4 Bim Book 11 Ingles 2019

FOURTH
TERM
“If we want everything to go better around us, we

have to be HONEST, in order to live in a better
world!”
“Don’t be afraid of being honest in this world full

of hypocrisy because it is the sword God has given
us to defeat it.”
“We must be honest with each other, so we can live

in harmony, and make a better world for
ourselves.”
2
Este material educativo es para uso exclusivo de los alumnos del Programa de Educación a Distancia del
Liceo Naval “Almirante Guise”
Lineamientos Generales
 Las Pruebas de Evaluación serán publicadas en las fechas programadas en el Aula Virtual,
por lo que el alumno deberá verificar el cronograma bimestral, debiendo resolverlas y
remitirlas (vía el sistema) en la fecha indicada. De mediar algún inconveniente, es
responsabilidad del alumno comunicar de manera inmediata al correo electrónico del
docente responsable del curso correspondiente.
 Los resultados de las pruebas bimestrales se publicarán en la casilla correspondiente del

Aula Virtual.
 Los Módulos Autoinstructivos deberán ser remitidos en archivo WORD o PDF vía el Aula
Virtual (estos archivos NO deberán ser mayores a 10MB) y/o al correo electrónico del
docente del curso (en este caso el tamaño del archivo que puede enviar dependerá del
servidor de correo que utilice) en las fechas programadas a fin de dar cumplimiento al
cronograma estipulado; por lo que deberán tomar sus precauciones para que el material
educativo sea remitido en la fecha indicada.
 Los Módulos Autoinstructivos y exámenes, deberán desarrollarse de manera personal y

responsable; cualquier copia parcial o total de los mismos, será motivo de anulación y la
obtención de la calificación mínima desaprobatoria (05).
 Si el estudiante no cumple con la presentación del Módulo Autoinstructivo y examen en la

fecha prevista, automáticamente, se hará acreedor de la calificación mínima desaprobatoria
(05) en la asignatura correspondiente, salvo justificación previa a la fecha de entrega,
coordinada directamente con el docente del curso.
 No serán calificados los Módulos Autoinstructivos y exámenes que no estén debidamente

identificados (nombres completos y grados).
 El promedio final de cada asignatura se obtendrá de la sumatoria de los promedios

bimestrales sobre cuatro.
 Solo los correos electrónicos proporcionados durante el proceso de matrícula serán

considerados para la comunicación: PEAD – ALUMNO – FAMILIA.
 Los alumnos que, al finalizar el año escolar, tengan una, dos o tres asignaturas
desaprobadas y permanezcan aún en el extranjero, se les programarán las evaluaciones de
recuperación y/o subsanación para que se rindan a través del Aula Virtual, en un tiempo
limitado de duración por el sistema. En el caso de los alumnos radicados en la ciudad de
Lima, los exámenes serán presenciales.
 Cualquier inconveniente que interfiera en el cumplimiento de los trabajos o exámenes

deben ser informados oportunamente con documentos probatorios:
1. Documentos de enfermedad prolongada o accidente.

2. Documentos de cambio de residencia al extranjero.
3. Documentos de viaje en delegación oficial.
4. Otras justificaciones que serán evaluadas.
3
RUBRIC FOR ENGLISH COURSE
CRITERIA INDICADORES
TEXT 1. Makes a text according to their level respecting the form and
ORGANIZATION order of the type of text.
ORGANIZACIÓN 1.Hace textos de acuerdo a su nivel respetando la forma y el

DEL TEXTO orden del tipo de texto.
COHESION 2. Writes a text using linkers, opening and closing phrases

appropriately to a logical sequence of ideas.
COHESION 2.Escribe textos usando enlazadores, frases de apertura y

cierre apropiadas a una secuencia lógica de ideas.
GRAMMAR 3. Uses verb tenses correctly respecting grammar structure in

STRUCTURE the sequences.
ESTRUCTURA 3.Usa los tiempos verbales respetando correctamente la

GRAMATICAL estructura gramatical en las secuencias.
VOCABULARY 4. Uses vocabulary related to the topic applying the right style
AND STYLE of the text.
VOCABULARIO Y 4.Usa vocabulario relacionado con el tema, aplicando el estilo

ESTILO correcto del texto.
RÚBRICA DE EVALUACIÓN ACTITUDINAL – INGLÉS
CRITERIOS INDICADORES
 Envía puntualmente el Módulo Autoinstructivo según

cronograma.
ASPECTO ACTITUDINAL
 Desarrolla completamente el Módulo Autoinstructivo.

