Worksheets

1. Read the text and match the abstracts with the gaps.

Science and technology are subjects that fascinate many people, especially students eager to learn about the latest advancements. Today, we are often at the cutting edge of scientific discovery, witnessing innovations that were once considered impossible.

Gap 1 ________________

One of the most exciting aspects of modern technology is that it is often the brainchild of talented individuals who dared to dream. These innovators push the right buttons to create products and services that can change our daily lives.

Gap 2 __________________

However, the road to advancement can sometimes be difficult. Occasionally, projects can be thrown a spanner in the works due to unforeseen challenges. In these cases, teams must work together to oil the wheels of progress, ensuring that everything runs smoothly.

Gap 3 ______________________

Despite these hurdles, we continue to move forward. Some technologies may initially seem like they are light years away from our reach, but with persistent effort and creativity, we can bring them closer.

Gap 4 ________________________

As students of science and technology, you have the opportunity to set the wheels in motion for your future careers. Embrace the challenges, learn from every experience, and who knows?

Gap 5 _______________________

Abstracts

A It is crucial not to reinvent the wheel when we have excellent foundations to build on. Each innovation is just a cog in the machine of progress; together, they contribute to enhancing our lives.

B While some discoveries seem extraordinary, it's important to remember that it’s often not rocket science. Many innovations stem from simple ideas that have been tweaked and improved upon.

C For example, new reports about breakthrough technologies are hot off the press every week, capturing our attention and sparking our imagination.

D You might be the next person to push boundaries and make incredible contributions to the world around us.

E If a device is on the blink or failing to function properly, finding a solution becomes necessary.

2. Read the statements and define whether they are true or false.

1. True or False: Science and technology are often seen as subjects that are difficult to understand for most students.
2. True or False: The text suggests that many innovations in technology originate from simple ideas that have been improved over time.
3. True or False: The phrase "throwing a spanner in the works" refers to the ease of implementing new projects.
4. True or False: The text implies that students in science and technology have the potential to make significant contributions to future advancements.
5. True or False: According to the text, all technological advancements are complex and require advanced mathematical understanding.

3. Choose the only right option for each question.

1. What is one of the key aspects of modern technology mentioned in the text?
   • A) It is often based on complex theories.
   • B) It is primarily developed by large corporations.
   • C) It often originates from simple ideas that are improved upon.
   • D) It is solely the result of government funding.
2. According to the text, what can sometimes hinder progress in technological advancements?
   • A) Lack of interest from students.
   • B) Unforeseen challenges that disrupt projects.
   • C) Insufficient funding for research.
   • D) Overcomplicated theories in science.
3. The phrase "throw a spanner in the works" is used in the text to describe:
   • A) A tool used in scientific experiments.
   • B) A situation that complicates progress.
   • C) A method of innovation.
   • D) A successful project outcome.
4. What does the author suggest about the relationship between innovations and existing ideas?
   • A) Innovations should always be completely original.
   • B) Innovations can build on excellent existing foundations.
   • C) Innovations are often unnecessary.
   • D) Innovations are a waste of time.
5. What opportunity do students of science and technology have, according to the text?
   • A) To avoid challenges and focus on simple tasks.
   • B) To set the wheels in motion for their future careers.
   • C) To rely solely on past discoveries.
   • D) To wait for others to innovate.

4. Answer the following questions:

1. What role do individual innovators play in technological advancements, according to the text? Provide specific examples from the passage.
2. How does the text describe the relationship between simple ideas and significant innovations? What does this imply about the nature of creativity in technology?
3. Identify and explain the metaphor used in the phrase “throwing a spanner in the works.” How does it relate to the challenges faced in scientific projects?
4. What does the text suggest about the importance of teamwork when encountering unforeseen challenges in technological development? Support your answer with evidence from the text.
5. Discuss the significance of the phrase “not to reinvent the wheel” in the context of the text. How does it reflect the approach to building upon existing knowledge in science and technology?
   1. Read the text and match the abstracts with the gaps.

   Science and technology are subjects that fascinate many people, especially students eager to learn about the latest advancements. Today, we are often at the cutting edge of scientific discovery, witnessing innovations that were once considered impossible.

