GlobalEnglish 3 TB

TEACHERS BOOK
Jolanta Polk Reyes
EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN

PROHIBIDA SU COMERCIALIZACIN
TEACHERS BOOK
Jolanta Polk Reyes
Teaching English as a Foreign Language, Dublin, Ireland.

Teacher training, translation and English literature,
University of Silesia, Poland.
2016 Ediciones Cal y Canto

Global English 3 medio Teachers Book 2016 Reedicin
N de Inscripcin: 197.518
ISBN: 978 956 339 196 1
Original text
Jolanta Polk Reyes

Teaching English as a Foreign Language,
Dublin, Ireland
Teacher training, translation and English literature,
University of Silesia, Poland
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Global English 3 medio Teachers Book 2015 Reedicin
ISBN: 978 956 339 196 1
Global English 3 medio 2014 Reimpresin
ISBN: 978 956 339 073 5
Global English 3 medio 2013
ISBN: 978 956 339 073 5
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Se termin de imprimir 4.300 ejemplares en el mes de octubre de 2015.
CONTENTS
Plan of the students book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
The Students Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Book Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Common european framework of reference for languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Teaching strategies for skills development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Integrating the four skills in the english classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Orientations to develop critical thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
The teachers book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
The sounds of english . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Classroom language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Suggested Year Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
UNIT 1: ADVICE AND SUPPORT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
34
57
58
59
UNIT 2: TWO OF THE ELEMENTS .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
62
88
89
91
UNIT 3: PROFESSIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
UNIT 4: BEING ACTIVE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
UNIT 5: AT WORK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Answers to workbook activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Test question bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210
Thematic bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
PLAN OF THE STUDENTS BOOK
UNIT
UNIT 2
ADVICE AND SUPPORT
GETTING INTO THE UNIT ............ 7

GETTING READY
FOR THE UNIT ................................ 8
LESSON 1
Reading
Letters to Aunt Anne
(personal letters) .............................10
Language Note
Linking words ..................................13
Application Task Writing
A letter of advice..............................15
LESSON 2
Listening
Embarrassing Moments
(TV interview) .................................16
Language Note
The First Conditional .......................18
Application Task Speaking
A role play describing
own experiences .............................19
CONSOLIDATION
ACTIVITIES ....................................20
JUST FOR FUN ..............................22
CHILEAN CONNECTION .............23
TEST YOUR KNOWLEDGE ..........24
Final Reflection ........................26
SELF-EVALUATION .....................27
TWO OF THE ELEMENTS
UNIT 3
28
GETTING INTO
THE UNIT .................................... 29
GETTING READY FOR
THE UNIT .................................... 30
LESSON 1
Reading
Earth (school newspaper
interview) .................................... 32
Language Note
The First Conditional ..................... 33
A school earthquake plan ............ 37
LESSON 2
Listening
Water (TV programme) ................ 38
Language Note
Connectors of condition to link
two ideas ...................................... 40
Description of pictures in detail ..... 41
CONSOLIDATION
ACTIVITIES ................................. 42
JUST FOR FUN ........................... 44
CHILEAN CONNECTION ............ 45
TEST YOUR
KNOWLEDGE ............................... 46
Final Reflection ....................... 48
SELF-EVALUATION ..................... 49
SYNTHESIS TEST
UNITS 1 & 2 ................................. 50
PROFESSIONS
52
GETTING INTO THE UNIT .........53

GETTING READY
FOR THE UNIT ............................. 54
LESSON 1
Reading
Preparing a CV
(article, tips, model CV) ................ 56
Language Note
Recommendations
and suggestions ............................. 61
Own CV ...........................................62
LESSON 2
Listening
Advertising for jobs
(advertisement)..............................64
Language Note
Had better versus should ................66
Role play of a job interview ...........67
CONSOLIDATION
ACTIVITIES ...................................68
JUST FOR FUN ............................. 70
CHILEAN CONNECTION.............71
TEST YOUR
KNOWLEDGE ...............................72
Final Reflection .......................74
SELF-EVALUATION .....................75
UNIT 4
BEING ACTIVE
UNIT 5
76
GETTING INTO THE UNIT ......... 77

GETTING READY
FOR THE UNIT ............................ 78
LESSON 1
Reading
Flying (personal account, poem) .. 80
Language Note
Prepositional phrases .................... 84
An itinerary for a two-day trip ...... 87
LESSON 2
Listening
A competition
(radio programme) ........................ 88
Language Note
Adverbial phrases ........................... 91
Role play of a quiz show ................ 93
CONSOLIDATION
ACTIVITIES ................................... 94
JUST FOR FUN ............................. 96
CHILEAN CONNECTION............. 97
TEST YOUR
KNOWLEDGE ............................... 98
Final Reflection .....................100
SELF-EVALUATION ..................101
SYNTHESIS TEST
UNITS 1 4 ...............................102
AT WORK
106
GETTING INTO THE UNIT ........107

GETTING READY
FOR THE UNIT ........................ 108
LESSON 1
Reading
Volunteering (website, e-mail,
magazine article, forms) .............110
Language Note
The Present Perfect
Continuous ..................................115
A composition ............................. 117
LESSON 2
Listening
Applying for a job (interview)........118
Language Note
The Present Perfect
Continuous with for/since .......... 121
Introduce yourself
at an interview ............................123
CONSOLIDATION
ACTIVITIES ................................126
JUST FOR FUN ..........................128
CHILEAN CONNECTION..........129
TEST YOUR
KNOWLEDGE ............................130
Final Reflection ....................132
SELF-EVALUATION ..................133
SYNTHESIS TEST
UNITS 1 5 .............................. 134
BIBLIOGRAPHY
FOR THE STUDENT ................138
WEBSITES FOR
THE STUDENT .........................138
SUGGESTIONS FOR
EXTRA READING ....................139
MATERIAL USED IN
THE PREPARATION OF
GLOBAL ENGLISH ..................140
THEMATIC INDEX ...................141
GLOSSARY ................................143
WORKBOOK .............................144
UNIT 1 ........................................144
UNIT 2 ........................................148
UNIT 3 ........................................151
UNIT 4 ........................................154
UNIT 5 ........................................157
LANGUAJE REFERENCE .......160
VERB TENSES ...........................160
MODAL VERBS .........................166
CONDITIONAL SENTENCES ...168
PREPOSITIONAL PHRASES ..170
RUBRICS FOR
SELF-EVALUATION ................172
Unit 1..........................................172
Unit 2..........................................172
Synthesis test
Units 1 & 2 ...............................173
Unit 3..........................................173
Unit 4..........................................174
Synthesis Test
Units 1 to 4 ..............................174
Unit 5..........................................175
Synthesis Test
Units 1 to 5 ..............................175
INTRODUCTION
A message from the author

Global English has been developed taking into account
the patterns and activities most relevant to the effective
learning processes suitable for 3 medio students.
What was most taken into consideration was how to
keep students interest in the contents of the book, i.e.
subjects and themes of special relevance and
attraction to young people of this age group.
Youngsters are often criticised for their apparent lack of
interest in contingent issues. We firmly disagree with this
idea. It is true that they show certain disenchantment
with some aspects of the globalised world, but time
and time again the younger generation has shown
that they are interested in what goes on around them.
That is why the units in the book have been developed
around key issues that interest our students.
To quote M.B. Tinzmann, B.F. Jones, T.F. Fennimore, J.
Bakker, C. Fine, and J. Pierce, 1990:
It is primarily through dialogue and examining
different perspectives that students become
knowledgeable, strategic, self-determined, and
empathetic. Moreover, involving students in real-world
tasks and linking new information to prior knowledge
requires effective communication and collaboration
among teachers, students, parents, and other actors in
the educational process.
Indeed, it is through dialogue and interaction that

curriculum objectives come alive. Collaborative
learning offers students enormous advantages not
available in more traditional forms of teaching
because a group - whether it be the whole class or a
learning group within the class can accomplish
meaningful learning and solve problems better than
any individual can alone.
The majority of the listening and reading texts have
been taken from authentic sources. Where this was not
possible, they were specially written trying to make
them as real as possible.
All our cartoons are original and the result of many
hours of thinking, the extra sections have been
included to provide additional information in different
forms, and both the book as a whole and each
individual page have been carefully designed to
contribute to the establishment of a pleasant learning
environment.
Finally, the purpose of the book, apart from providing
learning contents, is to offer fun and diversion in the
sometimes dry and arduous knowledge acquisition
process.
We hope that both students and teachers will enjoy
Global English and use it to its maximum extent.
The Author
INTRODUCTION
THE STUDENTS BOOK

Global English consists of five units.
Unit 1: Advice and Support
Unit 2: Two of the Elements
Unit 3: Professions
Unit 4: Being Active
Unit 5: At Work
Each unit has been divided into two lessons of
gradually increasing complexity and level of
difficulty, both of them with Before, While and
After reading or listening activities. Each unit
contains the following sections:
Introduction
There is an attractive, motivating photo that
illustrates the main topic of the unit and
accompanies the learning objectives of the unit,
presented on the same page.
Getting into the unit
Short activities that have a double purpose: to
motivate and create interest, and to evaluate how
much students already know about the topic(s) to
be covered.
Getting ready for the unit
This section identifies and practises language and
skills that the students will need to have mastered
in order to move on to the new contents of the
unit.
Reading
When students have a purpose for reading, they
can adopt different reading strategies to suit
different types of texts and different reasons for
reading. For example, students may need to skim
one type of text to identify the main points it
covers, but scan another text to locate specific
information.
The Before you Read activities motivate students to
read and encourage them to predict and anticipate
information. They are essential for reading skills
development. Making predictions is a core strategy
for reading comprehension; proficient readers
constantly attempt to read ahead of an author,
picking up clues and predicting what might unfold.
Predictions are a category of inference: when we
predict, we are going beyond what is explicitly
stated to anticipate what, where, why, how, who

and if. Developing students abilities to make
reasonable predictions helps to sharpen their
inferential thinking. Make sure that you tell
students that their various predictions, though
thoughtful and well-founded, may still turn out to
be incorrect.
The Reading tasks focus students attention, show
them how to look for specific information, locate
clues, and separate essential from non-essential
information, and teach them that it is not
necessary to know and understand every single
word in the text to accomplish the tasks and get
the required results.
The After you Read tasks connect the text with the
students own reality, give practice on specific
grammar points extracted from the reading texts,
and provide opportunities for oral and written
expression.
Listening
The tasks to develop listening skills in Global
English help students to learn strategies that will
improve their understanding of spoken messages.
The same as for the development of the reading
skills, its methodology adopts a three-phase
approach with Before, While and After listening
tasks, to provide a setting, motivation and
linguistic preparation, as well as activate previous
knowledge, focus students attention on specific
tasks and reduce anxiety produced by unknown
messages.
Writing and speaking
The development of these two skills is carefully
guided and always based on the content of a text,
making use of a variety of activities and strategies.
In each Reading lesson there is a section called
APPLICATION TASK - WRITING, in which students
are asked to develop a written text imitating what
they have read in the lesson and following clear
steps and instructions.
In the Listening lessons, there is an APPLICATION
TASK - SPEAKING, where students participate in a
speaking activity imitating models and following
clear instructions.
THE STUDENTS BOOK
Additionally, there are JUST FOR FUN activities to

stimulate students development and self-study
skills. An important component of this section is
the CHILEAN CONNECTION, which explicitly
relates the topic of the unit to the Chilean
context. This part of the book is owned by the
students and the role of the teacher is simply to
guide and answer questions, but not to intervene,
reward, or punish for exercises either done or not
completed.
The four following parts of the book respond to
Blooms Taxonomy of Cognitive Domain. Namely,
there is no complete learning process without
consolidation, (CONSOLIDATION ACTIVITIES),
testing (TEST YOUR KNOWLEDGE), and
self-evaluation activities (SELF-EVALUATION).
Did you know that ?
The aim of this section is to provide interesting
bits of information on the main topic of the lesson
and motivate students to find more similar details
on their own.
Internet resources
Global English makes use of information
technology by suggesting Websites to access
resources when the students need to gather
information on various topics or prepare for a
presentation. They provide a good opportunity
for independent work.
Throughout the book, students and teachers will
find website-based resources to expand their
knowledge of specific subjects. Exploitation of
these resources is important, as self-study is part
of many school improvement approaches.
Moreover, when students realise their additional
efforts are seen and recognised, they usually
become more committed to and interested in improving their work.
Language note
This section encourages students to identify
characteristics of a grammar point that has
appeared in the reading or listening texts,
provides more examples, and helps students to
deduce some general rules.
THE STUDENTS BOOK
Learning tip
This is an additional tool we have provided to
make learning more accessible and contents
easier to understand. Learning tips can be done
by the students on their own or you can analyse
them with the whole class, helping the students
to understand and put them into practice.
Writing target strategy
This tool has been designed to raise awareness of
the strategies students need to use when tackling a
writing task. Depending on the specific task
objectives, students will find pre-writing or editing
strategies which will help them go through
the writing process and complete different
application activities.
Speaking target strategy
This tool will provide different strategies that
students can use when preparing and planning
speaking tasks. Speaking strategies are useful to
develop oral fluency and to reduce students
speaking anxiety. Using these strategies, students
will face speaking tasks with a greater sense of
self-confidence.
Reading target strategy
This tool will provide different strategies which
will help students develop their reading skills.
Depending on the specific task objectives,
students will find before-reading, while-reading
or after-reading strategies which will help them
improve comprehension.
Listening target strategies
This tool has been designed to raise awareness of
the strategies students need to use when tackling
listening tasks. These strategies will help students
in different stages of the listening process: before,
while and after.
Consolidation activities
They play an important role in the learning
process because:
they let both teachers and students find out where
they are still lacking;
they help to correct errors and reinforce strengths;
they provide an attractive and entertaining new
setting for the contents of the unit.
Formal evaluation - Test your knowledge.

This part of the book provides the teacher with
the necessary elements to formally evaluate the
students learning process. There is a strong need
not only for the adequate marking of students
acquired knowledge, but, most importantly, for
determining the shortfalls and stumbling blocks
on the road to consolidated knowledge.
Therefore, the teacher should not consider this
part as exclusively the rewarding / punishing tool
for acquired / not acquired knowledge, but rather
as the basis for establishing remedial and
reinforcement procedures and techniques.
Synthesis evaluation
There are three synthesis tests in Global English:
Units 1 & 2, after Unit 2; Units 1 to 4, after Unit 4;
and Units 1 to 5, after Unit 5. They have the same
format as the tests at the end of each unit, but
cover all the contents in the previous units.
Self-evaluation
By getting involved in their evaluation, learners
come face to face with their learning problems
and consciously try to tackle them. Self-evaluation
requires students to be more aware of the
changes they are experiencing, motivates them to
form a realistic and honest perception of their
own work, and to try to take responsible steps to
solve their problems. Self-evaluation enables
students to become independent learners as well
as independent thinkers.
There are three formal instances of self-evaluation
in Global English.
Quick self-check. In every lesson, there is a short

testing activity which students must carry out
within a time limit and for which they must assign
themselves points. The teacher is strongly advised
to encourage students to analyse their performance,
identify strengths and weaknesses, and consider
steps to improve.
Final reflection. At the end of the unit, students
are invited to think about their performance while
doing the different activities. Tips are offered in
order to help them to improve and solve problems
before moving on to the next unit.
Self-evaluation. There is a final self-evaluation
section at the end of each unit, divided into two parts.
The first part helps students to assign themselves
marks in the final test of the unit (TEST YOUR
KNOWLEDGE). The second part provides the students
with statements that help them to decide how much
they have learnt, putting them in a position to make
an assessment of their whole work.
Workbook
At the end of the units, there is a Workbook,
which provides additional activities to engage
students in further practice of the Students Book
material. It follows and reflects the Students Book
organisation and offers exercises that can be done
in class or assigned as homework.
Each Workbook unit practises and consolidates
reading and listening skills, grammar, and
vocabulary. The listening activities are shown by
the audio icon, and their transcripts are included
in the Answers to Workbook Activities section, at
the end of this book.
THE STUDENTS BOOK
BOOK METHODOLOGY
Task-based learning
Global English helps students to develop language
and learning skills to carry out sequences of tasks.
Some advantages of task-based learning are:
increased motivation, as learners become
personally involved;
all four skills - reading, writing, listening, and
speaking - are integrated;
autonomous learning is promoted as learners
become more responsible for their own learning;
there are learning outcomes, learners have an end
product;
the tasks are authentic and therefore the language
input is more authentic;
interpersonal relations are developed through
working in pairs or groups;
there is always a break from routine and the
chance to do something different.
Collaborative work
This approach gives the teacher the grounds for
evaluating what students have learnt and how they
apply that knowledge to real-life situations.
Working in groups develops several very important
skills, including collaboration, error correction, and
respect for other peoples opinions. In addition to
completing the task at hand, you could ask students
to evaluate how well they worked as a group after
each group exercise using this simple instrument:
Our Effectiveness as a Group
Evaluation scale: 1 2 3 4 5 6 7
Low
High
a. The group defined its task.
b. All members of the group
i. accepted the responsibility for the
outcome.
ii. felt free to state their real opinions.
iii.were productive.
iv. were respectful at all times.
v. feel satisfied about the work done.
______
______
______
______
______
______
(Based on: Stopper, R. (2004). Small-Group Discussion,

pp. 299-303. Bloomington, IN: Xlibris)
10
BOOK METHODOLOGY
Learner training
Teachers should constantly encourage students to
analyse their learning process, making them think
about their learning, what problems they have, and
how they could improve their performance so that
they can take the appropriate steps to optimise
their learning.
Mixed ability
Global English caters for mixed-ability classes in a
variety of ways. The teacher needs to develop
techniques which allow students of all levels to
benefit from the lesson. Individual feedback is
advisable in any class, but in a mixed-ability class, this
attention to detail can increase student satisfaction.
Besides, each lesson in Global English offers at least
one activity that can be done by fast learners while
the rest of the class is finishing a task, and there are
additional activities to cater for a variety of learning
styles.
Learning styles
Research and teaching experience have shown that
students are better motivated and learn more when
their different intelligences and learning styles are
taken into account in the teaching and learning
process. As there are different personalities, there
are also different learning styles in a classroom
(visual learners, auditory learners , kinesthetic
learners , tactile learners) Global English has
considered these important facts and it offers
different kinds of activities to suit the variety of
students needs in a class.
Vocabulary
The active vocabulary in each unit is the vocabulary
the students need to carry out the tasks. There is
development of students passive vocabulary
through a rich variety of lexis in the reading and
listening texts. There are specific vocabulary
sections and practice activities.
Students should be trained to develop effective
strategies for learning vocabulary and for keeping
clear vocabulary records. When especially difficult
words appear in a text or in an activity, their

meaning is given in a glossary section at the
bottom of the page. All these words are presented
together in the Glossary section at the end of
this book.
Grammar
Global English deals with grammar with the purpose
of making it more meaningful and useful for
students.
Structures that are essential for the understanding
of oral or written texts are presented and practised
in the After reading or After listening stages.
In order to activate students language awareness,
the course highlights some morpho-syntactic
elements in context so students discover their use.
Collocations
When words are used together regularly, rules are
formed about their use not for grammatical reasons,
but because of the association. Some common
collocations in English are:
verb + noun: throw a party / accept responsibility;
adjective + noun: square meal / grim determination;
verb + adjective + noun: take vigorous exercise /
make steady progress;
adverb + verb: strongly suggest / barely see;
adverb + adjective: utterly amazed / completely
useless;
adverb + adjective + noun: totally unacceptable
behaviour;
adjective + preposition: guilty of / blamed for /
happy about;
noun + noun: pay packet / window frame.
Prefixes and suffixes

A word can consist of three parts: the root, a prefix,
and a suffix.
The root is the part of the word that contains the
basic meaning, or definition of the word.
A prefix is a word element placed in front of the
root, which changes the words meaning or makes a
new word.
A suffix is a word element placed after the root,
which changes the words meaning as well as
its function.
Prefix
bidedisimmisprereun-
Common Prefixes
Meaning
Example
two
bicycle
not
decaffeinated
not
dishonest
not
impossible
not
misunderstand
before
preview
again
reactivate
not
untidy
Suffix
-able
-er
-ful
-ly or -y
-ment
-ness
-ous
Common Suffixes
Meaning
Example
able
imaginable
doer
teacher
full of
wonderful
like
heavenly
state of
agreement
state of being
happiness
full of
joyous
BOOK METHODOLOGY
11
COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES

The restructured version of the Common European
Framework of reference for language learning,
teaching and assessment represents the latest stage
in a process which has been actively pursued since
1971 and owes much to the collaboration of many
members of the teaching profession across Europe
and beyond.
The Common European Framework of Reference for
Languages (abbreviated as CEFR or CEF) is a
standard, international scale of levels for language
learning.
CEF band
C
Proficient
user
CEF level
hours
One of the aims of the Framework is to help

describe the levels of proficiency required by
existing standards, tests and examinations in order
to facilitate comparisons between different systems
of qualifications. For this purpose the Common
Reference Levels have been developed. Ideally a
scale of reference levels in a common framework
should meet the following criteria. The table below
shows the three bands and six levels of the CEF,
together with the approximate hours required to
achieve each level and what a person is able to do
with the language at each level.
level descriptor (ability at this level)
C2 Mastery or
Proficiency
1000+ Can understand with ease virtually everything heard or read.

Can summarize information from different spoken and written sources, reconstructing arguments and
accounts in a coherent presentation.
Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning
even in the most complex situations.
C1 Effective
800 Can understand a wide range of demanding, longer texts, and recognize implicit meaning.
Operational
Can express him/herself fluently and spontaneously without much obvious searching for expressions.
Proficiency or
Can use language flexibly and effectively for social, academic and professional purposes.
Advanced
Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of
organizational patterns, connectors and cohesive devices.
B
B2 Vantage
600 Can understand the main ideas of complex text on both concrete and abstract topics, including technical
Independent
discussions in his/her field of specialization.
or Upper
user
Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers
Intermediate
quite possible without strain for either party.
Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving
the advantages and disadvantages of various options.
B1 Threshold or
400 Can understand the main points of clear standard input on familiar matters regularly encountered in work,
Intermediate
school, leisure, etc.
Can deal with most situations likely to arise whilst travelling in an area where the language is spoken.
Can produce simple connected text on topics which are familiar or of personal interest.
Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations
for opinions and plans.
A
*A2 Way-stage or
200 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g.
Basic
Elementary
very basic personal and family information, shopping, local geography, employment).
user
Can communicate in simple and routine tasks requiring a simple and direct exchange of information on
familiar and routine matters.
Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of
immediate need.
*A1 Breakthrough
Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of
needs of a concrete type.
or Beginner
Can introduce him/herself and others and can ask and answer questions about personal details such as where
he/she lives, people he/she knows and things he/she has.
Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
* The levels A2 and B1 correspond to the target levels for 8th grade and 12th grade in the national Curriculum.
Adapted from: Verhelst, N., Van Avermaet, P., Takala, S., Figueras, N., & North, B. (2009). Common European Framework of Reference for
Languages: learning, teaching, assessment. Cambridge University Press.
12
COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES
TEACHING STRATEGIES FOR SKILLS DEVELOPMENT
Evaluate predictions and revise them as needed.

Connect the meaning of one sentence to the meaning of another; use
background knowledge to try to clarify the meanings of words and
phrases.
Interact with the text; ask questions about its content and reflecting
on its ideas.
Focus the attention on the reading goals.
Reread a passage before going on.
Summarize the content of a passage as they read it.
Make inferences as they read.
Create mental images, or visualize a setting, event, or character to
help understand a passage in a text.
Monitor comprehension as they read.
Rephrase a passage in their own words.
Look up the meanings of difficult words.
After reading After reading

Think about, or reflect on what they read.
Mentally summarize major points or events in the text.
Go to other sources to find additional information about the topic of
the reading.
Talk with a classmate about which strategies they used and why they
used them.
Making connections
While reading
Predicting
Preview the text by looking at the title, headings, and images.

Recall prior knowledge; think about what they already know about
the topic of the text.
Set goals for their reading. Note the structure, or organization of the
text, and create a mental overview or outline of the text to help decide
whether it is relevant to their goals.
Predict what the text will be about by using prior knowledge.
What do you think will happen next?

Based on the material youve looked over before reading, what
can you predict
What does this title / heading / picture make you think?
Although the author hasnt told it, what do you think about
Questioning
Before reading
What is the author saying?

Why is that happening?
Why did this character?
Is this important?
How does this information connect with what you have already
read?
Monitoring
Strategies can help students become better readers

if they
use different strategies before, during, and after
reading,
use strategies whenever they read
think about how strategies can help them
Does this remind you of something?

Has this ever happened to you?
Do you know someone like him / her?
Are you like this character?
What do you already know that will help understand what
youre reading?
Does this information confirm or conflict with what youve read
in other sources?
Is this making sense?

Whats going on here?
What have you learned?
Do you need to reread?
What does this word mean?
What text clues help you fill in missing information?
Summarizing
Comprehension strategies are conscious plans or

procedures that are under the control of a reader,
who makes decisions about which strategies to use
and when to use them to get meaning from text.
The following chart shows examples of questions

teachers can use to help students develop reading
comprehension strategies while they read.
This story is mainly about

How is the story organized?
The authors most important ideas were
How does the text organization help you?
What are the key words?
Visualizing
READING COMPREHENSION STRATEGIES
What are the pictures/scenes in your mind?

What do you hear / taste / smell or feel?
What do the characters, the setting, and the events of the story
look like in your mind?
Can you picture this new information?
Adapted from: Capistrano Unified School District. (2003).

Student Reading Comprehension Strategies. Retrieved from:
http://www.readinglady.com/mosaic/tools/Student%20
Reading%20Comprehension%20Strategies%20explanation%20
from%20Leslie.pdf
13
LISTENING AND SPEAKING STRATEGIES

Listening strategies are techniques or activities that
contribute directly to the comprehension.
In the Pre-listening stage, students need to
understand how to recognize the purpose of the
listening message, and make connections about
the topic or tone to tune in as preparation for
processing the information. Teachers can use
directions, vocabulary competition, film watching,
or description of drawing sketches to tune their
brain in the second langue listening.
In the While listening part, the teaching task will
mainly focus on note taking skills. EFL learners need
to be taught and encouraged to actively think
about what theyre listening to. In order to teach
EFL learners to think when listening, focusing on
note-taking skills is a good way of helping learners
to concentrate and to look for clues in what theyre
listening to.
After listening, students need to act upon what
they have heard to expand their thinking.
Here are examples of strategies to help develop
students listening comprehension.
Before listening
Think of what they already know about the topic of the recording.
Anticipate what will come.
Evaluate which listening strategies will serve best in the particular
situation.
Predict what the speaker(s) might say.
While listening
Figure out the purpose for listening.
Listen carefully to the speaker.
Attend to the parts of the listening input that are relevant to the
identified purpose and ignore the rest.
Listen for more information that the speaker tells about an idea.
After listening
Think about what they have listened.
Monitor their comprehension and the effectiveness of
the selected strategies.
Evaluate if they they achieved the listening comprehension goals.
Evaluate if the combination of listening strategies selected was
effective.
14
On the other hand. The teaching of speaking

involves more than just providing them with
speaking fluency practice. Teachers need to focus
on skills and strategies that will help students
negotiate meaning and communicate effectively
with other people.
These strategies help all students improve their
language development in a supportive,
encouraging way.
Model language by saying aloud and writing the
ideas and concepts youre teaching.
Have students retell stories aloud.
Teach choral speaking and reading
Sing or read songs. Children can bring in a favorite
song to perform alone or as a group, but make
sure you have heard the song first and can
approve it.
Have students read and perform Readers Theater
scripts.
Correct content, not grammar. To model proper
grammar and syntax, restate or rephrase students
questions or statements.
When asking questions, give choices for the
answer.
Encourage students to describe, summarize,
define, contrast, and compare by modeling. Be
sure to show and not just tell when teaching a
new concept, idea, or vocabulary.
WRITING STRATEGIES
For a second language learner, writing is an
extension of listening and speaking. Therefore,
students must be provided opportunities to build,
extend, and refine oral language in order to
improve written output.
A great deal of research on writing highlights the
fact that this skill is rarely done in isolation, but is
virtually always done in response to source texts
(Cumming, Kantor, Powers, Santos, & Taylor, 2000;
Hale et al., 1996; Hamp-Lyons & Kroll, 1996;
Horowitz, 1991; Leki & Carson, 1997; Weigle, 2002).
That is, students are rarely asked to write essays

based solely on their background knowledge;
before they write on a given topic they are expected
to read, discuss, and think critically about that topic
and the type of text they are expected to produce.
Currently there is general agreement that reading
and writing are both fundamental cognitive
processes that depend upon cognitive activities
such as selecting important information, organizing
and retrieving information, summarizing or
consolidating information, and so forth. Thus,
instruction in reading and writing becomes an
important aspect of enhancing students skills.
Step
It is also important for students to view their own

writing published, informally or formally. This
provides them with a purpose to planning their
texts, as well as purposes for drafting and revising
(since their work will be public, they experience
the need to shape the work to best represent their
own goals).
The writing process involves a series of steps to
follow in producing a finished piece of writing.
Every writer follows his or her own writing process.
Here are the five steps in the Writing Process and
some useful tips and instructions to use with
your students.
Tips and instructions
1. Prewriting Prewriting is forming

Use brainstorming or
ideas and planning how
create a graphic
to present information.
organizer.
This is the planning phase Observe, imagine,
of the writing process,
interview.
when writers brainstorm, Gather the information.
research, gather and
outline ideas, often using
diagrams for mapping
out their thoughts.
2. Drafting
Drafting is creating the

Use three or more
first version of a
important ideas from the
paragraph. This step turns
prewriting and add
prewriting ideas into
specific, interesting
sentences. Writers create
details.
their initial composition
Develop complete
by writing down all the
sentences.
ideas in an organized way. Add supporting details.
Dont worry about making
mistakes just get your
ideas down on paper.
3. Revising
Revising is changing,
taking out, or adding
words to make meaning
more clear. The goal of
this phase of the writing
process is to improve
the draft.
Read carefully to make

sure the wording is clear
and complete.
Ask yourself:
Is my message clear?
Did I include enough
information?
Did I accomplish my
purpose?
4. Editing
Editing is correcting
spelling, punctuation,
and grammar errors. At
this point in the writing
process, writers proofread
and correct errors in
grammar and mechanics,
and edit to improve style
and clarity.
Read it aloud to yourself.

