BachiGuide2015Final

ENGLISH BACHILLERATO PREP COURSE
A Guide to Prepare Students for the
Ministry of Public Education’s Graduation Exam
By Taylor Jordan, Rishi Khalsa, Mark Pigott, Emily Sanders, & Dorotia Vieira
With Support from Peter Bohan
Peace Corps TEFLVolunteers
Costa Rica
Released in 2015

1
Dear Educators,
Welcome to the 2nd
edition of the English Bachillerato Prep Course. This guide is
designed to help fellow educators prepare their students to take and pass the Costa Rican
Ministry of Public Education’s English graduation exam (prueba de bachillerato de
inglés). All high school seniors must pass the test before graduating.
The purpose of this guide is to provide lesson plans, worksheets, practice readings, and
other materials an instructor would need to run a preparatory course for the English
graduation exam. The lesson plans in this guide mirror the subjects covered in previous
exams to prepare students for the content actually seen on the test. The authors of this
edition of the guide highly suggest adapting the lesson plans to fit the target students’
needs. For example, change the size of a vocabulary list or find more pertinent readings
for a particular group. The guide can also be adapted to give students an opportunity for
self-study.
The material found in this guide was drawn from the previous manual put together by
RPCVs (Megan Coon, Ken Ferrell, and Kevin Klott), resources provided by the Costa
Rican Ministry of Public Education, and content developed by current PCVs serving in
Costa Rica. This edition addresses updates made to the exam, contains new readings, has
more resources, and makes some improvements to formatting. The English Bachillerato
Prep Course would not exist without the hard work of Peace Corps volunteers in the
TEFL program (both past and present) and the Peace Corps staff.
As Peace Corps volunteers, we rely heavily on the collaboration of the Ministry of Public
Education and our counterparts in order to complete these kinds of English projects.
Without the technical expertise of teachers in our sites of service or the support of
national and regional English advisers, this guide would not be possible. The authors of
this guide would like to thank all of our counterparts in the Ministry of Public Education
for their collaboration.
Most importantly, thank YOU as an educator for using this guide to support your students
and helping expand the possibilities for the youth of Costa Rica.
Pura Vida,
Rishi Khalsa
Peace Corps Costa Rica
Tico 25

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Foreword
Las pruebas nacionales de Bachillerato de Inglés son, sin duda, el último reto que
enfrentan los estudiantes egresados de undécimo año, para poder culminar el capítulo de
conclusión de la educación secundaria, tanto de la rama técnica como académica y
constituyen, por ende, un desafío hacia la movilidad social.
El reporte de los resultados de las recientes pruebas nacionales estandarizadas de
Bachillerato, han reflejado la necesidad de mejorar el desempeño de los estudiantes.
Es de interés de esta administración, el conjurar múltiples esfuerzos que potencien
iniciativas de cooperación hacia el logro de mejores derivaciones en el aprendizaje de
esta lengua extranjera.
Nos complace presentar este compendio, elaborado por cinco voluntarios del Cuerpo de
Paz, del programa TEFL (Teaching English as a Foreign Language) en Costa Rica; el
cual, es una valiosa iniciativa y representa una herramienta más en los esfuerzos para el
fortalecimiento de los conocimientos de comprensión de lectura, de los estudiantes,
quienes esperan, enfrentar con éxito, las pruebas nacionales de bachillerato.
Las estrategias y ejercicios desarrolladas en este módulo, son producto del esfuerzo y
compromiso colectivo de los jóvenes voluntarios norteamericanos, que con esmero y
dedicación, ponen al servicio de la población de estudiantes costarricenses, su trabajo, y
con ello una ventana más de oportunidades educativas. Nos es grato agradecerles y
decirles:

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Table of Contents
Cover Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Foreword . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
About the Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
MEP Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Course Outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Lesson Plans
Lesson 1: Pre-Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Lesson 2: Sports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Lesson 3: Food, Recipes, and Table Manners . . . . . . . . . . . . . . . . . . . . . 42
Lesson 4: Costa Rican Art, Music, and Crafts . . . . . . . . . . . . . . . . . . . . . 53
Lesson 5: Costa Rican Democracy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Lesson 6: Travel . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Lesson 7: Mid-Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Lesson 8: Environment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Lesson 9: Health and Illnesses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Lesson 10: Holidays and Celebrations . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
Lesson 11: Science and Technology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Lesson 12: Careers, Jobs, and Lifestyles . . . . . . . . . . . . . . . . . . . . . . . . . 143
Lesson 13: Morals and Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Lesson 14: Post-Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
Test-Taking Strategies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 189
Grammar Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
Online Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Information on Scores . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Appeals Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 202
Extra Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 236

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About the Test
Structure
The test consists of 70 multiple-choice questions often accompanied by a visual to aid
topic recognition. There are approximately 15 texts in the exam and each text will have
anywhere between 2 to 6 corresponding questions. Students have 3 hours to complete the
test and must mark their answers on a separate answer sheet.
Content
The test is based on 13 different topics with specific linguistic objectives and grammar
points selected by the Ministry of Public Education. The lesson plans in this guide are
based on those topics. Please see the section on MEP objectives for more information.
The texts in the exam are often taken from the following sources:
• Tico Times
• Travel Guides
• AllRecipes.com
• Wikipedia
• Other Online Articles about Costa Rica
Skills
There are a number of important language skills needed to pass the test. The most
important ones identified by the authors are the following: reading comprehension skills,
test-taking skills, and grammar skills. Please see the handouts on test-taking skills and
grammar skills for more information on those aspects of the test. Some important reading
comprehension abilities for the exam are the following:
• Recognize and understand vocabulary.
• Comprehend general meaning or “big picture” of a text.
• Deduce meaning from context.
• Identify keywords and understand how they change the meaning of a text.
Other Details
The test is offered at different times of the year depending on the type of institution.
Speak to institutional staff to find your institution’s test date. Previous versions of the test
included separate questions specifically testing particular grammar points, e.g.
homonyms, linking words, etc. These points are now tested as part of the reading
comprehension sections. The subject breakdown used in this guide is based on the test
objectives provided by the Ministry of Public Education for 2014 and 2015. In previous
years there was a section entitled “Mass Media and Communication” but the Ministry has
combined it with the section on “Science and Technology.”
See the Ministry of Public Education’s website for more information on the test and other
resources: http://www.mep.go.cr/pruebas-de-bachillerato.

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Ministry of Public Education Test Objectives
1) Achievements of Our National Athletes
Linguistic Objectives of the
Program
Content
• Understanding short and
factual texts.
• Understanding ideas and
information in the text
through making
inferences.
• Understanding
conceptual meaning.
1. Achievements
2. Biographies
3. Sports
4. Lexicon related to this target content
Consider the language examples from the National Syllabus.
Who, when, where, how fast/long, which, etc.
What sports does x play?
Are you good at x?
What’s his/her best x?
Sports: swimming, diving, archery, canoeing, etc.
National athletes: achievements, biography, etc.
2) Costa Rican Art, Music, and Crafts
Program
Content
• Understanding the
communicative value
(function) of
sentences and
utterances.
1. Art expressions, acting, painting, architecture, dance, music,
sculpture, writing, crafts, and others.
2. Exponents
3. Locations
4. Techniques
Which, when, what, how many, how, why, etc.
Who is a famous painter/writer?
Where does the x play?
Yes/no questions.
Do you like/prefer x?
Is he/she a x?
Types of music: classical, popular, etc.
Places: gallery, theater, etc.

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3) Costa Rican Typical Food
Program
Content
• Identifying details in
familiar material.
• Understanding
relations between the
parts of a text through
lexical cohesion
devices.
1. Costa Rican typical food
2. Daily meals
3. Cuisine in Costa Rica and English speaking countries
4. Lexical cohesion devices
What are the most popular dishes in x?
What do you eat for breakfast, lunch, etc?
Which, when, how, what kind of x?
Do/does x like x?
What’s typical from x?
What’s your favorite food?
What food do you like?
What do you like to eat? We eat a light breakfast, a heavy lunch, and
a medium size dinner. Ice cream with peanuts. Fish and chips.
4) Types of Food
Program
Content
• Identifying the main
point or important
information in a piece
of discourse.
• Distinguishing the
main idea from
supporting details.
Costa Rican and international food preparation
1. Ingredients
2. Procedures
3. Kitchenware and appliances

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5) Eating Habits and Behaviors at the Table
Program
Content
point or important
of discourse.
main idea from
supporting details.
1. Costa Rican eating habits: eating time, courtesy, etiquette, table
setting, and manners
We prefer x.
Lunch is more formal.
Our main meal is x.
What food do/does x like the best?
In my family, we set the table this way.
6) Holidays and Celebrations in Costa Rica with Celebrations in English Speaking Countries
Program
Content
familiar material.
• Understanding
lexical cohesion
devices.
1. Holidays
2. Festivities and celebrations
3. Origin and traditions
4. Customs
What’s your favorite x?
When is it celebrated?
How is it celebrated?
My family is used to going/eating/celebrating on x.
I prefer x.

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7) Causes and Effects of Natural Resource Misuse
Program
Content
• Understanding a range
of imaginative and
factual material that
includes some
complex sentences
and unfamiliar
language.
communicative value
(function) of
sentences and
utterances.
1. Natural resources
2. Disasters
3. Resource misuse: contamination, deforestation, other
4. Campaigns
5. Sustainability
6. Preservation
7. Flora and Fauna
We should x.
A solution could be x.
I think/believe that x.
I agree/don’t agree x.
It’s better to x.
X may be correct x.

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8) Tourist Aspects Worldwide and Tourist Attractions Offered by Costa Rican Communities
Program
Content
• Understanding
conceptual meaning.
• Recognizing
indicators of
discourse.
• Drawing conclusions
from extended texts.
1. Advantages and disadvantages
2. Tourist attractions
3. Facilities
4. Accommodations
5. Tour packages
6. Fares
7. Lodging
8. Schedules
9. Itineraries
10. Local and international tourism
Do you like x?
Have you ever x?
Have you gone/liked/enjoyed x?
Why don’t you x?
Would you x?
You should x.
There is/are x.
Let me show you x.
The place offers you x.
May I help you?
You should take this trip because x. It’s your chance to see it all in a
month. Go through customs/violate regulations.
This is a one-month package and includes air fares, transportation,
and x.
What’s the capital city of x?
I wonder what that place may be?
Can you tell me what it is like there?

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9) Common Illnesses and New Diseases and Epidemics
Program
Content
of imaginative and
includes some
complex sentences
and unfamiliar
language.
1. Symptoms
2. Diagnosis
3. Treatments
4. Medications
5. Illnesses: chickenpox, mumps, flu, measles, hepatitis, cancer, and
others
6. Syndromes: Parkinson’s, AIDS, Alzheimer’s, and others
7. Minor affections: vision problems, cough, loss of hearing, insomnia,
headaches, and others
8. Social diseases and their effects on health: stress, chronic fatigue,
alcoholism, smoking, drug addiction, eating disorders such as
bulimia and anorexia, lack of exercise, sedentary habits, etc.
9. New diseases and epidemics: Ebola, anthrax, mad cow, SARS,
dengue, cholera, bird flu, etc.
10. Common illnesses: cholesterol, blood pressure, bleeding nose,
diarrhea, constipation, hemorrhagic, migraine, sinusitis, colitis, etc.
11. Sexually transmitted diseases: gonorrhea, syphilis, herpes, etc.
What’s the matter?
How do you feel?
Have you seen a doctor?
Do you know about x?
You need to take x.
You need to drink x.
You need to stay in bed.
What are the symptoms of x?
What are some sexual diseases?

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10) Our Democratic Tradition
Program
Content
familiar material.
• Understanding
lexical cohesion
devices.
1. Democracy: traditions, rights and obligations, tolerance towards
other people’s ideas
2. Political systems in other countries
3. The voting process: the electoral tribunal, elections, ballot, voters,
political parties, candidates, polls, surveys, etc.
4. Organization of the power within the democratic system
5. Sovereignty: constitution, laws, citizenship, etc.
6. Government: president, vice president, deputies, congress, political
power, etc.
7. Values: democracy, freedom, peace, justice, etc.
8. Rulers: local government, national and international treatises,
ministries, etc.
What do you understand by democracy/freedom/sovereignty?
What do you think about politics/democracy?
What do you think about the right to vote/speak?
What do you think about the expression “It’s the government for the
people, by the people, and of the people?”
Qualities of democracy
Qualities of equality etc.

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11) Careers, Jobs, and Lifestyles
Program
Content
of imaginative and
includes some
complex sentences
and unfamiliar
language.
communicative value
(function) of
sentences and
utterances.
• Understanding a
variety of types of
written material for
personal interest and
for information.
point or important
of discourse.
• Coping readily with
unfamiliar topics
involving more
complex language and
recognizing attitudes
and emotions.
• Extracting salient
points to summarize
the text, ideas,
cognates, derivatives,
etc.
1. Career and job demand in Costa Rica and in English speaking
countries
2. Facilities
3. Schedules
4. Tasks
5. Salaries
6. Duties
7. Rights
Which professions are x?
What professions do you x?
What do you know about/think of x?
Which are the benefits of x?
I’d like (to) x because x.
How much does a x earn/cost at x?
What does he/she do?
Where can you major in x?
X is better than x.
It takes x to graduate, etc.
I’m interested in x.
Let me tell you about x.
I’d like to apply for x.
Let us review. Be cooperative.
You need to fill out x.
What do you want to be? Why?
Would you like to x?
Do you want to enter x?
Did you want to pay the admissions fee?
Do you want to fill out the x?

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12) Science and Technology
Program
Content
• Understanding a wide
range of factual and
imaginative texts.
unfamiliar topics
involving more
and emotions.
1. Science
2. Technology
3. Discoveries
4. Computing
5. Cyberspace
6. Robotics
7. Applications in modern life
8. Advantages and disadvantages
9. Technology and sustainable development
10. Telecommunication trends
11. The use of advanced technology in medicine: specialized equipment
for different treatments, cloning, artificial insemination, implants, as
well as plastic surgery and reconstructive surgery, etc.
12. Different kinds of energy from natural and artificial sources
13. Advances in agriculture
14. Machinery and industry
15. Misuse of technology and its consequences
How does science and technology affect the discovery of x?
What’s the future of x?
Which are some applications of x?
What are some fields of interest?
Traveling to outer space.

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13) Morals and Values
Program
Content
• Drawing conclusions
from extended texts.
• Understanding a wide
range of factual and
imaginative texts.
main idea from
supporting details.
• Transcoding
information to
diagrammatic display.
unfamiliar topics
involving more
and emotions.
1. Minority groups
2. Roles of men and women in society
3. Senior citizens in society
4. Human rights
5. Interpersonal relationships
6. Respect and tolerance
7. Socio-cultural, religious, and political matters
Morals and values: What’s a value/moral?
I agree with you about x.
I think that we could x.
You’d better x.
Why don’t you/we x?
Maybe if you x.
You shouldn’t x.
Gender: Men’s and women’s roles in society
What’s your opinion about x?
Are men/women x?
I don’t think (that) x.
I wouldn’t x.
I’m sorry about x, etc.
Senior citizens/opportunities/family life:
Who are senior citizens?
How can you help/take care of x?
Could we x?
Let’s x.
I’d like to x.
I don’t think (that) x.
I wouldn’t x.
I’m sorry about x, etc.

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Objectives and Contents Used within the Topics of the Test
1) Words with the Same/Different Meaning (Synonyms and Antonyms)
Linguistic Objectives of the Program Content
• Understanding conceptual meaning.
• Understanding relations between the
parts of a text through lexical
cohesion devices.
• Understanding relations within the
sentence.
• Understanding texts through the use
of Synonyms/antonyms.
1. Lexical cohesion devices.
2. Synonyms and antonyms.
2) Linking Words in Context
• Understanding conceptual meaning.
• Understanding relations between
the parts of a text through lexical
cohesion devices.
• Understanding relations within the
sentence.
1. Lexical cohesion devices.
2. Linking words.
3. Conjunctions.
3) Prefixes, Suffixes, and Root Words
• Interpreting material that contains
complex sentences.
• Recognizing indicators of discourse.
1. Prefixes.
2. Suffixes.
3. Root words.
4) Words with the Same Pronunciation but Different Meanings
• Interpreting material that contains
complex sentences.
• Recognizing indicators of
discourse.
1. Homonyms.

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Annex
All the texts, pictures, images, and illustrations that appear in the tests are either taken
from the sources available to teaching of English or elaborated by teachers and other
specialists in the field. The articles that appear in the tests may be accompanied by
images that help students recall specific topic contents.
Students have to deduce and infer the meaning of words and phrases within a determined
context in all topics. This ability is part of the reading comprehension skills stated in the
English National Syllabus and it is required in a national test of a foreign language.
Even though the National Syllabus does not present certain grammar issues in explicit or
separate units, grammar patterns are inseparable components of speech. Each topic offers
the learner a context to acquire basic or complex patterns according to the academic
level. The vocabulary and grammar patterns used in the tests correspond to those in the
English National Syllabus.
Synonyms, as well as antonyms, homonyms, homographs, linking words, prefixes,
suffixes, and root words are key words to assure communication in every topic.
Teachers should be aware of helping the students develop lexicon items related to each
topic necessary to meet the best results in a national test. Students should acquire it
throughout the years of study […].
Note: This section has been slightly edited from the original MEP document to better fit
the guide’s format. The content is the same.

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Course Outline
Lesson Topic Test-Taking Strategy Grammar Point
1 Pre-Test and Course
Overview
Brief overview of test-
taking strategies
handout.
Brief overview of
grammar point
handout.
2 Sports Vocabulary Study
Strategies
Cognates, false
cognates, and
homonyms.
3 Food, Recipes, and
Table Manners
Process of Elimination Sequencing words,
ordinal numbers, and
linking words.
4 Costa Rican Art,
Music, and Crafts
Context Clues
(Part 1)
Simple Past Tense
5 Costa Rican
Democracy
Context Clues
(Part 2)
Synonyms/Antonyms
6 Travel Talking to the Text
(Part 1)
Adverbs of Frequency
7 Mid-Test N/A N/A
8 Environment Talking to the Text
(Part 2)
Continuous Tenses
9 Health and Illnesses Pre-Reading/Finding
Questions in the Text
Affixes
10 Holidays and
Celebrations
Scanning Comparatives and
Superlatives
11 Science and
Technology
Time Management Future
12 Careers, Jobs, and
Lifestyles
Common Tricks in the
Test
Time Clauses
13 Morals and Values Test Ready & Go with
Your Gut
Perfect Tenses
14 Post-Test(not included) N/A N/A

18
Lesson 1: Pre-Test
Instructional Sequence Materials
Motivation
≈ 15 minutes
The Name Grid: In small groups, students write
their names into a grid so that each letter is in its
own box. For simplicity, use only first or last
names. The groups then compete against each
other by forming words out of the letters in the
grid using adjacent letters and without repeating
them to make the most words in 5 minutes.
• Large Poster
Paper
• Markers
Information
≈ 15 minutes
Introduction: Use this time to introduce yourself,
the syllabus, and set rules for the course.
- Discuss dates and times.
- Explain format.
- Define expectations.
- Share handouts.
• Test-Taking
Strategies
Handout
• Grammar Points
Handout
• Online
Resources
Handout
Practice
≈ 1.5 hours
Activity 1: Pre-Test • Pre-Test for
Each Student
Adjournment
≈ 5 minutes
Homework: Vocabulary for next week’s topic. • Vocabulary List

19
1st
Assessment for English Bachillerato Prep
Time: 1 hour and 30 minutes
Total Points: 35 Points Achieved:
Percentage Score:
Student’s Full Name: ___________________________________ Section: __________
Institution: _____________________________________________________________
General Instructions:
a. Talking, borrowing anything from other students, and the use of a dictionary is
not allowed.
b. Read the instructions and select your answer accordingly with blue or black ink.
c. Students may not fill out the points achieved or percentage score boxes.
d. This practice test does not include the “hoja para respuestas.” Mark your
answers on the test.
e. The instructions normally given to students taking the test are included below.
Test Format:
f. The test is composed of multiple choice reading comprehension questions.
g. This test is similar to the English Bachillerato exam but is considerably shorter in
length and breadth of material covered.
h. All questions are taken directly from previous English Bachillerato exams.

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INFORMACIÓN GENERAL
Para resolver la prueba, usted debe contar con un folleto que contiene 70 ítems de
selección, un bolígrafo de tinta negra o azul, corrector líquido blanco y una hoja para
respuestas.
INSTRUCCIONES
1. Verifique que el folleto esté bien compaginado y que contenga los 70 ítems de
selección. En caso de encontrar alguna anomalía, notifíquela inmediatamente al
delegado de aula; de lo contrario, el estudiante asume la responsabilidad sobre los
problemas que se pudieran suscitar por esta causa.
2. Lea cuidadosamente cada ítem.
3. Si lo desea, puede usar el espacio al lado de cada ítem, para escribir cualquier
anotación que le ayude a encontrar la respuesta. Sin embargo, lo que se califica son
las respuestas seleccionadas y marcadas en la hoja para respuestas.
4. De las cuatro posibilidades de respuesta: A), B), C) y D), que presenta cada ítem,
solamente una es correcta. Cada respuesta debe basarse en la información que
proveen los textos o ilustraciones.
5. Una vez que haya revisado todas las opciones y esté seguro o segura de su elección,
rellene completamente el círculo correspondiente, tal como se indica en el ejemplo.
A C D
6. Si necesita rectificar alguna respuesta, utilice corrector líquido blanco; rellene con
bolígrafo de tinta negra o azul el círculo correspondiente a la nueva opción
seleccionada. Anote en la parte destinada para observaciones de la hoja para
respuestas: “La respuesta del ítem Nº ___ es la opción ___”. Firme una sola vez al
final de todas las observaciones.
7. Ningún ítem debe aparecer sin respuesta o con más de una respuesta.
8. ESTAS INSTRUCCIONES NO DEBEN SER MODIFICADAS POR NINGÚN
FUNCIONARIO QUE PARTICIPE EN EL PROCESO DE ADMINISTRACIÓN DE
LA PRUEBA.
9. Los textos utilizados en las pruebas de inglés son tomados del material y recursos
disponibles para la enseñanza de esta lengua. Las ilustraciones son empleadas de
modo contextual, con el fin de ubicar al estudiante en un tópico determinado, a
excepción de aquellos casos en que los dibujos, imágenes o ilustraciones suministren
directamente la información que se requiere para contestar un determinado ítem.
Para efectos de determinar el puntaje obtenido, solamente se tomará en cuenta lo
consignado en la hoja para respuestas.

21
Read the text below.
Costa Rican Athletes and Sports Spots
Traditionally, there is a high participation of professional players in the national games
for the annual soccer championship in Costa Rica. This event has given an opportunity to
talented Costa Rican soccer players, including Gabelo Conejo, Claudio Jara, Pablo César
Wanchope, and others, to take part in the outstanding international event called World
Cup, carried out in selected countries worldwide once every four years. In fact, many
soccer players have participated in international championships, too. In the same way,
Costa Rican athletes, like Luis Molina, Silvia and Claudia Poll, among other national
athletes, have participated at swimming, athleticism, boxing, and other sports in Olympic
Games and other international sports events. As a matter of fact, sportsmen and
sportswomen come to Costa Rica because they consider it as a great place to practice
their sports. For example, many Costa Ricans and visitors have the chance to play soccer,
the most popular sport among “Ticos”, in the playing fields of each town. Water sports
are also really popular in Costa Rica. Surfers come from around the globe to ride the
waves off the Pacific and Caribbean beaches. There are also scuba diving centers in
Coco, Ocotal and Flamingo beach, which are famous for the variety of diving spots.
Snorkeling, a fun sport, can be enjoyed off Caño Island and in Drake Bay. Finally, Garra
de León Resort and Valle del Sol offer special golf courses to prepare quality golf
players.
Based on the text above, choose the appropriate alternative to answer each question.
(Items 1 to 5)
1. According to the text, professional Costa Rican soccer players have taken part in
__________.
A. traditional games
B. international events
C. amateur competitions
D. olympic sports events
2. Costa Rica __________ to practice different water sports.
A. is an excellent spot
B. lacks attractive places
C. is a prohibited territory
D. has inappropriate places
3. Playa del Coco and Flamingo are special places to enjoy __________.
A. golf
B. diving
C. boxing

22
D. athleticism
4. People can find a(n) __________ in any Costa Rican town.
A. beach
B. soccer field
C. international coach
D. famous soccer player
5. The World Cup is celebrated __________.
A. every month of the year
B. to get national championships
C. with the best professional players
D. during the rainy and the dry seasons
From Julliard Jazz
Last year, on May 25th, at 7:30 p.m., a jazz quintet of the prestigious Julliard School of
Music from New York City performed in San José. They gave their performance at the
Eugene O’Neill Theater. This theater is located in the Costa Rican-North American
Cultural Center to the east of downtown, not far from San José. These talented young
musicians were among many who have visited the country as part of the Cultural
Center’s “Promising Artists of the 21st Century” program, which often invites young
musicians from the United States and Costa Rica to perform. Tickets to the concert cost
¢2000 ($4.25) and ¢1500 ($3.20) for seniors. The musicians gave master classes and
other performances during the week.
(Items 6 to 10)
6. This visiting jazz group was made up of five __________ musicians.
A. young
B. senior
C. Costa Rican
D. Veteran American
7. The group’s premier performance lasted __________.
A. a week
B. a month
C. one night

23
D. two weeks
8. Elderly people paid __________.
A. nothing
B. less than others
C. the regular price
D. more than others
9. Tickets for regular admission cost __________.
A. two thousand dollars
B. two thousand colones
C. three dollars and twenty cents
D. one thousand five hundred colones
10. The group performed in a Costa Rican theater that is located __________.
A. in North America
B. in Julliard School
C. near downtown San José
D. to the north of downtown San José

24
High Temperatures to Continue this Month
Temperatures are expected to rise 1 to 2 degree Celsius along the northern Pacific coast
and in the Central Valley this month, according to the National Meteorological Institute.
The temperature rise is linked to El Niño, a cyclical warming of equatorial Pacific Ocean
currents that affects weather worldwide. Right now, Global Warming is having the
greatest effect on temperate zones of the planet, and it has been noticed in the past few
years that temperatures have risen almost a half-degree throughout the world, and that
rains have decreased. Next week, however, strong winds and rain will rush in from the
Caribbean, adding another strange weather condition to a growing list.
(Items 21 to 25)
11. The temperatures are going to be __________ this month.
A. the same
B. higher
C. cooler
D. lower
12. “El Niño” is responsible for the __________.
A. usual warm weather
B. equatorial current
C. stable weather
D. warm weather
13. Global warming has __________ temperatures throughout the world.
A. decreased
B. increased
C. lowered
D. stabled
14. Next week, the weather is going to be __________.
A. rainy and clear
B. sunny and cool
C. rainy and windy
D. windy and foggy

25
15. One characteristic of the weather affected by “El Niño” is that __________.
A. it seldom rains
B. rain is common
C. weather is cooler
D. temperatures are lower
Democracy in Costa Rica
The time from 1860 to 1890 was characterized by power struggles among members of the
coffee-growing elite. In 1869, a free and compulsory elementary education system was
established – though, families in more remote areas were unable to send children to
schools. In 1889, the first democratic elections were held, with the poor “campesinos”
(peasants) as well as the rich coffee-growers able to vote, although women and African
descendant and the indigenous inhabitants had not yet received that right. Later, in 1940
Rafael Angel Calderón Guardia became president and promoted important reforms.
These reforms included the workers’ right to organize their own movements, minimum
wages, and social security. Then, 1949 marked a turning point in history with the signing
of the Costa Rican constitution, which is still in effect. Women and African descendant
finally were able to vote; presidents were not allowed to run for successive terms, and a
neutral electoral tribunal was established to guarantee free and fair elections. Voting in
elections, held every four years, was made mandatory for all citizens over the age of 18.
Although voter turnout is higher in most Western countries, the mandatory vote is not
legally enforced. But the constitutional dissolution of the armed forces is the act that has
had the most long-lasting impact on the nation. Today, half a century later, Costa Rica is
known as “the country that has no army.”
Based on the text above, choose the appropriate alternative to answer each question
(Items 26 to 30)
16. For the first elections in Costa Rica, __________ could vote.
A. indigenous inhabitants
B. African descendants
C. rich and poor men
D. women
17. Important social reforms were made __________.
A. in 1869
B. in 1940
C. between 1860 and 1890
D. between 1869 and 1889

26
18. The 1949 Constitution __________.
A. assumed elections every two years
B. allowed presidents to be re-elected
C. permits citizens under 18 to vote
D. is still valid
19. Women and African descendants got the right to vote __________.
A. the same year the Costa Rican constitution was approved
B. the same year men did
C. before 1940
D. in 1940
20. An electoral tribunal was created to __________.
A. watch people vote
B. force people to vote
C. re-elect active presidents
D. look after the electoral process
Love on the Internet
Speed and control is what matters when using a modern mass media like the Internet.
Using it, people can choose the level of anonymity they wish to keep, and whether or not
they wish to know people who live far away. Tariq Ahmed lived caught between his
traditional family and his Californian lifestyles until he found the perfect means to
arrange his own marriage by finding a wife on the Web. Along with thousands of other
young Asians, the 27-year-old Silicon Valley Computer expert turned to the growing
number of Internet sites dedicated to the finding of suitable partners. Tariq was born in
London to a Pakistani father and Austrian mother. “My dad has become extremely
conservative over the years, and wanted me to marry only a Pakistani girl, so I had to do
something about it”. Julina Gidwani saw his advertisement on the Matrimonial Link.
They married near their home, and their wedding pictures were, of course, immediately
posted on the Web. “The Internet isn’t ideal just because you can send e-mails or chat
using text messages. Writing gives you only bits of information.” Ahmed added that e-
mails can’t show people whether there is chemistry between them. Luckily, he and his
bride discovered there was, after they spent some time getting to know each other.
(Items 31 to 35)

27
21. An advantage of the Internet is that you __________.
A. almost immediately get a clear idea of how people are
B. can meet people who live far away
C. get to know a person completely
D. have an online marriage
22. Some people choose to meet a bride over the Internet because they want to
__________.
A. please their fathers
B. meet computer experts
C. keep their cultural tradition
D. know someone who lives far away
23. When you use Internet to find true love, __________.
A. the Internet arranges everything for your wedding
B. you only get some information about the person
C. you can find it everywhere
D. it is nowhere
24. According to the text, __________.
A. people now prefer to marry online
B. Internet is the worst mass media to get married online
C. online arranged marriages are decreasing due to failure
D. for some people, Internet is the best mass media to find the proper wife
25. The text states that Internet __________.
A. is the only way to find a wife
B. lets you keep your anonymity
C. lets you improve your chemistry skills
D. is the safest way to get a good spouse

28
Lesson 2: Sports
Motivation
≈ 15 minutes
Vocabulary Relay: Put students into three groups.
Line them up relay-style perpendicular to the
chalkboard and place a stack of vocabulary cards on
a chair in front of each line (Each stack of cards
should be a different color). Also stick many pieces
of tape to the same chairs for the teams to use. Divide
the chalkboard into different sports-related
categories: basketball, boxing, chess, golf,
motocross, scuba diving, soccer, surfing, swimming,
and volleyball. The first student in each line has to
grab the top vocabulary card and run to the board to
stick it in the correct category. Once they place the
card, they run back to their team, tag the next person
in line, and go to the end. The teams continue
repeating this sequence until they have placed all of
their cards in their respective categories.
• Vocabulary
Cards in 3
Different Colors
• Masking Tape
• Answer sheet
with vocabulary
words placed in
categories
Information
≈ 20 minutes
Vocabulary Review: Briefly review the sports
vocabulary used in the previous activity and
introduce the extra vocabulary, asking students to
identify words that are unfamiliar to them.
Test Taking Strategy: Read, explain, and give
examples using the three recommended vocabulary
study strategies: living vocab list, flashcards, and
technology (see online resources list). Instruct each
student to write down at least five new vocabulary
words from the readings by the end of class.
Grammar Point: Cognates, false cognates,
homophones, and homographs. Explain each
referring to grammar points handout.
• Vocabulary List
• Test-Taking
Strategies
Handout
• Grammar Points
Handout
Practice
≈ 50 minutes
Activity 1: Students should complete the
homophones/homographs worksheet and the
vocabulary handout.
Activity 2: Complete the practice texts. Instruct the
students to circle all cognates they recognize as they
read and to underline new vocabulary. As this is the
first full session, read the first text together as a class,
and then answer the questions together. For the next
two readings, allow the students to read the text and
answer the questions in pairs or small groups. Go
through the answers at the end, and ask students for
examples of cognates and vocabulary as you go.
• Vocabulary
Practice Sheets
• Practice Texts
with Questions
Adjournment
≈ 5 minutes
Homework: Practice text for this week’s topic and
vocabulary for next week’s topic.
Exit Ticket: Write 5 new vocabulary words
• Practice Text
with Questions
• Vocabulary List

