.

a. filled
b. ready for a trip
c. empty

2. … he begins to grow food and produce water in his ARTIFICIAL

camp.
a. from the military
b. not natural
c. imaginary

3. Watney admits at the beginning that he is in deep trouble, but he

never GIVES UP.
a. stops trying
b. escapes
c. begins

4. The majority of the plot takes place on Mars, and is written in the
form of Watney’s JOURNAL ENTRIES.
a. things you write in a diary
b. newspaper articles
c. types of transport

5. Unfortunately, the other characters in the book (his fellow crew

members, the scientists at NASA on Earth) do not get much
development and so they often feel ONE-DIMENSIONAL.
a. complicated
b. not deep, not realistic
c. interesting

6. I should also mention that the book is thrilling to read. You will be
ON THE EDGE OF YOUR SEAT until the very end.
a. bored and sleepy
b. confused and lost
c. very excited, wondering what is going to happen

PART 7

I. Match the definitions (a–j) with the vocabulary (1–10).

Vocabulary Definitions
1. …… a threat a. the percentage of employees leaving the
company
2. …… turnover rate b. a company’s ability to keep its staff from
leaving
3. …… employee retention c. extensive; involving large numbers or a large
area
4. …… large-scale d. to try hard to
5. …… ethics e. something that can cause damage or danger
6. …… to give up f. more than necessary or normal
7. …… to strive to g. something of value that you give up so that
you can have something else
8. …… to monitor h. moral principles defining what’s good for
society and its individuals
9. …… excessive i. to watch and observe over a period of time
10. …… a sacrifice j. to stop having something you want
 II. Read the following text.

Millennials in the workplace

Background
Millennials (those born between the early 1980s and the early 1990s) make up a huge
part of our workforce but they seem to lack loyalty to the companies and the leaders
they work for.
Multinational companies are noticing larger turnover rates of millennials as employee
retention rates fall. This report looks at the findings of two large-scale surveys on the
mindset of the millennial generation and explores how organisations can strive to
address these needs, increase employee engagement and encourage retention.

Research
In a global survey conducted by PricewaterhouseCoopers (PwC), more than
40,000 millennial (born between 1983 and 1993) and non-millennial responses were
collected on the topics of workplace culture, communication and working styles, pay
structure, career development, work–life balance, etc. In a separate global survey
conducted by Deloitte, more than 10,000 millennials participated in a study about
their perceptions of the threats and opportunities in the complex world of work.

Key findings
• Millennials are as committed to their work as their more senior colleagues.
• Millennials value interesting work and a good work–life balance. They do not believe
that excessive work demands are worth sacrifices in their personal lives.
• Millennials want flexibility in their working hours and are willing to give up pay
increases and promotions for a flexible working schedule. They believe that success
should be measured by productivity and not by the number of hours they are seen in
an office.
• Millennials want to feel supported and appreciated by their company and their
superiors.
• Millennials want more opportunities to develop their skills. These include
technological skills, teamwork and interpersonal skills.
• Millennials believe that businesses and business leaders should contribute to the
improvement of society and they are more likely to be loyal to a company with strong
ethics.

Recommendations
Organisations and managers wanting to retain millennials should consider:
• monitoring their workload and satisfaction levels with their work–life balance
• creating a flexible work culture where employees have more control over their
working hours and their work location
• providing meaningful work and interesting opportunities
• offering help and support in continuing professional development
• changing the organisation’s goals from being mainly about profit-making to motives
that address social concerns and solve wider societal problems.
III. Circle the best answer.
1. This report is based on the findings of how many surveys?
a. two
b. six
c. forty thousand
d. fifty thousand

2. This report was done for organisations that want to …

a. get rid of millennial employees.
b. have higher turnover rates.
c. prove that millennials are more difficult than non-millennials.
d. increase the job satisfaction of the millennials who are working for
them.

3. According to the report, which of the following would millennials be

happy to do?
a. give up family time on weekends to finish a work project
b. sacrifice pay so that they can work shorter hours
c. be left to find their own developmental opportunities
d. be committed to their companies’ profit-making motives

4. According to the report, which of the following would promote

millennials’ loyalty to their company?
a. better pay structures
b. more opportunities for promotion
c. a more regular working schedule
d. the company’s commitment to the greater good of society

5. According to the report, millennials believe that it is important to …

a. be appreciated for the work you do.
b. measure your productivity.
c. show your bosses how long you are working in the office.
d. work for a company that is bringing in a lot of money.

6. If managers want to keep their millennial employees happy, they

should …
a. avoid giving them feedback on the work they’re doing.
b. give them options to work from home.
c. have them develop the technological skills of the non-millennials.
d. promote the importance of remaining loyal to the company.
IV. Are the sentences true or false?