Ask a friend/ peer to
listen to your work.
Use a checklist to check
capitalization,
punctuation and spelling.
Have another writers
feedback.
Recently, writing instruction has moved from a

product orientation to a process orientation that
stresses response during writers planning, drafting,
revising, editing and publishing.
Fundamental to this process is writing for real
purposes and audiences, students sharing of ideas
and written work, students ownership of their
topics, frequent writing opportunities, and
opportunities for extended writing.
Actions
5. Publishing Publishing is making a

Submit to the teacher/
final copy. In this last step peers /editors / etc.
of the writing process, the Send it to interested /
individual groups.
final writing is shared
with the audience.
Adapted from: The 5-Step Writing Process: From Brainstorming to
Publishing. (n.d.) Retrieved from: http://www.liferichpublishing.
com/AuthorResources/General/5-Step-Writing-Process.aspx
15
INTEGRATING THE FOUR SKILLS IN THE ENGLISH CLASSROOM

Skills integration generally refers to linking the
traditional four skills of language learning: reading,
writing, listening, and speaking in the context of a
lesson. An integrating approach for the
development of communicative skills in the
classroom is highly recommended for acquisition
because, as skills are integrated in the classroom, the
relevant knowledge of the foreign language is
taught in a coherent, meaningful way.
In everyday life, there are many situations in which
we use more than one language skill. For this reason,
integration is concerned with realistic
communication. When teachers integrate skills in a
lesson, they are able to teach the foreign language
at a discourse level. At this level, language is presented to
students through texts which are whole units of
communication (either spoken or written) rather
than separated segments or parts they must analyze
in isolation.
Skills integration allows students to process
language by: contextualizing, interpreting,
exploring, analyzing, experiencing, challenging,
confronting, assimilating, practicing and sharing the
new information. In addition, an integrating
approach has a positive impact on the classroom
atmosphere, creating a relaxed environment and
fostering motivation and active engagement.
Forms of integration
There are two general forms to integrate skills in the
classroom:
Simple integration. It is the easiest form of
integration. In this type of lesson, a receptive
language skill serves as a model for a productive
language skill.
Example: A reading activity which provides a model
for a writing task, a listening comprehension activity
which guides students to oral production.
Complex integration. In this form of integration,
skills are integrated around a theme. The specific
distribution of skills integration in the lesson will
depend on the target topic.
Example: A pre-reading discussion of the topic to
activate schemata, followed by listening to a series of
informative statements about the topic or passage to
be read. While reading, teacher focuses the lesson on
a certain reading strategy (for instance, scanning).
After reading, students react by writing a paraphrase
16
INTEGRATING THE FOUR SKILLS IN THE ENGLISH CLASSROOM
of a section of the reading passage and making a

comment.
Adapted from: Brown, H. D. (2001). Teaching by Principles: An
Interactive Approach to Language Pedagogy2nd Ed., New York:
Pearson Education.
USING LITERATURE IN THE LANGUAGE

CLASSROOM
When students are faced with reading literature, an
extensive list of reading sub-skills are applied:
deducing meaning and use of unfamiliar words;
understanding explicitly stated information;
understanding information which is not explicitly
stated;
understanding conceptual meaning;
understanding relations between the parts of a
text through lexical cohesion devices;
understanding cohesion between the parts of a
text through grammatical cohesion devices;
interpreting text by going outside of it.
The methodological implications of the use of
literature in the language classroom are:
EFL classroom strategies such as cloze, rewriting,
prediction activities, role playing are adapted and
adopted to teach literary texts in the language
lesson;
text manipulation (e.g., rearrangement and
dramatization);
two-way channel of teacher-student
communication and pair/ group work, in order to
achieve more self-sufficiency.
literature favors students development of creative
and interpretative skills.
The following is a three-stage framework proposed
as a working model for the presentation of literary
texts in the language classroom:
Framing (thematic preparation): turning students
attention to the content or theme of the text. Also,
it will focus on distinguishing prose from poetry.
Focusing (engaging): the designed activities which
lead them to understand the text and to interpret
it for the purposes in hand.
Diverging (moving on): leading students into
parallel activities of various kinds, e.g., role play,
transfer to other text-types, creative writing, etc.
Adapted from: Mirzaei, A., & Domakani, M. R. (2008). The Theory and
Practice of Bringing Literature into the EFL Classroom.
ORIENTATIONS TO DEVELOP CRITICAL THINKING

Recent research has shown that, in general, students who develop critical thinking skills are more able to
achieve better marks, become less dependent, create knowledge, evaluate, and change the structures in society.
Teachers questions constitute a central aspect to develop students critical thinking. These are examples of
questions and tasks that consider the different levels of thinking proposed in the New Blooms Taxonomy
(Anderson et al., 2001).
Skill
Key words
Questions
Examples of tasks
Remembering
Remember, repeat, identify

match, reproduce
What / How / Where is?

When / How did happen?
How would you explain / describe?
How would you show?
Who / what were the main?
What are the ?
What is the definition of?
Answer questions
Discriminate between true
and false information
Name
Recite a poem
Understanding
Describe, explain, paraphrase,

give examples, infer, interpret,
predict, summarize
How would you classify?

How would you compare / contrast?
How would you rephrase the meaning of?
What is the main idea of?
What can you say about?
How would you summarize?
Classify the
Elaborate a list of the main
ideas
Compare two characters of the
story.
Apply
Demonstrate, dramatize,
illustrate, show, use
How would you use?

What examples can you give
How would you solve the?
What have you learned about?
What would result if?
Read a paragraph.
Check and correct a text
written by a classmate.
Analyze
Compare, contrast, critique,

discriminate, show in a diagram,
select
What are the parts / characteristics of?

Why do you think?
What is the theme?
What conclusions can you draw?
How would you classify?
What evidence can you find?
What is the relationship between?
Read and identify authors

points of view about global
problems.
Determine the characters
motivation in a story.
Evaluate
Discuss, justify, evaluate, monitor,

check, confirm
What is your opinion of?

What would you recommend?
How would you rate / evaluate?
How would you support the view?
Evaluate the arguments in

favor / against
Justify the idea that
Create
Design, create, elaborate,

generate, plan
How would you improve?

What would happen if?
What alternative can you propose?
How could you change the plot / plan?
What can you predict?
Write an article about

Write a song
Dramatize
ORIENTATIONS TO DEVELOP CRITICAL THINKING
17
THE TEACHERS BOOK

This component includes:
an introduction with a description of the course and
the course components, the methodology used,
and suggestions for classroom management;
background notes for the teacher, related to the
information content of the different texts;
detailed teaching notes for every unit;
answers for all the tasks in the Students Book and
in the Teachers Book, for all the tests, and for all the
activities in the Workbook;
the transcript of the recording;
one additional photocopiable test per unit.
one or two photocopiable additional activities per unit.
a photocopiable additional reading text per unit,
with activities and background information.
Choice of tasks
The book includes a great number of varied activities
The teacher should choose the ones which are more
appropriate for his / her group, depending on their
general level The important thing for the teacher to
bear in mind is the final objective of each unit, and
how the different students are advancing towards it.
There are activities for fast learners - exercises for
those students that have started to become
independent users of Global English and have
developed the capacity to work more quickly and on
their own The teachers role here is to offer more
instances to those students who instinctively feel the
need to actively apply the language they have been
practising during the lesson The teacher does not
need to correct or become involved unless students
directly appeal to him / her to do so.
There are ADDITIONAL ACTIVITIES, which the teacher
can use if there is enough time or if students require
further practice, and OPTIONAL ACTIVITIES, which
generally offer a break from the routine, a moment to
relax, or a bit of fun while practising the language.
Information and extra practice is suggested
when there is a chance that students will make a
mistake, in grammar, vocabulary, or pronunciation.
Remember to be very careful as to when and how to
correct errors; avoid interrupting students when they
are doing oral communication activities; instead,
make a note of the common mistakes and then
correct with the whole class at the end of the activity.
18
THE TEACHERS BOOK
Level of difficulty
The activities and texts included in the book are
classified according to their level of difficulty This is
shown in the Teachers book with the following icons:
+ = Low ++ = Medium +++ = High
CD
The first 9 tracks of the CD offer examples of
classroom language for the teacher and for the
students It includes all the listening material:
Pronunciation, Listening and Listening test material,
with a variety of accents: British, American, Canadian,
Irish, Scottish, Indian, Chilean, French, Russian, etc , to
expose students to different accents.
Classroom language
The Teachers Book offers a selection of useful
language that the teacher can use with the students
in different situations, with different purposes They
provide examples for students to imitate, or they are
expressions the teacher can use and which students
need to identify and recognise All of them are
recorded in the first nine tracks of the CD.
Test question bank
This is a set of 75 test questions that the teacher can
use when preparing his / her own evaluation
instruments There is one set for each language
ability and one set for grammar and vocabulary
However, many of them can be used for other skills,
different contents, a variety of contexts, etc.
Glossary
The meaning of difficult words from the texts appear
in a glossary in the final pages of the Teachers Book
The meaning provided has to do specifically with
the context in which the word appears.
Thematic bibliography
There is a list of books where the teacher can
find further information on the contents of the
book, divided into reading, listening, speaking,
writing, and grammar and vocabulary.
Bibliography and websites
Both the Teachers Book and the Students Book
offer suggestions of materials that can be used for
reference Some of these materials can be found
in the Centro de Recursos de Aprendizaje (CRA) in
each school.
THE SOUNDS OF ENGLISH

The consonants in the table are the consonant
phonemes of British and American English.
Consonant sounds
/p/
/b/
/t/
/d/
/k/
/g/
/f/
/v/
//
//
/s/
/z/
//
//
/h/
/t/
/d/
/m/
/n/
//
/l/
/r/
/j/
/w/
put, supper, lip

bit, ruby, pub
two, letter, cat
deep, ladder, read
can, lucky, sick
gate, tiger, dog
fine, coffee, leaf
van, over, move
think, both
the, brother, smooth
soup, fussy, less
zoo, busy, use
show, washing, cash
leisure, vision
home, ahead
chair, nature, watch
jump, pigeon, bridge
man, drummer, comb
no, runner, pin
young, singer
let, silly, fall
run, carry
you, yes
woman, way
The vowels in the table above are the vowel

phonemes British English. All long vowels are
followed by colons /:/. Most of the differences
between British and American English are to do
with the quality and length of the vowels. The most
significant differences are explained in the foot
notes.
Vowel sounds
/:/
//
/e/
//
/:/
//
/:/
//
/:/
//
Br// Am//
//
eat, sleep
silly, baby, it, swim
edge, lead
apple, man
father, calm, *1cant, *2car
*3
odd, want
or*4, daughter, more
put, full
shoe, suit
under, enough, butter
earn, bird, occur
above, support, possible, Africa, mother
*1
In American English, this is pronounced with vowel //.

Before /nt/ /f/ /s/, as in cant, half, grass, bath.
*2
In American English, the r after a vowel is pronounced.
*3
This vowel is not found in American English. Instead it is

pronounced as //.
*4
In American English, the r after a vowel is pronounced.
/e/
/a/
//
//
ache, pay
Im, right
oil, noise
ear, here
air, dare
pure, tour
out, cow
own, coat
* In American English, the final r is typically pronounced.

Adapted from: Yule, G. (2010). The Study of Language, Fourth
Edition. New York: Cambridge University Press.
THE SOUNDS OF ENGLISH
19
CLASSROOM LANGUAGE
Greetings 1
Good morning. / Good afternoon. / Hello. / Hi.
Good bye. / See you tomorrow. / See you later.
Have a nice weekend. / Enjoy your holiday.
Moods and feelings 2
A: How are you today?
B: Im fine. / Im great. / OK. / Very well, thank you. /
Im not very well. / I have a problem. / Im feeling
down. / Im sad.
Asking for clarification 3
Can you repeat that, please?
Can you say that again, please?
Sorry. Im afraid I didnt understand.
Can you help me with this exercise, please?
Encouragement 4
Well done! / Good! / Excellent! / Good work! /
Congratulations!
Do it more carefully. / Say it again. / Try to correct
that, please.
Not too bad. / Youll do better next time. /
Keep trying!
20
CLASSROOM LANGUAGE
The date 5
A: What day is it today?
B: Its Monday. / Its Tuesday. / Its Wednesday. / Its
Thursday. / Its Friday. / Its Saturday. / Its Sunday.
A: Whats the date today?
B: Its (Monday) March 9th. / Its (Monday) 9th March.
The weather 6
A: Whats the weather like today?
B: Its sunny. / Its cloudy. / Its hot. / Its cold. / Its
nice and warm. / Its nice and cool. / Its raining. /
Its snowing.
The time 7
A: Whats the time? / What time is it?
B: Its one oclock. / Its two oclock. / Its three
oclock. / Its ten oclock. / Its twelve oclock.
B: Its quarter past nine. / Its half past ten. / Its five
past eleven. / Its ten past twelve. / Its twenty
past one. / Its twenty five past two.
B: Its quarter to eight. / Its twenty five to nine. / Its
twenty to ten. / Its ten to three. / Its five to four.
Some commands and instructions

Answer the questions.
Be quiet.
Check your answers.
Check your predictions.
Close the door.
Come to the board.
Compare your answers.
Complete the paragraph.
Copy the instructions.
Discuss the ideas in your group.
Do Exercise 1.
Do not write in your book.
Fill in the blanks.
Find examples in the text.
Find the cognates in the text.
Listen to the recording.
Look at the pictures.
Look up these words in the dictionary.
Make a list.
Make some notes.
Match the pictures.
Name three activities.
Open your books.
Pay attention, please.
Put the pictures in order.
Read the instructions.
Select the correct answer.
Silence, please.
Sit down.
Stand up.
Talk to your partner.
Thats all for today, thank you.
Work in groups of four.
Work with your partner.
Write the sentences.
Websites made available to students

and teachers
http://www.onestopenglish.com
MacMillan Campus site. Videos, chat, news, activities.
http://esl.about.com
ESL / ELT problems, suggestions for solutions,
explanations, examples, and activities.
http://www.eslcafe.com
Discussion forums, chat room, interactive exercises,
online tutorials, teaching ideas, job postings and
extensive web guide.
http://www.pearsonelt.com
Pearson Education site. Articles, classroom
resources, discussions, videos.
http://www.rong-chang.com/
A wealth of ideas to teach, prepare materials, use
the Internet, etc.
http://www.cln.org/int_projects.html
List of sites that will help teachers who are looking
for Internet projects for their classes.
http://maryglasgowplus.com
Mary Glasgow Magazines plus news, contacts, ideas
for teachers and students.
http://www.holidays.net
Information about various celebrations and
religious holidays, with related recipes, crafts and
fun activities.
http://www.infoplease.com
Information about practically every country in
the world.
Turn-taking and permission 9

Can I talk to you after the class?
Excuse me; can I say something?
Excuse me; can I leave the room for a minute?
May I go to the bathroom?
Its your turn.
Sorry, its my turn.
21
SUGGESTED YEAR PLANNING

Unit
Unit 1
ADVICE AND SUPPORT
Topics: Teen issues
Pages: 6 - 27 of the Students
Book
Time: 21 hours
Answers: Pages 145 - 146
Expected Learning
Activities
Students show general and specific

6. Page 10
comprehension when reading and listening 7. 8. 9. Page 12
to different types of texts.
5. 6. 7. 8. Track 12, Page 17
Listening text:
Embarrassing moments.
Notes with additional
information.
11. Page 13.
Language Note.
10. Page 18
Sentences.
Students complete sentences using

linking words.
11. Page 13
Language note.
Pictures.
information.
Students write a letter of advice.
17. Page 15

information.
Students imitate a spoken model and role

play a dialogue and a monologue.
13. Track 10, Page 14
Oral Practice.
information.

Students describe own experiences.
Reading text: Letters

to Aunt Anne.
information.
Letters.
Pictures.
Students consolidate a language point.
22
Resources
13. Page 19
Indicators of Evaluation
Getting into the unit. Students do activities that introduce them to the topic and to some of
the language that they will study in the unit.
Activities
1. 2. 3. 4.
Page
7
Getting ready for the unit. Students do activities that revise their previous knowledge of the 1. 2. 3. 4. 5. 6. 7. 8. 9.
language and skills that are pre-requisites for the new contents.
Track 12
8, 9
Quick Self-Check. Students do a short testing activity within a time limit, assign
themselves points, and analyse their performance.
15.
12.
14
19
1. 2. 3.
24, 25
4. 5. 6. Track 15
25
7. 8.
9.
10.
25
26
26
Test your Knowledge

Reading: Students summarise and match information. Students discriminate between correct
and incorrect information. Students find specific information.
Listening: Students find specific information. Students discriminate between correct and
incorrect information.
Language: Students use linking words and the First Conditional.
Writing: Students complete a letter with their own ideas and opinions.
Speaking: Students role play a dialogue expressing opinions.
Final reflection. Students are invited to think about their performance while doing the
different activities. Tips are offered in order to help them to improve and solve problems before
moving on to the next unit.
26
Self Evaluation: Students analyse their performace in the final test and assign
themselves points.
Students reflect on value issues and behaviour while working on the unit.
27
Extra Test (Teachers book)

Reading: Students find and match specific information. Students discriminate between
correct and incorrect information.
Listening: Students discriminate between correct and incorrect information.
Language: Students use connectors and intensifiers.
Speaking: Students ask for and give advice.
Writing: Students write a letter of advice.
(Teachers book)
1. 2. 3.
4. 5. Track 16
6. 7.
8.
9.
(Teachers book)
65
66
66
66 - 67
67
67
23
Unit
Unit 2
TWO OF THE ELEMENTS
Topics: Earth and water
Pages: 28 - 51 of the
Students Book
Time: 21 hours
Expected Learning
Activities

4. 5. 6. 7 Page 32
comprehension when reading and listening 8. Page 33
Resources
Reading text:
Earth.
Pictures.
information.
6. 7. 8. 9. 10 Track 19, Page 39
Listening text:
Water.
Diagrams.
9. Page 33
Language Note.
Dialogue.
Students complete sentences using the

First Conditional and key vocabulary.
10. Page 36
Article:
What to do before and
during a tsunami.
12. Page 40
Sentences.
9. Page 33
Oral Practice.
Language note.
Pictures.
Students complete a security warning with 10. Page 36

recommendations.
Students write a school earthquake plan.
13. Page 37
Article:
What to do before and
during a tsunami.
Pictures.
information.
Students discuss their own and their

schools earthquake plan.
13. Page 36

information.
Students describe a process.
11. Page 40

information.
Students imitate spoken models and role

play a dialogue and a monologue.

Students describe pictures in detail.
24
14. Page 41
Chart.
Activities
1. 2.
Page
29
Getting ready for the unit. Students do activities that revise their previous knowledge of the 1. 2. 3. 4. 5. 6. 7. 8. 9.
Track 20
30, 31
11.
13.
36
41
1. 2. 3. 4
47
5. 6. 7. Track 23
47
8. 9.
11.
10.
48
48
48
Test your Knowledge

Reading: Students summarise and match information. Students discriminate between correct
and incorrect information. Students find specific information.
Listening: Students find specific information. Students discriminate between correct and
Language: Students use connectors of condition and the First Conditional.
Writing: Students turn an interview into a letter.
Speaking: Students talk about disasters and their prevention in Chile.
48
themselves points.
49
Synthesis Test Units 1 & 2

Reading: Students locate information. Students find specific information.
Listening: Students identify speakers. Students find specific information.
Language: Students use connectors of condition and other linking words. Students match
information to offer advice.
Writing: Students write a letter of advice on what to do if there is an earthquake.
Speaking: Students talk about natural disasters, offering advice and tips on how to behave.
Reading: Students find specific information. Students discriminate between correct and
incorrect information. Students find synonymous expressions.
Listening: Students discriminate between correct and incorrect information. Students find
specific information.
Language: Students use connectors of condition and the First Conditional.
Speaking: Students discuss possible reactions using the First Conditional.
Writing: Students write an action plan.
1. 2.
3. 4. Track 24
5. 6. 7.
51
51
51
8.
9.
51
51
(Teachers book)
1. 2. 3.
(Teachers book)
98
4. 5. Track 25
98
6. 7.
8.
9.
98 - 99
99
99
25
Unit
Unit 3
PROFESSIONS
Topics: Professional conduct
and job applications
Students Book
Time: 21 hours
Expected Learning
Activities

5. 6. 7. 8. 9. 10. Page 57
comprehension when reading and listening
Resources
Reading text:
Preparing a CV.
information.
7. 8. 9. 10 Track 29, Page 65
Listening text:
Advertising for jobs.
Chart.
13. Page 61
Language Note.
Pictures.
12. Page 66
Situations.
Students play a word game.
11. Page 60
Game.
Students give recommendations.
13. Page 61
Pictures.
Students write their own CV using a

computer application.
16. Page 62
Link with additional

information.
Illustrations.
Microsoft Office Word.
Students role play a conversation.
Oral Practice.
information.
Students role play a monologue.
Oral Practice.
information.
Students role play a job interview.
26
15. Page 67
Activities
Page
1. 2. 3. 4.
53
Getting ready for the unit. Students do activities that revise their previous knowledge of
the language and skills that are pre-requisites for the new contents.
1. 2. 3. 4. 5. Track 29
54, 55
14.
14.
61
67
1. 2.
73
3. 4. 5. Track 32
73
6. 7.
9.
8.
74
74
74
Test your Knowledge

Reading: Students find and match information. Students find specific information.
Listening: Students discriminate between correct and incorrect information. Students find and
match information. Students find specific information.
Language: Students use modals to express recommendations.
Writing: Students write a job advertisement.
Speaking: Students describe problems and offer recommendations and advice.
74
themselves points.
75

Reading: Students find and match specific information. Students transfer information to a
graphic organiser.
Listening: Students discriminate between correct and incorrect information. Students identify
sequence.
Language: Students use should, shouldnt, and had better to give advice and recommendations.
Speaking: Students ask for and give recommendations and advice to write a CV.
Writing: Students write a cover letter to introduce a CV.
(Teachers book)
1. 2.
(Teachers book)
126
3. 4. 5. Track 33
126
6. 7.
8.
9.
126 - 127
127
127
27
Unit
Unit 4
BEING ACTIVE
Topics: Travelling experiences
and television quiz shows
Students Book
Expected Learning
Activities

5. 6. 7. 8. Page 81
comprehension when reading and listening 9. 10. 11. Page 84
Resources
Reading text:
Flying.
Chart.
information.
Listening text:
A competition.
Time: 21 hours
8. 9. Track 37, Page 89

10. 11. 12. 13. Track 37, Page 90 Chart.

information.
Language Note.
Students consolidate a language item.
12. 13. 14. Page 85

16. Page 91

information.
Sentences.
Dialogues.
Pictures.
Students write questions from visual and

textual clues.
28
14. Page 85
Pictures.
15. Page 86
Textual clues.
Students write an itinerary.
18. Page 87
Students complete dialogues with key

words and expressions.
16. Page 91
Students role play a conversation imitating

a model.
Oral Practice.
Students role play a monologue imitating

a model.
Oral Practice.
Students role play a quiz show.
21. Page 93
Activities
1. 2. 3.
Page
77
Getting ready for the unit. Students do activities that revise their previous knowledge of the 1. 2. 3. 4. 5. 6. 7. 8.
Track 37, Track 40
78, 79
15.
19.
86
92
1. 2. 3. 4.
99
5. 6. 7. Track 40
99
8. 9.
100
10.
11.
100
100
Test your Knowledge

Reading: Students identify topic. Students find and classify specific information. Students
synthesise and locate information. Students find specific information.
Listening: Students match specific information. Students discriminate between correct and
incorrect information. Students find specific information.
Language: Students write questions corresponding to adverbial phrases. Students complete
sentences with adverbial phrases.
Speaking: Students talk about a favourite activity.
Writing: Students write an itinerary for a class trip.
100
themselves points.
101
Synthesis Test Units 1 to 4

Reading: Students identify type of text. Students synthesise information. Students
discriminate between correct and incorrect information. Students find specific information.
Listening: Students identify sequence. Students discriminate between correct and incorrect
information. Students transfer information into a graphic organiser.
Language: Students use different modals to complete conditional sentences. Students identify
prepositional phrases.
Writing: Students write questions to ask at a job interview.
Speaking: Students role play a job interview using the questions they wrote.
Reading: Students find specific information. Students discriminate between correct and
Listening: Students identify type of text. Students identify sequence. Students discriminate
between correct and incorrect information.
Language: Students use prepositional and adverbial phrases.
Speaking: Students talk about their last holiday.
Writing: Students write a post to a blog describing an outing.
101
1. 2. 3. 4.
5.
6. 7. 8. 9. Track 41
103
104
104
10. 11. 12.

13
14.
15.
104
105
105
105
(Teachers book)
1. 2. 3.
(Teachers book)
156
4. 5. 6. Track 42
156
7. 8.
9.
10.
156 - 157
157
157
29
Unit
Unit 5
AT WORK
Topics: Different types of jobs
Pages: 98 - 127
of the Students Book
Time: 21 hours
Expected Learning
Activities

6. 7. 8. 9. 10. Page 111
comprehension when reading and listening 11. 12. 13. 14. Page 114
Resources
Reading text:
Volunteering.
Diagram.
Chart.
Pictures.
8. 9. 10. Track 46, Page 119

11. 12. 13. 14. Track 46.
Page 120
Listening text:
Applying for a job.
Pictures.
15. Page 115

16. Page 116
Language Note.
15. 16. Page 121
Language Note.
write descriptions of pictures;
15. Page 115
Pictures.
complete a conversation;
16. Page 116
Pictures and textual clues.
write about personal experiences;
20. Page 117
complete sentences using for / since.
15. Page 121
Textual clues.
Students imitate a spoken model and role

play a dialogue.
Students role play a job interview.
Oral Practice.
Oral Practice.
Students develop a personal presentation

using PowerPoint.
21. Page 123
Guidelines to create a
PowerPoint presentation.
Students use the Present Perfect

Continuous to:
30
Activities
Page
1. 2. 3.
107
Getting ready for the unit. Students do activities that revise their previous knowledge of
the language and skills that are pre-requisites for the new contents.
1. 2. 3. 4. 5. 6. 7. 8.
Track 46
108, 109
18.
19.
116
122
1.
2. 3.
4. 5. Track 49
130
131
131
6. 7.
8.
9.
131
132
132
Test your Knowledge

Reading: Students identify topic. Students discriminate between correct and incorrect
information.
Listening: Students discriminate between correct and incorrect information. Students find
specific information.
Language: Students use the Present Perfect Continuous. The students use for and since.
Speaking: Students describe a job interview situation..
Writing: Students complete a job application form and write a job application letter.
132
themselves points.
133
Synthesis Test Units 1 to 5

Reading: Students match information in different types of text. Students find specific
information. Students identify meaning of words in context. Students identify tone of letters.
Listening: Students discriminate between correct and incorrect information. Students identify
sequence. Students find specific information.
Language: Students use the Present Perfect Continuous. Students complete sentences with
prepositional phrases and with the First Conditional.
Writing: Students write a composition about a personal experience.
Speaking: Students talk about a personal experience.
Reading: Students identify purpose of text. Students find specific information. Students
discriminate between correct and incorrect information.
Listening: Students discriminate between correct and incorrect information. Students match
written and spoken information.
Language: Students complete sentences using the Present Perfect Continuous. Students
complete sentences with for or since.
Speaking: Students role play a job interview.
Writing: Students write a job application letter.
133
1. 2. 3. 4.
135
5. 6. 7. Track 50
136
8. 9.
10.
11.
12.
136
137
137
137
(Teachers book)
1. 2. 3.
(Teachers book)
190
4. 5. 6. 7. Track 51
190 - 191
8. 9.
191
10.
11.
191
191
31
WORKBOOK
It offers additional practice of the abilities and of the vocabulary and grammar contents in the corresponding units.
Unit
Reading
Text Type
Listening
Text Type
Grammar
1. Advice and
support
Pages 141 - 144
Keys to a good
friendship
Teen magazine article Understanding

adolescence
Track 14
Conversation
Linking words
The First Conditional
2. Two of the
elements
Pages 145 - 147
Earthwatch Institute
Web page invitation

to join an
organisation
International Rescue
Corps
Track 22
Interview
The First Conditional

Connectors of condition
3. Professions
Pages 148 - 150
Coolwork summer
adventures
Web page job

advertisement
Interview with a DJ
Track 31
Interview
Modals to express
recommendations and
suggestions
4. Being active
Pages 151 - 153
What is parkour?
Web page article
Whats your question? Phone-in radio

programme
Track 39
5. At work
Pages 154 - 156
A job with a difference Extract from a diary
32
Phone help
Track 48
Interview
Prepositional phrases
The Present Perfect

Continuous
Vocabulary
Activities
Game
Answers
Words related to
Synthesise information. Discriminate between correct and incorrect
Word Search puzzle
friendship, feelings and information. Use connectors. Use the First Conditional. Identify
adolescence
speaker. Find specific information. Complete sentences about the
listening text with the First Conditional. Identify synonyms. Use words
from the unit to complete sentences.
Page 170
Words related to the

environment and
emergency situations
Identify purpose of text. Discriminate between correct and

Crossword puzzle
incorrect information. Match information. Find specific information.
Complete sentences about the reading text with the First Conditional.
Identify sequence.
Page 170
Words related to job

descriptions and
different occupations
Match and synthesise information. Find specific information.

