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UI1 Reusable Sets Collection
UI1 Reusable Sets Collection
LESSON 1 LESSON 1
Source: Aspire Upper-Intermediate. Cengage Learning Source: Aspire Upper-Intermediate. Cengage Learning
Upper-Intermediate 1
Set A – LESSON 08
To my mind,...
Secondly, ...
Lastly,...
What is more,...
Furthermore, ...
Material de uso exclusivo da Associação Cultura Inglesa. ©2012
Apart from this/ that,...
Clearly,...
Obviously, ...
Needless to say,...
All in all,...
In conclusion, ...
To sum up,...
Upper-Intermediate 1
Set B – LESSON 13
Upper-Intermediate 1
Set B – LESSON 13
1. Strict immigration laws are important so that immigrants don't live every day with the t____________ of
d_____________n, as they used to in the past.
2. In the past immigrant students would _________ their d________es in the US and would go back to their countries.
Do you think this is fair?
3. Il___________l cr__________s in the US used to be very frequent, but nowadays more and more immigrants get to
___________rn their ci______________ip.
4. Only in the past people would immigrate illegally to the USA, so the government doesn't need to p_____ m______
b_____ on the borders.
Material de uso exclusivo da Associação Cultura Inglesa São Paulo. © 2012
Upper-Intermediate 1
Set C – LESSON 13
1. Strict immigration laws are important so that immigrants don't live every day with the t____________ of
d_____________n, as they used to in the past.
2. In the past immigrant students would _________ their d________es in the US and would go back to their countries.
Do you think this is fair?
3. Il___________l cr__________s in the US used to be very frequent, but nowadays more and more immigrants get to
___________rn their ci______________ip.
4. Only in the past people would immigrate illegally to the USA, so the government doesn't need to p_____ m______
b_____ on the borders.
Material de uso exclusivo da Associação Cultura Inglesa São Paulo. © 2012
Upper-Intermediate 1
Set C – LESSON 13
1. Strict immigration laws are important so that immigrants don't live every day with the t____________ of
d_____________n, as they used to in the past.
2. In the past immigrant students would _________ their d________es in the US and would go back to their countries.
Do you think this is fair?
3. Il___________l cr__________s in the US used to be very frequent, but nowadays more and more immigrants get to
___________rn their ci______________ip.
4. Only in the past people would immigrate illegally to the USA, so the government doesn't need to p_____ m______
b_____ on the borders.
Material de uso exclusivo da Associação Cultura Inglesa São Paulo. © 2012
Upper-Intermediate 1
Set C – LESSON 13
1. Strict immigration laws are important so that immigrants don't live every day with the t____________ of
d_____________n, as they used to in the past.
2. In the past immigrant students would _________ their d________es in the US and would go back to their countries.
Do you think this is fair?
3. Il___________l cr__________s in the US used to be very frequent, but nowadays more and more immigrants get to
___________rn their ci______________ip.
4. Only in the past people would immigrate illegally to the USA, so the government doesn't need to p_____ m______
b_____ on the borders.
Material de uso exclusivo da Associação Cultura Inglesa São Paulo. © 2012
Upper-Intermediate 1
LESSON 14
Topics on
Volunteering:
Helping People
Helping Animals
Helping with School
and Education
Helping with
Environment
Fundraising
Source: http://pbskids.org/itsmylife/emotions/volunteering/article10.html
Encyclopaedia entry
Definition of something
“Greenpeace, international organization dedicated to
preserving endangered species of animals...”
Uses examples and facts
“...began undertaking campaigns seeking, among other
goals, the protection of endangered whales and seals...”
“Greenpeace was founded in 1971 in British Columbia...”
Can display images/photographs to illustrate entry
Upper-Intermediate 1
LESSON 17
Upper-Intermediate 1
LESSON 17
News Presenter: “No need for the worker in the factory of the future.” That was last century’s promise of more leisure time or job
losses from the new age of computerisation. ‘The Business’ has gone back in time with courtesy of the National Film and Sound
1
Archives for a glimpse in glorious black and white of past predictions of the future.
Narrator: Sun, surf and sand. Ever imagined what it would be like to work for one day and play for six?
