This unit will teach students to: - Read informative texts, charts, and advertisements - Identify points for and against an issue - Identify levels of truthfulness in statements - Understand adverbs and adjectives and have something done statements - Use words related to aging and the human body The unit contains lessons on eternal youth, vocabulary about aging and the body, identifying arguments for and against living forever, and an advertisement about potential body improvements.

1. Block 3
Unit 9 Eternal Youth
Action Plan
Action Plan
In this unit, you will learn:
In this unit, you will learn:
•
•
•
•
•
•
•
•
To read informative texts, charts, and advertisements.
To read informative texts, charts, and advertisements.
To identify points for or against an issue.
To identify points for or against an issue.
To identify levels of truthfulness in statements.
To identify levels of truthfulness in statements.
To understand adverbs and adjectives and have
To understand adverbs and adjectives and have
something done statements.
something done statements.
• To use words related to aging and the human body.
• To use words related to aging and the human body.

2. 6
min.
Opening Task
1. What are the things in the pictures?
They are body improvements.
2. How can they help people?
They can help people improving their lives.
3. Do you think they improve our lives?
Yes, I think they improve our lives.

3. Lesson A
Vocabulary
Living Forever
3
min.
Getting old
Complete the definitions with words from the box. Then listen and check your
answers.
aging anti-aging extend mutation elderly longevity mature senior
1.
2.
3.
4.
5.
Aging refers to the process of getting older.
A senior person is an older person.
An anti-aging treatment is one that fights against getting old.
If you extend something, you make it longer.
A mutation is a change to a cell or body which makes it different from
others.
6. Longevity refers to having a long life.
7. When you mature, you get older and wiser.
8. If you are elderly, you are old.

4. Listening
6
min.
a. Discuss the questions. Give examples.
1. What would do you with your life if you
could live forever?
2. What kinds of problems might you face?
b. Listen to who says each statement about
living forever. Write Jorge or Susan.
1. I don’t want to live to a mature age if I’m sick.
2. You don’t want to see your life getting shorter.
3. I wish I could live forever.
4. Soon there will be advantages in medical science
that will allow us to live longer.
5. It’s important to live your life to the fullest.
Susan
Jorge
Jorge
Jorge
Susan

5. Pre-reading
a.- Look at the title of the article on page 101.
Predict what you think the article will be about.
The keys
to eternal life
b.- Quickly read the article on the next page. Then answer the questions.
Skim
Scan
1.
2.
3.
4.
5.
What is the article about? Aging and living forever
Where does Aubrey de Grey work? Cambridge University
What is he researching? The causes of aging
How many things does he say cause aging? Seven
Is living forever only a good thing according to Dr. de Grey? No
6
min.

6. Comprehension
Circle the sentence ending wich is NOT true
1.
Dr. de Grey believes that within a few
years we will be able to…
a. understand the process of aging.
b. almost live forever.
c. grow food effectively.
2.
This research could lead to…
a. better understanding of suffering.
b. better science.
c. people doing more in their lives.
3.
This research may lead to…
a. a worsening environment.
b. more deaths.
c. fewer children being born.
6
min.

7. Skills work
Identifying ideas for or against
5
min.
Writers often express their opinions using constrasting ideas to either support (for) or
refute (against) a particular point of view. You can sometimes identify the arguments
‘for’ a point of view by looking for positive language with statements such as on the
positive side, better, support, agree with, and so on. The arguments ‘against’ the point of
view may be introduced by negative language, for example, on the negative side, be
against, disagree with, struggle, and so on.
a. Write whether the statements are For or Against the idea of living forever.
1.
2.
3.
4.
5.
6.
Check your answers on page 101.
Against
On the negative side it means the earth’s population will
increase.
For
The research will lead to a better understanding of science.
Against
There will be negative impacts on the earth’s resources.
Against
Society would have to struggle with the problem.
For
This could lead to breakthroughs in scientific knowledge.
Against
the research will be expensive and take money away from other
research.

8. b. Write if the letters are For, Against, or Undecided about the idea of living
forever.
Dear Dr. de Grey,
Dear Sir,
Dear Dr. de Grey,
It’s not natural to live
forever. Dying gives our
lives meaning. I disagree
with the idea, because I
feel you should be helping
sick people rather than
healthy ones.
I think it’s important for
humans to increase their
knowledge and I’d like to
live longer, too. However,
o the negative side, this
technology might be too
dangerous, so I’ll be
watching your research
carefully.
I have been sick for a long
time and haven’t been able
to do much in my life. I
feel your research can help
me to live the life I want
to, healthily and happily.
Keep up the good work!
Jan Smits
Alexandra Lo
Felix Moncada
A. Against
B. Undecided
C. For
5
min.