Discriminate between correct and incorrect information. Use
information from the listening text to offer recommendations and
suggestions. Complete sentences with words from the unit. Match
words from the reading text and their definitions.
Hangman
Page 170
Words related to
parkour
Synthesise information. Identify purpose of text. Put prepositions

back into the text. Find specific information. Identify topic. Identify
speakers. Discriminate between correct and incorrect information.
Identify and correct incorrect information. Match words from the
reading text with their definition. Find words from the listening text
that correspond to definitions.
Find the word
Page 171
Find the letters, find

the phrase
Page 171
Words related to job

Synthesise information and relate it to pictures. Identify what words
applications, voluntary refer to in the text. Identify sequence. Find specific information.
work, and emotions
Complete sentences from the texts using the Present Perfect
Continuous. Classify words from the unit.
33
UNIT
ADVICE AND SUPPORT
LEARNING OBJECTIVES
READING: to read teenagers letters and an agony aunts answers that
contain the communicative function of asking for and offering advice,
consider the importance of teen issues, include a variety of connectors
and introductory expressions, and
identify main ideas by choosing a title for the text.
find specific information by answering questions.
match information by relating letters and replies.
discriminate between correct and incorrect information by correcting
wrong information.
LISTENING: to listen to a television programme that contains the

communicative function of expressing conditions and reflects the
acceptance of and respect for different opinions, and
identify speakers by choosing the right names.
discriminate between correct and incorrect information by choosing
the right word.
find specific information by answering questions.
WRITING: to write a letter of advice that contains the introductory

expressions studied and follows the correct pattern of a letter.
SPEAKING: to role play a television programme using expressions learnt,

correct pronunciation, and the correct structures to narrate an event.
DIDACTIC RESOURCES AND METHODOLOGY TIPS
If available, use of complementary material such as English language newspapers and magazines with an
agony aunt section, personal letters in English and Spanish, postcards, e-mails, etc. Good online sources
are www.teenmag.com and www.seventeen.com. For comparison, you can use Chilean teen magazines
so that students can compare and see if the issues that worry / interest them are the same that worry /
interest their foreign peers.
Useful materials for this unit are: lists (nouns, adjectives, concept lists, etc.), dictionaries, glossaries,
definitions, printed handouts, library material, and notes.
34
UNIT 1
PAGE 6
INTRODUCTION
Invite students to examine and describe the
photograph and relate it to the name of the unit.
Form groups and ask them to read the objectives of
the unit and make comments on the things they
already know, what they can do, what will be new, etc.
Elicit from students what values they think will be paid
more attention to, and ask them to anticipate what
issues will be discussed in connection with them.
Before you start this unit, please remember:
no student or class is ever the same, so what
worked with another group might not work with
this class. Get to know your students before you
start planning;
identify slow and fast learners so that you can help
the former to move forward and get the latter to
enjoy a challenge;
use local context as much as possible, so a class
located in the regions will not have to deal only
with examples based on other realities;
avoid stigmatising your students; each one has a
value to add to the class;
remember that repetition is one of the keys to
success so, if you repeat things enough times, they
are bound to be learnt.
PAGE 7
GETTING INTO THE UNIT
Explain to students that this page of each unit will
contain activities meant to identify and activate
their previous knowledge of the topic and related
vocabulary, to establish the starting point for the
activities that will follow.
Give students time to form groups and discuss the
exercises that have to be done in groups;
encourage them to reflect and be honest to do
those that require individual responses.
Talk to students about situations where they
generally ask for or offer advice. When they offer
advice, is it generally from a personal point of view or
do they use other peoples experiences? What
expressions would they use to offer personal
opinions about a situation? Help with these prompts:
In my view
I think
I believe
In my opinion
If you ask me
Personally speaking
UNIT 1
1 Ask students to read the statements (a h) and
rank them from the least to the most serious,

individually first; then they can compare in their
groups. Give them four or five minutes to
complete the activity.
2 Ask students to read the examples and then
think about what they do when they need

advice. They can list possible sources of advice
and support their ideas individually or in pairs.
Give them two or three minutes to write their
lists of possibilities. In this exercise, there are no
correct or incorrect answers.
Possible answers
I read self-help books and articles. I ask a
psychologist. I talk to my parents. I talk to
someone in my family. I talk to a teacher. I phone a
radio programme. I visit a fortune
teller. I dont ask for help and support.
3 Tell students to work in small groups and
describe the four pictures, paying attention to

details. What are the people wearing? What do
their facial expressions show? If students need
vocabulary, provide lists (clothes, adjectives,
surroundings, etc.) and then ask them to describe
the pictures. Ask students to read the four
statements and match them with the pictures.
Answers
a. Picture 4. b. Picture 3. c. Picture 1. d. Picture 2.
4 Ask students to read the comments again and

decide what they express: a suggestion, a
personal opinion, or certainty.
Answers
Picture 1 (c.): An opinion. Picture 2 (d.): An opinion.
Picture 3 (b.): A piece of advice. Picture 4 (a.): A
suggestion.
Make notes of any useful information about
what students already know that you can use
later when developing the lessons.
ADVICE AND SUPPORT
35
PAGES 8 - 9
GETTING READY FOR THE UNIT
Before starting this unit, the students need to know:
characteristics of different types of sentences.
how to find main idea(s) in written texts.
how to use some connectors.
Talk and write about habits and routines.
Talk and write about future events.
how to identify number of speakers in an oral text.
how to adapt and role play a dialogue.
1 Ask students to work in pairs or small groups

and read the definitions and examples of
different types of sentences. Check that they
understand the three concepts and request
more examples that would show they have
identified the differences.
The knowledge of different types of sentences

is necessary for students to understand how to
use more complex linking words, to be
explained further on in the unit.
A simple sentence, also called an independent
clause, contains a subject and a verb, and it
expresses a complete thought.
A compound sentence contains two
independent clauses joined by a coordinator
such as for, and, nor, but, or, yet, so. (Helpful hint:
The first letter of each of the coordinators spells
FANBOYS.) Except for very short sentences,
coordinators are always preceded by a comma.
A complex sentence has an independent
clause joined to one or more dependent
clauses. A complex sentence always has a
subordinator such as because, since, after,
although, or when, or a relative pronoun such
as that, who, or which.
2 Students use the information provided in Point
1 and your explanations to identify the different

types of sentences. Make sure that they
understand them and not just automatically
insert the name of the type of sentence.
36
UNIT 1
Answers
a. i. S. ii. Cd. iii. Cx. b. i. Cx. ii. Cx. iii. Cx.
c. i. Cx. ii. S. iii. Cd. d. i. Cd. ii. S. iii. Cx.
3 Students identify what the speakers are
expressing in each set of sentences in Exercise 2.
Answers
Set a. Main idea a. Set b. Main idea c.
Set c. Main idea d. Set d. Main idea b.
4 In 3 Medio, students should already be familiar
with simple connectors or linking words which

will be further explored in this unit. Ask
students to do this exercise individually and
then compare with a classmate. This activity will
prepare them for the Language Note and the
exercises following it, where more complex
linking words will be explained.
Answers
and, as, because, but, so, while.
5 This exercise requires students to practise and
apply their knowledge in a context. You can

personalise the activity asking students to write
sentences about themselves using connectors,
or you can turn it into a game, asking students
to write sentences about themselves on pieces
of paper which are then thrown into a hat or a
container and read aloud. Other students try to
identify the writers of the sentences.
Answers
a. because. b. and. c. but.
6 This exercise reviews the Simple Future and the
Simple Present tenses; students will need to be

able to identify and use them together correctly
when they learn the First Conditional.
You can give these uses of the two tenses and
then ask the students which use applies to each
sentence in the chart.
UNIT 1
The Simple Future

We use it:
when there is no plan or decision to do
something before we speak; we make the
decision spontaneously at the time of speaking.
Example: This exercise is rather difficult. I will ask
Marian to help me.
to make a prediction about the future; again,
there is no firm plan, we are saying what we
think will happen.
Example: The forecast says it will rain tomorrow.
when the main verb is be, we can use the
Simple Future tense even if we have a firm
plan or decision before speaking.
Example: I will be in London next week.
The Simple Present
We use it:
for repeated actions.
Example: I go to the gym every day.
for events that take place as a matter of fact or
are recognised general truths.
Example: Water boils at 100C.
for fixed arrangements, scheduled events.
Example: The supermarket opens at 7.30am.
for actions in the present, one following after
the other .
Example: First I have a shower and then I have
breakfast.
with verbs that usually do not have a
progressive form.
Example: I love you.
Answers
a. P. b. F. c. P. d. P. e. F. f. F.
12 Play the recording the students will work

with in Lesson 2 of this unit. Students only have
to identify the number of speakers, in preparation
for what they will be doing during the unit.
Answers
Three speakers.
8 Students will talk about suggestions and
advice further on in this unit. Ask them to

work in pairs and match the questions and the
answers in their notebook. Invite them to read
the dialogues aloud.
Answers
a. ii. b. i. c. iv. d. iii
9 Ask students to follow the model in Exercise 8

and create a similar dialogue. Draw their
attention to the Useful expressions box and
encourage them to use this vocabulary in
their dialogue. Then, motivate them to
practise and role-play their conversation in
front of the class.
Useful expressions
Students read the suggested expressions and use

them in their dialogue, in order to express their
opinions.
++
PAGE 10
LESSON 1 READING
LETTERS TO AUNT ANNE
Tell students to check the learning abilities they will

develop with each of the activities and comment
on their expectations and interests.
For this lesson, students should be familiar with:
different types of sentences.
simple linking words.
how to find main idea(s).
BEFORE YOU READ
1 + (Learning ability: to connect topic and

personal experiences).
Ask students if they write letters or e-mails. Who

to? Why? Is letter writing in general a skill they
think they will need in the future? What for? Ask
them to list reasons why people write letters to
newspapers, magazines, or radio programmes.
Tell students to work in small groups, read the
statements in the exercise, and decide which
ones they most agree / disagree with.
ADVICE AND SUPPORT
37
Did you know that

See Page 8 of the Introduction.
2 + (Learning ability: to make predictions from

provided information).
If available, read a few titles of letters to an

agony aunt from an original source (magazine,
newspaper, online magazine, etc.). Ask students
to read the four titles (a d). Do they
understand them? What do they think the
letters might be about? Brainstorm ideas and
jot them down on the board for later discussion.
Ask them to try and predict which letter
corresponds to which title. Do not check
students answers at this point.
Skimming
Draw students attention to the Reading strategy
box. Explain to them that a useful before-reading
strategy is to skim the text to get a general idea of
what it is about.
38
UNIT 1
ADDITIONAL ACTIVITY
The Prediction Wheel
You can go through all the prediction steps with
any other simple text of your choice.
Step 1: ask students to predict what the text will be
about, paying attention to the title, pictures,
previous knowledge, vocabulary you have
provided. Ask them to make at least two
predictions, for example, what do you think it will be
about? Who do you think the protagonists will be?
Step 2: students read the text and find evidence to
validate their predictions. Follow the instructions in
the wheel.
Step 3: after validating, checking, or abandoning /
correcting their predictions, students write a
summary of the text.
Taken from: Zygouris-CoeV. and Glass, C. (2004) For-pDs reading
strategy of the month. Prediction Wheel. Retrieved on March 12,
2012, from http://forpd.ucf.edu/strategies/stratWheel.html
UNIT 1
3 + (Learning ability: to identify cognates).

See notes on cognates on Page 11 of the
Introduction.
Tell students to work in pairs and read the
words, first silently and then aloud, to identify
the cognates.
Answers
blouse = blusa. habits = hbitos. physical= fsico.
pickles = picles. recently = recientemente.
recommend = recomendar. style = estilo.
terrible = terrible.
BACKGROUND INFORMATION
Spanish and English have thousands of cognates words that are practically the same in both
languages - because their etymology is the same. In
most cases, students can easily recognise the word
and infer its meaning, but there are some cases in
which you should draw their attention to a cognate
which is, in fact, a false friend. False friends, or false
cognates are pairs of words that are similar in form,
but have different meanings, that is, they appear to
be cognates when in fact they are not.
For a comprehensive list of false cognates see http://
spanish.about.com/cs/vocabulary/a/obviouswrong.htm
AVOID THIS MISTAKE
Tell students there are two false cognates in the
texts on Page 11. Can they find them?
False cognate
Advice
Parents
Correct meaning
Mistake
Spanish aviso (notice,
Consejo
advertisement, warning)
Spanish parientes
Padres
(parents)
Let students know that the noun advice is

uncountable; we do not say an advice and it does
not take a plural form. If we want to express that it
is a singular noun, we say a piece of advice.
Write this exercise on the board and tell students to
do it in their notebooks.
Fill in the blanks in these sentences using

advertisement advice notice parents relatives
warning.
are in show business: her mother
a. Both her
is a singer and her father is an actor.
in todays paper.
b. Im calling about the job
live abroad: my grandparents,
c. Many of my
two cousins, and an uncle.
d. The test has been postponed; there was a
on the board.
ten minutes after the
e. There was a tsunami
earthquake.
.
f. Our teacher gave us an excellent piece of
Answers
a. parents. b. advertisement. c. relatives.
d. notice. e. warning. f. advice.
4 ++ (Learning ability: to revise meaning of key

expressions).
Time expressions are used to indicate the time

at / during which an action takes place.
Common time expressions include:
Present forms (for present habits and routines):
every day, on Fridays, at the moment, now, always,
usually, sometimes, etc.
Past forms: when I was ..., last week / month /
year, etc.; yesterday, two weeks / years / months
ago, etc.
Future forms: next week / month / year,
tomorrow, tonight, by the end of the week, next
week / year / month, etc., in two weeks / four
months time, etc.
You can find more information and exercises on
time expressions / adverbs of frequency at
http://esl.about.com/library/quiz/bl_timeexpress1.
htm and at http://esl.about.com/library/quiz/
blgrquiz_time.htm
Read the example and then elicit a few more time
expressions from the class, asking students to
provide example sentences or their Spanish
equivalents. Tell them that the expressions can
ADVICE AND SUPPORT
39
indicate when something happens or happened,

and also the frequency with which an action takes
place. Ask them to copy and complete the table in
their notebook.Check answers on the board.
Answers
Referring to repeated actions
Several times a week (Letter I)
A few hours a day (Letter II)
Twice a week (Letter III)
In the last few weeks (Letter III)
Referring to one action

At the weekend (Letter I)
A few weeks ago (Letter I)
Last year (Letter II)
Once (Letter III)
5 ++ (Learning ability: to identify meaning and
function of key words as components of texts).

Invite the students to find the words in bold in
the letters and identify what they do in the
sentences (their function). General answers are
acceptable.
You can ask all students to have a quick look at
the four letters to find and explain the function
of the words in bold or you can divide the class
into four groups and assign one letter to each
group. Check answers orally.
Answers
Letter I: so = as es que result; however = sin
embargo contrast.
Letter II: as long as = en tanto que, mientras
condition; although = aunque contrast;
because = porque reason; besides = adems
something additional.
Letter III: however = sin embargo contrast;
provided that = siempre que condition.
Letter IV: because = porque reason; so = as es
que result.
WHILE YOU READ
The letters in this section were adapted from letters
written to Seventeen Magazine for British
Teenagers (hardcopy issues). You can access
Seventeen online at www.seventeen.com
6 + (Learning abilities: to relate information in

order to synthesise content).
40
UNIT 1
Students read letters I IV on Page 11. Give

them enough time to read them quickly, only
with the purpose of checking their predictions
in Exercise 2. Check answers orally.
Getting the main idea
Draw students attention to the Reading strategy
box. Encourage students to get a general idea of
the text before they can pay attention to the details.
Answers
Letter I d. Friendship or love?
Letter II a. Computer addiction
Letter III c. Too much food when depressed
Letter IV b. My parents dont get my style
PAGE 12
7 +++ (Learning ability: to find specific

information).
Tell students to read the questions carefully first

and then read each letter to find the required
information.Ask students to work in pairs and
answer the questions orally. If necessary, explain
the meaning of the word binge (Letter III) = to
eat or drink too much, especially without being
able to control yourself. Check their answers
orally, inviting different students to ask the
questions to different classmates.
Answers
a. They do homework together, they visit each
other, and they go to the cinema or to parties
together.
b. Six or even ten hours a day.
c. She went to the gym twice a week, she got
good and bad grades at school, and she loves
going to the mall with her friends to shop for
clothes.
d. She wears baggy trousers, heavy boots, and
sweatshirts.
UNIT 1
8 +++ (Learning ability: to relate knowledge from

different sources in order to match information).
Students read the four answers provided

(a d) and match them with the original letters
(I IV). You can ask all the students to match
the four letters and the answers, or you can
divide the class into four groups and assign one
answer to each group to find the letter it
corresponds to. Check answers orally.
Useful expressions
Draw students' attention to the Useful Expressions

box. Notice the way in which these phrases are
commonly used to give and ask for advice.
Answers
a. Letter III. b. Letter I.
c. Letter II. d. Letter IV.
9 +++ (Learning ability: to find and correct

incorrect information).
Let students know that there is a mistake in

each statement; their task is to find and correct
it. You can ask all the students to read all the
statements and correct them, or you can divide
the class into four groups and assign one letter
(I IV) with its corresponding false statement to
each. Check answers on the board, asking
students to first underline the incorrect
information and then correct it.
Answers
The writer of Letter I doesnt see this boy
very often.
The writer of Letter I sees this boy very often.
The writer of Letter II goes out very often.
The writer of Letter II has stopped going out.
The writer of Letter III feels happy when she eats
things from the fridge.
The writer of Letter III feels terrible when she eats
things from the fridge.
ADDITIONAL ACTIVITY
Students must be able to find various types of
information in a text; it can be specific or general,
mood and tone of a text, or explicit and implicit
information.
Explicit information is clearly stated in a text.

Example: His face showed sadness.
Implicit information must be inferred from the text
using the context.
Example: Tears ran down his face.
The information we can infer from the second
example is that he was sad.
Readers can think inferentially when they connect
their background of information, ideas, and
experiences with the text.
To infer as we read is to go beyond literal
interpretation and to open a world of meaning deeply
connected to our lives.
Keene, E.O., Zimmerman C. (1997). Mosaic of Thought Teaching
Comprehension in a Readers Workshop. Portsmouth, NH: Heinemann
a. Tell fast learners to read the letters again to find

implicit information that would indicate if the
writers of the letters are boys or girls.
Answers
Letter I was written by a girl. She refers to a boy
she likes.
Letter II was written by a boy. He says: unlike
other boys my age.
Letter III was written by a girl. She refers to a
school skirt she wears.
Letter IV was written by a girl. She refers to the
clothes she wears.
b. You can give fast learners these additional
scenarios and ask them to infer information.
i. You see a little girl whose nose is red; she has
watery eyes, and a box of tissues next to her.
You can infer that she has a cold or that she
has been crying.
ii. You see a large dog running at full speed,
barking loudly and with its mouth wide open.
You can infer it is going to attack somebody.
c. Ask fast learners to work in pairs and create more
scenarios from which information can be inferred.
Ask them to read or write them on the board for
the class to make the corresponding inferences.
ADVICE AND SUPPORT
41
PAGE 13
Sentence connectors of contrast: however, on the

other hand, on the contrary, by / in comparison,
in contrast.
AFTER YOU READ

Remind students to check the learning abilities they
will develop with each of the activities and
comment on their expectations and interests.
Sentence connectors of result: as a result, as a

consequence, therefore, thus, consequently, hence.
10 +++ (Learning ability: to consolidate a
Sentence connectors of comparison: similarly,

likewise, also.
language item).
Invite students to have a quick look at Annes

answers in Exercise 8 again, paying special
attention to the expressions in bold. Tell them
to read and complete the sentences individually
and then to compare with a partner. Check their
answers orally.
Answers
a. I think you should ask for help if you have a
problem.
b. I believe you have two options: you can start
studying now or be prepared to fail the exam.
c. The best way to finish sooner is to work harder.
d. I would recommend you talk to your teacher
immediately.
e. The only way you can find out the truth is
asking your friend directly.
f. Why dont you organise an outing for this
weekend?
Language Note
LINKING WORDS
This section deals with linking words. They enable
the writing to flow from one idea to the next in a
logical way, showing cohesion. The information in
this section will help students to join shorter
sentences into longer ones.
The two most important types of linking words are:
Conjunctions: and, but, so, or, for, nor, yet.
Sentence connectors of logical / sequential
order: firstly, secondly, thirdly, etc.; next, last, finally; in
addition; furthermore; also; at present , presently.
Sentence connectors of order of importance:
most / more importantly, most significantly, above all,
primarily, it is essential / essentially.
42
UNIT 1
Sentence connectors of reason: the cause of, the

reason for, due to.
Invite different students to write more examples
from the letters on the board.
More useful information on linking words can be
found at http: //www.english-at-home.com/
grammar/linking-words
Answers Point 3
Other sentences with linking words in the letters:
Letter I:
He was shy and didnt feel happy, so I talked to
him.
We do homework together and visit each other,
and at the weekend we go to the cinema, but a
few weeks ago I noticed that my feelings for him
were changing.
Letter II:
Although at first I used it only a few hours a day,
after a few weeks things got out of hand.
I have stopped going out because I spend all my
free time chatting and surfing.
Letter III:
I get good and bad grades at school, just like any
other kid, and I love going to the mall with my
friends. However, I have recently noticed that
when I get sad or depressed, I start eating. In the
last few weeks, Ive noticed that it happens more
and more often, and because I eat so much, my
dresses and my school skirt dont fit me any more.
Letter IV:
I decided to write to you because my parents and
I are having serious problems about the clothes I
wear.
I dressed in the clothes my mother bought for me,
but then I started wearing baggy trousers, heavy
boots, and sweatshirts.
When I want to go out with friends, my father says
I cant because Im not wearing the proper clothes!
UNIT 1
ADDITIONAL ACTIVITY
Write this short text on the board, but do not
highlight the linking words. Ask the students to
copy it into their notebooks, underlining all the
linking words. Ask them to compare with another
student and then correct on the board.
Examples:
Uruguay is a small country; however, their football
team did very well in the 2010 World Cup.
I met Lucy the other day and she told me about her
bad experience. She was driving to work while listening
to the news, but she was not paying attention to the
traffic around her. As a consequence, she was stopped
by a policeman and given a ticket. She was really upset
about it, so she tried to argue with the policeman, but
he was firm; as a result, Lucy will be fined because she
was driving over the speed limit.
Tell students to do this exercise in their notebooks.
Learning tip
Analyse this Learning tip together with the class.

Help them to notice that they can also do this with
vocabulary words and other grammar points.
AVOID THIS MISTAKE
Tell students that the connectors although, but, and
however have the same function: to indicate
contrast. However, they are used differently:
But is less formal than although and however. It is
used between the two sentences it connects and is
normally preceded by a coma.
Examples:
We called Joanna, but she didnt answer.
Mr Anderson is over 75, but he is still very active.
Although is more typical of careful or formal speech
or writing. The word although can be at the
beginning or between the two clauses.
Examples:
Although Bradley didnt like the show, he stayed until
the end.
Ginger tried to smile although she was disappointed.
However is more common in formal speech and in
writing. It introduces or completes a contrasting
sentence. It is always preceded and followed by
punctuation.
Your written English is very good. However, you need

to improve your pronunciation.
Circle the best linking word in these sentences.

a. Although / But we warned them, they still went
up the mountain.
b. I like it here, but / however I wont stay long.
c. The tourists didnt have much time. But /
However, they managed to visit lots of places.
d. Lindsay felt exhausted, although / but she stayed
up to finish her homework.
e. Matthew went to see the film although / but he
had seen it before.
f. Nat Alexander did not win the prize. Although /
However, she offered a great performance.
Answers
a. Although. b. but.
c. However.
d. but.
e. although. f. However.
Draw students attention to the Internet site where

they can find more information and exercises on
connectors. Encourage them to use the site on their
own, but to share information with you and with
their classmates.
11 ++ (Learning ability: to apply a language point).

Refer students to the Language Note. Tell them
to read the words in the box and the sentences
(a c), and to try and relate one of them to the
picture on the right. Check answers orally.
Answers
a. provided that. b. although. c. so + picture
on the right.
ADVICE AND SUPPORT
43
PAGE 14
12 ++ (Learning ability: to organise the parts of a

text using the correct pattern).
If necessary, revise the different parts of a letter

with the class.
Address: put your address at the top of your letter, so
that the reader will know where to send their reply.
Date: put the date on which the letter is written in
the format Month - Day - Year. (June 15, 2012).
Inside address: it is only required for a business
letter and will include the address of the person you
are writing to, along with the name of the recipient,
their title, and the company name. If you are not
sure who the letter should be addressed to, either
leave it blank or try to put in a title, for example,
Director of Human Resources.
The greeting: it will address the person that the
letter is being sent to. This is usually completed in
the form of Dear Anne or Hello, Anne, for less

formal letters.
The introductory paragraph: it is the first
paragraph and will generally outline the purpose of
the letter, the reason why the letter is being sent.
This can deal with any issues that are outstanding
and is used to set the tone for the rest of the letter.
In this first paragraph, the summary of the letter can
be found and the intentions which will be displayed
through the rest of the letter should be outlined.
From this introductory paragraph, the recipient
should be able to note the tone of the letter.
The body: it will expand upon the introductory
paragraph and the writer can extend their thoughts
and feelings further. The body of the letter can be
anywhere from multiple pages for personal letters,
to one page or two pages for most business letters
and other types of proposals.
The closing: here the writer will finish any thoughts
that have been mentioned. The closing of the letter
comes in various forms, from Yours truly, for the
506 Country Lane

CA 53286
Baysville,
North
July 16, 2007
DATE
Dear Susan,
GREETING
It feels like such a long time since l last saw you, although I
know it's only been a few weeks. So far, my summer has
been great!
I spend all my weekends at the beach. I am getting a nice
tan and you can no longer say I am paler than you. I have
been playing lots of volleyball, surfing, and building a nice
collection of sea shells. Just this past weekend I took second
place in a sandcastle building contest!
I hope the summer's been going well for you too. There's
only a month and a half left of summer vacation and after
that it's back to school. Would you like to meet up some
time before school starts?
Your friend,
Teresa
44
ADDRESS
UNIT 1
INTRODUCTION
BODY
CLOSING
SIGNATURE
UNIT 1
people who are familiar with one another, to a

traditional Sincerely, which is a versatile closing that
can be used in a variety of letters and situations.
Signature: Your name as you usually write it. It
can be just your first name, your full name, or your
nickname.
Taken from: (n.d.) How to write a letter. Retrieved March 13, 2011 from
http://www.letterwritingguide.com/howtowritealetter.htm
Help students to notice that this is a more complete

version of Annes letters in Exercise 8 and, if
necessary, guide them so that they can identify the
different parts. Check answers orally.
Answers
a. i. b. iii. c. vi. d. ii. e. iv. f. v.
ADDITIONAL ACTIVITY
You can ask fast learners to choose a letter from
Page 11 or one of Annes answers and complete it
in their notebooks with the missing parts of a
complete letter.
Notice that all the letters only have the greeting
and the body, so the students should add an
address and the date at the beginning, and a
closing and their signature at the end.
13
10 ++ (Learning ability: to imitate a spoken

model).
Remind students that correct pronunciation of
English is much more than imitating only
specific sounds. They must pay attention to
pauses, to the intonation of the voice, and to
patterns of emphasis. No matter how vast the
students vocabulary is and how well they use
grammar structures, if they dont use correct
pronunciation, it may be very difficult for
listeners to understand what they say.
Play the recording once or twice with pauses,
for students to repeat. Then give them some
time to practise the dialogue in pairs and invite
them to role play it in their groups.
If you want to evaluate students oral
performance, use the criteria in the Speaking
section of Test your Knowledge.
10
TRANSCRIPT ORAL PRACTICE

Marianne speaks with a British accent and Tom with an
American accent.
Marianne: Im still unsure what to study in college.

