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Teacher:
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 Content
UNIT 4..........................................................................................................................................3
 READING SECTION............................................................................................................3
I. VOCABULARY LOG:.......................................................................................................3
II. SUMMARY:...................................................................................................................5
 WRITING SECTION:...........................................................................................................6
I. PROCESS:......................................................................................................................6
II. FINAL COPY...................................................................................................................8
UNIT 5..........................................................................................................................................9
 WRITING SECTION............................................................................................................9
UNIT 6........................................................................................................................................10
 READING SECTION..........................................................................................................10
I. VOCABULARY LOG......................................................................................................10
II. SUMMARY:.................................................................................................................12
 WRITING SECTION..........................................................................................................13
I. PROCESS.....................................................................................................................13
II. FINAL COPY.................................................................................................................17
FINAL COMMENTS.....................................................................................................................18

2
 UNIT 4
 READING SECTION

I. VOCABULARY LOG:

1. Achieve:
1. To bring to a successful conclusion; accomplish; attain
2. To gain as by hard work or effort: to achieve success.

2. Acquiere:
1. To gain possession of: acquire 100 shares of stock.
2. To get by one's own efforts: acquire proficiency in math.
3. To gain through experience; come by: acquired a growing dislike of tele
vision sitcoms.
4. To locate (a target) with an aiming device or a tracking system, such as r
adar.

3. Apparently:
1. Seemingly, outwardly, ostensibly, speciously: The deterioration has been 
caused by an apparently endless recession.
2. It appears that, allegedly, it seems that, on the face of it, by all
accounts, so the story goes

4. Approach:
v.tr.
1. To come or go near or nearer to: approached the tunnel.
2. To come close to, as in appearance, quality, or condition; approximate: T
he performance approaches perfection.
3. To make a proposal or overtures to with a specific end in view: approach
ed the administration for a raise.
4. To begin to deal with or work on: approached the task with dread; appro
ached the issue from a historical perspective.
n.
1. The act of approaching: the approach of night.
2. A fairly close resemblance; an approximation.
3. A way or means of reaching something; an access: an approach to the b
ridge.
4. The method used in dealing with or accomplishing: a logical approach to 
the problem.
5. An advance or overture made by one person to another.

3
5. Behavior:
1. The manner in which one acts or behaves.
2.
a. The actions or reactions of a person or animal in response to external or i
nternal stimuli.
b. One of these actions or reactions: "a hormone ... known to directly contr
ol sex-specific reproductive and parenting behaviors in a wide variety of v
ertebrates" (Thomas Maugh II).
3. The manner in which something functions or operates: the faulty behavio
r of a computer program; the behavior of dying stars.

6. Category:
1. A class or group of things, people, etc, possessing some quality or qualiti
es in common; a division in a system of classification
2. (Philosophy) metaphysics any one of the most basic classes into which o
bjects and concepts can be analysed
3. (Philosophy)
a. (in the philosophy of Aristotle) any one of ten most fundamental modes of 
being, such as quantity, quality, and substance
b. (in the philosophy of Kant) one of twelve concepts required by human bei
ngs to interpret the empirical world
c. any set of objects, concepts, or expressions distinguished from others wit
hin some logical or linguistic theory by the intelligibility of a specific set of sta
tements concerning them.

7. Cognition:
1. (Psychology) the mental act or process by which knowledge is acquired, i
ncluding perception, intuition, and reasoning
2. The knowledge that results from such an act or process

8. Controversy:
1. A dispute, especially a public one, between sides holding opposing views.
2. The act or practice of engaging in such disputes:

