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\begin{unitbox}
{\LARGE\bfseries Open C1 English · Unit 03}\\[2mm]
{\Large Nature \& the Environment}\\[2mm]
{\bfseries Grammar:} The passive voice (advanced forms, causative have/get)\\
{\bfseries Pronunciation:} Linking and catenation\\
{\bfseries Generated:} 2026-04-21 00:17
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\begin{itemize}[leftmargin=1.2em]
\item Study the grammar and vocabulary before attempting the output tasks.
\item Use the public site for audio playback; this PDF is the printable study companion.
\item Mark answers directly on paper, then return to the online lesson for media-rich practice.
\item Keep a separate C1 notebook for rewritten answers, useful collocations and pronunciation notes.
\end{itemize}
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Input: reading, listening and media exposure.\\
Language focus: grammar, vocabulary, idioms and Use of English.\\
Output: writing, speaking, mediation and realistic everyday communication.
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\newpage
\lessonbox{Lesson 1: Introduction}{
\section*{¿De qué va esta unidad?}

En esta unidad, nos adentraremos en uno de los temas más recurrentes y complejos tanto en la vida académica como en el examen de Cambridge C1 Advanced: Nature \& the Environment. A un nivel avanzado, ya no basta con saber decir que "hay contaminación"; se espera que seas capaz de discutir dilemas éticos, políticas de sostenibilidad y el impacto de la actividad humana utilizando un registro sofisticado. Este tema es fundamental porque requiere un vocabulario abstracto y una capacidad de argumentación crítica que es esencial para alcanzar el nivel C1.\par

El principal reto de esta unidad radica en la precisión técnica y el control de estructuras complejas. Para hablar de procesos naturales, descubrimientos científicos o cambios estructurales, necesitarás dominar la voz pasiva en sus formas avanzadas y el uso de estructuras causativas. Además, el vocabulario sobre ecología suele ser muy específico, lo que te obligará a expandir tu léxico más allá de lo cotidiano. Prepárate para elevar tu discurso de lo descriptivo a lo analítico.\par

\section*{Objetivos de aprendizaje}

\begin{itemize}[leftmargin=1.2em]
\item Grammar: Master advanced passive voice structures (including impersonal passive) and causative have/get to describe complex processes and social changes.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Vocabulary: Acquire high-level terminology related to ecology, climate change, and environmental conservation to discuss nuanced topics.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Reading: Develop strategies to identify tone, purpose, and implicit meaning in complex academic and journalistic texts about the environment.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Listening: Improve the ability to follow fast-paced discussions and lectures involving technical vocabulary and different accents.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Use of English: Perfect sentence transformation and word formation exercises involving passive structures and environmental collocations.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Speaking \& Writing: Produce coherent, well-structured arguments and professional-level reports/essays on environmental issues.
\end{itemize}

\section*{Lo que vas a encontrar}

\begin{itemize}[leftmargin=1.2em]
\item Introduction: Una visión general de los temas clave que abordaremos.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Grammar (The Passive Voice \& Causatives): Explicaciones detalladas sobre la voz pasiva avanzada y cómo usar have/get para acciones realizadas por otros.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Vocabulary (The Natural World): Un banco de palabras y colocaciones de nivel C1 para hablar de ecología y sostenibilidad.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Idioms \& Phrasal Verbs: Expresiones idiomáticas relacionadas con la naturaleza y el entorno para dar naturalidad a tu inglés.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Reading: Textos de nivel avanzado con preguntas de comprensión crítica.
\end{itemize}
to\par

\begin{itemize}[leftmargin=1.2em]
\item Listening: Ejercicios de audio con hablantes nativos sobre temas medioambientales.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Use of English: Práctica intensiva de Part 3 (Word Formation) y Part 4 (Key Word Transformation) enfocada en la gramática de la unidad.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Writing: Guía paso a paso para redactar un essay o un report de carácter formal.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Speaking: Simulacros de la parte de interacción y presentación oral del examen.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Mediation: Ejercicios para resumir o transformar información de un texto/audio a otro formato (clave en el nuevo formato de examen).
\end{itemize}

\section*{Tiempo estimado}

Total: 6 horas\par

\begin{itemize}[leftmargin=1.2em]
\item Introduction: 10 min
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Grammar: 60 min
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Vocabulary: 40 min
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Idioms \& Phrasal Verbs: 30 min
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Reading: 45 min
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Listening: 40 min
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Use of English: 45 min
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Writing: 40 min
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Speaking: 30 min
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Mediation: 20 min
\end{itemize}
}
\lessonbox{Lesson 2: Grammar Focus}{
\section*{Explicación (en español)}

En el nivel C1 Advanced, la voz pasiva no se trata solo de cambiar el sujeto; se trata de manipular el enfoque de la frase para sonar más formal, académico o para enfatizar el proceso sobre el agente. En contextos sobre el medio ambiente, la pasiva es esencial porque a menudo lo importante es qué está ocurriendo (ej. el bosque está siendo talado) y no quién lo está haciendo. Además, utilizaremos estructuras avanzadas como la pasiva con verbos de opinión (It is thought that...) y la estructura causativa.\par

La estructura causativa (have/get something done) se utiliza cuando no realizamos la acción nosotros mismos, sino que contratamos o pedimos a alguien que lo haga. Por ejemplo, "We had the solar panels installed" (Mandamos instalar los paneles solares). Es vital distinguir entre have something done (más formal) y get something done (más informal/coloquial).\par

Un error típico de los hispanohablantes es intentar traducir literalmente estructuras como "se dice que" o "se cree que". En inglés, no podemos usar el "se" impersonal de la misma forma. En su lugar, usamos la pasiva impersonal: It is said that... o He is said to be.... Otro error común es olvidar el participio pasado en la estructura causativa, diciendo "I had the trees plant" en lugar de "I had the trees planted".\par

Finalmente, recuerda que la pasiva se utiliza para evitar la repetición de sujetos o cuando el agente es desconocido, obvio o irrelevante. En debates sobre el cambio climático, esto permite centrar la atención en las consecuencias ambientales en lugar de en individuos específicos, otorgando un tono más profesional y objetivo al discurso.\par

\section*{Form — estructura}

Type |\par
Structure |\par
Example |\par

Standard Passive |\par
Subject + be + Past Participle |\par
The rainforest is being destroyed. |\par

Passive with Modal |\par
Subject + modal + be + Past Participle |\par
The law must be enforced. |\par

Impersonal Passive |\par
It + be + verb of opinion + that... |\par
It is believed that temperatures will rise. |\par

Advanced Impersonal |\par
Subject + be + verb of opinion + to-infinitive |\par
The species is thought to be extinct. |\par

Causative (Formal) |\par
Subject + have + object + Past Participle |\par
We had the ecosystem surveyed. |\par

Causative (Informal) |\par
Subject + get + object + Past Participle |\par
I need to get my car repaired. |\par

\section*{Examples}

\begin{itemize}[leftmargin=1.2em]
\item The ozone layer is being depleted by chemical emissions. (La capa de ozono está siendo agotada por las emisiones químicas.)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item It is widely argued that renewable energy is the only way forward. (Se argumenta ampliamente que la energía renovable es el único camino a seguir.)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item The endangered species is believed to have migrated north. (Se cree que la especie en peligro de extinción ha migrado hacia el norte.)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item We had the new irrigation system installed last month. (Mandamos instalar el nuevo sistema de riego el mes pasado.)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item The damage to the coral reef was caused by rising sea temperatures. (El daño al arrecife de coral fue causado por el aumento de la temperatura del mar.)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item They are getting the trees planted in the local park. (Están haciendo que planten los árboles en el parque local.)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item It was decided that the national park would be expanded. (Se decidió que el parque nacional sería ampliado.)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item The pollution levels were found to be much higher than expected. (Se descubrió que los niveles de contaminación eran mucho más altos de lo esperado.)
\end{itemize}

\section*{Contrast}

\begin{itemize}[leftmargin=1.2em]
\item ✗ The forest was cut down by many people. / ✓ The forest was being cleared at an alarming rate. (En C1, usamos verbos más precisos como clear y estructuras de proceso).
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item ✗ It is thought that the tiger lives in Asia. / ✓ The tiger is thought to live in Asia. (La segunda opción es la estructura avanzada de "Subject + to-infinitive").
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item ✗ I had my garden clean. / ✓ I had my garden cleaned. (Error de participio: en la causativa, el objeto debe ir seguido del participio pasado).
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item ✗ People say that the climate is changing. / ✓ It is said that the climate is changing. (Uso de la pasiva impersonal para dar un tono objetivo).
\end{itemize}

\section*{Mini-quiz — 10 preguntas}

Transform the sentences using the prompts provided.\par

-\par
People believe that the glacier is melting rapidly.\par
The glacier... (use: is believed)\par

-\par
Someone is cleaning the polluted river.\par
The polluted river... (use: the passive)\par

-\par
A professional company installed the wind turbines.\par
We... (use: the causative have)\par

-\par
Experts say that the dam was built in 1920.\par
The dam... (use: is said)\par