29
Lesson 2: Vocabulary List1
1
This lesson includes extra vocabulary to help students begin using the study strategy.
Basketball
bounce
court
pass
player
shoot
Boxing
boxer
fight
gloves
ring
round
Chess
board
checkmate
grandmaster
pieces
player
Golf
ball
club
course
fairway
golfer
r
green
Motocross
course
helmet
motorcycle
race
rider
Scuba diving
diver
fins
mask
ocean
oxygen tank
Surfing
beach
breaks
board
surfer
tide
water
waves
wind
Soccer
ball
field
goal
goalkeeper
net
player
Swimming
breaststroke
butterfly
goggles
pool
swimmer
water
Volleyball
ball
court
hitter
net
player
setter

30
Lesson 2: Vocabulary List
Spanish Term ("translation") English False Cognate
actual (“current”), actualmente (“currently”) actual, actually
• Spanish: real (es), existente (es)
adecuado (“suitable”) adequate
• Spanish: apropiado (es)
asistir (“to attend”) assist
• Spanish: ayudar (es)
atender (“to pay attention”) attend
• Spanish: asistir (es)
balde (“bucket”) bald
• Spanish: calvo (es)
bigote (“moustache”) bigot
• Spanish: intolerante (es), prejuicio (es)
bizarro (“brave, noble”) bizarre
• Spanish: extraño (es)
campo (“countryside”) camp
• Spanish: campamento (es)
carpeta (“folder”) carpet
• Spanish: alfombra (es)
compromiso (“commitment”) compromise
• Spanish: acuerdo (es), arreglo (es)
condescender (“to comply, agree”) condescend
• Spanish: creerse superior
contestar (“answer”) contest
• Spanish: concurso
despertar (“to awake”) desperate
• Spanish: desesperado (es)
disgusto (“annoyance”) disgust
• Spanish: asco (es)
destituido (“fired”) destitute
• Spanish: indigente (es)
embarazada (“pregnant”) embarrassed
• Spanish: avergonzada (es)
enviar (“send”) envy
• Spanish: envidiar
éxito (“success”) exit
• Spanish: salida (es)
fábrica (“factory”) fabric
• Spanish: tela (es), tejido (es)
fútbol (“soccer”) American football

31
• Spanish: fútbol americano
introducir (“insert”) introduce someone
• Spanish: presentar (es)
largo (“long”) large
• Spanish: grande (es)
molestar (“annoy”) molest
• Spanish: abusar (es) (sexualmente)
once (“eleven”) once
• Spanish: anteriormente (es), una vez (es)
pariente (“relative”) parent
• Spanish: padre (es)
pie (“foot”) pie
• Spanish: pastel (es)
pretender (“to purport”) pretend
• Spanish: fingir (es)
rapista (“barber”) rapist
• Spanish: violador
realizar (“carry out”) realize
• Spanish: darse cuenta
recordar (“remember, remind”) record
• Spanish: grabar (es)
ropa (“clothes”) rope
• Spanish: cuerda (es), soga (es)
sano (“healthy”) sane
• Spanish: cuerdo
sensible (“sensitive”) sensible
• Spanish: sensato (es)
sopa (“soup”) soap
• Spanish: jabón (es)
soportar (“put up with”) support
• Spanish: apoyar (es), admitir (es)
suceso (“event”) success
• Spanish: éxito (es)

32
Lesson 2: Vocabulary Worksheet
Activity 1: Write translations in the table below and answer the homonyms worksheet.
English Spanish Definition and synonym
advanced ahead in development or progress; developed
advantage a condition that puts a person in a superior position; benefit
amateur a person who participates in a sport and is not paid; nonprofessional
athlete a person who participates in sports; sportsman
awful very bad; horrible
challenge
a task or situation that tests someone’s abilities OR to attempt to win a
contest or competition; test
challenging something that is hard to do; difficult
champion the person who has defeated all opponents in a sports competition; winner
coach an athletic instructor; trainer
compete to take part in a contest; participate
competitive having a strong desire to be more successful than others; ambitious
consistent unchanging in achievement or effect; reliable
dedicated devoted to something; committed
disadvantage an unfavorable circumstance or condition; drawback
experienced having knowledge or skill; knowledgeable
former having previously filled a role; preceding
game a form of play or sport; event
goal an aim or desired result; objective
Hall of Fame a museum dedicated to excellent athletes; All-Star
Olympics an international sporting competition
lose to fail to win a game or contest; be defeated
outstanding exceptionally good; excellent
painful causing discomfort or pain; uncomfortable
place a particular position; spot
popular someone who is admired and enjoyed by others; well-liked
professional a person who participates in a sport and is paid; expert
retire to give up or stop playing a sport; quit
rival a person competing with another in the same sport or event; competitor
round one of a succession of stages in a sporting contest; heat
season the time in the year when a particular sport is played; period
skillful having or showing skill; talented
strength physical power and energy; force
team a group of athletes that play or participate together; group
title the position of being the champion in a major sports competition; first place
tournament a series of contests between a number of competitors; competition
train
to undertake a course of exercise and diet in order to maintain a high level of
physical fitness; practice
unlike not the same; different
victory the act of defeating an opponent in a game; success
world-class the best in the world; excellent
world-renowned internationally known; famous

33
Lesson 2: Homonyms Worksheet
I knew you would give me a new game for Christmas!
1. The underlined words are:
A. linking words
B. antonyms
C. homographs
D. homophones
The affect you show can affect how people perceive you.
A. synonyms
B. linking words
C. homophones
D. homographs
I refuse to throw my refuse in the river.
A. antonyms
B. homophones
C. homographs
D. linking words
Are you going to order two hamburgers at the restaurant?
A. homophones
B. homographs
C. homophobes
D. hominoids

34
Lesson 2: Practice Texts
Activity 2: Answer the prompts in the following articles.
Tico Times Text
I. Before Reading: Discuss the following questions with a partner.
• What do you know about Keylor Navas?
• How would you describe his personality?
• Why do people love him? Is he a good role model for others?
II. During Reading Vocabulary: Match the word to the definition.
1. Export a. value of someone or something
2. Ambassador b. something that has a good reputation
3. Lifted c. to make a contract with someone
4. Humility d. something that goes out of a country
5. Worth e. to be certain of something
6. Tenacity f. not bragging about someone’s ability
7. Household Name g. a representative of a place
8. Signed h. to raise up or improve
9. Prestigious i. to be very famous and well known
10. Convinced j. to be very hard working and not give up
Madrid Goalie Keylor Navas Named Costa Rica Tourism Ambassador
By Zach Dyer
Costa Rica’s best-known export, Real Madrid goalie Keylor Navas, has been
named the country’s first official tourism ambassador during the FITUR
tourism export in Madrid Thursday.
“Very happy and proud to be the ICT [Costa Rican Tourism Board] tourism
ambassador for Costa Rica Pura Vida!,” the Pérez Zeledón native tweeted. Around
the world, people can recognize the talent, human quality and character of Keylor
Navas, who has lifted the name of Costa Rica very high thanks to his humility,
worth and tenacity,” said Costa Rican Tourism Minister Wilhelm von Breymann
in a Facebook post.
Navas became a household name internationally during the 2014 World Cup,
saving 21 of 23 (91 percent) shots on target in Brazil, while leading Costa Rica to
its first-ever quarterfinals appearance. The Tico signed with the prestigious Real
Madrid soccer club in July 2014.
Tourism officials reported that 2,526,817 international arrivals were registered in 2014,
an increase of 4.1 percent over the previous year. That’s an increase of 98,876 arrivals
by air, land and at ports, the ICT reported.

35
“I’m convinced that anyone who visits Costa Rica will discover what it truly means to
have an authentic travel experience,” Navas said in a statement released on his official
website, “This place offers unforgettable moments for anyone who visits this paradise.”
III. True or False Questions: Write T or F in the space according to the text.
1. Navas is tourism ambassador because he always says that he is the best in
public and acts that way.
2. Navas is known in Costa Rica but not really in any other countries.
3. Navas is the type of person who shows qualities of talent and character,
which is why he was selected as tourism ambassador.
4. Soccer fans look up to Navas because he is one of the most aggressive
players and personalities in history._
IV. Multiple Choice Questions: Choose the best answer according to the text.
1. Navas became known all over the world when:
A.His face was on the cover of international magazines.
B. He dated beautiful models and became a playboy.
C. He had an amazing performance during the World Cup 2014
D.He became ambassador of tourism.
2. In the last year tourism to Costa Rica:
A. Remained steady
B. Climbed
C. Dropped
D. Rose dramatically
3. According to the tourism board, Navas and his image can:
A. Raise even higher the image of Costa Rica internationally.
B. Help Costa Rica to achieve the highest wealth in the region.
C. Maintain a steady improvement in youth health.
D. Improve future World Cup results.
4. According to the message posted by Navas, he believes Costa Rica:
A. Will someday have beautiful places to visit.
B. Has established itself as a paradise for tourists.
C. Is somewhat dangerous but not if people take precautions.
D. Is the economic hub of Latin America.

36
V. Short Answer Writing and Discussion: Write 1-2 sentences and give
reasons to support whether you agree or disagree with the statements below;
tell your partner your opinion and why.
1. Navas is a good example for young people because of his personality.
2. Famous people in sports such as Navas are very important to help
young people follow their dreams.
3. Navas is overrated as a player because the other Tico players were
in fact more important than he was in the success of Costa Rica´s
team.
Adapted from: http://www.ticotimes.net/2015/01/30/madrid-goalie-keylor-navas-named-costa-rica-
tourism- ambassador

37
Gilberto Martínez
Costa Rica has excellent soccer players, and they are well recognized in the world. One
of these great professional players is Gilberto Martínez. Gilberto was born on October 1st
,
1979. His height is 1.74m. “Tuma,” as he is called by his fans, friends, and relatives, has
been nominated the “Best National Team Player” of Costa Rica. His position is a defense
player on the soccer field. He is excellent in this position and he is number five. Martínez
played in 23 international games. He plays with the Brescia team in Italy. Martínez began
playing for the Italian League in the year 2002. He has been considered one of the best
defensive players in the Italian League. He played for Brescia for 3 consecutive years.
Martínez also has been considered one of the best players on Costa Rica`s National
Team. He participated in the World Cup in 2002 and in the World Cup in 2006.
(Items 1 to 5)
1. The nickname of this national soccer player is _________.
A. Tuma
B. Gillberto
C. Martínez
D. Gilberto Martínez
2. The text states that Martínez is an __________ soccer player.
A. amateur
B. unknown
C. outstanding
D. inexperienced
3. According to the text, Martínez has played ________________.
A. in three World Cups
B. only with the Brescia team
C. inside and outside of his country
D. twenty-three times in Costa Rica
4. Martínez has participated _______________.
A. twice in a World Cup
B. for the first time in a World Cup
C. in a game between Costa Rica and Italy
D. in a match between Brescia and Costa Rica
5. This soccer player started playing in Italy in __________.
A. 1979
B. 2002
C. 2003
D. 2006

38
Lesson 2: Homework
Nery Brenes Has Put Costa Rica on the Athletics Map
Costa Rica has participated in four IAAF World Indoor Championships in Athletics (in
1987, 2001, 2004, and 2008), but no national athlete had gone beyond the first found
until Nery Brenes made it to the semifinals. Born in Limón in 1985, the oldest of three
siblings, this athlete has always wanted to rewrite history.
Brenes started in athletics in 1997, and he made his international debut in 2004. During
this year, he improved the 400 m national junior record, finishing third at the Central
American and Caribbean Junior Championships in Mexico. In 2005, Brenes improved his
record to 46,42 seconds and won the Central American gold medal in San José, Costa
Rica. Later, Brenes won bronze in El Salvador with the help of Walter Salazar, a sports
psychologist, who has guided him to set ambitious goals for his career. Moreover, it was
in the Spanish city of Valencia where Nery Brenes improved his best personal record
(nearly a second faster) making it to the semifinals in his first World Indoor
Championship. This participation was a major step towards Nery’s preparation for the
Olympics in Beijing 2008.
Brenes did not take part in the last Central American and Caribbean Games in Cartagena;
however, he has always been a challenger. As a matter of fact, Nery Brenes has always
had Michael Johnson, the great North American athlete, as his role model. For this
reason, Brenes is determined to become the first Central American athlete to break the
44-second barrier and classify for an Olympic final.
(Items 1 to 5)
1. Nery Brenes had _____________ in 2004.
A. his first experience abroad
B. a second international debut
C. his opportunity in the semifinals
D. participation in the Olympic Games
2. Brenes got a gold medal in a _______________ competition.
A. Spanish
B. Mexican
C. Caribbean
D. Central American

39
3. Nery Brenes competed in a World Indoor Championhip for the first time in
___________.
A. Valencia
B. Cartagena
C. Costa Rica
D. El Salvador
4. In Costa Rica _____________ gone beyond the first round in a World Indoor
Championship.
A. some junior athletes
B. many athletes have
C. just one athlete has
D. no athletes have
5. Nery’s main wish is to _________________.
A. participate in junior games
B. classify for an Olympic final
C. improve the national junior record
D. attend three world championships

40
Lesson 3: Food, Recipes, and Table Manners
Motivation
≈ 20 minutes
Flyswatter: Tape pictures of foods and ordinal
numbers on a wall or whiteboard. Divide the
students into two lines. Give each person at the
front of the line a flyswatter. The facilitator will
say either a number or a food and the students
must race to swat that item. The people at the front
of the line go to the back and the game continues.
Give each line a point for every time it beats the
other line.
• Ordinal Number
Cards
• Food Pictures
• Tape
• Flyswatters
Information
≈ 20 minutes
Vocabulary Review: Introduce the vocabulary list
for recipes, cooking, and table manners.
Test Taking Strategy: Process of Elimination (see
Test Taking Strategies Handout for details). Go
over the two sample questions for clarification.
Grammar Point: Sequencing words, ordinal
numbers, and linking words (see Grammar Points
Handout for details). Explain that ordinal numbers
show order. Go over vocabulary from the grammar
points handout.
• Vocabulary List
• Test-Taking
Strategies
Handout
• Grammar Points
Handout
Practice
≈ 30 minutes
Activity 1: Students complete the grammar-based
activities worksheet.
Activity 2: Students read and complete the Tico
Times article and prompts related to food. This is
an opportunity to use the process of elimination
strategy.
• Grammar
Worksheet
• Practice Texts
Adjournment
≈ 5 minutes
Homework: Study the material and next week’s
vocabulary. Read and answer questions on the
practice text.
Exit Ticket: Students must use a minimum of three
sequencing words and phrases to explain what
they did during today’s session and turn it in to the
instructor (i.e., First we read… Finally we
wrote…).
• Vocabulary List
• Homework
Readings

41
1. Peel
2. Snack
3. Dish
4. Plate
5. Fork
6. Napkin
7. Spoon
8. Knife
9. Glass
10. Bowl
11. Cup
12. Grate
13. Grease
14. Ground
15. Cheap
16. Dice
17. Mince
18. Quick
19. Ripe
20. Seed
21. Tasty
22. Sweet
23. Salty
24. Fry
25. Fresh
26. Fragrant
27. Easy
28. Dried
29. Crunch
30. Cream
31. Cut
32. Raw
33. Chop
34. Simmer
35. Boil
36. Bland
37. Whip
38. Affordable
39. Beat
40. Awkward
41. Yummy
42. Quiet
43. Polite
44. Noisy
45. Rude
46. Improper
47. Manners
48. Etiquette
49. Appropriate
50. Elegant
51. Utensil
52. Touch
53. Pace
54. Tablecloth
55. Elbow
56. Feast
57. Gathering
58. Guest
59. Host
60. Habit
61. Appreciate
62. Bite
63. Custom

42
Lesson 3: Grammar Worksheet
Linking Words
but: pero
or: o
and: y
so: así que
because: porque
such as: como
Transition Words
furthermore: además
however: pero/a pesar de
nevertheless: sin embargo
therefore: así/así que
in conclusion: en conclusión
besides: al mismo
tiempo/además
in fact: de hecho
in a similar way: de la misma
manera
similarly: igualmente
Sequencing/Ordinal
Words
First (primero) →1st
Second (segundo) → 2nd
Third (trecero) → 3rd
Forth → 4th
Fifth → 5th
Sixth → 6th
Seventh → 7th
Eighth → 8th
Ninth → 9th
Tenth → 10th
Beginnings Intermediates Endings
Before (antes de) Then (luego)
Next (proximo)
Now (ahorrita)
Last/Lastly/Last of all
(ultimo)
First/Firstly/First of all
(primero)
While (mientras de) During
(durante)
Finally (por fin)
Begin/To begin with...
(empezar)
Little by little (poco a poco) Finish (terminar)
Start (comenzar) Following (siguiente)
After (despues)
Later (mas tarde)
In the end (al final)

43
Activity 1: Answer the linking word questions below and complete the sequencing
exercise using the prompts and vocabulary provided.
Are you going to eat dinner at the restaurant or are you going to eat
at home?
1. Identify the linking word in the sentence:
A. at
B. or
C. you
D. going
The doctors gave María a shot last week, but her symptoms are still
the same.
A. gave
B. still
C. week
D. but
The hostel has a high speed Internet connection, so you can send the
email there.
A. has
B. so
C. send
D. you
Juan and Eric will go to the party first and I will meet them there at
6:30.
4. The underlined word functions as:
A. a homophone
B. a synonym
C. an example
D. a linking word

44
Sequencing Exercise: Fill in the blanks using the words below.
How to Make Gallo Pinto:
____________ take old rice and put it in a pan. ____________ add
in beans. ______________ dice onions and cilantro and mix it with
the rice. ____________ pour in salsa Lizano. ____________ eat
and enjoy!
Word Bank:
First Finally Then Afterwards Later

45
Process of Elimination: Sample Texts
Read the information and choose the alternative that best completes each sentence.
Costa Rica Style with a Chorreador de Café
We are all well acquainted with the traditional way of coffee brewing. Although
coffee machines are quite popular throughout the country, many of us are still using the
traditional chorreador de café. You will find those at the Central Market or just e-mail
us, we usually have them in stock… ask for information at costaricatours@earthlink.net.
The Costa Rican method is simple. All you need is a wooden stand with a round hole at
the top. There you place a cloth filter to hold the ground coffee (two tablespoons of fine
ground coffee per cup). Bring water to a boil and pour it down the filter and into the
coffeepot, which has been placed underneath the cloth filter. It is critically important to
bring the water to a boil; otherwise coffee will loose its aroma and flavor properties.
Adapted from Costa Rica Cuisine
*The bolded answers are ones that can be easily eliminated*
1. The use of chorreador de café is very ____________ in Costa Rica.
a. ancestral
b. restricted
c. uncommon
d. inexpensive
2. The chorreador de café ______________.
a. is made by costaricatours@earthlink.net
b. has a hole on the base
c. is made of wood
d. boils water
3. You need ___________ to filter the coffee.
a. a round hold
b. a fabric bag
c. cold water
d. a coffeepot

46
When should I try to teach table manners?
Let’s call table manners acceptable behavior at the table. I hope that you are
setting a good example from the very beginning. This means no arguments at the table
and staying seated for the entire meal. It also means no television when you are eating.
Don’t complain about the food, don’t share with your child the list of foods you don’t
like and why. In other words, your dinner (and lunch and breakfast) table behavior should
be pleasant, upbeat, and positive, and considerate of others at the table. Whether you put
your elbows on the table and how you hold your fork are issues that you can fine-tune
later on. When your child is beginning to eat in a high chair, do not tolerate intentional
spills and food throwing. As soon as it happens, stop the meal and get him down, even if
he hasn’t eaten very much. The behavior will stop promptly, or at a minimum you will
quickly learn that he isn’t hungry.
Adapted from www.babycenter.com
*Bolded answers can be easily eliminated*
1. Table manners means ______________ during meal times.
a. getting the child down from the highchair
b. complaining about the food
c. a pleasant atmosphere
d. acceptable arguments
2. We should ___________ when having lunch.
a. be seated for the whole meal
b. share our food with others
c. tune a good TV program
d. accept any behavior
3. It is advisable to _____________ at meal times.
a. be positive
b. be very hungry
c. argue
d. share the list of foods you don’t like

47
Tico Times Text
I. Before Reading: Discuss these questions with your partner.
• Read the title: Do you think it means China helped Costa Rica in some way?
How?
• If Costa Rica exports more beef, does it mean that it is going into the country
or out?
• Do you think that is something good for Costa Rica´s economy? Why?
• Which countries do you think receive the most beef from Costa Rica?
II. During Reading: Match the vocabulary to its definition.
1. Boost a. farm animals kept for use and profit
2. Exports b. events in the future
3. Coordinator c. increase or improve
4. Imported d. goods going out of the country
5. Livestock e. work to improve something
6. Sector f. someone who organizes things
7. Efforts g. goods going into the country
8. Outlook h. an area distinct from others
China Helps Boost Costa Rica’s Beef Exports
By L. Arias
Exports of Costa Rican beef to China increased by more than 700 percent in one year,
according to Leonardo Murillo, a coordinator for livestock at the Costa Rican Cattle
Corporation (CORFOGA) for research. From January to November 2013, the country
exported $1.1 million in beef to the Asian country. During the same period in 2014,
China bought $9.3 million, an increase of 707 percent, according to a CORFOGA report
released this week.
Costa Rica and China signed a Free Trade Agreement in 2010. China approved the entry
of Tico beef in April 2012. CORFOGA Executive Director Luis Diego Obando said the
increase in sales is due to efforts by the livestock sector to meet quality standards for
imported meat, as requested by China’s government.

48
“The outlook is even more positive, because recent high prices in international markets
caused the total value of exports from Costa Rica to increase by 31.3 percent last year,”
Obando said. The United States remains the largest buyer of Costa Rican beef, and sales
to that country increased by more than 50 percent in 2014, according to the Foreign Trade
Ministry. Other major buyers of Tico meat are: Puerto Rico, El Salvador, Jamaica,
Honduras and Aruba. The seven countries accounted for 85 percent of Costa Rica’s total
meat sales last year. El Salvador and Jamaica; however, decreased meat imports from
Costa Rica in 2014.
III. True or False Questions: Write T or F in the space provided.
1. In only one year, the amount of beef that has recently been exported from
Costa Rica to China has increased by a substantial amount.____
2. China approved the entry of beef from Costa Rica before the Free Trade
Agreement was signed.______
3. One of the reasons that the increased amount of beef is going to China is
because the Chinese government wants to improve quality of the imported
beef. _____
4. The prediction according to the article is that there will be less exported beef
from Costa Rica to China, and that the amount will decrease a lot.______
IV. M/C Questions: Select the best option according to the article.
1. In one year, exports of beef increased by:
A. Over one thousand percent.
B. One hundred percent.
C. More than 500 percent.
D. An insubstantial amount.
2. China and Costa Rica signed a trade agreement:
A. At the same time the increased beef exports started to happen.
B. After the increase in exported beef started to happen.
C. Before the increased beef exports started to happen.
D. The amount of exported beef did not change after that.

49
3. The article says that there is a prediction or belief that future exports of beef:
A. will continue to increase.
B. will decrease by a large amount.
C. will stay exactly the same.
D. will be uncertain and doubtful.
4. Major buyers of Costa Rican beef include:
A. Mexico.
B. Italy.
C. El Salvador.
D. Dominican Republic.
V. Short Answer Writing/Discussion: Write 1-2 sentences and reasons why you
agree or disagree with the statement; tell your partner your opinion.
1. Increased exports are something that our government should try to
accomplish.
2. Trade partners are important for our economy and should be developed more.
3. Costa Rica should not continue to make trade agreements with more countries.
Adapted from: http://www.ticotimes.net/2015/02/04/china-helps-boost-costa-ricas-beef-exports

50
Lesson 3: Homework
Fast Food Nation
In his book, Fast Food Nation, American writer Eric Schlosser says he used to eat a lot of
fast food: “It was cheap and convenient and it tasted quite good.” But he doesn’t eat it
any more. His book explains why. Schlosser describes the amazing size of the fast food
business and explains that Americans spend over $100 billion a year on fast food. The
three largest companies have more than 60,000 restaurants across the world, and they
open several new ones every day. He also explains how food is prepared in factories, and
chemicals are added to refine its taste and smell. He describes how advertisements are
often designed especially for children who may get toys when they go for a meal.
In general terms, eating too much of these products is unhealthy because they are
saturated with fat and sugar. About 25% of the young people in the United States are
overweight, and the problem is getting worse. We should think twice before ordering any
kind of fast food.
(Items 1 to 5)
1. Mr. Schlosser used to eat fast food because he thought it was _______________.
A. expensive
B. traditional
C. fancy
D. tasty
2. Fast food is _____________ eaten by Americans.
A. rarely
B. seldom
C. frequently
D. sporadically
3. The taste and smell of this kind of food _______________.
A. has been improved
B. has been reduced
C. is getting worse
D. is natural
4. Fast food is unhealthy because it ________________.
A. lacks fat
B. tastes good
C. has a lot of fat
D. contains sugar
5. People are ________________ because of fast foods.
A. growing healthier
B. gaining weight rapidly
C. improving their eating habits
D. developing underweight problems

51
Lesson 4: Costa Rican Art, Music, and Crafts
Motivation
≈ 15 minutes
Competitive Brainstorming: Divide students into
groups. Each group brainstorms all of the words in
English they know having to do with the arts. Tell
them that if any group repeats the same word they
will lose a point. The team with the most original
words (worth one point each) wins.
• Whiteboard
• Markers
Information
≈ 20 minutes
Vocabulary Review: Review this week’s
vocabulary list. Have students add unknown words
to their living vocabulary lists.
Test Taking Strategy: Context Clues: Part 1 (for
details see the Test Strategies Handout). Use the
practice worksheet to further explain and give
examples.
Grammar Point: Simple past tense (with an
emphasis on irregulars). See details on the
Grammar Points Handout. Share common
examples with participants.
• Vocabulary List
• Test-Taking
Strategies
Handout
• Grammar Points
Handout
• Sample Irregular
Verbs Table
Practice
≈ 50 minutes
Activity 1: Students split up into groups of 3 to
work on completing the context clues practice
worksheet. Afterwards students should find all
irregular verbs in the past tense and conjugate
verbs to the past tense if they are not already in
that form using only the bulleted prompts on the
context clues worksheet.
Activity 2: Instruct students to complete the
readings. It is up to the instructor’s discretion
whether the participants may work together or
individually. Review answers.
• Context Clues
Worksheet
• Practice Texts
Adjournment
≈ 15 minutes
Homework: Study next week’s vocabulary. Read
and answer questions on the practice text.
Exit Ticket: Students must write three sentences
using an irregular verb while using this lesson’s
vocabulary.
• Vocabulary List
• Homework
Readings

52
1. artisan
2. choreographer
3. clay
4. collection
5. composer
6. copper
7. costume
8. craft
9. cultural heritage
10. display
11. ensemble
12. gallery
13. hall
14. handmade
15. oxcart
16. painter
17. prima donna
18. prize
19. sculptor
20. sponsor
21. stage
22. theater
23. unique
24. watercolor
25. wood
26. key
27. music
28. technique
29. sound
30. made
31. social
32. influence
33. traditional
34. work
35. ceremony
36. painting
37. paint
38. paint brush
39. subject
40. singer
41. perform
42. featured
43. exhibit
44. display
45. gallery
46. gold
47. stage
48. pattern
49. shape
50. sculptor
51. museum
52. palette
53. blend
54. dancer
55. look
56. view
57. create
58. show
59. record
60. make
61. take place
62. every other
63. beginning
64. end
65. building
66. award/prize
67. jewelry

53
Lesson 4: Sample Irregular Verbs Table
Infinitive Past Simple Past
Participle
Infinitive Past Simple Past
Participle
say said said mean meant meant
make made made set set set
go went gone meet met met
take took taken run ran run
come came come pay paid paid
see saw seen sit sat sat
know knew known speak spoke spoken
get got gotten lie lay lain
give gave given lead led led
find found found read read read
think thought thought grow grew grown
tell told told lose lost lost
become became become fall fell fallen
tear tore torn send sent sent
leave left left build built built
feel felt felt understand understood understood
put put put draw drew drawn
bring brought brought break broke broken
begin began begun spend spent spent
keep kept kept cut cut cut
hold held held rise rose risen
write wrote written drive drove driven
stand stood stood buy bought bought
hear heard heard wear wore worn
let let let choose chose chosen

54
Lesson 4: Context Clues Worksheet
Activity 1: Answer the questions using the different types of context clues and then work
on finding irregular verbs using the bulleted prompts.
Context clues are information that appears near a word or phrase that may offer direct
or indirect suggestions about its meaning.
Restatement:
Restates the meaning of the word in easier language. Words signaling definition or
restatement include: or, otherwise called, that is, in other words, also known as.
• The artist used a dark palette in his paintings; in other words, he used a lot of
cool colors like grey, black and blue.
1. What does palette mean?
A. A group of colors
B. Dark colors
C. A paintbrush
D. A plate
• The gallery had a special exhibit for the weekend; that is, they had an excellent
show with a group of carefully selected pictures.
2. What does exhibit mean?
A. A house
B. A party
C. An art show
D. A newspaper
Example:
Giving an example of the word’s meaning. Words signaling examples include: such as,
especially, like, for instance, for example, including.
• The featured movies, like the Fault In Our Stars, were the only ones that sold out
the opening weekend.
3. What does featured mean?
A. Unpopular
B. Boring
C. Only
D. Special
• Famous composers, especially Mozart, have interesting childhood stories.
4. What does composer mean?
A. A person who does math
B. A person who writes books
C. A person who writes music
D. A person who dances

55
Definition:
Directly tells the word’s meaning. Words signaling definition or restatement include:
meaning, that, are, defined as.
• The surface, meaning the very top layer, of the oil painting has to be preserved by
experts.
5. What does surface mean?
A. The bottom
B. The top
C. The middle
D. In between paint layers
• The musical ensemble, defined as a group of musicians, played beautifully at the
National Theatre last night.
6. What does ensemble mean?
A. Musicians playing instruments together
B. Musicians going to a show together
C. Musicians defining terms
D. Musicians drinking coffee together
Synonym/Antonym:
Words with opposite or similar meanings may give clues about unknown words in a text.
Words signaling synonyms or antonyms include: but, like, that is, unlike, similar to, far
from.
• The millionaire had a large collection of original paintings by Picasso, that is, he
had more than a few in his house.
7. What does collection mean?
A. One
B. Two
C. Two or more things
D. Four paintings
• The handmade craft was beautiful in its uniqueness, far from the factory and
machine-made craft that was ugly in comparison.
8. What does handmade mean?
A. Something made by hand
B. Something made by a machine
C. Something made by your mother
D. Something made in school

56
Activity 2: Read the texts and answer the question prompts.
Tico Times Text
I. Before Reading: Discuss these questions with your partner.
• Do you know any traditions or dances that have animals in them?
• Do you know any stories about animals with special powers?
• What are they? Compare a legend you know with your partner.
• What is the most famous story or legend about an animal that you know?
• Do you believe that those legends have any truth or not?
II. During Reading: Match the vocabulary to its definition.
1. Depicting a. a magical bird
2. Traits b. a traditional ceremony
3. Quetzal c. extreme anger
4. Warrior d. an offering of respect
5. Medallion e. qualities of someone/something
6. Extensive f. a skilled fighter
7. Ritual g. intelligent, smart
8. Wrath h. showing or displaying
9. Tribute i. a piece of jewelry
10. Wise j. having a wide range
Wild Myths: Costa Rican Animal Legends, Spirit Animals
By Lindsay Fendt
Though many of the Boruca traditions have been lost over time, every year since the
Spanish conquest, the Boruca have put on the Juego de los Diablitos (Little Devils’
Game), where the performers often dress in animal masks. Usually depicting strong
animals, like the jaguar, or wise animals, like an owl or parrot, the masks represent the
inner traits of the wearer.
Both Boruca and Bribrí legends also include the belief that certain animals on Earth carry
the spirit of gods. In Boruca legends, quetzals (Pharomachrus mocinno) carry the spirit
of the great warrior Satú. According to the legend, Satú was born to a great chief; on the
day of his birth, a quetzal came down to the village to sing. As a tribute, the villagers
made Satú a medallion shaped like a quetzal that would protect him. Satú was never hurt
in battle while he wore the medallion; in battle, quetzals protect the Boruca. One day
while Satú was unprotected, his uncle killed him in the forest, but a quetzal flew down
and sat over Satú’s body. Later, it flew away to live in the mountains where it stayed
forever, carrying Satú’s spirit.