4
 II. SUMMARY:
HOW SMART ARE ANIMALS?
The author, Gita Simonsen, discusses the problems assessing animal intelligence by
scientists. The first one is how they define intelligence because we based it on how can
animals imitate human behavior. This method doesn’t recognize other signs of animal
intelligence that people don’t have. Then, with mammals, scientists use the method of
is brain weight as a proportion of total weight. According to this method, they find
dolphins high in intelligence; however, if we related it with our human intelligence, it is
linked to language. We cannot communicate with animals and it makes impossible to
notice their intelligence. Another problem is that human supposes we must be smarter
than any other animal. Scientists reassessed the test where bees outperformed human
babies, and they concluded that bees came out on top because of instinct, not because
of their intelligence. There is a new method where scientists study animal’s neural
networks and see what uses this network could have. It helps scientists to identify
traits that animals could have, but it is difficult to find it in the minuscule size of some
animal brains. Finally, she concludes that with a quotation from a professor at Arizona
State University, Gro Amdam, who says that we have to improve our tools, methods,
and theories for comparing animal intelligence.

5
  WRITING SECTION:
I. PROCESS:
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EXTREME
PERCEPTION AND
ANIMAL
INTELLIGENCE

6
2. Write your draft

EXTREME PERCEPTION AND ANIMAL INTELLIGENCE

BY TEMPLE GARDIN AND CATHERINE JOHNSON
This text says that animals are intelligent, when they can do things that aren’t suppose
to do. It presents two cases about the extreme perception of some animals. The first
case was about seizure alert dogs, who can predict seizures and response dogs, who
can help people when the seizure begins. A woman, called Mrs. Standley said that their
dogs were trained for being response dogs but they reacted as if they were an alert
dog, and people couldn’t teach them how to predict a seizure because the signs are
invisible for us. It means that they were train by themselves, learning how to read
humans behavior by observing signs that we cannot see. This case was published on
The New York Times. Another case was about a horse, called Clever Hans, whose
owner thought Clever could answer some mathematical questions by tapping his foot.
A psychologist called Oskar Pfungst, after watching Clever, concluded he was able to
tap because he could see unconsciously and subtle cues that people were doing
without knowing it, so it was easier for him to recognize when he had to tap. No one
could ever train a horse for doing things like Clever. Like the dogs, he was trained by
himself and acquired skills without humans help. They didn’t know they have to do
those kind of things or trick, but they did it and they showed high intelligence from
other dogs and horses.

Corrected by Grammarly

7
 II. FINAL COPY
EXTREME PERCEPTION AND ANIMAL INTELLIGENCE
BY TEMPLE GARDIN AND CATHERINE JOHNSON
This text says that animals are intelligent when they can do things that aren’t supposed
to do. It presents two cases about the extreme perception of some animals. The first
case was about seizure alert dogs, who can predict seizures and response dogs, who
can help people when the seizure begins. A woman called Mrs. Standley said that their
dogs were trained for being response dogs but they reacted as if they were an alert
dog, and people couldn’t teach them how to predict a seizure because the signs are
invisible for us. It means that they were trained by themselves, learning how to read
human behavior by observing signs that we cannot see. Another case was about a
horse called Clever Hans, whose owner thought Clever could answer some
mathematical questions by tapping his foot. A psychologist called Oskar Pfungst, after
watching Clever, concluded he was able to tap because he could see unconscious and
subtle cues that people were doing without knowing it, so it was easier for him to
recognize when he had to tap. No one could ever train a horse for doing things like
Clever. Like the dogs, he was trained by himself and acquired skills without human
help. They didn’t know they have to do those kinds of things or trick, but they did it
and they showed high intelligence from other dogs and horses.

8
 UNIT 5
 WRITING SECTION
POSITIVE AND NEGATIVE ASPECTS OF MY LIFE IN 2175

I woke up this morning, and I could smell the cup of coffee that my husband is
drinking. “It tastes good,” I said. “Good morning honey, see you later,” he says each morning.
We met together during a conference because we are lawyers. Terrible! I have been working
as a lawyer for more than 150 years and although it is a beautiful and interesting job, I’m
exhausted! He is my first husband because I decided to enjoy my life and career without a
couple and children, but I saw all of my friends and family die in these years, so I finally
decided to form a family and share with them special moments. However, my life has been a
roller-coaster full of emotions such as happiness, sadness, and a bit of worry.