   Gap 1 ________________

   One of the most exciting aspects of modern technology is that it is often the brainchild of talented individuals who dared to dream. These innovators push the right buttons to create products and services that can change our daily lives.

   Gap 2 __________________

   However, the road to advancement can sometimes be difficult. Occasionally, projects can be thrown a spanner in the works due to unforeseen challenges. In these cases, teams must work together to oil the wheels of progress, ensuring that everything runs smoothly.

   Gap 3 ______________________

   Despite these hurdles, we continue to move forward. Some technologies may initially seem like they are light years away from our reach, but with persistent effort and creativity, we can bring them closer.

   Gap 4 ________________________

   As students of science and technology, you have the opportunity to set the wheels in motion for your future careers. Embrace the challenges, learn from every experience, and who knows?

   Gap 5 _______________________

   Abstracts

   A It is crucial not to reinvent the wheel when we have excellent foundations to build on. Each innovation is just a cog in the machine of progress; together, they contribute to enhancing our lives.

   B While some discoveries seem extraordinary, it's important to remember that it’s often not rocket science. Many innovations stem from simple ideas that have been tweaked and improved upon.

   C For example, new reports about breakthrough technologies are hot off the press every week, capturing our attention and sparking our imagination.

   D You might be the next person to push boundaries and make incredible contributions to the world around us.

   E If a device is on the blink or failing to function properly, finding a solution becomes necessary.

    

   2. Read the statements and define whether they are true or false.

6. True or False: Science and technology are often seen as subjects that are difficult to understand for most students.
7. True or False: The text suggests that many innovations in technology originate from simple ideas that have been improved over time.
8. True or False: The phrase "throwing a spanner in the works" refers to the ease of implementing new projects.
9. True or False: The text implies that students in science and technology have the potential to make significant contributions to future advancements.
10. True or False: According to the text, all technological advancements are complex and require advanced mathematical understanding.
11.  

    3. Choose the only right option for each question.

12. What is one of the key aspects of modern technology mentioned in the text?
    • A) It is often based on complex theories.
    • B) It is primarily developed by large corporations.
    • C) It often originates from simple ideas that are improved upon.
    • D) It is solely the result of government funding.
13. According to the text, what can sometimes hinder progress in technological advancements?
    • A) Lack of interest from students.
    • B) Unforeseen challenges that disrupt projects.
    • C) Insufficient funding for research.
    • D) Overcomplicated theories in science.
14. The phrase "throw a spanner in the works" is used in the text to describe:
    • A) A tool used in scientific experiments.
    • B) A situation that complicates progress.
    • C) A method of innovation.
    • D) A successful project outcome.
15. What does the author suggest about the relationship between innovations and existing ideas?
    • A) Innovations should always be completely original.
    • B) Innovations can build on excellent existing foundations.
    • C) Innovations are often unnecessary.
    • D) Innovations are a waste of time.
16. What opportunity do students of science and technology have, according to the text?
    • A) To avoid challenges and focus on simple tasks.
    • B) To set the wheels in motion for their future careers.
    • C) To rely solely on past discoveries.
    • D) To wait for others to innovate.
17. 4. Answer the following questions:
18. What role do individual innovators play in technological advancements, according to the text? Provide specific examples from the passage.
19. How does the text describe the relationship between simple ideas and significant innovations? What does this imply about the nature of creativity in technology?
20. Identify and explain the metaphor used in the phrase “throwing a spanner in the works.” How does it relate to the challenges faced in scientific projects?
21. What does the text suggest about the importance of teamwork when encountering unforeseen challenges in technological development? Support your answer with evidence from the text.
22. Discuss the significance of the phrase “not to reinvent the wheel” in the context of the text. How does it reflect the approach to building upon existing knowledge in science and technology?

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Date and Time for the first-year student of Vocational Certificate

• PRESENT SIMPLE (AFFIRMATIVE, NEGATICE AND INTERROGATIVE FORM)
• ROUTINE VERBS
• THIRD PERSON SINGULAR
• FREE TIME ACTIVITIES

Read the article https://www.makemebetter.net/importance-of-free-time-in-our-daily-routine/ and do the following tasks. 