57
The Bribrí people believe that all the world’s tapirs (Tapirus bairdii) are spirits of a tapir
god, the sister of Sibú. Legend has it that Sibú planned to marry off his sister in exchange
for a wife of his own, but because she can tell the future, Tapir could see her brother’s
intentions and could also see that if she married, it would end unhappily. Tapir refused to
get married, so her brother sent some of her spirit to Earth for the Bribrí to hunt. Because
of their beliefs, Bribrís have extensive ceremonies surrounding tapir hunting. Any
violations of the ritual will have the result of the wrath of the Tapir god.
III. True/False Questions: Write T or F in the space provided.
1. Ceremonies and dances for the Boruca often include costumes as animals.______
2. The Boruca believed that the quetzal was a bird that had special qualities._______
3. The Boruca legend is that Satú died because he did not respect the quetzal.______
4. The Bribri do not have any prohibitions in their culture for hunting the
Tapir.______
5. Boruca ceremonies often depict animals that are powerful.______
IV. Multiple Choice: Select the best answer according to the text.
1. Boruca ceremonial dances sometimes include costumes of:
A. Cats and mice
B. Jaguars and owls
C. Insects and flowers
D. Dwarves and elves
3. Animals who are depicted in ceremonial dances are considered to be:
A. Wild and evil
B. Intelligent or powerful
C. Angry and vicious
D. Tricky and sneaky
4. A protective medallion in the form of a quetzal helped Satú:
A. When he was young
B. Only in the daytime
C. Only when he prayed to the quetzal
D. When he wore the medallion
5. The Bribri believed the Tapir could:
A. Conquer warriors in battle
B. See into the future
C. Bring wealth and fortune
D. Destroy all evil spirits

58
V. Short Answer/Discussion: Write 1-2 sentences about why you agree or disagree
with the statements and tell your partner your opinion.
1. Belief in spirit animals and legends is something that should be maintained.
2. It is important to keep traditions and customs such as legends about animals.
3. Animals have spirits same as humans and should be respected for that.
Adapted from http://www.ticotimes.net/2015/02/08/wild-myths-costa-rican-animal-legends

59
Margarita Bertheau: One of Costa Rica’s Finest Artists
Margarita Bertheau was born in San José, Costa Rica, in 1913 and died in 1975. She
studied artistic painting and ballet in Cuba and in Colombia. Her contribution to the ballet
in Costa Rica was very important. In addition to being a professor and a choreographer at
the Ballet Academy, she designed clothes and stage scenes. She became a member of the
Board of the University of Costa Rica Fine Arts School in 1942. Her teaching of
watercolor technique and the force of her personality, managed to create and outstanding
school in that discipline. She became the first professor to be allowed to teach with nude
models. Her pictorial work is vast and varied. It shows not only a diversity of subjects
and techniques but a wonderful use of color and great freedom in the outline and
“claroscuro.” She mostly used watercolor technique, but her oil painting were also
a great success. She made a series of outdoors murals of large dimensions. She also
painted abstract works, although this technique was not as popular in her time in Costa
Rica as it was elsewhere.
(Items 1 to 5)
1. Artist Margarita Bertheau _________________.
A. contributed to the development of Costa Rican art
B. had no success with oil paintings
C. managed only one technique
D. made just a couple of murals
2. Bertheau was the first artist to _________________.
A. create a ballet academy in Colombia
B. study artistic painting in 1913
C. run the School of Arts
D. use nude models
3. Margarita Bertheau used _______________ in her paintings.
A. a variety of subjects
B. only the human figure
C. just watercolor technique
D. numerous mountain landscapes
4. In Costa Rica, Margarita Bertheau was ______________ artist(s) who painted abstract
works in her time.
A. the last
B. the only
C. one of the few
D. one of the many
5. She held a respectable position ______________________.
A. in the Colombian Ballet Academy
B. at the University of Costa Rica
C. at the School of Arts in Cuba
D. in the Cuban Ballet School

60
Lesson 4: Homework
Musician Received National Music Award
Musician Ulpiano Duarte was honored on May 29th for his famous and great
marimba sounds at a ceremony at the National Auditorium in San José. During this
ceremony, he received the highest distinction from the Association of Music
President Oscar Arias gave Duarte the Ricardo Mora “Reca” award in recognition of
his lifelong dedication to music and for works composed from November 2005 to
October 2006, according to a statement from the office of the President.
Duarte, from the northwestern province of Guanacaste, founded Marimba Diriía in
1969, which was later declared the National Marimba by an executive decree in
In 1975, he founded the first Costa Rican marimba school in Santa Cruz, Guanacaste,
and after that, he worked as a music professor at the University of Costa Rica (UCR).
Among his most popular works are “Nostalgia en la Pampa,” “Contra el Bramadero,”
“Gotas de Lluvia,” “Santa Cruz de Fiesta,” and “Canto a Mi Tierra.”
(Items 1 to 5)
1. What does Ulpiano Duarte do? He is _______________.
A. ACAM’s president
B. a marimba maker and player
C. a music composer and professor
D. working for a marimba school now
2. Why was Ulpiano honored? Because of his ________________.
A. contribution to music
B. great last public performance
C. teaching at the University of Costa Rica
D. outstanding participation at the National Auditorium
3. Who decided to recognize Duarte’s work?
A. Ricardo “Reca” Mora
B. Some citizens of Guanacaste
C. The Association of Music Composers
D. A professor of the University of Costa Rica
4. What is one of Duarte’s contributions to the music in Costa Rica?
A. The founding of a marimba school
B. The creation of all Costa Rican music
C. His participation in a music association
D. His performance in the National Auditorium
5. According to the text, what important achievement did Ulpiano make in Costa Rica?
He________________.
A. taught in a public school
B. founded the National Marimba
C. was the principal of a music school
D. became member of a marimba association

61
Lesson 5: Costa Rican Democracy
Motivation
≈ 10 minutes
Democratic Puzzle: Tape pre-made “puzzle pieces”
with democracy-related nouns on the board. Distribute
their matches, the definitions, among the students and
instruct them to find the match and tape the description
next to it on the board.
• Puzzle Pieces
• Tape
Information
≈ 20 minutes
Vocabulary Review: Read through the words and
definitions, discussing their meanings and allowing
students to fill the nouns in next to the definitions on
their sheets. Ask students to come up with synonyms
and antonyms where applicable.
Test Taking Strategy: Explain to the students that you
will be focusing on finding meaning using context
clues again. Solicit from them the definition of context
clue. Ask them what they should be looking for
(restatement, definitions, synonyms/antonyms, etc.).
Use the first example from the worksheet as
reinforcement together.
Grammar Point: Introduce synonyms and antonyms
while explaining that the Bachillerato exam will
employ many of both. Pick a word with a number of
synonyms and antonyms (preferably one related to
democracy such as freedom, power, equality but a
simpler word such as good, bad, etc. if the class level is
lower) and solicit as many synonyms and antonyms as
you can from the class.
• Test-Taking
Strategies
Handout
• Grammar Points
Handout
• Vocabulary
Worksheet
Practice
≈ 60 minutes
Activity 1: Ask students to complete the context clues
worksheet. Be sure that they underline the context
clues. Also have students complete the Democracy
Verbs sheet as well. Review the answers together.
Activity 2: Pass out the reading to the students with
bolded words. Have them first change all the bolded
words to synonyms. Then have them change the
meaning of the reading by substituting the bolded
words with antonyms.
Activity 3: Give the students 25 minutes to read the
texts and answer the questions in pairs. Review the
answers as a class and have students help one another
locate the correct answers within the text.
• Vocabulary List
• Context Clues
Worksheet
• Practice Texts
Adjournment
≈ 5 minutes
Homework: Read and respond to the practice texts and
review the next week’s vocabulary list.
Exit Ticket: Students must provide at least one
synonym and one antonym to a given word.
• Vocabulary List
• Homework
Readings

62
1. Abolish
2. Accept
3. Agency
4. Army/Military
5. Authority
6. Authorize
7. Ballot
8. Candidate
9. Carry Out
10. Cast
11. Citizen
12. Commander
13. Constitution
14. Contribute
15. Country
16. Court
17. Democracy
18. Deny
19. Dictator
20. Duty
21. Election
22. Electoral System
23. Enforce
24. Ensure
25. Express
26. Fairness
27. Freedom
28. Government
29. Guarantee
30. Honesty
31. Issue
32. Law
33. Leader
34. Limit
35. Meeting
36. Member
37. Minority
38. Misuse
39. Point of View
40. Political Party
41. Poll
42. President
43. Pride
44. Priority
45. Privilege
46. Proposal
47. Protect
48. Referendum
49. Right
50. Role
51. Run
52. Society
53. Solve
54. Staff
55. Stands For
56. Succeed
57. Supervise
58. System
59. Term
60. War

63
Lesson 5: Vocabulary Worksheet2
Noun in English Definition in English
a business or organization established to provide a service
the armed forces of a country
the power to give orders, make decisions and enforce obedience
a piece of paper used to record someone’s vote
a person who is nominated for an election
a legal member of a country
a person in authority over troops or military
a nation with its own government
a system of government in which the people elect their representatives
a ruler with total power over a country
a moral or legal obligation; a responsibility
the organized process of electing members of a political body
the system by which political representatives are elected
equality or justice
liberty from foreign domination
the system by which a nation is governed
the quality of being honest or telling the truth
an important topic or problem for debate or discussion
a rule that restricts the actions of members of a society
a person who leads or commands a group or organization
a restriction on the amount of something
an assembly of people
an individual belonging to a group
a small group of people within a society
the wrong or improper use of power
a particular attitude or way of considering a matter
a political group that attempts to take part in government
the place where votes are cast in an election
a feeling of deep satisfaction about one’s achievements
a thing that is regarded as more important than another
a special right or advantage given to a person
a plan or a suggestion
a moral or legal privilege
a person’s function or part to play
people living together in an organized community
all the people employed by an organization
a limited period of time
an armed conflict between nations
2
These definitions may be used for the motivation activity.

64
Lesson 5: Context Clues3
(Part 2) Worksheet
Activity 1: Find the meaning of the bolded word in each of the following eight sentences.
Also underline the context clues that helped you to reach your conclusion.
1. Fidel Castro is considered by many to be a despot because of his longstanding role as
dictator and repression of the opposition.
Meaning: ______________________
2. The president made an official decree that made it illegal for the police to arrest
people for littering.
Meaning: ______________________
3. It is important for constitutions to be counter-majoritarian so that large groups do
not take and advantage of and discriminate against minorities.
Meaning: ______________________
4. Cronyism, the practice of giving positions to close allies regardless of their
qualifications, is frowned upon in democracies.
Meaning: ______________________
5. Bicameral congresses, such as that of the United States with both the House and the
Senate, are often considered more effective than those with just one house.
Meaning: ______________________
6. Treason is considered the greatest betrayal that one can commit against a country.
Meaning: ______________________
7. Many countries have military conscription policies, which is to say that everyone
must serve in the military at some point.
Meaning: ______________________
8. Costa Rica has not had a military since the president abolished it in 1948.
Meaning: _______________________
3
A context clue is information that appears near a word or phrase that may offer direct
or indirect suggestions about its meaning.

65
Activity 1: Vocabulary practice continued.
Verb in a Sentence Translation in Spanish
Costa Rican citizens elect a new president every four
years.
Costa Rica’s strong democratic tradition and fair
electoral system contribute to its stability.
It is the Electoral Tribunal’s job to supervise electoral
activities.
Many countries have a military to protect and defend
it.
On voting day, you must go to the poll to cast your
vote.
How often does the United States carry out
presidential elections?
Legislators need to decide if they will accept the new
proposal.
The government is working to solve the country’s
financial problems.
That candidate stands for women’s rights, equality
and education reform.
The judicial, legislative and executive branches of
government were created to ensure that the president
did not abuse power.
Voting is an excellent way to express your opinion
about current issues and candidates.
It is the president’s responsibility to run the country.
Costa Rica’s constitution guarantees many rights to
its citizens.
No one can deny that Costa Rica has a model
democratic system.
A constitution was drafted in 1948 that abolished the
military.
The judicial branch of the government was created to
enforce laws.
Do you think the candidate will succeed in winning
the presidency?
The president cannot authorize the spending of
taxpayer’s money without the approval of Congress.
tener éxito llevar a cabo gobernar supervisar hacer cumplir
asegurar elegir contribuir aceptar autorizar
representar proteger negar expresar garantizar
abolir resolver depositar

66
Activity 2: Answer the questions according to the original text and complete the exercise
outlined in the lesson plan using the bolded words in the text.
Does a Perfect Political System Exist?
From the Age of Enlightenment to our days, few political ideals with true historic
meaning have been formed. Because of that, we do not have enough knowledge about
political systems, even though there are many kinds of such systems in the world.
Basically, modern society requires political systems to guarantee democracy,
efficiency and stability at the same time.
The democratic systems held by Western countries since the era of industrialization
were once considered as the ultimate political systems. However, new problems
appeared after the former Soviet Union collapsed. Soviet Union style socialism
created amazing efficiency, but finally ended due to the poor life style improvements
and neglected democracy. Nevertheless, the Western system provides democracy but
loses efficiency. We expect a perfect political system, but such a system does not
exist. Ideals cannot solve political problems. Democracy once brought prosperity to
the U.S. and European countries. However, these powers are now facing their own
crisis. Can experts explain why?
International debates over politics are more intense than ever. Once, socialist politics
were influential, but since the end of the Cold War, capitalist politics have been
dominating. This is not just a theoretical dispute as there are too many national
interests and ideological dispute as there are too many national interests and
ideological conflicts. In fact, there is no political system that can solve all the troubles
of the world.
(Items 1 to 5)
1. The industrialization period gave strength to ___________ in the western
countries.
A. socialism
B. democracy
C. capitalist politics
D. erroneous politics

67
2. According to paragraph 2, the democratic system is _______________ in some
countries.
A. perfect
B. stronger
C. progressively decaying
D. becoming more effective
3. According to the text, economic problems _______________.
A. reduced political crises
B. increased the efficiency of capitalism
C. caused the failure of the socialist system
D. made democratic systems more effective
4. According to the text _________________.
A. socialism is currently experiencing great success
B. democracy has regained new strength
C. modern political systems are perfect
D. most political systems will fail
5. According to the text, _____________ can resolve the political dilemma of the
planet.
A. the Enlightenment Age thoughts
B. Western democracy
C. no political system
D. all political ideals

68
Activity 3: Answer the prompts in the text below.
Tico Times Text
I. Before Reading: Discuss these questions with partner.
• What does the word democracy mean? It means you can do …what?
• Is voting important to democracy? Why?
• Is freedom of speech important? Why?
• What is an authoritarian regime? How is it different from democracy?
II. During Reading Vocabulary: Match the synonyms.
1. Civil Liberties a. analyzed
2. Representative Governance b. mixed
3. Evaluated c. weak
4. Classify d. government of the people
5. Hybrid e. cruel, unfair government
6. Authoritarian f. free speech, free expression
7. Fragile g. categorize
Costa Rica and Uruguay Are the Only 'Full' Democracies in Latin America
By L. Arias
An investigation by The Economist Intelligence Unit (EIU) concluded that in Latin
America, only Uruguay and Costa Rica ranked in the region’s “full democracies”
category, described as when countries respect civil liberties and representative
governance. The report evaluated 165 countries using a 0 to 10 scale in five categories
and the final results were used to classify countries into one of four categories: full
democracies, imperfect democracies, hybrid models and authoritarian regimes.
Costa Rica placed 24th with an index of 8.03, behind Uruguay, which ranked 17th
at 8.17. At the bottom of the list are Cuba and Haiti, with low rates of 3.52 and 3.82,
respectively. The EIU considers them authoritarian regimes. The investigation concluded
that the democratic culture in Latin America in general can be considered as weak.
Despite progress in Latin American democratization in recent decades, many countries in
the region have fragile democracies. Levels of political participation are generally low
and democratic cultures are weak.

69
III. True and False Questions: Write T or F in the space provided.
1. Generally, the culture of democracy is very well represented in Latin
America.____
2. Costa Rica is one of the countries in Latin America having a strong culture of
democracy._____
3. Cuba was classified as having an imperfect culture of democracy._____
4. In recent decades, there has been little progress for democracy in Latin
America._____
IV.Multiple Choice Questions: Choose the best answer according to the article.
1. Authoritarian governments are:
A. Respectful of the rights such as free speech and expression.
B. Not respectful to the rights such as free speech and expression.
C. Friendly to tourists to encourage a change.
D. Easy to change into real democracies.
2. Democratic governments:
A. Allow people to express choose their representatives.
B. Are located in places where people can easily become rich.
C. Are well represented throughout Latin America.
D. Are always perfect as a model of government.
3. Costa Rica was classified as one of the countries in Latin America
A. with a perfect example of democracy
B. with one of the best examples of democracy in Latin America
C. with an authoritarian government
D. With a long history of authoritarian government.
4. Haiti was classified as one of the countries where
A. The tradition of democracy is strong.
B. Democratic values are quickly improving.
C. There is a lack of a culture of democracy.
D. Democracy can never be achieved.

70
V. Short Answer/Discussion Questions: Write one or two sentences to explain why
you agree or disagree with the statements and then tell your opinions to a
partner.
1. Voting is an important part of democracy.
2. If a government does not allow people to express their opinion, then it is bad
for democracy.
3. If people can express their opinion about something in public, it is a good
thing for a culture of democracy.
4. If a government does not allow people to express their opinion, it is against
the culture of democracy.
Adapted from: http://www.ticotimes.net/2015/02/09/economist-intelligence-unit-costa-rica-and-uruguay-
are-the-only-full-democracies-in-latin-america

71
Lesson 5: Homework
Report Suggests Changes for Democracy in Costa Rica
A special committee of six long-time politicians has come out with 97 recommendations
designed to improve democracy in Costa Rica. The group has also identified 32 problems
with the structure and legislation of the country. A controversial idea already has been
leaked to the public. The group suggested increasing the number of legislators from
current 57 to 75 or 87 to compensate the increasing population. Another proposal is for
lawmakers to serve consecutive terms. Now, they must leave office after one four-year
term but can serve again later.
The president set up the committee after the Estado de la Nación report outlined key
problems with Costa Rica's democracy. The public's low opinion of lawmakers and
politicians in general was another factor mediating in the creation of the committee.
The panel also suggested a new court other than the Sala IV Constitutional Court to hear
routine constitutional appeals and habeas corpus cases. This would allow the
Constitutional Court to concentrate on higher order issues of conflict between the
government branches and matters of liberties and fundamental rights. The proposed
reforms are inspired by the idea of easing the functioning of democracy for the majority,
facilitating the exercise of the authority that the public has placed in officials, according
to the panel. Many of the suggestions are technical and relate to the rules of the
legislature or the budget.
(Items 1 to 5)
1. The recommendations were made by ______.
A. international lawmakers
B. a committee from Sala IV
C. experts in the field of politics
D. The staff of Estado de la Nación
2. The purpose of the suggestions is to ______.
A. strengthen Costa Rica's democratic system
B. implement them in the next presidential term
C. improve the next Estado de la Nación report
D. reinforce the labor of the president

72
3. Today's legislature does not ______.
A. allow lawmakers to deal with controversial topics publicly
B. permit lawmakers to serve consecutive terms
C. forbid the reelection of current legislators
D. tolerate any reelection of legislators
4. The report by Estado de la Nación focused on ______.
A. some suggestions to improve the current government
B. general problems faced by Costa Rica's democracy
C. changing the negative image of some politicians
D. the new roles created for Sala IV
5. The committee suggested to ______.
A. implement six long-term recommendations
B. replace Sala IV for a more effective court
C. increase the number of lawmakers
D. abolish the re-elections of deputies

73
Lesson 6: Travel
Motivation
≈ 20 minutes
Globetrotting: Post the cardinal directions to four
different parts of the room (i.e. North, South, East,
and West). Include a list of countries that could fit
under each direction (e.g. North: Sweden and
Canada). Students then travel to two of the four
areas and write three sentences about the travel
experience. Invite students to share their work. Try
to include visual aids for this activity.
• Tape
• Cardinal
Direction Signs
• Country Lists
• Visual Aids
Information
≈ 20 minutes
Test Taking Strategy: Talking to the Text (see
details on the Test Taking Strategies Handout).
Grammar Point: Adverbs of Frequency (see
details on the Grammar Points Handout).
• Vocabulary List
• Test-Taking
Strategies
Handout
• Grammar Points
Handout
• Adverbs of
Frequency/Time
Practice
≈ 30 minutes
Activity 1: Students review the annotated talking to
the text example paragraph, and answer the
questions together
Activity 2: Students then read, annotate, and
complete the prompts in the Tico Times article.
Encourage participants to mark up the article as
much as possible.
• Annotated Text
• Practice Texts
Adjournment
≈ 20 minutes
Homework: Study the material and next week’s
vocabulary. Read and answer questions on the
practice text.
Exit Ticket: Students write down 8 sentences using
Adverbs of Frequency to describe how often they
travel to certain places (e.g. Japan, your
community’s center/downtown, school, San Jose).
• Vocabulary List
• Homework
Readings

74
1. Kid
2. Under
3. Enjoy
4. Free
5. Public
6. Rate
7. Beach
8. Trail
9. Camp
10. Guide
11. Luxury
12. Airplane
13. Admire
14. Walk
15. Ocean
16. Share
17. Terminal
18. Tour
19. Industry
20. Family
21. Vacation
22. Lodge
23. Hotel
24. Backpack
25. Destination
26. Departure
27. Terrain
28. Paradise
29. Bus
30. Arrive
31. Waterfall
32. Snorkel
33. Stay
34. Stop
35. Hike
36. Trek
37. Currency
38. Landscape
39. Highway
40. Visitor
41. Wildlife
42. Canopy
43. Arrival
44. Arrive
45. Schedule
46. Entrance
47. Accommodation
48. Village
49. Valley
50. Boat
51. Train
52. Include

75
Lesson 6: Adverbs of Frequency/Time
Adverbs of Time:
after: después de
as: mientras
as soon as: tan pronto como
before: antes de (que)
every time: cada vez (que)
since: desde
the (first/second/third) time: la (primera/segunda/tercera) vez
the (last/next) time: la (última/proxima) vez
while: mientras
until: hasta (que)
1. He returned to Costa Rica after winning the competition.
2. As he was practicing with his team, he broke his leg.
3. As soon as she is able, she will compete internationally.
4. He played the drums before he began to play the trumpet.
5. Every time she competes, she wins.
6. He has played golf since he was five years old.
7. The first time he played internationally, he lost.
8. The next time he plays he will be in Costa Rica.
9. She played soccer professionally while raising her children.
10. She can’t play basketball until tomorrow.
Adverbs of Frequency:
never → rarely → seldom → sometimes → often → frequently → usually → always
nunca → casi nunca → pocas veces → aveces → a menudo → frequentamente → usualmente → siempre
day
other day
every + week
other week
month
year

76
Lesson 6: Annotated Text
Activity 1: Review the annotations and answer the questions in the text.
Tourism in Costa Rica
Costa Rica is considered a natural paradise because people can enjoy a great variety of
microclimates and landscapes, from smoking volcanoes and lush tropical jungles to
marvelous beaches, with a diversity of flora and fauna. These natural wonders will
surprise all national and international travelers. Besides, this extraordinary biodiversity is
complemented by a wide range of open-air activities, ranging from bird-watching and
excursions along the beach where it is possible to dive in crystal clear waters, take white
water rafting, travel through the jungle on foot, and stay in one of the few hostels near
there.
Tortuguero National Park, lrazú Volcano National Park, and Manuel Antonio National
Park are among the most important natural reserves. In the first park, you can enjoy a
boat ride through the Tortuguero canal and admire its exuberant tropical species of
tortoises, and its lovely wooden houses painted in vivid colors. The second park is
located to the north of Cartago and is one of the most sensational parks in Costa Rica due
to its "out of this world" lunar landscape that was formed thousands of years ago. The
latter park’s natural beauty consists of its three beaches, a tropical jungle with immense
rubber plants, mangrove swamps, and has some similarities to Corcovado National Park.
(Items 1 to 6)
Paradise
examples are
underlined.
Activity
examples are
in rectangles.
Three
important
parks.

77
1. In Costa Rica, tourists can enjoy the abundance of flora and fauna as well as:
A. renting parks.
B. any type of business.
C. great number of hostels.
D. alien-looking landscapes.
2. One of the opportunities that tourists have in Costa Rica is:
A. hiking in the jungle.
B. to see rich marine life.
C. selling colorful boats.
D. living in wooden houses.
3. One of the sporting activities that tourists can experience is:
A. diving.
B. watching turtles.
C. visiting the jungle.
D. playing indoor activities.
4. The article mentions that Costa Rica is a:
A. small country.
B. beautiful place to visit.
C. land with many divers.
D. country with huge rocky islands.
5. Tourists will be surprised by Costa Rica's:
A. variety of flora and fauna.
B. large number of wooden houses.
C. great amount of visitors.
D. lack of flora and fauna.
6. Tourists will have a great chance to:
A. swim in private rivers.
B. admire wildlife.
C. walk inside the volcano.
D. enjoy a singularly predominant climate.

78
Tico Times Text
I. Before Reading: Discuss these questions with a partner.
• Why is Costa Rica popular as a tourist destination?
• Why is Costa Rica more popular than other countries in the region?
• Do you think Costa Rica will always be the most popular tourist location in the
region?
II. During Reading Vocabulary: Match the word with the best definition
according to the text.
1. Privileged a. area or part of something
2. World renowned b. friendliness to others
3. Well-rooted c. amount of money put into something
4. Literacy d. having a high status or position
5. Hospitality e. to increase or grow
6. Diverse f. diminished or lessened
7. Sector g. opinion about the future
8. Expand h. having variety
9. Reduction i. ability to read and write
10. Investment j. famous throughout the world
11. Outlook k. well-established
New AMCHAM President Says Costa Rica Is 'Well-Rooted' in Tourism
By Zach Dyer
As Costa Rica worried about its privileged spot as a world-renowned tourist destination
this year because of high operating costs and neighborhood competition, the Costa Rican-
American Chamber of Commerce elected Dennis Whitelaw who noted that: “Costa Rica
is well-rooted in tourism compared to other countries,” Whitelaw said. Adding that the
level of service offered here is above its regional competition in Nicaragua, Guatemala
and Cuba. “Costa Rica has a level of intelligence, literacy, hospitality and people deliver
good service. Those other countries have a ways to go in improving that,” he added.
Despite the positive points, there is still ability to have further improvement. The new
AMCHAM president said that as long as Costa Rica continues to polish its diverse
offerings for tourists with a focus on eco-tourism, the $2.6 billion sector of the economy
should continue to grow. Speaking for Marriott, Whitelaw said the company looks to
expand here in the next five years. Whitelaw said that after a disappointing reduction in
foreign investment during 2014 he is still “conservatively optimistic” about Costa
Rica’s outlook in 2015.

79
III. True and False Questions: Write T or F in the space provided.
1. Costa Rica is not currently at the top in the region as a tourist
destination._____
2. The amount of foreign investment in Costa Rica increased in 2014.______
3. The article makes the point that there will be more competition from other
countries in the region in the future.______
4. The article says that there is a prediction that the future of Costa Rican
tourism is probably going to diminish in the next couple of years
significantly._____
IV. Multiple Choice Questions: Choose the best answer according to the text.
1. Costa Rican tourism is described in the article as having:
A. A high position and reputation as a tourist destination worldwide.
B. A mediocre position and reputation as a tourist destination.
C. A poor position and reputation as a tourist destination.
D. An unknown position and reputation as a tourist destination.
2. According to the article, the future regional competition for tourist destinations
will probably:
A. Remain the same
B. Become more of a competition for Costa Rica.
C. Diminish significantly because of high costs.
D. Be never understood.
3. According to the article, the Marriott hotel will likely become:
A. A very expensive hotel that very few tourists will afford in Costa Rica.
B. One of the hotels that grows in number in Costa Rica.
C. One of the hotels that leaves Costa Rica permanently.
D. A hotel that only private clubs make business connections with.
4. According to the article, tourism is expected to grow is because of:
A. Surf contests and excellent beaches for surfing.
B. Horseback riding and forest exploration.
C. A range of options that are offered for tourists.
D. Volcano hiking and zip line rides.

80
V. Short Answer Writing and Discussion: Write 1-2 sentences to give your
opinion regarding the following statements and tell your partner your opinion.
1. Costa Rican tourism should focus more on showing different cultural traditions in
addition to eco-tourism.
2. Tourism in Costa Rica is something that should not be increased too much
because it will impact the environment in negative ways.
3. Tourism in Costa Rica should encourage local businesses to have more
opportunities and not the large hotel chains such as Marriott.
Adapted from: http://www.ticotimes.net/categories/topics/travel

81
Lesson 6: Homework
The Best of Costa Rica Day Tripping
Miravalles Cloud Forest
Enjoy the experience of a lifetime as you cross-country from the Guanacaste lowlands to
this extraordinary place where the water is cool and clear. Enjoy a 20 minute horseback
ride or tractor-pulled cart ride while surrounded by amazing waterfalls.
Duration: 8 hours Meals included: Lunch
Arenal Volcano National Park and Tabacon Hot Springs
Enjoy nature’s fireworks at night while relaxing in the soothing spring waters. Feel the
ground tremble and watch the lava flow, an experience not to be missed!
Duration: 12 hours Meals included: Lunch and dinner
Palo Verde Nature Cruise
If you enjoy wildlife, this experience is for you! Take the two-hour cruise on the
Tempisque and Bebedero Rivers with close access to the world famous Palo Verde
National Park, home to hundreds of migrating water bird species. You might see
monkeys, scarlet macaws, iguanas, crocodiles, caimans, etc.
Duration: 5-6 hours Meals included: typical lunch
(Items 1 to 6)
1. All the tours include ___________________.
A. water birds
B. waterfalls
C. fireworks
D. food
2. According to the information, all tours offer ___________________________.
A. amazing experiences
B. annoying adventures
C. boring situations
D. typical meals
3. It takes ___________________________ to enjoy any single tour.
A. a full day
B. around two hours
C. less than five hours
D. no more than twelve hours

82
4. Mostly, you can watch water birds on a ____________________.
A. river cruise
B. horseback ride only
C. tractor-pulled cart ride
D. nature hike to the forest
5. Only one of the tours offers ____________________________.
A. lunch
B. horseback riding
C. a cruise on spring waters
D. close contact with the nature
6. The tour to Miravalles includes __________________.
A. private rooms
B. several meals
C. land transportation
D. water transportation

83
Lesson 7: Mid-Test
Motivation
≈ 10 minutes
Last Letter Game: This warm-up can be done
with the entire class. Have a student say a word
in English and the next student say a word using
the last letter of the previous word and continue.
Have students toss around a ball to signal whose
turn it is. If a student can’t think of a word fast
enough they are eliminated from the game.
• Small Ball
Information
≈ 5 minutes
Test Procedure: Use this time to speak about
expectations and tips for the mid-test.
• N/A
Practice
≈ 1.5 hours
Activity 1: Mid-Test • Mid-Test for
Each Student
Adjournment
≈ 5 minutes
Homework: Vocabulary for next week’s topic. • Vocabulary List

84
2nd
Assessment for English Bachillerato Prep
Time: 1 hour and 30 minutes
Total Points: 35 Points Achieved:
Percentage Score:
Student’s Full Name: ___________________________________ Section: __________
Institution: _____________________________________________________________
General Instructions:
a. Talking, borrowing anything from other students, and the use of a dictionary is
not allowed.
b. Read the instructions and select your answer accordingly with blue or black ink.
c. Students may not fill out the points achieved or percentage score boxes.
d. This practice test does not include the “hoja para respuestas.” Mark your
answers on the test.
e. The instructions normally given to students taking the test are included below.
Test Format:
f. The test is composed of multiple choice reading comprehension questions.
g. This test is similar to the English Bachillerato exam but is considerably shorter in
length and breadth of material covered.
h. All questions are taken directly from previous English Bachillerato exams.