 El Módulo Autoinstructivo muestra orden, limpieza y
claridad.
 Mantiene comunicación oportuna y respetuosa con la
docente.
4
Index
Unit 4
 Review: “My life in the movies”
 Exercises using Phrasal Verbs
 Causative Verbs + Exercises
 “Goodies and Baddies”
 Reading Comprehension Exercises
 Comparing and Contrasting Pictures
 Relative Clauses + Exercises
 Vocabulary (words about crime)
 “Kidnapped”
 Matching words with pictures
 Writing a paragraph
 “Used to” + Exercises
 “A woman’s fight against crime” + Exercises
 Words often Confused
 Finding Mistakes
 Writing a Report
5
UNIT 4
“There are two factions: The goodies and the baddies.

Always be one of the goodies.”
“Sometimes we make mistakes throughout our lives. Stop,

and analyze them in order to never make the same
mistake again. Then throw them away.”
“Don’t live in your mistakes, learn from them”
6
REVIEW: Exam practice: Use of English, Part 1
For questions 1-15, read the text below and decide which answer A, B, C or D
best fits each space.
My life in the movies
When I was about fifteen I joined a travelling theatre troupe and started going on
trips around America. It was on one of these tours that I was offered a (1) in a film,
which I accepted. (2) a result, I went to Hollywood, where I eventually became a
director as (3) as an actor. When I was a child, I (4) never have predicted my
future fame and fortune. My (5) life was a time of great hardship, (6) my family
had started off living quite comfortably. We had even had a maid to help out in the house.
Our financial situation, (7) , gradually got worse and in the end we lost everything.
The family became (8) poor that at one stage my brothers and I had to take it in turns
to (9) the only pair of shoes we had.
Years (10) , a lot of these childhood experiences found their way into my
films. I loved being the centre of (11) in films, something which I had never been as
a boy. I would say the important (12) that women play in my films (13) back to
the influence my mother had on my life. I also liked to (14) fun of policemen,
especially when they made life difficult for the poor. As (15) drunkenness, I tried to
make people laugh at what had caused me deep sorrow in my own life.
1 A piece B place C role D script

2 A For BAs C Like D With
3 A well B good C also D soon
4 A can B should C could D must
5 A child B young C childish D early
6 A although B even C despite D however
7 A however B moreover C What’s more D even
8 A such B so C too D very
9 A wear B put C dress D carry
10 A before B afterwards C ago D later
11 A light B world C attention D fame
12 A game B tricks C music D part
13 A returns B goes C falls D begins
14 A take B have C get D make
15 A far B for C concerns D refers
7
PHRASAL VERBS
Press the Control Key, and Click on ..\LINKS\Phrasal

Dictionary..\Phrasal Dictionary\PHRASAL VERBS.doc and do the following
exercises.
A) Phrasal Verbs with get:

Complete these sentences using the correct form of one of the phrasal verbs
below. Use two of the verbs twice.
get out get on get through get over get down
1 Has she her illness yet?