Las anteriores imágenes muestran la detención de Nicolás Maduro.

En los grupos creados en la actividad “Think, Pair, Share” tenéis 1 minuto para decidir si estas imágenes son reales o no.

Estas imágenes son FALSAS, como ya han dicho medios como el New York Times, o RTVE.

En esta actividad vamos a aprender cómo distinguir si una noticia ha sido generada por la IA, o no.

Para ello debemos fijarnos en tres cosas

1. La fuente: ¿Quién publica esta noticia? Es una fuente fiable?
2. El contenido: ¿La noticia busca provocar una reacción emocional fuerte?
3. Los detalles: ¿Hay algo que resulte extraño o incoherente?

Paso 1.

Añadid las imágenes proporcionadas en Google Lens.

Cuando las busquéis, os aparecerán las fuentes que han subido esta noticia/imágenes. Rellenad la siguiente checklist:

• ¿La cuenta o web es oficial, verificada o conocida?
• ¿Aparece la noticia en varios medios fiables, o solo en una cuenta de redes sociales?
• ¿Se citan periodistas, instituciones o expertos reales?

Paso 2. 

• Fijaos en el contenido. Completad la siguiente checklist:

• Se usan palabras exageradas.
• Titulares muy llamativos que no se desarrollan bien en el texto.
• Falta de datos concretos (fechas, lugares, cifras comprobables).

Paso 3.

Ahora fijaos en las fotos.

¿Hay algo en la imagen, el vídeo o el audio que resulte extraño o incoherente?

• Rasgos físicos raros (manos deformes, caras poco naturales).
• Objetos que no encajan con la realidad (uniformes incorrectos, textos borrosos).
• Vídeos o audios sin contexto claro o sin fuente original.

Paso 4.

Ahora volved a las preguntas de reflexión. ¿Ha cambiado vuestra opinión en algo?

La profesora hará sonar una canción y debéis moveros por la clase comentando vuestra opinión sobre este tema hasta que la canción acabe.

Cooking at home is a waste of time because there are so many convenient fast food options that make life less stressful. To what extent do you agree or disagree?

Grammar Fun Time

Calendar / Preposition of time

Answer the following questions: 

1. Who were Elizabeth I’s parents, and why was her birth controversial?

2. Why was Elizabeth I not expected to become queen?

3. What challenges did Elizabeth face early in her reign?

4. How did Elizabeth I strengthen England’s defense during her reign?

5. What famous naval event occurred in 1588, and what was Elizabeth's role?

6. How did Elizabeth contribute to the arts during her time as queen?

7. Why is Elizabeth’s reign often called “The Golden Age”?

8. How did Elizabeth I influence exploration and colonization?

9. What personal choice did Elizabeth make that earned her a unique title?

10. In what ways is Elizabeth I considered one of the most significant monarchs in English history?

Answers

COMPLETE THE WORKSHEET

Join the sentences using the words in brackets.

Students will practice reading texts that include the simple past and past progressive tenses.

📝 Student Instruction: Future Perfect Tense

1. When do we use Future Perfect?

• To talk about an action that will be completed before a specific time in the future.
  • By next year, I will have graduated from school.
• To show that something will be finished before another future event.
  • She will have left by the time you arrive.

2. Form

• Affirmative (+): Subject + will + have + past participle (V3)
  • I will have finished my homework by 8 p.m.
  • They will have built the house by next month.
• Negative (–): Subject + will + not (won’t) + have + past participle
  • I won’t have completed the project by tomorrow.
  • She won’t have arrived by 9 o’clock.
• Question (?): Will + subject + have + past participle
  • Will you have finished your work by 5 p.m.?
  • Will they have left before we get there?

3. Time expressions often used

• by + time → by tomorrow, by next week, by 2025
• before → before 6 p.m., before the meeting
• by the time → by the time you arrive

4. Examples

• By the time he comes, I will have cleaned the house.
• She will have written five emails before lunch.
• Will you have read the book by next Monday?

👉 Practice Example:
Change the verb into Future Perfect.