85
INFORMACIÓN GENERAL
Para resolver la prueba, usted debe contar con un folleto que contiene 70 ítems de
selección, un bolígrafo de tinta negra o azul, corrector líquido blanco y una hoja para
respuestas.
INSTRUCCIONES
1. Verifique que el folleto esté bien compaginado y que contenga los 70 ítems de
selección. En caso de encontrar alguna anomalía, notifíquela inmediatamente al
delegado de aula; de lo contrario, el estudiante asume la responsabilidad sobre los
problemas que se pudieran suscitar por esta causa.
2. Lea cuidadosamente cada ítem.
3. Si lo desea, puede usar el espacio al lado de cada ítem, para escribir cualquier
anotación que le ayude a encontrar la respuesta. Sin embargo, lo que se califica son
las respuestas seleccionadas y marcadas en la hoja para respuestas.
4. De las cuatro posibilidades de respuesta: A), B), C) y D), que presenta cada ítem,
solamente una es correcta. Cada respuesta debe basarse en la información que
proveen los textos o ilustraciones.
5. Una vez que haya revisado todas las opciones y esté seguro o segura de su elección,
rellene completamente el círculo correspondiente, tal como se indica en el ejemplo.
A C D
6. Si necesita rectificar alguna respuesta, utilice corrector líquido blanco; rellene con
bolígrafo de tinta negra o azul el círculo correspondiente a la nueva opción
seleccionada. Anote en la parte destinada para observaciones de la hoja para
respuestas: “La respuesta del ítem Nº ___ es la opción ___”. Firme una sola vez al
final de todas las observaciones.
7. Ningún ítem debe aparecer sin respuesta o con más de una respuesta.
8. ESTAS INSTRUCCIONES NO DEBEN SER MODIFICADAS POR NINGÚN
FUNCIONARIO QUE PARTICIPE EN EL PROCESO DE ADMINISTRACIÓN DE
LA PRUEBA.
9. Los textos utilizados en las pruebas de inglés son tomados del material y recursos
disponibles para la enseñanza de esta lengua. Las ilustraciones son empleadas de
modo contextual, con el fin de ubicar al estudiante en un tópico determinado, a
excepción de aquellos casos en que los dibujos, imágenes o ilustraciones suministren
directamente la información que se requiere para contestar un determinado ítem.
Para efectos de determinar el puntaje obtenido, solamente se tomará en cuenta lo
consignado en la hoja para respuestas.

86
Typical Costa Rican Food
Fairs called “turnos” are famous for their traditional “chorreadas de elote”. These
delicious pancakes are made from corn grated from tender cobs to form a thick liquid, to
which salt and sugar is added. “Chorreadas” can be served with honey, butter or sour
cream.
“Ticos” prepare different foods ahead of time because not cooking is a tradition during
Holy Week. They make different kinds of candy, bread, “picadillos” and other non-
perishable dishes. As they cannot eat red meat, they prepare special holiday dishes with
fish, like fish soup, dry fish soup, rice with fish, cod fish soup, and other foods like:
Cod fish soup. It is cooked in water with vegetables. Some people add coconut milk for a
richer flavor.
Miel de chiverre (“chiverre” is a vegetable similar to a pumpkin.) First, the pumpkin is
shredded and pan-cooked and then strained through a cloth bag overnight. Then “dulce de
tapa” (molasses) is added. The mixture is pan-cooked again to become a delicious sweet
treat.
Miel de coco (Grated coconut) molassess cooked with coconut.
Miel de ayote (Diced and grated squash) molasses cooked with squash.
(Items 1 to 5)
1. What is a traditional food at Easter-time in Costa Rica?
A. Red meat
B. Seafood
C. Pastas
D. Pork
2. Which traditional dish can be prepared both with sugar and salt?
A. Dry squash
B. Easter candy
C. Corn pancakes
D. Grated coconut

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3. When do people traditionally make Easter foods?
A. Overnight
B. In advance
C. Day by day
D. In the mornings
4. Which typical Easter food is cooked twice?
A. Miel de coco
B. Dry fish soup
C. Cod fish soup
D. Miel de chiverre
5. When do “Ticos” usually eat the corn-based food? During _______
A. Holy Week
B. popular fiestas
C. any religious fiesta
D. summer celebrations
White Beans with Pork
Ingredients:
½ kg pork sirloin
½ kg pork spareribs
1 kg white beans
1 cup diced potatoes
1 cup diced carrots
2 tablespoons onion, finely chopped
2 tablespoons green pepper, finely chopped
2 tablespoons coriander, finely chopped
2 tablespoons Worcestershire sauce
2 teaspoons salt
½ teaspoon ground pepper
Procedures:
Cut pork into 1 inch cubes. Cut ribs into pieces. Wash beans and put together in a pan
with green pepper, onion, coriander, salt, Worcestershire sauce and 4 cups of water.
Simmer for 3 hours. Add potatoes and carrots and simmer for an additional half hour.
Makes 10 servings
(Items 6 to 9)

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6. Most of the ingredients in the recipe are cooked in _____
A. cubes
B. big pieces
C. small pieces
D. quite large pieces
7. For this recipe you have to use _____ beans.
A. green
B. kidney
C. any kind of
D. a specific kind of
8. To prepare the recipe, you need to start ____ before you’re going to eat it.
A. three hours and a half
B. a few minutes
C. the day
D. a while
9. Don’t forget to ____ the beans through the whole cooking process.
A. fry
B. bake
C. steam
D. simmer
Rincon de la Vieja Hot Spots
Visitors hoping to catch a glimpse of the sulfurous fumaroles or bubbling mud pools at
Rincon de la Vieja National Park at the start of the week, or camp nearby before hiking
up to the park’s towering active volcano, are out of luck. The campground in Las Pailas
section will be closed on Monday from now on.
Las Pailas is the most popular area of Rincon de la Vieja National Park. The entrance
offers access to areas of volcanic activity, such as fumaroles, hot springs and the Rincon
de la Vieja volcano itself.
Despite the increase in visitors, and the subsequent increase in funds that the park
generates, Rincon de la Vieja has not seen a proportional increase in government funds
for maintenance and personnel.

89
(Items 15 to 17)
10. Officials at Rincon de la Vieja decided to ______.
A. Camp around the volcano
B. Block out an area of the park
C. Open the entrance at Las Pailas
D. Promote mountain climbing activities
11. One of the main attractions at Rincon de la Vieja National Park is the _____.
A. Sulfurous mud pools
B. Towering park
C. Free access
D. Fumaroles
12. The number of tourists visiting Rincon de la Vieja National Park has _______.
A. Ceased
B. Reduced
C. Increased
D. Maintained
Place Settings
Place settings will naturally change depending upon the levels of formality of the
occasion, which distinguish important days, events or people to honor. Increasing
formality of a meal should not mean creating an uncomfortable environment. Far from it,
formal occasions should have a festive air and should be moments to remember, like
weddings, anniversaries, coming of age events, and even wakes.
In the informal setting the plate is the center and other utensils radiate from it. Closest to
the plate on the right is a abutter knife, with the serrated edge facing the plate and
immediately to its right is a soup spoon. To the left of the plate are first the salad fork and
then the standard fork. Above the point of the butter knife is the wine glass and to its left
rest the water glass or goblet. The napkin is usually placed on the plate, folded under the
forks or even placed to the left of the forks.
Formal settings are merely an elaboration of the informal setting. They involve a service
plate to accommodate salad, which is placed on top of the dinner plate and removed after
the salad course. A separate plate for bread is also provided and possibly an additional
glass if more than one wine is to be served. Another feature of formal dining is the name
card, designating the seating arrangements for the table.

90
(Items 18 to 21)
13. What determines the level of formality of a table setting? The ____.
A. types of food served
B. formality of the occasion
C. number of utensils needed
D. place where the event is held
14. What utensils are usually set in a casual family setting?
A. None; everything is on a nearby table
B. Napkin dispensers
C. Beverage glasses
D. Bread plates
15. What optional utensil does the formal table setting require when additional
elements are served?
A. A fork
B. Spare knives
C. An additional glass
D. More than one napkin
16. Where is the salad plate placed on a formal setting?
A. Above the plate
B. Next to the bread plate
C. To the right of the glass
D. On top of the service plate

91
The National Geographic Society has called Corcovado “the most biologically intense
place on earth.” Visitors come to the national park, home to many of Costa Rica’s
endangered species to see the last lowland rainforest on the Pacific of sustainable size in
Central America. The remote Drake Bay area, near the park offers ocean sports and
jungle activities, including trips to Caño Island Biological Reserve.
Clouds drift in continually and settle among the slopes of the 10 522-hectare Monteverde
Cloud Forest, providing a constant source of moisture that feeds the lush vegetation and
gives the cloud forest its name. Monteverde is a paradise for bird watchers, with more
than 400 different species recorded among the wilds of the protected reserve. More than a
hundred species of mammals, 120 reptiles and amphibians and 2500 different plants also
inhabit this land.
(Items 33 to 35)
17. What is Corcovado’s tourist importance? It _______.
A. is the largest park in Central America
B. is the last cloud forest in the Pacific
C. has the largest number of species
D. has many islands
18. What do visitors find in Monteverde? The opportunity to watch _____.
A. less than 100 kinds of mammals
B. diverse species of flora and fauna
C. 400 different species of bird watchers
D. thousands of amphibians and reptiles
19. What is the purpose of visiting Monteverde? To _______.
A. protect exotic species
B. experience plenty of wildlife
C. enjoy splendid swimming beaches
D. settle in Caño Island Biological Reserve

92
Lesson 8: Environment
Motivation
≈ 20 minutes
Competitive Brainstorming: Divide students into
groups. Each group brainstorms all of the words in
English they know relating to natural resources,
environmental threats, sustainability, and natural
disasters. The team with the most original words
(worth one point each) wins.
• Whiteboard
• Markers
Information
≈ 20 minutes
Vocabulary Review: Review this week’s vocabulary
list. Have students add unknown words to their living
vocabulary lists.
Test Taking Strategy: Explain to students various
strategies of “talking to the test.” Offer the suggestion
that students can use similar markings to highlight
similar content. Give examples such as starring key
vocabulary words that appear in the questions and
underlining tricky grammar. Ask students to share their
own strategies for “talking to the test,” and tell them to
employ this practice on this week’s readings.
Grammar Point: Continuous tenses. For details see
Grammar Points Handout. Review the six attached
examples of continuous tenses.
• Vocabulary List
• Test-Taking
Strategies
Handout
• Grammar Points
Handout
• Continuous Tense
Examples
Practice
≈ 40 minutes
Activity 1: Have students fill out environmental
nouns/verbs worksheets. Review answers as a group.
Activity 2:Have students work in pairs to create six
sentences using continuous tenses and environmental
vocabulary (e.g. The earth is getting hotter or I am
recycling). Have participants present their sentences.
Activity 3: Students complete in-class practice text and
Tico Times article. Instruct them to “talk to the test” by
marking it up with notes and highlights. Tell them to
specifically highlight any uses of the continuous tenses.
Review answers.
• Vocabulary
Worksheet
• Practice Texts
Adjournment
≈ 10 minutes
Homework: Complete the homework text for this week
and study vocabulary for next week’s topic.
Exit Ticket: Break students into pairs and have them
draw a picture related to the topic of environment.
Have students write at least four sentences describing
the picture using the six variations of the continuous
tenses seen in today’s lesson.
Examples:
• Mario and his family are growing coffee.
• Mario was going to plant the seeds.
• Mario will be enjoying the coffee in a few weeks.
• Mario had been working for hours when he finally
took a break.
• Vocabulary List
• Homework
Readings
• Colored Pencils

93
1. Refugee
2. Atmosphere
3. Carbon
4. Air
5. Change
6. Climate
7. People
8. Crisis
9. Assessment
10. Century
11. Chemical
12. Crop
13. Danger
14. Debris
15. Distributor
16. Drought
17. Famine
18. Earth
19. Effort
20. Exhaust
21. Fertilizer
22. Fuel
23. Greenhouse Gases
24. Increase/Rise
25. Decrease/Lower
26. Level
27. Land
28. Mudslide
29. Pollutant
30. Pollution
31. Research
32. Risk
33. Rock
34. Sample
35. Soil
36. Specie
37. Supply
38. Surface
39. Waste
40. Trash
41. Garbage
42. Wilderness
43. Wind
44. Yield
45. Burn
46. Damage
47. Develop
48. Drill
49. Dump
50. Encourage
51. Grow
52. Harm
53. Invest
54. Sustainable
55. Reliable
56. Recent
57. Contaminated
58. Blow
59. Able to
60. Burn
61. Risk

94
Lesson 8: Continuous Tense Examples
Past Continuous Present Continuous Future Continuous
It was raining (yesterday) It is raining (now) It will be raining
(tomorrow)
It is going to rain
(tomorrow)
Past Perfect Present Perfect Future Perfect
It had rained (last night) It has rained (since
morning)
It will have rained (by
noon)
Verb Tenses Timeline:

95
Activity 1: Review these important vocabulary words by finding their translations.
Consider using this information as a model for what could go on a flash card.
Sentence in English
Meaning of the
Verb in Spanish
Some companies are able to save money by recycling.
If there are no trees to protect it, the wind can blow the topsoil away.
It is not a good idea to burn plastic because it releases toxins into the air.
If you bury plastic waste in the ground, it will stay there for thousands of years.
Some companies want to clear rainforests to plant crops.
Concerned citizens can complain to the police if a company is polluting.
Throwing your garbage on the ground can damage the environment.
Please try to decrease the amount of non-recyclable items you buy.
Some car companies want to develop a car that runs on garbage.
Some stores charge customers for plastic bags in order to discourage their use.
The Environmental Protection Agency wants to distribute informative brochures
about recycling to the people.
Oil companies use huge machines to drill for oil under the Earth’s surface.
Some factories dump their waste into Costa Rica’s rivers.
I encourage you to reduce, reuse and recycle!
Organic fertilizers can enrich the soil, allowing plants to grow better.
Everyone should get to experience swimming in a clean, non-polluted river.
Working with some fertilizers can expose you to many health risks.
Many farmers in Costa Rica grow coffee.
Putting toxins in rivers and streams can harm important ecosystems.
The popularity of organic products implies a growing need for organic items.
People should help increase the amount of oxygen in the air by planting trees.
To plant a tree is to invest in the future.
Pesticides kill insects and they can also be harmful to humans.
Recyclable bags are better for the environment and they last longer than plastic bags.
Companies can lower their carbon emissions by using renewable energy.
Some companies manufacture items made out of recycled plastic.
There are a few organic vegetable producers, but they are not able to meet the growing
demand for their food.
Using pesticides is a way to poison insects, animals, and sometimes people.
We need to work together to protect the environment.
Trees provide shade and protection for plants and animals.
The government should punish companies that pollute with fines.
Do you realize how much damage plastic does to the environment?
If we protect the rainforests, they will remain intact for future generations.
You can return some plastic soda bottles to the store for recycling.
Scientists can test the levels of toxins in rivers.
Doctors should warn people about the dangers of using pesticides.

96
ENGLISH WORD SENTENCE
SPANISH
TRANSLATION
assessment She made a fast assessment of the situation.
average The average temperature is 26 degrees.
century We live in the twenty-first century.
chemical Chemical weapons hurt the environment.
crop A farmer needs a healthy crop to make money.
danger Drivers should be aware of landslide danger.
debris The flood left lots of debris on the road.
disease This new disease makes people very sick.
distributor IBM is a big distributor of computer parts.
drought No rain caused a severe drought in the area.
Earth Recycling is a way for you to protect the Earth.
effort People are making an effort to protect the Earth.
exhaust Car exhaust is a major source of air pollution.
fertilizer Too much fertilizer can harm the environment.
fine A new law forces people pay a fine if they pollute.
flood Heavy rains created a flood in our community.
fluctuation The fluctuation in temperature is hard on crops.
fuel Most modes of transportation rely on fuel sources.
global warming Global warming is melting the ice in the North Pole.
greenhouse gases Carbon dioxide is one of many greenhouse gasses.
increase / rise Costa Rica has experienced an increase in tourism.
land The land in Sarapiquí is mostly flat and forested.
level The water level has risen in the Atlantic Ocean.
logging By law the logging company must replant trees.
loss Some companies have experienced a loss in profits.
mining Mining for gold and copper hurts the environment.
mudslide Rain caused a mudslide and closed the highway.
pattern December rain is a typical weather pattern.
percentage A high percentage of imports come from China.
pest The mosquito is considered a pest to many people.
pollutant Oil is an example of an environmental pollutant.
pollution Riding buses helps reduce the amount of pollution.
producer Costa Rica is a big producer of coffee and bananas.
purpose The purpose of recycling is to save the Earth.
research Scientific research proves global warming is real.
resource Waterfalls are a resource for producing electricity.
risk Homes built next to rivers are at risk of flooding.
rock Rock is a natural resource taken from Río Sucio.
sample The astronaut took rock samples from the moon.
soil Crops can’t grow when the soil is polluted.
source The source of Río Sucio is high in the mountains.
species Costa Rica has many species of butterflies.
supply The supply of oil could diminish in 100 years.
support The government will support environmental laws.
surface Astronauts landed on the surface of the moon.
trend Using clean energy is becoming an upward trend.
waste/trash/garbage Recycling will help reduce the amount of garbage.

97
Activity 3: Read the texts and complete the assignments.
Tico Times Text
I. Before Reading: Discuss the following questions with your partner.
• Is it important to protect the environment? What are some things people can do?
• Who is Jairo Mora? Do you know what he did to help the environment? What?
• What is an activist for the environment? What does that mean?
• Do you think that you could be an activist? If yes, then for what purpose?
II. During Reading Vocabulary: Match the word to the definition.
1. Outrage a. a hero who dies for a cause
2. Acquitted b. when someone is taken away
3. Defendants c. started very quickly
4. Martyr d. decision of a court or jury
5. Slogans e. people accused of crimes
6. Environmental Advocate f. not guilty of a crime
7. Kidnapped g. supporter for the environment
8. Sparked h. signs that express opinion
9. Verdict i. extreme anger
Protesters Demand Justice for Costa Rican Environmental Advocate Jairo Mora
By AFP/The Tico Times
Hundreds of protesters gathered Thursday in front of a court complex in the Costa Rican
capital to express outrage over a verdict earlier this week that acquitted seven
defendants of the 2013 murder of sea turtle conservationist Jairo Mora, who has quickly
become an environmental martyr in this small Central American country known for its
eco-tourism.
“Jairo Mora vive” and “Corrupt prosecutors” were some of the slogans demonstrators
used on signs that urged the judicial branch of the government to find justice in the case
for the environmental advocate.
Mora worked to protect sea turtles on the northeastern Caribbean shore where he was
killed on May 31, 2013. Four foreign volunteers also were kidnapped and released that
night.º Mora’s killing sparked national and international outrage, and the criminal trial
was watched closely around the world. Environmentalists cite it as an example that their
work is often dangerous, and the government has done little to protect them.

98
III.True/False Questions: Write T or F in the space provided.
1. Protesters agreed with the decision that was made by the court about Jairo
Mora._____
2. Jairo Mora was an environmental advocate who tried to help toucans
survive.________
3. The court stated that the defendants were guilty of killing Jairo Mora.________
4. The protesters want more protection for environmental advocates.________
5. The work of environmental advocates is never dangerous. _________
IV.Multiple Choice Questions: Select the best answer according to the text.
1. By protesting, the people were trying to:
A. Show that Jairo Mora was not doing the right thing.
B. Support the verdict of the court.
C. Show their solidarity with Jairo Mora.
D. Describe that Costa Rica is not friendly to the environment.
2. The article says that Jairo Mora is a martyr because he:
A. Never gave up under pressure
B. Tried to teach the court about the rights of environmental advocates.
C. Died while trying to improve the conditions for turtles.
D. Had a strong belief in God.
3. The killing of Jairo Mora sparked outrage because:
A. People respected him for his actions as an advocate.
B. People were angered by Jairo´s activities as an advocate.
C. Jairo was a wealthy and important man in the business community.
D. Jairo was a faithful Christian.
4. The international environmental advocates:
A. Were also killed because they were advocates.
B. Were captured but not killed.
C. Were tortured and then released.
D. Were never found again.

99
V. Short Answer/ Discussion Questions: Write 1-2 sentences to agree or disagree
with the statements, and then tell your partner about your opinion and the reasons
in support.
1. Environmental advocates should continue to fight for the rights of the
environment.
2. People should pay less attention to environmental advocates.
3. There are not enough environmental activists in the world, and we should
encourage them.
Adapted from: http://www.ticotimes.net/2015/01/29/vive-jairo-protesters-demand-justice-again-for-slain-
costa-rica-conservationist

100
Companies Commit to "Greener" Business
At the beginning, not all of the 300 participants in the business leader's forum held at the
Marriott Hotel knew about proper waste disposal. They discarded their coffee cups into
the organic trash can. That too was part of the learning process. The event was declared
carbon neutral, meaning all the emissions generated by the logistics of the event and
participants would be compensated. "This forum will motivate us in delivering the
solutions to the climate change problem or to mitigate it at least," said Javier del Campo,
Director of Terra Partner. Some of the goals of the new Business Organization for a
Sustainable Development will be, among others to advise companies on best practices
and to promote consumer demand for "greener" products. Elizabeth Lasos from Tropical
Studies Organization spoke on the Impact of the Climate Change in the Tropics and the
way in which factors such as energy, transportation and industry contribute to increased
carbon dioxide emissions. Carbon dioxide is a greenhouse gas that includes climate
change. "The challenge is not only in mitigation but also in adaptation," Lasos
commented. Among the tips given by business leaders to their colleagues were:
"Identifying areas for improvement, investing in research and development to generate
solutions to reduce the carbon footprint, and optimizing transportation."
(Items 1 to 5)
1. Participants in the forum ______ about the correct disposal of wastes.
A. were aware
B. did not learn
C. knew everything
D. did not know much
2. Carbon neutral activities ______.
A. use non-recyclable materials
B. have little concern for reusable products
C. do not produce any greenhouse emissions
D. neutralize their own greenhouse emissions
3. Consumers can help the environment and sustainable development by ______.
A. disregarding recycling
B. preferring organic food products
C. using only disposable plastic containers
D. demanding more products and services
4. According to Elizabeth Lasos, transportation, energy, and industry are ______.
A. already reducing their carbon footprint
B. now compensating greenhouse gases
C. still increasing greenhouse emissions
D. finally adapting to new requirements
5. A goal of the Business Organization for Environmental Development is to ______.
A. develop the carbon footprint
B. mitigate the activities of industry
C. help companies to improve their practices
D. contribute to increase carbon dioxide emissions

101
Lesson 8: Homework
Caño Negro
Caño Negro was established in 1984 as a national refuge. It was declared a “Wetland of
International Importance” in December 1991. The climate is warm and humid. Caño
Negro is a birdwatchers’ paradise. The Reserve protects the largest colony of Neotropical
birds. In the wet season, when the region is flooded forming great pools and lagoons, a
vest number of migratory birds flock in, and crocodiles, turtles, and caimans are abundant
on the banks.
Reaching Caño Negro is easy due to excellent conditions of a well-paved road departing
from Muelle, a village located between Ciudad Quesada and La Fortuna. Usually, there
are tours departing from La Fortuna. One-day tours are available, but since there is much
to see, a two-day tour is recommended. You may also contact Caño Negro Lodge, a
property owned by an Italian with excellent accommodations and meal services. The
lodge can arrange horseback riding tours and boat tours for fishing or for bird watching.
Enjoy this fantastic territory. It is a must for visitors to visit Costa Rica`s northern plains.
(Items 1 to 5)
1. According to the text, what is Caño Negro’s best attraction? The ______________.
A. dry climate
B. great pools
C. paved road
D. bird watching
2. What happens in Caño Negro during the wet season?
A. The area floods forcing animals to leave.
B. Tourism decreases due to the floods.
C. The birds migrate to other places.
D. Biodiversity increases.
3. What recommendation is implied in the text? Tourists are advised to __________.
A. take a one-day tour to Caño Negro
B. take no less than a two-day tour
C. stay in La Fortuna for one day
D. remain in the hotel room
4. Where is it recommended to eat and sleep when visiting Caño Negro? In ______.
A. Caño Negro Lodge
B. Ciudad Quesada
C. La Fortuna
D. El Muelle
5. Caño Negro is the ideal destination for those who enjoy _______________.
A. sports hunting
B. driving on tough trails
C. coordinated summer leisure activities

102
D. migratory and endemic animal species.
Lesson 9: Health and Illnesses
Motivation
≈ 15 minutes
Competitive Brainstorming: Have pairs of students
write as many illnesses/diseases as they can in 2
minutes. Go through the answers and give student
pairs points for each illness they have listed. You
can repeat this activity using “symptoms” as the
topic. Using the two lists, discuss which symptoms
correspond with each illness. For example:
Illness: Symptom:
Flu Rash
Cold Fever
Obesity Cough
Chicken Pox Overweight
• Paper
• Pencils
• Erasers
Information
≈ 20 minutes
Test Taking Strategy: Explain and practice pre-
reading/finding the questions in the text using the
Test Taking Strategy Handout and attached
exercise.
Grammar Point: Explain the use and function of
affixes using the Grammar Points Handout and
attached exercise.
• Vocabulary List
• Test-Taking
Strategies
Handout
• Grammar Points
Handout
Practice
≈ 50 minutes
Activity 1: Students should complete the affixes
practice and the vocabulary handout.
Activity 2: Students should complete the practice
texts. Instruct the students to circle all affixes they
recognize and to underline new vocabulary. Read
the first text together as a class, and then answer
the questions together. For the next two readings,
allow the students to work in pairs or small
groups. At the end, review the answers and ask
students for examples of affixes and new
vocabulary.
• Vocabulary
Worksheet
• Affix Worksheet
• Pre-Reading
Worksheet
• Practice Texts
Adjournment
≈ 10 minutes
Homework: Complete the homework text for this
week and study vocabulary for next week’s topic.
Exit Ticket: Students must describe one illness
using at least 3 different symptoms from the
vocabulary list.
• Vocabulary List
• Homework
Readings

103
1. Ache
2. Bite
3. Fever
4. Nausea
5. Obesity
6. Sore
7. Pain
8. Muscles
9. Headache
10. Anxiety
11. Behavior
12. Bleeding
13. Blood
14. Bone
15. Cause
16. Death
17. Disease
18. Disorder
19. Dizziness
20. Drug
21. Energy
22. Exercise
23. Heart
24. Illness
25. Infection
26. Joint
27. Lifestyle
28. Medication
29. Pregnancy
30. Prevention
31. Rash
32. Stroke
33. Symptom
34. Treatment
35. Vaccination
36. Weight
37. Choke
38. Diagnose
39. Suffer
40. Healthy
41. Exhaustion
42. Uncomfortable
43. Physical
44. Depression
45. Case
46. External
47. Internal
48. Deficiency
49. Virus
50. Side Effect

104
Activity 1: Match the words in the number column to the definition in the letter column.
Then read the information provided about affixes and complete the provided task.
1. anxiety
2. behavior
3. benefit
4. binge
5. Birth defect
6. bleeding
7. blood
8. bone
9. case
10. cause
11. death
12. deficiency
13. disease
14. disorder
15. dizziness
16. drug
17. energy
18. episode
19. excess
20. exercise
21. feeling
22. fever
23. headache
24. heart
25. illness
26. infant
27. infection
28. joint
29. laxative
30. lifestyle
31. medication
32. muscle
33. nausea
34. pain
35. pregnancy
36. prevention
37. quantity
38. rash
39. repellent
40. side effect
41. soreness
42. specialist
43. stroke
44. support
45. swelling
46. symptom
47. treatment
48. trouble
49. vaccination
50. weight
A. a health disorder that causes specific symptoms
B. an abnormally high body temperature
C. a pharmaceutical preparation
D. a doctor that focuses on a specific body part or illness
E. physical suffering caused by an injury or illness
F. the way in which a person or group of people lives
G. something done in excess in a short period of time
H. a red area on a person’s skin that can be itchy
I. the transmission of an infectious disease
J. a finite period in which someone is affected by an illness
K. when part of the body becomes red, hot and swollen
L. a red liquid that circulates in animals’ veins and arteries
M. a very young child or baby
N. a muscular organ that pumps blood through the body
O. difficulty or problems
P. a feeling of worry, nervousness or unease
Q. medical care given to a sick or injured patient
R. too much of something
S. a body’s mass
T. a physical or mental feature that indicates an illness
U. the act of dying or being killed; the end of life
V. physical activity carried out to maintain health or fitness
W. the condition of being pregnant
X. pain or aching in a part of the body
Y. the reason behind a condition
Z. an attack caused by an interruption of blood to the brain
AA. a part of the body where two bones fit together
BB. a disruption of the body’s normal function
CC. stopping something from happening in the future
DD. pieces of hard, white tissue that make up the skeleton
EE. physical or emotional help offered to someone
FF. a physical or mental abnormality a baby is born with
GG. a feeling of sickness or wanting to vomit
HH. the way in which a person acts or conducts oneself
II. a continuous pain in the head
JJ. a sensation of spinning and losing one’s balance
KK. a substance that discourages insects from approaching
LL. a medicine to stimulate the function of the bowels
MM. a specific instance of disease or other problem
NN. an injection used to prevent a disease
OO. the escape of blood from the body
PP. tissue that contracts to allow movement in the body
QQ. an emotion or sensation
RR. an amount of something
SS. the strength required for mental and physical activity
TT. a substance used for medical treatment
UU. an advantage gained from something
VV. a lack or shortage of something
WW.a secondary effect of a drug or medical treatment
XX. a disease or sickness affecting the body or mind

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Lesson 9: Affix Worksheet
Affixes are placed at the beginning or end of words to modify the meaning. They provide
important clues for correctly interpreting a text. Affixes are broken into the following two
categories:
o Prefixes go at the beginning of words. Some common examples include pre-, un-,
de-, anti-, pro-, under-, sub-, etc.
o Suffixes are added to the ends of words. Some common examples are-s, -ed, -ing, -ly,
-ity, etc.
Task: Underline the affixes in the following words and define the words. Can you
explain how the affix changes the meaning of the word? Discuss as a group.
For example: Disrespectful.
• Respect = The feeling of reverence towards something.
• Respectful = Someone is filled with respect towards something else.
• Disrespectful = Someone is not filled with respect towards something else.
1. Multicultural
2. Unpredictable
3. Disappointment
4. Unusually
5. Underestimation
6. Immortality
7. Inconclusive
8. Precaution
9. Misunderstanding
10. Interruption
PREFIX DEFINITION EXAMPLES
re- again recycle, redo
pre- before preview, premade
mis- bad/wrong misspell, mistake
un- not/opposite unhappy, untie
multi- many multitask, multigrain
im- not impossible, impatient
in- not invalid, insufficient
dis- opposite dislike, dishonest
inter- between internet, intercultural
under- below/less underestimate,
underachieve
SUFFIX DEFINITION EXAMPLES
-er A person who… Teacher, runner
-tion Process/condition Attention,
condition
-ment Action/result Movement,
entertainment
-ness State/quality Happiness,
weakness
-ly In what manner Slowly, friendly
-ous Full of Nervous, luxurious
-ful Full of Beautiful,
wonderful
-less Without Hopeless, restless
-able Capable of Comfortable,
lovable
-al Action/progress Disposal, reversal
-y Condition/activity Discovery, noisy

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Lesson 9: Pre-Reading Worksheet
Activity 2: Complete the questions in the following texts. Make sure to identify as many affixes
as possible while reading.
Participants can read the questions to a multiple-choice problem before they read the passage. By
knowing what will be asked of them, they will be able to read the passage more efficiently and
be able to find key words that are in both the question and answers. They should talk to the text
with the questions to find key words and underline the same words in the passage. This strategy
will help them learn scanning and in the end, may save time on the exam.
It is important to note that the Tico Times articles have already had participants practice many
important pre-reading strategies. Below is an example of how pre-reading can be effective. Read
the questions first and then read the passage.
Based on the text above, answer the following questions:
1. What percent of teenagers smoke cigarettes in the United States?
a) 23%
b) 12%
c) 20%
d) 9%
2. What types of diseases result from cigarette use?
a) cancer
b) lung disease
c) diabetes
d) all the above
*Key words are highlighted.
Ending Teen Smoking
A recent survey found that only 9% of teens in the United States smoke cigarettes. That’s
down from 23% in 2000. While this is good news for America’s overall health, tobacco use is
still a problem.
Cigarettes have been linked to diseases like cancer, lung disease, diabetes, heart conditions,
and high blood pressure. Despite knowing the health effects, teenagers still smoke. According
to the American Lung Association, every day almost 3,900 children under 18 years of age try
their first cigarette, and more than 950 of them will become daily smokers. If the trend
continues at its current rate, 5.8 million children alive today will die as a result of smoking.