Tom:
How about something you really like and are good at?
Marianne: Like what?
Tom:
You are good at languages and you like good food.
Marianne: So?
Tom:
You could take up tourism or cooking.
Marianne: Should I listen to my parents advice?
Tom:
Of course you should, but mainly, follow your heart.
14 ++ (Learning ability: to role play a conversation).

One of the main motivations to encourage pair
work in the English language classroom is to
increase the opportunities learners have to use
English. Through pair work, learners revise what
they have understood after reading the text. This
allows them to compare answers and clarify
problems together, using English.
Students get into pairs and create a
conversation, using their own concerns to
ask for advice and following the model in
Exercise 13. Refer them back to the Useful
Expression box on Page 12 and encourage
them to use these commonly used expressions
in their dialogue. Ask them to practise and role
play the situation in front of the class.
You can use this exercise as embedded
evaluation, using the criteria in the Speaking
section of the Test your Knowledge of this unit
to identify and provide feedback on
performance.
15 QUICK SELF-CHECK (Learning ability: to

evaluate learning).
This Quick Self-check allows students to evaluate

their performance in the grammar aspect of the
lesson and also to consider evaluation as a
continuous process throughout the book. Read
the instructions aloud, make sure that all the
students understand them clearly, and set a time
limit to complete the task. Check answers and
help students to work out their scores.
ADVICE AND SUPPORT
45
If a student has reached the maximum score, you

might want to offer him/her something more
challenging and ask him/her to do another
exercise or help another student who is lagging
behind. If one or more students have only
reached the minimum score, you should devote
some time to going through the subject one
more time to make sure they are ready to
continue with the rest of the unit.
You may ask students to keep track of their
progress and then evaluate their overall
performance in the self-check exercises after
two or three units.
Answers
so therefore - but - although - Besides

provided that.
PAGE 15
16 ++ (Learning ability: to identify and apply rules

for the use of capital letters).
In the reading lessons of each unit you will find

information to help your students master the
rules of punctuation and correct spelling. Simple
rules will be provided with specific examples
that can be found in the reading texts.
Go through the rules with the class and ask
them to find examples in the letter in
Exercise 12. Offer more examples and ask
students to provide some too.
Answers:
75 East Payton Drive, Newbury, CA 00001 (2. Proper

nouns).
28 January, 2010 (4. The months of the year)
Dear Reader, (1. The first word of a sentence / 3.
Proper nouns)
I think you should see a doctor. Mood (1. The first
word of a sentence)
swings in teenagers can be dangerous, therefore, a
visit to a psychologist can help to determine the
cause of your depression. Dont wait any longer and
get some professional help immediately. (1. The first
word of a sentence)
Yours truly (1. The first word of a sentence)
Anne (2. Proper nouns)
46
UNIT 1
17 Ask students to complete the sentences (a - d)
with their own ideas and with information that

is true for them.
18 +++ APPLICATION TASK WRITING
(Learning ability: to write a text acknowledging

the subjectivity of its content).
Considering that this is the first application task,

guide students very carefully, first to form the
groups and distribute tasks and roles, and then
to read the instructions and follow them step
by step.
Help and correct students work while walking
among the groups and encourage them to
evaluate each step of the task.
Make sure students understand the importance
of cooperative work, respect each others
opinions, and do the work they have committed
themselves to do.
At the moment of evaluating their own letters,
encourage them to be honest.
When they exchange letters, highlight the
importance of respecting everyones work and
of offering positive comments.
evaluation, using the criteria in the Writing
section of the Test your Knowledge of this unit to
identify and provide feedback on performance.
Draw your students' attention to the Writing target

strategy box. Explain to them that this strategy will
help them to tackle the writing task properly. Raise
their awareness of the letter format and tell them
that this textual feature will determine the type of
language they will need to use.
ADDITIONAL ASSIGNMENT
You can design your own writing assignment /
application task as homework or as an extra test.
Although Global English has been written with a
wide range of students in mind, there might be
situations where you may feel that an application
UNIT 1
task is not localised enough. Feel free to design

your own task and ask yourself these questions
when preparing them.
1. Is the general subject target-specific, is it really
directed at my students?
2. Do students have enough opportunities to use
the language learnt in the lesson? For example, if
the subject of the unit was letters and the
grammar content the First Conditional have I
incorporated these into the task?
3. Is the task clearly defined? Do my students
understand what I want from them?
4. What kind of knowledge is the task putting into
practice? Have I covered it before, in previous
lessons?
5. Does the topic invite students to use wide and
varied vocabulary? For example, a task telling
students to describe a flower might not be
demanding enough and students would not
have the chance to use varied vocabulary.
6. Does the task elicit sentences, ideally connected,
and not just lists of words?
Cut up the letters into 6 chunks not necessarily

paragraphs and put all the pieces inside an
envelope.
Pass an envelope to each group and tell them to
reconstruct the letters in the correct order, without
looking at the book.
The winner is the first group to get their letter in
the correct order.
++
PAGE 16
LESSON 2 LISTENING
EMBARRASSING MOMENTS
Tell students to check the learning abilities they will

develop with each of the activities and comment
how to form and use the Simple Present and the
Simple Future.
19 +++ (Learning ability: to discuss the contents

of the lesson and relate them to personal
experiences, using clear arguments).
This is a roundup exercise where students are

asked to reflect on what they have learnt in the
lesson, in terms of abilities, content, grammar, and
vocabulary. It also encourages them to express
their opinions concerning important values
explicitly or implicitly stated in the texts and
activities. Refer students again to the first exercise
in the unit, encourage them to share answers in
their groups and / or with the whole class, and
motivate them to substantiate their answers.
OPTIONAL ACTIVITY
You can do this activity at any time during the
AFTER YOU READ activities, when you feel the
students need a change, or a little break.
Divide your class into groups of six students.
Make as many copies of the letters on Page 11 as
there are groups (you will need one letter per group).
AVOID THIS MISTAKE

Draw students attention to the name of the lesson,
and make sure they realise the word embarrassing is
a false cognate. Encourage them to deduce the
meaning of the words embarrassed and
embarrassment, and ask them to complete this chart.
False cognate
Mistake
Embarrassing Spanish embarrando
(covering in / with mud)
or embarazando (getting
pregnant, getting
somebody pregnant)
Embarrassed
Spanish embarrado
(covered in mud) or
embarazada (pregnant)
Embarrassment Spanish embarrada
(blunder) or embarazo
(pregnancy)
Correct meaning
Embarazoso,
vergonzoso
Avergonzado
Vergenza, bochorno
ADVICE AND SUPPORT
47
Write this exercise on the board and tell students to

do it in their notebooks.
Fill in the blanks in these sentences using a word
from the chart. Use the correct verb tense.
a.
while at school can be a traumatic

experience.
.
b. Having to sing in public was very
when Raymond said that.
c. I nearly died of
at being the centre of attention.
d. Pauline felt
Answers
a. Getting pregnant. b. embarrassing.
c. embarrassment. d. embarrassed.
BEFORE YOU LISTEN

Students read the three statements in their

group. They check vocabulary (explain, if
necessary or refer to a dictionary) and then
discuss which ones they most agree / disagree
with. Tell them they do not need to agree on the
statements; however, through discussion, they
should try to reach consensus.
Listening target strategy
Before listening
Draw your students' attention to the title and the
questions. Explain to student that this befoprelistening strategy will help them predict what the
recording is about.
2 + (Learning ability: to make predictions based on

Students read the title of the lesson again and

comment on what an embarrassing moment
might be. They should feel free to share
experiences and embarrassing moments, but
remind them to be respectful of their partners
when making comments.
3 + (Learning abilities: to make predictions).

In groups, students follow the example and
describe the pictures. Ask them to provide as
much detail as possible. Encourage them to ask
48
UNIT 1
each other questions and offer explanations.

Ask them which situations they think will be
presented in the recorded text. Tell them to
think about the clues (title, pictures, etc.) and
what they already know (vocabulary, previous
discussion, topic, etc.). Do not check their
answers at this point.
ADDITIONAL ACTIVITY
You can ask fast learners or keener students to write
a description of one of the pictures. Help them to
correct errors.
Example:
There are three girls in the picture. Two of them are
wearing miniskirts and T-shirts; they seem to be friends.
It looks like the two girls are laughing at the third girl
who is wearing jeans and carrying a handbag because,
in a moment, she is going to walk into a lamp post.
4 ++ 11 (Learning abilities: to find meaning of

key words / to match written and spoken
language / to identify and practise the
pronunciation of an English sound that may
interfere with comprehension).
Tell students that these key words will appear in

the listening texts, and that it is important that
they know their meaning and what they sound
like. Go through the words with them, and draw
their attention to the phrasal verb hang up /
hung up, which includes both the infinitive and
the past form. Give them a few minutes to check
meanings in dictionaries, and then play
the recording.
a. First they only listen to the words, and then
they listen and repeat.
You can let your students know that the word
breath / bre / is the noun (= aliento,
respiracin) and the word breathe / bri / is
the verb (= respirar).
b. Read the instruction to your students and
draw their attention to the examples. Model
the pronunciation in each word and ask them
to produce the target sound. Then, have them
look at the words in the boxes and explain to
them that they have to identify the words
with the target vowel sound and write them
in their notebook.
UNIT 1
Answers
The four words that contain the sound // are
anyone, crush, hung and up.
TRANSCRIPT PRONUNCIATION
PAGE 17
11
anyone breath daring crush - garlic hang up / hung

up - pick up sleepover.
Note that the word crush is used here with the meaning of
loved one (teenage talk).
AVOID THIS MISTAKE
Explain to students that the correct pronunciation
of vowels is very important in English, as sometimes
they are the only element in a word that produces a
change of meaning. Copy this chart on the board
and tell students to copy it into their notebooks.
Then, ask them to listen and repeat the pairs of
words after you.
/ /
bag
cat
crash
Dan
fan
gas
/ /
bug
cut
crush
done
fun
Gus
/ /
ham
fan
Nat
Patty
rat
tag
/ /
hum
fun
nut
putty
rut
tug
ADDITIONAL ACTIVITY
You can give keener or faster learners a list of
words and ask them to circle the ones they think
are pronounced with //. Check answers orally
and tell students to practise the pronunciation of
the words in pairs. Invite them to act as models
for the class to repeat.
Ask them to write sentences with the words that
contain the sound and then read them aloud.
Possible words to use:
butt //
duck //
super /u/
cool /u/
enough //
supper //
cup //
fun //
shut //
do /u/
pup //
tool /u/
WHILE YOU LISTEN

5 + 12 (Learning ability: to validate predictions).

Refer students back to the pictures in Exercise 3,
the situations they represent, and the
predictions they made in Exercise 3b. Play the
recording once and ask students to check their
predictions (guesses, really).
Answers
1, 4.
6 (Learning ability: to identify speakers using

Students should be familiar with the recording

as they listened to it when they were asked to
identify the number of speakers in the section
GETTING READY FOR THE UNIT. Before playing it
again, ask them to read the statements once or
twice. Check answers orally.
Answers
a. Presenter. b. Belinda. c. Belinda. d. Presenter.
e. Peter. f. Peter.
evaluation of listening skills.
Feedback: 0 1 correct answer: needs a lot of
extra listening work. 2 4 correct answers:
good, but could improve with extra listening
work. 5 7 correct answers: very good, could try
to help classmates who did poorly.
Useful expressions
Students notice the meaning and use of the

expressions in the conversation. To check
understanding, you can elicit other examples and
write them on the board.
7 + 12 (Learning ability: to discriminate
between correct and incorrect information).

This is an activity to improve fine listening skills
and help students to discriminate between
ADVICE AND SUPPORT
49
sounds or words. Read the sentences with both

alternatives aloud and then play the recording
once or twice again. Check answers orally.
Answers
a. me / anyone. b. home / tonight. c. kiss / hold on.
d. sister / beautiful. e. as / stairs.
8 +++ 12 ( (Learning ability: to find specific

information).
Ask students to read the questions and then play

the recording again for them to answer orally. Tell
them to compare answers with a partner and
then check as a class. You can then ask them to
write the questions and answers in their
notebooks.
Answers
a. Her crush. / A boy. / A boy she likes.
b. She had bad breath because she had eaten
pizza with a lot of garlic.
c. How beautiful his sisters friends were. / That his
sisters friends were beautiful.
d. Because the girls were listening to him.
While listening
Draw your student's attention to this while-listening
strategy. Ask them to focus on the part of the
information in the text that answers the questions.
TRANSCRIPT LISTENING
EMBARRASSING MOMENTS
12
The presenter speaks with a British accent. Belinda speaks with

an Australian accent. Peter speaks with an American accent.
Presenter: Welcome to If it happens to me, it can happen to
anyone. In todays conversation, Belinda and
Peter will tell us about their most embarrassing
moments. If you have similar experiences, call us
and tell us about them. Belinda, what is your
embarrassing experience?
Belinda: Last week, my friends and I were walking around
town playingTruth or Dare before our sleepover.
As we passed the pizza shop, my friends said: If
you are brave and daring, you will eat a piece of
pizza with a lot of garlic.
50
UNIT 1
Presenter: Do you like garlic?

Belinda: No! I hate garlic. If you eat just a little, youll have
bad breath for two days!
Presenter: So you refused to do it.
Belinda: Well, I thought, Its all right. If we stay at home, I
wont meet anyone else tonight. Big mistake.
Presenter: Why?
Belinda: Soon after we got home, the doorbell rang and it
was my crush, who wanted to tell me that he liked
me. When he tried to kiss me, I told him to hold on
and I raced upstairs to brush my teeth.
Presenter: Problem solved, then.
Belinda: No! When I came back down, he was sitting with my
friends, laughing at the story of my garlic breath.
Presenter: Thank you for sharing your most embarrassing
moment with us, Belinda. And now, Peter is ready
to talk to us. What happened to you, Peter?
Peter:
My sister has the most beautiful friends, and last
Friday they had a study group in my house and I
thought: if my best friend comes over, we will be
the only boys with this group of beautiful girls.
Presenter: Did you tell your sister about this?
Peter:
No, but I called my friend, and as soon as I heard
him pick up, I started talking about how my
sisters beautiful friends were over and how much
I liked one of them.
Presenter: Nothing embarrassing about that.
Peter:
No, but as I hung up, I looked down the stairs and
saw my sister and her friends listening to the
phone on speaker! I was so embarrassed!
AFTER YOU LISTEN
9 ++ (Learning ability: to share and synthesise
information in order to complete summaries).

Ask students to work in groups and use the
information they collected while listening to the
recording write a summary about both stories
in their notebook. To guide them, tell them to
complete and expand the sentences a and b.
UNIT 1
Motivate them to read their summaries in front

of the class and to compare their summaries
with their partners.
PAGE 18
Language Note
THE FIRST CONDITIONAL

For more information on this section see Page 8 of
the Introduction.
This Language Note introduces the First Conditional
and its uses.
The First Conditional follows this pattern:
If + Simple Present + will + infinitive without to.
We use it to talk about things which are likely to
happen in the future, describing possible results,
which could easily come true.
Examples:
If it rains tomorrow, we will not go down to the beach.
If Brenda passes the exam, she will be very happy.
We will visit you if you invite us.
If the if clause comes first, a comma is usually used.
If the if clause comes second, there is no need for a
comma. More information on the First Conditional
plus extra exercises can be found at http://web2.
uvcs.uvic.ca/elc/StudyZone/330/grammar/1cond.htm
Answers Point 4
If you eat just a little, you will have bad breath for
two days!
10 ++ (Learning abilities: to consolidate a
language point / to relate knowledge and

compare different cultures).
Refer students to the Language Note before
doing the exercise. Write the example on the
board using the colour code in the Language
Note. Let students know that all the sentences
must be completed with the First Conditional.
Take this opportunity to help students to

compare British and Chilean superstitions. Most
of them are the same in both cultures, except
for the black cat, which in Chile is considered
bad luck. You can encourage them to find out
about British superstitions at any of these sites:
http://www.woodlands-junior.kent.sch.uk/customs/questions/
superstitions.htm
http://www.historic-uk.com/CultureUK/Superstitions.htm
Answers
a. If a black cat walks towards you, you will have
good fortune.
b. If someone is sweeping the floor and sweeps
over your feet, youll never get married.
c. If your right hand starts to itch, you will come
into money in the near future.
OPTIONAL ACTIVITY GAME
Form groups of four or six students.
Give the groups some time to think of or find
other superstitions that they could express using
the First Conditional. Tell them to find two or
three, which they should write in their notebooks
using the First Conditional.
Alternatively, you can write some superstitions on
pieces of paper and give one to each group.
Each group must choose one superstition and get
ready to present it through mimicry to the class or
to another group.
Possible superstitions to present
through mimicry:
If you touch wood, you will make something come
true / you will prevent something from coming true.
If you find a four-leafed clover, you will be very lucky.
If you cut your hair when the moon is waxing, it
will grow faster.
If you open an umbrella indoors, you will have
bad luck.
If you drop a table knife, you will receive a male
visitor; if you drop a fork, you will receive a female
visitor.
ADVICE AND SUPPORT
51
11 13 ++ (Learning ability: to imitate a
spoken model / to role play a monologue).

This exercise combines listening to imitate a
spoken model and consolidation of the First
Conditional. First, play the recording for
students to repeat the monologue and then
give them a few minutes to practise it in their
groups, taking turns to say different parts of it.
Invite some groups to role play the
monologue in front of the class.
OPTIONAL ACTIVITY
You can use this monologue to ask students to
work in pairs and write at least four questions
beginning with the question words How - What When - Where - Who. Then, they ask and answer the
questions with a partner. You can ask some
students to ask their questions to the whole class.
Possible questions and answers:
What will the girl do if it is sunny this weekend?
Shell go to the seaside.
Who will go to the seaside with her?
Her best friend Susan.
How will they travel to the seaside?
By car or by train.
What time are the trains to the seaside?
At 10:30 and at 10:45.
Where do the trains leave from?
From the Central Station and from the Northern
Station.
What will the girls have for lunch?
They will have a picnic lunch or lunch at a seafood
restaurant.
Who will the girl buy a present for?
For her boyfriend Tom.
ADDITIONAL ACTI VITY

You can play the recording again, with pauses, and
ask keener learners to replace parts of it with their
own ideas. Then they can role play their
monologues for the class.
13
TRANSCRIPT - ORAL PRACTICE
Mildred speaks with an American accent.
I wonder what to do this weekend. If its sunny, I think Ill go to
the seaside. If my best friend Linda doesnt have to study, shell
go with me. If my father isnt using his car, hell probably lend
it to us, but if he has to use it, then we can go by train. We can
either take the 10:30 from the Central Station or the 10:45
from the Northern Station. If we go by car, then we can take a
picnic basket with us, but if we go by train, we can have lunch
at a seafood restaurant. If I see a nice gift at the crafts fair on
the beach front, Ill buy it for Tom. If Tom likes my gift who
knows? He might ask me out!
PAGE 19

evaluate learning)
This Quick Self-check allows students to evaluate

their performance in the grammar aspect of the
students understand them clearly, and set a time
If a student has reached the maximum score,
you can offer him/her something more
reached the minimum score, you should devote
some time to going through the First
Conditional one more time to make sure they
are ready to continue with the rest of the unit.
two or three units.
52
UNIT 1
UNIT 1
Answers
Students own ideas, but ask some of them to
write their answers on the board and help
them to notice the correct use of verb tenses.
13 +++ APPLICATION TASK SPEAKING Learning

ability: to role play a television programme).
See notes on this section on Page 7 of the

Introduction.
While completing this task, students will
discuss a topic, assign roles respecting each
others opinions, use descriptions, participate
in conversations, and analyse their mistakes
and their progress.
If necessary, begin by playing the recording of
the listening section again, for students to
remember the style, the intonation, and the
atmosphere of the programme.
Help students to form the groups and distribute
the roles presenters and participants.
Go through the instructions with the class and
make sure everyone understands what they
have to do and how long they can take for each
of the steps. Keep tight control of time.
All the presenters can get together to prepare
the participants presentation and the questions
they can ask them, while the participants work
in pairs to prepare the description of an
embarrassing moment.
Make sure you encourage students to use the
expressions they learned in the Useful
Expressions box on Page 17 as they present.
Give the groups a few minutes to evaluate their
performance using the points suggested, and
invite them to share their conclusions with other
groups or with the whole class.
14 ++ (Learning ability: to write a text organising

content and format).
In this exercise, students apply what they have

learnt in the whole unit to produce a written
text following the model letters they saw in the
reading lesson. They can choose one of the
embarrassing moments described by their
classmates in Exercise 13 or one of the
situations in the pictures. Make sure that when
checking the letter, you consider language
errors, coherence, and the application of the
letter structure learnt in Lesson 1 of this unit.
15 +++ (Learning abilities: to reflect on the
contents of the lesson, relate them to personal

experiences, and express value judgements).
Students are asked to reflect on what they have

discussed in the lesson and decide if what they
have done has influenced their opinions. Ask
them to read and answer the questions,
substantiating their answers. Pay special
attention to questions b. and c., which deal with
the OFTs that have to do with the ethical area.
PAGES 20 - 21
CONSOLIDATION ACTIVITIES
Introduction.
1 This activity concentrates more on the content

than on the format of the letter.
ADDITIONAL ACTIVITY
You can ask faster students to copy and complete
the letter in their notebooks, adding the missing
elements of a complete letter.
Draw students' attention to the Speaking target

strategy. Encourage the use of note-taking as a
strategy that can help students plan what they are
going to say.
ADVICE AND SUPPORT
53
Answers
a.(a.) Ill answer it again.
(b.) are only going to flirt.
(c.) person you want to be.
(d.) flirt with her boyfriend?
(e.) not harmless fun.
(f.) What will happen.
(g.) he dumps his girlfriend.
(h.) if you keep chatting with him.
b. i. She is beginning to chat and flirt with her
friends boyfriend.
ii. She should stop chatting with him, she
should think about the kind of person and
friend she wants to be.
2 Students apply the First Conditional.

Possible answers
Picture 1: If a bird collides with a plane, there will
be an accident.
Picture 2: She will hurt herself if she is not more
careful / if she falls down.
Picture 3: The shark will bite him if he swims
near it.
3 You can use the Prediction Wheel on Page 38 of

the Teachers Guide with this text.
Answers
a. The correct order of the pictures is:
4-2-8-7-3-5-1-6
b. i. Bailey went very quiet and there was a big
bump in his tummy.
ii. The vet kept pulling things out of Baileys
tummy: two gloves, one hand towel, and
five socks.
iii. Yes, he is, but he keeps eating things.
PAGES 22 - 23
JUST FOR FUN
Introduction. Remind students that they should do
the activities on their own, without much intervention
from you, but help and support when necessary.
54
UNIT 1
Answers
1. a. Any five of these: finger, mouth, thumb, arm,
legs, knees, head, throat.
b. Fence, floor, bedroom.
c. Sofa, wardrobe, cupboard.
d. Hamster, turtle, goldfish.
2. Paragraph I Picture 5.
Paragraph II Picture 8.
Paragraph III Picture 4.
Paragraph IV Picture 2.
Paragraph V Picture 7.
Paragraph VI Picture 3.
Paragraph VII Picture 1.
Paragraph VIII Picture 6.
PAGE 23
CHILEAN CONNECTION
Let students read the section on their own and then
comment on it in their groups. Promote comparison
between the foreign and the Chilean contexts
encountered in this short text and in the unit, making
sure students give each one its own value.
It is important to offer students learner-generated
contexts from their own surroundings. According to
Lev Vygotsky, it makes learning more pleasant and
assimilation easier. Vygotsky says that it is the
childs culture that gives him the cognitive tools
needed for development.
Consider three of Vigotskys theories when teaching
a classroom that is diverse and has different
individual needs:
1. Learning and development is a social,
collaborative activity.
2. School learning should occur in a meaningful
context and not be separated from learning and
knowledge children develop in the `real world.
3. Out-of-school experiences should be related to
the childs school experience.
Lev Vygotsky - http://www.ced.appstate.edu/vybio.html
Encourage students to describe their own

embarrassing experiences during Independence
Day or other celebrations.
UNIT 1
PAGES 24 - 26
TEST YOUR KNOWLEDGE
15
LISTENING TAKING AN EXAM
Answers
READING SEEKING SUPPORT
1. Letter I c. Tough life decision.
Letter II b. Difficult family situation.
2. a. talk. b. alone. c. grateful. d. united. e. argue.
f. upset.
3. a. Because they are having problems at work
and they are not very young.
b. She says her family was a loving one and that
they used to do things together.
4. Not mentioned: c. and f.

5. a. eat. b. brain. c. excess. d. properly.
6. a. A university teacher is talking to first year
students. b. Deep breathing.
LANGUAGE
7. (a.) as long as. (b.) therefore. (c.) although / but.
(d.) However. (e.) although / but.
8. a. go - will see. b. get - will buy. c. will get eat.
d. can help ask. e. asks - will tell.
WRITING
9. Students use their own ideas and opinions to complete the letter. Assign points according to these
criteria.
Final
Task
Score
Language
Score
Presentation
Score
score
Filled in all the blanks with
Practically no grammar or
Correct spelling, heading and
4
4
4
appropriate information.
vocabulary mistakes.
greeting.
Filled in most of the blanks with
Very few grammar or vocabulary
A few spelling mistakes,
3
3
3
mistakes.
incorrect heading or greeting.
Filled in some of the blanks with
Some grammar and vocabulary
Several spelling mistakes,
2
2
2
mistakes.
incorrect heading or greeting.
Filled in only one or two of the blanks
with appropriate information.
Grammar and vocabulary mistakes

interfered with comprehension.
A lot of spelling mistakes and

incorrect heading and greeting.
SPEAKING
10. Assign one point for each correct expression placed in the blanks.
Im not sure - your opinion - if you ask me not certain - I can see from my point of view
Assign points to the role play according to these criteria.
Task
Completed the dialogue with five
or six of the correct expressions.
Completed the dialogue with three
or four of the correct expressions.
Completed the dialogue with one
or two of the correct expressions.
Used only one of the correct
expressions.
Score
Language
Score
Practically no language
mistakes.
Very few language mistakes.
Some language mistakes.
Language mistakes interfered

with comprehension.
Interaction
Score
Fluid interaction, good pronunciation,

no hesitation.
Fluid interaction, a few pronunciation
mistakes, a minimum of hesitation.
Fluid interaction, some pronunciation
mistakes, some hesitation.
Interaction affected by pronunciation
mistakes, a lot of hesitation.
Final
score
3
2
1
0
ADVICE AND SUPPORT
55
TRANSCRIPT - LISTENING - TAKING AN EXAM
15
The teacher speaks with an Indian accent.