-\par
They are going to rebuild the coastal defences.\par
The coastal defences... (use: the passive)\par

-\par
Multiple Choice: The new environmental law \_\_ by the government last week.\par
a) was passed\par
b) was pass\par
c) has been passed\par

-\par
Multiple Choice: I need to \_\_ my solar panels checked.\par
a) have\par
b) get\par
c) Both a and b are correct\par

-\par
Multiple Choice: It \_\_ that deforestation is increasing in the Amazon.\par
a) is thought\par
b) thinks\par
c) is thought to\par

-\par
Fill in the gap: The old forest was \_\_ (protect) by the local community.\par

-\par
Rewrite using the causative: I paid a gardener to plant the new saplings.\par
I had...\par

Respuestas:\par
1. The glacier is believed to be melting rapidly.\par
2. The polluted river is being cleaned.\par
3. We had the wind turbines installed.\par
4. The dam is said to have been built in 1920.\par
5. The coastal defences are going to be rebuilt.\par
6. a) was passed\par
7. c) Both a and b are correct\par
8. a) is thought\par
9. protected\par
10. I had the new saplings planted.\par
}
\lessonbox{Lesson 3: Vocabulary Lab}{
\section*{Vocabulario C1 — Nature \& the Environment}

30 palabras con definición, traducción, ejemplo y audio.\par



\subsection*{biodiversity  //}
/ˌbaɪəʊdaɪˈvɜːsəti/n\par
Definition:the variety of plant and animal life in the world or in a particular habitat.\par
Traducción:biodiversidad\par
Example:The preservation of local biodiversity is crucial for maintaining the stability of our regional ecosystem.\par
Collocation:to protect biodiversity\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# mitigate  //
\end{itemize}
/ˈmɪtɪɡeɪt/v\par
Definition:to make something less severe, serious, or painful.\par
Traducción:mitigar\par
Example:New urban planning strategies aim to mitigate the effects of rising temperatures in metropolitan areas.\par
Collocation:to mitigate the impact\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# depletion  //
\end{itemize}
/dɪˈpliːʃn/n\par
Definition:the reduction in the quantity or number of something.\par
Traducción:agotamiento / disminución\par
Example:The rapid depletion of natural resources has prompted a global debate on sustainable consumption.\par
Collocation:resource depletion\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# irreversible  //
\end{itemize}
/ˌɪrɪˈvɜːsəbl/adj\par
Definition:not able to be undone or altered.\par
Traducción:irreversible\par
Example:Scientists warn that we are approaching a tipping point of irreversible environmental damage.\par
Collocation:irreversible damage\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# ecosystem  //
\end{itemize}
/ˈiːkəʊsɪstəm/n\par
Definition:a biological community of interacting organisms and their physical environment.\par
Traducción:ecosistema\par
Example:The delicate balance of the marine ecosystem is being threatened by ocean acidification.\par
Collocation:to disrupt an ecosystem\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# sustainability  //
\end{itemize}
/səˌsteɪnəˈbɪləti/n\par
Definition:the ability to be maintained at a certain rate or level.\par
Traducción:sostenibilidad\par
Example:The long-term sustainability of our current energy models is under intense scrutiny.\par
Collocation:environmental sustainability\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# catastrophic  //
\end{itemize}
/ˌkætəˈstrɒfɪk/adj\par
Definition:involving or causing sudden great damage or suffering.\par
Traducción:catastrófico\par
Example:A failure to act now could lead to catastrophic consequences for future generations.\par
Collocation:catastrophic consequences\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# degradation  //
\end{itemize}
/ˌdeɡrəˈdeɪʃn/n\par
Definition:the process of something becoming worse or being damaged.\par
Traducción:degradación\par
Example:Soil degradation is a major factor in the declining crop yields seen globally.\par
Collocation:environmental degradation\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# precipitate  //
\end{itemize}
/prɪˈsɪpɪteɪt/v\par
Definition:to cause something (usually bad) to happen suddenly, unexpectedly, or prematurely.\par
Traducción:precipitar / provocar\par
Example:The sudden loss of habitat could precipitate a mass extinction event in this region.\par
Collocation:to precipitate a crisis\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# ubiquitous  //
\end{itemize}
/juːˈbɪkwɪtəs/adj\par
Definition:present, appearing, or found everywhere.\par
Traducción:ubicuos / omnipresente\par
Example:Plastic pollution has become ubiquitous, even in the most remote parts of the ocean.\par
Collocation:ubiquitous presence\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# compliance  //
\end{itemize}
/kəmˈplaɪəns/n\par
Definition:the action or fact of complying with a law, called, or agreement.\par
Traducción:cumplimiento\par
Example:Strict compliance with new carbon emission regulations is mandatory for all heavy industries.\par
Collocation:regulatory compliance\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# feasibility  //
\end{itemize}
/ˌfiːzəˈbɪləti/n\par
Definition:the state or degree of being easily or conveniently done.\par
Traducción:viabilidad\par
Example:The company is conducting a feasibility study on transitioning to 100\% renewable energy.\par
Collocation:economic feasibility\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# implement  //
\end{itemize}
/ˈɪmplɪment/v\par
Definition:to put a decision, plan, or agreement into effect.\par
Traducción:implementar\par
Example:The government plans to implement stricter laws against illegal deforestation next year.\par
Collocation:to implement a policy\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# scrutiny  //
\end{itemize}
/ˈskruːtəni/n\par
Definition:critical observation or examination.\par
Traducción:escrutinio / examen minucioso\par
Example:Corporate greenwashing is now under intense public and legal scrutiny.\par
Collocation:to undergo scrutiny\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# viability  //
\end{itemize}
/ˌvaɪəˈbɪləti/n\par
Definition:the ability to work successfully; feasibility.\par
Traducción:viabilidad\par
Example:The long-term viability of hydrogen fuel technology remains a subject of debate.\par
Collocation:commercial viability\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# carbon footprint  //
\end{itemize}
/ˈkɑːbən ˈfʊtprɪnt/n phrase\par
Definition:the total amount of greenhouse gases produced by an individual, event, organization, or product.\par
Traducción:huella de carbono\par
Example:Many businesses are working hard to reduce their carbon footprint to meet net-zero targets.\par
Collocation:to reduce a carbon footprint\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# offset  //
\end{itemize}
/ˌɒfˈset/v\par
Definition:to counteract something by having an opposing effect.\par
Traducción:compensar\par
Example:The airline offers passengers the chance to offset their flight emissions through reforestation projects.\par
Collocation:to offset emissions\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# stakeholder  //
\end{itemize}
/ˈsteɪkhəʊldə/n\par
Definition:a person, group, or organization that has an interest or concern in something.\par
Traducción:parte interesada / actor clave\par
Example:Environmental stakeholders met to discuss the impact of the new mining project.\par
Collocation:key stakeholder\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# transparency  //
\end{itemize}
/trænsˈpærənsi/n\par
Definition:the quality of being done in an open way without secrets.\par
Traducción:transparencia\par
Example:Increased transparency in supply chains is essential to ensure products are ethically sourced.\par
Collocation:to ensure transparency\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# incentivize  //
\end{itemize}
/ɪnˈsentɪvaɪz/v\par
Definition:to provide with an incentive or motivation for doing something.\par
Traducción:incentivar\par
Example:The government aims to incentivize the use of electric vehicles through tax breaks.\par
Collocation:to incentivize innovation\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# eco-friendly  //
\end{itemize}
/ˌiːkəʊ ˈfrendli/adj\par
Definition:not harmful to the environment.\par
Traducción:ecológico / respetuoso con el medio ambiente\par
Example:We are looking for more eco-friendly packaging solutions for our new product line.\par
Collocation:eco-friendly alternatives\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# greenwashing  //
\end{itemize}
/ˈɡriːnwɒʃɪŋ/n\par
Definition:the practice of making unsubstantiated claims about the environmental benefits of a product or service.\par
Traducción:lavado de imagen ecológico\par
Example:Consumers are becoming increasingly skeptical of brands accused of greenwashing.\par
Collocation:to accuse of greenwashing\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# sustainable  //
\end{itemize}
/səˈsteɪnəbl/adj\par
Definition:able to be maintained at a certain rate or level.\par
Traducción:sostenible\par
Example:Switching to a sustainable diet is one of the most effective ways to reduce individual impact.\par
Collocation:sustainable development\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# renewable  //
\end{itemize}
/rɪˈnjuːəbl/adj\par
Definition:not depleted when used.\par
Traducción:renovable\par
Example:The transition to renewable energy sources is accelerating globally.\par
Collocation:renewable energy\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# eco-conscious  //
\end{itemize}
/ˌiːkəʊ ˈkɒnʃəs/adj\par
Definition:showing concern for the environment.\par
Traducción:con conciencia ecológica\par
Example:The brand targets eco-conscious consumers who prioritise ethical production.\par
Collocation:eco-conscious lifestyle\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# zero-waste  //
\end{itemize}
/ˈzɪərəʊ weɪst/adj\par
Definition:aiming to send no trash to landfills.\par
Traducción:residuo cero\par
Example:Many urban dwellers are adopting a zero-waste lifestyle to minimize their environmental impact.\par
Collocation:zero-waste movement\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# clutter  //
\end{itemize}
/ˈklʌtə/n / v\par
Definition:a collection of things lying about in an untidy mass.\par
Traducción:desorden / amontonamiento\par
Example:The excessive packaging cluttering our streets is a direct result of single-use culture.\par
Collocation:to clear the clutter\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# mindful  //
\end{itemize}
/ˈmaɪndfl/adj\par
Definition:conscious or aware of something.\par
Traducción:consciente / atento\par
Example:We need to be more mindful of our water consumption during the summer months.\par
Collocation:to be mindful of\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# reclaim  //
\end{itemize}
/rɪˈkleɪm/v\par
Definition:to retrieve or recover something from a lost or wasted state.\par
Traducción:reclamar / recuperar\par
Example:The project aims to reclaim abandoned industrial sites and turn them into urban parks.\par
Collocation:to reclaim land\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# eco-anxiety  //
\end{itemize}
/ˌiːkəʊ æŋˈzaɪəti/n\par
Definition:chronic fear of environmental doom.\par
Traducción:ecoansiedad\par
Example:Many young people report experiencing eco-anxiety due to the rapid pace of climate change.\par
Collocation:to suffer from eco-anxiety\par