2 This cloudy weather every day is beginning to me .
3 How are you with the exercise? Have you finished it yet?
4 The prisoners must have through a tunnel.
5 She was very upset at first, but I think she’s it now.
6 Did you the licence number of the thieves’ car?
7 I’ve been trying to phone you all day but I couldn’t .
B) Phrasal verbs with put:
put off put out put forward put up put away put on put through
above.
1 Can you please learn to your clothes in the right place?
2 Loud music me when I’m studying. I just can’t concentrate.
3 Eating all those cakes has made me a bit of weight.
4 If you have some suggestions to make, please them at the next meeting.
5 the light and go to sleep now.
6 “I’ll just you to the manager’s office,” said the secretary.
7 All the hotels are full. Could you me for the night?
8
C) Phrasal verbs (sport)
catch up drop out kick off fall behind knock out join in send off
above.
1 They were in the first round of the competition.
2 I don’t just want to sit here watching the game. I want to get up and !
3 She started the race very well but then she got tired and the other athletes.
4 She’ll have to run faster if she wants to with the other runners.
5 After his fourth foul, Wilkins was by the referee.
6 He of the team when he started having serious health problems.
7 The match at three o’clock and ended at about five o’clock.
D) Phrasal verbs (review)
Replace the underlined words in these sentences with a phrasal verb. Take
them from the “Phrasal Verb Dictionary”
1 I’m not well off but I survive with a little help from my friends.
2 I’ve been trying to contact you for hours but the line was engaged.
3 You’ve forgotten to fasten your shoe-laces.
4 The concert was postponed till the following day because the singer was ill.
5 Hang on a moment and I’ll just connect you with the sales department.
6 If you continue the good work you’ve been doing, you will get grade A.
7 The students wrote everything the lecturer said in their notebooks.
8 Do you think the new hospital will be mentioned at the meeting on Monday?
9 What questions do you think are going to be set in the exam?
10 I think I’ll start attending karate lessons.
11 I was raised in England, but moved to the USA when I was twenty.
12 She returned all his presents because she didn’t love him anymore.
13 She refused his offer of marriage.
14 She gave him back the ring and cancelled their engagement.
9
10
Grammar
Causative Verbs
Form
have + object + past participle
Use
You use causative verbs to talk about an action you didn’t do yourself; you asked
someone else to do it for you, or you arranged for it to be done.
He’s just had his hair cut; it’s much too short. (Not: He’s just had cut his hair.)
“Did you make that dress yourself?” “No, I had it made.”
We are having our flat redecorated next week.
You can use get instead of have. It is more informal. You often use get with the
imperative.
I really must get my car serviced soon.
Get your hair cut!
You can also use this form to refer to something which happened to someone;
they didn’t ask for it to be done. You often use it to report something bad which happened
to someone.
Have you heard? Paul’s had his car stolen.
They had their house burgled last week.
I must get my wash

machine repaired
now!
11
React to these situations using a causative verb. The first one is already done for
you.
1 My tooth hurts so much I can’t get to sleep at night. You should have it taken out.
2 Whenever it rains, our roof leaks.
3 The brakes on my bike don’t seem to be working very well.
4 I can’t see the board when I sit at the back of the class.
5 My arm hurts. I think I’ve broken it.
6 What am I going to do about my hair when I go into the army?
7 Part of the school building was destroyed in the earthquake.
8 Some football fans have painted slogans all over the walls.
9 My best suit got absolutely soaking wet in the storm.
10 The soles of my trainers have got holes in them.
YOU SHOULD
?
12
You have just bought this house. What do you have to have done to it? Write six
sentences using the causative form. You can use some of these verbs.
install paint repair fix mend replace polish
rewire build change put up
Example: I need to have the doors painted.
13
Goodies and Baddies
Reading and Vocabulary
Look at the headline of the news report below. Using these questions, predict
what the report will say.
1 Who is the report about?
2
Young crime
What is
busters
unusual
winabout
praise them?
3 What have they succeeded in doing?
Read the report