Well, the golden age of the computer automation is just around the corner.
Scientific experts and business leaders are working hand in hand to give us more spare time and make machines do all the work.
2
These machines are almost human: just look at those nimble fingers.
And now scientists have invented the electric brain, which they promise will bring a new way of life for all. Now machines can
think, there’s no end to the things they will do for us. And without pay, too. There’ll be no need for the worker in the factory of
the future.
A new age is coming, which brings with it the promise of a free and prosperous future, and after all, wasn’t life meant to be easy?
1. a momentary or partial view 2. quick and light in movement or action; agile.
Source: http://www.youtube.com/watch?v=_LnyYNG5ZzA
Upper-Intermediate 1
LESSON 20
News Presenter: “No need for the worker in the factory of the future.” That was last century’s promise of more leisure time or job
losses from the new age of computerisation. ‘The Business’ has gone back in time with courtesy of the National Film and Sound
1
Archives for a glimpse in glorious black and white of past predictions of the future.
Narrator: Sun, surf and sand. Ever imagined what it would be like to work for one day and play for six?
Well, the golden age of the computer automation is just around the corner.
Scientific experts and business leaders are working hand in hand to give us more spare time and make machines do all the work.
2
These machines are almost human: just look at those nimble fingers.
And now scientists have invented the electric brain, which they promise will bring a new way of life for all. Now machines can
think, there’s no end to the things they will do for us. And without pay, too. There’ll be no need for the worker in the factory of
the future.
A new age is coming, which brings with it the promise of a free and prosperous future, and after all, wasn’t life meant to be easy?
1. a momentary or partial view 2. quick and light in movement or action; agile.
Source: http://www.youtube.com/watch?v=_LnyYNG5ZzA
Upper-Intermediate 1
LESSON 20
News Presenter: “No need for the worker in the factory of the future.” That was last century’s promise of more leisure time or job
losses from the new age of computerisation. ‘The Business’ has gone back in time with courtesy of the National Film and Sound
1
Archives for a glimpse in glorious black and white of past predictions of the future.
Narrator: Sun, surf and sand. Ever imagined what it would be like to work for one day and play for six?
Well, the golden age of the computer automation is just around the corner.
Scientific experts and business leaders are working hand in hand to give us more spare time and make machines do all the work.
2
These machines are almost human: just look at those nimble fingers.
And now scientists have invented the electric brain, which they promise will bring a new way of life for all. Now machines can
think, there’s no end to the things they will do for us. And without pay, too. There’ll be no need for the worker in the factory of
the future.
A new age is coming, which brings with it the promise of a free and prosperous future, and after all, wasn’t life meant to be easy?
1. a momentary or partial view 2. quick and light in movement or action; agile.
Source: http://www.youtube.com/watch?v=_LnyYNG5ZzA
Material de uso exclusivo da Associação Cultura Inglesa São Paulo. © 2012
Upper-Intermediate 1
Set A – LESSON 21
Complete the following text written by a teacher about one of his students with the words from the box:
Since he’s hardly given me any homework, it’s difficult for me to say how good he is. He didn’t turn up the last two tests,
so / therefore I haven’t seen any of his work. I’d need to have a composition from him (1)_________________ say anything
about his writing skills.
(2)_________________, when he speaks in class, his English is quite good (3)_________________ hardily doing any work at
home. He can communicate in English and (4)_________________ he’s missed lots of classes, his knowledge of grammar is
still better than that of most of the other students in the class. He is co-operative in class and seems motivated,
(5)_________________ a lot of his classmates are asleep most of the time.
(6) _________________, in many ways you could say he’s a good student. I still can’t give him a good report though, I
haven’t got enough information to go on.
Source: e-Campus MLG000799 - Linkers
Upper-Intermediate 1
Set A – LESSON 21
Complete the following text written by a teacher about one of his students with the words from the box:
Since he’s hardly given me any homework, it’s difficult for me to say how good he is. He didn’t turn up the last two tests,
so / therefore I haven’t seen any of his work. I’d need to have a composition from him (1)_________________ say anything
about his writing skills.