-\par
}
\lessonbox{Lesson 4: Idioms \& Natural Expressions}{
\section*{Idioms \& expressions — Nature \& the Environment}



\subsection*{to stem the tide  ·  formal}
formal\par
Meaning:to stop or control something unpleasant from increasing or continuing\par
Significado:frenar la marea / contener la tendencia\par
Example:The government has introduced new carbon taxes to stem the tide of rising global temperatures.\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# a force of nature  ·  neutral
\end{itemize}
neutral\par
Meaning:someone with a very strong personality who is difficult to control\par
Significado:una fuerza de la naturaleza\par
Example:Our new CEO is a true force of nature; she has completely restructured the company in just three months.\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# to be in the eye of the storm  ·  neutral
\end{itemize}
neutral\par
Meaning:to be in the centre of a lot of criticism or controversy\par
Significado:estar en el ojo del huracán\par
Example:The tech giant is currently in the eye of the storm due to the recent data privacy scandal.\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# to weather the storm  ·  neutral
\end{itemize}
neutral\par
Meaning:to successfully deal with a very difficult period or situation\par
Significado:capear el temporal / sobrevivir a la crisis\par
Example:Despite the economic downturn, the startup managed to weather the storm through smart investment.\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# to plant a seed  ·  neutral
\end{itemize}
neutral\par
Meaning:to suggest an idea that might influence someone's thoughts in the future\par
Significado:sembrar una semilla / plantar la idea\par
Example:The keynote speaker planted a seed of doubt regarding the long-term viability of fossil fuels.\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# to branch out  ·  neutral
\end{itemize}
neutral\par
Meaning:to start doing something different from your usual activities\par
Significado:diversificarse / expandirse\par
Example:The sustainable fashion brand is branching out into biodegradable tech accessories.\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# to be greenwashed  ·  informal
\end{itemize}
formal\par
Meaning:to be misled by a company's false claims about environmental friendliness (contemporary)\par
Significado:ser víctima de lavado de imagen ecológico / greenwashing\par
Example:Many consumers feel they are being greenwashed when brands use recycled packaging but ignore ethical labour.\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# climate anxiety  ·  neutral
\end{itemize}
neutral\par
Meaning:chronic fear of environmental doom (contemporary social term)\par
Significado:ecoansiedad / ansiedad climática\par
Example:The documentary explores how climate anxiety is affecting the mental health of Gen Z globally.\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# to disrupt the ecosystem  ·  formal
\end{itemize}
formal\par
Meaning:to fundamentally change the way a market or social structure works (contemporary business/tech)\par
Significado:alterar el ecosistema / romper el equilibrio del sector\par
Example:The arrival of generative AI has significantly disrupted the digital content ecosystem.\par

\begin{itemize}[leftmargin=1.2em]
\item \#\#\# to turn over a new leaf  ·  neutral
\end{itemize}
neutral\par
Meaning:to start behaving in a better way\par
Significado:pasar página / empezar de cero\par
Example:After the scandal, the corporation promised to turn over a new leaf by adopting net-zero policies.\par

-\par
}
\lessonbox{Lesson 5: Reading Practice}{
\section*{Unit 3: Nature \& the Environment}

\subsection*{Reading Lesson: The Great Rewilding Debate}

\section*{Reading text}

\subsection*{The Wilderness Paradox: Can We Engineer Nature Back to Life?}

As we move through 2025, the conversation surrounding environmental conservation has undergone a radical shift. For decades, the primary goal was preservation: protecting existing ecosystems from human interference. However, as biodiversity loss reaches critical levels, a more controversial approach has taken centre stage: rewilding. This strategy involves not just protecting land, but actively intervening to restore natural processes, often by reintroducing apex predators or keystone species to landscapes that have been managed by humans for centuries.\par

While the ecological arguments for rewilding are compelling, they have ignited a fierce debate among policymakers and local communities. Proponents argue that passive conservation is no longer sufficient to combat the climate crisis. They suggest that by allowing nature to take the lead—through the reintroduction of species like wolves in Europe or even more radical interventions in depleted rainforests—we can create self-sustaining ecosystems that are far more resilient to temperature fluctuations. In this view, nature is not a static museum piece to be guarded, but a dynamic force that requires a nudge to regain its equilibrium.\par

Conversely, critics argue that this "hands-off" approach is fundamentally flawed because it ignores the historical context of the land. Many of the areas proposed for rewilding are not "wild" in the traditional sense; they are cultural landscapes shaped by generations of farming and grazing. Critics suggest that large-scale rewilding could lead to the displacement of rural communities and the loss of traditional agricultural knowledge. There is also the unpredictable element of biological volatility; reintroducing a predator to a managed landscape is a high-stakes gamble that could have unforeseen consequences for local livestock and human safety.\par

Furthermore, the ethical dimension of rewilding raises profound questions. Are we truly "restoring" nature, or are we merely creating a highly managed version of wilderness that serves our own aesthetic preferences? Some ecologists argue that the idea of a "pristine" wilderness is a myth, an outdated romanticism that fails to account for the anthropogenic changes already embedded in our biosphere. If we are to intervene to fix the damage we have caused, we must acknowledge that the "nature" we are trying to recreate is a hybrid of the old world and the new.\par

As governments look toward the 2030 biodiversity targets, the tension between these two schools of thought will only intensify. The challenge lies in finding a middle ground: a way to foster ecological resilience without erasing the human history etched into the landscape. Whether rewilding becomes a cornerstone of global conservation or remains a niche experiment depends on our ability to reconcile the wildness of the natural world with the realities of a human-dominated planet.\par

\section*{Comprehension — multiple choice (Cambridge Part 5 style)}

-\par
What is the writer's main purpose in the first paragraph?\par
A. To argue that preservation is no longer a valid strategy.\par
B. To introduce a shift in how we approach environmental conservation.\par
C. To criticise the lack of focus on biodiversity loss.\par
D. To explain why apex predators are essential to ecosystems.\par

-\par
According to the second paragraph, proponents of rewilding believe that...\par
A. nature should be left entirely alone to recover.\par
B. traditional conservation methods are too slow to address climate change.\par
C. ecosystems are naturally static and need protection.\par
D. human intervention is the only way to prevent climate change.\par

-\par
What is the primary concern of the critics mentioned in the third paragraph?\par
A. The economic cost of reintroducing species to rural areas.\par
B. The potential for predators to cause human fatalities.\par
C. The disruption of long-standing human relationships with the land.\par
D. The loss of biodiversity due to sudden ecological changes.\par

-\par
In the fourth paragraph, the author suggests that the concept of "pristine wilderness" might be...\par
A. an unrealistic ideal due to human impact on the planet.\par
B. the ultimate goal of all successful rewilding projects.\par
C. a necessary framework for ethical conservation.\par
D. something that can only be achieved through radical intervention.\par

-\par
What does the phrase "a high-stakes gamble" in the third paragraph imply?\par
A. The financial risks involved in rewilding projects.\par
B. The unpredictability and potential danger of the strategy.\par
C. The political difficulty of passing new environmental laws.\par
D. The likelihood of success in restoring lost species.\par

-\par
What is the author's concluding tone regarding the future of rewilding?\par
A. Optimistic that a solution will be found easily.\par
B. Dismissive of the practicalities of the debate.\par
C. Cautious, highlighting the need for balance.\par
D. Certain that the debate will be settled by 2030.\par

\section*{Gapped text — missing sentences}

Instructions: Read the text again and decide which sentence (A-E) fits into the gaps. (Note: The gaps are not marked in the text above, but you must identify where they would logically fit based on the flow of the argument).\par