1. This report is based on surveys that only questioned people born

between 1983 and 1994. _________

2. The surveys were conducted in several different countries.

_________

3. Millennials are less loyal to their companies than non-millennials.

_________

4. Millennials believe that their technological skills are sufficiently

advanced. _________

5. Managers should be aware of how happy their staff are with the
amount of work they have been given. _________

6. Managers should worry about their own work–life balance and not
concern themselves with problems in society. _________

PART 8

I. Match the definitions (a–f) with the vocabulary (1–6).

Vocabulary
1. …… a mentor
2. …… to pre-date
3. …… to mirror
4. …… a threshold
5. …… an obstacle
6. …… to cross
Definitions
a. to be exactly the same as
b. to happen before a later event
c. a difficult thing that stands in your way, a
challenge
d. someone who acts as a teacher and guide
to help you in your life
e. to travel across a line or border
f. the line between one place and another
 Star Wars and the hero myth

Critics of the 2015 film Star Wars: Episode VII – The Force Awakens have called
the film unoriginal and predictable because the story so closely mirrors the very
first Star Wars film in 1977. But, in fact, both films follow a structure that pre-
dates all Hollywood films, that of the ‘hero myth’. That’s because director George
Lucas based Star Wars on the ideas in Joseph Campbell’s 1949 book, The Hero
with a Thousand Faces. Later editions of Campbell’s book even featured Star
Wars’ hero Luke Skywalker on the front cover.

In his book, Campbell analyses myths from all over the world to describe the
‘monomyth’ – a pattern that you can see in myths from every culture. In short, a
hero sets off from home on a journey, where he overcomes obstacles and defeats
enemies to return with a prize. It’s a tale that has been told for thousands of
years, from the Ancient Greeks with The Odyssey to JK Rowling’s Harry Potter
books.

George Lucas was one of the early film directors to directly base his story on the
17 stages of he hero’s journey. Typically, the hero starts the story living an
ordinary life, but something happens that calls them to an adventure that
changes everything. At the beginning of Star Wars, Luke lives an ordinary life
with his aunt and uncle, repairing robots. When he finds Princess Leia’s message
to Obi-Wan Kenobi inside the robot R2D2, it is ‘the call to adventure’ that starts
the hero on his journey.

According to Campbell, the hero at first refuses the call to adventure, but a
mentor appears who helps them and they decide to ‘cross the threshold’ and
travel into the ‘special world’ where the adventure happens. The next stage
consists of passing tests, fighting enemies and meeting friends as the hero
prepares to face their biggest challenge. For Luke the mentor is, of course, Obi-
Wan, the friends are Han Solo and the robots R2D2 and C3PO and the enemy is
Darth Vader inside the special world of the Death Star.

Next, the hero overcomes obstacles on the way to facing their greatest challenge.
There often comes a moment when they face death or loss and that experience
gives them the strength to finally defeat the enemy. Luke loses his mentor when
he sees Darth Vader kill Obi-Wan, which helps him find the strength he needs
later on. When heroes succeed, they return from the special world, changed by
their experiences forever. Luke’s change comes when he remembers Obi-Wan
saying, ‘Use the force’, and he uses it to help him aim his laser into the heart of
the Death Star. Luke takes his first steps to becoming a Jedi, and the hero myth
restarts in The Return of the Jedi, except this time his mentor is Yoda.
III. Are the sentences true or false?

1. Joseph Campbell’s original book cover has links to the Star Wars
films. _______________
2. The Ancient Greeks also based their stories on Campbell’s ideas.
_______________
3. Other film directors after George Lucas have carefully followed the
hero myth structure. _______________
4. Obi-Wan Kenobi sends Luke a message and starts his adventure.
_______________
5. The hero is always willing to accept the call to adventure.
_______________
6. The hero often finds strength from some kind of loss.
_______________

IV. Write the correct form of the word in brackets.

1. Critics of Star Wars: Episode VII – The Force Awakens complained

that the film was………………………………… . (origin)

2. The film was so similar to the first Star Wars film that the story was
really ………………………………… . (predict)

3. The front cover of later ………………………………… of the book The Hero

with a Thousand Faces had Luke Skywalker on the front cover. (edit)

4. George Lucas was one of the first film ………………………………… to use

the ideas in Joseph Campbell’s book to plan his hero’s journey. (direct)

5. Lucas based Luke Skywalker’s story ………………..……………… on the 17

stages of the hero’s journey described by Campbell. (direct)

6. The hero has to overcome obstacles on the way such as

………………………………… or loss. (die)

7. When Luke loses his mentor, he finds the ………………………………… he

needs for the rest of his journey. (strong)