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Tico Times Text
I. Pre-Reading Questions: Discuss the following questions with a partner.
• What is chikungunya? What is dengue fever?
• Why are these diseases dangerous for people?
• How can people prevent getting these diseases?
II. During Reading: Match the words to the closest synonym and definition.
1. Chikungunya a. understand or analyze
2. Contracted b. to get rid of, eliminate
3. Suspended c. locations where insects multiply
4. Symptoms d. still or not moving, without life
5. Carriers e. organization between
6. Coordination f. signs or evidence of illness
7. Eradicate g. a disease spread by mosquitoes
8. Breeding sites h. received or infected by a virus
9. Stagnant i. stopped or halted
10. Diagnose j. transmitters of a virus
Health Officials Report Cases of Chikungunya in Costa Rica
By L. Arias
Costa Rica’s Health Ministry on Monday reported that 106 people have been infected
with chikungunya. Of those, 70 contracted the virus in the country.
The ministry’s Health Surveillance Unit Director Roberto Castro said that most cases
involved residents from the central and northern Pacific regions, particularly in the Guanacaste
communities of Abangares and Carrillo. Cases also were reported in Garabito and the Central
canton of Puntarenas. Castro reported that 68 percent of infected patients are women aged 20-49.
Fewer than 1 percent of the total number are children under 10. Chikungunya causes high fever,
nausea, vomiting and severe joint pain. It also can cause rheumatoid arthritis.
He said the ministry has suspended lab tests to diagnose the virus. That means that all testing is
being performed based on evaluations of patient symptoms, place of residence and possible
contact with infected people.
Health Vice Minister María Esther Anchía said officials have found the Aedes aegypti and Aedes
albopictus mosquitoes – carriers of the virus – in all areas of the country. Officials are
increasing coordination between public agencies and local government officials to improve
preventive measures and on-the-ground inspections.

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“Although our work to eradicate mosquito breeding sites has been effective, we need a bigger
effort … to improve results,” she said. Castro urged residents to remove all objects that collect
stagnant water, which are breeding sites for the mosquitoes.
III.True or False Questions: Write T or F in the space provided.
1. Chikungunya is a disease that is not very serious, but people should be aware of
it._____
2. One of the symptoms of Chikungunya could include a type of arthritis. ______
3. Stagnant water should be removed to prevent breeding grounds for
mosquitoes._______
4. Most of the people affected were between the ages of 20 and 49.______
5. The article tries to tell people to take steps to prevent the risk of the disease._____
IV.Multiple Choice questions: Choose the best answer according to the text.
1. Some symptoms that might signs of chikungunya are:
A. Red eyes and slurred speech
B. Pain in the left side of the rib cage
C. Nausea and fever
D. Inability to walk
2. One of the areas that mosquitoes can multiply in numbers is:
A. In areas where stagnant water is present
B. In the desert and other hot places
C. Near the mountain regions
D. Underground
3. In Costa Rica, the region where most people were affected by chikungunya was:
A. Guanacaste
B. Puntarenas
C. Alajuela
D. Limon
4. An important way to prevent breeding grounds from starting is:
A. Keep clean and shower often
B. Remove dirty clothes when possible
C. Remove areas with stagnant water
D. To stay indoors when possible

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V. Short answer and writing: Write1-2 sentences about why you agree or disagree with the
following statements and then tell your partner your opinion and reasons.
1. Schools should prepare students about how to prevent chikungunya and dengue.
2. It is important that young people protect themselves against chikungunya.
3. Schools should train teachers to identify students that have symptoms of
chkungunya.
Adapted from: http://www.ticotimes.net/2015/01/19/health-officials-report-106-cases-of-chikungunya-in-costa-rica

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Arthritis
Arthritis is the most common cause of disability in the USA. More than 20 million individuals
with common arthritis have severe limitations in function on a daily basis. Work absenteeism
and frequent visits to the physician are common in individuals who have arthritis. Arthritis
makes it very difficult for individuals to be physically active and soon become home bound.
It is estimated that the total cost of arthritis cases is close to $100 billion of which nearly 50%
accounts from lost earnings. Many individuals who have arthritis also suffer from obesity, high
cholesterol or have heart disease. Individuals with arthritis also become depressed and have fear
of worsening symptoms.
Symptoms: Regardless of the type of arthritis, the common symptoms for all arthritis disorder
include pain, swelling, joint stiffness* and a constant ache around the joint(s). Arthritic
disorders like lupus and rheumatoid can also affect other organs in the body with a variety of
symptoms. Some symptoms are the inability to use the hands and a feeling of tiredness, fever,
weight loss, poor sleep, muscle aches and pains.
*Joint stiffness: Difficulty of movement in a part of the body where two bones fit together.
(Items 1 to 5)
1. One symptom of common arthritis is _________________.
A. the patient’s inability to move their hands
B. absenteeism in all the activities
C. the feeling of self-sufficiency
D. a pain near the joints
2. Disorders like lupus and rheumatoid _______________.
A. are less complex than common arthritis
B. are restricted to the joints of the hand
C. can cause additional new symptoms
D. produce a feeling of independence
3. One of the effects of arthritis on the patients is that ____________.
A. their feeling of self-esteem increases
B. they feel more autonomous
C. their sadness intensifies
D. they feel joyful
4. Arthritic disorders like lupus affect the ________________.
A. ability to walk
B. bounds of a family
C. muscles exclusively
D. normal weight of a patient
5. Any type of arthritis ________________.
A. increases the patient’s income
B. contributes to saving money
C. affects people economically
D. reduces medical expenses

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Lesson 9: Homework
Learn to Control Stress and Live Longer
Dr. Robert S. Eliot says there are people in this world that he calls "hot reactors." For these
people, stress may cause dramatic and rapid increases in their blood pressure. "The human brain
writes prescriptions for the body," says Eliot. "There are people who write prescriptions like they
are fighting wild tigers 20 to 30 times a day. They are hot reactors. Those people are walking
time bombs because they can look cool as a cucumber on the surface and are as hot as chili
peppers underneath."
"Reactive people activate their fight-or-flight response more intensely and more frequently
during the course of everyday life than other people do," says stress expert Dr. Redford
Williams. "They respond to insignificant annoyances like supermarket lines, traffic jams, and
children who forget to clean up their rooms as though it were a threat to life and limb. That is
very common among perfectionists, who feel they have to do other people's tasks, and do them
perfectly. Good enough is never enough. Perfectionists cannot delegate but get angry because
they have to carry it all, and they get really angry. Later, they feel guilty and they reset the whole
cycle."
We should evaluate our stress and perhaps make adjustments. We may need to get better control
in some areas of our personality; hostility is dangerous for our health. It is no wonder that the
emotion of anger hurts the heart. "Hotter" people have more cardiovascular problems.
(Items 1 to 5)
1. "Hot reactors" are people who ______.
A. have bombs
B. stress easily
C. work with remorse
D. like to fight with tigers
2. Stressed people ______.
A. suffer from heart diseases
B. control their emotions
C. share their feelings
D. help others
3. According to the text, "hot reactors" ______.
A. may seem cool but they aren't
B. like to avoid confrontations
C. control their feelings easily
D. are always calm people

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4. Perfectionists always prefer to ______.
A. wait in line
B. be in traffic jams
C. do all things by themselves
D. make sure their children clean their rooms
5. "Hot reactors" lack ______.
A. reasons to get upset
B. self control of their reactions
C. intense flight-or-fight responses
D. hostility or exaggerated reactions

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Lesson 10: Holidays and Celebrations
Motivation
≈ 15 minutes
Holiday Pictionary: Play either as one large group with two
competing teams or in smaller groups. If you choose to do
the activity in smaller groups, distribute small whiteboards
and markers to each group. Use this week’s word list. One
person must draw clues for their group to guess the festivity.
• Whiteboard
• Markers
Information
≈ 30 minutes
Vocabulary Review: Explain to the students that the
Bachillerato Exam will include readings about holidays and
celebrations in Costa Rica and around the world. Review the
vocabulary list, prompt participants to ask about unknown
words.
Test Taking Strategy: Ask students what they do when they
have to find a specific piece of information in an English
text. Explain that reading while looking for a specific piece
of information is called “scanning.” Tell them that they
should look for the question in the text (lesson 9 study tip)
and for context clues (lessons 4 and 5), while scanning. Also
explain to the group that they must pay careful attention to
the question when scanning for an answer. For example, if
the question mentions a specific line or paragraph, then look
in that line; look for the words used in the question or
synonyms of those words; etc.
Grammar Point: Ask students to define
comparatives/superlatives and guide them. Review the rules
for making comparatives and superlatives in the packets with
the students. Demonstrate an example of each and review the
irregular adjectives: good, bad, fun, and far. Be sure to
explain the use of “as ___________ as” and “not as
_________ as” and to note that we must use the word “the”
before a superlative and that they can only be applied where
at least three things are being compared.
• Test-Taking
Strategies
Handout
• Grammar Points
Handout
Practice
≈ 50 minutes
Activity 1: Have the students complete the comparative and
superlative practice worksheet in their workbooks. Review
the answers for all.
Activity 2: Have students complete the scanning worksheet
in their packets with a strict time limit of 10 minutes. Review
the answers, and stress that they should scan while doing the
practice readings.
Activity 3: Instruct the students to complete the readings. It is
up to the instructor’s discretion whether the participants may
work together or individually. Review answers.
• Vocabulary List
• Comparatives and
Superlatives
Worksheet
• Scanning
Worksheet
• Practice Texts
Adjournment
≈ 5 minutes
Homework: Study the material and next week’s vocabulary.
Read and answer questions on the practice text.
Exit Ticket: Each student must make two comparisons.
• Vocabulary List
• Homework
Readings

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1. Affection
2. Aim / objective
3. Ancestors
4. Balloons
5. Blessing
6. Bow
7. Bullfight
8. Card
9. Carol
10. Charity
11. City
12. Costume
13. Crop
14. Cross
15. Crowd
16. Door
17. Driver
18. Eye
19. Fall/autumn
20. Feast
21. Fireworks
22. Flag
23. Fun
24. Gift
25. Gratitude
26. Grave
27. Greeting
28. Groom and bride
29. Journey
30. Mass
31. Message
32. Mother Nature
33. Offering
34. Outfit
35. Ox (oxen)
36. Party
37. Patron saint
38. Pilgrims
39. Prayer
40. Priest
41. Queen
42. Rain
43. Relatives
44. Rosary
45. Shapes
46. Shoe
47. Snow
48. Spring
49. Storm
50. Sugar cane
51. Summer
52. Sweetheart
53. Team
54. Traditional
55. Tribe
56. Typical
57. Weather
58. Winter
59. Worshipper
60. Wreath

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Lesson 10: Comparatives/Superlatives Worksheet
Comparatives and Superlatives
Adjective form
Comparative Superlative
Only one syllable, ending in
E. Examples: wide, fine,
cute
Add -r: wider, finer, cuter Add -st: widest, finest,
cutest
Only one syllable, with one
vowel and one consonant at
the end. Examples: hot, big,
fat
Double the consonant, and
add -er: hotter, bigger, fatter
Double the consonant, and
add -est: hottest, biggest,
fattest
Only one syllable, with
more than one vowel or
more than one consonant at
the end. Examples: light,
neat, fast
Add -er: lighter, neater,
faster
Add -est: lightest, neatest,
fastest
Two syllables, ending in Y.
Examples: happy, silly,
lonely
Change y to i, then add -er:
happier, sillier, lonelier
Change y to i, then add -est:
happiest, silliest, loneliest
Two syllables or more, not
ending in Y. Examples:
modern, interesting,
beautiful
Use “more” before the
adjective: more modern,
more interesting, more
beautiful
Use “most” before the
adjective: most modern,
most interesting, most
beautiful

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Activity 1: Write the comparative and superlative forms.
Adjective Comparative Superlative
Cheap cheaper cheapest
Beautiful more beautiful most beautiful
Pretty _____________ _____________
Easy _____________ _____________
Big _____________ _____________
Light _____________ _____________
Heavy _____________ _____________
Fast _____________ _____________
Reliable _____________ _____________
Slow _____________ _____________
New _____________ _____________
Dry _____________ _____________
Happy _____________ _____________
Old _____________ _____________
Nice _____________ _____________
Compact _____________ _____________
Tasty _____________ _____________
Bitter _____________ _____________

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Advanced _____________ _____________
Suitable _____________ _____________
Warm _____________ _____________
Lesson 10: Scanning Worksheet
Activity 2: Answer the questions by scanning the text below.
History of Labor Day
To many Americans, Labor Day marks the end of the summer, a day off from work and
school, and one last chance to relax. However, Labor Day is much more than just a day
off. It represents a very important victory for laborers everywhere. The holiday is a
celebration of the social and economic achievements of American workers.
Fighting for Change
More than a century ago, workers were forced to deal with harsh conditions. They were
paid very little and they often worked 10 to 12-hour days. Men, women, and even small
children were forced to work even when they were sick.
Tired of long hours and dangerous conditions, workers began organizing themselves into
labor unions. In addition to fighting for higher pay and shorter workdays, they also fought
for the rights of children. The union members wanted employers to place limits on the
age of their workers so that small children were not overworked or hurt in factories.
A Holiday for Workers
A New York City carpenter named Peter McGuire is credited for coming up with the idea
for Labor Day. In 1872, after working many long hours under poor conditions, McGuire
rallied 100,000 workers to go on strike. The workers marched through the streets of New
York City, demanding a better work environment.
McGuire spent a decade fighting for workers’ rights. In 1882, he proposed the idea to
create a special holiday for workers. On Tuesday, September 5, 1882, more than 10,000
workers hit the streets of New York City for the first ever Labor Day parade. Two years
later the celebration was moved to the first Monday in September. In 1894, Congress
passed a law making Labor Day a national holiday.
A Relaxing Celebration
Americans celebrated the first Labor Day holiday with a parade, picnics, and fireworks.
Today, many people hit the road to enjoy the last of their summer vacation. Others enjoy
the long weekend with picnics, backyard barbecues, or just rest and relaxation.
However you spend Labor Day, remember that the holiday is a time to pay tribute to the
workers who have made America what it is today.

118
1. According to the final sentence of the first paragraph, what is the Labor Day
meant to celebrate?
2. How many hours did laborers typically work in the past?
3. Workers began organizing because they were tired of what?
4. Who is credited with coming up with the idea for Labor Day?
5. How many workers marched in New York in 1872?
6. When did the workers hold the first Labor Day Parade?
7. In 1884, Labor Day was moved to what date?
8. What happened in 1894?
9. Nowadays, people enjoy Labor Day with picnics, backyard barbecues, or
_____________.
10. According to the author in the final paragraph, Labor Day is a time for what?

119
Tico Times Text
I. Before Reading: Discuss these questions with a partner.
• What do you know about Guanacaste’s traditions and bull riding?
• Is bull riding a sport that everyone can do? Why or why not?
• Why is this an important tradition in Guanacaste?
• Is it dangerous to participate in bull riding festivals? Why?
• What other activities happen during bull riding festivals?
II. During Reading: Match vocabulary words to the definition that is closest in
meaning, based on the context from the text.
1. Encircled a. to move forward quickly
2. Determined b. unhealthy type of fast food
3. Lost interest c. to arrive in large numbers
4. Wags d. to become uninterested
5. Launches e. surrounded
6. Bravery f. to move from side to side
7. Greasy g. to do something with a purpose
8. Pouring in h. having or showing courage
Bulls, Beer, and Injuries: Costa Rica's Zapote Festival
By Lindsay Fendt
Encircled by a ring of several dozen young men, a woman in tight shorts with a yellow
cape takes two determined steps towards an angry black bull. At first the bull moves its
head from side to side, looking at the other people. But just when the bull seems to have
lost interest, the woman wags her cape and the bull launches forward, bringing her to
the ground.
Welcome to Zapote, San José’s giant end-of-year festival where Tico-style bullfights are
the main event. Costa Rican bullfighting combines a rodeo with a display of bravery. A
bull enters the ring through a door on the side of the arena, sometimes with a rider whom

120
it quickly removes before unleashing its fury onto a crowd of “improvised bullfighters,”
or improvisados in Spanish.
Outside of the ring, festival-goers can enjoy carnival rides, greasy Chinese food, and
buckets full of cerveza. In the previous seven Zapote festivals, the Red Cross has treated
4.070 people mostly for bull-related injuries. In the first four days of this year’s festival
the Red Cross saw 154 patients. Despite the dangers, improvisados continue pouring in
through the arena gates year after year. Some do it for pride or as a machista display, but
most just do it because it’s a tradition. “It’s just the Tico thing to do,” said Jon Carlos
Cattano, 28. “It’s important to do it at least one time in your life.”
III. True or False Questions: Write T or F in the spaces provided.
1. Usually, there are very few people who have injuries from bulls at Zapote
festivals. ______
2. The amount of injuries at Zapote festivals has resulted in less people arriving at
the festival each year._______
3. Most people go to the Zapote festivals because it is an opportunity to sample
different international types of food.________
4. The Zapote festival is something that is important to Tico tradition, according to
the article._______
IV. Multiple Choice – Choose the best answer according to the text.
1. The injuries at Zapote festivals are mostly because people:
A. Are drunk.
B. Ride bulls.
C. Have eaten too much food.
D. Are distracted by the women.
2. According to the article, people typically go to the Zapote festival because:
A. They want to fall in love.
B. It is a tradition.
C. They want to show bravery.
D. They want to drink a lot of beer.
3. The amount of injuries that people receive from bull riding:
A. Has caused people to reconsider this activity.
B. Has improved coordination for Ticos.
C. Has generally been something that is part of the festival.

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D. Has resulted in a warning from the international Red Cross.
4. In the last seven Zapote festivals, the Red Cross treated
A. Less than 4,000 people.
B. Slightly more than 4000 people.
C. At least 4.5 thousand people.
D. Only Costa Rican nationals.
V. Short Answer/Discussion: Write 1-2 sentences about why you agree or disagree
with the statements below. Tell your opinion to your partner.
1. I think that the Zapote festival is something that all Ticos should experience.
2. The Zapote festival and rodeo contests are not very interesting as cultural events
and they are rather boring.
3. There should be more care taken to prevent people from being injured at the
Zapote festivals.
4. Zapote festivals are not the best representation of Tico culture. There are other
more interesting types of festivals that show Tico culture.
5. Festivals like the Zapote festival are important to Guanacaste more than any other
region in Costa Rica.
Adapted from: http://www.ticotimes.net/2014/12/30/photos-bulls-beer-and-injuries-at-costa-ricas-annual-
zapote-festival

122
Saint George's Day
St. George is England's patron saint. The anniversary of his death, which is on April 23,
is seen as England's national day. However, many people in today's England do not
observe not know when the national day is at all. However, in recent years, celebrating
St. George's Day seems to gradually be regaining popularity in England. Since the 15th
Century St. George's Day has been a national holiday and was, in the past, celebrated as
widely as Christmas. But the celebrations waned* by the end of the 18th century after
England was united with Scotland on May 1, 1707.
Compared to national festivities in other countries, England's national day is barely
celebrated. One exception is in the city of Salisbury, where there's an annual St. George's
Day parade, which historians believe dates back to the 13th century. Usually, flags with
the image of St. George's Cross are flown on some buildings, especially pubs, and a few
people wear a red rose on their lapel. A mass on the Sunday closest to April 23 often
includes the hymn 'Jerusalem,' written by the poet William Blake. April 23 is not a public
holiday so schools, stores, post offices, businesses and other organizations are open as
usual. Public transport services run on their usual timetables.
St. George is the patron saint of a number of other places, such as Bulgaria, Ethiopia,
Georgia, Greece, Portugal, and Russia. He is also remembered in some regional holidays
such as in the province of Newfoundland and Labrador in Canada. Around the world,
different days are devoted to St. George, including April 23 and dates in November and
December of the Gregorian calendar.
(Items 1 to 5)
1. Nowadays, Saint George's Day is ______.
A. celebrated exclusively in English speaking countries.
B. still unknown for many people in England
C. widely celebrated all over England
D. a United Kingdom national holiday
2. When the English and the Scottish kingdoms were united, the celebration ______.
A. was rejected and ceased immediately in England
B. gained more popularity among people
C. eventually lost popularity in England
D. became a national holiday

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3. Saint George's Day celebrations include ______.
A. church services on the Sunday closest to April 23
B. decorating pubs and houses with roses
C. religious celebrations only on April 23
D. the interruption of classes
4. Originally, Saint George's Day was ______
A. celebrated by the Scots
B. celebrated during Christmas time
C. as important as Christmas in England
D. observed in the 18th century on May 1st
5. Nowadays Saint George's Day is observed ______.
A. only in April
B. internationally on different dates
C. on the exact birth date of the saint
D. by the English and the Scots exclusively

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Lesson 10: Homework
Grandparents’ Day
In 1970, a West Virginia housewife, Marian Lucille Herndon McQuade, initiated a
campaign to set aside a special day just for grandparents. Through concerted efforts on
the part of civic, business, church, and political leaders, this campaign expanded state-
wide. The first Grandparents Day was proclaimed in 1973 in West Virginia by Governor
Arch Moore.
In 1978, the United States Congress passed a legislation proclaiming the first Sunday
after Labor Day as National Grandparents Day. The national proclamation was signed by
President Jimmy Carter. September was chosen for the holiday to signify the “autumn
years” of life. Today this event, begun by a few, is celebrated by millions throughout the
United States: entire families, schools, churches, and senior organizations honor
grandparents with special events.
Grandparents Day is a day in which some families enjoy small, private gatherings. Board
games enhance “intergenerational interaction” because they add enjoyment to family
gatherings, chatting is welcome, and the games, are easily played by everyone. It can be
fun to have a story-telling time, allowing grandparents to relate stories of their past,
enlightening children about “the old days.” Grandparents Day is the perfect time to
enhance communication between generations.
Special talents, such as cooking, sculpting, or quilting, can be passed on to those who
display interest. Old family music, songs and dances, along with their meanings and
origins, are important in maintaining a strong sense of family background. Drawing a
family tree together gives children the opportunity to learn the ancestral line of their
family and helps to identify and date all photos in old family albums. Many times, only
grandparents have answers to questions about family stories, passing down information to
their grandchildren and assuring their heritage preservation. Most important,
grandparents Day signifies a loving spirit that lives within us throughout the year—a
spirit of love and respect for our elders.
(Items 1 to 5)
1. Grandparents Day was decreed a national holiday by _______________.
A. Marian Lucille Herndon McQuade
B. a West Virginia housewife
C. President Jimmy Carter
D. Governor Arch Moore

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2. The official date to celebrate Grandparents Day falls
___________________________.
A. before Labor Day
B. in the month of October
C. during the summer months
D. the first Sunday after Labor Day
3. Based on the context of paragraph 3, “intergenerational interaction” happens
when ___.
A. women and men of the same age communicate
B. middle age adults spend time together
C. old and young people interact
D. children gather to play
4. The ideal source to answer questions about family stories is
____________________.
A. fathers
B. mothers
C. grandparents
D. small children
5. What’s the purpose of Grandparents Day? To
_______________________________.
A. signify the “autumn months”
B. enroll families in leisure activities
C. commemorate a law passed by Marian Lucille Herndon
D. transmit to younger generations the heritage of their ancestors.

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Lesson 11: Science and Technology
Motivation
≈ 15 minutes
Human Spectrum: Tape signs on opposite ends of the
classroom that say “Completely agree” and
“completely disagree.” Have students stand up. Tell
them that the classroom is a spectrum. Read a series of
statements to get students thinking about the topic of
science and technology and prompt them to move
along the spectrum. To spark conversation, ask various
representatives why they chose to stand where they did
along the spectrum.
Example statements:
• In the near future, everyone will drive flying cars.
• Modern society is obsessed with technology.
• Social media websites like Facebook and Twitter
promote healthy social relationships.
• Tape
• Agree/Disagree
Signs
Information
≈ 20 minutes
Vocabulary Review: Review this week’s vocabulary
list. Have participants add unknown words to their
living vocabulary lists.
Test Taking Strategy: Time management (See details
on test taking strategies handout). Have a discussion
about time management. Ask students for ideas of how
to manage time on the test and give advice. Remind
students that the exam is 3 hours long and contains 15
readings meaning they should be averaging 12 minutes
per reading. Advise students to skip the particularly
challenging questions and come back to them if they
have time.
Grammar Point: Future tense (See details on Grammar
Points Handout) Lead the students in a brief review of
the future tense, focusing on will and to be going to.
• Vocabulary List
• Test-Taking
Strategies
Handout
• Grammar Points
Handout
Practice
≈ 40 minutes
Activity 1: Students should complete the technology
vocabulary worksheet.
Activity 2: Give students practice texts. Have students
practice prioritizing questions in terms of difficulty as
they work through the practice test, answering the
questions they are sure of while leaving the more
difficult ones for last. Time each text, giving students
just 12 minutes per reading. Remind them of the time,
but do not give extra time.
• Vocabulary
Worksheet
• Practice Texts
Adjournment
≈ 15 minutes
Homework: Complete the homework text for this week
and study vocabulary for next week’s topic.
Exit Ticket: Ask students to write 3 sentences
speculating about science and technology in the future
(10 years, 20 years, 50 years, 100 years, 500 years)
using the future tense (e.g. In 10 years everyone will
have…. In 50 years people are going to….).
• Vocabulary List
• Homework
Readings

127
1. Analysis
2. Antenna
3. Architect
4. Code
5. Cyber
6. Data
7. Design
8. Develop
9. Device
10. Dissemination
11. Efficiency
12. Electronics
13. Evolve
14. Experiment
15. Fiction
16. Findings
17. Flash drive
18. Funding
19. Future
20. High-tech
21. Information
22. Invention
23. Keyboard
24. Laboratory
25. Laptop
26. Maintenance
27. Marketing
28. Memory
29. Method
30. Monitor
31. Online
32. Owner
33. Programmer
34. Proponent
35. Prototype
36. Research
37. Resources
38. Retail
39. Screen
40. Service
41. Social network
42. Solution
43. Sophisticated
44. Specialized
45. Speed
46. Statistics
47. Surface
48. Tools
49. Topic
50. Variables
51. Volume
52. Website

128
Activity 1: Complete the table by finding the word in both Spanish and English that
matches the definitions.
Word Bank
device proponent defensor sitio web
findings speed financiación antena
screen website electrónica método
volume laptop invento tema
invention owner conclusiones memoria
dissemination memory dueño volumen
funding method dispositivo diseminación
surface retail velocidad al por menor
antenna topic pantalla superficie
electronics portátil
ENGLISH DEFINITION SPANISH
circuits or devices using transistors, microchips, and
other components
the outside part or top layer of something
the part of a computer that stores data
a thing made for a specific purpose
spreading or dispersing something
a procedure or way of doing something
money made available for a specific purpose
a person who advocates a theory, purpose or project
a person who owns something
a subject
rapidity of movement or action
a device used to transmit or receive radio or television
signals
the quantity or loudness of sound
the surface of an electronic device on which images are
displayed
a page on the Internet
the sale of goods for private use
conclusions as a result of an investigation
something that has been invented or created
a portable microcomputer

129
Activity 2: Have students read the texts and answer the questions. However, only allow
students 12 minutes for each of the following two readings. Answer the Tico Times
article following the same instructions as usual.
Nanotechnology
Have you ever imagined having a computer in your jacket to monitor your body
temperature? Or miniature robots that circulate in your blood stream, detecting and
destroying cancerous cells? Or that you could build your house with materials stronger
than steel, yet 10 times lighter and cheaper? Or fabrics that never get dirty or discolored?
Or vehicles that run without fuel... Yes, it's true, it sounds like magic or science fiction,
but all these fantasies could shortly become a reality. Nanotechnology is under
development. Get to know it so it does not take you by surprise.
It is impossible to explain what nanotechnology is without describing first a few other
basic concepts. We can begin by defining it as a multidisciplinary technology capable of
manufacturing things from the individual assembly of atoms and molecules, producing as
a result highly efficient new materials and devices that generally are no bigger than a
bean, and in many cases, are simply invisible to the human eye. It still sounds like
science fiction, doesn't it? When materials on the minuscule scale of atoms and molecules
(nano scale) are being manipulated, their elements demonstrate totally new behavior and
physical and chemical properties. Electrical conductivity, heat, resistance, reactivity and
elasticity of the materials will make things behave in a different way at an anatomical
level. So, nano scientists can create strong and innovative materials at a low cost and with
unique properties.
(Items 1 to 5)
1. According to the text, nanotechnology is understood as ______.
A. a fantasy about the future
B. the product of a magic trick
C. a multidisciplinary new technology
D. the interpretation of science-fiction worlds
2. Nanotechnology will be capable of ______.
A. building houses made of steel
B. making robots build your houses
C. finding cheaper fuels for your cars
D. making cancerous cells disappear

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3. Nanotechnology will produce ______.
A. highly efficient new materials from atoms
B. big devices from the assembly of atoms
C. new fuels for vehicles
D. slow computers
4. Materials produces by nanotechnology will be ______.
A. strange and not real
B. cheaper and stronger
C. unaffordable and unique
D. expensive and with special properties
5. We infer from the text that nanotechnology will ______.
A. pollute the air
B. be impossible to explain
C. help human beings to live better
D. become a science fiction fantasy

131
Lip-Reading Computers
Scientists at the University of East Anglia (UEA), England, have created lip-reading
computers that can distinguish between different languages.
Although computers that can read lips are already in development, this is the first time
they have been 'taught' to recognize different languages. This achievement could have
practical uses for dead people, for law enforcement agencies, and in noisy environments.
Led by Stephen Cox and Jake Newman of UEA's School of Computing Sciences, the
groundbreaking research will be presented at a major conference in Taiwan on
Wednesday, April 22.
The technology was developed by statistical modeling of the lip motions made by a group
of 23 bilingual and trilingual speakers. The system was able to identify which language
an individual speaker spoke with very high accuracy. The languages included English,
French, German, Arabic, Mandarin, Cantonese, Italian, Polish, and Russian.
"This is an exciting advance in automatic lip-reading technology and the first scientific
confirmation of something we already intuitively suspected - when people speak different
languages, they use different mouth shapes in different sequences," said Prof. Cox.
Funded by the EPSRC, the research is part of a wider UEA project on automatic lip-
reading. The next step will be to make the system more robust to an individual's
physiology and his or her way of speaking.
(Items 1 to 3)
1. What's an advantage of lip-reading computers? They ______.
A. create particular lip motions
B. teach you how to speak a language
C. make you learn how to feel your lips
D. are very useful for people who cannot hear
2. How was the technology of the lip-reading computer tested? They took people
who ______.
A. spoke more than one language as models
B. had automatic movement of their lips
C. had different shapes of their mouths
D. had different shapes of their lips
3. Who invented the lip-reading computer?
A. people from France
B. scientists from Taiwan
C. researchers from a university
D. researchers from an Arabic university

132
Tico Times Text
I. Before Reading: Discuss the following questions with a partner.
• What are some possible problems that people have with a taxi service?
• How do you think a phone application could be helpful to prevent problems
with a taxi service?
• Do you think that applications for a taxi service can help to make more honest
taxi drivers?
II. During Reading Vocabulary: Match the correct definition to the vocabulary.
1. Trends a. type or model of car
2. Disrupt b. altered or changed
3. Fare c. recent happenings or updates
4. Real time d. to intervene or interrupt
5. Track e. to demonstrate, to show
6. Make f. the fee or charge
7. Stereotypes g. to confirm something
8. Tampered h. to monitor or to follow
9. Ensuring i. common beliefs about something
10. Indicate j. as something happens
Smartphone Taxi Service Hits Costa Rica
By Zach Dyer
Car service mobile apps like Uber have become one of the biggest trends in tech and
transportation, and now Costa Rica has its own version: Easy Taxi. The app known as
Easy Taxi isn’t trying to disrupt the traditional car service so much as improve on it.
Like other car service apps, Easy Taxi uses the smartphone’s GPS location to signal
nearby participating taxis that there’s a fare waiting to get picked up. Once a driver
accepts the fare, the rider can track the taxi’s location on the app’s map in real time,
along with the driver’s picture, name, phone number, and make of the car.
“It does away with a lot of the bad stereotypes of cab drivers, like lying about how far
away they are and if their meter has been tampered with,” Easy Taxi Costa Rica press
representative Alfredo Martínez told The Tico Times in a telephone interview.
Easy Taxi only works with certified red taxis, Martínez said, not independent drivers also
known less politely as “pirate” taxis. The company conducts a physical review of the
vehicles before certifying them, ensuring that they meet their quality standards. Users
can indicate if they’re paying with cash or credit on the app along with special requests.