A. This tension between human heritage and ecological necessity remains unresolved.\par
B. This shift represents a move from protection to active restoration.\par
C. Such interventions are often seen as a way to jump-start natural processes.\par
D. This perspective highlights the inherent conflict between human presence and wildness.\par
E. However, the costs of such projects often outweigh the benefits.\par

\section*{Glossary}

\begin{itemize}[leftmargin=1.2em]
\item Rewilding: renaturalización / rewilding
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Apex predator: superdepredador
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Keystone species: especie clave
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Compelling: convincente / poderoso
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Equilibrium: equilibrio
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Volatility: volatilidad / inestabilidad
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Anthropogenic: antropogénico (causado por el hombre)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Cornerstone: piedra angular / pilar fundamental
\end{itemize}

\section*{Answers}

\subsection*{Comprehension}

\begin{itemize}[leftmargin=1.2em]
\item B
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item B
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item C
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item A
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item B
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item C
\end{itemize}

\subsection*{Gapped text (Logical placement)}

Note: In a real exam, the gaps would be marked. Based on the text structure:\par
* Gap 1 (End of Para 1): B\par
* Gap 2 (Middle of Para 2): C\par
* Gap 3 (End of Para 3): D\par
* Gap 4 (End of Para 4/Intro to Para 5): A\par
(Distractor: E)\par
}
\lessonbox{Lesson 6: Listening Lab}{
\section*{Ecological Shifts and Human Agency}

Esta actividad de comprensión auditiva se divide en tres partes para poner a prueba tu capacidad de entender detalles, completar información y captar ideas abstractas. Escucha atentamente los diferentes segmentos para responder a las preguntas de opción múltiple y de completar espacios.\par

\subsection*{Part 1 — Conversation (questions 1–6)}

\# |\par
Question |\par
Options |\par

1 |\par
What is the primary misconception about rewilding mentioned by Speaker 2? |\par
It is merely about planting a large number of trees.  /  It involves letting nature grow without any human involvement.  /  It is a way to increase the size of local farming communities.  /  It is a method to prevent the stagnation of ecosystems. |\par

2 |\par
According to Speaker 2, what is the purpose of reintroducing keystone species? |\par
To provide a food source for local farmers.  /  To create a more predictable natural environment.  /  To restart natural processes within an ecosystem.  /  To eliminate the need for human intervention entirely. |\par

3 |\par
What is the main concern raised by Speaker 1 regarding rewilding? |\par
The potential for conflict with livestock owners.  /  The lack of scientific evidence for rewilding.  /  The high cost of reintroducing predator species.  /  The difficulty of managing unpredictable landscapes. |\par

4 |\par
How does Speaker 2 respond to the argument that rewilding is a gamble? |\par
By agreeing that the risks are too high to manage.  /  By suggesting that current farming methods are also risky.  /  By arguing that biodiversity is not worth the risk.  /  By stating that the risks will be entirely mitigated. |\par

5 |\par
What does Speaker 2 suggest is a consequence of excessive human control over the planet? |\par
The environment becomes more stable and resilient.  /  The natural world becomes more diverse.  /  Everything becomes more fragile.  /  Humanity becomes more successful at managing resources. |\par

6 |\par
What is the tone of the conversation between Speaker 1 and Speaker 2? |\par
Dismissive and aggressive.  /  Purely academic and detached.  /  Reflective and debating.  /  Optimistic and celebratory. |\par

\subsection*{Part 2 — Monologue: sentence completion (questions 7–12)}

Complete each sentence with 1–3 words from the recording.\par

1.  Rewilding is much more \_ than people often assume.\par

2.  Without the right animals, an ecosystem might remain \_.\par

3.  The tension between conservationists and the agricultural sector is the most \_ aspect of the debate.\par

4.  Proponents argue that benefits like \_ might outweigh localized conflicts.\par

5.  The speaker finds the idea of unmanaged nature to be \_.\par

6.  We have spent centuries trying to \_ the planet.\par

\subsection*{Part 3 — Panel discussion (questions 13–18)}

13. What is the central question of the narrator's monologue?\par
\begin{itemize}[leftmargin=1.2em]
\item Whether humans can successfully manage all natural resources.
\item Whether the term 'environmental stewardship' is a contradiction.
\item How to balance economic growth with forest protection.
\item Why humans have failed to protect the oceans for decades.
\end{itemize}

14. What does the narrator mean by 'anthropocentric bias'?\par
\begin{itemize}[leftmargin=1.2em]
\item The belief that nature should be preserved for its own sake.
\item The tendency to value nature based on its benefit to humans.
\item The idea that humans are the most important species on Earth.
\item The focus on protecting endangered species over habitats.
\end{itemize}

15. The narrator compares modern environmentalism to what activity?\par
\begin{itemize}[leftmargin=1.2em]
\item Building a sustainable house.
\item Gardening in a wild space.
\item Navigating a complex sea.
\item Protecting a museum collection.
\end{itemize}

16. What is the 'new paradigm' mentioned in the monologue?\par
\begin{itemize}[leftmargin=1.2em]
\item Humans acting as the ultimate managers of the planet.
\item Humans seeing themselves as participants within nature.
\item A focus on technological solutions to environmental issues.
\item The total abandonment of all environmental protection.
\end{itemize}

17. According to the narrator, what does the shift in perspective require?\par
\begin{itemize}[leftmargin=1.2em]
\item A more aggressive approach to conservation.
\item A profound psychological adjustment.
\item More scientific data to support management.
\item A complete rejection of all human activity.
\end{itemize}

18. What does Dr. Thorne suggest about urban green spaces?\par
\begin{itemize}[leftmargin=1.2em]
\item They are essential for urban biodiversity.
\item They are often just ornamental and lack biological complexity.
\item They should be replaced by wild forests.
\item They are the best way to manage urban heat.
\end{itemize}

\subsection*{Vocabulario clave}

\begin{itemize}[leftmargin=1.2em]
\item Nuanced — Matizado / Sutil  - Hit the nail on the head — Dar en el clavo  - Contentious — Polémico / Contencioso  - Stewardship — Gestión / Administración responsable  - Anthropocentric — Antropocéntrico  - Daunting — Aterrador / Abrumador  - Relinquish — Renunciar / Ceder  - To push back — Oponerse / Rebatir  \#\#\# Respuestas
\end{itemize}

Part 1: 1. A  ·  2. A  ·  3. A  ·  4. B  ·  5. B  ·  6. C\par
Part 2: 1. nuanced  ·  2. somewhat stagnant  ·  3. contentious  ·  4. carbon sequestration  ·  5. daunting  ·  6. domesticate\par
Part 3: 13. A  ·  14. D  ·  15. A  ·  16. A  ·  17. A  ·  18. A\par

\subsection*{Transcript}

Ver transcript completo\par

SEGMENT 1 — CONVERSATION\par

Speaker 1: I was just reading that article you sent over about the rewilding projects in the Scottish Highlands, and honestly, it’s quite a lot to take in. It’s not just about planting a few trees, is it?\par

Speaker 2: Not at all. That’s a common misconception, really. People often assume rewilding is just about letting nature run wild without any human intervention, but it’s far more nuanced than that. It’s about restoring natural processes.\par

Speaker 1: Right, I see. So, it’s more about setting the stage for nature to take over itself?\par

Speaker 2: Exactly. It’s about reintroducing keystone species—creatures that have a disproportionate impact on their environment—to kickstart those natural cycles. If you don't have the right animals, the ecosystem remains somewhat stagnant, or at least, it’s not functioning at its full potential.\par

Speaker 1: But doesn't that pose a massive risk to local farming communities? I mean, if you reintroduce large predators, like wolves or lynx, you’re essentially inviting conflict with livestock owners. It seems like a bit of a logistical nightmare.\par

Speaker 2: Well, you’ve hit the nail on the head there. That is arguably the most contentious aspect of the whole debate. There’s a real tension between conservationists and the agricultural sector. However, proponents argue that the long-term benefits to biodiversity and carbon sequestration might outweigh those immediate, localized conflicts.\par

Speaker 1: I suppose, but "might" is a pretty big word when you're talking about people's livelihoods. It feels like a bit of a gamble.\par

Speaker 2: It is a gamble, certainly. But then again, the current way of managing the land—intensive farming and monocultures—is also a gamble, isn't it? It’s just a different kind of risk. We’re seeing a massive decline in pollinator numbers and soil health. If we don't shift our approach, we might find ourselves in a much worse position than if we had embraced these more radical ecological shifts.\par

Speaker 1: I see your point. It’s a question of which risk we’re more willing to live with. I guess I just find the idea of "unmanaged" nature a bit daunting. It’s so unpredictable.\par

Speaker 2: It is unpredictable. But isn't that the very essence of nature? It’s meant to be unpredictable. We’ve spent centuries trying to domesticate the planet, and now we’re realizing that the more we control, the more fragile we make everything.\par