8. When heroes are finally ………………………………… , they return from the

special world, changed by their experiences forever. (succeed)
 PART 9

I. Match the definitions (a–h) with the vocabulary (1–8).

Vocabulary Definitions
1. …… overconsumption a. to hit someone with a lot of something, without
pausing
2. …… disposable b. designed to be thrown away after use
3. …… consumerism c. a place where rubbish is buried under the ground
4. …… to bombard d. to appear
5. …… to spring up e. the practice of buying and owning lots of products
6. …… a landfill site f. the act of spending more money than you should
7. …… overspending g. using too much of something
8. …… an influencer h. someone who uses social media to advertise
products to their followers

II. Read the following text.

The Buy Nothing movement

Social media, magazines and shop windows bombard people daily with things to
buy, and British consumers are buying more clothes and shoes than ever before.
Online shopping means it is easy for customers to buy without thinking, while
major brands offer such cheap clothes that they can be treated like disposable
items – worn two or three times and then thrown away.

In Britain, the average person spends more than £1,000 on new clothes a year,
which is around four per cent of their income. That might not sound like much,
but that figure hides two far more worrying trends for society and for the
environment. First, a lot of that consumer spending is via credit cards. British
people currently owe approximately £670 per adult to credit card companies.
That’s 66 per cent of the average wardrobe budget. Also, not only are people
spending money they don’t have, they’re using it to buy things they don’t need.
Britain throws away 300,000 tons of clothing a year, most of which goes into
landfill sites.

People might not realise they are part of the disposable clothing problem because
they donate their unwanted clothes to charities. But charity shops can’t sell all
those unwanted clothes. ‘Fast fashion’ goes out of fashion as quickly as it came in
and is often too poor quality to recycle; people don’t want to buy it second-hand.
Huge quantities end up being thrown away, and a lot of clothes that charities
can’t sell are sent abroad, causing even more economic and environmental
problems.
However, a different trend is springing up in opposition to consumerism – the
‘buy
nothing’ trend. The idea originated in Canada in the early 1990s and then moved
to the US, where it became a rejection of the overspending and overconsumption
of Black Friday and Cyber Monday during Thanksgiving weekend. On Buy Nothing
Day people organise various types of protests and cut up their credit cards.
Throughout the year, Buy Nothing groups organise the exchange and repair of
items they already own.

The trend has now reached influencers on social media who usually share posts
of clothing and make-up that they recommend for people to buy. Some YouTube
stars now encourage their viewers not to buy anything at all for periods as long
as a year. Two friends in Canada spent a year working towards buying only food.
For the first three months they learned how to live without buying electrical
goods, clothes or things for the house. For the next stage, they gave up services,
for example haircuts, eating out at restaurants or buying petrol for their cars. In
one year, they’d saved $55,000.

The changes they made meant two fewer cars on the roads, a reduction in plastic
and paper packaging and a positive impact on the environment from all the
energy saved. If everyone followed a similar plan, the results would be
impressive. But even if you can’t manage a full year without going shopping, you
can participate in the anti-consumerist movement by refusing to buy things you
don’t need. Buy Nothing groups send a clear message to companies that people
are no longer willing to accept the environmental and human cost of

III. Are the sentences true or false?

1. People buy clothes because they want to throw them away.

_________

2. The writer thinks it is worrying that people spend money on things

they do not need. _________

3. The amount the average Briton owes on credit cards is one third of
the amount they spend on clothes each year. _________

4. Only a very small proportion of unwanted clothes are thrown away.

_________

5. Charities can find ways to use clothes even if they are not very good
quality. _________

6. Buy Nothing Day is a protest against credit cards. _________

7. The two friends who did the ‘buy nothing’ experiment only bought
food for 12 months. _________

8. If everyone followed the Buy Nothing idea, the environment would

benefit. _________

IV. Complete the sentences with words from the box.

Sites hand spending

shops fashion away

1. Fast ……………………..………… is made quickly and cheaply.

2. Some clothing is so cheap that people can afford to wear it a couple

of times and throw it ………..……………………… .

3. There is a worrying trend for more consumers …………..……………………

on credit cards.

4. Giving clothes to charity ………..……………………… does not completely

solve the problem.

5. Make sure you only donate clothes that people will want to buy
second-………………………………… .

6. A lot of clothes donated to charity cannot be reused and end up in

landfill ………………………………… .