University
Teacher: You have asked me how to prepare for your first
university exam.
Well, as I said before, its quite different to any tests
you took at school, but there are some general
suggestions that you could follow.
For example, if you drink too much coffee, tea, and
fizzy drinks before the exam, it will increase your
nervousness. I suggest that you drink a glass of
milk, or maybe some orange juice instead. You
should also eat healthily and at regular times, and
your brain will benefit from good nutrition.
Some of you ask if it is a good idea to do physical
activity before the exam to get rid of excess energy.
Mm, it depends. If you do some very strenuous
activity just before the exam, for example several
hours of swimming, or running a marathon, you
will get rid of the excess energy and have nothing
left for your exam, but if you do some mild activity,
such as walking in the park or even some dancing,
you will benefit from it. If you are very tense just
before the exam, you can practise relaxation
techniques. For example, you can clench or unclench
your fists or you can buy yourself a squeezing ball
instead. You can also practise deep breathing to get
oxygen to the brain.
One of the most important things is to believe in
yourself. If you prepare for the exams properly ,you
will do fine, meaning that there is no need to worry
excessively.
And finally, if you are still nervous, tell someone it
always helps to get some moral support.
FINAL REFLECTION
Give students enough time to analyse what they
have done and learnt in this unit. Encourage them
to follow the tips suggested and to share ideas in
their groups.
56
UNIT 1
PAGE 27
SELFEVALUATION
Introduction.
As this is the first time students will be doing this
section, go through the different parts with them.
For YOUR TEST RESULTS, they have to work out their
score in the TEST YOUR KNOWLEDGE section, read
their results, and reflect on them. Help them to
think of what they can do to improve results, solve
problems, give or get help, etc.
PHOTOCOPIABLE ADDITIONAL ACTIVITY UNIT 1

Lesson 2 The First Conditional
UNIT 1
Ema will catch a cold...
...if she doesnt wear warm clothes.
I wont eat it...
...if theres chilli pepper in it.
Ill be very sad...
...if you decide to go away.
If I need any help,...
...Ill let you know.
If Valerie gives me an apple,...
...Ill give her an orange.
If Walter doesnt have money,...
...he wont go to the concert.
If you dont take an umbrella,...
...youll get wet.
If you like,...
...Ill help you with your bags.
If you see Sonia,...
...can you give her a message?
If you take a map with you,...
...you wont get lost.
If you write Fran an e-mail,...
...she will tell you how to do it.
If youre not careful,...
...youll knock that glass off the table!
My parents will be very happy...
...if I pass all my exams.
Tammyll be annoyed...
...if she sees you reading her notes.
Vincent will buy some ice-cream...
...if we give him the money.
We wont save the planet...
...if we keep using so much electricity.
Will the children share their toys...
...if their mother tells them to?
Will you go out...
...if its 40C?
Youll be late...
...if you dont hurry up.
Youll get hungry...
...if you dont eat something now.
GLOBAL ENGLISH 3 MEDIO
Cut up one broken sentence for each pair of students. Hand out the pieces at random. Students then
stand up and try to find the other half of their sentence by reading their half aloud. Redistribute the
pieces and repeat, this time with students memorising the words.
PHOTOCOPIABLE MATERIAL
ELTgames.com 2007
ADVICE AND SUPPORT
57
ADDITIONAL READING TEXT UNIT 1- Lesson 1

The fading art of letter writing
The envelope arrives with the address handwritten

and the stamp with the Queens head always evenly
placed in the top right-hand corner. The postman
slides the letter through the letterbox and the dog lets
out two barks. Its time for me to make tea, and read.
The letter is from Joyce, my 75-year-old mother-inlaw, who lives in Scotland and was recently
widowed. It is always written on two sides of a
single sheet, on good-quality white paper.
(1) _______________________________________
Her words sit comfortably on both sides of the
page; her thoughts flow neatly from one paragraph
to the next. There are no strange abbreviations, no
smiley icons. Just words.
Her letter often takes four or five days to reach me,
but the feel of it instantly breaks through time and
space. Sitting with the letter in my hands, I
immediately see her in my mind. There she is at the
dining table, a cup of tea to her right, the radio
switched off or turned down, her thoughts flowing
through her fingers and onto the page. Her letters
inform us of the weather, of the kindness of
neighbours, of a thousand other things in short,
of all the bits and pieces of starting life without the
man she loved for 50 years.
1. What type of text have you just read?

a. An article. b. An essay. c. A short story.
2. These three excerpts (a c) were removed from
the text. Place them back into the corresponding
spaces (1 3):
a. When you get an e-mail, you can never be
sure that you are the only recipient or even
that it is original.
b. Think of letters and the mind falls on
Abraham Lincoln, Jane Austen, Mark Twain;
on love letters written during the American
Civil War, or letters written to a parent by a
frightened soldier at the battlefront.
58
Once finished, she puts on her coat and walks to

the mail box, just in time for the 4:30 p.m. pickup.
For her, writing a letter at a time of grief is part of
seeing things through, a sign of the civility and
commitment that bind societies.
Will this fading generation also be the last to write
letters? Letter-writing is among our most ancient of
arts. (2) ____________________________________
A good handwritten letter is a creative act, and not
just because it is a visual and tactile pleasure. You
savour their arrival and later take care to place them
in a box for safe keeping.
Yes, e-mail is a wonderful invention. It links people
across the world, destroying in an instant the hurdle
of geography that confronts snail mail. Yet, it is by
its nature ephemeral and lacks the spark of
character that only handwriting can provide.
(3) ___________
Sitting here, savouring the imminent arrival of the
next letter from my mother-in-law, I wonder what
will be the legacy of the digital letter-writing age.
Taken from: Field, C. (2011, February 4), The Fading Art of Letter Writing,
The International Herald Tribune, p. 12.
c. She writes in an easy, cursive script, a clear but

relaxed style that does not seek to impress.
3. Find the answer to these questions:
a. What happened recently that made Joyce sad?
b. Do you know what the abbreviations OMG
and LOL mean? Where do we use them?
c. What does Joyce like writing about?
d. What comment does the writer of this text
make about e-mail?
UNIT 1
EXTRA TEST UNIT 1

READING ANNES
ANSWER
Dear Teen,
Its really sad that these days we measure how bright a
person is by his or her class grades. I know it must be tough
for you, but it is definitely not worth worrying so much.
Being young is a beautiful gift and to be cherished. Dont
throw it away at any cost. Your `problem as you call it seems
(a.)
right now, but believe me good
marks are not the only things that matter. There are many
more (b.)
things in life such as what
kind of person you (c.)
; you have to be
bright from within. Also remember that many of the really
successful people in life didnt have a college degree. I am
not minimising the importance of a college education - I am
just telling you to perk up. Study well, but relax.
As for your classmates teasing you, I am (d.)
it is because they dont know you well enough. Show a
positive attitude and be confident. Dont apologise for what
you are. Once you start being confident about yourself, the
world will look up to you.
I would also (e.)
that you approach a
caring teacher or counsellor at school, or maybe you can get
your parents to talk to your school mistress. This might put
an end to the insensitive remarks of some of the teachers.
So cheer up! Concentrate on your (f.)
.
Most dyslexics have outstanding talents. Find yours and
shine in life.
Love
Anne
Taken from: Chakravarthula, S. (2003). Teen Talk. Retrieved July 9th,
2008, from http://www.boloji.com/teens/articles/letters.htm
Which of these is it answering?

a.
Dear Anne,
I am a 15-year-old girl and
an only child.
My problem is that my
parents dont let me go
out anywhere. I cant go to
parties or to the cinema,
like other people my age.
My folks are also very
suspicious of my friends
and keep asking me
questions.
1 pt.
b.
c.
Dear Anne,
I am deeply unhappy. My
problem is that I think I am
not very intelligent. The
doctors have diagnosed
me as dyslexic. I study a lot,
but never manage to get
good marks. I am older
than most of the others in
my class. I am really weak in
maths and never manage
to even pass.
Dear Anne,
I have a strange problem and
hope you can help me out.
I am 16 and I am in love with
two people. There is this
childhood friend of mine (we
grew up together) and we
are kind of going steady.
Then last month a new guy
moved onto my block and I
fell for him. He is so
handsome and he likes me
too. What shall I do?
ADVICE AND SUPPORT
STUDENTS BOOK page 160
1 Read Annes answer to a teens letter.
59
2 Read Annes letter again and choose one option

(i iii) for each gap (a f)
a.
b.
c.
d.
e.
f.
i. attractive
i. important
i. are
i. happy
i. like
i. problems
ii. terrible
ii. pretty
ii. can
ii. sad
ii. suggest
ii. studies
6 pts.
iii. ugly
iii. worrying
iii. choose
iii. sure
iii. tell
iii. talents
a.
b.
c.
3 What advice is Anne giving the teen? Tick ()

three of these options.
a.
b.
c.
d.
e.
LISTENING - AN EMBARRASSING
MOMENT
d.
3 pts.
Concentrate on what you are good at.

If you are not happy in your school,
change to a different one.
If people tease you, you should tease
them back.
Studying and grades are important, but
not the most important thing in life.
Try to be positive and have a
confident attitude.
16 Listen to Carla telling her friend about an

embarrassing experience. Are these statements
true (T) or false (F)?
5 pts.
e.
Carlas crush is in a grade higher than

she is.
Carlas crush plays hockey and
volleyball.
When her crush looked at her, Carla
got really nervous.
Carlas crush was smiling and waving
at her.
The guy is not her crush any more.
16 Listen again and identify the word

you hear.
5 pts.
a. The embarrassing moment took place at a

shopping centre / school.
b. When I looked back he was still looking /
staring at me.
c. I bet you got really excited / worried!
d. I noticed his smile turn into a funny / strange
look!
e. I just grabbed my friends / things and left.
LANGUAGE
6 Complete these sentences with your own ideas.
5 pts.
a. The accident victim has internal injuries,

therefore
b. If we visit Vicua, we
.
.
c. I need to phone Patrick because

.
d. Although Mark went to Via del Mar,
.
e. Do you think they will help me if
.
60
UNIT 1
UNIT 1
7 Use different intensifiers to make the meaning

of these sentences more powerful.
5 pts.
a. I failed the exam even though I tried
WRITING
9 Write a reply to the letter below,

offering your personal advice.
10 pts.
hard.
8 Develop a conversation with a partner asking
for and giving advice in the situations below

(a e). Use the expressions in the box. 10 pts.
According to me I think you should

If I were you, I would In my opinion
The best thing you
a. You have had an argument with your
girlfriend / boyfriend and want to make it up.
b. You think your parents are too strict and
wont let you go out with your friends.
c. You came home late last night and your
parents got very angry.
d. Someone at school is bullying you and has
threatened to hurt you if you tell anyone.
e. You want to invite your crush to a party, but
you have hardly ever talked to him / her.
Georgia
0
to 10
11
to 24
KEEP TRYING
REVIEW
25
to 37
38
to 50
WELL DONE! EXCELLENT!
SPEAKING
Dear Anne,
a &boyfriend. I &feel &very
I am 16 and &have never &had
s me down.
out of &place and &it &really get
&shy and &self-&conscious;
The &trouble &is Im &extremely
cant &seem &to change &it.
Ive &tried not &to &be, &but I &just
I &really &like. Ive only
There &is &this guy at &school
nths. Hes in my group of
&known &him a couple of mo
&speak; &when &we are &in class
&friends, &but we &hardly &ever
&sides of &the &room; &we &keep
&together &we &sit on opposite
&try &to &smile at &him, &but &he
making &eye &contact and I
e. Ive &tried &studying &his
&just &looks away all &the &tim
nervousness, &etc.) and &it
&body &language (&eye contact,
ut Im &thinking &this might
&would &suggest &he &likes me, &b
&be all &in my &imagination.
I &would &really &like &to date
I dont &know &what &to do,
ell just &laugh or &be
&him, &but Im &scared &that &h
&frightened off.
Please give me &some advice.
50
PTS
TOTAL
b. I can hardly hold the pen. It is

cold in this room.
c. You ask if I liked the film. It was
fabulous.
d. We went out last night and had a(n)
good meal.
e. I like the Allens because they are
nice people.
ADVICE AND SUPPORT
61
UNIT
TWO OF THE ELEMENTS
LEARNING OBJECTIVES
READING: to read a school newspaper interview that contains the communicative
function of expressing condition, includes a variety of expressions to express
recommendations, and
identify text organisation by deciding how the interview has been divided.
relate information presented in different forms by identifying what some
numbers refer to.
discriminate between correct and incorrect information by deciding if it is
true or false.
distinguish explicit and implicit information by classifying certain items.
LISTENING: to listen to a scientific presentation that contains the

communicative function of expressing conditions, reflects the
importance of English to learn and to acquire information, and
the right option.
identify speakers by choosing the right names.
find specific information by completing diagrams and
answering questions.
WRITING: to write a school earthquake plan that includes different

stages, uses the First Conditional, contains sequencing words, and is
organised logically.
SPEAKING: to describe pictures in detail sharing ideas and knowledge,

using expressions learnt, correct pronunciation, and the correct
structures for descriptions.
Complementary material such as English language science books, newspaper cuttings on earthquakes
and the elements, encyclopaedias, etc. A reliable online source is the US government Earthquakes for Kids
at http://earthquake.usgs.gov/learning/kids/ with a wealth of information and activities or, alternatively
the BBC resource http://news.bbc.co.uk/2/hi/science/nature/4126809.stm
definitions of chemistry terms, printed handouts, library material, notes, etc.
62
UNIT 2
PAGE 28
INTRODUCTION
Form groups. Ask them to read the objectives of the
unit and make comments on anything they already
know, what they can do, what will be new, etc.
Elicit from students what values they think will be paid
more attention to, and ask them to anticipate what
issues will be discussed in connection with them.
Before you start this unit, please remember to:
constantly communicate with your students
parents or tutors. This is an important aspect of
their educational progress;
communicate clear expectations - be specific
about what you expect students to know and be
able to do;
create an environment in which there is genuine
respect for students and a belief in their capability
remember that each student is different, has
different needs, and a different pace of progress;
assign students research projects that focus on
issues or concepts that apply to their own
community or cultural group.
PAGE 29
Remind students that this page of each unit will
activities that will follow.
exercises that have to be done in groups;
encourage them to reflect and be honest to do
those that require individual responses.
Before doing the exercises, ask students to give
examples of natural phenomena. Alternatively, give
them a list and ask them to decide if they are
caused by humans or if they occur naturally.
Examples: car crash, drought, earthquake, flood,
H1N1 flu outbreak, hurricane, landslide, mine
explosion, nuclear disaster, rain, snow, terrorist attack,
tornado, etc.
UNIT 2
Ask about safety, prevention, and protection when

there are natural disasters. Refer students to what
they might have learnt in their natural science
classes about such occurrences.
1 Have students read the conversation between
Gabriela and Francisca before they read the

alternatives. Ask them if they know the answers
to the questions, elicit a few of them and write
them on the board. Then, students choose
the alternative which they think answers
each question.
Answers
a., a., a., a., b.
Natural phenomena (plural) natural phenomenon
(singular).
A natural phenomenon is a non-artificial event in
the physical sense, and therefore not produced by
humans, although it may affect humans. For
example, bacteria, natural disasters, etc. Common
examples of natural phenomena include volcanic
eruptions, weather conditions, earthquakes, and the
elements in general.
When natural phenomena cause a lot of damage,
they are called natural disasters. Here is a definition
of the most common natural disasters.
Tornado: characterised by violent winds that swirl
in a counter clockwise direction north of the
equator and clockwise south of the equator.
Volcanic eruptions: escape of boiling hot magma
through the vent of a volcano.
Drought: unusually dry weather within a
geographic area where rainfall is normally present.
Flood: excessive amount of water that leads to the
overflowing of rivers, lakes, and seas.
Earthquake: shaking of the ground caused by the
sudden dislocation of material within the earths
outer layer or crust.
Tsunami: the Japanese word meaning tidal wave. A
tidal wave is a large sea wave caused by a
submarine earthquake or volcanic explosion.
Avalanche: a fall or slide of a large mass of snow or
mud down a mountainside.
TWO OF THE ELEMENTS
63
These are some famous people related to natural

phenomena. You can ask students to find
information on other famous scientists related to
natural phenomena, from Chile and other countries.
Roger Hill: one of the most famous and successful
storm chasers in the world. He lives in Bennett,
Colorado and has laid claim to having witnessed
416 tornadoes - and counting! He has chased
severe weather from one end of the nation to the
other and videos of his chases have been featured
on National Geographic, The Weather Channel, The
Discovery Channel, The Travel Channel, The
Learning Channel, NOVA, BBC, 60 Minutes and all of
the major networks.
Taken from: Hake, T. (March 3, 2009). An interview with Roger Hill,
world famous storm chaser. R etrieved April 11, 2012, from http://
www.examiner.com/weather-in-denver/an- interview-with-roger-hillworld-famous-storm-chaser.
Hiroo Kanamori: Japanese American seismologist

who has made fundamental contributions to
understanding the physics of earthquakes and the
tectonic processes that cause them. Kanamori and
American seismologist Thomas C. Hanks developed
the Moment Magnitude Scale which replaced the
Richter Magnitude Scale as a measurement of the
relative strength of earthquakes.
In 2007 he was awarded the Kyoto Prize in
Basic Sciences.
Taken from: Hiru Kanamory biography. n.d. Retrieved on April 11,
2012, from http://wn.com/Hiroo_Kanamori
Haraldur Sigurdsson: professor of Oceanography

at the University of Rhode Island. He has worked on
research in the field of volcanology for over forty
years, with studies on volcanoes in his native
Iceland, North and South America, the Caribbean,
Indonesia, Italy and Africa, as well as on submarine
volcanoes.
Taken from: Thera Expedition Underwater exploration of an
active volcano. n.d. Retrieved April 11, 2012, from http://www.uri.
edu/endeavor/thera/bio-sig.html
AVOID THIS MISTAKE

Draw students attention to the word phenomena in
the instruction of Exercise 1. Explain that some
singular words of Latin origin form their plural
changing their ending to a.
64
UNIT 2
Draw this chart on the board and ask students to

write the corresponding plurals. Suggest they use
dictionaries.
Singular
bacterium
corpus
criterion
curriculum
datum
medium
memorandum
phenomenon
stratum
Plural
Answers
Singular
bacterium
corpus
criterion
curriculum
datum
medium
memorandum
phenomenon
stratum
Plural
bacteria
corpora
criteria
curricula
data
media
memoranda
phenomena
strata
2 Ask students to work in small groups and
identify the objects in the pictures. They must

first say what they are and describe what we
use them for. Then each student chooses the
objects he/she feels are important to have in
the case of a disaster and which ones could be
left out. Students should apply the First
Conditional they learnt in Unit 1 to complete
this exercise. Make sure that all the students in
the group get the opportunity to express
their views.
Make notes of any useful information about
what students already know that you can use
later when developing the lessons.
UNIT 2
Possible answers
Picture 1: bottled water. If we have clean
water, we will not be thirsty.
Picture 2: British English: torch / American English:
flashlight. If we have a torch, we will be
able to find our way in the dark.
Picture 3: a battery-operated radio. If we have a
radio, we can know what is happening in
other places.
Picture 4: batteries. If we have batteries, we can use
the radio and the torch.
Picture 5: a first-aid-kit. If we have a first-aid-kit, we
can cure injuries.
Picture 6: canned / tinned food. If we have canned
food, we will not go hungry.
Picture 7: matches. If we have matches, we will be
able to build a fire.
Picture 8: a mobile phone. If we have a mobile
phone, we will be able to let others know
where / how we are.
Picture 9: chocolate. If we have chocolate, we will
keep our sugar levels up.
Picture 10: blankets. If we have blankets, we will not
get cold.
PAGES 30 - 31
Before starting this unit, students need to know:
the Simple Present.
the Simple Future.
1 This is a review of the First Conditional before

it is further developed in the rest of the unit.
Ask students to read the sentences and
underline the correct verb form.
Answers
a. see. b. will leave. c. have. d. takes place.
2 Further and more demanding practice of the
First Conditional. Explain to students that there

are different ways of saying the same idea
(paraphrasing) and tell them to try to express
sentences a c using the First Conditional and
starting the new sentences with the word if.
Answers
If you see a flying saucer, will you run? / Will you
run if you see a flying saucer?
If we win the lottery, will we buy a new house? /
Will we buy a new house if we win the lottery?
If it is sunny tomorrow, we will go to the beach/ We
will go to the beach if it is sunny tomorrow.
3 In pairs, students choose one of the three
functions (express an invitation, give an order to

take an action, offer instructions) and create a
short dialogue, using the expressions in the box.
Give students some time to practise their
dialogues and motivate them to role-play their
conversations in front of the class. Once the
dialogues have been presented, you can share
the following information with them:
To make the Imperative, we use the Infinitive of the
verb without to, and to make a negative Imperative,
we put do not or dont before the verb.
We use the Imperative form to give an order, a
warning or advice, and, if we use please, to make
a request.
Examples: Come here! Be quiet! Dont go! Dont open
the box! Try again, please. Listen to me carefully, please.
The Imperative can be used for all subjects, you, he,
they and we; you can also use lets before the verb if
you are including yourself in the Imperative.
Examples: Lets stop now. Lets have some lunch. Lets
not argue! Lets not tell her about it.
We can also use do with an Imperative in polite
requests, complaints, and apologies.
Examples: Do sit down! Do be a little more careful!
Do forgive me I didnt mean to interrupt.
TWO OF THE ELEMENTS
65
We can also use the structures I would like you to / I

want you to to give instructions and orders.
7 This is one of the areas of knowledge of a
language that students will need to use again

and again; numbers appear in all aspects of life,
in forms, articles, television shows, maths
problems, etc. Before doing this exercise, revise
how to express large numbers and decimals
and how to use signs such as %, , etc. Students
will need this knowledge to understand the
reading text on Pages 34 and 35.
Examples: I would like you to find that address for

me. I want you to finish this work today.
4 An action plan is a written document that
describes the steps that must be taken in a

given situation, for example, if there is a fire or
an emergency. An action plan consists of bullet
points or numbered steps to let readers know
what to do first, next, etc.
Ask students to read the two texts and try to
establish which one is an action plan; ask
them to justify their choice. After they have
correctly identified the text, draw their
attention to the way it is written and to the
Imperative forms used.
Answer
Text II.
5 Students choose a general idea for each text in

Exercise 4. Assigning a general idea to a text is
similar to summarising it in a very short way; a
summary is a shortened version of a text; it
contains the main points in the text and is
written in your own words. It is a mixture of
reducing a long text to a short text and
selecting relevant information. A good
summary shows that a person has understood
the text.
Answers
a. Text I. b. Text II.
6 Frequently, orders and prohibitions are
expressed by visual signs. Students match the

pictures with the commands. Ask them to
compare answers with a partner, and then
check answers orally.
Answers
Picture 1 - d. Picture 2 - f. Picture 3 - e.
Picture 4 - c. Picture 5 - a. Picture 6 - b.
66
UNIT 2
Remind students that in English, we use a full

stop with decimals and a comma with large
numbers, exactly the opposite of what we do
in Spanish.
Answers
a. One point one. b. Six percent. c. Eight point
eight. d. Three hundred and eighty seven.
e. One thousand, nine hundred, and sixty two. f.
Fifty six thousand, four hundred, and five.
8 Students continue practising numbers, using
provided information. Invite fast learners to ask

more questions like those in this exercise, find
the correct answer, and then share the
information with the class.
Answers
a. It is Mexico City, with twenty one point two
million people.
(Source: www,mapsofworld.com. Last updated Jan 17, 2013).
b. It is Antarctica, with minus eighty seven point

eight degrees Celsius.
c. It is the Atacama desert, with four hundred
years without rain.
d. It is Greenland, with a surface of two million,
one hundred and seventy five thousand and six
hundred square kilometres.
20 Students listen only to the presentation of

the programme in the recording they are going
to work with in Lesson 2 and fill in the blanks
with the missing information.
Answers
The following programme is sponsored by
Watertech, the company in charge of our
drinking water.
UNIT 2
++
PAGE 32
LESSON 1 READING
EARTH

the First Conditional.
how to express invitations and orders.
how to identify types of written texts.
how to identify main ideas in written texts.
the Imperative form.
how to say different types of numbers.
how to find specific information in an oral text.
1 + (Learning abilities: to find meaning of key

words / to predict their presence in a text).
The concept of key words is one of the most

important ones to grasp when trying to
optimise reading or listening skills. Increasingly,
when looking for information on the Internet,
you go to the search engines and you type in
some words to describe what you are looking
for. These words are key words. Students will
come across them in all kinds of everyday
activities. It is important to stress that finding
the right key words might facilitate both their
comprehension and their search for information.
Taken from: Nessel, D., Graham, J. (June 1, 2000). Thinking
Strategies for Student Achievement. Skylight Professional
Development. Thousand Oaks, CA: Corbin Press.
Students read the words in the box and check

that they know their meaning. If not, encourage
them to ask you or a classmate: what does ____
mean? Then they think how they could be
related to the subject of the lesson. In this case,
the topic is earth and previous exercises
indicate that it is moving earth, in other words,
earthquakes. Students form hypotheses and
debate their ideas, which are then substantiated
once they read the text (confirming,
abandoning and rectifying predictions). Do not
check answers at this point.
ADDITIONAL ACTIVITY
You can tell students that to place their ideas in
easy compartments they may use a concept wheel.
Draw one on the board and tell them to copy it into
their notebooks. There must be as many
compartments as concepts. In this case, the central
idea is earthquakes. They then fill the concepts into
the compartments and say how each word can be
related to the central concept. After they finish, tell
them to put one or two more examples into the
wheel, for example: disaster, tsunami, weather, etc.
Victims
and damage
Magnitude
Related
phenomena
Earthquake
Protection
and
prevention
Origin
Meaning of the words
Damage = physical harm = dao.
Crowded = having a lot of people or too many
people = lleno/a. Epicenter = the point on the
earths surface where the effects of an earthquake
are felt most strongly = epicentro. Fall = to drop
down from a higher level to a lower level = caer.
Magnitude = the size of an earthquake = magnitud.
Movement = the act of moving = movimiento.
Noise = a sound, especially when it is loud,
unpleasant or disturbing = ruido. Prevent = to stop
something from happening = prevenir. Tsunami =
an extremely large tidal wave in the sea = maremoto.
Volcano = a mountain with a large opening at the
top through which gases and lava are forced out
into the air = volcn. Withstand = to be strong
enough not to be damaged = soportar.
2 + (Learning ability: to connect content and

previous knowledge).
Ask students to work in pairs to analyse and

compare the information provided. They then
investigate the earthquake history of another
country (recent earthquakes in Japan, Haiti,
TWO OF THE ELEMENTS
67
Mexico, Indonesia, etc.), prepare a similar graph

for the information found and present their
research in front of the class. Draw their
attention to the vocabulary in Exercise 1 and
explain to them that they need to use this
vocabulary as they present their findings.
A bar graph may be either horizontal or vertical. The
important point to note about bar graphs is their
bar length or heightthe greater their length or
height, the greater their value.
Bar graphs are one of the many techniques used to
present data in a visual form so that the reader may
readily recognise patterns or trends.
Bar graphs usually present numeric variables
grouped in class intervals. They consist of an axis
and a series or labeled horizontal or vertical bars.
The bars depict frequencies of different values of a
variable or simply the different values themselves.
Before reading
Draw your students' attention to the Reading target
strategy box. Encourage them to use their previous
knowledge to understand the information in
the graph.
3 + (Learning abilities: to identify topic from

visuals / to activate previous knowledge).
This kind of exercise encourages students to

apply previous knowledge, relates what has
been learnt to their own experiences, and
stimulates thinking. The whole process of
referring to previous knowledge and other
learnt subject-matters is called reflective
learning. The following graph illustrates the
reflective learning and thinking process.
Concrete
experience (1)
Testing in new
situations (4)
Observation and
reflection (2)
Forming abstract
concepts (3)
68
UNIT 2
You can also ask these questions to encourage

discussion in the groups.
Why is one of the pictures in black and white?
When and where were they taken?
Ask students to make notes, but do not check
answers at this point.
Earthquakes are very relevant disasters for Chile, as
our country sits on a very active tectonic plate
leading to strong movements. Earthquakes are the
deadliest of all natural disasters; most deaths are
caused by collapsing buildings or fires. Several
million earthquakes occur in the world each year;
however, many of these are undetected because
they occur in remote areas or are very weak. On
average, there are 18 major earthquakes and at
least one great earthquake each year.
On May 22, 1960, the earthquake that struck
Valdivia, in the south of Chile, had a magnitude of
9.5 on the Richter scale. This is the strongest
earthquake ever recorded. On the previous day, an
earthquake with a magnitude of 7.5 had struck the
city of Concepcin. Approximately 130,000 homes
and buildings were destroyed, there were 2 million
people displaced, the death toll was estimated at
2,000, and 3,000 people were injured. (Some
sources say 6,000 people were killed). The total
loss and damage to property was approximately
half a billion dollars (1960 dollars).
Taken from: The largest earthquake in the world. n.d.
Retrieved on March 12, 2011, from http://earthquake.usgs.gov/
regional/world events/1960_05_22.php
At 3:34 am local time on February 27th, 2010, a

devastating magnitude 8.8 earthquake struck
Chile, one of the strongest earthquakes ever
recorded. According to Chilean authorities, over
400 people were killed. The earthquake also
triggered a tsunami which propagated across the
Pacific Ocean and reached Hawaii.
Taken from: (February 27, 2010). Earthquake in Chile.
Retrieved on March 12, 2011 frm http://www.boston.com/
bigpicture/2010/02/earthquake_in_chile.html
A ferocious tsunami, resulting from a 9.0 earthquake

slammed Japans eastern coast Friday, killing
hundreds of people as it swept away boats, cars, and
UNIT 2
homes while widespread fires burned out of control.

This earthquake occurred nearly exactly a year after
the Chilean earthquake on 11 March, 2011.
Hours later, the tsunami hit Hawaii and warnings
blanketed the Pacific, putting areas on alert as far
away as South America, Canada, Alaska, and the
entire U.S. West Coast. In Japan, the area around a
nuclear power plant in the northeast was
evacuated after the reactors cooling system failed.
The Japanese authorities confirmed 15,850 deaths,
6,011 injured and 3,287 people missing.
Adapted from: Alabaster, J., Yamaguchi, M. , Hosaka T. A.,
Kageyama, Y. (March 11, 2011). Japan Earthquake 2011: 8.9
Magnitude Earthquake Hits, 30-Foot Tsunami Triggered. Retrieved
on April 10, 2012, from http://www.huffingtonpost.com/2011/03/11/
japan-earthquake tsunami_n_834380.html
The Richter Scale: a logarithmic scale used to rate

the strength or total energy of earthquakes. The
scale has no upper limit, but usually ranges from 1
to 9. Because it is logarithmic, an earthquake rated
as 5 is ten times as powerful as one rated as 4. An
earthquake with a magnitude of 1 is detectable
only by seismographs; one with a Magnitude of 7
is a major earthquake. The Richter Scale is named
after the American seismologist Charles Francis
Richter (1900-1985).
Taken from: http://www.thefreedictionary.com/Richter+scale
WHILE YOU READ

A student newspaper is a newspaper run by
students of a university, professional, technical, or
other school. School newspapers traditionally cover
local and, primarily, school or university news.
Working for ones high school newspaper is
sometimes an extracurricular activity, but often it is
integrated with journalism classes. Some schools
have both a basic class, in which students learn
about newspapers, and a class that produces the
schools newspaper.
If you are interested in starting a school newspaper,

you can find great ideas at the following sites,
among others:
http://www.suite101.com/content/school-newspaper-ideas
http://commtechlab.msu.edu/sites/LETSNet/noframes/subjects/la/
b6u3.html
http://news.bbc.co.uk/cbbcnews/hi/newsid_3290000/
newsid_3292300/3292327.stm
4 + (Learning ability: to validate predictions).