SEGMENT 2 — MONOLOGUE\par

Narrator: Good morning, listeners. Today, we’re delving into a topic that has become increasingly central to our global discourse: the concept of "environmental stewardship" and whether it's actually a contradiction in terms. For decades, the prevailing wisdom has been that humans should act as the guardians of the natural world. We talk about "protecting" forests, "saving" oceans, and "preserving" habitats. But when we look closer, a fundamental question emerges: can we truly "steward" something that we have spent centuries systematically degrading?\par

Narrator: To understand this, we first need to consider the anthropocentric bias that underpins much of our modern conservation strategy. Most of our efforts are designed to maintain nature in a state that is beneficial to human interests. We protect certain areas because they provide us with clean water, or because they offer recreational value, or because they contain genetic resources for future medicines. While these are all valid motivations, they are essentially a form of sophisticated management rather than true coexistence. We are essentially treating the planet like a giant, wild garden that we need to prune and weed to keep it looking a certain way.\par

Narrator: However, a shift in perspective is beginning to take hold among some ecological circles. This new paradigm suggests that instead of being "managers" of nature, we should be seeing ourselves as mere participants within it. This isn't to say we should be passive or indifferent to environmental destruction—far from it. Rather, it’s an admission that nature possesses an inherent agency and complexity that exceeds our ability to control it. The idea is to move away from the "command and control" model of environmentalism toward one of "co-evolutionary" engagement.\par

Narrator: This shift requires a profound psychological adjustment. It means accepting that some ecosystems might change in ways that are inconvenient to us. It means recognizing that a truly healthy ecosystem might look quite different from the picturesque landscapes we’ve grown accustomed to. It’s about moving from a mindset of dominance to one of humility. If we are to tackle the existential threats posed by climate change and mass extinction, we may need to relinquish our role as the ultimate architects of the environment and instead learn to work within the constraints and the magnificent unpredictability of the natural world. It is a daunting prospect, but perhaps the only sustainable path forward.\par

SEGMENT 3 — PANEL DISCUSSION\par

Speaker 1: Welcome back to our panel discussion on "The Future of Urban Ecology." We are joined today by Dr. Aris Thorne, a leading ecologist, and Sarah Jenkins, an urban planner. Let's jump straight into it. Dr. Thorne, you recently argued that urban green spaces are often just "ornamental" and do little for actual biodiversity. Is that really the case?\par

Speaker 2: Well, to put it bluntly, yes. Much of what we call "greenery" in cities—manicured lawns, single-species tree plantings, decorative flower beds—is essentially a biological desert. It looks nice, it certainly provides some psychological relief for residents, but it doesn't support complex food webs. It doesn't provide corridors for wildlife to move through. If we want to talk about genuine urban ecology, we need to be talking about multi-layered, messy, and diverse habitats.\par

Speaker 3: I have to push back on that slightly, Dr. Thorne. While I agree that ornamental gardens aren't the pinnacle of ecology, we can't just dismiss them. In a densely populated city, every square meter of green space matters. It mitigates the heat island effect and manages stormwater. To suggest we should replace these with "messy" habitats might be practically impossible in many urban contexts. We have to work with the reality of the built environment.\par

Speaker 2: I’m not suggesting we pave over every park and turn them into jungles, Sarah. That would be absurd. What I am suggesting is a shift in design philosophy. Instead of one type of tree, why not five? Instead of a perfectly flat lawn, why not a wildflower meadow? These are incremental changes, but they have a massive cumulative impact. We need to integrate ecology into the very fabric of urban planning, not just treat it as an afterthought or a decorative layer.\par

Speaker 1: But Sarah, from a planning perspective, isn't there a tension between public safety, aesthetic standards, and these more "wild" ecological designs?\par

Speaker 3: That is exactly the crux of the matter. There are regulations regarding visibility at intersections, maintenance costs, and even public perception. People often complain when a park looks "overgrown" or "unkept." There is a significant social barrier to accepting more naturalistic landscapes. As planners, we have to manage human expectations while trying to implement these necessary ecological changes.\par

Speaker 2: And that's precisely where the education comes in. We need to change the cultural definition of what a "well-maintained" space looks like. If we don't, we'll just keep creating these sterile, green-colored voids that offer nothing to the planet.\par

Speaker 1: It seems we are caught between the practicalities of urban living and the urgent need for ecological integration. Thank you both for this enlightening discussion.\par
}
\lessonbox{Lesson 7: Use of English}{
\section*{Part 1 — Word formation}

Instructions: Read the text below. Use the word in CAPITALS at the end of some of the lines to form a word that fits in the gap in the same line. For C1 level, pay attention to prefixes, suffixes, and noun/adveb/adjective transformations.\par

The debate surrounding the \_ (1) of natural resources has intensified as global temperatures rise. Many scientists argue that the \_ (2) of current consumption patterns is unsustainable and will lead to irreversible damage. While some believe that technological \_ (3) will save us, others fear that the \_ (4) of these ecosystems is imminent.\par

The \_ (5) of many species due to habitat loss is a tragic consequence of human activity. We must find a way to live in \_ (6) with nature rather than attempting to dominate it. It is \_ (7) that we implement stricter environmental laws immediately. Failure to act could lead to a \_ (8) change in the way human civilisation functions.\par

\begin{itemize}[leftmargin=1.2em]
\item EXHAUST
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item EXCESSIVE
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item INNOVATE
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item DESTROY
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item EXTINCT
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item HARMONY
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item CRITICAL
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item DRASIC
\end{itemize}

\section*{Part 2 — Key word transformations}

Instructions: Complete the second sentence so that it has a similar meaning to the first sentence, using the word given. Do not change the word given. You must use between three and six words, including the word given.\par
1. Someone is repairing my solar panels at the moment. | GET\par
→ I \_\_\_\_ my solar panels repaired at the moment.\par
2. They are going to demolish the old forest area to build a shopping centre. | BE\par
→ The old forest area \_\_\_ to build a shopping centre.\par
3. It is necessary for the government to implement new recycling laws. | MUST\par
→ New recycling laws \_\_ by the government.\par
4. The storm caused the destruction of several coastal villages. | WERE\par
→ Several coastal villages \_\_ by the storm.\par
5. I had a professional gardener tidy up my overgrown garden. | HAD\par
→ I \_\_ my overgrown garden tidied up.\par
6. People say that the ozone layer is slowly recovering. | SAID\par
→ The ozone layer \_\_\_\_\_ to be slowly recovering.\par

\section*{Answer key}

\begin{itemize}[leftmargin=1.2em]
\item exhaustion
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item excess
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item innovation
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item destruction
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item extinction
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item harmony
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item critical
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item drastic
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item am getting
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item is going to be demolished
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item must be implemented
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item were destroyed
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item had
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item is said
\end{itemize}
}
\lessonbox{Lesson 8: Writing Workshop}{
Unit 3: Nature \& the Environment – Writing Focus\par

\section*{Task (Cambridge C1 Advanced, Part 2)}

Topic: Environmental Conservation\par

Your lecturer has asked you to write a proposal regarding the environmental impact of the university campus and how to improve its sustainability.\par

Write a proposal setting out:\par
*   The current environmental problems on campus.\par
*   Possible initiatives to reduce waste and energy consumption.\par
*   The long-term benefits of implementing these changes.\par

Write your proposal in 220–260 words.\par

\section*{Tips (Estrategias para el éxito)}

\begin{itemize}[leftmargin=1.2em]
\item Structure: Para un proposal, utiliza subtítulos claros para cada sección. Esto ayuda al examinador a navegar por tu texto y demuestra control organizativo.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Register: Mantén un tono formal y profesional. Evita contracciones (use do not instead of don't) y lenguaje coloquial.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Linking: Utiliza conectores de transición sofisticados para guiar al lector (ej. Furthermore, Nevertheless, In light of the above).
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Hedging (Lenguaje cauteloso): En el nivel C1, no afirmes cosas de forma absoluta. Usa verbos modales o frases como it is widely believed that o this could lead to para sonar más académico.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Evaluación de ideas: No te limites a listar problemas. Evalúa la viabilidad de las soluciones. Un buen proposal equilibra la ambición con el realismo.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Time management: No dediques todo el tiempo a la planificación. Reserva al menos 5-10 minutos para la revisión final; en C1, los errores de concordancia o de ortografía pueden bajar tu nota drásticamente.
\end{itemize}

\section*{Useful language}

\# |\par
Expression |\par
Español |\par
Audio |\par

1 |\par
What immediately stands out is... |\par
Lo que destaca enseguida es... |\par
|\par

2 |\par
At first glance, the scene appears to... |\par
A primera vista, la escena parece... |\par
|\par

3 |\par
Whereas the first image suggests..., the second one points to... |\par
Mientras que la primera imagen sugiere..., la segunda apunta a... |\par
|\par

4 |\par
There is a striking contrast between... and... |\par
Hay un contraste marcado entre... y... |\par
|\par

5 |\par
The people seem to be dealing with... |\par
Las personas parecen estar lidiando con... |\par
|\par

6 |\par
It is highly likely that... |\par
Es muy probable que... |\par
|\par

7 |\par
One could infer that... |\par
Se podría inferir que... |\par
|\par

8 |\par
This might reflect a broader issue: ... |\par
Esto podría reflejar un problema más amplio: ... |\par
|\par