Swedish quickly
ten year andare
olds check your predictions.
learning the ways of Sherlock Holmes - and
helping to cut crime in their home town.
Alex Farnsworth (Stockholm)
A n elite force of detectives has had a dramatic effect on the crime
rate in the Swedish town of Uppsala. But the hundred members

of the crack squad are no ordinary crime busters – they are only ten
1
years old. The youngsters work under Goran Harde, a policeman who
has been running a detective training course for the past five years.
Harde, a 25-year veteran of the force, boasts that he has “one
hundred small detectives and the lowest crime rate in town”.
2 home, Harde
Recently, when a woman went missing from an old people’s
called the local school and asked them 14 to “let out his detectives”. Within
half an hour they had found her
Liceo sitting
Naval in a Guise”
“Almirante cafe.
When bicycle is reported stolen, an almost daily occurrence in the
university town, Harde sends out his “Emil and the3 Detectives’ team. The
they receive a pass to the local swimming pool.
The young detectives are Harde's eyes and ears and each of them is
responsible for an area close to his or her home. If they see anything
suspicious, they report it to their chief. Following a recent robbery in
Uppsala, the police saw the get-away car head into Harde's district.
4 “I gave the car number to my children,” he said proudly.
“Within an hour and a half I could confirm to my bosses that the car was
not in my district.”
Every Monday evening, the detectives attend their training courses. They
study the Detectives’ Handbook, learn the art of fingerprint brushing and
watch non-violent mystery classics. 5 They are also sent on
fact-finding missions. The school transforms the town council dining
room into a bustling forensic laboratory of which Sherlock Holmes
would have been proud.
The year-long course is for twenty young detectives, after which the
children receive a diploma. 6
Seventeen are chosen for the course on a first come, first served basis;
the last three Harde chooses himself from problem families.
By offering fun-filled detective classes, Harde hopes to encourage a

sense of civic responsibility in his pupils and to foster a situation in
which society can police itself. He claims that the detective club is more
than just a novel approach to police work. He believes it is an investment
in the future. The children who are involved in the programme are much
more likely to grow into responsible law-abiding citizens. They also get
lots of fun out of the experience. 157 One young detective, Anna
Egenalm, said she doesn’t Liceoshare her knowledge
Naval “Almirante Guise” with her friends: “It’s a
secret,” she declared.
Exam practice: Part 3
Seven sentences have been removed from the news report. Choose from the
sentences A-H the one which fits each gap (1-7). There is one extra sentence which
you do not need to use.
A This is a pretty impressive success rate for the young detectives.

B The scheme has grown in popularity since it was launched in 1987.
C The course is so popular that there are not enough places for all those who apply and a
selection has to be made.
D There was no time to lose, so the young sleuths were called in.
E It is all much more fun than ordinary lessons.
F Harde is quick to point out that the children are never asked to do anything dangerous.
G They called their boss, who had her returned safely to the old people’s home.
H There is a feeling of belonging to a group with a common purpose.
Answer these questions about the text.

1 Which famous detectives are mentioned in the text?
2 What do you know about them?
16
3 What types of cases are the young detectives asked to solve?
4 What skills are the detectives taught?
5 What are the advantages of the young detectives programme?
6 What kind of work could young detectives do in your town?
Find words or phrases in the text that mean:

the number of crimes committed (paragraph 1)
someone who has been doing a job for a long time (paragraph 1)
an event, an incident (paragraph 2)
the boss, leader (paragraph 3)
area, part of a city (paragraph 3) and Contrasting
somewhere where experiments are carried out (paragraph 4)

new, unusual (paragraph 6)
Pictures
17
Compare and contrast the photographs from the previous page. Use
expressions from the boxes below.
18
Answer these questions.
What does a policeman/woman do in his/her job?
What are the qualities of a good policeman/woman?
19
...and more grammar
Relative clauses
Defining relative clauses
Form
SUBJECT OBJECT POSSESSIVE

person who (that) (that, who, whom) whose
thing that (which) (that, which) whose (of which)
The pronouns in brackets are less common. No commas are used before and after
the relative clause.
You can often leave out the relative pronoun when it refers to the object of the
sentence, particularly in informal language.
The woman (who/that) he married was tall and beautiful.