133
III.True or False Questions: Write T or F in the space provided below.
1. Taxi drivers have always been honest with passengers and the Easy Taxi app is to
only check their driving safety._____
2. The Easy Taxi app that is described in the article is mainly for the purpose of
monitoring the drivers to maintain quality standards for passengers._____
3. The app also prevents pirate taxis from overcharging the customers._____
4. The app is not just for the red taxis known as the official taxis.______
IV.Multiple Choice Questions: Select the best answer according to the text.
1. A main goal of creating the Easy Taxi app was to:
A. Help taxi drivers make more money
B. Improve the speed of taxi service
C. Improve the quality in general of taxi service
D. Reduce violent crime in taxis
2. According to the article, Easy Taxi may also have a positive effect on
reducing:
A. Overcharging passengers the price to get somewhere
B. Accidents in taxis
C. Pain from sitting in taxis for a long time
D. Time to arrive in hospitals in emergency situations
3. Easy Taxi is an app that works well for:
A. Reducing pirate taxi problems with tampered meters
B. Official taxis that might have tampered with meters
C. Unregulated drivers who are part time taxi drivers
D. Reckless and dangerous private drivers
4. The article suggests that if a taxi driver knows EasyTaxi is being used then:
A. He may reduce the amount of time he works at night
B. He may have better quality of service as a driver
C. He may make more money
D. He may have a nervous breakdown

134
V. Short Answer Writing and Discussion: Write 1-2 sentences and give reasons
why you agree or disagree with the following statements, then tell your partner
your opinion about each statement.
1. Taxi drivers are generally dishonest people and this app is something that is
very much needed to help them follow the rules.
2. The Easy Taxi app is something that will help passengers and is very useful.
3. The Easy Taxi app is something that will cause the pirate taxi drivers to have
less business and to make less money.
Adapted from: http://www.ticotimes.net/2015/02/03/smartphone-taxi-service-hits-costa-rica

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Lesson 11: Homework
The OLPC
The One Laptop per Child Association (OLPC) is a Delaware, USA based, nonprofit
organization set up to oversee The Children’s Machine project and the construction of the
“$100 laptop.” Both the project and the organization were announced at the World
Economic Forum in Switzerland in January 2005. OLPC is based on constructionist
learning theories. The founding corporate members and active participants in OLPC are
Google, News Corp, AMD, Red Hat, Bright Star, and Nortel, each of whom donated two
million dollars to the project. The laptops were scheduled to be available by early 2007.
In 2006, the United Nations Development Program (UNDP) released a statement saying
they would work with OLPC to deliver “technology and resources to targeted schools in
the least developed countries.” In May 2006, Negroponte, a founder of the OLPC
organization, told the Red Hat’s annual user summit: “It is a floating price. We are a
nonprofit organization and we will have a target price of $100 by 2008.” Its starting price
was actually $140, but their promise is that the price will decrease with every release.
“OLPC’s mission goes hand in hand with our goal of distributing encyclopedic
knowledge, free of charge, to every poor child in the world because not everybody has
access to a broadband connection.”
(Items 1 to 5)
1. What students will benefit from the OLPC program?
A. A few learners from public schools.
2. Students from developing countries.
3. Some learners from private schools and institutions.
4. Young underprivileged students from the least developed countries.
2. Who supports the OLPC project? This project is supported by ________ organizations.
A. public
B. private
C. nonprofit
D. governmental
3. What do the OLPC sponsors expect? They expect that ___________________.
A. prices will not vary through time
B. the release sale price will get higher
C. massive production will reduce costs
D. costs increase along with higher product demands
4. How many active Corporations founded OLPC program?
A. Six
B. One
C. Five
D. Two
5. What’s the purpose of the OLPC founders? To ______________________.
A. give poor children free access to knowledge
B. make profit from the laptop sales
C. develop learners’ artistic skills
D. sell laptops at $140

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Lesson 12: Careers, Jobs, and Lifestyles
Motivation
≈ 15 minutes
Competitive Brainstorming: Give pairs of students
a whiteboard marker, whiteboard, and eraser. Have
each pair write as many jobs/careers as they can in
2 minutes. Go through the answers and give
student pairs points for answers no other pair has
written. You can repeat this activity using verbs
related to the topic.
• Paper
• Pencils
• Erasers
Information
≈ 20 minutes
vocabulary list. Have participants add unknown
words to their living vocabulary lists.
Test Taking Strategy: Common Tricks in the Test
(see details in the Test-Taking Strategies handout).
Grammar Point: Time Clauses (see details in the
Grammar Points Handout).
• Vocabulary List
• Test-Taking
Strategies
Handout
• Grammar Points
Handout
Practice
≈ 45 minutes
Activity 1: In groups have students complete the
worksheets to find the meanings of key words and
practice the grammar point for this lesson. Have
students write three sentences using the grammar
point and related vocabulary.
Activity 2: Have students work through practice
questions and texts while keeping in mind
common tricks in the test.
• Vocabulary
Worksheet
• Time Clause
Worksheet
• Practice Texts
Adjournment
≈ 10 minutes
week and study vocabulary for next week’s topic.
Exit Ticket: Have each student tell the facilitator
what job they would like to have before exiting the
classroom.
• Vocabulary List
• Homework
Readings

137
1. Accountant
2. Actor
3. Advertisement
4. Application
5. Astronaut
6. Athlete
7. Available
8. Banker
9. Bilingual
10. Business
11. Businessman
12. Client
13. Company
14. Competent
15. Corporation
16. Cost of Living
17. Customer
18. Dancer
19. Degree
20. Doctor
21. Driver
22. Efficient
23. Employee
24. Employer
25. Employment
26. Engineer
27. Firefighter
28. Homeless
29. Informal
30. Innovative
31. Interest
32. Interpreter
33. Interview
34. Inventor
35. Job
36. Job Fair
37. Language
38. Mailman
39. Manager
40. Minimum Wage
41. Musician
42. Occupation
43. Operator
44. Police Officer
45. Politician
46. Position
47. Poverty
48. Profession
49. Professor
50. Promotion
51. Quality
52. Raise
53. Requirement
54. Résumé
55. Retiree
56. Salary
57. Scholarship
58. Scientist
59. Self-Employed
60. Skill
61. Standard of Living
62. Suggestion
63. Taxi Driver
64. Teacher
65. Tedious
66. Tip
67. Training
68. Translator
69. Versatile
70. Wage
71. Waiter
72. Work

138
Activity 1: Match the word to its definition and complete the grammar worksheet. Also,
have students write three sentences using the vocabulary and time clauses.
Language
Workload
Newspaper
Requirement
Ad/Advertisement
Tip/Suggestion
Employer
Résumé
Application
Appointment
Interview
Applicant
Position
Job Fair
Training
Skill
Occupation
Dilemma
Response
Company/Corporation
Employment
Operator
Minimum Wage
Retiree
Engineering
Scholarship
Scientist
Degree
Poverty
Client/Customer
Raise
Promotion
Salary/Wage
Manager
Accounting
1. The state of being extremely poor.
2. Raising a person to a higher position.
3. A commercial business.
4. An idea or plan for consideration.
5. A person who has expert knowledge about
science.
6. A gathering of employers and job applicants.
7. A job or profession.
8. Something necessary.
9. A person responsible for controlling part of a
company.
10. The process of keeping financial accounts.
11. A printed publication containing news articles.
12. A person applying for a job.
13. The ability to do something well.
14. The lowest wage permitted by law.
15. An oral examination of an applicant for a job.
16. The amount of work a person has to do.
17. A verbal or written answer.
18. The process of preparing someone for a job.
19. A paid position of regular employment.
20. A person who uses equipment or a machine.
21. A notice or announcement to the public.
22. The branch of science and technology relating to
building.
23. Money paid to support a student’s education.
24. An academic honor given for finishing university
studies.
25. A method of human communication.
26. An increase in a person’s salary.
27. Curriculum vitae.
28. The condition of having paid work.
29. A scheduled meeting.
30. A person who has retired and does not work.
31. A person or organization that employs people.
32. A person who buys goods or services.
33. A difficult situation or problem.
34. The fixed income earned by an employee.
35. A request for a job.

139
Lesson 12: Time Clause Worksheet
• Time clauses in the English language are introduced by conjunctions such as: after,
as soon as, before, till, until, when, whenever, while or time expressions such as: the
minute, the moment. These can be used at the beginning or the end of a sentence:
o When we get home, I will make dinner.
o You can do your homework while I make dinner.
• When using a time clause to express the future, the verb within the time clause
remains in the present tense instead of the future. For example:
o As soon as he finishes, his family will hug him.
Both getting home and making dinner occur in the future, but we only use future
tense in reference to making dinner because it falls outside of the time clause. The
same is true for the second example.
• When using the past tense; however, both the verb with the time clause and outside of
it must be in past tense. For example:
o He made dinner after we got home.
Instructions: Match the sentences on the left with the appropriate ending on the right.
1. Anna Maria will lock the doors
2. We’re going to the beach
3. Before Juan Pablo goes to sleep,
4. If I get a job soon
5. They went to the zoo
6. The show will start
7. After Saray moved out,
8. When I call Miguel tomorrow,
9. While David was working,
10. I’m going to Los Santos
A. if it doesn’t rain tomorrow.
B. her parents got lonely.
C. after I go to Cartago.
D. before she goes to bed.
E. he will do his homework.
F. robbers stole things from his house.
G. I will tell him the good news.
H. as soon as the curtain goes up.
I. I will take you out to lunch.
J. when Mariana came to visit.
Instructions: Fill in the blanks using the correct tense of the verb in parentheses and
underline the words that introduce the time clauses.
1. Guadalupe played soccer before she __________ (to come) home.
2. He __________ (to eat) tamales while he read the newspaper.
3. Josue __________ (to play) the piano once he gets to the amphitheater.
4. When Keylor __________ (to arrive), his mom will make dinner.
5. Bianca __________ (to run) upstairs the moment her favorite show started.

140
Activity 2: Read the following texts and answer the questions or prompts. Keep in mind
some of the common tricks in the test.
Tico Times Text
I. Before Reading: Discuss the following questions with a partner before reading.
• Is it good or bad for the economy if there is increased unemployment?
• If someone receives a layoff from a job, what does that mean?
• Are jumps in unemployment something good or bad for the economy?
Why?
II. During Reading Vocabulary: Match the word to its closest definition.
1. Historic a. leaving from something/somewhere
2. Jumps b. large numbers in short time
3. Wave c. people who lose their jobs
4. Sectors d. a distance between two things
5. Layoffs e. people who have jobs
6. Exit f. suffering a difficult time
7. Workforce g, never before in history
8. Hard hit h. different areas of business
9. Gap i. large increase in short time
Costa Rica's Business Sector Alarmed Over ‘Historic' Jump in Unemployment
By Zach Dyer
A group of Costa Rican business leaders are calling for an emergency declaration
regarding “historic” jumps in unemployment during the last several quarters. The Union
of Private-Sector Chambers and Associations (UCCAEP), an organization that represents
50 businesses and major sectors of the economy, noted that a recent wave of layoffs
across several sectors of the economy has resulted in more than 228,000 unemployed
Costa Ricans at the end of the third quarter of 2014, according to figures from the
National Statistics and Census Institute (INEC).
The year 2014 was a difficult one for job creation in Costa Rica. Between the second and
third quarters of 2014 alone, nearly 26,000 people lost their jobs. The exit of large
companies like Intel and Bank of America in April was the beginning of more companies
either leaving Costa Rica or reducing their workforce here. Restaurants have been
especially hard hit so far this year, with Bagelmen’s as the most recent closure. Jiménez
said that more layoffs in the restaurant sector are expected in the coming weeks, but the
UCCAEP president would not specify specific companies.

141
Jiménez said that the new jobs announced by the government in recent months have done
little to change the increasing gap in employment. The UCCAEP president said that
business chambers were concerned about the loss of employment for unskilled labor in
Costa Rica, noting that most foreign companies that invest in Costa Rica are looking for
skilled, bilingual workers. UCCAEP asked the government to address the problems,
improve infrastructure and reduce the cost of electricity.
1. Overall, 2014 was a good year for jobs in Costa Rica.______
2. The drop in employment in 2014 occurred but was not considered
serious.______
3. Restaurants were one sector of the economy which succeeded during
2014.______
4. The exit of large companies was a negative signal for businesses in
general.______
IV.Multiple Choice Questions: Choose the best choice according to the article
1. The increase or jump in unemployment was described as:
A. Not very good but not that bad either.
B. Especially serious and alarming.
C. Something that happens typically this time of year.
D. Something that affected only certain sectors of the economy.
2. It was expressed by some members of the business community that:
A. The government was doing not enough.
B. The government was helping but things would take time to improve.
C. The government had created the unemployment situation.
D. There was going to be a revolution soon.
3. One of the points made in the article is foreign companies are interested in:
A. Foreign workers
B. Bilingual employees with skills
C. University graduates
D. Ambitious young intellectuals
4. The article described that there was an especially hard hit for businesses in:
A. The food industry
B. The entertainment industry
C. The stock market
D. Livestock and agriculture

142
V. Short answer and Discussion: Fill in the blanks and write 1-2 sentences with
reasons that support why you agree or disagree with the statements and tell your
partner your opinion.
1. I am interested most in the ___________ profession because:
2. I think the most popular job in the future is going to be ________________.
3. One job that I never want to have is to be a _________________.
Adapted from: http://www.ticotimes.net/2015/01/27/some-members-of-costa-ricas-business-sector-
alarmed-over-historic-jump-in-unemployment

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Reading a Newspaper Effectively
When you read a newspaper, especially in a language new to you, it is almost impossible
to begin on page one, and read through to the last page. Don’t even think of trying this.
Instead, begin by throwing away the sections that you have no interest in. For example,
unless you’re looking for a job or a used car, you can immediately throw away the
classified ads. This decision makes the paper thinner.
Next, preview the rest of the paper by briefly looking over each section for articles that
especially interest you. Then go back to the front page. On this page, read each headline
(the title of every article). You may be surprised by how much you can learn from just the
headlines. After you have read every headline, choose just five articles that interest you,
nor more than five. Then, for each of these articles, read only the first paragraph or two.
This is where you will find the important information: who, what, when, where, and why.
(Items 1 to 5)
1. According to the text, when reading a daily newspaper in a foreign language, you should
first ________________.
A. cover every detail from the first to the last page
B. focus on the sections you aren’t interested in
C. separate the parts that don’t interest you
D. read the entire front page
2. The classified ads section is recommendable for those who _________________.
A. don’t need to buy cars
B. don’t go page by page
C. speak a new language
D. look for goods and services
3. To “preview” means just to ___________________________.
A. make the paper thinner
B. start right at the last page
C. throw away the sections that you won’t read
D. consider the articles that you really want to read
4. The headlines are the _____________ of the articles
A. ads
B. titles
C. pages
D. sections
5. According to the text, the most relevant information is found in the ______.
A. newspaper headlines
B. newspaper cover page
C. classified sections and the headlines
D. first of second paragraph of the same article.

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Lesson 12: Homework
Qualities Every Organization Looks For
When you are applying for a job, one of the main challenges will be to determine
precisely what key qualities and personal attributes the interviewer is looking for and
demonstrate your own personal attributes as specific work strengths. Here are some hints
for your interview:
1. Communication Skills: Most important for any candidate is to be able to communicate
clearly. Think before speaking. In the use of language, show organized, analytical
thinking.
2. Interest: Show great interest in the company's activities as well as the position that
you are applying for. Demonstrate interest by showing knowledge about the business.
3. Positive Attitude: Keep an optimistic tone during the interview. Companies want
employees who can achieve great results.
4. Professionalism: All companies want their employees to display this quality.
5. Self-confidence: Stand straight; hold the head high and shoulders back. Use a firm
handshake. Look the interviewer in the eye.
6. Leadership: Candidates with the ability to lead are universally wanted. Good leaders
rely extensively on their ability to transcend situations.
7. Sensitivity: Be sensitive to other people's key qualities, as well as their needs and
differences.
8. Flexibility: Companies are seeking bright candidates who are able to analyze and
adjust to changing circumstances, solve challenging problems, and quickly
understand new concepts. Show enthusiasm about new learning, but keep your mind
on your own work strengths.
(Items 1 to 6)
1. Good qualities and personal attributes are ______ when applying for a job.
A. indispensable
B. inexcusable
C. unwanted
D. needless
2. As recommended, communication has to be ______.
A. careless
B. accurate
C. uncertain
D. spontaneous

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3. Interest and positive attitude demonstrate to the interviewer ______.
A. the experience you have in the field
B. how much you want the job
C. your communication skills
D. your professional level
4. Self-confidence is revealed by _______.
A. how much you talk
B. non-verbal communication
C. knowledge of the business
D. the politeness shown during the interview
5. According to the article, leadership is the ability to ______ the situation in a job.
A. follow the lead in
B. see beyond
C. fall behind
D. trust on
6. Flexibility is the ability to ______.
A. forget what you know for something new
B. work with enthusiasm
C. look stronger
D. adapt to new circumstances

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Lesson 13: Morals and Values
Motivation
≈ 15 minutes
Competitive Brainstorming: Break the class into
small groups. Have each group write as many
values as they can in 2 minutes. Then, have a
spokesperson from each group present the list to
the class. The group will receive a point for each
original answer. Put all the lists up on the wall.
What values did groups have in common?
• Paper
• Pencil
• Erasers
Information
≈ 20 minutes
vocabulary list. Have participants add unknown
words to their living vocabulary lists.
Test Taking Strategy: See the Test-Taking
Strategies for tips on preparing for the day of the
test and going with your gut.
Grammar Point: Explain the use of perfect tenses
using the Grammar Points Handout and the
attached exercise.
• Vocabulary List
• Test-Taking
Strategies
Handout
• Grammar Points
Handout
Practice
≈ 40 minutes
Activity 1: Students should complete the perfect
tense practice and vocabulary handout.
Activity 2: Students should complete the practice
texts. Instruct the students to circle all the perfect
tenses they recognize and to underline new
vocabulary. Read the first text together as a class,
and then answer the questions together. For the
next reading, allow the students to work in pairs or
small groups. At the end, review the answers and
ask students for examples of perfect tenses and
new vocabulary.
• Vocabulary
Worksheet
• Future Tense
Worksheet
• Practice Texts
Adjournment
≈ 15 minutes
week and remind students to prepare for the last
practice exam.
Exit Ticket: Students must use at least 3 different
values in a sentence and present them to the
facilitator.
• Homework
Readings

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1. Acceptance
2. Bond
3. Burglary
4. Commitment
5. Faith
6. Generosity
7. Lesson
8. Life Expectancy
9. Loyalty
10. Peace
11. Relationship
12. Respect
13. Self Image
14. Source
15. Value
16. Well-being
17. Moral
18. Curious
19. Defiant
20. Disabled
21. Friendly
22. Polite
23. Strong-willed
24. Unique
25. Worried
26. Donate
27. Reject
28. Surround
29. Take Advantage of
30. Enable
31. Encounter
32. Establish
33. Social Security
34. Message
35. Knowledge
36. Reason
37. Responsible
38. Include
39. Exclude
40. Give
41. Opportunity
42. Join
43. Cause
44. Affection
45. Esteem
46. Attention
47. Interests
48. Ideas
49. Social
50. Trouble

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Activity 1: Complete the vocabulary and perfect tense worksheets.
Noun in
English
Sentence Translation in
Spanish
acceptance People of different skin colors, ethnicities and religions
all deserve acceptance.
bond There is a strong bond between the two brothers.
burglary There was a burglary last night; a man entered into the
house and stole the television.
commitment Costa Rica has made a commitment to always hold
transparent democratic elections.
faith Catholics have faith in God.
generosity It is important to show generosity to those that have less
than you.
lesson Pablo learned an important lesson: you should treat other
people as you want to be treated.
life expectancy The average life expectancy for women in Costa Rica is
76 years.
loyalty Dogs are called “man’s best friends” because of their
loyalty.
peace Costa Rica hoped to promote peace by eliminating the
military.
relationship It’s important to maintain a good relationship with your
neighbors.
respect Children should always respect their elders.
self-image People with anorexia or bulimia often have a poor self-
image; they usually think they are too fat.
social security In the United States, people collect money from social
security when they turn 65.
source The family is a source of much love and affection.
value Costa Ricans place much value on spending time with
their families.
well-being Social security helps to ensure the well-being of poor
people.
Word Bank
lección valor aceptación fé
respeto relación paz bienestar
auto imagen generosidad expectativa de vida compromiso
lazo robo seguridad social fuente
lealtad

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Lesson 13: Perfect Tense Worksheet
• We use the present perfect to show that something has continued up to the present:
o They’ve been married for nearly fifty years.
o She has lived in Liverpool all her life.
• … or is important in the present:
o I’ve lost my keys. I can’t get into the house.
o Teresa isn’t at home. I think she has gone shopping.
• We use the present perfect continuous to show that something has been continuing
up to the present:
o It’s been raining for hours.
o We’ve been waiting here since six o’clock this morning.
• We use the past perfect to show that something continued up to a time in the past:
o When George died he and Anne had been married for nearly fifty years.
• ... or was important at that time in the past:
o I couldn’t get into the house. I had lost my keys.
o Teresa wasn’t at home. She had gone shopping.
• We use the past perfect continuous to show that something had been continuing up
to a time in the past or was important at that time in the past:
o Everything was wet. It had been raining for hours.
o He was a wonderful guitarist. He had been playing ever since he was a
teenager.
• We use will with the perfect to show that something will be complete at some time in
the future (future perfect):
o In a few years they will have discovered a cure for the common cold.
o I can come out tonight. I'll have finished my homework by then.
Instructions: Fill in the blanks with the correct form of the verb on the left. The other
words in the same column provide clues. Be careful with the irregular verbs.
Verb (He/She) Present Perfect Present Perfect
Continuous
Past Perfect Past Perfect
Continuous
Future Perfect
To live Has__________ Has been living Had lived Had
___________
Will have lived
To go Has gone Has
__________
Had gone Had been going Will
___________
To work Has
___________
Has been
working
Had
__________
Had been
working
Will have
worked
To do Has done Has
__________
Had done Had been doing Will
_____________
To play Has
__________
Has been
playing
Had played Had
_____________
Will have
played

150
Activity 2: Read the following texts and answer the prompts.
Tico Times Text
I. Pre-Reading: Discuss these questions with a partner before reading.
• Why do people pay taxes? Where does the money go if they pay taxes?
• What is a corrupt politician? Can you think of an example of a corrupt
politician and something bad that a politician has done? What examples do
you know?
• Is it something bad if a bank helps protect the money of a criminal or dictator
or a corrupt politician? Why?
II. During Reading Vocabulary: select the answer that is closest in meaning.
1. Analyzed a. people who don´t follow the law
2. Corrupt b. to make money from something
3. Politicians c. information that becomes known
4. Celebrities d. people who sell guns and weapons
5. Profited e. part of a royal family
6. Arms dealers f. something important for politicians
7. Blood diamonds g. government representatives
8. Royalty h. people who are famous
9. Crackdown i. something looked at closely
10. Political issue j. diamonds obtained by force or violence
11. Reveleations k. to punish severely
HSBC International Bank 'Helped Clients Avoid Taxes'
By AFP
Records that were analyzed by reporters in the International Consortium of Investigative
Journalists (ICIJ), showed that British banking giant HSBC provided accounts to
international criminals, corrupt businessmen, politicians and celebrities.
“HSBC profited from doing business with arms dealers who provided bombs going to
child soldiers in Africa …dictators, traffickers in blood diamonds and other international
criminals.” ICIJ reported.
The records identify former and current politicians from Britain, Russia, India and
various African countries, Saudi, Bahraini, Jordanian and Moroccan royalty. The
information from reports are likely to create a crackdown on wealthy corporations and
companies, a key political issue in Britain and Europe.

151
1. The article describes that HSBC has helped criminals through its banks. _______
2. If HSBC did help some criminals in certain ways, it never profited from
it._______
3. Corrupt businessmen are not the best people to trust with your money.________
4. Blood diamonds are called blood diamonds because they are red in
color.________
IV.Multiple Choice questions: Choose the best answer according to the text.
1. One of the things that HSBC did that showed they made decisions that were
not moral was:
A. Allow people to get rich by using their banks.
B. Allow people who were corrupt to use their banks for illegal purposes.
C. Make money and not give a large portion to charity.
D. Create advertisements that were not friendly to local businesses.
2. According to the article, HSBC clients included:
A. The Pope and the highest priests of the Catholic church.
B. The presidents of the USA.
C. Some members of royal families.
D. Snoop Dogg and P.Diddy the rap stars and musicians.
3. The article makes the conclusion that there will probably be more:
A. Banks that are being forced out of business.
B. Politicians that are quickly removed from office and sentenced to jail.
C. Drugs and violence because of banks such as HSBC.
D. Effort to control the behavior of some of banks who do not follow the
rules.
4. HSBC probably did help some people who were corrupt because:
A. They made a lot of profit and money from doing that.
B. They thought it was okay if nobody knew what they were doing.
C. They thought it was the right thing to do.
D. They wanted to be the outlaw bank of the future.

152
V. Short Answer and Discussion questions: Write 1-2 sentences to describe why
you agree or disagree with the following statements and then describe your
opinion to your partner.
1. The government should punish very strongly any bank who helps dictators, corrupt
politicians and criminals to hide their money.
2. Bank officials who have knowledge of corrupt activities and who help dictators,
criminals and other similar people hide their money should go to jail for a long time.
3. The banks can never be responsible for the bad behavior and crimes of people who
put their money in the bank..it is not their responsibility.
Adapted from: http://www.ticotimes.net/2015/02/09/leaked-bank-files-show-hsbc-helped-clients-dodge-
taxes

153
What To Do About Bullying?
The first thing that you should do if you are being bullied is to tell someone about it. You
should not suffer in silence. You can tell a friend, a parent, a teacher or a school
counselor. There are also a few things that you can do yourself that may make the “bully”
think twice about picking on you.
1) Try acting a bit more confidently – people who bully will often pick people out
who seem quiet and reserved, so if you look like you are full of self-belief, it is
likely they will leave you alone.
2) If you get bullied on your way home from school, walk home with a group of
friends or make an arrangement for an adult to pick you up at the gate.
3) Do not hit back. Although it is tempting, it is a bad idea as you may get
yourself into trouble if you get involved in a fight.
What advice can we give the “bully?”
1) It is hard for “bullies” to ask for help. Their usual concern is that no one will
take them seriously or that they will be in trouble by admitting they have
bullied someone.
2) Try and talk to a teacher or an older pupil who you feel comfortable with, and
try to find the reasons behind your bullying. They might be able to give you
support and advice about how to stop your bullying.
3) In any case, if you want to talk to someone anonymously, try calling a public
organization; they’re trained to help anyone in a confidential and non-
judgmental way.
(Items 1 to 5)
1. If you are afraid of being bullied ________________ when returning home.
A. confront the offender
B. avoid being alone
C. change your path
D. call the police
2. Both offenders and victims of bullying should ________________.
A. receive professional support
B. be self-sufficient people
C. distrust their peers
D. tolerate their roles

154
3. It is recommended that victims _____________ to stop being bullied.
A. hit back
B. walk home alone
C. stay at their homes
D. show self confidence
4. A “bully” should, ________________.
A. not face their problem
B. avoid being observed
C. keep anonymous
D. try to find help
5. The advice given in the reading is to ______________ when being bullied.
A. run and hide
B. tell someone
C. keep quiet
D. hit back

155
Lesson 13: Homework
Reflecting on the Gift of Life
Dear Tico Times:
April in the U.S. is organ donor month, the perfect time to share this story of a
young couple's courage. I live in Nosara, and I received a call from a couple who desired
to renew their wedding vows. Courtney explained that she and her husband Michael
thought it would be the perfect time to do a ceremony of renewal.
Prior to Courtney and Michael's wedding, she was diagnosed with a rare lung
disease, and by their wedding day, Courtney was in a wheelchair and on oxygen.
This visit to Nosara was the couple's first vacation. Our intimate group gathered:
Courtney, Michael, network new friends - coincidentally both named Peter - and me, to
officiate. The sunset looked surprisingly clear. We prepared a beautiful place and began
the ceremony. As Michael spoke of his love and devotion for his wife, he mentioned that
they must not forget to thank Peter, who had made Courtney's life possible. The Peter that
Michael referred to is the donor of the lungs. So, actually, we had three Peters
participating. We ended the ceremony with all of us feeling touched and enriched in a
special way.
Sincerely,
Karen Haskin
(Items 1 to 3)
1. What two values are deduced from the letter?
A. dignity and self-esteem
B. solidarity and gratitude
C. honesty and sincerity
D. respect and justice
2. Why did Michael express gratitude at the wedding?
A. on account of Karen Haskin published their story
B. because Courtney accepted marrying him
C. because of a man's gesture of love
D. due to his double lung transplant
3. What did Michael and Courtney come to the country for? To ______.
A. receive a lung donation
B. meet some other friends
C. reaffirm their love promise
D. write a book about their life

156
Lesson 14: Post-Test
Motivation
≈ 10 minutes
Hot Potato Recall: Play hot potato using a ball or
another item. When the ball stops at a student
have that student mention a study strategy that
works for him or her to the entire class.
• Small Ball
Information
≈ 5 minutes
Collecting Results: Use this time to arrange for
students to pick up their final test results at a
later point in time.
• N/A
Practice
≈ 3 hours
Activity 1: Post-Test, sourced and complied by
teacher.
• Post-Test for
Each Student
Adjournment
≈ 5 minutes
Exit Ticket: Each student should mention
something they liked or disliked about the
course.
• Place to Save
Students’
Answers

157
Test-Taking Strategies
Each lesson should be accompanied by a test-taking strategy. The authors of this guide
consider these strategies to be of critical importance and instructors should have students
implement them in the practice readings for each corresponding lesson.
Lesson 2 (Sports): Vocabulary Study Tips
• The Living Vocab List: Students should keep a growing list of unknown words in
English as they discover them. This running list should be reviewed at least once
a week until all the new words have been learned.
• Flashcards: Students should make flashcards for their top twenty hardest words
in English. Explain to students that every word should have its own card and the
definition should be on the back. Students look at the word on the front of the
card and guess the definition. Students repeat this until they learn the word's
definition.
• Technology: Students can download these two free apps on their phones to
practice: Duolingo (basic English grammar and vocabulary review) and
memrise.com (online flashcards for English vocabulary). Students can also use
websites like visualthesarus.com to learn synonyms.
Lesson 3 (Food, Recipes, and Table Manners): Process of Elimination
• The process of elimination is simple. If you read a question on a test and don’t
know the answer, then instead of looking for the right answer (which you don’t
know), you look for the wrong answers. If you are lucky, you will be able to
identify all but one of the answer choices as wrong and eliminate them, giving
you the one correct answer. By eliminating obviously wrong answers students
increase their chances of choosing the correct answer.
Lesson 4 (Costa Rican Arts, Music, and Crafts): Context Clues (Part 1)
• Information (such as a definition, restatement or example) that appears near a
word or phrase may offer direct or indirect suggestions about its meaning.
o The teacher stopped the students after she observed them wrestling (Definition
of observed: To watch attentively).
o Kevin thought that it was a great injustice that girls could wear earrings in the
school while the boys could not (Definition of injustice: A specific unjust act; a
wrong).
o Jennie didn't like the jacket her mother bought her until several strangers made
remarks about how much they liked it (Definition of remark: A brief or casual
expression of opinion; a comment).