9 |\par
Although the setting is different, both images convey... |\par
Aunque el contexto es distinto, ambas imágenes transmiten... |\par
|\par

10 |\par
The overall impression is one of... |\par
La impresión general es de... |\par
|\par

11 |\par
This would be a useful example of... |\par
Esto sería un ejemplo útil de... |\par
|\par

12 |\par
I would argue that the second image feels more... |\par
Diría que la segunda imagen resulta más... |\par
|\par

\section*{Model answer}

Proposal for Enhancing Campus Sustainability\par

Introduction\par
The aim of this proposal is to outline the current environmental challenges faced by the university campus and to suggest practical measures to improve our ecological footprint.\par

Current Environmental Issues\par
At present, the campus suffers from excessive waste production, particularly single-use plastics in the cafeteria. Furthermore, energy consumption remains disproportionately high due to outdated lighting systems and inefficient heating in the older lecture halls. These issues not only harm the environment but also result in significant financial loss for the institution.\par

Proposed Initiatives\par
To address these concerns, it is proposed that the university implements a comprehensive recycling programme and replaces all single-use plastics with biodegradable alternatives. Additionally, transitioning to LED lighting and installing motion sensors in communal areas would drastically reduce electricity consumption. While the initial investment might be substantial, these measures are essential for long-term sustainability.\par

Expected Benefits\par
Should these changes be implemented, the university would see a marked reduction in its carbon footprint. Moreover, such initiatives would enhance the institution's reputation as a forward-thinking, eco-conscious establishment, potentially attracting more environmentally-minded students. In the long run, the reduction in utility costs would offset the initial expenditure.\par

Conclusion\par
In conclusion, although transitioning to a greener campus requires immediate action and investment, the environmental and reputational benefits are undeniable. It is recommended that the administration approves these measures to ensure a sustainable future for the university community.\par

\section*{Marking checklist}

\begin{itemize}[leftmargin=1.2em]
\item Content: ¿Has respondido a todos los puntos de la tarea? (Problemas, soluciones y beneficios).
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Communicative Achievement: ¿El tono es formal y el formato es el de una propuesta (con subtítulos)? ¿Es persuasivo pero profesional?
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Organisation: ¿El texto fluye de forma lógica? ¿Has usado conectores para unir párrafos y secciones?
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Language: ¿Has usado vocabulario avanzado (ej. disproportionately, offset) y estructuras complejas (ej. Should these changes be implemented...) sin errores graves?
\end{itemize}

\section*{Vocabulario para Writing \& Speaking}

Expression |\par
Español |\par
Useful C1 example |\par

environmental degradation |\par
degradación medioambiental |\par
Environmental degradation is difficult to reverse. |\par

sustainable development |\par
desarrollo sostenible |\par
Sustainable development requires political will. |\par

to reduce one's carbon footprint |\par
reducir la huella de carbono |\par
Consumers can reduce their carbon footprint. |\par

conservation efforts |\par
esfuerzos de conservación |\par
Conservation efforts need long-term funding. |\par

renewable energy |\par
energía renovable |\par
Renewable energy is central to climate policy. |\par

biodiversity loss |\par
pérdida de biodiversidad |\par
Biodiversity loss threatens food systems. |\par

to raise awareness |\par
concienciar |\par
Schools can raise awareness about waste. |\par

an ecological impact |\par
impacto ecológico |\par
Tourism can have a serious ecological impact. |\par
}
\lessonbox{Lesson 9: Speaking Lab}{
\section*{Speaking — describe \& compare}

Se te presentan dos fotografías. Debes compararlas y responder a la pregunta sobre los temas que tratan las imágenes. Tienes que hablar durante aproximadamente un minuto para comparar y luego responder a la pregunta. En este ejercicio, imagina que la segunda foto es un paisaje urbano contaminado. Compara las dos escenas y habla sobre la importancia de preservar entornos naturales como el de la primera imagen. Tu respuesta debe durar 2 minutos.\par

\begin{center}
\includegraphics[width=0.82\linewidth]{\detokenize{/Users/c/c1-run/public/generated/images/unit-03-speaking-speaking.png}}\\[1mm]
{\small speaking}
\end{center}

\subsection*{Useful phrases}

\begin{itemize}[leftmargin=1.2em]
\item In stark contrast to the first image, the second one depicts... — En marcado contraste con la primera imagen, la segunda representa...  - While the first photo conveys a sense of serenity, the second suggests... — Mientras que la primera foto transmite serenidad, la segunda sugiere...  - It is highly likely that the environment in the first picture is... — Es muy probable que el entorno de la primera foto sea...  - One could argue that the lack of human presence implies... — Se podría argumentar que la falta de presencia humana implica...  - The atmosphere in this scene seems to be incredibly tranquil. — La atmósfera en esta escena parece ser increíblemente tranquila.  - Judging by the lighting, it appears to be early morning. — A juzgar por la iluminación, parece ser temprano por la mañana.  - Both images touch upon the theme of... — Ambas imágenes tocan el tema de...  - There is a striking difference between the two settings. — Hay una diferencia impactante entre los dos escenarios.  - The composition of the photo draws attention to... — La composición de la foto atrae la atención hacia...  - It might be inferred that the ecosystem is quite fragile. — Se podría inferir que el ecosistema es bastante frágil.  - The visual elements suggest a much more chaotic environment. — Los elementos visuales sugieren un entorno mucho más caótico.  - Taking everything into account, the first image represents... — Teniendo todo en cuenta, la primera imagen representa...  \#\#\# Pronunciación
\end{itemize}

Para sonar más natural en el C1, practica el 'linking' (unión de sonidos) y la 'catenation' (encadenamiento). Por ejemplo, en la frase 'it appears to be', el sonido final de 'it' se une suavemente con la vocal de 'appears'. Practica unir consonantes con vocales: 'stark contrast' -> /stɑːk kɒntræst/ (la 'k' se une a la 'c') y 'draws attention' -> /drɔːzəˈtenʃn/.\par

\subsection*{Model answer}

In the first photograph, we see a breathtakingly pristine forest scene, where sunlight filters through a dense canopy, illuminating a mossy forest floor and a clear, bubbling stream. The atmosphere is one of absolute tranquility and untouched beauty. In stark contrast, if we were to consider a second image of a bustling, polluted city, the juxtaposition would be overwhelming. While the first scene highlights the raw beauty of the natural world, a metropolitan setting would likely convey chaos and environmental degradation.\par

Judging by the lush greenery and the clarity of the water, it appears to be a highly biodiverse and healthy ecosystem. It is highly likely that this area serves as a vital habitat for various species. Regarding the importance of preserving such environments, I would argue that these natural sanctuaries are essential for maintaining ecological balance. They provide us with much-needed respite from modern life and act as the lungs of our planet. Ultimately, the first image serves as a poignant reminder of what we stand to lose if we fail to protect our natural heritage from the encroaching pressures of industrialisation and urban sprawl.\par
}
\lessonbox{Lesson 10: Mediation Task}{
\section*{Mediation}

Escribe un mensaje para tu grupo de amigos (un post en un grupo de WhatsApp o un email informal) informándoles sobre esta nueva iniciativa. Debes resumir los puntos clave del proyecto y convencerlos de por qué sería una actividad interesante para realizar juntos. Utiliza un registro informal pero adecuado para un nivel C1.\par

\subsection*{Texto original (español)}

El Ayuntamiento de la ciudad ha anunciado el lanzamiento del proyecto 'Pulmón Urbano'. Este plan consiste en transformar tres solares abandonados en el centro de la ciudad en huertos comunitarios sostenibles. El objetivo principal es fomentar la biodiversidad local y proporcionar espacios de relajación para los vecinos. Para participar, los residentes deben inscribirse en el programa de voluntariado y asistir a una sesión de formación sobre compostaje y agricultura urbana. El proyecto no tendrá coste para los participantes, pero las plazas son limitadas. Se busca promover un estilo de vida más ecológico y reducir la huella de carbono urbana.\par

\subsection*{Imagen de apoyo}

\begin{center}
\includegraphics[width=0.82\linewidth]{\detokenize{/Users/c/c1-run/public/generated/images/unit-03-mediation-mediation.png}}\\[1mm]
{\small mediation}
\end{center}

\subsection*{Estrategias clave}

\begin{itemize}[leftmargin=1.2em]
\item Identificar la idea principal (creación de huertos urbanos) y los detalles relevantes (formación, voluntariado).
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Adaptar el tono de la información de un anuncio oficial a un mensaje informal para amigos.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Sintetizar la información para evitar repetir el texto original palabra por palabra.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Utilizar conectores de transición para dar fluidez al mensaje (e.g., 'What's more', 'Anyway').
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Integrar la opinión personal o la propuesta de acción para cumplir con el propósito de la tarea.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Transformar el lenguaje técnico (e.g., 'biodiversidad', 'huella de carbono') en un lenguaje natural para una conversación entre amigos.
\end{itemize}