PART 10

I. Match the definitions (a–j) with the vocabulary (1–10).

Vocabulary
1. …… idle chit-chat
2. …… maternity leave
3. …… to bounce ideas off
someone
4. …… to wear someone out
5. …… to clock in
Definitions
a. a regular journey between work and
home
b. to be allowed to decide what to do by
yourself
c. to record the time you begin work
d. a period of time a woman takes off
work due to the birth of a child
e. calculated according to how many
hours you work
6. …… to make a concession
7. …… paid on a pro-rata
basis
8. …… a freelancer
9. …… a commute
10. …… to be left to your own
devices
f. to make someone very tired
g. to give or allow something in order to
end an argument or conflict
h. talk that is informal and irrelevant to
work
i. a person who sells their services or
work by the hour or day
j. to share ideas with someone in order
to get feedback on them

II. Read the following

Work–life balance

Ronan
I work in a fairly traditional office environment doing a typical nine-to-five
job. I like my job, but it’s annoying that my commute to work takes an
hour and a half each way and most of my work could really be done online
from home. But my boss doesn’t seem to trust that we will get any work
done if left to our own devices, and everyone in the company has to clock
in and out every day. It’s frustrating that they feel the need to monitor
what we do so closely instead of judging us based on our task
performance, like most companies do these days.

Jo
I used to do a typical five-day week, but after I came out of my maternity
leave, I decided that I wanted to spend more time with my children before
they start school. After negotiating with my boss, we decided to cut my
working week down to a three-day work week. This of course meant a
significant cut in my pay too, as I’m paid on a pro-rata basis. I’ve since
noticed, though, that my workload hasn’t decreased in the slightest! I’m
now doing five days’ worth of work in three days, but getting paid much
less for it! I find myself having to take work home just so that I can meet
the deadlines. It’s wearing me out trying to juggle work with looking after
my children and my family, but I don’t dare to bring this up with my boss
because I think he feels as if he’s made a huge concession letting me
come in only three days a week.
 Marcus
I work for a global IT company, but because their headquarters is in the
States, I do all my work online from home. That means that I don’t waste
time commuting or making idle chitchat with colleagues. I work on a
project basis, and this flexibility is very valuable to me because it means
that I can easily take some time off when my children need me to go to
their school performances or if I need to schedule an appointment with the
dentist. The downside is that without clear office hours, I tend to work well
into the evening, sometimes skipping dinner to finish a task. It can also get
quite lonely working on my own, and I sometimes miss sharing ideas with
colleagues.

Lily
I’m a freelancer and work for myself. This is great because I am in control
of what I do and how I spend my time. At first, I was working from home,
but I found it really hard to concentrate. There were just too many
distractions around: housework that needed doing, another cup of tea, my
family members wanting my attention for various things. So I started to go
to a nearby café to work, but the Wi-Fi connection wasn’t ideal and I found
myself drinking too much coffee. In the end, I decided to rent a desk in a
co-working space with five other freelancers like myself. I liked getting
dressed to go to work in the morning and being able to focus in an office
environment. The other freelancers do similar kinds of web-based work to
me and so it’s nice to have workmates to bounce ideas off as well.

III. Circle the best answer.

1. Ronan would prefer it if he …

a. wasn’t left to his own devices.
b. could spend more time commuting and less time in the office.
c. could work from home and be judged based on task performance.
d. could trust his boss more.

2. Jo wanted to reduce her working hours because she …

a. thought she would be more efficient and productive when she was at
the office.
b. wanted to bring her work home.
c. wanted to go on maternity leave.
d. wanted to spend time with her children.
3. Jo is unhappy with her three-day work week because …
a. she didn’t realise how much the change would affect her
economically.
b. she now hast to spend more time looking after her children and her
family.
c. she has more deadlines to meet.
d. her workload has remained the same although she’s reduced her
hours.

4. In Marcus’s opinion, which of these is a disadvantage of working

from home?
a. You spend a lot of time in the house.
b. It’s easy to get distracted by your family.
c. You tend to work later.
d. You end up eating more as you have access to the fridge all day.

5. Why did Lily not like working from home?

a. She found it lonely.
b. Her family didn’t like her working.
c. She didn’t have a good Wi-Fi connection.
d. There were a lot of distractions.

6. What solution did Lily find most suitable for her working needs?
a. Renting an office space to work from.
b. Working from a café.
c. Working for an employer.
d. Working for other freelancers.

IV. Are the sentences true or false?

1. Ronan’s boss thinks his employees will not be as productive if they

work from home. ________
2. Ronan thinks that the performance of employees should be judged
according to how much time they spend in the office. ________
3. Jo is paid the same for a five-day work week as she is on a three-
day week. ________
4. Jo feels exhausted trying to manage both a five-day workload and
childcare. ________
5. Although Marcus sees the benefit in not having idle chit-chat, he
misses interacting with his colleagues. ________
6. Lily didn’t like working from the café because the coffee wasn’t very
good. ________