158
Lesson 5 (Costa Rican Democracy): Context Clues (Part 2)
• Information (such as a synonym or antonym) that appears near a word or phrase
may offer direct or indirect suggestions about its meaning.
Examples:
1. The ugly monster’s face was hideous to look at.
In this sentence, the word hideous means:
o Badly
o Scary
o Funny
o Lovely
Answer: Scary
2. Though Samantha's test was partially done, she received a low grade because
it was not complete.
In this sentence, the word partially means:
o Badly
o Finally
o Completely
o Incomplete
Answer: Incomplete
3. Mom had to sterilize, or clean, the baby’s bottle.
In this sentence, the word sterilize means:
o Dirty
o Throw out
o Clean
o Buy
Answer: Clean
Lesson 6 (Travel): Talking to the Text (Part 1)
• As students read they should mark up the given passage. By doing so they engage
with the given text on a deeper level, resulting in a better comprehension of the
text and its content. A strategy for talking to the text is underlining, marking or
circling the main or important ideas/words/sentences in the text. Make sure
students understand that there is no wrong way of talking to the text.

159
Lesson 8 (Environment): Talking to the Text (Part 2)
• As students read they should mark up the given passage. By doing so they engage
with the given text on a deeper level, resulting in a better comprehension of the
text and its content. A strategy for talking to the text is underlining, marking or
circling the main or important ideas/words/sentences in the text. Make sure
students understand that there is no wrong way of talking to the text. This skill is
obtained over time and practice.
Lesson 9 (Health and Illnesses): Pre-Reading Questions
• Have students read the questions to a multiple-choice problem before they read
the passage. By knowing what will be asked of them they should be able to read
the passage more efficiently and be able to find key words that are in both the
questions and answers. Ask students to talk to the text with the questions to find
key words and have them underline the same words in the passage. This strategy
will help them learn scanning and, in the end, save time on the exam.
Lesson 10 (Holidays and Celebrations): Scanning
• After learning to pre-read questions and find key words in passages students can
learn how to scan passages to find key words and possible answers if they are
running short on time. Depending on the theme of a certain passage students can
read the questions to look for key words relating to that topic and then read the
passage looking for the same or similar words.
Lesson 11 (Science and Technology): Time Management
• Sometimes we do not know the answer to a question and we get stuck. Students
should mark the difficult question on the answer sheet and in the test (with
pencil!) and then move on to other questions. After students finish the easier
questions, they should have time to return to the hard question and spend the
remaining time trying to answer it without feeling pressured to finish the rest of
the questions, since they would have already completed them.

160
Lesson 12 (Careers, Jobs, and Lifestyles): Common Tricks in the Test
• The authors of the exam generally use the following simple tricks to test students’
knowledge:
1. Numbers: The test often asks for translations from numerals to written numbers
when it mentions years, dates, ages, quantities, etc. For example, 1920 is one
thousand nine hundred and twenty or nineteen hundred twenty.
2. Choosing the Best Answer: Two answers may seem correct. Use the process of
elimination to pick the best choice. Occasionally the test-makers will
accidentally create two correct answers. These questions can be appealed (See
the section on scores and appeals for more information).
3. Unnecessary Information: Read the questions first! The test-makers will put
unnecessary information in the text for the reader to waste time.
4. Synonyms and Antonyms: Be careful with the synonyms and antonyms given in
the questions and answers. The exam will frequently check students’ knowledge
of vocabulary.
5. Names: Questions in the exam will list many names and then ask about who did
what. Pay close attention to the meaning of sentences around names.
Lesson 13 (Morals and Values): Test Ready & Going with Your Gut
• Going with Your Gut: If a student has no idea what the correct answer is, and they
can't make an educated guess, have them trust their first instinct. Many studies
have shown that our initial guess, without thinking too much about the problem, is
correct. Please stress to students that this strategy should be used as a last resort!
It is also important to tell students to avoid getting upset for not knowing an
answer. Tell them to focus on what they DO know.
• Test Ready Tips: Give this list to students so that they can be as prepared as
possible for the day of the exam.
1. Make sure to begin studying weeks before the test (even studying a little bit at a
time is better than nothing) and avoid cramming (studying a lot) the night
before the test.
2. Lay out all the things you need to take with you on the day of the test before
you go to sleep (e.g. pencil, pen, eraser, watch, and personal identification
documents).
3. Get plenty of sleep the night before the test.
4. Eat a healthy medium-sized breakfast the day of the test.
5. Plan to arrive at least 30 minutes early, make sure to use the bathroom before
you start the exam, and turn off your cell phone.

161
Grammar Points
Lesson 2:
Cognates and False Cognates:
• Cognates are words that are similar or the same in both English and Spanish. For
example, the words accept, decide, goal, papaya, lemon, and even cognate
(among many, many more) are cognates. It is very helpful to look for cognates
when reading an English text to better understand it. For a more complete list of
cognates, see this website: http://spanishcognates.org/cognate-list/a?page=1
• False Cognates are words that appear the same in both English and Spanish, but
actually have different meanings. Some common examples in English include
embarrassed (avergonzado), assist (ayudar), attend (asistir), bald (calvo), once
(una vez), and realize (darse cuenta).
Homonyms and Homographs:
• Homonyms are English words that sound the same but have different meanings.
Some examples include one (the number) and won (past tense of win); to (the
preposition), too (meaning also or a lot), and two (the number); there (a location),
their (indication possession of a multiple individuals), and they’re (the contraction
for they are); and many more. It is important to study and remember the correct
spelling and context for each separate meaning.
• Homographs are words that are written the same but have separate meanings.
Often people think of these words, such as box (caja) and box (boxeo), as simply
having multiple meanings, but they are, in fact, distinct words. Some homographs,
however, are pronounced differently depending on the context and meaning.
These can be confusing, but it is very important to pronounce them correctly in
spoken English. One common example is read and read: the first (pronounced as
“reed”) is the present tense form of the word while the second (pronounced like
the color red) is the past tense form of the word. Other examples include address
(to give a speech) and address (where a home or building is located), bow (a
weapon) and bow (to bend to show respect), close (nearby) and close (shut), and
many more.

162
Lesson 3:
Sequencing Words and Phrases and Ordinal Numbers:
• Sequencing words help to indicate the order in which a series of events occur.
These are commonly used in summaries, daily routines, recipes, and more. You
can indicate order by using ordinal numbers, such as: first, second, third, fourth,
fifth, sixth, seventh, eighth…, or you can use certain words and phrases to take the
place of the number:
o With the exceptions of first (one), second (two), and third (three), ordinal
numbers are typical formed by adding –th to the end of the number with
some changes in spelling: five becomes fifth, eight adds only the h to
become eighth, and nine drops its “e” to become ninth. The suffix that you
add to a number to create an ordinal number is always determined by the
last digit:
 Ex: thirty-onethirty-first, one-hundred-twoone-hundred-
second, fifty-eightfifty-eighth, etc.
o First, can be replaced by first of all, to begin with, or to start with
o Middle steps in the process can be indicated by saying: next, after, after
that, then, later
o We can indicate that something is the last step or event by saying: last,
last of all, lastly, in the end, or finally
Linking words:
• Linking words and phrases are used to connect separate ideas or sentences in
English. They can be primarily divided into two broad categories: conjunctions
and transition words/phrases.
• To remember the most common conjunctions, remember the acronym
FANBOYS: for, and, nor, but, or, yet, so. Conjunctions are used in the middle of
a sentence to connect two or more ideas. When each of the ideas expressed could
stand alone as a sentence (subject and verb), use a comma before the conjunction.
When two separate ideas are expressed but one of them could not stand alone, do
not use a comma.
o Ex: She wanted to be a doctor, so she studied medicine. (the comma is
necessary because both ideas could stand alone).
o Ex: He is very smart but doesn’t study enough. (We don’t need a comma
here because “doesn’t study enough” could not stand alone).
• Transition words/phrases represent a broader category that includes sequencing
phrases and time clauses (see week 12). These can be used to link multiple ideas
as one sentence or be used to transition from one sentence or paragraph to
another. Some common transition words and phrases include: before, whenever,
afterwards, while, however, though, although, even though, meanwhile, in spite
of, whereas, instead, conversely, similarly, for instance, for example, in order to,
because, due to, etc.

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Lesson 4:
Simple Past Tense:
• Simple past tense is used to talk about events that occurred in the past.
o We form regular verbs in the past tense simply by adding -ed to the end of
the verb in simple present tense.
 Ex: play + -ed  played
o When a verb ends in e (smile, hope, etc.), we just add –d.
 Ex: smile  smiled
o If the verb ends in a consonant and then the letter y (try, study, etc.), we
must change the y to an i and then add -ed.
 Ex: try  tried
o If a verb has one syllable and ends with a consonant, vowel, consonant
pattern (rob, hop, etc.), then we double the consonant and add –ed
 Ex: rob  robbed
o We also double the consonant with two-syllable verbs that end in
consonant, vowel, consonant if the stress is on the second syllable (prefer,
admit)
 Ex: prefer  preferred
o There are also a number of verbs that are irregular in the past tense. For
instance, is  was, has  had, write  wrote, read  read, etc.
Lesson 5:
Synonyms and Antonyms:
• Synonyms are sets of words that are either similar or identical in meaning.
o Ex: tired, exhausted, sleepy; small, little, tiny; old, ancient, elderly
• Antonyms are words with opposite meanings.
o Ex: young and old, short and tall, easy and difficult
Lesson 6:
Adverbs of Frequency:
• Adverbs of frequency are used to express how often we do something. They can
be single words like: always, often, usually, frequently, regularly, sometimes,
rarely, never or phrases such as: once in a while, from time to time, and every now
and again. They can be used between the subject and the verb or at the beginning
or the end of a sentence.
o We can also indicate the number of times that we do something in a given
period of time: once a week, twice a month, three times a year, etc.

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Lesson 8:
Continuous Tenses:
• We use the continuous or the progressive tense to express an ongoing event or
action.
• Present Continuous is used to express an action as it is happening. To form the
present perfect tense, you must use the appropriate simple present form of to be
(am, is, or are) followed by the verb that you want to express with –ing at the end.
o Ex: I am running.
• Past Continuous is used to express an action that occurred at a specific time or at
the same time as another event. We form it by taking the appropriate simple past
form of to be followed by the verb that you want to express in present with –ing at
the end.
o Ex: I was eating when you called. They were dancing from 9pm to
11pm.
• Future Continuous is used to express an action that will occur during a specific
time in the future, often at the same time as another event. We form it by using
will be followed by the verb that you wish to express ending in –ing.
o Ex: I will be cooking dinner when you get home. She will be coming
around the mountain when she comes.
• Perfect Continuous tense is used to express an event that began in the past but is
ongoing. This is usually paired with either “since” and a starting time or “for” and
an amount of time. We form it by using the appropriate form of to have in the
simple present (has or have) followed by “been” and the verb that you want to
express with –ing at the end.
o I have been writing this cheat sheet for two hours. She has been dancing
since she was five.
Lesson 9:
Affixes:
• Affixes are placed at the beginning or end of words to modify the meaning.
o Prefixes go at the beginning of words. Some common examples include:
pre-, un-, de-, anti-, pro-, under-, sub-, etc.
o Suffixes are added to the ends of words. Some common examples are: -s, -
ed, -ing, -ly, -ity, etc.

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Lesson 10:
Comparatives and Superlatives:
• We use comparatives to note differences between two things through
comparison. There are a few different ways we can use comparatives:
o To indicate that one thing is more or has more of one adjective than a
separate thing, we add –er to the end of one and two syllable words, so old
becomes older, happy becomes happier, etc. For longer words, we put the
word more in front of the adjective. For example, important becomes more
important, intelligent becomes more intelligent, etc. In both cases you
state the first object followed by the comparative adjective then by the
word “than,” which establishes the comparison, and finally the second
object.
 Some important exceptions include goodbetter, badworse,
farfarther/further, funmore fun.
o To indicate that one thing is less or has less of an adjective than another
thing, we either place the word “less” in front of the adjective followed by
“than” (less interesting than…) or we can use the construction “not as
_____ as” as in doing homework is not as fun as playing soccer.
o To indicate that two things are equal in some respect, we use the
comparative “as ______ as.” For example, María is as smart as her
brother.
• We use superlatives to make comparisons between three or more things. The
number of things being compared can be explicit (my house is big, her house is
bigger, but their house is the biggest) or implicit (she was the best student).
o When we use the superlative form, we always put the article “the” before
the superlative.
o For short words with one or two syllables, we add –est to the end of the
word. For example, oldoldest, fancyfanciest, etc.
 Some exceptions to this rule include goodbest, badworst,
farfarthest/furthest, funmost fun, etc.
o For longer words, we use the word most before the adjective to indicate
that it is in the superlative form. Ex: most improved, most reliable, etc.
o To indicate a negative superlative, we place the word “least” front of the
word. Ex: least attractive, least intimidating, least fun, etc.

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Lesson 11:
Future Tense:
• Future tense in English is very simple. We form it by placing either will or to be
(correct form) + going to followed by the verb in infinitive (without the “to”).
Will and be going to can be used almost interchangeably.
o I am going to the gym tomorrow.
o I will pass the bachillerato exam.
• We can also use present progressive to express an definite event in the
immediate future:
o The teacher is giving us an exam tomorrow.
• Will and Be Going To can be used to modify other tenses to make them express
the future:
o I will be eating dinner when they arrive.
o She will have been to every country in Latin America after she visits Peru.
Lesson 12:
Time Clauses:
• Time clauses in the English language are introduced by conjunctions such as:
after, as soon as, before, till, until, when, whenever, while or time expressions
such as: the minute, the moment. These can be used at the beginning or the end of
a sentence:
o You can do your homework while I make dinner.
• When using a time clause to express the future, the verb within the time clause
remains in the present tense instead of the future. For example, in “When we get
home, I will make dinner,” both getting home and making dinner occur in the
future, but we only use future tense in reference to making dinner because it falls
outside of the time clause.
• When using the past tense, however, both the verb with the time clause and
outside of it must be in past tense. For example, “He made dinner after we got
home.”

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Lesson 13:
Perfect Tenses:
• We use the present perfect to show that something has continued up to the
present:
o They’ve been married for nearly fifty years.
o She has lived in Liverpool all her life.
• … or is important in the present:
o I’ve lost my keys. I can’t get into the house.
o Teresa isn’t at home. I think she has gone shopping.
• We use the present perfect continuous to show that something has been
continuing up to the present:
o It’s been raining for hours.
o We’ve been waiting here since six o’clock this morning.
• We use the past perfect to show that something continued up to a time in the
past:
o When George died he and Anne had been married for nearly fifty years.
• ... or was important at that time in the past:
o I couldn’t get into the house. I had lost my keys.
o Teresa wasn’t at home. She had gone shopping.
• We use the past perfect continuous to show that something had been continuing
up to a time in the past or was important at that time in the past:
o Everything was wet. It had been raining for hours.
o He was a wonderful guitarist. He had been playing ever since he was a
teenager.
• We use will with the perfect to show that something will be complete at some
time in the future (future perfect):
o In a few years they will have discovered a cure for the common cold.
o I can come out tonight. I'll have finished my homework by then.

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Online Resources
• Duolingo: Learn anytime, anywhere. Learning with Duolingo is fun and addictive.
Earn points for correct answers, race against the clock, and level up. Make your
breaks and commutes more productive with our iPhone and Android apps. Also,
available for desktop.
o Link to site: https://www.duolingo.com/
• Free Rice: Free Rice is a non-profit website that is owned by and supports the United
Nations World Food Programme. Free Rice has two goals: 1) Provide education to
everyone for free. 2) Help end world hunger by providing rice to hungry people for
free.
o Link to site: http://freerice.com/
• Livemocha: As the world’s largest online language learning community, Livemocha
fuses traditional learning methods with online practice and interaction with native
language speakers from around the world. Livemocha delivers an unparalleled
learning experience that promises conversational fluency.
o Link to site: http://livemocha.com/
• VOA Learning English: This website offers news stories in English written for
TEFL students. The site offers videos, fast translations, and audio recordings on
various topics.
o Link to site: http://learningenglish.voanews.com/
• Games to Learn English: This site is intended for students of English as a foreign
language as a resource to study or review language. This site offers online flash cards,
hangman, and lots more.
o Link to site: http://gamestolearnenglish.com/
• More Resources: For access to even more English resources online use the link
below. There are resources for teachers and students on this website created by a
PCCR TEFL volunteer.
o Link to site: http://socialmediatefl.weebly.com/resources.html

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Information on Scores
The minimum score required to graduate is 70 for each subject. The student’s individual
score is a composite of the points obtained on the test and the nota de presentación. The
nota de presentación is based on the average scores for all academic subjects of the
individual student in 10th
grade, 11th
grade, and the first two trimesters of 12th
grade for
technical high schools. For academic high schools, the nota de presentación is based on
the average scores for all academic subjects of the individual student in 10th
grade and the
first two trimesters of 11th
grade.
The breakdown of the final score is as follows: 60% English bachillerato and 40% nota
de presentación. If a student has a nota de presentación of 25% (corresponds to 10% of
the final grade), that student would need 100% (corresponds to 60% of the final grade) on
the exit exam. If a student has a nota de presentación of 100% (corresponds to 40% of
the final grade), that student would need 50% (corresponds to 30% of the final grade) on
the exit exam.
Average Scores by Region

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Process for Making Appeals on the Bachillerato Exam
Every student who takes the Bachillerato has the right to appeal questions on each exam
to recover points. A student who failed to pass the test by only a few points should go
over the test carefully to see if there are any possible appeals. It is important to remember
that each appeal must demonstrate a convincing argument. Further, only those students
who truly have an opportunity to pass the test through appeals should go through the
process of making them.
The Appeals Process in Steps:
1. Students who wish to make an appeal must submit a written complaint to the
Office of Management and Quality Assessment within 3 business days of
receiving their grades as indicated by the Rules of Evaluation, Section Five. The
Motion for Appeal must contain a convincing and well-reasoned argument for
why the student’s original answer should be accepted with the original or a copy
of the exam attached. Some appropriate reasons may include the following:
• There are no valid answers among the given options.
• There are multiple valid answers among the given options.
• The question is invalid or cannot be answered using information in the text.
2. The principal of the respective educational institution must provide students who
wish to make an appeal with the Motion for Appeal document. As such, it is very
important to communicate with one’s principal.
3. Please keep the following in mind:
a. Carefully fill out the required information with blue or black ink. No other
color will be accepted.
b. Indicate the subject of the exam.
c. Indicate the number of the item(s) being appealed and the reason why the
student’s answer should be considered correct. It is important to provide
evidence and a bibliography to support the Motion for Appeal.
d. Attach your cédula, receipt of results, and any other documents that
strengthen your appeal.
e. Avoid wrinkling, damaging, or getting the document dirty.
4. The educational institution must stamp or sign each appeal individually.
5. All appeals must be referred to the Regional Office of Education, attached in
order of subject.
6. The regional director refers them to the Office of Management and Quality
Assessment, ordered by institution and subject.
7. The Office of Management and Quality Assessment resolves the appeals and
sends them to the Regional Office of Education, which passes them along to each
institution where the results are distributed to the students.

171
Extra Readings4
Sports
Reading 1:
World Surfing Championship
After four months of by weekly training under the watchful eye of coach Álvaro Solano,
the two-time Costa Rican national surf champion (2004 and 2005), eight young men have
been chosen to represent their country in the waves against 250 other surfers, aged 18 and
under. It will be held from October 8-16 at the Quicksilver International Surfing
Association's (ISA) World Junior Surfing Championship, this time in Huntington Beach,
California.
Competing for team and individual gold, silver, bronze and copper metals against squads
from around the world are: Juan Carlos Naranjo, and Jesús Calderón from Jacó, Issac
Vega from Tamarindo, and Ronald Brown from Puerto Viejo, on the southern Caribbean
coast, in the Junior category (under 18). In the Boys category (under 16) are: Ariel
Agüero and Derek Guttiérez from Quepos, Jairo Pérez from Jacó and Nikola Ruhlow
from Carrillo.
"Our last experience in Tahiti was like a harsh, cold shower for the boys, some of whom
had never flown on an airplane before.Most of them had never competed in international
contest and they lost. "It is for this reason that it is so important we go to Huntington
Beach well prepared as a team," Solano says. "This time I will be with them to provide
lots of psychological support," he adds.
Based on "Tico Junior Surf Team Competes" by Ellen Zoe Golden, The Tico Times, Oct.
7, 2005
(Items 1 to 5)
1. Álvaro Solano One the coaster Rican surf championship ______
A. At 18 years old
B. On October 16
C. Five years ago
D. Twice in a row
4
Please note that the majority of these articles are taken from previous bachillerto exams.

172
2. The Tico team is going to compete in ______
A. Puerto Viejo
B. Tamarindo
C. California
D. Tahiti
3. According to the text, four of the Tico surfers ________
A. got gold and silver medals
B. are less than 16 years old
C. trained themselves
D. come from Carrillo
4. The Costa Rican squad _______ in Tahiti.
A. had a poor performance
B. practiced in cold water
C. went on vacation
D. got good results
5. With their training finished, the national surf team will ______
A. practice surfing on their own beach
B. compete outside Costa Rica
C. try to win in their country
D. certainly when
Reading 2:
Tica Swimmer Places Third in 400-Meter French Open
In her first race since the end of a two-year ban from public competition, Costa Rican
Olympic gold medalist swimming champion Claudia Poll placed third yesterday. The
first day of the French Open Championship in Dunkerque, France, closed with Poll
claiming the 11th
spot in the worldwide ranking for the women’s 400-meter open and a
finishing time of four minutes, 11.91 seconds. In first place, Laure Manaudou, of France,
finished with four minutes, 8.72 seconds on the clock and Rebecca Cooke of Great
Britain finished in four minutes, 10.3 seconds. Today, Poll will swim the 200-meter open
against the woman who has the highest world ranking in the race, Melanie Marshall of
Great Britain. Her other competitor will be Solenne Figues, of France, who holds the 12th
spot worldwide.
The 31-year-old Poll, winner of the 200-meter freestyle 1996 Olympic race in Atlanta,
Georgia, was banned from competition in 2002 after testing positive for an anabolic
steroid. She maintains her innocence and has filed a case with the Court of Arbitration for
Sport and brought a case against the laboratory in Montreal that conducted the steroid
test.

173
(Items 1 to 4)
1. Claudia Poll ________ in the French Open.
A. made the best time
B. got the third place
C. clocked in 4:8:72
D. finished second
2. Laure Manaudou ________________.
A. won the 400-meter race
B. competed in the 200-meter
C. was banned from competition
D. finished in four minutes, 10.3 seconds
3. Claudia Poll ________________.
A. won the 200-freestyle race in 1996
B. holds the twelfth spot worldwide
C. has the highest world ranking
D. dropped out of the race in 2002
4. Claudia Poll was forbidden to compete ________.
A. in 2004
B. for two years
C. in Great Britain
D. against Melanie Marshall

174
Food, Recipes, and Table Manners
Reading 1:
An Orange-Zest Cheesecake
INGREDIENTS
For the Crust:
2 tablespoons unsalted butter (1/4 stick), melted
1 ¼ cups pecan shortbread cookie crumbs, from about 11 cookies
For the Filling:
3 large eggs, at room temperature
2 pounds good-quality ricotta cheese, at room temperature
2 teaspoons packed orange zest, from about 1 medium orange
2 large egg yolks, at room temperature
2 teaspoons vanilla extract
1/3 cup all-purpose flour
1 cup granulated sugar
1 teaspoon salt
INSTRUCTIONS
For the Crust - Heat the oven to 350°F and place a rack in the middle. Coat a 9-inh pan
with butter. Combine cookie crumbs and melted butter. Place crumb mixture in the pan
and bake for 10 to 15 minutes. Leave outside on a rack until completely cool.
For the Filling - Blend ricotta until smooth. Add sugar and flour and pulse* until it is
completely mixed, it takes about 10 pulses (1 second each). Turn on the blender and add
eggs and the 2 egg yolks, one at a time until mixed. Finally, add vanilla, orange zest and
salt. Pour the mixture into the previously prepared pan and bake about 1 hour until the
center of the cheesecake is set and the edges are golden brown. Let it cool on a rack
outside.
*Pulse: Pressing a button for very short periods of time.
(Items 1 to 4)
1. To prepare the filling, the recipe requires both eggs and cheese to be
____________.
A. sliced
B. melted
C. blended
D. dissolved

175
2. The recipe requires using less vanilla than _______________.
A. granulated sugar
B. unsalted butter
C. common salt
D. orange zest
3. You must avoid the use of _____________ in preparing the cheesecake recipe.
A. oil
B. flour
C. yolks
D. cookies
4. To prepare the cheesecake, the ________________ has to be baked twice.
A. vanilla
B. orange zest
C. crumb mixture
D. ricotta cheese
Reading 2:
Food and Drink in Costa Rica
I have travelled everywhere in Costa Rica and sampled many of the local dishes and
drinks. Some foreigners may find Costa Rican cuisine rather simple and saturated with oil
and spices. Native food dishes rely heavily on rice and beans, the basis of many Costa
Rican meals. Food staples include beef, chicken, and fish. Home style cooking
predominates at reasonable prices. Meals are generally wholesome, although vegetables
do not form a large part of the diet.
Despite the hundreds of kilometers of coastline, seafood such as shrimp or lobster is
expensive because Costa Rica exports most of its seafood. First timers should beware of
black beans and "chicharrones," which might prove to be too much for some foreign
stomachs.
Apparently, Costa Rica has no national drink, but very popular drinks are "horchata,"
"chan," "linaza," and fruit punch. National beers are also popular, but avoid local fruit
wines that might give you a memorable hangover. Imported wines like those from France
and Spain are expensive; the exception would be the ones from Chile and Argentina,
which are of great quality.
(Items 1 to 5)

176
1. The writer thinks that a few visitors may find native Costa Rican dishes to be
______.
A. hot and spicy
B. oily and spicy
C. light but simple
D. healthful but expensive
2. The writer is familiar with a cooking style in Costa Rica that is mostly ______.
A. gourmet
B. home made
C. sophisticated
D. supplemented with many vegetables
3. Food staples in Costa Rica are ______.
A. mostly seafood
B. usually expensive
C. risky for people's health
D. the main compliment to rice and beans
4. The writer advices foreigners looking for good risk-free food to ______.
A. skip the fruit punch
B. eat where the Costa Ricans eat
C. avoid any native or typical dishes
D. try pork skins with beans, especially if it is there first time
5. Compared to other drinks, ______ may be less affordable.
A. local drinks
B. Chilean wine
C. the national drink
D. European imported wine

177
Costa Rican Arts, Music, and Crafts
Reading 1:
A Tico Sound: The Marimba
According to Hugo Castillo, director of the National University of Costa Rica (UNA) The
marimba arrived in Costa Rica around 1700, first in Guanacaste region and later
spreading to the rest of the country. It quickly became very popular, and in September
1966 was declared the national instrument.
"Usually, the marimba is made to order, so the customer chooses the length of the
instrument. It is composed of one or two rows of keys, depending on the design. The keys
are rectangular blocks of hard wood that can vary in width, length and thickness to
produce the desired sound. These keys are placed over a wooden frame and are held in
place by ropes and wood. Under the rose of keys, series of resonating boxes amplify the
sounds of the keys. The boxes are made of steel, jicara, bamboo, or wood. "The keys are
always made from a hard wood such as cachimbo, cristobál, or caoba," said Castillo.
"The process of constructing and tuning the marimba is quite complex and is completely
carried out by hand. The maker must begin by choosing the right kind of wood. The steps
involved dying the wood by using an oven or just letting the wood dry naturally over a
long period of time. Usually the maker does these tasks by himself, or with the help of no
more than one person. The musical ear and building skills of the maker are the most
important requirements to produce a distinctive sound. "The day of the marimba is
celebrated every August 29th," concluded Castillo.
(Items 1 to 5)
1. The making of a marimba implies ______ process.
A. a complicated
B. a very short
C. a simple
D. an easy
2. An important feature of the marimba is that it's frame is made of ______.
A. bamboo
B. wood
C. jicara
D. steel

178
3. In paragraph 3, the most important thing to do when making a marimba is first to
______.
A. look for the appropriate materials
B. place the keys over the frame
C. place the resonant boxes
D. look for steel
4. According to the text, ______ can make quality marimbas.
A. a person who likes music
B. people who play an instrument
C. only a person with special skills
D. people who own a special oven
5. According to Castillo, all marimbas ______.
A. are exactly alike
B. have differences in length
C. are made of the same wood
D. have the same number of keys
Costa Rican Democracy
Reading 1:
Refugees
We can see them almost every night on the TV news. They are Afghans, Mozambicans,
Guatemalans, Cambodians, and so on. They come from Cuba, Rwanda, Bosnia, and
Ethiopia. Some flee in dangerous homemade boats, some others escape on foot. They
often end up in overcrowded refugee camps in terrible conditions. This problem has
become a global crisis. The United States defines a "refugee" as a person who is outside
the country of his/her nationality because of fear for reasons of race, religion, nationality,
or political opinion.
If the roads of the refugee problem are man-made, they key to the solution lies in people's
desire to end it. Volunteer organizations such as CARE, Save the Children, and
"Médecins Sans Frontières" can provide help in a crisis. However, they can't make much
change if governments don't want to protect their people, ALL of them.
(Items 1 to 4)
1. Mostly, refugees come from ______.
A. different countries
B. the same country

179
C. Afghanistan
D. Bosnia
2. Accepting the problem of refugees as a "global crisis" means that ______.
A. nobody has to take care of it
B. the whole world must care about it
C. there are some refugees around the world
D. it's a problem that belongs to a few countries
3. "Refugee" is a condition that applies to people who ______.
A. must run away from their country
B. live in their own country
C. have a political opinion
D. do not have nationality
4. A reason mentioned in the text that forces refugees to look for shelter is ______.
A. hunger
B. political issues
C. their desire to travel
D. volunteer organizations crisis
Reading 2:
Costa Rica’s First Referendum
During his presidency, Costa Rica’s President Oscar Arias (2006-2010) dealt a major
blow to the White House´s expansive free trade agenda when he said his country would
hold a referendum to decide if the country’s legislature should ratify the Central
American Free Trade Agreement. A year before his election, Arias had made passing the
proposal into law a central part of his campaign platform.
Known as the CAFTA, the trade pact was already approved by most Central American
countries, but it faced long time vocal resistance from opposition lawmakers in Costa
Rica. Therefore, president Arias said at a news conference in the capital of San José that
“for the first time, Costa Ricans will be able to directly decide the future of a very
important law for the country.” The referendum opened the valid possibility that Costa
Rica would reject the deal altogether. Some opinion polls in the country showed relative
support of less than 40%.
Costa Rica was the only participating country whose legislature hadn’t ratified the
agreement. With this announcement, Costa Rica became the first country to hold a
referendum to decide on the issue, rather than vote in Congress. The countries that were
already participating with the U.S. were the Dominican Republic, El Salvador,
Guatemala, Honduras, and Nicaragua.
People who opposed CATA, either in Costa Rica or in other Central American countries
sustained that competition from U.S. producers could hurt local farmers. Some even

180
claimed that CAFTA could weaken the state-run telephone company and harm the Social
Security System.
The agreement was signed on August 5, 2004, and, once ratified, it created the second-
largest free trade zone in Latin America for U.S. bilateral exports, and the benefits would
improve relations among the associated countries.
(Items 1 to 5)
1. Why did the president of Costa Rica call for a referendum? To
______________________.
A. ask for the importance of opinion polls
B. ratify the approval of the trade agreement
C. consent having more presidential elections
D. vote about the convenience of having a referendum
2. What percentage of people was in favor of the free trade agreement?
A. Less than 40%
B. More than 40%
C. More than 60%
D. No less than 50%
3. How many countries were already involved in CAFTA? The pact was approved
by _______?
A. six countries
B. all Central American countries
C. 40% of the participating countries
D. just Costa Rica and the United States
4. According to the text, what will the CAFTA improve in the associated countries?
A. Local farmers
B. Telephone company
C. International relations
D. Social Security System
5. What would be the benefit of signing the agreement? It would be to integrate
Costa Rica into _____________ free trade zone in Latin America?
A. largest
B. smallest
C. second largest
D. second