(2)_________________, when he speaks in class, his English is quite good (3)_________________ hardily doing any work at
home. He can communicate in English and (4)_________________ he’s missed lots of classes, his knowledge of grammar is
still better than that of most of the other students in the class. He is co-operative in class and seems motivated,
(5)_________________ a lot of his classmates are asleep most of the time.
(6) _________________, in many ways you could say he’s a good student. I still can’t give him a good report though, I
haven’t got enough information to go on.
Source: e-Campus MLG000799 - Linkers
Upper-Intermediate 1
Set A – LESSON 21
Complete the following text written by a teacher about one of his students with the words from the box:
Since he’s hardly given me any homework, it’s difficult for me to say how good he is. He didn’t turn up the last two tests,
so / therefore I haven’t seen any of his work. I’d need to have a composition from him (1)_________________ say anything
about his writing skills.
(2)_________________, when he speaks in class, his English is quite good (3)_________________ hardily doing any work at
home. He can communicate in English and (4)_________________ he’s missed lots of classes, his knowledge of grammar is
still better than that of most of the other students in the class. He is co-operative in class and seems motivated,
(5)_________________ a lot of his classmates are asleep most of the time.
(6) _________________, in many ways you could say he’s a good student. I still can’t give him a good report though, I
haven’t got enough information to go on.
Source: e-Campus MLG000799 - Linkers
Material de uso exclusivo da Associação Cultura Inglesa São Paulo. © 2012
Upper-Intermediate 1
Set B – LESSON 21
Fill in the gaps below with an appropriate word or a short phrase. There are two extra words/phrases you will not need to use.
because of In conclusion in my opinion Even though so
therefore Moreover In addition Furthermore
I really care about the environment, (1)______________, I am strictly against the project of building a holiday resort.
Some of the reasons (2)______________ are: We need to protect the environment, because the beach and the nearby
river serve as the natural habitat for many different species. I am convinced that, if the hotel were built, thousands of
those would be exterminated. (3)______________, the project would pollute the environment and could even cause
permanent destruction.
There is no doubt that this project would result in negative consequences. The arguments against it are therefore
obvious. Experience shows that tourism and environmental pollution often go hand in hand. It is a fact that many
animals are already threatened with extinction, (4)______________ the project would cause even more damage.
(5)______________ to that, many tourists are attracted by the animals and the nature. If those attractions vanished,
the tourists would stop visiting the resort. So, the coexistence of nature and tourism has to be maintained.
(6)______________, I believe as strongly as ever that this project could ruin the local environment. For that reason, we
must impede the construction of such a place (7)______________ many people’s lack of awareness of the negative
consequences this could bring. I hope there are many like-minded people, whose concern is a stable and unpolluted
environment.
Adapted from http://www.englisch-hilfen.de
Upper-Intermediate 1
Set B – LESSON 21
Fill in the gaps below with an appropriate word or a short phrase. There are two extra words/phrases you will not need to use.
because of In conclusion in my opinion Even though so
therefore Moreover In addition Furthermore
I really care about the environment, (1)______________, I am strictly against the project of building a holiday resort.
Some of the reasons (2)______________ are: We need to protect the environment, because the beach and the nearby
river serve as the natural habitat for many different species. I am convinced that, if the hotel were built, thousands of
those would be exterminated. (3)______________, the project would pollute the environment and could even cause
permanent destruction.
There is no doubt that this project would result in negative consequences. The arguments against it are therefore
obvious. Experience shows that tourism and environmental pollution often go hand in hand. It is a fact that many
animals are already threatened with extinction, (4)______________ the project would cause even more damage.
(5)______________ to that, many tourists are attracted by the animals and the nature. If those attractions vanished,
the tourists would stop visiting the resort. So, the coexistence of nature and tourism has to be maintained.
(6)______________, I believe as strongly as ever that this project could ruin the local environment. For that reason, we
must impede the construction of such a place (7)______________ many people’s lack of awareness of the negative
consequences this could bring. I hope there are many like-minded people, whose concern is a stable and unpolluted
environment.