Use
You use a defining relative clause to identify or “define” the subject or object of
the sentence. (The information is essential to the meaning of the sentence.)
Children who complete the detective course receive a certificate.
Students who pass the exam will be given a certificate. That’s the man whose car
was stolen.
THE MAN WHO

INVENTED THE
LASAGNA SHOULD BE
GIVEN THE NOBEL
PRIZE!
20
Non-defining relative clauses Form
Form
SUBJEC OBJECT POSSESSIVE

person T
who who, whom whose
thing which which whose (of winch)
You cannot use that in non-defining relative clauses. Commas are used before and
after the relative clause.
Use
You use a non-defining relative clause to give extra, non-essential information
about the subject or object of the sentence.
Mr. Brown, who lives next door, is a talented artist.
The play at the Lyric Theatre, which is now sold out, has been getting wonderful
reviews.
Harde, who has been a policeman for 25 years, wanted to train children in detective
skills.
In non-defining relative clauses, you can use which to refer to the whole clause
before.
Most of the class passed the exam, which made the teacher very proud.
Notes
You can also use when, where and why as relative pronouns to refer to a time, a
place or a reason. You can leave out when and why in defining relative clauses, but not in
non-defining relative clauses.
Saturday is the day (when) most people do their shopping.
I try to leave work at six, when the rush hour is over.
The same relative clause can give the sentence two different meanings, depending
on whether it has commas (non-defining) or hasn’t (defining). Compare:
All my friends, who like sport, play basketball. (All my friends play basketball.)
All my friends who like sport play basketball. (Only some of my friends play
basketball.)
21
Spoken English
In spoken English, non-defining relative clauses are not as common as they are in
written English, because they sound very formal. It is more usual to use shorter
sentences. Compare:
I met Jackie Sutton, who is the new teacher at our school, at a party last night.
(written English)
I met Jackie Sutton at a party last night. She’s the new teacher at our school.
(spoken English)
Complete this text using a relative pronoun in each space. The text is about a
famous English novelist. Who is it?
The English novelist X, (1) most famous character is Hercule Poirot, was
born in Torquay in 1891. The Mysterious Affair at Styles, (2) began her career,
appeared in 1920. Poirot, (3) is a Belgian detective, is the hero of many of her
mystery stories, some of the most famous of (4) are The Murder of Roger Ackroyd
and Murder on the Orient Express. Curtain, in (5) Poirot dies, appeared in 1975. The
thing (6) characterizes her stories is the clever plots, (7) always have a surprising
twist at the end. The murderer often turns out to be the person (8) seems the least
likely suspect. Some of her stories are set in the Middle East, (9) she met her
husband, (10) was a famous archaeologist. She accompanied her husband to Iraq and
Syria, (11) Murder in Mesopotamia is set.
X also wrote the play The Mousetrap, (12) has been produced continuously in
London since 1952.
22
Complete these sentences using a relative pronoun. Decide whether they
contain a defining or a non-defining relative clause and punctuate them
appropriately.
1 Al Capone family came from Sicily was a notorious Mafia leader.
2 Eliot Ness was the FBI officer had Al Capone arrested.
3 007 is the code name was given to James Bond.
4 Robin Hood real name was Robin of Loxley lived in Sherwood Forest.
5 Baker Street is the street in London Sherlock Holmes lived.
6 Sherlock Holmes never actually existed was created by Arthur Conan Doyle.
7 The Mousetrap is the most successful play has ever appeared on the London stage.
8 The Pink Panther was a series of films in Inspector Clouseau appeared.
9 Agatha Christie mystery and crime novels are very popular died in 1976.
Combine these sentences using the relative pronoun in brackets. The first one
is already done for you.
1 The detective story is a type of mystery story. Its hero is often a private investigator.
(whose)
The detective story, whose hero is often a private investigator, is a type of
mystery story.
2 The detective always solves the crime by the end of the book. The crime is usually a
murder. (which)
3 A red herring is a kind of clue. A red herring leads nowhere. (that)
4 The detective story first appeared early in the twentieth century. It is also called a
“whodunit”. (which)
23
24
5 Edgar Allan Poe created the world’s first detective. The detective’s name was Auguste
Dupin. (whose)
6 England has produced many famous detective story writers. A lot of detective stories
take place in England, (where)
25
Vocabulary – Crime: Put the words in the box under the following headings:
- people who break the law
- people who defend the law
- names of crimes
- places connected with the law
- actions connected with the law
criminal culprit accuse release offender charge prison suspect