9. Language work
Adjective or adverb
Study the examples. Then complete the sentences below with adjectives or
adverbs based on the words in the box.
Adjectives
We could live a comfortable life.
He conducted a scientific research.
We can be healthy and happy when we’re
old.
5
min.
Adverbs
He lived comfortably until he was 90.
We conducted the research scientifically.
We can live healthily and happily until old
age.
Adjectives tell us about nouns, while adverbs tell us about verbs.
1. He was always someone who lived very dangerously. He was
2.
3.
4.
5.
6.
always in trouble.
The research might be dangerous, so researchers should take
care.
He spoke carefully and quietly about his research.
He was quiet when he spoke, and he was careful when
choosing his words.
The scientific community welcomed the breakthrough.
If we spend our money wisely, we can afford this research.
health
danger
quiet
wise
careful
kind
science

10. Writing
Complete the paragraph with the adverb form of
each of the words in the box.
important
slow
quick
sad
regular
healthy
good
5
min.
The aging process
Many people think we age (1) quickly but actually it happens over a
long period of time. But (2) sadly there is not a lot we can do about
it today. Throughout our lives, many cells in our lives, many cells in
our bodies die, producing waste material which (3) slowsly fills our
bodies. As we get older, some poeple live (4) healthily. But (5)
importantly, if you are not well, you can adopt good lifestyle habits
to prevent these things happening to you. Getting enough vitamin
D and calcium, eating (6) well, and exercising (7) regularly all
help.

11. Skill Builder
You need to learn to identify which words to look up in a
dictionary and which words you should guess. Verbs and
nouns carry a lot of the meaning of a sentence and if they are
unknown, this can lead to a breakdown in communication.
Doubts about adjectives and adverbs do not usually cause
problems. So check the meaning of unknown verbs and
nouns. Only guess the meaning of words that do not cause a
breakdown in communication.
Choosing
words to
guess

12. Lesson B Body Improvements
Vocabulary
The body
6
min.
Complete the definitions with words from the box. Then listen and check your
answers.
lungs
chest
mind
throat
muscle
limbs
1. A muscle is made of tissue which connects two bones and
allows your body to move.
2. Your throat is the tube in your neck which processes food.
3. The stomach is the place which processs food.
4. Your skeleton is the set of bones in your body.
5. Your chest is the place that holds your heart.
6. Your limbs are your arms and legs.
7. Your lungs are in your chest and they breathe air.
8. Your mind is your ability to think and reason.
stomach
skeleton

13. 6
min.
Speaking
Check the changes that you would make to your body
if you could. Then discuss your selections. Give
reasons.
_ have stronger lungs
_ have stronger legs
_ have better teeth
_ be more muscular
_ have a healthier body
_ be taller
_ have better eyesight
_ have longer fingers
_ have a nicer face
_ be thinner
_ have powerful hands
_ have a better figure
_ have a better heart
_ have a stronger stomach
_ be shorter
_ be smarter

14. Pre-reading
6
min.
a. Look at the title of the article on the page 105. Predict what you think the
article will be about.
Body improvements
Now you can have the body you always wanted
b. Quickly read the article on the page 105. Then answer the questions.
Skim
Scan
1. What is the advertisement selling? Body improvements
2. How many products are being advertised? Nine
3. Which is more expensive, a Language Tongue or a Smarty Brain? Smarty
Brain
4. Where can you buy these things? From a catalogue or the store
5. How can you pay? Cash or credit card

15. Comprehension
Write which product(s) do these things.
6
min.
1. Gives you more speed.
Speedy legs.
2. Makes you more intelligent.
Smarty brain and language tongue.
3. Makes your body work better.
Miracle stomach, speedy legs.
4. Allows you to affect what others think of you.
Dreamy eyes.
5. Allows you to change something about your
skin.
Instant tan.

16. Skills work
Identifying levels of truthfulness
6
min.
Writers sometimes say things which are clearly true and other things
that may not be true. Study these phrases which show increasing
levels of possibility they may be true.
a. It can’t be true
c. It’s likely to be true
b. It might/could be true
d. It must be true
a.
Decide the level of truth (a-d) of the statements from page 105.
Then discuss your answers giving reasons.
1.
2.
3.
4.
5.
6.
Rainbow eyes are the cheapest item in the catalog.
Dreamy eyes will make anyone fall in love with you.
Instant tan will be a good way to get tanned skin.
Rainbow eyes are a good way to change your appearance.
You cannot buy their catalog by credit card.
All these products will improve your body.

17. b. Decide the level of truth in the statements. Discuss them with
6
min.
your partners and give reasons.
1.
Females are smarter than males.
2.
People cry when they cut onions, so onions make people sad.
3.
Most of this class will get good jobs after they graduate.
4.
Life will be better ten years from now.
5.
He’s American because he speaks with an American accent and
lives in the U. S.
6.
The population of Mexico will increase in the
future.
In Mexico
In some countries and cultures it can be ‘polite’ to not tell the truth
sometimes when we know someone may be hurt by the truth. How
about in Mexico?