Students read the text and check their
predictions in the ideas they shared and the
notes they made in Exercises 1 and 3.
Answers
1. The pictures illustrate the Great Chilean
Earthquake: Valdivia, 22nd May 1960, and the
27F earthquake: central and southern Chile, 27
February 2010.
3. The words that appear in the text are: crowded,
epicentre (with the American spelling,
epicenter), fall, magnitude, movement, prevent,
tsunami, volcano, and withstand.
5 + (Learning ability: to identify text

organisation).
Ask students in what other ways we can

organise an interview (chronologically,
geographically, by interviewee, etc.). Have they
ever carried out and / or written an interview?
Who was the interviewee? What was it on? How
did they organise it?
Answer
b. By question.
6 ++ (Learning ability: to relate information).

Tell students that frequently, just by looking at a
number we know what it refers to, for example,
2009 (a year), 50 m2 (a surface), etc. There are
other indicators that tell us what the number is,
for example signs, such as $, %, etc.
TWO OF THE ELEMENTS
69
Answers
a. Number of houses destroyed in the Valdivia
earthquake.
b. Number of people left homeless.
c. The magnitude of the Valdivia earthquake on
the Richter Scale.
d. Hours after the earthquake when the Puyehue
volcano erupted.
e. The year of the Great Chilean Earthquake.
f. The highest magnitude on the Richter Scale.
evaluation of reading skills.
Feedback: 0 1 correct answer: needs a lot of
extra reading work. 2 4 correct answers: good,
but could improve with extra reading work. 5
6 correct answers: very good, could try to help
classmates who did poorly.
AVOID THIS MISTAKE
Explain to students that in English, the comma is
used as a thousands separator and the period as a
decimal separator, exactly the opposite of what we
do in Spanish. Read the numbers in the exercise
first (notice the use of and after the hundreds). Then
tell them to copy and do these exercises in their
notebooks.
1. Write these numbers in words.
a.
b.
c.
d.
e.
f.
g.
2,200:
25.75:
10,000:
22.2:
1,237: 2.5
0.3:
8,497:
2. Write these numbers.

a. Eleven thousand two hundred and thirty eight:
b. Fifty seven point nineteen:
70
UNIT 2
c. Twelve thousand five hundred:

d. Zero point seventy two:
e. Eight thousand six hundred and forty:
f. Three thousand:
g. Fourteen point sixty four:
h. Ninety eight point twenty one:
Answers
1. a. Two thousand two hundred. b. Twenty five
point seventy five. c. Ten thousand.
d. Twenty two point two. e. One thousand, two
hundred, and thirty seven. f. Two point five.
g. Zero point three. h. Eight thousand, four
hundred, and ninety seven.
2. a. 11,238. b. 57.19. c. 12,500. d. 0.72.
e. 8,640. f. 3,000. g. 14.64. h. 98.21.
ADDITIONAL ACTIVITY
Write these numbers and signs on the board and
ask students to read them aloud.
a. 23%. b. US$100. c. 24C. d. 50. e. #10. f. 50.
Answers
a. Twenty three per cent.
b. One hundred dollars.
c. Twenty four degrees centigrade.
d. Fifty euro(s).
e. Number ten.
f. Fifty pounds.
7 ++ (Learning ability: to discriminate between

correct and incorrect information).
Students read the interview again and identify

the order in which the topics are mentioned.
Answers
a. 4, b. 2, c. 3, d. 1, e. 5.
UNIT 2
PAGE 33
8 +++ (Learning ability: to distinguish and

classify explicit and implicit information).
See detailed information on inferring on Page 47

of this book and revise the difference between
both types of information with students.
Answers
a. Written in the text.
b. Inferred because the earthquake affected
areas of Concepcion, Valdivia, and Puerto Montt.
c. Inferred as it is expressed in numbers, we can
guess it is a numerical scale.
Learning tip
Draw students' attention to the Learning tip box.

Let them notice the way in which explicit
information is clearly stated in the text and how the
words used are practically the same.
AFTER YOU READ
Language Note
THE FIRST CONDITIONAL continued

More information on the Language Note on Page 8
of the Introduction.
In Unit 1, students learnt that we use the First
Conditional when we are thinking about a
particular condition or situation in the future, and
about the result of this condition; there is a real
possibility that this condition will happen.
They also learnt that we use the Simple Future
tense in the clause following the if clause.
When we use a different person instead of you, we

employ the modal verb should.
Examples:
If Ron wants to be healthy, he should
exercise more.
If Sylvia uses the Internet, she shouldnt give her
personal details to everybody.
More information on the First Conditional plus extra
exercises can be found at http://web2.uvcs.uvic.ca/
elc/StudyZone/330/grammar/1cond.htm and
www. englishgrammarsecrets.com/firstconditional/
menu.php
Answer
3 a. If you are hungry, get yourself a sandwich.
b. If you chat on Messenger, dont reveal your
telephone number or address.
4.a. If you are near glass or anything that can
fall, move away quickly.
b. If you are in a crowded area, do not run for
the nearest exit.
ADDITIONAL ACTIVITY
You can write this table on the board or photocopy
it and give it to fast learners. Ask them to match the
two parts of these sentences in the First Conditional
and write them on the board for the rest of the class
to copy. Check answers orally.
If there is an emergency,
If Fred wants to catch the bus,
If the fire alarm goes off,
If Brenda buys a new car,
If you see Jenny,
she should register its licence plate.

press the red emergency button.
he should run really fast.
dont panic and leave the building.
tell her I want to talk to her.
However, when we want to give an instruction, an

order or a recommendation, we often use the First
Conditional followed by the Imperative.
Examples:
If you want to eat, cook something.
If you want to finish on time, hurry up.
If you watch TV, dont listen to the radio at the
same time.
TWO OF THE ELEMENTS
71
17 (Learning abilities: to consolidate a

language point / to imitate a spoken model).
Students complete the conversation individually
or in pairs and then compare answers with the
recording. Play the recording again for students
to listen and repeat the dialogue.
Emergency services telephone numbers.
European Union: 112.
United Kingdom: 999 / 112.
USA, Canada: 911.
Australia: 000.
Chile: Ambulance: 131, Fire Department: 132,
Police: 133.
Answer
See Transcript below.
PAGE 36
Did you know that

10 + (Learning abilities: to consolidate vocabulary

17
Dana has an American accent and Lennox has a British accent.

Dana:
Lennox:
Dana:
Lennox:
Dana:
Lennox:
Dana:
Lennox:
Dana:
Lennox:
Dana:
Lennox:
Dana:
Lennox:
Dana:
Lennox:
OPTIONAL ACTIVITY GAME

Form groups of four to six students.
Give the groups some minutes to invent six
sentences like those in Exercise 9, using the First
Conditional followed by an Imperative.
Check and correct the sentences students produce
while you walk around the class.
Tell the groups to write each of their sentences in
big, clear handwriting on separate pieces of paper,
and to cut up each sentence into the two clauses:
conditional clause and imperative clause.
Organise the exchange of cut up sentences
between groups.
Once the groups have put together the sentences,
they write them on a piece of paper and show
them to the authors, who decide if they are correct
or not.
Can we predict earthquakes?

No, we cant.
What will you do if theres an earthquake?
Ill drop and look for cover.
Who will you phone first of all?
Ill phone the Emergency Office.
What will you do if the land line isnt working?
Ill use my mobile phone.
What will you do if someones hurt?
Ill call for an ambulance.
What if theres no electricity after the earthquake?
Ill use matches or a torch.
Where will you hide if youre outdoors?
Ill hide far away from buildings.
What will you do if there are aftershocks?
Nothing, just wait for them to end.
and a language point).
This exercise can be done individually or in pairs,

giving students the opportunity to discuss what
they have learnt. You may need to explain some
difficult words or expressions before they read:
security warning = security alert; huge = enormous;
shoreline = waterside; heeded = paid attention to.
Tell students to read the text, then read the
recommendations, and then read the text
again, trying to insert the recommendations
into the corresponding gaps. (a e). Check
answers orally.
Answers
a. Follow these guidelines.
b. Turn on your radio to learn if there is a tsunami
warning.
c. Move inland to higher ground immediately.
d. Stay away from the beach.
e. Move away immediately.
ADDITIONAL ACTIVITY
You can make your own gap-filling exercises from
English texts, depending on the type of grammar
point / vocabulary you want to practise.
72
UNIT 2
UNIT 2
Choose a short, simple, and interesting text in

English, such as a popular song, an article, a news
item, an excerpt from a story, etc. Copy the text and
delete some words in the copy. Your choice of words
can be made concentrating on certain types of
words prepositions, adjectives, verbs in a certain
tense, definite articles, specific vocabulary items or
you can delete one in every six, eight, or ten words.
Photocopy or write the gapped text on the board and
ask students to fill in the gaps correctly.
Variation: Students work in pairs. Each student
prepares a short text and gives a gapped copy to
his / her partner, who will try to fill in the gaps
correctly. The author of the gapped text checks the
answers.

evaluate learning).
This self-check allows students to evaluate their

performance in the grammar aspect of the
students understand them clearly, and set a
time limit to complete the task. Check answers
and help students to work out their scores.
you might want to offer him/her something
more challenging and ask him/her to do
another exercise or help another student who is
lagging behind. If one or more students have
only reached the minimum score, you should
dedicate some time to going through the
subject once more, to make sure they are ready
to continue with the rest of the unit.
two or three units.
12 ++ (Learning ability: to connect topic and

To quote the British Council: group discussion

skills are useful for everyday life, as we regularly
find ourselves having discussions amongst friends,
family, and colleagues. These may vary from very
informal chats about day-to-day things, to more
serious topics, for example, a discussion about a
recent news story or a problem that needs to be
solved. Additionally, group discussions are
increasingly being used in the job market during
interviews and selection procedures. These can
take a variety of formats, but the key skills remain
very similar.
In this exercise, students practise group
discussion skills; they read questions that will
help them to progress in the discussion and
prepare for the writing Application Task.
As in all guided discussions, you should play the
role of mediator and make sure that the
discussion is carried out with respect for other
peoples opinions.
For further information on team / group
dynamics see Page 9 of the Introduction.
Useful expressions
Draw students' attention to the useful expressions

in this box and encourage them to use them in their
discussion.
PAGE 37
Learning tip
Analyse this Learning tip together with the class

before doing the Application Task. Help them to
notice that in this case they have already
brainstormed ideas for the writing assignment
(Exercise 12).
13 Students read the text one more time and find
synonyms for the words (a - e). Additionally, you

can also ask them to use the synonyms to
replace the original words in the text.
TWO OF THE ELEMENTS
73
(Learning ability: to write a text organising

This exercise is based on the group discussion in

the previous exercise. The final version of the
Earthquake Plan can be done either in class or
as homework. Do your best to check each
individual assignment, correct errors, and make
helpful comments. Encourage students to
evaluate their work and reflect on their
performance, considering strengths and
weaknesses and steps they can take to solve
problems. Offer assistance if necessary.
By completing this task, students will:
make use of notes taken during a previous activity;
do basic Internet research;
practise sequencing;
elaborate an action plan.
Source: Based on the Minnesota Language Proficiency
Assessments and the American Council for the Teaching of Foreign
Languages (ACTFL). ACTFL Proficiency Guidelines - Writing (Revised
2001-PDF) available as a downloadable PDF file at www.actfl.org
As they complete the task in Exercise 13, draw

students' attention to the Writing target strategy.
Explain to your students that brainstorming, mind
maps and note-taking are useful pre-writing
strategies that can help them organise their ideas
and construct their written discourse.
15 + (Learning ability: to identify and apply the use

of the comma in conditional sentences).
We use a comma when the if clause is at the

beginning of the sentence.
Example: If I go to London, I will visit the
London Eye.
We dont use a comma if the if clause is at the
end of the sentence.
Example: I will visit the London Eye if I go
to London.
74
UNIT 2
Answers
a. If there is a tsunami, try to go as far away from
the coast as possible.
b. You will find information on earthquake and
other emergency procedures if you look on the
Internet.
c. If Renata sees an accident, she will call for an
ambulance immediately.
d. Paul will let us know if there is an emergency.
16 +++ (Learning ability: to reflect on the
contents of the lesson and relate them to

lesson in terms of content and language. Tell
them to work in groups and share their answers
with other groups.
Metacognition (thinking about how a person
thinks) is a term that most students should be
familiar with.
Teach students to ask, what am I supposed to
learn? early in the process, how am I doing?
during the process, and what have I learnt?
after the process.

they can see science films about the elements.
Encourage them to use the site on their own, but to
share the information with you and with their
classmates.
PAGE 38
LESSON 2 LISTENING
WATER
how to say different number to ask and answer
questions;
UNIT 2
how to find specific information in oral messages.

This is a very cross-curricular lesson that calls upon
the students prior knowledge of things they have
learnt in their chemistry and biology classes. The
listening text and the activities reinforce and / or
revise the students knowledge of these subjects.
Go through the BEFORE YOU LISTEN activities very
carefully to facilitate the listening tasks.
BEFORE YOU LISTEN

For information on reflective learning, see notes

for Exercise 2, Lesson 1 on Page 73.
Invite students to look at the pictures carefully
and then to get into small groups to describe
them in as much detail as possible. Then they
read and answer the questions. Check answers
orally.
Answers
a. Water in different locations and uses:
Picture 1: people enjoying the water in the sea.
Picture 2: water falling in a beautiful cascade.
Picture 3: water in bottles / bottled water.
Picture 4: a water-purification system.
b. It comes from rivers and streams; it needs a
process of purification; some people prefer to
drink bottled water; bottled water may be
parkling (fizzy, bubbly) or still (just like water
from the tap).
ADDITIONAL ACTIVITY
This activity calls on students prior knowledge and
can be assigned as a group project. Students
choose a topic from different areas of their
curriculum and form groups according to the
subject they are going to research and present to
the class. The possibilities are: maths, history,
philosophy / psychology, physics, technology, visual
arts, and music.
Each group browses the textbook or discusses the

subject they have chosen to decide on one point
they want to teach in English.
They must decide how they are going to organise
the teaching strategically (who does what, what
materials they will need) and linguistically (what
vocabulary and structures they need for the task).
As well as preparing the teaching, they must also
prepare a test on the main items that they are
going to teach.
The test is handed in to the teacher. The group
teaches their material to the rest of the class.
The teacher gives out the tests, probably with
some minor corrections or editing, to be done by
the whole class in some subsequent period. (The
group who set the exam may or may not be
exempt from doing their own test).
Source: Phillips, D., Burwood, S. & Dunford, H. 1999. Projects with
Young Learners. Oxford: OUP.
2 + (Learning ability: to identify key words using

knowledge from other areas).
Elicit from students the difference between

elements and compounds and between symbols
and formulas. If necessary, write the definitions
on the board, with examples.
Read the contents of the ovals aloud and then
draw students attention to the difference in
colour. Ask them to read the instructions
carefully, check that everyone understands
what they have to do, and give them a few
minutes to do the activity in pairs. Check
answers on the board.
Answers
CaO Calcium oxide. NaClO Sodium
hypochlorite. NaOH Sodium hydroxide.
FeCl3 Iron or ferric chloride. O3 Ozone.
H Hydrogen.
TWO OF THE ELEMENTS
75
Element: a simple chemical substance that consists
of atoms of only one type and cannot be split by
chemical means into a simpler substance.
this reason, many cognates are used. Encourage

them to identify them in the exercise (reservoir,
aeration, chemicals, particulate, odour,
micropollutants).
Examples: gold, oxygen, carbon, hydrogen,

copper, etc.
Invite them to work in pairs and share the

information they find in the dictionary. Play the
recording once through, and then play it again,
stopping after each word for the students
to repeat.
Compound: a substance formed by a chemical

reaction of two or more elements in fixed amounts
relative to each other.
Examples: ammonia, calcium chloride, carbon
monoxide, silver nitrate, etc.
Symbol: When writing names of elements,
abbreviations are generally used, since they are
quicker to write than the names. These
abbreviations are called symbols. None of the
symbols contain more than two letters; the first one
is always capitalised and the second, if any, is always
lower case.
Examples: H (hydrogen), Cu (copper), C (carbon), Au
(gold), Ag (silver), etc.
Formula: letters, numbers and symbols that show
the parts of a chemical compound.
Examples: NH3 (ammonia), CaCl2 (calcium chloride),
CO (carbon monoxide), AgNO3 (silver nitrate), etc.
http://library.thinkquest.org/3659/pertable/
Oxford Advanced Learners Dictionary, Oxford
University Press, 2000.
ADDITIONAL ACTIVITY
You can ask fast learners to write the symbols and
formulas on cards of one colour, and the elements
and compounds on cards of another colour to play
Memory Game, matching the corresponding cards.
3 + 18 (Learning ability: to identify key words
connecting their written and spoken form / to

practise pronunciation of key words).
First, read the words aloud and ask students to
repeat them. Then give them some time to look
up the meaning of those they do not know.
Help them to notice that the text they are going
to listen to contains scientific information; for
76
UNIT 2
18
surface store reservoir aeration softening chemicals

particulate settle flocs odour micropollutants
muddiness harmful layer storage supply
Flocs are small solid particles formed in a liquid
through precipitation or aggregation of suspended
particles.
Particulates, alternatively referred to as particulate
matter (PM) or fine particles, are tiny particles of solid
or liquid suspended in a gas or liquid.
Before listening
As a class, analyse this before-listening strategy.
Point out the advantages of using previous
knowledge as a tool to predict and understand a
text or audio better.
4 + 19 (Learning ability: to identify and practise
a pronunciation element that may interfere with

comprehension).
A silent letter is a letter that does not
correspond to any sound in the pronunciation
of the word. Silent letters create problems for
both native and non-native speakers of a
language, as they make it more difficult to guess
the spelling of spoken words. It is thus
important to practise such words with students
in order to improve both their pronunciation
and their spelling.
UNIT 2
Answers
In this exercise, all the words have a silent t.
castle /`ksl/ chestnut /`tesnt/ Christmas
/`kr I sms/ fasten /`fsn/ listen /`l I sn/
mortgage /`mg I d/ mustnt /`msnt/
often /fn/ soften /`sfn/ whistle /`w I sl/
5 (Learning ability: to make predictions).

Inform students that they are going to listen to
a special presentation. Based on the previous
activities and on the pictures in Exercise 1,
students try to predict the topic of the
presentation, choosing from the provided
alternatives. Do not check answers at this point.
PAGE 39
WHILE YOU LISTEN
BACKROUND INFORMATION
This presentation on television is an infomercial a
long advertisement that tries to give a lot of
information about a subject, so that it does not
appear to be an advertisement. In this case, it is a
scientific presentation with an expert talking to a
live audience of students.
An Infomercial is a piece of television programming
that everybody has seen at least once; they are
short, usually less than 30-minute programmes that
tell us about the unique qualities of a product we
usually would not have bought. They are also
known as direct-response television, or DRTV.
It is claimed that the first infomercial for a
commercial product, a blender, appeared in 1949 or
1950, but the real pioneer of the short form was an
inventor named Ron Popeil.
According to statistics, on average, 250,000

infomercials air each month on the eight U.S.
broadcast networks, their 1,600 affiliates and 36
national cable channels, dominating the small
screen between the hours of 1 a.m to 9 a.m. The
infomercial industry is booming, enjoying $91
billion dollars a year in sales in the United
States alone.
On British television, infomercials are not as popular
as in the USA, but they are still a mega-earning
business. They are usually known as paid
programming or teleshopping (a term coined in the
eighties). Until 2009, the UK permitted neither paid
infomercials nor teleshopping on mainstream
network television, but in 2009 allowed up to three
hours of infomercials a day on all channels.

Play the recording of the infomercial once
through for students to check their prediction in
Exercise 5. If you notice that most students have
identified the correct topic before finishing the
first listening, stop the recording and check
their answers.
Answer
c.
7 ++ 20 (Learning ability: to discriminate
Read the questions and the alternatives with

the class and then play the recording again,
once or twice, for students to identify the
correct answers.
Answers
a. A radio or TV programme.
b. Nick Rogers.
Starting in the 1950s, Popeil began using

30-second, 60-second, 90-second and 120-second
television spots to sell his inexpensive array of
useful products, including the Pocket Fisherman
and the Veg-O-Matic food slicer. Long-form DRTV
followed in the mid-70s.
TWO OF THE ELEMENTS
77
8 ++ 20 Students listen to the recording one
more time and think of four questions they

would like to ask the Expert and some
comments to make in relation to the drinking
water process. In this way, students will process
the text at a more personal level, which will
result in their comprehension and
understanding.
Answers
a. Presenter. b. Student (1). c. Student (3).
d. Student (2). e. Expert. f. Expert.
9 ++ 20 (Learning ability: to transfer

information to a graphic organiser).
This activity requires concentration and careful

preparation. Read the instructions with the class
and make sure they understand the items they
have to choose from to complete the
information in the diagram.
a. Read the items in the box aloud and ask
students to repeat them, to help them to get
familiar with what the words sound like.
Read the parts of the process that already
have a name (Steps a., c., e., g., i., and k.).
Students now have to listen and put the
names in the box in the empty slots: Steps b.,
d., f., h., and j. Play the recording once or
twice for students to do this task. Ask them
to compare answers with a partner before
checking them orally.
Answers
Step b. Microfiltration in drum filters.
Step d. Removal of flocs.
Step f. Disinfection.
Step h. Active carbon filtration.
Step j. Aeration.
b. Before listening again, students must check
which elements and compounds from
Exercise 2 are already written in the diagram.
Once they have identified which of them
they have to insert, play the presentation
again for them to find in which of the two
empty rectangles each one should go.
78
UNIT 2
Answers
Stage 2, step d: FeCl3 iron or ferric chloride.
Stage 5, step i: NaClO - sodium hypochlorite.
10 +++ 20 (Learning ability: to find

specific information).
By now, students have listened to the

presentation several times, fast learners may be
prepared to answer these questions without
listening again. If this is the case, read the
questions with the whole class and ask those
fast learners to put up their hands when they
hear the answer to the first question, stop the
recording and check their answer. Do the same
with the second question. If you notice that the
students have got tired of listening to the
presentation, skip this activity; you can do it the
following class, as part of revision.
Answers
The water that comes from rivers, lakes and
streams.
If there is natural filtration, softening /`sfnI / will
take place naturally.
20
TRANSCRIPT LISTENING WATER
The speakers have a British accent
Presenter: The following programme is sponsored by
Watertech, the company in charge of our drinking
water. With you, their expert, Nick Rogers.
Nick:
The diagram on the screen explains the purification of
surface water, the water that comes from rivers,
lakes, and streams. All the stages in the diagram have
a number and the steps in each stage have a letter.
Stage 1 is prefiltration.
In Step a., water is stored in reservoirs, where
aeration, softening, and pH- adjustments
take place.
Step b. is rapid sand filtration or microfiltration in
drum filters.
Student 1: Stage 2 looks complicated. What is it?
Nick:
Its the addition of chemicals.
Student 2: Chemicals? What for?
UNIT 2
Nick:
Look at letter c. If we add calcium oxide and sodium

hydroxide, there will be pH adjustment.
Look at letter d.; when we add iron chloride, we will
remove humid acids and suspended particulate
matter. Separators then settle and remove flocs.
Student 3: What is Step e.?
Nick:
When water is placed in a reservoir, there will be
softening through natural aeration or using
sodium hydroxide. If there is natural filtration,
softening will take place naturally.
Student 1: What is Stage 3?
Nick:
Stage 3, Step f. is disinfection, using either sodium
hypochlorite or ozone. If ozone is used, it will kill
bacteria and viruses, it will improve taste and odour
properties, and break down micropollutants.
Student 2: Why is the picture in Stage 4 very similar to that
in Stage 1?
Nick:
Stage 4 is the process of fine filtration, while
Stage 1 was pre-filtration.
Step g. shows slow sand filtration to remove
residual muddiness and harmful bacteria. Notice
that if sand filters are backwashed with water and
air every day, they will keep their filtrating
capacity for a long time.
Student 3: What is Step h.?
Nick:
Active carbon filtration. Unless water streams
through a granular activated carbon layer in a filter,
it will retain particles affecting taste and odour.
Student 1: What is Stage 5?
Nick:
Preservation and storage. When we add sodium
hypochlorite in Step i., we will guarantee the
preservation of quality. The water is now ready to
be distributed to users.
Step j. is aeration. If there is aeration, we will
recover the oxygen supply of the water before
storing it. Step k. shows that the remaining water
is stored in drinking water reservoirs.
In our next session, Ill explain (fade)
PAGE 40
AFTER YOU LISTEN
11 ++ (Learning ability: to consolidate key

vocabulary / to synthesise information).
Ask some students to copy the diagram on the

board, while others contribute information and
write some clues on the board for each stage
and step of the process. Give groups some time
to complete their summaries and help and
correct while walking around the class. Check
that students use appropriate verbs in their
descriptions (See transcript).

language point).
Once students have become familiar with the

material included in the Language Note, they
work in pairs and answer the questions (a - d)
using the words in Exercise 3, Page 28. To check
answers, ask them to compare their ideas with
their partners and then check on the board, as
a class.
Language Note
CONNECTORS OF CONDITION
For more information on the Language Note, see
Page 8 of the Introduction.
This section provides information on connectors of
conditions such as when, if and unless.
To talk about repeated predictable actions, in the
sense of whenever, we can use if or when; it does
not really matter which one we use, as there is very
little difference in meaning.
ADVICE AND SUPPORT
79
When Im broke, I borrow money from my mother.