accused sentence police court detective robbery lawyer mugging
free prosecutor assassination cell judge jury convict blackmail
burglary witness shoplifter assassin drug trafficking prisoner jail
station
Investigate, and then match the verbs with the prepositions they go with.
arrest for
charge
accuse of
fine
sentence with
punish
suspect to
blame
Complete this table.
verb person crime
theft/stealin
Steal
g
robber
burgle
mugging
kidnap
hijack
blackmail
smuggle
shoplifte
26
r
pickpocke
t
27
For questions 1-10, read this text. Use the word given in capitals at the end of
each line to form a word that fits in the space in the same line.
Kidnapped!
The Metropolitan police have launched a nationwide hunt for
the (1) of a wealthy businessman, Charles Webster, who was KIDNAP
held for ransom at the weekend.
The police are offering 25 000 pounds for (2) leading to the INFORM
arrest of the (3) . Webster, chairman of the famous chocolate CRIME
factory Candberry Sweets and father of three, was released on Monday
after his (4) paid a ransom of nearly one million pounds. The RELATE
three wanted men are all highly (5) , escaped convicts. DANGER
Webster told (6) how his ordeal began last Friday morning as JOURNAL
he was on his way to work. The 55-year-old (7) was dragged BUSINESS
from his car at gunpoint by two men who took him to an (8) KNOW
destination. They then telephoned Webster’s brother, who is also the
family (9) , demanding a ransom of a million pounds and LAW
warning him not to involve the police in (10) . On Monday NEGOTIATE
morning, the two sides came to a compromise agreement and the
kidnappers released Webster in exchange for 850 000 pounds.
28
Exam Practice:
Match these names of crimes with the pictures below. Write the words on the
lines provided.
hijacking bank robbery burglary pick pocketing shoplifting

speeding vandalism
Now, look at the pictures again, and write them down in order of seriousness.
Think and write what punishment you would give for each of the crimes in the
pictures.
1.
2.
3.
4.
5.
6.
7.
29
Write a paragraph answering the following questions:
 Which are the most common crimes in your country?
 Which crimes have become common nowadays but wren’t in the past?
 How do you think crime could be reduced in your country?
30
31
Grammar
Used to/would + infinitive, be/get used to + -ing
You use used to and would + infinitive to talk about past habits that are now
finished.
We used to go to the circus every Christmas.
In the summer holidays we would visit my grandmother in Brighton.
You can also use used to to talk about past states that are now finished.
We used to be very poor.
Note: You don’t use used to and a time period. When you say how long, you
use the past simple. E.g. When I was a child, we lived in London for five years.
You use be used to + -ing to mean to be accustomed to (something).

I am used to driving small cars.
You use get used to + -ing to mean to become accustomed to (something).

I am getting used to living in this flat.
Complete these sentences using the correct form of used to/would + infinitive
or be/get used to + -ing and the verbs in brackets.
1 There (be) fewer crimes than there are today.
2 It’s difficult to (not/be) able to go out late at night.
3 We (walk) home at night alone a few years ago but we don’t anymore.
4 I (steal) sweets when I was a small child.
5 There (be) fewer policemen on the streets.
6 I find it difficult to (see) so many beggars on the streets.
7 There are more bank robberies now than there (be).
8 You must (lock) all your windows and doors. Otherwise the house won’t be safe.
Which of the sentences above are true about life in your town or city?
32
Exam practice: Use of English, Part 3
For questions 1-8, complete the second sentence so that it has a similar
meaning to the first sentence, using the word given. (use what you have just learnt
on the previous page) Do not change the word given. You must use between two and
five words, including the word given.
1 In the past, she always went to the cinema on Friday evening. would
In the past, she the cinema on Friday evening.
2 Watching awful TV programmes doesn’t bother me anymore. become
I’ve awful TV programmes.
3 When he was preparing for exams he studied very hard. study
He when he was preparing for exams.
4 Listening to Spanish doesn’t sound so strange to me anymore. got
I to Spanish.
5 I used to smoke in front of the children. longer
I in front of the children.
6 Being robbed in my city has become very common. got
People robbed in my city.
7 There is much more crime in our country than in the past. use
There so much crime in our country.
8 Seeing my dad with a beard still looks strange to me. used
I am still seeing my dad with a beard.
I’VE BECOME
ACCUSTOMED TO
WATCHING THESE
HORRIBLE PROGRAMMES.
33
Here are some fairly recent developments in our lives. Write sentences
talking about them, by answering the questions below.
mobile phones warmer weather computers pollution
credit cards more fast food
What did we use to do before they appeared?