The hardest thing was when I lost my mother and my grandmother; I used to live with
them when I was younger. My mother always said: “be the best professional in the world, and
act like superman,” and I did it. Yesterday when I met my new customer, I saw and felt the
suffering that she carried inside her. ”My husband raped my daughter, and I need justice,” the
woman said. Nowadays, crimes are very common; with the new technology, the percentages
have increased considerably for young people. I have always hated dealing with criminal cases,
but I saw my mother’s photo and I immediately heard her words: “help other people,” and I
decided to help this woman.

I have a lot of money and I travel every month to a different country; I wish I could
have shared that with my first family. Being a mom is a wonderful experience, but it doesn’t
look like a real family. “I’m chatting with my alien, mom”, “I’m creating robots, see you later,”
that is what my children say every day. My husband is working all day, and I only see him when
he arrives at a home in his flying car. I feel sad because they aren’t immortal, so they will die in
some years and I will have to form a new family. Although our differences, I love them and I
don’t want to continue living if I’m going to lose each person that I meet.

I feel unhappy with this life; I don’t want to still live in this world because it is worse
every minute that passes. I see too much violence on my TV; families are disunited like mine,
and I prefer the quarantine in coronavirus times, where we spent 1 year without going out
from home. The world seems polluted and there aren’t many trees 160 years ago. I want to go
back in time and feel the breeze that was in the afternoons. I won’t be happy anymore.

9
 UNIT 6
 READING SECTION
I. VOCABULARY LOG

1. Admiration:
1. A feeling of strong approval or delight with regard to someone or something: 
the students' admiration for their teacher. See Synonyms at regard.
2. The state of being viewed with such approval or delight: an actor held in ad
miration by her peers.
3. The object of such approval and delight: a movie that was the admiration of 
many critics.
4. Archaic: The action of wondering; marveling.

2. Challenge:
1.
a. A call to engage in a contest, fight, or competition: a challenge to a duel.
b. An act or statement of defiance; a call to confrontation: a challenge to the g
overnment's authority.
2. A demand for explanation or justification; a calling into question: a challenge 
to a theory.
3. A sentry's call to an unknown party for proper identification.
4. A test of one's abilities or resources in a demanding but stimulating undertaki
ng: a career that offers a challenge.
5. A claim that a vote is invalid or that a voter is unqualified.
6. Law
a. A formal objection to the inclusion of a prospective juror in a jury.
b. A legal case testing the validity of an action taken, particularly by the govern
ment.
7. Immunology The induction or evaluation of an immune response in an organi
sm by administration of a specific antigen to which it has been sensitized.

3. Determinated
1. Marked by or showing determination; resolute: was engaged in a protracted 
struggle with a determined enemy.
2. Decided or resolved: She is determined to be a doctor.

4. Devote
1. To give or apply (one's time, attention, or self, for example) entirely to a partic
ular activity, pursuit, cause, or person.
2. To set apart for a specific purpose or use: land devoted to mining.

5. Donate
v.tr.
1. To present as a gift to a fund or cause; contribute.

10
 2. Medicine.To provide (blood, tissue, or an organ) for transfusion, implantation, 
or transplant.
3. Chemistry.To provide (an electron or atom, for example) for combination with 
an acceptor.
v.intr.
To make a contribution to a fund or cause.

6. Fulfilling
1. To bring into actuality; effect or make real: fulfilled their promises; fulfilled he
r dream.
2. To do, perform, or obey (a task or order, for example); carry out.
3. To meet (a requirement or condition); satisfy.

7. Indignation
N
1. Anger or scorn aroused by something felt to be unfair, unworthy, or wrong

8. Inspired
adj
1. Aroused or guided by or as if aroused or guided by divine inspiration: an insp
ired performance; she was like one inspired.
2. Extremely accurate or apt but based on intuition rather than knowledge or log
ical deduction: an inspired guess.