Adapted from http://www.englisch-hilfen.de
Material de uso exclusivo da Associação Cultura Inglesa São Paulo. © 2012
Upper-Intermediate 1
LESSON 26
Brazilian cuisine
Brazilian cooking, while it has many similarities with that of its South American neighbours, is distinct. Stretching from the Amazon
in the north, through the fertile plantations of the central coast and on to the southern pampas, the food of Brazil spans a unique
mix of cultures and cuisines. The original population contributed popular ingredients like cassava and guaraná. African slaves
influenced the cuisine of the coastal states, especially Bahia. And around the country, a Portuguese heritage is reflected in a
variety of dishes.
Root vegetables such as cassava (locally known as mandioca, aipim, or macaxeira), yams, and peanuts, and fruit like açaí, cupuaçu,
mango, papaya, guava, orange, passion fruit, pineapple, and hog plum are among the local ingredients used in cooking. Brazilian
pine nuts (pinhão) grow in a tree (Araucaria angustifolia) that is abundant in the southern part of Brazil, and are a popular national
snack, as well as a lucrative export. Rice and beans are an extremely common dish, as are fish, beef and pork.
Some typical dishes are caruru, which consists of okra, onion, dried shrimp, and toasted nuts (peanuts and/or cashews), cooked
with palm oil until a spread-like consistency is reached; feijoada, a simmered bean-and-meat dish; tutu de feijão, a paste of beans
and cassava flour; moqueca capixaba, consisting of slow-cooked fish, tomato, onion and garlic, topped with cilantro; and linguiça,
a mildly spicy sausage. Salgadinhos, cheese buns, pastéis and coxinha are common finger food items, while cuscuz branco, milled
tapioca, is a popular dessert. Brazil is also known for cachaça, a popular native liquor used in the caipirinha.
The European immigrants (primarily from Germany, Italy, Poland, Spain and Portugal) were accustomed to a wheat-based diet,
and introduced wine, leaf vegetables, and dairy products into Brazilian cuisine. When potatoes were not available they discovered
how to use the native sweet manioc as a replacement. Lasagna, gnocchi, yakisoba, and other pasta dishes are also very popular.
Source: http://en.wikipedia.org/wiki/Brazilian_cuisine
Upper-Intermediate 1
LESSON 26
Brazilian cuisine
Brazilian cooking, while it has many similarities with that of its South American neighbours, is distinct. Stretching from the Amazon
in the north, through the fertile plantations of the central coast and on to the southern pampas, the food of Brazil spans a unique
mix of cultures and cuisines. The original population contributed popular ingredients like cassava and guaraná. African slaves
influenced the cuisine of the coastal states, especially Bahia. And around the country, a Portuguese heritage is reflected in a
variety of dishes.
Root vegetables such as cassava (locally known as mandioca, aipim, or macaxeira), yams, and peanuts, and fruit like açaí, cupuaçu,
mango, papaya, guava, orange, passion fruit, pineapple, and hog plum are among the local ingredients used in cooking. Brazilian
pine nuts (pinhão) grow in a tree (Araucaria angustifolia) that is abundant in the southern part of Brazil, and are a popular national
snack, as well as a lucrative export. Rice and beans are an extremely common dish, as are fish, beef and pork.
Some typical dishes are caruru, which consists of okra, onion, dried shrimp, and toasted nuts (peanuts and/or cashews), cooked
with palm oil until a spread-like consistency is reached; feijoada, a simmered bean-and-meat dish; tutu de feijão, a paste of beans
and cassava flour; moqueca capixaba, consisting of slow-cooked fish, tomato, onion and garlic, topped with cilantro; and linguiça,
a mildly spicy sausage. Salgadinhos, cheese buns, pastéis and coxinha are common finger food items, while cuscuz branco, milled
tapioca, is a popular dessert. Brazil is also known for cachaça, a popular native liquor used in the caipirinha.
The European immigrants (primarily from Germany, Italy, Poland, Spain and Portugal) were accustomed to a wheat-based diet,
and introduced wine, leaf vegetables, and dairy products into Brazilian cuisine. When potatoes were not available they discovered
how to use the native sweet manioc as a replacement. Lasagna, gnocchi, yakisoba, and other pasta dishes are also very popular.
Source: http://en.wikipedia.org/wiki/Brazilian_cuisine
Upper-Intermediate 1
LESSON 30