Which have you got used to?
Which will/won't be difficult to get used to?
34
VOCABULARY
35
Phrasal Verbs with take
Exam practice: Use of English, Part 4

For questions 1-15, read the text below and look carefully at each line. Some
of the lines are correct, and some have a word which should not be there. If a line is
correct, put a tick. If a line has a word which should not be there, write the word.
A woman's fight against crime
1 Valerie Costa started up her career in the struggle against

2 organized crime when she took on to the difficult job of
3 warder in a high security prison. She took to the job at
4 once and was highly successful. Her work impressed the
5 Ministry of Justice so much that she was taken on order to
6 help the fight against terrorist groups and drug-traffickers.
7 Before that she took over, she had already become the
8 general secretary of the Justice department. She is not
9 only the first woman to take up such a position in the
10 government, but even also the first woman to be placed at
11 the head of the war against organized crime. She yet does
12 not think that being a woman makes any difference to her
13 role: “I am not making exactly the same sacrifices as the
14 men who had the job before me. I am taking up the story
15 from where they left off – that’s all.”
Answer these questions about the phrasal verbs with take in the text above.
1 Took on (line 2) here means: a replaced b offered a job c accepted a job

2 Took to (line 3) means: a accepted b felt happy with c worked hard
3 Taken on (line 5) here means: a persuaded b offered a job c accepted a job
4 Took over (line 7) here means: a followed b replaced c removed
5 Take up (line 9) means: a start doing a job b continue c refuse
6 Taking up (line 14) here means: a stop doing b finishing c continuing
36
Words often confused
A) evidence B) proof C) clue
Match the words above with their definitions.

- information used in court to decide whether the accused is guilty or not.
- information that shows that something is definitely a fact or not.
- information or a sign that helps you to find the correct answer.
Complete these sentences using one of the words above.

1 Have you any that you we’re at home on the night of the murder?
2 Several witnesses gave about the crime.
3 Are there any as to who might have committed the crime?
4 The blood on his clothes may be useful but it is not absolute that he is the
murderer.
5 I can’t guess who is coming for dinner. Can you give me a ?
37
There has been a crime, and Mrs Relton witnessed it, shown in the picture
below.
The police asked her to write a witness report, but it is full of mistakes. Find
the mistakes in the report and label them with the following symbols.
Some of them have been done for you.
X = unnecessary word / = word missing

G = grammar V = vocabulary
Wo = word order Ww = wrong word
Sp = spelling Pun = punctuation
38
In Tuesday September 12 I have been in to my restaurant with my husband it was about
G
eleven and a half at the morning. I looked in the window and saddenly I was seeing a
Sp
tall man who running out of the bank to Ashton Road and he was and holding a gun to
X
his hand. he was carrying a brown leather jacket and a pair of blue jeans, perhaps he held
a yellow scarf round his neck. It was and another man waiting on a motorbike outside
from the bank. The second man was too dark and he was carrying a moustache. His hairs
Ww
were long and black and curly. The second was with a black leather jacket and a blue
jeans also. I was seeing also a man who walked past at that moment going his poodle for
walk. They robbers jamped into the motorbicycle and they ran away.
As the old lady has a bad memory, she has done some mistakes in her report.
Compare it with the picture of the crime, and write down the differences.
Last Saturday you witnessed the crime shown in the pictures below. Write a report
of what you saw; using these questions to help you.
What time was it?
Where were you?
What were you doing?
What did you notice first?
What happened?
What happened then?
What did the criminals look like?
CONGRATULATIONS!
YOU DID IT!