11
 II. SUMMARY:

JUSTIN LEBO

When you have the vocation to help others, the price and rewards mean nothing.
Phillip Hoose writes about Justin Lebo, who was 10 years old when he began doing a
social activity. He found an old bike on a garage sale, he decided to buy to fix it, and
some weeks later, he bought another one and did the same with it. He decided to call
a place for boys without parents called “Kilbarchan,” and he went there and left the
two bikes. The children were confused at first, but then they were so happy. He used
these reactions to continue working on making other children happy. He asked for the
number of kids there, and he decided to make bikes for each of them, who was 19. He
was completely sure but he needed some help, so a neighbor wrote an article on a
Newspaper about his project. The reaction of people was fantastic, and they called
Justin to help him, so before Christmas, he delivered all the bikes to Kilbarchan. There
was too much help, and Justin was able to make almost 200 bikes even little bikes and
tricycles in 4 years, and he distributed them in other places for children with AIDS.
Justin always mentioned that he did this for love and because it makes him happy.

12
  WRITING SECTION
I. PROCESS

Write a persuasive essay explaining your opinion about mandatory volunteering at

ICPNA.

1. Using a T- chart:

Pros Cons
 Improve our social skills  If you don’t want to do it, you
 You can discover new abilities will do a bad job
 Become more socially  We do not have receive
 Improve our language previous preparation to be
 Practice our conversation teachers
 You could be an English  Basic students would not feel
teacher motivated in learning English
 Gives you opportunities to be  Not all of us have the
more organize vocation for being teachers
 It takes a lot of time

2. Start planning your essay by looking at your list of pros and cons.
Choose three of the strongest arguments you will use to support
your position and write them in the brace map below. Add details.

13
 1. Introduction and Thesis
Statement

Many students have problems

with organization
2.Gives more experience
to organize your time One day we will work and study
You will be more responsible

You can still working as a

3. Students could discover teacher and earn money
new abilities they didn’t We have to be open for new
know they have and experiences
become teachers You could find your real
vocation

Practicing is the only way to

overcome your shyness
4. Interaction will improve It is a chance to improve
the language proficiency yourself
You will practice every day

5. Conclusion

14
 3. Look at the arguments in support of your position in your brace
map:

ARGUMENTS FOR ICPNA

COUNTERARGUMENTS REFUTATION
VOLUNTEERING
Gives more experience Some students have other Most of us will do different
about how to organize your activities besides English activities at the same time
time, you will create classes, and 70% of at a specific moment, like
schedules and be more students are in the work and study to par for
responsible university. our universities, so we will
be prepared.

Students could discover Being a teacher is a Many people believe that

new abilities they didn’t vocation, and not all of us they aren’t good at
know that they have, and have it, so their bad something or think that
continue working as an attitudes and behavior they don’t like it until they
English teacher in the could harm students in prove it.
future. their learning

Interaction will improve the Some students have They could use this
language proficiency of the problems with opportunity to get better
volunteers. relationships, so they their development with
couldn’t be able to lead a people, and that will be
group. useful for them in the
future.

4. Write your draft:

15
 MANDATORY VOLUNTEERING AT ICPNA - DRAFT
Am I supposed to do mandatory volunteering? Who wants to be a teacher today?
Why can’t I choose? These are the common questions of students from Advanced 12 who
recently discovered that they have to do 10 hours of volunteer about helping basic students as
a requirement for their graduation. They excuse themselves with the less time they have, the
lack of vocation to teach, and the inability of some people to lead a group of students. But I
strongly believe that a volunteering could bring a great many benefits for us and I also consider
we could get positive results from this experience.

First of all, we will learn how to organize our time and create our schedules because
the mayority of us will do different activities at the same time and in a specific moment in our
lives. However, some guys say they don’t have time to prepare classes. Although some people
have other activities besides English classes and the 70% of ICPNA students are at the
university or have a job, this experience will be useful in the future. For example, lots of
university students study and work to pay their careers, earn hours of pre-professional
practices and they have problems with organization, so with this experience, they will be
prepared for being multitaskers.