1. I (finish) my homework by 9 p.m. → I will have finished my homework by 9 p.m.
2. She (not complete) the project before the deadline. → She won’t have completed the project before the deadline.
3. (they / arrive) before we leave? → Will they have arrived before we leave?

Listening to the audio and write down the correct time.

The third conditional is used to talk about past situations that did NOT happen and to imagine a different result in the past.
We use it to express regret, criticism, hypothetical outcomes, or analysis, especially in aviation when reviewing incidents or procedures.

Structure

If + Past Perfect, … would have + Past Participle

• “If the crew had noticed the leak…”

• “…the incident would have been avoided.”

Meaning

We use the third conditional to say:

• “This didn’t happen, but here is what would have happened if it did.”

• It is 100% unreal past — we are imagining an alternative history.

Example (aviation)

If the pilots had checked the weather earlier, the flight would have departed on time.
→ They didn’t check it early, so the flight was delayed.

Negative forms

• hadn’t + V3

• wouldn’t have + V3

Example:
If the engine hadn’t failed, we wouldn’t have diverted.

(Everyone turns.)

Gillian: Who are you?

Zoe: Do you have brains?

(Ad-libbed responses: “Fair enough,” “Good idea,” “Safer that way,” etc.)

William: De’Ath? Don’t you mean Death?

Gillian: Murder? Hang on, why aren’t you scared of us? Boo!

Bella: Slightly? We’re dead, and you’re having a chat like it’s tea time!

Winnie: Zoe likes open minds too—different reason though.

Malcolm: Of course I am!

Bella: (Fake sobbing.) Oh, Victor! My darling! Who could do this to you?

Winnie: Ernest.

Gillian: (Hands De’Ath the card.)

Bella: Don’t forget Patti.

Zoe: Patti the Poltergeist.

Malcolm: Well, technically, we all did.

William: Wait. You said murder? You can’t mean this is murder!

Bella: Oh, must this take long? If Victor—or Ernest or whatever—stays dead, I’ll need a new potential husband. They’re all dressed so splendidly… clearly wealthy enough to keep me in the manner I deserve.

Zoe: Basingstoke?

Gillian: True. I became a ghost immediately after dying. Didn’t even have time to dry off.

Winnie: Unless the CCTV shows nothing, it’s unclear who did it.

(A beat.)

Zoe: Oh, shame—I wanted to watch this on YouBoo.

Malcolm: Zoe, you don’t need to watch—you’re here.

Winnie: Just a minute, Inspector. If one of us is nicked, how do you punish a ghost?

Gillian: Why me?

Winnie: Because you’re easiest to imagine not being there.

Zoe: What? No! I done nothing.

Bella: That’s just how she talks, Inspector. She don’t know no different.

De’Ath: So one or more of you is responsible for the deaths of Professor Ernest Jones and Patti the Poltergeist. I intend to find out who!

Zoe: And then what?

De’Ath: Then the guilty will face consequences.

Malcolm: Consequences! Missed that one.

Zoe: (To Gillian) What did he say?

Gillian: You’ll be nicked.

Zoe: But I didn’t do nothing!

(All groan.)

Gillian: Life? Are you sure?

Zoe: We’re already dead… haha.

Malcolm: A week in Basingstoke?

Gillian: (To audience.) We have a murder to solve. So, ladies and gentlemen, let us see if we can, between us, solve these crimes, as we open up the floor to questions from the audience.

(Audience questions – see production notes.)

Scene 2 – The Reveal

Winnie: Her real name was Sharon.

Zoe: Sharon?

Winnie: Yes, she told me while I was doing her hair before we came out tonight.

William: She didn’t have any ingredients for potions.

Bella: Oh, well surmised, Inspector! Bravo!

Malcolm: (To Gillian) So we can go?

Zoe: What? Me? No! I liked Patti. She was my friend.

Malcolm: That doesn’t sound like Zoe. She only pulls hair off if she’s going to eat their… B-R-A-I-N-S.

William: Real wine!

Winnie: What? Me? No, don’t be silly. Why would I want to kill Victor? And why would I want to kill Patti? I helped her get ready for tonight, for goodness’ sake. I helped her with her hair!