\subsection*{Audiencia de destino}

your group of environmentally-conscious friends\par

\subsection*{Respuesta modelo (English)}

Hey everyone! I just spotted something really cool that we should definitely check out. The City Council has just announced a new project called 'Urban Lung', which aims to turn those empty, rundown lots in the city centre into community gardens.\par

It sounds like a brilliant way to bring some nature back into our concrete jungle. The idea is to boost local biodiversity and give us a peaceful spot to unwind. To get involved, we’d just need to sign up as volunteers and attend a quick workshop on urban farming and composting. The best part? It’s completely free!\par

Since spots are limited, I thought of you all immediately. It would be such a rewarding way to spend our weekends, and we could learn some useful green skills while hanging out. Plus, it’s a great way to help reduce our carbon footprint. What do you think? Should we sign up together before all the spots are gone? Let me know your thoughts!\par
}
\lessonbox{Lesson 11: Podcast Guide}{
\section*{Podcast Guide — Nature \& the Environment}

Escuchar podcasts auténticos es fundamental en el nivel C1 para acostumbrarse a la velocidad natural, los diversos acentos y las estructuras idiomáticas que no aparecen en los libros de texto. En esta guía, encontrarás recursos seleccionados para desafiar tu comprensión auditiva y ampliar tu léxico especializado sobre el medio ambiente.\par

\subsection*{Recommended podcasts (3 total)}

\#\#\#\# 1. BBC: In Our Time\par

\begin{itemize}[leftmargin=1.2em]
\item Level \& accent: British (Received Pronunciation / Academic), C1 appropriate: Yes.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Recommended episode: "The Sixth Extinction" or "Climate Change: The History of the Idea".
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Why it's useful for C1: Este podcast ofrece un debate académico de alto nivel con un vocabulario extremadamente preciso y formal. Es ideal para aprender a seguir argumentos complejos y estructuras de pensamiento lógico en inglés británico.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item 5 key phrases to listen for:
\end{itemize}
To be of paramount importance (Ser de importancia primordial)\par

\begin{itemize}[leftmargin=1.2em]
\item To underpin a theory (Sustentar/respaldar una teoría)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item An unprecedented scale (Una escala sin precedentes)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item To exacerbate the situation (Exacerbar/empeorar la situación)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item The crux of the matter (El quid de la cuestión)
\end{itemize}

\#\#\#\# 2. TED Talks (TED Radio Hour)\par

\begin{itemize}[leftmargin=1.2em]
\item Level \& accent: Mixed (Global), C1 appropriate: Yes.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Recommended episode: "How we can restore our oceans" or "The dark side of technology and nature".
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Why it's useful for C1: Al ser charlas diseñadas para ser comunicadas, el lenguaje es claro pero rico en metáforas y expresiones retóricas. Te ayudará a mejorar tu capacidad de entender ideas abstractas y opiniones personales.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item 5 key phrases to listen for:
\end{itemize}
To strike a balance (Lograr un equilibrio)\par

\begin{itemize}[leftmargin=1.2em]
\item A double-edged sword (Un arma de doble filo)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item To trigger a chain reaction (Desencadenar una reacción en cadena)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item To be at a crossroads (Estar en una encrucijada)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item To pave the way for (Allanar el camino para)
\end{itemize}

\#\#\#\# 3. The Inquiry (BBC World Service)\par

\begin{itemize}[leftmargin=1.2em]
\item Level \& accent: British / International, C1 appropriate: Yes.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Recommended episode: "Can we save the rainforests?" or "The impact of fast fashion on the planet".
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Why it's useful for C1: Este formato de "pregunta y respuesta" es excelente para entender cómo se estructuran los debates de actualidad. Te permite escuchar diferentes perspectivas sobre un mismo problema ambiental de forma dinámica.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item 5 key phrases to listen for:
\end{itemize}
To pose a threat to (Representar una amenaza para)\par

\begin{itemize}[leftmargin=1.2em]
\item To take decisive action (Tomar medidas decisivas)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item To be fraught with difficulty (Estar plagado de dificultades)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item To stem from (Derivar de / provenir de)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item To mitigate the effects (Mitigar los efectos)
\end{itemize}

\subsection*{Active listening strategies (C1)}

\begin{itemize}[leftmargin=1.2em]
\item Anticipación léxica: Antes de dar al play, lee el título y la descripción. Intenta predecir qué vocabulario específico (ej. biodiversity, sustainability, depletion) podrías escuchar.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Escucha por capas: No intentes entender cada palabra a la primera. Realiza una primera escucha para captar la idea general (gist) y una segunda para los detalles específicos.
\end{itemize}
mal\par

\begin{itemize}[leftmargin=1.2em]
\item Identificación de marcadores discursivos: Presta especial atención a las palabras que conectan ideas (however, nevertheless, consequently, conversely). Esto te permitirá seguir la estructura del argumento sin perderte.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Notas selectivas (Notetaking): No escribas frases completas. Utiliza palabras clave, símbolos y abreviaturas para registrar los puntos principales y los datos estadísticos.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Enfoque en la entonación: En el C1, el significado a menudo reside en la entonación. Observa cómo el hablante usa el énfasis para mostrar sorpresa, escepticismo o importancia.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Uso de la técnica de "shadowing": Si escuchas una frase especialmente bien construida, pausa el audio e intenta repetirla imitando exactamente la entonación y el ritmo del locutor.
\end{itemize}

\subsection*{Follow-up task}

Task: The Critical Reviewer\par

\begin{itemize}[leftmargin=1.2em]
\item Vocabulary Extraction: While listening, write down 5 new words or collocations. Look up their meaning and write one original sentence for each that relates to a current environmental issue.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Summary Synthesis: Write a 150-word summary of the podcast episode. You must use at least 3 of the "key phrases" you learned in this guide.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Oral Argument: Record a 2-minute voice note on your phone. In this recording, express your opinion on the topic discussed. You must either agree or disagree with the speaker, using formal C1-level connectors (e.g., "While I acknowledge that...", "It is often argued that...").
\end{itemize}
}
\lessonbox{Lesson 12: Media Guide}{
\section*{Cine \& Series — Nature \& the Environment}

Utilizar contenido audiovisual auténtico es fundamental para familiarizarse con el ritmo natural del inglés y el vocabulario especializado. En este nivel C1, el objetivo no es solo entender la trama, sino analizar matices de registro y estructuras gramaticales complejas en contextos reales.\par

\subsection*{David Attenborough: A Life on Our Planet}

\begin{itemize}[leftmargin=1.2em]
\item Title, year, platform: David Attenborough: A Life on Our Planet (2020), Netflix
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Accent/dialect: British (RP - Received Pronunciation)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Why it's perfect for C1: The documentary uses a highly sophisticated, formal register combined with emotive storytelling. The vocabulary density regarding ecology, climate change, and biodiversity is perfect for C1 learners, and Attenborough's impeccable articulation makes it an ideal model for academic and professional English.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Episodes to start with: Full film (feature-length documentary).
\end{itemize}

\subsection*{Language focus}

-\par
"The wild places that once thrived are being depleted at an unprecedented rate."\par

Vocabulary note: Depleted /dɪˈpliːtɪd/ (agotado/mermado).\par

\begin{itemize}[leftmargin=1.2em]
\item Grammar spotlight: This uses the present continuous passive to describe an ongoing process of destruction.
\end{itemize}

-\par
"We have allowed the natural world to be pushed to the brink of collapse."\par

Vocabulary note: To be pushed to the brink (estar al borde de/al límite de).\par

\begin{itemize}[leftmargin=1.2em]
\item Grammar spotlight: This is a passive construction with a modal-like meaning (the state of being pushed), showing how the subject receives the action of human interference.
\end{itemize}

-\par
"If we don't act, we will have seen the disappearance of these species by the end of the century."\par

Vocabulary note: Disappearance /ˌdɪsəˈpɪərəns/ (desaparición).\par

\begin{itemize}[leftmargin=1.2em]
\item Grammar spotlight: This demonstrates the future perfect used to describe a completed state in the future, often used in conjunction with passive structures to discuss consequences.
\end{itemize}

\subsection*{Viewing task (active watching)}

\begin{itemize}[leftmargin=1.2em]
\item Vocabulary Log: Note down at least 10 new words or collocations related to the environment (e.g., biodiversity, ecosystem, devastation).
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Register Analysis: Identify moments where the tone shifts from purely scientific/formal to more personal/reflective. How does the choice of words change?
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Passive Voice Hunt: Listen specifically for passive structures used to describe natural processes or human impact (e.g., "The ice is melting", "The forests were destroyed"). Try to rewrite one passive sentence into an active one to see the difference in focus.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Oral Summary: After watching, record yourself on your phone summarizing the main message of the film in 3-4 sentences. Focus on using at least two new vocabulary words.
\end{itemize}