Then, students can discover new abilities they didn’t know they have and continue
T
working as a new teacher at ICPNA or in another institution. People refuse volunteering
O
because they argue that being a teacher is a vocation and if they are supposed to do it, their
O
attitude and behavior could harm students in their learning. Even though somebody could feel
W uncomfortable with this, more guys want to live new experiences and discover what they think
O they aren’t good at or dislike, is their really vocation. “I didn’t believe I could be a teacher one
R day but when I graduated from ICPNA, I had to work as an English teacher because I needed to
D pay for my university. Some years later, I’m still working as a teacher because it was what I
Y wanted to do but I didn’t know it”, an ex-student said.

Finally, the interaction with the basic students will improve our language proficiency.
Though some guys could have communication problems because of their shyness, they could
use this volunteering to get better their development with people and be able to lead a group.
Scientists say that the best way to overcome your shyness is by practicing your speaking. It’s
ironic that they want to deny this opportunity to enhance their communicative ability.

As a conclusion, we have to look for the positive effects that this volunteering could
bring to our life. I mentioned the most important points for me and for all these reasons I
strongly believe that is a good idea that each student of Advanced 12 could live this
experience. Time, the bad manner and fears cannot take you apart of any chance to help
others. We have to receive each opportunity to improve not only our second language but our
professional image. Add comma

Corrected by Grammarly

16
 II. FINAL COPY

MANDATORY VOLUNTEERING AT ICPNA

Am I supposed to do mandatory volunteering? Who wants to be a teacher today?
Why can’t I choose? These are the common questions of students from Advanced 12 who
recently discovered that they have to do 10 hours of volunteering about helping basic students
as a requirement for their graduation. They excuse themselves with the less time they have,
the lack of vocation to teach, and the inability of some to lead a group of students. But I
strongly believe that volunteering could bring a great many benefits for us and I also consider
we could get positive results from this experience.
First of all, we will learn how to organize our time and create schedules because the
majority of us will do different activities at the same time at a specific moment in our lives.
However, 70% of ICPNA students are at the university or have a job, and they say they don’t
have time to prepare classes. Although some people have other activities, this experience will
be useful in the future. For example, lots of university students study and work to pay their
careers, earn hours of pre-professional practices and they have problems with organization, so
with this experience, they will be prepared for being multitaskers.
Then, students can discover new abilities they didn’t know they have and continue
working as an English teacher. Even though all of us don’t have the vocation to teach, we don’t
have to be closed to live new experiences and discover what they think they aren’t good at or
dislike, could be their real vocation. “I didn’t believe I could be a teacher one day but when I
graduated from ICPNA, I had to work as an English teacher because I needed to pay for my
university. Some years later, I’m still working here because it was what I wanted to do but I
didn’t know it”, an ex-student said.
Finally, the interaction with the basic students will improve our language proficiency.
Though some guys could have communication problems because of their shyness, they could
use this volunteering to get better their development with people and be able to lead a group.
Scientists say that the best way to overcome your shyness is by practicing your speaking.
Ironically, some students want to deny this opportunity to enhance their communicative ability
that is useful for life.
As a conclusion, we have to look for the positive effects that this volunteering could
bring to our life. I mentioned the most important reasons why I strongly believe it is a good
idea that each student of Advanced 12 could live this experience. Time, the bad manner, and
fears cannot take you apart of any chance to help others. We have to receive each opportunity
to improve not only our second language but our professional image.

17
 FINAL COMMENTS
Since my own opinion, making this writing was very difficult for me,
because I have to organize very well my ideas, my arguments, the
counterarguments and how to refuse them.
Although it was complicated for me, I consider that is very interesting the
process of writing a persuasive essay because you have to investigate a
lot, and especially you have to be firm in your position and try not to
change it.
It will very useful for life and for my career (law) practice my reading and
writing, my comprehension, and in this case, the way of how I write in
English, my second language.
It takes me a lot of hours to finish this portfolio, because I was running on
time, but I enjoyed it.

18