William: So that’s why you wanted me to spend time with Patti! You wanted her sneezes to use in your spells! She and Gillian are the only ones who are officially spooks!

Winnie: Yes, yes, OK. I stabbed him, but I didn’t know then he wasn’t a vampire. He accused me of shoddy spells.

Zoe: Is that near Cognito?

Bella: Yes Zoe, yes, it is. Just down the road.

Gillian: Look, Inspector – Victor, or Ernest, whoever he was, must have known the risks when he came to live with us. Anyone could have found out at any time he wasn’t a vampire. It wouldn’t have taken a genius.

William: Keeping up standards, Winnie, good girl.

Malcolm: Zoe, I’m sorry to say, the house belonged to Victor, I think we’re all going to have to move to… (braces himself) Basingstoke!

(All except De’Ath.) Nooooooo!

(Curtain.)

📘 STUDENT INSTRUCTIONS

Welcome to the Integrated Test!
This test evaluates the four English skills: Listening, Reading, Speaking, and Writing using Present Perfect and Past Simple.

Please follow these steps:

1. LISTENING:
   Listen to the audio and choose the correct answers.
2. READING:
   Read the text carefully and answer the questions.
   Choose the correct option or write your sentence in the space provided.
3. SPEAKING:
   Record your voice inside the recording boxes.
   Speak clearly and use complete sentences.
4. WRITING:
   Write your own sentences using Present Perfect and Past Simple.

Take your time and do your best!
Good luck! 🍀✨

TIME 3

Task 1. 

Match the sales terms with their definitions:

1.  
2. 1. Prospect
3. 2. Close the deal
4. 3. Upsell
5. 4. Cross‑sell
6. 5. Objection
7. 6. Follow‑up
8. 7. Pipeline

      A. A potential customer who has shown interest in your product.
B. The process of moving a potential customer through the sales stages.
C. A person or company that might become a customer.
D. To finalize a sale and get the customer’s agreement.
E. A customer’s concern or reason for not buying.
F. To sell an additional, related product to an existing customer.
G. To offer a higher‑end version of the product the customer is considering.
H. Contacting a customer after the initial interaction to check satisfaction or offer more.

Task 2. Handling Objections 

You are a sales manager at a tech store. Your customer has the following objections. Respond politely and persuasively (2–3 sentences per reply). Use phrases like:

I understand your concern…

That’s a great question…

Let me explain how…

Actually, this feature helps you…

This laptop is too expensive. I can find a cheaper one online.
Your reply: _________________________________________________________________________________________

_________________________________________________

_________________________________________________

I’m not sure this software will work with my current system»
Your reply: _________________________________________________________________________________________

_________________________________________________

_________________________________________________

I need more time to think about it
Your reply: _________________________________________________________________________________________
_________________________________________________
_________________________________________________

Task 3. Writing: Sales Email 

Task. Write a short sales email (80-100 words) to a potential

client. Use the template below and include:

1) a clear subject line

2) a greeting.

3) 1–2 sentences about your product/service

4) 1 benefit for the client.

5) call to action (e.g., «Let’s schedule a call…»).

6) A polite closing.

Template:

Subject: ___________________________________________________________________________________________

Dear (Client’s Name),

__________________________________________________________________________________________________
__________________________________________________________________________________________________

I believe this solution will help you ______________________________________.

Would you be available for a quick call next week to discuss 

further?

Best regards,
(Your Name)
(Your Position)

Task 4. Discussion Questions 

Answer 2 of the following questions in 2–3 sentences. 

Use professional vocabulary from Part 1.

1.  
2. What are the most important qualities of a successful salesperson? Why?
3. How can technology (e.g., CRM systems) improve the sales process?
4. Why is follow‑up important after closing a deal?

Your answers:

1. ______________________________________________________________________________________________
2. ______________________________________________________________________________________________
3. _____________________________________________________________________________________________________________________________________________

Evaluation Criteria:

Vocabulary: Accurate use of sales terms (Task 1, 4).

Communication: Polite, persuasive language (Task 2, 3).

Structure: Clear organization in writing (Task 3).

Fluency: Logical, concise answers (Task 4).