I borrow money from my mother if Im hard-up.
Whenever Im short of cash, I borrow money from my
mother.
Unless means the same as if... not. Like if, it is
followed by a present tense if the sentence is in
the First Conditional; it is used instead of if not in
conditional sentences of all types. The same
punctuation rules apply as in the case of if.
Unless Sandra hurries up, we wont arrive in time.
We wont go unless Henry invites us himself.
Encourage students to collect more examples
from the listening text. If necessary, play the
recording again.
Additional practice can be found at http://www.
tolearnenglish.com/exercises/exercise-english-2/
exercise-english-45666.php
Possible answers
If we add calcium oxide and sodium hydroxide,
there will be pH adjustment.
When we add FeCl3 iron chloride we will
remove humid acids and suspended particulate
matter.
If ozone is used, it will kill bacteria and viruses.
If sand filters are backwashed with water and air
every day, they will keep their filtering capacity for
a long time.
When we add sodium hypochlorite in Step i., we
will guarantee the preservation of quality.
If there is aeration, we will recover the oxygen
supply of the water before storing it.
evaluation of connectors of condition. Ask
students to write all the sentences with unless at
the beginning and in the middle of the sentence.
Feedback: 0 2 correct answers: needs a lot of
extra grammar work. 3 5 correct answers:
good, but could improve with extra grammar
work. 5 6 correct answers: very good, could try
to help classmates who did poorly.
80
UNIT 2
PAGE 41
13
21 QUICK SELF-CHECK / ORAL PRACTICE

(Learning abilities: to complete a monologue / to
imitate a spoken model / to evaluate learning).
This Quick Self-check allows students to
evaluate their performance in the grammar
aspect of the lesson and also to consider
evaluation as a continuous process throughout
the book. Read the instructions aloud, make
sure that all the students understand them
clearly, and set a time limit to complete the task.
Check answers and help students to work out
their scores.
exercise or help another student who is
lagging behind.
If one or more students have only reached the
minimum score, you should dedicate some
time to going through the subject once more,
to make sure they are ready to continue with
the rest of the unit.
two or three units.
This exercise has two components. First,
students have to apply the First Conditional
and their general knowledge of the language
to fill in the blanks in the monologue, and
then they have to role play it.
Give them time to read the incomplete
monologue carefully and then to complete it.
Walk around the classroom, checking their
answers as they finish. Give them one point
for each correctly completed blank. Then play
the recording for them to listen and repeat.
Give students a few minutes to practise the
monologue in groups of three and then ask
them to role play it. Each member of the
group can practise and role play one
paragraph of the monologue.
UNIT 2
If there is time, ask all groups to role play in

front of the class and assign between 1 and 10
points to their performance. If not, ask
students to get together with another group
and to evaluate each others performance in
the same way.
To evaluate students performance in the role
play you / students can use the chart in
Exercise14.
Answers
See transcript.
TRANSCRIPT QUICK SELF-CHECK / ORAL PRACTICE 21

Claire has a British accent.
Claire: What a horrible day! Oh! Im feeling low, the sky looks
dark and the weather man said itll rain soon. If it
rains, Ill have to stay at home. If I stay at home, Ill
get really bored.
Perhaps if I call my friend Elaine, we can do something;
if shes free, shell come over; if she comes over well
rent a DVD, or just talk. Yes, thats what Ill do. Ill
definitely phone Elaine.
Oh, but what if Elaine isnt free? What if she has
something important to do? Maybe Ill have to stay at
home alone and get bored. If that happens, Ill be
really upset!
14 +++ APPLICATION TASK SPEAKING
(Learning ability: to describe a picture in detail,

sharing ideas and knowledge).
Read the instructions carefully with the class,
making sure they know what they have to do in
each of the steps and how long they should take.
Help them to choose one of the pictures on

Page 38, Exercise 1, and try to get at least two
groups working with the same picture.
Assign a time limit to the preparation of the
descriptions. Once they have finished, go
through the evaluation criteria with the class
and form pairs of groups that worked with the
same picture. Tell them to say their descriptions
and to evaluate each other using the evaluation
chart. Take this opportunity to emphasise the
importance of fair play, respect for other

peoples performance, and respectful silence to
listen to their classmates.
By completing this task students will:
participate in team work;
describe pictures in detail;
practise speaking in public;
practise peer evaluation.
Draw students attention to the Speaking target
strategy. Explain to students that classifying the
elements in the pictures into the categories of
'general' and detail can help them produce better
descriptions.
15 +++ (Learning ability: to reflect on and to
discuss the contents of the lesson and relate

them to personal experiences, valuing different
learning strategies).

with other groups.
Metacognition is a term that most teachers will
recognise - it refers to thinking about how a
person thinks, and is one of the most
important tools for lifelong learning. It is thus
important to teach students the components of
metacognition. It involves before, during, and
after learning activities that require reflection.
Teach students to ask, What am I supposed to
learn? early in the process, How am I doing?
during the process, and What have I learnt?
after the process. It will then help them to apply
what they have learnt in real life situations.
In this case, questions a., b. and c. invite
students to reflect on what / how they have
learnt, and question d. promotes reflection and
discussion comparing what they learnt in the
unit and their own reality.
TWO OF THE ELEMENTS
81
PAGES 42 - 43
For more information on this section, see Page 8 of
the Introduction.
Promote discussion and comments about
mythology, guiding students to mention Chilean
legends and myths that include water and water
creatures: La Pincoya, Las tres Pascualas, El Millalobo,
El Caleuche, etc.
1 Invite students to read the texts carefully and
help with any problems of vocabulary they may

have. Divide the class into four groups and assign
one myth to each. The groups study the
description of their creature and develop a big
drawing to represent it. Display the drawings on
the board and encourage the groups to ask and
answer questions about them. Give students
about 15 minutes to make all the drawings in
their books.
2 You can keep the same working groups, but
assign a different creature to each group, or you

can ask the whole class to do this activity in
silence, in about 10 minutes. Check answers on
the board.
3 Brainstorm the name of Chilean legends and
myths, including those mentioned in the

introduction to these activities, and form small
groups to do some research on each of them.
Assign some time at the beginning of the
following class for students to present their
findings, following the model in the texts
they read.
4 Tell students to study the school extra activities
programme before doing the exercise. Students

work in pairs. Encourage them to ask and
answer the questions, discussing and explaining
their own ideas.
Example: If I play volleyball on Monday, I will not
be able to take drama club or communication skills.
82
UNIT 2
5 Students work in pairs, examine and describe

each picture carefully and then complete the
dialogues according to the pictures.
Answers
a. If there is another tremor, that wall will collapse
/ fall down.
b. If you dont like tap water, you can drink bottled
water / mineral water.
c. Of course we will, unless it is raining / it is very
cold / the weather is horrible.
PAGES 44 - 45
JUST FOR FUN
For more information on the JUST FOR FUN section,
see Page 8 of the Introduction.
Students can work in pairs or small groups and
check their answers on their own, using the answers
provided in their book.
AVOID THIS MISTAKE
Draw students attention to question 7 of the
questionnaire: What do we call a person who
studies the stars? There may be a risk of negative
transfer from Spanish, leading learners to say How
do we call?
Ask students to work in pairs and write two more
questions. They can refer to jobs, parts of the body,
objects, etc.
Possible questions
What do you call a person who repairs cars / takes
photos / designs clothes / drives a bus /cooks
professionally?
What do you call this in English? (pointing at
object or part of the body).
CHILEAN CONNECTION
For more information on this section, see Page 8 of
the Introduction.
One of the most important requisites for language
teachers is to incorporate cultural material into their
teaching, both from the target language and from
their own mother tongue culture. This way, students
will be able to compare their daily reality with the
UNIT 2
new reality they are learning about. The objective of

this section is to provide students with samples of
their own culture, but in the target language.
Students work in pairs or small groups. This is a
particularly challenging text, so be prepared to
provide support, help with vocabulary, or have
dictionaries at hand. You can also elicit / give some
key vocabulary before students begin to read:
Free trade agreement = acuerdo de libre comercio
Strengthen = reforzar
Measures = medidas
To guide students reading, you can write questions
like these on the board for students to read the text
and find the answers. You can check answers orally
with the whole class, or ask students to compare
answers with other pairs / groups. Avoid using these
questions as a testing device; their purpose is to help
students to read and find the answers, focusing their
attention on particular points.
What other important points are also mentioned?

The promotion of sustainable development,
cooperation in conservation, protection and
improvement of the environment, the promotion
of effective and economically efficient
environmental measures.
What is an important aspect of the agreement of
environmental cooperation?
The promotion of transparency and the public
participation in environmental management.
What have Chile and Canada done in connection
with this?
Both countries have created web sites of the
agreement.
What for?
To provide clear and updated information on
the subject.
Questions and answers

Which countries are mentioned in this text?
Chile and Canada.
Why are they mentioned?
Because they signed a free trade agreement.
When did this happen?
In February 1997.
What two parallel agreements does this
agreement contain?
An agreement of work-related cooperation and an
agreement of environmental cooperation.
What are the main objectives of the agreement?
To strengthen cooperation between both
countries and to ensure the efficient application of
internal environmental laws and regulations.
TWO OF THE ELEMENTS
83
PAGES 46 - 48
TEST YOUR KNOWLEDGE
READING RYANS STORY
1. c.
2. a. 1998: the year Ryan learnt that people did
not have clean water to drink. He decided
that raising money for these people would be
a good thing and worked for four months to
earn some money.
b. US$70: the first money Ryan earned to help
people who didnt have clean water to drink.
c. 16: the number of countries that have
received water and sanitation projects from
Ryans foundation.
d. 621,712: the number of people who have
benefited from Ryans project.
3. a. False. b. False. c. True. d. True.
4. a. To earn money to build a well / to help
people who were dying because they didnt
have clean water to drink.
b. The need for clean water around the world.
c. He plays basketball and ice hockey, and loves
playing video games.
d. He will be attending the University of Kings
College in Halifax, Nova Scotia.
LISTENING A RADIO QUIZ

23
5. a. ii. b. i. c. ii. d. ii. e. i.
6. a. Music. b. tickets. c. disco. d. before. e. line.
7. a. the Rolling Stones. b. Maroon Five. c. on the
line. d. Seventeen. e. songs.
LANGUAGE
8. a. If / When the weather is good, we will go to
the seaside.
b. When / If he knocks on the door, I / someone
will open the door. / Unless he knocks on the
door, nobody will open the door. / I wont
open the door.
c. If / When you give me some money, I will
wash the dishes. Unless you give me some
money, I will not wash the dishes. I will not
wash the dishes unless you give me some
money.
9. a. If. b. Unless. c. Unless.
SPEAKING
10. Assign points according to these criteria.
Task
Talked to a partner using all
the expressions suggested.
Talked to a partner using most
of the expressions suggested.
Talked to a partner using some
of the expressions suggested.
Tried to talk to a partner, but
used very few or none of the
expressions suggested.
84
UNIT 2
Score
Language
Score
mistakes.

with comprehension.
Interaction
no hesitation.
mistakes and a lot of hesitation.
Score
3
2
1
0
Final
Score
UNIT 2
WRITING
11. Students use the information in the interview in Lesson 1 to write a letter. Draw students attention
to the number of words the letter should have in each paragraph and in total. Assign points
according to these criteria.
Task
Changed the whole interview
into a correct letter.
Changed most of the interview
into an appropriate letter.
Changed some of the interview
into an acceptable letter.
Changed very little of the
interview into a letter.
Score
4
3
2
1
Language
mistakes.
mistakes.
TRANSCRIPT LISTENING A RADIO QUIZ
23
The presenter speaks with a British accent. Jenna speaks with

a Scottish accent. Jack speaks with an American accent.
Presenter: The prize, a Maroon Five concert ticket for two, is
sponsored by the Music Netline. Remember, if you
answer the question correctly, you can get two
tickets to a concert. So call us now and in the
meantime, Ill repeat the question: Which popular
band from the 70s is named after the elements?
Yes. I hear we have the first caller.
Hello, there! Whats your name?
Jenna: Jenna.
Presenter: So, Jenna, whats the answer to our question?
Jenna: Im not that sure, but I think it must be the
Rolling Stones.
Presenter: Sorry, Jenna. Wrong answer, so therell be no
tickets for you tonight.
Jenna: What a pity! I really love Maroon Five.
Presenter: Maybe next time. Here comes the question again:
Which popular 70s band is named after the
elements? I can also add that they played a fusion
of disco, funk, and jazz. And here comes a small
sample of their music.
Come on, the questions really easy. Yes? Another
caller. Whats your name? Hello? I think were
having some technical problems.
Sorry, no luck.
Score
Presentation
Score
Correct spelling and letter format.
2
1
0
A few spelling mistakes, slightly

incorrect format.
Several spelling mistakes, rather
incorrect format.
A lot of spelling mistakes,
incorrect format.
Final
Score
2
1
0
Yes, we have somebody else on the line.

Jack:
Hi, Jack here. I think I know the answer.
Presenter: Now, are you sure?
Jack:
Well, Im pretty certain. Of course, its a band that
played long before my time.
Presenter: How old are you, Jack?
Jack:
Seventeen.
Presenter: Yes, its a band your dad probably listened to.
Jack:
Actually, it was my mother, and I think its Earth,
Wind, and Fire. Am I right?
Presenter: Absolutely! Three elements out of four. And what a
band it was! Jack, you win two tickets to a Maroon
Five concert on Sunday in Detroit. Please stay
on the line to take your details. And you, listeners
enjoy a few more songs with this band.
FINAL REFLECTION
their groups.
PAGE 49
SELF EVALUATION
Introduction.
TWO OF THE ELEMENTS
85
Go through the different parts of the self-evaluation

sheet with students.
PAGES 50 - 51
SYNTHESIS TESTS UNITS 1 & 2
Answers
READING - TWO LETTERS
These two texts are in American English.
1. a. I. b. I. c. II. d. II.
2. a. upstairs or in a high place. b. calm / reassure.
c. people than to property. d. in danger.
24
LISTENING A NEW ROLE
3. a. The interviewer. b. Miley. c. The interviewer.
d. The interviewer. e. Miley.
4. a. teen. b. nearly. c. leaves. d. cool .
LANGUAGE
5. a. If you dont listen to the radio all the time, you
will not know if the flood is subsiding.
You will not know if the flood is subsiding if
you dont listen to the radio all the time.
b.If you dont stay calm and relaxed, others
around you will panic.
Others around you will panic if you dont stay
calm and relaxed.
6. a. iii. b. ii. c. i.
7. a. therefore. b. although. c. so.
WRITING
8. Students use the information in the units and in the test to write advice on what to do if there is an
earthquake. Assign points according to these criteria.
86
Task
Score
Wrote appropriate advice

in the whole letter.
Correct spelling and letter

format.

in most of the letter.

mistakes.
A few spelling mistakes and

slightly incorrect format.

in some parts of the letter.

mistakes.
Several spelling mistakes

and rather incorrect format.
Most of the advice in the

letter is inappropriate.

A lot of spelling mistakes

and incorrect format.
UNIT 2
Language
Score
Presentation
Score
Final
Score
UNIT 2
SPEAKING
Task
Talked to a partner about natural
disasters, offering appropriate advice
and tips.
disasters, offering mostly appropriate
advice and tips.
disasters, offering some appropriate
advice and tips.
Tried to talk to a partner about
natural disasters, but couldnt offer
appropriate advice and tips.
Score
Language
Score
Presentation
Score
mistakes.

no hesitation.
Very few language

mistakes.

1.5

Language mistakes
interfered with
comprehension.

TRANSCRIPT - LISTENING - A NEW ROLE
24
Both speakers have an American accent. The script also uses

American spelling and vocabulary: favorite, a`dult, movie,
meter, center, learned.
Please note that the girl is not Miley Cyrus, but a
professional actress.
Interviewer: Favorite teen sensation Miley Cyrus has walked
away from her previous roles to embrace a new
coming of age. For her first adult role in The
Last Song, she shares an on-screen romance
with co-star and ex boyfriend Liam Hemsworth.
Was that very awkward, Miley?
Miley:
In the movie, I had to kiss him, which was no
problem, but the uncomfortable thing was that
I had to stand on a box because Liam is nearly
two meters tall!
Interviewer: In the movie, you play a teen who reluctantly
leaves her home in New York to spend the
summer with her father in a small southern
beach town, where she unexpectedly finds
romance. I understand the script was written
especially for you.
Final
Score
Miley:
Yes, can you imagine? It felt really cool. In fact, I

was blown away; a movie written especially
for me!
Interviewer: The movie centers on a death in the family and I
understand you drew on a personal experience.
Miley:
It was hard because certain scenes made me
think about the time when I lost my best friend.
When she passed away a while ago, there were
moments when I couldnt breathe and I felt sick.
I couldnt even switch on the TV because I
thought of nothing else but her, but making the
movie made me appreciate my own family
more. I learned to never let a day go by without
telling my family that I love them. I dont know
what Id do if anything happened to my
parents. My heart hurts just thinking about it.
TWO OF THE ELEMENTS
87
PHOTOCOPIABLE ADDITIONAL ACTIVITY UNIT 2

Lesson 2 The First Conditional
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21
22
23
24
16
15
14
13
12
11
10
Snake: go down.
Ladder: go up.
Sun: move forward 3 spaces.
Write the short instructions above on the board. Tell students to work in groups and re-write the instructions
in the First Conditional using if, when and unless. Photocopy the snake and ladders board by the number of
groups in the classroom.
Examples:
If you land on number 29, you should go up.
When you land on a snake, you must go down.
Unless you land on a sun, you cannot move forward 3 spaces.
88
UNIT 2
UNIT 2
ADDITIONAL READING TEXT UNIT 2

To build a fire (abridged version)
II
The man continues to walk down the trail. He
comes to a frozen stream called Indian Creek. He
begins to walk on the snow-covered ice. It is a trail
that will lead him straight to Henderson Creek and
his friends. As he walks, he looks carefully at the ice
in front of him. Once, he stops suddenly, and then
walks around a part of the frozen stream. The ice is
thin. If he steps there, he will break through the ice
into a pool of water. To get his boots wet in such
cold weather might kill him. His feet will turn to ice
quickly, he could freeze to death.
III
At about twelve o'clock, the man decides to stop to
eat his lunch. He takes off the glove on his right hand.
He opens his jacket and shirt, and pulls out his bread
and meat. This takes less than twenty seconds. Yet, his
fingers begin to freeze. He makes a fire, beginning
with small pieces of wood and adding larger ones. He
sits on a snow-covered log and eats his lunch. He
enjoys the warm fire for a few minutes. Then he stands
up and starts walking on the frozen stream again.
IV
Half an hour later, it happens. At a place where the
snow seems very solid, the ice breaks. The man's
feet sink into the water. It is not deep, but his legs
V
He works slowly and carefully. At sixty degrees
below zero, a man with wet feet must not fail in his
first attempt to build a fire. While he was walking,
his blood kept all his body warm. Now that he has
stopped, cold is forcing his blood to withdraw
deeper into his body. His wet feet have frozen. He
cannot feel his fingers. His nose is frozen, too. The
skin all over his body feels cold. Now, however, his
fire is beginning to burn more strongly. He is safe.
He sits under the tree and thinks of the old men in
Fairbanks. The old men told him that no man
should travel alone in the Yukon when the
temperature is sixty degrees below zero. Yet here
he is. He has had an accident. He is alone. And he
has saved himself. He has built a fire.
VI
Those old men are weak, he thinks. A real man can
travel alone. If a man stays calm, he will be all right.
The man's boots are covered with ice. Suddenly,
without warning, a heavy mass of snow drops
down. His movement has shaken the young tree
only a tiny bit, but it is enough to cause the
branches of the tree to drop their heavy load. The
man is shocked. He sits and looks at the place
where the fire was. He holds the blazing matches to
a piece of wood. After a while, he becomes aware
that he can smell his hands burning. Then he
begins to feel the pain. He opens his hands, and the
blazing matches fall on to the snow. The flame goes
out in a puff of gray smoke.
TWO OF THE ELEMENTS
89
The man walks down the trail on a cold, gray day.

Pure white snow and ice cover the earth for as far
as he can see. This is his first winter in Alaska. He is
wearing heavy clothes and fur boots, but he still
feels cold and uncomfortable. The man is on his
way to a camp near Henderson Creek. His friends
are already there. If he hurries, he will reach
Henderson Creek by six o'clock this evening. It will
be dark by then. His friends will have a fire and hot
food ready for him. A dog walks behind the man.
It is a big gray animal, half dog and half wolf. The
dog does not like the extreme cold; it knows the
weather is too cold to travel.
get wet to the knees. The man is angry. The

accident will delay his arrival at the camp. He will
have to build a fire now to dry his clothes and
boots. He walks over to some small trees. He puts
several large pieces of wood on the snow, under
one of the trees. He pulls off his gloves, takes out
his matches, and lights the fire. He feeds the young
flame with more wood. As the fire grows stronger,
he gives it larger pieces of wood.
VII
The man looks up; the dog is still watching him. The
man gets an idea. He will kill the dog and bury his
hands inside its warm body. When the feeling comes
back to his fingers, he can build another fire. He calls
to the dog. The dog hears danger in the man's voice;
it backs away. The man calls again; this time the dog
comes closer. The man reaches for his knife, but he
has forgotten that he cannot bend his fingers. He
cannot kill the dog because he cannot hold his knife.
VIII
The fear of death comes over the man. He jumps
up and begins to run. He feels warm. If he runs far
enough, he will reach his friends at Henderson
Creek. They will take care of him. It feels strange to
run and not feel his feet when they hit the ground.
He falls several times. He decides to rest a while. As
he is lying in the snow, he notices that he is not
shaking. He cant feel his nose, or fingers, or feet.

Yet, he is feeling quite warm and comfortable. He
realises he is going to die. The man closes his eyes
and floats into the most comfortable sleep he has
ever known.
IX
The dog sits facing him, waiting. Finally, the dog
moves closer to the man and catches the smell of
death. The animal throws back its head. It lets out a
long, soft cry to the cold stars in the black sky. And
then it turns and runs toward Henderson Creek,
where it knows there is food and a good fire.
Source: London, J. (1902), (adapted by de Sanctis D. for the Voice of America

Radio). To build a fire. Retrieved on February 16, 2012, from
http://www.voanews.com/learningenglish/
home/a-23-2009-01-10-voa1-83143117.html
1. In Unit 2 you learnt about the elements and natural disasters.

What element is the short story about?
a. The weather.
b. Snow.
c. Fire.
3. Read the story again and copy all the sentences in the First Conditional.
2. Why do you think we never know the mans or the dogs name?
a. The writer didnt know their names.
b. The writer wanted to protect their identify.
c. The writer wanted us to think that this situation could happen to anybody.
90
UNIT 2
UNIT 2
EXTRA TEST UNIT 2

READING AN EARTHQUAKE PROTECTION PLAN
-Original Message
@gmail.com ]
Sofia [mailto: sofia2012
From:
12, 13:52
Wednesday, July 13, 20
Sent:
James Oswald
To:
plan
Earthquake protection
Subject:
Dear James,
English
Created by: Author and
Love
Sofia
rthquake.
students if there is an ea
its
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pr
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tri
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sch
o told us about an
You asked me how my
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loc
r
ou
m
fro
r
ito
vis
vital points
a
Today we had
e. He told us about some
ak
qu
rth
ea
an
of
se
ca
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evacuation plan in th
ocedures.
planning evacuation pr
en
wh
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mi
in
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we must
and with
nutes with our teachers
mi
few
a
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tak
ld
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acuation plan. He told
ev
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should walk
our families at
me or school. Then we
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plan a second
would be to sketch
tails. Next, we should
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through each room and
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it is located. He asked
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earthquakes happen pe
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I hope you find th
local Emergency Office.
editors
TWO OF THE ELEMENTS
91
LISTENING - A HORSE WITH NO NAME
1 Read the text and answer these questions.

4 pts.
a. Where is the school visitor from?
b. What special equipment is mentioned in
the mail?
c. Why do we need to prepare ourselves for
earthquakes?
d. What numbers should we have at hand if
there is an emergency?
2 Read the text again. Underline and correct the

false information in these sentences.
3 pts.
a. First of all, he suggested we should take a few

minutes with the Emergency Officers to
discuss an evacuation plan.
b. He asked us to mark on the plan the place
where our family members are located.
c. We must write down important addresses,
such as police, fire, paramedics, and
medical centres.
a. There was sand / sound, and hills, and rings.

b. It felt good to be out of the city / rain.
c. I was looking at the river bank / bed.
d. After nine days, I let the horse run far / free.
e. Under the cities, lies a heart made of gold /
ground.
3 Read the mail once more and find phrases used

by the writer that mean the same as these.
3 pts.
a. Decide where you are going to meet.
25 Listen and circle the word you hear. 5 pts.
25 Listen again and fill in each blank with

5 pts.
one word.
a. On the first part of the journey the person

saw
, and
, and
, and things.
b. We should consider an alternative way to get
out of each room or area.
b. According to the poem, the

a desert with its
is
underground.
LANGUAGE
6 Choose the best option to complete the

sentences.
c. We should make a picture of the floor.
92
UNIT 2
a. If Oliver doesnt phone you today,

i. he will do it tomorrow.
ii. he will go to the party.
b. If you give me a 10% discount,
i. I will not return.
ii. I will buy two of those.
5 pts.
UNIT 2
c. Unless you ask Florence politely,

i. she will not help you.
ii. she will talk to you.
d. When people get together,
i. there is trouble.
ii. they can achieve great things.
e. Unless Vance works really hard,
i. he will pass the test.
ii. he will not pass the test.
SPEAKING
8 Take turns to ask and answer these questions.
10 pts.
a.
5 pts.
you do your homework now,

youll be free all day tomorrow.
we tell her
b. Joanna will be sad
the dog has run away.
c. Youll be really tired tomorrow
you dont go to bed soon.
you do it well, I wont be able
d.
to accept your work.
Irene keeps practising, shell
e.
get better.
9 Choose one of these issues and prepare an
action plan. Do not use more than 60 words.

10 pts.
a. A fire prevention plan.
b. An evacuation plan.
c. A school anniversary celebration plan.
0
to 10
11
to 24
KEEP TRYING
REVIEW
25
to 37
38
to 50
50
PTS
TOTAL
or unless.
7 Fill in the blanks in these sentences with when, if
a. What will you do if you get a poor mark in

this test?
b. Who will you phone if you know you are
going to get home late?
c. Where will you go if you want to celebrate
your birthday?
d. What will you say if you meet your ex
boyfriend / girlfriend in the street?
e. Where will you go if you want to buy tickets
for a very popular concert?
WRITING
TWO OF THE ELEMENTS
93
UNIT
PROFESSIONS
LEARNING OBJECTIVES
READING: to read CVs and other types of related texts such as tips and
articles that contain the communicative functions of expressing
suggestions and recommendations and offering and applying for jobs,
consider the importance of writing the appropriate CV and of observing
correct professional conduct, and
predict and validate predictions by scanning.
find specific information by matching titles and headings with
extended information.
relate and summarise contents using written texts and pictures.
LISTENING: to listen to job advertisements on the radio that contain the

communicative functions of describing jobs and offering suggestions
and recommendations, consider the importance of relating the right
person and the right job, and
discover the order in which information is mentioned by numbering
items.
identify specific information and transfer it into graphic organisers.
correct alternatives.
WRITING: to write a Curriculum Vitae following a provided model,

using a computer application.
SPEAKING: to prepare for and role play a job interview as an

interviewer and as an interviewee, asking for and offering suggestions
and recommendations.
If available, use of complementary material such as English language newspapers and magazines with
the classified ads section and other job advertisements. A good online source is http://www.jobisjob.co.
uk and http://www.job4good.com. For comparison, you can use Chilean magazines and newspapers with
job offers.
definitions, printed handouts, library material, notes.
94
UNIT 3
PAGE 52
INTRODUCTION
Form groups and ask them to read the objectives
of the unit and make comments on the things
they already know, what they can do, what will be
new, etc.
Elicit from students what values they think will
be paid more attention to and ask them to
anticipate what issues will be discussed in
connection with them.
Always remember that the learning styles of your
students vary.
Auditory learners prefer to receive ideas and
information by hearing them. These students may
struggle with reading and writing, but are really
good at memorising spoken words such as lyrics.
Visual learners prefer to receive information by
seeing it. Typically these students pay a lot of
attention to detail. They are less likely to speak in
class than auditory learners. Use lots of visual aids
with such students.
Kinaesthetic-Tactile learners learn best via
movement and touch. These students are often
labelled hyperactive because they tend to move
around a great deal. They may take many notes
and learn best when allowed to associate contents
with physical movement.
PAGE 53
1 Explain to students that this page of each unit
will contain activities meant to identify and

activate their previous knowledge of the topic
and related vocabulary, to establish the starting
point for the activities that will follow. They will
also help to detect weaknesses that will require
extra work and support and to contextualise
the contents that will be developed, and
present cognitive challenges.
Give students time to form groups and discuss
the exercises that can be done in groups;
encourage them to reflect and be honest when
doing those that require individual responses.
Discuss with students or ask them to talk in groups

about the jobs they would like to have in the future.
Talk about their families and friends and the jobs
they have.
UNIT 3
Ask students to read the business cards (1 4) and

match the professionals with the job descriptions
(a d). Make sure that students understand the
vocabulary. Tell them that the pictures in the cards
will help them to guess. Give them four or five
minutes to complete the activity.
Answers
Card 1 d. Card 2 c. Card 3 b. Card 4 a.
2 Ask the students to work on their own and
complete the sentences with their own ideas.

After they finish ask them to work in pairs or
small groups and compare their answers. Tell
them that most of their answers will be different
and that it is important to express their own
opinions and respect others opinions.
3 This can be a general class discussion. Ask
students which jobs they would like to do and

why and which jobs would definitely not be for
them. Always encourage discussion and
involvement even if it is in Spanish.
4 Ask students about the places where they think

people can look for jobs. Ask them if they know
where their friends or family members got their
jobs. Tell them to begin their answers with:
People should / people might
Tell your students previewing the text in order to

analise its main elements is a useful strategy that
supports comprehension.
PAGES 54 - 55
Before starting this unit, the students need to know:
the Simple Present.
the Simple Future.
PROFESSIONS
95
1 Ask students to read the examples and draw
conclusions about the characteristics of modal

verbs. Check their answers orally. Ask for and
offer more examples.
Answers
i, ii, iii.
Modals are special verbs which behave irregularly in
English; they do not take an s in the third person
singular, they use not to make the negative form,
even in the Simple Present and the Simple Past, and
they are followed by an infinitive without to. Many
modal verbs cannot be used in the Past tense or the
Future tense.
Some common modal verbs: can - could may
might must - ought to - shall should - will would.
Answers
a. They must to decide today. (X)
Modal verbs are followed by an infinitive
without to.
b. Candy shoulds exercise more. (X)
Modal verbs do not take an s in the third
person singular.
c. Do you can play the guitar? (X)
Modal verbs do not use auxiliaries.
3 This exercise further develops students ability

to identify and to apply modal verbs. Check
answers orally.
Answers
a. must. b. is eating. c. is. d. can.
4 Students will frequently be asked to establish
the type of text they are reading in order to

identify characteristics that may help them to
understand or to define the purpose of their
work. If it is a narrative text, then most
commonly the purpose of reading is
entertainment; if it is a manual or a guide, the
purpose will be to receive instructions or orders.
Ask students to have a quick look at the texts
and establish which one is a CV, justifying their
choice. Then they answers questions b. and c.
2 Ask students to work individually, check
answers with a partner, and then share them

with the rest of the class.
Answers
a. Darryl and Emily might buy a house next year.
d. You mustnt swim in this river because the
current is very strong.
e. Annie and Burt need not worry.
g. It is possible Janet will visit Tom in Boston.
ADDITIONAL ACTIVITY
You can ask fast learners to do this activity on their
own and then write it on the board to share it with
the class. Invite them to explain why the sentences
are correct or incorrect.
Mark the correct sentences with a tick () and
the incorrect sentences with a cross (X).
a.
They must decide today.

They must to decide today.
b.
Candy shoulds exercise more.

Candy should exercise more.
c.
Can you play the guitar?

Do you can play the guitar?
96
UNIT 3
Answers
a. Text B. b. IT engineer. c. A printer.
29 Students use their own ideas to complete

the sentence; then play the recording they will
be working with in the listening lesson for them
to compare both sentences.
UNIT 3
++
PAGE 56
LESSON 1 READING
PREPARING A CV
BEFORE YOU READ

modal verbs and their special characteristics;
the format and elements of a Curriculum Vitae;
how to find specific information in written texts.
If possible, bring some English language magazines
or newspapers with job advertisements. If not,
bring Spanish language newspapers and magazines
to show students the section(s) where people
usually look for jobs.
Ask students to look at the cartoon and discuss it.
How do they understand the word responsible? Why
is the cartoon funny?

Tell students to form small groups. Read the

questions with them and ask them to answer
and discuss them.
Ask them to present their findings / opinions to
the rest of the class. Do students have the same
experiences / opinions?
2 + (Learning ability: to connect pictures and topic).