18. Lenguaje work
Have/get something done
10
min.
Look at how get and have and their objects are used to talk about things
people pay others to do for them.
The man got/had his hair cut. (he didn’t cut his own hair; the hairdresser did).
She got/had her coat cleaned. (She didn’t do it; the cleaner did).
They had some new curtains made for their house. (They didn’t make them).
Complete these sentences with have or get using the words in parentheses.
1. Sue didn’t paint the house herself. She had/got it painted. (paint).
2. Margarita didn’t fix the car herself. She had/got the car fixed. (fix).
3. I didn’t clean this coat myself. I had/got it cleaned. (clean).
4. Pedro didn’t build his new house himself. He had/got the house built. (build).
5. They didn’t take the wedding photos themselves. They had/got them taken.
(take).
6. He didn’t deliver the flowers himself. He had/got them delivered. (deliver).

19. Writing
Complete the text using a verb and a noun from each box.
Nouns
our house
a new bathroom
some new flowers
the walls
a new stove
Verbs
paint
renovate
install
build
plant
Hi Sarah,
6
min.
We have a surprise! We’ve (1) had our house renovated.
First, we (2) had a new bathroom built for when you come
and stay. Then we (3) had a new stove installed in the
kitchen. It’s really easy to cook great meals now! We also (4)
had the walls painted in Marcie’s favorite colors and they
look great, too. After that we (5) had some new flowers put
in the garden and it is so peaceful there. It’s really lovely.
When can you come and stay?
Ismael, Marcia, and the kids
Look for keywords which help you to determine the
Using
keywords to
statement.
identify
Surely, definitely, and certainly are used for things which are certain.
likelihood
truthfulness of a

 Might, likely, could, possibly, and probably are used for thing which may be true.
 Can’t and impossible are used for things which are not true.
The bus definitely leaves at 9:05, but it may/could rain later.
It’s impossible to get there on time.

20. Real-life Reading
True
True
False
True
True
True
False
True
Look at the diagram at page 108 about different kinds of
age pyramids. Write True or False.
1. This diagram tells us about the profile of ages for men and women.
2. It states that there are four different stages.
3. Stage One has many old people compared to young people.
4. Stage Two has more people in middle age than stage one.
5. Stage Three shows there are fewer babies being born.
6. Stage Three shows that more people live to an older age.
7. Stage Four shows a lower life expectancy than Stage One.
8. Stage Four shows that the number of young people is decreasing.
8
min.

21. My Learning Experience
Look at the list of language objectives in the unit. Draw ,  or .
Language
I can read informational texts and advertisements.
I can identify points for or against an issue.
I can ientify levels of truthfulness in statements.
I can understand adverbs and adjectives and have something
done statements.
I can use words for aging and the human body.
Closing Task
Look at the pictures on pages 98 and 99. Discuss
the question.
1. Which of these products could help us to live
longer?
Agree?
6
min.

22. Word Builder Prefixes: over- and undera.Study the examples of the prefixes over- and under-. Then complete the
columns.
over-(do or be
too much)
under-(not do or
be enough)
used
overused
underused
state
overstate
understate
developed
overdeveloped
underdeveloped
powered
overpowered
underpowered
weight
overweight
underweight
estimate
overestimate
underestimate
worked
overworked
underworked
value
overvalue
8
min.
undervalue
b.Complete the sentences using words from a.
1.Don’t overuse that machine, or it will break.
2.This watch is too expensive. I think they undervalued it.
3.Look. I’m 70 kg! I’m about 7 kg overweight.
4.I got the numbers wrong. I underestimated how many we need. We need another six.
5.This car just won’t go fast. It’s too underpowered.
6.There are too many underdeveloped countries that need help with their economies.

23. 10
min.
Spanish
English
senior
derrotar
Write the words in English.
Look for them in the unit.
device
de la tercera edad
My Dictionary
aparato
defeat
dispositivo
device
envejecimiento
aging
esqueleto
skeleton
estómago
stomach
extender
extend
figura
figure
garganta
throat
innovación
innovation
instalar
install
longevidad
longevity
maduro
mature
mejorar
improve
mente
mind
muscular
muscular
mutación
mutation
pros y contras
pros and cons
pulmones
lungs

24. Fuentes
Bibliográficas:
Chapman, J. (2009). Sequences, Teacher’s Resource Book 5. México: Heinle
Cengage Learning.
Waring, R., Woodall, P. y Thomlinson, J. (2009). Sequences, Student Book 5.
México: Heinle Cengage Learning.
Electrónicas:
http://images.google.es/images?
gbv=2&hl=es&sa=1&q=eternal+youth&aq=f&oq=&start=0
Elaborado por: Ing. Sonia Margarita Osuna Rodríguez