Merry
Christmas
and a Happy
New Year
2020
BOOK ELEVEN - BIBLIOGRAPHY
First Certificate STAR Student’s Book by Luke Prodromou

First Certificate STAR Practice Book Grammar and Vocabulary
by Luke Prodromou
First Certificate STAR Teacher’s Book by Luke Prodromou
Cambridge 4 English for schools Student’s book Four by Andrew

Littlejohn & Diana Hicks
Cambridge 4 English for schools Teacher’s guide Four by
Andrew Littlejohn & Diana Hicks
Cambridge 4 English for schools Workbook Four by Andrew
Littlejohn & Diana Hicks
Oxford Advanced Learner’s Dictionary of Current English by As

Hornby
Spanish English by Arturo and Antonio Cuyás

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FOURTH

“If we want everything to go better around us, we

“Don’t be afraid of being honest in this world full

“We must be honest with each other, so we can live

 Los resultados de las pruebas bimestrales se publicarán en la casilla correspondiente del

 Los Módulos Autoinstructivos y exámenes, deberán desarrollarse de manera personal y

 Si el estudiante no cumple con la presentación del Módulo Autoinstructivo y examen en la

 No serán calificados los Módulos Autoinstructivos y exámenes que no estén debidamente

 El promedio final de cada asignatura se obtendrá de la sumatoria de los promedios

 Solo los correos electrónicos proporcionados durante el proceso de matrícula serán

 Cualquier inconveniente que interfiera en el cumplimiento de los trabajos o exámenes

1. Documentos de enfermedad prolongada o accidente.

ORGANIZACIÓN 1.Hace textos de acuerdo a su nivel respetando la forma y el

COHESION 2. Writes a text using linkers, opening and closing phrases

COHESION 2.Escribe textos usando enlazadores, frases de apertura y

GRAMMAR 3. Uses verb tenses correctly respecting grammar structure in

ESTRUCTURA 3.Usa los tiempos verbales respetando correctamente la

VOCABULARIO Y 4.Usa vocabulario relacionado con el tema, aplicando el estilo

RÚBRICA DE EVALUACIÓN ACTITUDINAL – INGLÉS

 Envía puntualmente el Módulo Autoinstructivo según

 Desarrolla completamente el Módulo Autoinstructivo.

 Review: “My life in the movies”

 Exercises using Phrasal Verbs

 Causative Verbs + Exercises

 “Goodies and Baddies”

 Reading Comprehension Exercises

 Comparing and Contrasting Pictures

 Relative Clauses + Exercises

 Vocabulary (words about crime)

 Matching words with pictures

 “Used to” + Exercises

 “A woman’s fight against crime” + Exercises

 Words often Confused

“There are two factions: The goodies and the baddies.

“Sometimes we make mistakes throughout our lives. Stop,

“Don’t live in your mistakes, learn from them”

1 A piece B place C role D script

Press the Control Key, and Click on ..\LINKS\Phrasal

A) Phrasal Verbs with get:

get out get on get through get over get down

1 Has she her illness yet?

B) Phrasal verbs with put:

D) Phrasal verbs (review)

I must get my wash

Example: I need to have the doors painted.

Reading and Vocabulary

1 Who is the report about?

3 What have they succeeded in doing?

Read the report

A n elite force of detectives has had a dramatic effect on the crime

rate in the Swedish town of Uppsala. But the hundred members

By offering fun-filled detective classes, Harde hopes to encourage a

A This is a pretty impressive success rate for the young detectives.

Answer these questions about the text.

2 What do you know about them?

4 What skills are the detectives taught?

5 What are the advantages of the young detectives programme?

6 What kind of work could young detectives do in your town?

Find words or phrases in the text that mean:

somewhere where experiments are carried out (paragraph 4)

What are the qualities of a good policeman/woman?

SUBJECT OBJECT POSSESSIVE

The woman (who/that) he married was tall and beautiful.

THE MAN WHO