\subsection*{Similar titles (2 alternatives)}

\begin{itemize}[leftmargin=1.2em]
\item Our Planet (Netflix): Excellent for high-level descriptive vocabulary and stunning visual context.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Blue Planet II (BBC/Discovery): Ideal for practicing British English and learning specific terminology related to marine biology.
\end{itemize}
}
\lessonbox{Lesson 13: Everyday Scene}{
\section*{The Urban Gardeners}

\begin{center}
\includegraphics[width=0.82\linewidth]{\detokenize{/Users/c/c1-run/public/generated/images/unit-03-everyday_scene-everyday_scene.png}}\\[1mm]
{\small everyday\_scene}
\end{center}

En esta escena, observamos a dos personas cultivando un jardín comunitario en medio de un entorno urbano. Esta imagen nos permite discutir la importancia de la biodiversidad local y cómo los ciudadanos pueden mitigar su impacto ambiental en las ciudades.\par

\subsection*{Preguntas para hablar (Speaking practice)}

\begin{itemize}[leftmargin=1.2em]
\item Describe what is happening in this photograph and the atmosphere it conveys.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item How might this type of community project benefit the local environment?
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Speculate on how much effort it takes to maintain such a garden in an urban area.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Compare the importance of green spaces in cities to the natural landscapes in your own country.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Do you think people living in cities can truly feel connected to nature? Why/why not?
\end{itemize}
}
\lessonbox{Lesson 14: Unit Review \& Progress Test}{
\section*{Unit review — Nature \& the Environment}

Al finalizar esta unidad, deberías ser capaz de utilizar estructuras gramaticales avanzadas de la voz pasiva para enfatizar procesos naturales o acciones institucionales, así como el uso causativo (have/get something done) para hablar de gestión ambiental. También deberías haber adquirido un léxico sofisticado relacionado con el cambio climático, la conservación y la ecología, permitiéndote discutir temas complejos con precisión.\par

A nivel de examen C1, deberías ser capaz de transformar oraciones complejas para cambiar el enfoque de la información y redactar textos argumentativos utilizando colocaciones precisas. Este test evalúa tu capacidad para pasar de un nivel intermedio-alto a un nivel de competencia profesional y académica.\par

\section*{Grammar consolidation}

Part 1: Sentence Transformation\par
Rewrite the sentences using the word in CAPITALS so that the meaning remains the same. Do not change the word provided.\par

-\par
They are repairing the local ecosystem after the wildfire.\par
BEING\par
The local ecosystem \_\_\_\_\_\_ after the wildfire.\par

-\par
Someone has stolen the research data regarding global warming.\par
STOLEN\par
The research data regarding global warming \_\_\_\_\_\_.\par

-\par
It is necessary for the government to implement stricter environmental laws.\par
MUST\par
Stricter environmental laws \_\_\_\_\_\_ by the government.\par

-\par
I had a professional biologist examine the soil samples.\par
HAD\par
I \_\_\_\_\_\_ by a professional biologist.\par

Part 2: Error Correction\par
Identify and correct the error in each sentence.\par

\begin{itemize}[leftmargin=1.2em]
\item The rainforest is being destroy by illegal logging activities.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item We got our solar panels install last month to reduce energy costs.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item It is thought that the ozone layer is recovering, isn't it? (Rewrite using a more formal passive structure: It is thought that...)
\end{itemize}

Part 3: Controlled Rewriting\par
Rewrite the sentences as directed.\par

-\par
(Use the causative 'get') Someone is cleaning the polluted river.\par
We are getting...\par

-\par
(Use the passive with 'it') People say that the melting ice caps are a global emergency.\par
It...\par

-\par
(Use the passive with 'subject') They believe that the new policy will protect endangered species.\par
The new policy...\par

\section*{Vocabulary activation}

Part 1: Collocations\par
Complete the sentences with the correct word (e.g., devastating, catastrophic, irreversible, widespread).\par

\begin{itemize}[leftmargin=1.2em]
\item The loss of biodiversity is an \_\_\_\_\_\_\_\_ process if we do not act now.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item The storm caused \_\_\_\_\_\_\_\_ damage to the coastal villages.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item There is \_\_\_\_\_\_\_\_ concern among scientists regarding rising sea levels.
\end{itemize}

Part 2: Word Formation\par
Use the word in capitals to form a word that fits in the gap.\par

\begin{itemize}[leftmargin=1.2em]
\item The \_\_\_\_\_\_\_\_ of the Amazon rainforest is a major global concern. (DEFOREST)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item We must find \_\_\_\_\_\_\_\_ ways to generate clean energy. (SUSTAIN)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item The \_\_\_\_\_\_\_\_ of the species was caused by habitat loss. (EXTINCT)
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Many people are becoming more \_\_\_\_\_\_\_\_ about their carbon footprint. (ENVIRONMENT)
\end{itemize}

Part 3: Register \& Context\par
Choose the most appropriate C1-level term to complete the sentence.\par

-\par
The government has implemented a \_\_\_\_ policy to reduce plastic waste.\par
a) small  b) stringent  c) tiny\par

-\par
The ecosystem is on the \_\_\_\_ of collapse due to pollution.\par
a) edge  b) verge  c) border\par

-\par
We need to find a \_\_\_\_ to the energy crisis.\par
a) solution  b) way out  c) resolution\par

-\par
The \_\_\_\_ impact of climate change is felt most by developing nations.\par
a) heavy  b) disproportionate  c) large\par

-\par
The area is a \_\_\_\_ of biodiversity.\par
a) hot spot  b) warm spot  c) fire spot\par

\section*{Integrated skills task}

Source Text: The Illusion of Green Growth\par

The concept of "green growth" suggests that we can continue to expand our economies while simultaneously protecting the natural world. Proponents argue that through technological innovation and increased efficiency, we can decouple economic growth from environmental degradation. They claim that renewable energy and circular economies will allow us to maintain our current lifestyle without exhausting the planet's resources.\par

However, critics argue that this is a dangerous fallacy. They suggest that the sheer scale of global consumption makes "sustainable growth" an oxymoron. Even with cleaner technology, the extraction of raw materials and the energy required to maintain growth continue to place an immense strain on the Earth. They argue that instead of seeking greener ways to grow, we should be discussing "degrowth"—a radical restructuring of our economic priorities to focus on well-being and ecological stability rather than GDP.\par

Task Instructions\par

Lee el texto anterior y redacta un ensayo de entre 180 y 220 palabras. En tu respuesta, debes:\par
1. Resumir los dos puntos de vista presentados en el texto.\par
2. Expresar tu propia opinión sobre si el crecimiento económico y la protección ambiental pueden coexistir.\par
3. Utilizar vocabulario avanzado y estructuras gramaticales de nivel C1 (como la voz pasiva o conectores de contraste).\par

\section*{Speaking checkpoint}

Responde a estas preguntas de forma oral utilizando un lenguaje formal y estructurado. Intenta hablar durante 1-2 minutos por cada respuesta.\par

\begin{itemize}[leftmargin=1.2em]
\item Compare: Compare the environmental challenges faced by urban areas versus rural areas.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Speculate: How might the landscape of your country change in fifty years if global temperatures continue to rise?
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Evaluate: To what extent is individual responsibility more important than government regulation in fighting climate change?
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Justify: Some argue that space exploration is a waste of resources when the Earth is in crisis. Do you agree? Justify your position.
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Hypothesize: If you were the Minister of the Environment, what would be your first priority?
\end{itemize}

\begin{itemize}[leftmargin=1.2em]
\item Discuss: Is it possible to achieve a truly "zero-waste" society, or is it an unrealistic goal?
\end{itemize}

\section*{Self-assessment rubric}

Criteria |\par
Needs work (B2/Below) |\par
Solid (C1) |\par
Exam-ready (C1+/C2) |\par

Accuracy |\par
Frequent errors in grammar and spelling. |\par
Mostly accurate; errors are rare and don't impede meaning. |\par
High level of grammatical control; very few errors. |\par

Range |\par
Uses basic vocabulary and simple sentence structures. |\par
Uses a variety of complex structures and sophisticated vocabulary. |\par
Demonstrates a wide range of idiomatic and academic language. |\par

Fluency |\par
Frequent hesitations and pauses. |\par
Speaks at length with some hesitation; easy to follow. |\par
Natural flow with minimal hesitation; uses fillers effectively. |\par

Task Achievement |\par
Does not fully address the prompt or length requirements. |\par
Addresses all parts of the task clearly. |\par
Provides a nuanced, sophisticated response that exceeds expectations. |\par

\section*{Answer key}

Grammar consolidation\par
1. is being repaired\par
2. has been stolen\par
3. must be implemented\par
4. had the soil samples examined\par
5. is being destroyed\par
6. got our solar panels installed\par
7. It is thought that the ozone layer is recovering.\par
8. We are getting the polluted river cleaned.\par
9. It is thought that the melting ice caps are a global emergency.\par
10. The new policy is believed to protect endangered species.\par

Vocabulary activation\par
1. irreversible\par
2. devastating / catastrophic\par
3. widespread\par
4. deforestation\par
5. sustainable\par
6. extinction\par
7. environmentally conscious\par
8. b) stringent\par
9. b) verge\par
10. a) solution\par
11. b) disproportionate\par
12. a) hot spot\par
}
\end{document}