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Travel
Reading 1:
Costa Rica: Family Vacation Paradise
For families looking to spend quality vacation time together, Costa Rica offers plenty of
options, from sea to rain forest canopy. In Costa Rica’s north-central Monteverde Cloud
Forest, families can hire a guide for a hike to the exquisitely preserved woodlands, where
you can learn how to call various birds and, if lucky, stumble across a tarantula’s nest.
Admission is $17, $9 for kids under 12.
Along the road between Monteverde and the town of Santa Elena, travelers can find a
variety of wildlife exhibits. At “Mundo de Insectos” tourists can see a collection of
crawlers, grasshoppers, spiders, and butterflies among others. Admission is $10 and free
for children under 6. Stop by the Sanke Farm ($8, free for kids under 7), Bat Jungle ($10,
free for kids under 6) or Frog Pond ($10, free for kids under 7) to watch a host of
different creatures crawl, leap, and fly.
For a different type of mountain fun, take the kids to Arenal Volcano National Park. Here
adventure-tour operators have one of the longest zip-lines in the world, a mile in length
($55, ages 8 and up only). If it seems a little too adventurous, Sky Tram ($65) offers a
gondola that runs on cables over the same canopy. For a great beach time, the area of
Tamarindo is particularly family-friendly, with waves both kind and large for surf lessons
for all ages and levels.
(Items 1 to 6)
1. Monteverde Cloud Forest Reserve can be fun for anyone looking for _________.
A. hiking and wildlife
B. urban surroundings
C. big animal collections
D. the sun and the beach
2. Near Santa Elena, exhibits display _____________.
A. indigenous art pieces
B. native pottery and paintings
C. a variety of large animal collections
D. different crawling and jumping creature
3. Adventure-tour operators offer_________________.
A. hot-springs soaking

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B. paragliding packages
C. volcano-climbing tours
D. zip-lines on cables through trees
4. Sky Tram is a safer experience than canopy because it _____________.
A. runs over cables on a gondola
B. runs on the same canopy line
C. is one of the longest zip-lines
D. is more adventurous
5. Tamarindo beaches are family-friendly because ______________.
A. their woodlands are exquisitely preserved
B. of the variety of wildlife exhibits
C. there are cheap surf lessons
D. waves are gently and safe
6. Most of the tourist attractions _________________.
A. charge the same fee
B. can be paid in U.S. currency
C. are free of charge for children
D. offer a special rate for under 8 kids
Reading 2:
Following a series of setbacks mostly out of the hands of Costa Rican tourism business
owners, this year will prove to be a critical indicator of the future of the industry, say
business owners and tourism analysts. On the surface, the numbers seem to be pointing to
an upswing in the industry, which suffered two hard blows following the Sept. 11, 2001
terrorist attacks in the U.S., and the recent invasion of Iraq.
Newly appointed Tourism Minister is keeping upbeat, pointing to a slight increase in
visitors from North America last year than the previous. However, total visitors in 2002
fell just below the number of foreign visitors in 2001, a drop of slightly more than
18,000. According to the Minister, this number is cause for optimism, considering that
the number of foreign visitors bottomed out after the September attacks, falling some
30,000 below figures the same month of 2000, according to the minister and figures
released by the Costa Rican Tourism Institute. During the first two months of this year,
nearly 11,000 more travelers entered the country’s three airports than the previous year.
David Boddiger – The Tico Times, May 23, 2003
(Items 1 to 4)

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1. The main idea of this article is __________________.
A. more tourists came in 2002
B. the Tourism Minister traveled to the U.S.
C. the critical situation in tourism for the coming year
D. business owners analyze the recent invasion of Iraq
2. According to the text, the ____________ very hopeful about tourism.
A. Tourism Minister is
B. tourism analysts are
C. business owners are
D. foreign visitors became
3. The Ministers states that _____________ was the best year for tourism.
A. 2000
B. 2001
C. 2002
D. 2003
4. Authorities say that there were ________________ in Costa Rica.
A. more visitors in 2002 than in 2001
B. less tourists in 2002 than in 2001
C. as many tourists in 2002 as in 2003
D. 11,000 more travelers in 2002
Environment
Reading 1:
Technology, Trash, and Garbage
One of the great puzzles of our times is what to do with our technological throwaways in
order to rescue the environment. Computers, monitors, scanners, printers, fax machines,
and cell phones don’t last forever, and sometimes their life’s end arrives a lot sooner than
planned. Even those usable but older models are put on shelves to languish. They are not
wanted in landfills, so you can’t just toss them out in the garbage. They contain
poisonous components such as lead, titanium, cadmium, plastic, rubber and wires that
pollute the environment.
During recent years, an environmental fair financed by the University of Costa Rica in
Grecia showed that technological trash can be safely unloaded. Thus, a group of students
and Hammer Salazar, a biology professor and dean of the university collected computers,
keyboards, monitors, cell phones, IPods and printers. All of those items were displayed
along the street for everyone to see and realize that technological trash can be recycled.
Salazar, who also teaches a course on health and environment, said: “Normally people
just don’t know what to do with their old computers and other electronics leftovers;
however, a lot of this material can be reusable’. Fortunately, FORTECH, a company in
Cartago, specializes in recycling materials that are considered dangerous to the

184
environment. They’ll take everything apart and see when it can be reused. He concluded,
saying: “It was a very positive experience with a good response, and we hope to do this at
least once a year to protect the environment.
(Items 1 to 5)
1. Discarding technology garbage has always been _______________.
A. an easy task to solve
B. an environmental problem
C. a good plan to save the land
D. a solution to protect the environment
2. Technological garbage is dangerous because it ________________.
A. lasts forever
B. can be usable
C. contains contaminants
D. can be destroyed easily
3. According to the text, the environmental fair was sponsored by ______________.
A. the municipal officers
B. the University of Costa Rica
C. the biologist Hammer Salazar
D. all Costa Rican students in Grecia
4. Hammer Salazar says that the environmental fair had _____________ results.
A. good
B. unsafe
C. negative
D. unexpected
5. Mr. Salazar suggests that recycling technological disposals may
_______________ the environment.
A. be dangerous for
B. be poisonous to
C. damage
D. protect

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Reading 2:
Flora and Fauna
Prior to the 20th
century, two-thirds of Costa Rica was covered by dense rainforests
teeming with wildlife. But as a result of Costa Rica’s rapid deforestation rate, the country
now ranks among the Central American countries having the smallest percentage of intact
original rainforests. Only five percent of densely forested land exists outside of areas
protected through conservation efforts, and a mere one percent of Costa Rica’s northwest
Pacific lowland dry forests remain standing.
Costa Rica’s animal population has shrunk with the forests, and today, a disturbingly
large number of species native to Costa Rica are endangered.
All of the carnivorous big cats living in the neo-tropic, including the puma, jaguar, and
ocelot, are classified as either threatened or endangered species due to loss of habitat,
being hunted for their pelts and for preying on expensive livestock.
www.internationaljournalism.com
(Items 1 to 4)
1. Costa Rica had a lot of flora and fauna ____________.
A. after the 20th
century
B. after the 19th
century
C. in the 19th
century
D. in the 20th
century
2. Costa Rica lost its intact original rainforests because of _____________.
A. endangered species
B. the dense wildlife
C. loss of habitats
D. deforestation
3. A consequence of the deforestation is that _______________.
A. wildlife has suffered
B. rainforests remain dry
C. authorities make an effort
D. people protect carnivorous big cats
4. The puma and jaguar ________________.
A. disappeared completely in Costa Rica

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B. are appreciated for their skin
C. keep a safe habitat
D. are good hunters
Health and Illnesses
Reading 1:
Staying Healthy
The best way to stay healthy is to strengthen your immune system. A strong immune
system is able to fight off disease.
Our bodies are about 60 percent water, with males having a slightly higher water content.
Most people bathe regularly, keeping the outside of their bodies clean, but they neglect to
keep the inside of their bodies clean. When you don’t drink a sufficient amount of water,
your blood stream becomes impure. This impedes the immune system from functioning
properly.
Some problems that dehydration contributes to are high blood pressure, heart problems,
headaches, constipation, kidney and bladder infection, diabetes, cancer, arthritis, and skin
problems. As you can see, insufficient water is a factor in many major health problems.
With the exception of air, there is no other element of nature that is as important.
If your urine is constantly dark with a bad odor, you are not drinking enough water. How
much do you need? A simple formula is to take your weight and divide it in half. The
result is how many ounces of water a sedentary person needs. An active person needs
more.
Jerry Lee Hoover – The Tico Times, July 12, 2003
(Items 1 to 4)
1. The writer states that ________________.
A. most people clean the inside of their bodies
B. people should fortify the immune system
C. more people have good health today
D. only 60 percent of people drink water
2. According to the text ___________________.
A. men retain more water content than women
B. women have a slightly higher water content
C. males keep the outside of their bodies clean
D. males don’t drink enough amount of water

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3. Some diseases are caused by _______________.
A. the immune system
B. bladder infections
C. insufficient water
D. excess of water
4. An inactive person needs ____________ water than an active person.
A. the same amount of
B. half of the
C. more
D. less
Reading 2:
Depression, Another Silent Enemy
According to specialists, common depression could be considered a temporary feeling. It
could also become a relevant disease.
Depression could be considered a state of mind when there is an external event that
explains the feeling: a divorce, a car crash, a financial crash, or the death of a loved one.
In these cases, depression is a natural response to a grief.
As a serious medical condition, depression is an extended time of sadness without an
evident external reason or a disproportionate gloom* in relation to the event (like being
sad about a car crash beyond 15 days). In such cases, depression appears with loss of
appetite, insomnia and sleepiness.
If you find someone in depression, the following questions could help him/her:
• Is there any external event that explains this feeling?
• How long has he/she been in depression?
• Was he/she diagnosed before with any important disease?
In fact, suggesting simple activities like enjoying the sun, walking, and watching funny
TV programs could help to ease the problem until the person finds proper medical
treatment.
(Items 1 to 4)

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1. What can be the cause of minor depression?
A. Laziness
B. Boredom
C. An important loss
D. Any external event
2. What is the most important thing a person should do if he/she suffers from serious
depression? To _____________.
A. have fun
B. visit the doctor
C. take long walks
D. see funny movies
3. How can minor depression be described? As________________.
A. a physical disease
B. prolonged unhappiness
C. a passing gloomy feeling
D. a disproportionate feeling of sadness
4. What should people with persistent depression symptoms do until they see a
doctor? They should_______________________.
A. work hard
B. carry out relaxing activities
C. learn about minor diseases
D. avoid watching funny programs

189
Holidays and Celebrations
Reading 1:
March Celebrations in Costa Rica
Race for Peace in March: In this footrace, more than a thousand people run from San
José Gymnasium to the campus of the University of Peace in Villa Colón.
National Oxcart Day: This festival begins with a parade of bright colored oxcarts in San
Antonio, Escazú. It seeks to preserve the image of the “boyero” (the oxen driver), the
symbols of early Costa Ricans and their traditional ways of life. This celebration takes
place on the second Sunday in March.
Farmer’s Day: It is celebrated on March 15. The Farmer’s Day is a nationwide event.
The day is devoted to the farmer’s patron saint, San Isidro, a humble twelfth century
Spanish farmer.
Ujarrás Pilgrimage: It is carried out in mid-month. This Orosi Valley procession from
Paraiso to the ruined church in Ujarrás, commemorates the rescue of Ujarrás from the
flood by the Virgin. An image of the Virgin is returned by the crowd to its own church.
San José Day: Costa Ricans celebrate the day of their patron saint on March 19. On this
date, there is always a mass in the Metropolitan Cathedral in San José.
(Items 1 to 5)
1. There is a sports event ______________.
A. on March 19
B. to Villa Colón
C. on San José Day
D. during Ujarrás Pilgrimage
2. The _______________ is a religious celebration.
A. Farmer’s Day
B. Ujarrás Pilgrimage
C. March Peace Race
D. National Oxcart Day
3. The Ujarrás Pilgrimage is held________________.

190
A. in the last week of March
B. at the beginning of March
C. in the middle of the third month of the year
D. at the beginning of the third month of the year
4. Farmer’s Day is celebrated _________________.
A. just in the farms
B. only in San Isidro
C. all around the country
D. during the whole month
5. A traditional means of transportation is exhibited during ____________ in Costa
Rica.
A. Oxcart Day
B. Farmer’s Day
C. San José Day
D. The Peace Race
Reading 2:
Meals and Celebrations in the USA
New Year’s Day finds most Americans in front of the television watching endless football
games; parties at home are common and consist of informal meals and snacks.
Valentine’s Day is celebrated on Feb. 14 and is a big restaurant day, particularly at
romantic venues; heart-shaped boxes of chocolate are the traditional gift.
On Saint Patrick’s Day, celebrated on March 17, green beer, corn beef and cabbage are
served in a relaxed atmosphere.
A traditional Easter breakfast includes hot cross buns, while Easter dinner usually
consists of ham or a leg of lamb. It is usually served earlier than normal. Children search
for chocolate and marshmallow eggs hidden throughout their homes and gardens by the
Easter Bunny.
Mother’s Day in May is the busiest restaurant night of the year for obvious reasons.
Father’s Day in June is a time for barbecues, picnics and other meals. It is also a good
excuse for men to wear their shorts and T-shirts.
(Items 1 to 4)
1. Children enjoy more kinds of sweets during ______________ celebration.

191
A. Easter
B. Father’s
C. New Year
D. Saint Patrick’s
2. Three of the holidays mentioned in the text are celebrated with meals
______________.
A. at parties
B. in gardens
C. in barbecues
D. in restaurants
3. According to the text, most of the holidays are celebrated with ___________.
A. formal dinners
B. informal meals
C. snacks in front of the TV
D. beer, corn beef and cabbage
4. Father’s Day is celebrated with ________________.
A. indoor meals
B. formal meals
C. outdoor meals
D. traditional breakfasts

192
Science and Technology
Reading 1:
Space Technology Helps to Mitigate Disasters
As natural and human-induced catastrophes dictate a more uncertain future on Earth,
scientists believe that satellites may hold the key to keep the plant’s life forms intact.
Scientists and space technicians are now using remote sensing satellites to predict the
possibility of extreme weather events. According to presenters in the 32nd
International
Symposium Remote Sensing of the Environment at the Ramada Herradura Hotel, Costa
Rica will be an important link for sharing vital information in Central America.
Costa Rica’s Environment and Energy Minister announced that this country would join
the Global Earth Observation System of Systems (GEOSS). GEOSS is a system for
sharing current data like weather satellites, hurricane monitoring, and predicting
earthquakes.
Costa Rica will now improve access to information gathered by high-tech agencies in
other countries, including information about volcanoes, the appearance of particle clouds,
floods, and climate changes that affect human lives day by day. Thus, defensive measures
and warnings to civic defense departments in charge of natural disasters will benefit the
regions.
(Items 1 to 5)
1. What is the new intended use for satellites? It is to ______________.
A. provoke weather events
B. cause natural catastrophes
C. change the direction of natural disasters
D. collect information about environment problems
2. How will Costa Rica be able to access and share data in Central America? By
______________.
A. joing the GEOSS
B. collecting particle clouds
C. gathering specialized agencies
D. launching a new type of satellites

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3. How will information from satellites help other countries? By ______________
dangerous natural events.
A. expecting
B. preventing
C. minimizing the possibility of
D. warning them about imminent
4. As a member of the GEOSS, what will Costa Rica be able to do? To
____________.
A. predict any earthquake
B. control weather satellites
C. have only information on itself
D. access worldwide weather information
5. What type of disasters will scientists be able to monitor? Those caused
____________.
A. by satellites
B. by humans and nature
C. in huge particular clouds
D. in the Global Earth Observatory
Reading 2:
Social Networking
A social networking service is an online service, platform, or a site that focuses on
facilitating the building of social networks or social relations among people who, for
example, share interests, activities, backgrounds, or real-life connections. A social
network service consists of a representation of each user (often a profile with information
that varies from one individual to another), his/her social links, and a variety of additional
services.
Most social network services are web-based and provide means for users to interact over
the Internet, such as e-mail and instant messaging. Online community services are
sometimes considered a social network service, though in a broader sense; social network
service usually means an individual-centered service while online community services
are group-centered. Social networking sites allow users to share ideas, activities, events,
and interests with other subscribers of the same network.
Social networking websites function like an online community of Internet users.
Depending on the website in question, many of these online community members share
common interests in hobbies, religion, politics, and alternative lifestyles. Once they are
granted access to a social networking website, they can begin to socialize. This

194
socialization may include reading the profile pages of other members and possibly even
finding a way to contact them, but in a limited way.
(Items 1 to 5)
1. In a social network site, subscribers can ______________.
A. change other people’s profiles
B. have unrestricted access to any social network
C. interact through e-mailing and instant messaging
D. have unlimited access to other people’s information
2. Once people are accepted in a social network, they start _____________.
A. socializing with other members
B. using individual-centered services
C. accessing unrestricted users’ information
D. modifying other people’s profiles on the same site
3. Members that are part of the same social network site have ____________.
A. different likes and interests
B. common interests and ideas
C. written the same information in their profile
D. access to the content of any profile in the site
4. Based on the reading, the main purpose of a social network site is __________.
A. joining online communities from other sites
B. collecting personal information of everybody
C. to facilitate social relationships among users
D. to know about subscribers’ private information
5. The goal of a social network website is to facilitate _____________.
A. ways to restrict the opinion of other members of the site
B. interaction with people from rival social networks
C. access to the information of other users
D. meeting new people

195
Careers, Jobs, and Lifestyles
Reading 1:
Become an Interpreter or a Translator
The world’s six billion people speak hundreds of different languages. No one single
tongue suffices for all human communications. The world requires skilled professional
interpreters and translators. Translation involves transferring a written message from one
language to another: in short, anything that is written or spoken is a potential translation
assignment. As with other professions, computers are an essential tool for translators, but
in-house translators work on networks that feature glossary management and translation
software among others. Translators work as full-time employees or as freelancers for
organizations and companies of many sorts.
Although interpretation and translation have much in common, the practice of each
profession differs. Both involve careful analysis of meaning in context and attention of
extra-linguistic aspects of communication. However, while interpreters are adept of
grasping meaning and solving linguistic problems quickly during a live broadcast,
translators must conduct and produce accurate documents and hold on to tight deadlines.
Nevertheless, the research conducted for a translation project can enhance in-depth
knowledge of a subject and ease preparation for interpretation. So, the growing market
for translators and interpreters demands a top-level training in each field for these
professions.
(Items 1 to 6)
1. Professional translators and interpreters ________________.
A. perform the same tasks
B. rarely need to use technological tools
C. require the command of the same language
D. represent a significant contribution for a competitive company
2. Professional interpreters must ___________ during a live presentation.
A. take time for research
B. use translation software
C. behave according to deadlines
D. solve linguistic problems simultaneously
3. Job opportunities for specialized translators and interpreters include________.
A. occupations requiring in-depth linguistic knowledge
B. non-profit positions in growing markets
C. an position in foreign business
D. tourism-related occupations

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4. It is indispensable for translators to have ______________.
A. spontaneous and social skills
B. public speaking ambitions
C. written short books
D. computer skills
5. Both translation and interpretation ______________.
A. demand extensive research
B. share the same specialized training
C. require some basic level preparation
D. differ in the professional performance
6. The business of translation and interpretation is becoming _____________
today’s world.
A. too vital
B. obsolete
C. essential
D. highly competitive
Reading 2:
Working in Costa Rica
There are important facts to consider about the “working culture” in Costa Rica. The
maximum number of working hours depends on the kind of working day, for example
“Normal Working Days” and “Special Working Day.” Among others, both kinds of
working days can be divided into day and night shifts. Normal day shift (between 5 a.m.
and 7 p.m.) may be a maximum of 10 hours per day. Night shifts are between 7 p.m. and
5 a.m. However, several fields of employment, like domestic service, can work up to 12
hours a day.
Wages* in Costa Rica and the cost of living are far lower than in the U.S. and Europe.
Minimum hourly wages in Costa Rica vary from Non-Qualified Worker, Qualified
Worker, High School Level Technicians, University Bachelor Degree Graduates, too
“Licenciatura” Degree. Minimum hourly wages must include 26% benefits, like
Christmas bonus, severance, vacations, and holidays. There are also paid and unpaid
holidays that employers must observe. Employees have the right to enjoy their holidays
and employers cannot make them work on those days. If employees agree to work on
holidays, they are entitled to double salary.
Employees in Costa Rica are entitled to their Christmas bonus of one month’s salary and
two weeks of vacation for every 50 weeks of continuous employment. It is possible to get
treatment paid for by the Costa Rican Social Security System in case of illness, and
maternity leave is granted for one month before the birth of the baby, and 3 months after.
*Wage: the amount of money paid for a certain amount of work.

197
(Items 1 to 6)
1. Compared to the United States, in Costa Rica the cost of living
______________________.
A. is higher although the salaries are lower
B. is lower, but salaries are higher
C. and salaries are higher
D. and salaries are lower
2. The most you can work during a normal day is _____________________ hours.
A. from 5 to 7
B. less than 8
C. more than 10
D. no more than 10
3. If you are a maid in a house, your shift could extend to ______________ hours a
day.
A. ten
B. eight
C. twelve
D. twenty
4. Which worker gets the mostly hourly wage?
A. High School level technicians
B. University Bachelor Degree
C. Non-Qualified Worker
D. Qualified Worker
5. How much time does a pregnant woman have after the baby is born?
A. Fifty weeks
B. One month
C. Four months
D. Three months
6. Employers must _______________________.
A. choose if they pay double income on already worked days
B. pay double money on worked-paid holidays
C. earn double wage on working days
D. get a double salary by law

198
Morals and Values
Reading 1:
Costa Ricans’ Solidarity
The generosity that the people of Costa Rica have showed during the past emergencies
demonstrates the strong values inherent in our culture. Despite strong winds and cold
weather, both young and old people have arrived at the Red Cross collection centers to
drop off their contributions to help people from different parts of the country as a symbol
of solidarity.
Another lesson of solidarity has been shown by children throughout the country. They
have donated the contents of their piggy banks to buy equipment for the disabled and sick
children from different spots of the country.
It is heart-warming to see the solidarity of all Costa Ricans in times of national
emergencies. This means that this value is still in each Costa Rican home and it improves
the quality of life. However, Costa Ricans must recover and reinforce other national key
values such as respect, justice, peace and love to avoid the deterioration of society due to
external influences by different means.
In that sense, it is a must that adults try to transmit generation through generation their
ancestors’ values. In fact, all Costa Ricans must not forget the national ancestors’ great
decisions when they eliminated the army, chose neutrality, and strengthened education in
the past.
(Items 1 to 4)
1. Why is people’s generosity important? Because it_______________.
A. reinforces humans’ sufferings
B. helps to increase emergencies
C. contributes to others’ indifferences
D. improves humanitarian relationships
2. What did old people do after the last emergency? They helped_____________.
A. in spite of bad weather
B. all Costa Rican children
C. facing hot weather
D. only their relatives

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3. How did the Red Cross work?
A. buying milk
B. giving people some lessons
C. distributing peoples’ contributions
D. taking care of the strong wind
4. How must Costa Rican children grow up?
A. surrounded by weapons
B. conserving external beliefs
C. rejecting their parents’ values
D. following their ancestors’ values
Reading 2:
United States Society
The United States is a great “melting pot” where most families can trace their history to
immigrant ancestors who traveled great distances, enduring risk and hardship, to make a
home where they would be guaranteed basic freedoms. For some of these families,
freedom came with a struggle because even in this land there was a time when their
parents and grandparents were denied the basic rights they valued.
This northern nation was founded on the ideals of tolerance (of differences in beliefs and
cultural heritage) and freedom from religious persecution. The new ideas and energy that
these people have brought from all over the world has enriched the American culture.
Nowadays, more than anywhere, children interact with people of differing ethnicities,
religions, and cultures. Classrooms are increasingly diverse, reflecting the communities
where families live and work.
Some parents feel hesitant about their increasingly diverse society, especially if they have
not had much exposure to people who are different from themselves. However, many
kids are way ahead of their parents regarding exposure to cultural differences because
their circle of friends, their schoolmates, and their athletic teams are much more varied
than they were in previous generations.
*Melting pot = a place where large numbers of people from different countries live
together
(Items 1 to 5)

200
1. Read this quotation: “freedom came with a struggle.”
Based on the context in paragraph 1, it can be deduced from the quotation above
that ________.
A. liberty has always been a granted right
B. some people had to fight to defend their rights
C. rights in the U.S. were always properly granted
D. every newcomer found the ideal conditions to live in freedom
2. Which value that is emphasized in the reading are modern American children
developing?
A. Cooperation
B. Democracy
C. Tolerance
D. Faith
3. What were immigrants looking for in their new land? The
____________________.
A. promise of a life of freedom
B. importance of creating diversity
C. desire to belong to different culture
D. need to create a heritage for their children
4. Why is the U.S. society considered a “melting pot”? Because of
_____________________.
A. their fundamental religious beliefs
B. the fusion of cultural customs
C. their intolerant life style
D. the loss of basic rights
5. Why can children face diversity better than parents? Because they
__________________.
A. have immigrant ancestors
B. share with more varied people
C. disregard other people’s background
D. are careless when they work together

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Answer Key
LESSON ONE
Pre-Test
1. B
2. A
3. B
4. B
5. C
6. A
7. A
8. B
9. B
10. C
11. B
12. B
13. B
14. C
15. A
16. C
17. B
18. D
19. A
20. D
21. B
22. C
23. B
24. A
25. B
LESSON TWO
Homonyms Worksheet
1. D
2. D
3. C
4. A
Tico Times
Exercise II
1. d
2. g
3. h
4. f
5. a
6. j
7. i
8. a
9. b
10. e
Exercise III
1. F
2. F
3. T
4. F
Exercise IV
1. c
2. b
3. a
4. b
Gilberto Martínez
1. A
2. C
3. C
4. A
5. B
Nery Brenes
1. A
2. D
3. A
4. C
5. B
LESSON THREE
Linking Words
1. B
2. D
3. B
4. D
Chorreador de Café
1. A
2. C
3. B
Table Manners
1. C
2. A
3. A
Tico Times
Exercise II
1. c
2. d
3. f
4. g
5. a
6. h
7. e
8. b
Exercise III
1. T
2. F
3. T
4. F
Exercise IV
1. c
2. c
3. a
4. c
Fast Food Nation
1. D
2. C
3. A
4. C/D*
5. B
LESSON FOUR Context Clues
*questions marked with an asterisk can be appealed or were previously appealed by MEP

202
1. A
2. C
3. D
4. C
5. B
6. A
7. C
8. A
Tico Times
Exercise II
1. h
2. e
3. a
4. f
5. i
6. j
7. b
8. c
9. d
10. g
Exercise III
1. T
2. T
3. F
4. F
5. T
Exercise IV
1. b
2. b
3. d
4. b
Margarita Bertheau
1. A
2. D
3. A
4. C
5. B
Music Award
1. C
2. A
3. C
4. A
5. B
LESSON FIVE
Political System
1. B
2. C
3. B
4. D
5. C
Tico Times
Exercise II
1. f
2. d
3. a
4. g
5. b
6. a
7. c
Exercise III
1. F
2. T
3. F
4. F
Exercise IV
1. b
2. a
3. b
4. c
Report Suggests
1. C
2. A
3. B
4. A
5. C
LESSON SIX
Annotated Text
1. D
2. A
3. A
4. B
5. A
6. B
Tico Times
Exercise II
1. d
2. j
3. k
4. i
5. b
6. h
7. a
8. e
9. f
10. c
11. g
Exercise III
1. F
2. F
3. T
4. F
Exercise IV
1. a
2. b
3. b
4. c
Day Tripping
1. D
2. A
3. D
4. A
5. B
6. C

203
LESSON SEVEN
Mid-Test
1. B
2. C
3. B
4. D
5. B
6. C*
7. D
8. A/D*
9. D
10. B
11. D
12. C
13. B
14. C
15. C
16. D
17. C
18. B
19. B
LESSON EIGHT
Tico Times
Exercise II
1. i
2. f
3. e
4. a
5. h
6. g
7. b
8. c
9. d
Exercise III
1. F
2. F
3. F
4. T
5. F
Exercise IV
1. c
2. c
3. a
4. b
Greener Business
1. D
2. D
3. B*
4. C*
5. C*
Caño Negro
1. D
2. D
3. C
4. A
5. D
LESSON NINE
Vocab Worksheet
1. p 26. m
2. hh 27. i
3. uu 28. aa
4. g 29. ll
5. ff 30. f
6. oo 31. tt
7. l 32. pp
8. dd 33. gg
9. mm 34. c
10. y 35. w
11. u 36. cc
12. vv 37. rr
13. a 38. b
14. bb 39. kk
15. jj 40. ww
16. c 41. x
17. ss 42. d
18. j 43. z
19. r 44. cc
20. v 45. k
21. qq 46. t
22. b 47. q
23. ii 48. o
24. n 49. nn
25. xx 50. s
Tico Times
Exercise II
1. g
2. h
3. i
4. f
5. j
6. e
7. b
8. c
9. d
10. a
Exercise III
1. F
2. T
3. T
4. T
5. T
Exercise IV
1. c
2. a
3. a
4. c
Arthritis
1. A
2. C
3. C
4. D
5. C
Control Stress
1. B
2. A
3. A
4. C
5. B
LESSON TEN
Tico Times
Exercise II
1. e
2. g
3. d
4. f
5. a
6. h
7. b
8. c
Exercise III
1. F
2. F
3. F
4. T
Exercise IV

204
1. b
2. a
3. c
4. b
St. George’s Day
1. B
2. C
3. A
4. C
5. B
Grandparents’ Day
1. C
2. D
3. C
4. C
5. D
LESSON ELEVEN
Nanotechnology
1. A
2. D
3. C
4. B
5. C
Lip-Reading
1. D
2. A
3. C
Tico Times
Exercise II
1. c
2. d
3. f
4. j
5. h
6. a
7. i
8. b
9. g
10. e
Exercise III
1. F
2. T
3. F
4. F
Exercise IV
1. c
2. a
3. a
4. b
OLPC
1. B
2. B*
3. C
4. A
5. A
LESSON TWELVE
Time Clause
1. D
2. A
3. E
4. I
5. J
6. H
7. B
8. G
9. F
10. C
Tico Times
Exercise II
1. g
2. i
3. b
4. h
5. c
6. a
7. e
8. f
9. d
Exercise III
1. F
2. F
3. F
4. T
Exercise IV
1. b
2. a
3. b
4. a
Newspaper
1. C
2. D
3. D
4. B
5. D
Qualities Every
1. A
2. B
3. B
4. B
5. B
6. D
LESSON THIRTEEN
Tico Times
Exercise II
1. i
2. a
3. g
4. h
5. b
6. d
7. j
8. e
9. k
10. f
11. c
Exercise III

205
1. T
2. F
3. T
4. F
Exercise IV
1. b
2. c
3. d
4. a
Bullying
1. B
2. A
3. D
4. D
5. B
Gift of Life
1. B
2. C
3. C
LESSON FOURTEEN
Post-Test

241
EXTRA READINGS
Sports
Reading 1
1. D
2. C
3. B
4. A
5. B
Reading 2
1. B
2. A
3. A
4. B
Food
Reading 1
1. C
2. A/B*
3. A
4. C
Reading 2
1. B
2. B
3. D
4. B
5. D
Art, Music
Reading 1
1. A
2. D
3. A
4. C
5. B
Democracy
Reading 1
1. A
2. B
3. A
4. B
Reading 2
1. B
2. A
3. A
4. C
5. C
Travel
Reading 1
1. A
2. D
3. D
4. A
5. D
6. C
Reading 2
1. C
2. A
3. *
4. B
Environment
Reading 1
1. B
2. C
3. B
4. A
5. D
Reading 2
1. C
2. D
3. A
4. B
Health
Reading 1
1. B
2. A
3. C
4. D
Reading 2
1. D
2. B
3. C
4. B
Holidays
Reading 1
1. B
2. B
3. C
4. C
5. A
Reading 2
1. A
2. *
3. B
4. C
Science
Reading 1
1. A
2. A
3. C
4. A
5. C
Reading 2
1. C
2. A
3. B
4. C
5. D
Careers
Reading 1
1. A
2. D
3. A
4. D
5. C*
6. C
Reading 2
1. D
2. D
3. C
4. B
5. D
6. B
Morals
Reading 1
1. D
2. A
3. C
4. D
Reading 2
1. B
2. C
3. A
4. B
5. B

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