Ask students to look at the four pictures and
describe them. Tell them to read the list of
suggested qualities for each job. Tell them to pay
close attention to the structure: You should .
Answers
a. Picture 4 - ambulance driver.
b. Picture 2 - trapeze artist.
c. Picture 3 - party entertainer.
d. Picture 1 - wildlife photographer.
3 ++ (Learning ability: to connect topic, general

knowledge, and personal opinions).
This exercise deals with students own

experiences, interests, and feelings. Given that
they are about to finish their secondary
education, they probably think quite a lot about
what they want to do after they finish school.
Make this discussion as personal as possible and
encourage presentation and acceptance of
different points of view.
PAGE 57

Ask students if they have ever written a CV. In

what situation? Have they sent or presented the
CV? Were they successful in getting the job they
had applied for? Was it difficult to include all the
information they wanted?
A wealth of CV samples can be found at
http://www.cv-service.org .
They are downloadable in pdf and can be used
for the class.
Ask students to read the list of headings. Which
headings do they think should be included in a
CV () and which ones should not ()? Which
information is optional (?)?
Do not check their answers at this stage.
Students match the suggestions (a d) with the

jobs in the pictures (1 4).
PROFESSIONS
97
AVOID THIS MISTAKE

Tell students to have a quick look at the texts and
find sentences with apply for, which is a false
cognate.
False cognate
Apply for
Mistake
Spanish aplicar (apply)
Correct meaning
Postular
Ask students to copy and do this exercise in their

notebooks.
Circle aplicar and underline postular in these
sentences:
a. Apply sun lotion to your face and neck.
b. Lisbeth has applied to join the army.
c. Maxwell is applying for a scholarship to Australia.
d. The students are applying pressure to get
longer holidays.
e. They are applying the new technology
to farming.
f. You should apply in person.
Answers
Aplicar: a., d., e. Postular: b., c., f.
WHILE YOU READ
5 ++ (Learning ability: to find and match specific

information, identifying correct patterns).
The reading text has three components: an

article on CV writing PREPARING A CV (Page
58), tips for CV writing (Page 59), and a sample
CV template (Page 59). Tell students to first have
a look at the sample CV. Ask them to read the
headings (a f) and then place them back in
the sample CV (I VI).
Answers
a. VI. b. I. c. V. d. II. e. III. f. IV.
AVOID THIS MISTAKE

Draw students attention to points e. Employment
History and f. Education History in Exercise 5. Elicit /
Provide the difference between history and story.
History: (noun) 1. all the events that happened in
the past.
Example: These events changed the course of history.
2. The study of past events as a subject at school or
university.
Example: Ms Allen is our history teacher.
3. A written or spoken account of past events.
Example: Burl Davies is writing a new history
of Ireland.
4. A record of something that happened frequently
in the past life of a person, family or place; the
set of facts that are known about sbs past life.
Example: Dr Campbell read her patients medical
history very carefully.
Story: (noun) 1. a description of events and people
that sb. has invented in order to entertain people.
Example: Grandpa read the children an
adventure story.
2. An account of what happened to sb. or of how
sth. happened.
Example: The police didnt believe Anettes story.
3. An account of past events or of how sth. has
developed.
Example: Bryce told us the story of his life.
4. A report in a newspaper, magazine, or news
broadcast.
Example: Jocelyns activities appear in a front
page story.
Tell students to copy and do this exercise in their
notebooks.
History or story? Fill in the blanks in these
sentences with one of the two words.
a. Have you heard the
our school?
98
UNIT 3
of the ghost in
UNIT 3
b. Id like to listen to a summary of the two main

news
from tonights news.
.
c Julian is studying to get a degree in art
about a dolphin.
d. Lets invent a
of bad behaviour in class.
e. Lionel has a
of earthquakes in Chile is very long.
f. The
g. World War I was a turning point in human
.
?
h. Would you like me to tell you a
Answers
a. story. b. stories. c. history. d. story. e. history.
f. history. g. history. h. story.

Tell students to discuss their choices in Exercise
4 with other students. Then ask them to check
their predictions and also compare with a
classmate; were they the same or different?
Answers
(): a., b., c., f., g. (?): e., j. (): d., h., i.
7 + (Learning ability: to find specific information).

Scanning is a technique often used when
looking up something in the telephone book or
in a dictionary. People look for key words or
ideas. In most cases, they know what they are
looking for, so they are concentrating on finding
a particular answer. Scanning involves moving
the eyes quickly down the page seeking specific
words and phrases. Scanning is also used when
one first finds a resource to determine whether
it will answer ones questions. We often use
scanning when the objective is to find specific
information, as in this case.
Answer
Party entertainer.
Did you know that
8 ++ (Learning ability: to relate information and

draw conclusions).
Tell students to work in small groups. Ask them

to read the tips on Page 59 and decide which
of them should be expressed as a positive
recommendation - should - and which ones as a
negative recommendation - shouldnt. Once
they place the correct word in the provided
blanks, ask them to read the whole tip aloud.
Do the tips sound correct? Check answers orally.
Answers
Tip 1: You should.
Tip 2: You should / you
should.
Tip 3: You should.
Tip 4: You should.

Tip 5: You shouldnt.
9 ++ (Learning ability: to locate information by

comparing and discriminating).
This is another application of the scanning

technique. Students look for specific required
information in the tips. Check answers orally.
Answers
a. Tip 2 and Tip 5. b. Tip 4. c. Tip 3. d. Tip 6.
10 +++ (Learning ability: to find supporting

information).
Answering questions helps students to get the

gist of a text. Ellict right information and ask
students to share their answers.
Answers
a. You need a CV to apply for a job, to apply for a
scholarship, to be admitted to a university, to
apply for speaking engagements, lectures,
conferences, or to publish your work.
b. You can explain what you have included in
the CV.
c. You should promote your qualities and skills and
avoid your shortcomings and problems.
PROFESSIONS
99
To support comprehension, encourage students to

stop and retell the story as they go through the
paragraphs.
PAGE 60
AFTER YOU READ
11 ++ (Learning ability: to consolidate vocabulary).

It is advisable to check if students have
assimilated key words from the reading text.
Frequently, an exercise is provided in the
Students Book, as in this case. However, you
can design your own exercises, given that you
know what your students might find difficult.
You can do this exercise as a competition; the
winner is the student who first gets the four
words and writes them correctly on the board.
Answers
a. interview. b. scholarship. c. advertisement.
d. employer.
ADDITIONAL ACTIVITY
Write a list of words on the board in their root form:
Admit
Compete
Market
Apply
Employ
Publish
Common
Engage
Spell
Ask students to go back to the text and find the

derivatives from the root words. Some of them
might have more than one form.
Admit - admission.
Common - commonly.
Employ - employer.
Market - marketing.
Spell - spelling.
100
UNIT 3
Apply - applying.
Compete - competition.
Engage - engagement.
Publish - publishing.
OPTIONAL ACTIVITY
You can give fast learners an additional and
challenging activity. You can either write this list on
the board or photocopy it.
Tell students to find out the meaning of these
prefixes and then write as many derivatives using
them as possible. Once they finish, ask them to
share their work with the class.
anti bio gastr/o kilo micro out trans
Example:
Tele: television, telephone, telegraph.
Possible answers
anti (against):
antisocial, anti-depressant, antiseptic, etc.
bio (life):
biology, biologist, bionic, biosphere, etc.
gastr/o (stomach):
gastronomy, gastrointestinal, gastritis, etc.
kilo (one thousand):
kilogram, kilometre, kilobyte, etc.
micro (very small, a millionth):
microbe, microbiology, microscope, etc.
out (external):
outgoing, outside, outstanding, outsider, etc.
trans (across, beyond, change):
transport, transplant, transgenic, translate, etc.
12 ++ 26 (Learning abilities: to relate and put
information in a logical sequence / to imitate a

spoken model).
This exercise helps students to organise
information logically, the result being a sort of
summary of the key information for CV writing.
Ask them to work in pairs and read the
questions (a i) and the answers (i ix). Tell
them to write the questions and the
corresponding answers in their notebooks.
Play the recording for students to check their
work. Once everyone has written the
conversation in the correct order, ask them to
repeat after the recording and then practise and
role play the dialogue.
UNIT 3
PAGE 61
Answers
e. viii. g. iv. c. v. h. iii. f. ii. a. i. d. ix.
i. vi. b. vii.
Language Note
RECOMMENDATIONS AND SUGGESTIONS
Learning tip
Help them to divide the dialogue into meaningful
chunks to practise.
26
A has an Indian accent and B has a British accent.

A: When should I use a CV?
B: When you apply for a job, or a scholarship, or a grant.
A: Why should my CV be concise?
B: Because no employer will want to read a CV several
pages long.
A: Should I type or write my CV by hand?
B: Its better to type, as its more readable.
A: Why should my CV look nice?
B: Because first impressions are important.
A: Why is it important to check spelling and grammar?
B: Because employers pay attention to grammar and spelling
errors.
A: How many times should I check my CV for errors?
B: As many times as necessary.
A: What happens if I lie about my work experience?
B: You might be caught out because employers often do a
background check on candidates.
A: Would you recommend that I include my photo in the CV?
B: Only if you are a model or an actor and your appearance is
important.
A: Should I tell my future employer about my experience as a
party entertainer?
B: Only if you are applying for a position in the entertainment
business.
This section deals with different modals we can use

to express suggestions and recommendations:
should, ought to, might want to.
Should and ought to have the same meaning. They
are used to give advice, or say what the right thing
to do is.
Draw students attention to ought to; its own form
contains the particle to.
Example: We ought to go right now.
The negative and interrogative forms of ought to are
used rarely.
Example:
They ought not to speak so loud.
Ought Marion to study so late at night?
Might is most commonly used to express
possibility, but we can also use it to make
suggestions or requests, although this is less
common in American English. It is never used in the
negative form to offer a recommendation or a
suggestion.
Answers Point 3
You might want to prepare yourself...
Below is a list of things you should and should not
do.
You will find an example of a CV you should fill in
as practice.
You should prepare for the job requirements.
You should use clear formatting.
You should be neat.
You should check your spelling.
You should not use text boxes.
You should not include the reasons...
You should not lie about your experience.
You should not include a photo.
Your employer might want to judge...
PROFESSIONS
101

language point).
This exercise uses everyday activities students

might encounter. Ask them to offer appropriate
recommendations and suggestions. After they
have written the sentences, tell them to justify
their choices. Help them along with prompts
and questions: why should the man not drive
and talk on the phone at the same time? Why is
it important to be well-mannered when we
share a meal?, etc.
Possible answers
Picture 1: The man should not / ought not to talk
on the phone while driving.
Picture 2: The girl should wear different clothes to
a job interview.
Picture 3: The boy should mind his table manners
/ shouldnt put his elbows on the table.

evaluate learning).

students understand them clearly and set a time
subject once more to make sure they are ready
two or three units.
102
UNIT 3
Possible answers
1. You should / ought to eat more healthy food
and watch your diet.
2. You might want to talk to her / him and forget
about your differences.
3. Sheila should not drive without a driving
licence. She ought to pass a driving test.
4. You might want to talk to them and ask them to
turn the volume down.
5. He should inform the police immediately and
get a new ID card.
ADDITIONAL ACTIVITY
You could take this opportunity to look at the
different uses of the word licence
Do you think that you have licence (permission) to
behave any way you want?
They have a licence (authorisation) to use the
Word and Excel programs.
The restaurant is licensed to use the Disney
characters.
He has a licence (degree) to teach primary and
secondary school.
PAGE 62
15 + (Learning ability: to identify the use of capital

letters in proper names).
Although capital letters are not really an aspect

of punctuation, it is convenient to deal with
them. Talk students through the use of capital
letters in the names of companies, organisations
and brand names. Ask them to read sentences
a e and circle all the words that are spelt with
a capital letter.
UNIT 3
(Learning ability: to write a text applying a

provided pattern and making use of a computer
application).

review and discuss offered tips;
learn how to prepare a CV;
discriminate between important and
unimportant information;
use a computer application in English;
review their own and their classmates work.
This is an individual task; organise it carefully so
that all the students have access to the
computer: faster students can use it first while
slower students prepare their drafts. Ask
students to read the instructions carefully and
answer any questions they may have. Make sure
they go back to the CV template and check
once again all the information that should be
included in a successful CV. Ask them to re-read
the tips (1 4), to know what to include or not.
Ask them to exchange the CVs and proof read
each others work. Highlight the importance of
respecting everyones work and offering
positive / constructive comments.
Organise a display of all the CVs in the classroom.
PAGE 63

strategy box. Explain to them that note-taking is a
useful strategy that can help them select the
relevant information to include in their CV. Also,
point out that the use of contractions must be
avoided in this type of text.
concerning important values explicitly or

implicitly stated in the texts and activities.
Tell them to work in groups and share their
answers with other groups.
familiar with.
during the process, and what have I
learnt?after the process.
Refer students again to the first exercise in the
unit, encourage them to share answers in their
groups and / or with the whole class, and
motivate them to substantiate their answers.
++
PAGE 64
LESSON 2 LISTENING
ADVERTISING FOR JOBS

making and validating predictions in oral
messages;
finding specific information in oral messages.
BEFORE YOU LISTEN

Refer students back to Exercise 4 on Page 53,

where they discussed sources to find job offers.
Ask them to indicate which ones, in their
opinion, are the best places to look for jobs.
Have they or their friends / relatives found jobs
through one of them? Ask them to talk about
their own / their friends experiences when
applying for jobs.
17 (Learning ability: to reflect on the contents of
the lesson, relate them to own experiences, and

express value judgements).
This is a roundup exercise where students have
to reflect on what they have learnt in the lesson
in terms of abilities, content, and language. It
also encourages them to express their opinions
PROFESSIONS
103
2 + (Learning ability: to identify the correct
sequence of events in order to organise the

parts of a text).
Tell students to describe the cartoon and match
each picture with the corresponding sentence
(a c). Write these sequencing words on the
board and ask students to match them with
those provided in the exercise: After that Last
Second Then To begin with. Then, tell
them to sequence the actions using different
sequencing words.
Possible answers
First / To begin with - a. - Picture 2.
Next / After that / Second / Then - b. - Picture 3.
Finally / Last - c. - Picture 1.
ADDITIONAL ACTIVITY
Ask students to think of an event they know about,
an article or book they have read, or a film they
have seen and write three sentences about it
without using sequencing words. Tell them to mix
the sentences up and read them in random order to
the rest of the class. The other students must put
the sequence of events in the correct order using
sequencing words. The student who wrote the
sentences indicates if the sequence is correct.
Choose several students to do the same.

Ask students to work in pairs or small groups.

Tell them to read the statements (a h) and rank
them from the least to the most important
characteristic when choosing a job or profession.
Tell pairs / groups to compare their choices.
4 + (Learning ability: to make predictions).

Students try to predict the subject of the text
they are going to listen to, based on the previous
exercise. Do not check answers at this point.
Remember that predictions help to increase
students motivation and interest, as they
connect what they are going to listen to or
read with their background knowledge, clues
104
UNIT 3
from the text or previous activities, and their

own expectations.
The predicting process must be then
rationalised (why?), checked (through reading /
listening) and substantiated (proved). This is
done in a subsequent exercise in the While you
Listen / Read part of the lesson. Always make
sure that predictions are checked once students
have listened to or read the text.
5 ++ 27 (Learning ability: to compare English

and Spanish sounds).
The pronunciation of the sound /r/ in English is

often difficult for Spanish speakers as it is much
softer, rolling than in Spanish. There is also an
important difference between the
pronunciation in British and American English.
In British pronunciation, the letter r is usually
silent, unless it is followed by a vowel, either in
the same word or in the next.
Examples: In car, tower, inform, first, the r is
silent because it is not followed by a vowel.
However, notice what happens in this sentence:
That tower on the hill is new. The r in tower is
pronounced because the next word begins with
a vowel.
In red, foreign, print, the r is pronounced
because it is followed by a vowel in the same
word.
In American English, the r is always pronounced,
even if it is not followed by a vowel.
Give students plenty of examples of both types
of pronunciation.
Answers
a. The sound is different in Spanish.
b. Single r or double r are pronounced the same in
English; in Spanish, single r is pronounced as a
tap between and after vowels: para, carta, perla,
duro, etc. and as a strong roll in initial position:
rato, rudo, reto, rico, robo, etc. Double rr is always
pronounced as a strong roll: ferrocarril, perro,
carro, error, etc.
UNIT 3
around culinary experience hiring Mediterranean

necessary races regular required restrictions
resume salary secretary starring write
WHILE YOU LISTEN

Play the recording once or twice and ask
students to check their predictions in Exercise 4.
Check answers orally.

evaluation of pronunciation, focusing on the
production of the sound /r/, but also
considering general pronunciation.
Feedback: words are not recognisable: needs a
lot of extra pronunciation work; words are
recognizable, but many sounds are just like in
Spanish: good, but could improve with extra
pronunciation work; most sounds just like a
native speaker would say them: very good,
could try to help classmates who did poorly.
6 + 28 (Learning abilities: to identify and

pronounce key words).
Tell students that these key words will appear in

the listening texts, and that it is important that
they know their meaning and what they sound
like. Go through the words with them, give
them a few minutes to check meanings in
dictionaries, and then play the recording. First
they only listen to the words and then they
listen and repeat.
Answers
Crew = all the people working on a ship, plane,
etc. = tripulacin. Crowd = a large number of
people. = multitud. Feature film = a main film with
a story. = pelcula de fondo. Frustrated = feeling
annoyed and impatient because you cannot do or
achieve what you want. = frustrado/a. Hiring =
employing people for a short time to do a
particular job = contratando. Shoot = an occasion
when somebody makes a film = filmacin.
TRANSCRIPT VOCABULARY
PAGE 65
27
Answers
a., b., e., g., h.
8 ++ 29 (Learning ability: to identify sequence).

Read the three names of jobs with the class and
make sure students identify the correct
pronunciation. Ask them which of the three
jobs they find the most interesting. What are the
advantages and disadvantages of each one?
Then play the recording at least once more so
that students can identify the words in the
recording and place a number next to each one,
indicating the order in which they appear.
Check answers orally.
Answers
1. Assistant chef. 2. Film extra. 3. Legal
secretary.
9 ++ 29 (Learning ability: to transfer

information to a graphic organiser).
Ask students to copy the chart into their

notebooks, making it bigger than in the book;
this way, they will be able to place all the
necessary information. Play the recording again.
Ask different students to complete the chart on
the board.
28
crew crowds feature film frustrated hiring shoot
PROFESSIONS
105
Answers
Job
Working
title
hours
Assistant Ten to twelve
chef
hours per day,
seven days a
week, for six
weeks at a
time.
After that,
two weeks
off.
Film
9 am - 6 pm
extra
for ten
continuous
days.
Legal
Regular work
secretary hours, from
nine to five.
Salary Location
Good.
30
dollars
a day.
How to
apply
Cruise ship. Application
letter to
Jennifer Spells,
of The
Mediterranean
Cruise
Company.
Not
Call Noel at
mentioned. 07 - 654 32 56.
20,000 Outside
dollars Brisbane.
a year.
Contact Tanya
Wood on
07 - 324 30 33
or at tanya.
wood@ hays.
com.au.
10 + + 29 (Learning ability: to discriminate

This is an activity to improve fine listening skills
and help students to discriminate between
words / sounds. It might be necessary to play
the relevant parts of the recording more
than once.
Answers
a. prepare and serve. b. resume. c. types. d. in
cinemas.
29
TRANSCRIPT - LISTENING - ADVERTISING FOR JOBS
All the speakers have an Australian accent.
Announcer: If you are looking for a job, listen carefully to these
advertisements from our community service.
Speaker I: If you enjoy cooking, love travelling around the
world and have the necessary qualifications, youd
better pay attention to this one. The
Mediterranean Cruise Company is looking for an
assistant chef. Its a full time position for this
106
UNIT 3
summer so, if job stability is your thing youd

better not apply for this job. You will be required to
prepare and serve meals to both passengers and
the crew. The salary is good, but you should be
able to work ten to twelve hours per day, seven
days a week, for six weeks at a time. After that,
you get two weeks off. You should have a
minimum of two to four years experience in the
culinary or restaurant industry, and extra training
is available. So, if you want to apply for this job,
youd better get your resume ready because the
interviews are starting next week.
Interested parties should send their CV and a short
letter of application to Jennifer Spells, of The
Mediterranean Cruise Company, PO Box 201,
Sydney.
Speaker II: This one will certainly attract the crowds. Ever
considered yourself a frustrated entertainer? Youd
better get your pen ready and write down the
details because this is the job for you. Aussie Films
is looking for 35 extras for a major feature film
starring Daniel Craig and Emma Watson. Extras
should be on set from 9am to 6pm for ten
continuous days. Lunch and snacks will be
provided during the shoot. There are NO
restrictions - the film company needs all types of
people, all races, any age, and any nationality. The
bad news is that you get paid only 30 dollars a
day, but the up side is that youll see your face in
cinemas around the world.
Call Noel on 07 - 654 32 56.
Speaker III: And last but not least anyone looking for fast
promotion and extra benefits should apply for
this job. A law firm is hiring a legal secretary.
Salary: 20,000 dollars per year. To be considered
for this position, candidates should have
extensive previous secretarial experience in the
legal industry. Youd better have your own car
too because the firm is based outside Brisbane.
Regular work hours, from nine to five. To apply
or to find out more information, please contact
Tanya Wood on 07 324 30 33 or at tanya.
wood@hays.com.au
UNIT 3
AFTER YOU LISTEN
11 + (Learning ability: to infer the relationship

between content and new information).
This exercise is based on Blooms taxonomy of

learning. Through this exercise, students apply
their cognitive learning and also get emotionally
involved with a situation, expressing their
opinions and attitudes. They combine the six
steps defined by Bloom as necessary for an
effective and complete learning process.
1.Knowledge: arrange, define, duplicate, label,
list, memorise, name, order, recognise, relate,
recall, repeat, reproduce, state.
2.Comprehension: classify, describe, discuss,
explain, express, identify, indicate, locate,
recognise, report, restate, review, select,
translate.
3.Application: apply, choose, demonstrate,
dramatise, employ, illustrate, interpret,
operate, practise, schedule, sketch, solve,
use, write.
4.Analysis: analyse, appraise, calculate,
categorise, compare, contrast, criticise,
differentiate, discriminate, distinguish,
examine, experiment, question, test.
5.Synthesis: arrange, assemble, collect,
compose, construct, create, design, develop,
formulate, manage, organise, plan, prepare,
propose, set up, write.
6.Evaluation: appraise, argue, assess, attach,
choose, compare, defend, estimate, judge,
predict, rate, core, select, support, value,
evaluate.
Taken from: Designing and Managing MCQs: MCQs and Blooms
Taxonomy. Retrieved on May 18, 2009, from:
http://www.coun.uvic.ca/learning/exams/blooms-taxonomy.html
Answers
a. Film extra. b. Assistant chef. c. Legal secretary.
PAGE 66
Language Note
HAD BETTER VERSUS SHOULD

This section deals with the differences between
general and specific recommendations, namely
should versus had better. Both of them express an
emotional, practical, or other reason for doing
something, but in the case of had better we refer to
a specific situation, while should is used for general
recommendations.
Had better is also used to say what is the best thing
to do in a situation that is happening now. In most
cases, had better is stronger; the speaker sees the
action as necessary and expects that it will happen.
Example:
Wed better hurry or well miss the train.
Also, with had better, there is always a danger or a
problem if you dont follow the advice.
Should only means it is a good thing to do while
had better implies that there will be bad
consequences.
Both should and had better are followed by an
infinitive without to.
Examples:
You should come immediately.
Id better go immediately.
More useful information can be found at http://www.
englishgrammarsecrets.com/hadbetter/menu.php
12 ++ (Learning ability: to consolidate a

language point).
Help students with prompts and questions to talk

about the situations in the photos. What is
happening? Why? How can the situation be
changed? Tell students to read the three statements
and then write a recommendation using had better
for each one. Check answers orally.
PROFESSIONS
107
Possible answers
a. Youd better take the bike to the garage and get
the tyre repaired. - Picture 3.
b. Youd better get inside and get out of the rain.
Picture 1.
c. Youd better not swim now; the waves are too
big. Picture 2.
OPTIONAL ACTIVITY
Photocopy or draw this table on the board. Ask fast
learners to match the two parts of sentences to
express recommendations.
Youd better find
You might
to finish by 6 oclock.
for directions.
the key or we will not be able to get into the
We should try
house.
Theyd better ask
want to cook some vegetables with the fish.
Jack should not swim some suntan lotion.
Wed better use
in the pool because he is too small.
13 ++ 30 (Learning ability: to consolidate a
language point / to imitate a spoken model / to

role play a monologue).
Ask students to work in groups of three or four.

Help them to revise when we use might, had
better, and should. Tell them to read the
monologue and share ideas to complete it. Play
the recording several times, first for them to
check their answers, and then to listen, repeat,
and practise the monologue. Suggest they
divide the text among the members of the
group so that each student practises only three
or four lines. If this is too difficult for your class,
form groups of more students. Choose a few
groups to role play the monologue in front of
the class.
Answers
See transcript.
108
UNIT 3
30
The employer has a German accent.

Employer: The rules are simple. You should arrive at 8:30 am and
leave at 6 pm. You should never be late. As soon as you
arrive, you should mark your attendance card in the
employee time clock. You should also mark it before
leaving.
We work from Monday to Friday, but you might get a
few extra hours once a month, on a Saturday morning.
You can either come by car or you can take the bus. You
might want to talk to your colleagues to ask where to
take it.
We all have lunch here in the shop, so youd better
bring your lunch; the nearest restaurant is 20 minutes
from here!
The warehouse where youll be working is quite dusty,
so we will give you a uniform; you should wash it every
week, either at home or ask someone to do it for you.
Youd better talk to Mrs Stephens about it she knows
some people who do this kind of work.
You might have some questions later, so youd better
write them down and I can answer them next week.
You might also want to talk to the other employees
about other issues.
Well, good luck on your first day!
PAGE 67

evaluate learning).

UNIT 3

two or three units.
Possible answers
a. Hed better tell his parents right away.
b. Shed better leave the cat alone.
c. Hed better turn off the gas.
d. Theyd better hurry up or theyll miss the bus.
15 APPLICATION TASK SPEAKING
(Learning ability: to create and role play a job

interview).
Introduction.
It is important to prepare the setting for the
exercise. Make sure that the classroom is turned
into an interview room it will help students to
get the feeling of a real interview situation. Let
them work in groups they feel comfortable
with. In groups, they choose the job they like
the most and assign or draw roles
interviewees and interviewers. They can later
change roles.
Give them at least 10 minutes to prepare the
questions indicated in the instructions. At this
stage, they can read them from their notes.
The interview should last between five and
eight minutes. Go around the room to different
groups to check pronunciation and grammar.
role play being interviewers and interviewees;

ask for and give feedback on performance;
talk about how they felt playing the different
roles;
evaluate their own and others performance.
Draw students' attention to the Speaking target

strategy box. Make sure they focus on creating
questions, as questions are central elements in a job
interview.
contents of the lesson and relate them to own

experiences).

with other groups.
Metacognition is a term that most teachers will
recognise - it refers to thinking about how a
person thinks, and is one of the most
important tools for lifelong learning. It is thus
important to teach students the components of
metacognition. It involves before, during, and
after learning activities that require reflection.
Teach students to ask, What am I supposed to
learn? early in the process, How am I doing?
during the process, and What have I learnt?
after the process. It will then help them to apply
what they have learnt in real life situations.
Make notes to give students feedback after the

exercise.
At the end, ask students how they felt. Were
they comfortable with their roles? What was the
most difficult task? How could they improve
their performance? Discuss their body language
and gestures. Ask the interviewers what they
thought about the interviewees and vice versa.
adapt a CV to their own needs;
PROFESSIONS
109
ADDITIONAL ACTIVITY
Time is usually short when teaching, so there is a
tendency to omit wrap up exercises. Most teachers
say that their lessons usually end in one of three ways:
1. the rest of the lesson that could not be finished
in class is assigned as homework;
2. the teacher wraps up the lesson quickly because
the class has come to an end;
3. the teacher asks: Are there any questions?
(to which the answer is usually silence).
It is of the utmost importance to do a wrap up
activity (see notes on Blooms taxonomy of learning
on Page 112 of this book). If there is no wrap up,
three whole parts of the learning process are
missing.
1. Analysis
2. Synthesis
3. Evaluation
Here are a few other wrap up activities applicable to

this lesson and to other end of class activities.
Give students one minute to write the most
important thing(s) they learnt, the biggest
question(s) they still have, etc.
Ask students to write a note to themselves about
what they want to focus on in the next class /
week / course, etc.
Ask students to try and remember 10 points about
what they learnt in the lesson.
Ask students to name at least one word from the
lesson for each letter of the alphabet.
Allow each student the opportunity to think about
something they would do differently if they had
the day / class over again.
Have students draw a mind map of the
information they learnt in the class.
Give each pair of students an index card. Ask them
to write down everything they can remember
about the days content.
Adapted from: Meier, M. & Panitz, T. (2006). End on a High Note:
Better Endings for Classes and Courses. Let the Adventure Begin.
Retrieved on May 20, 2009, from
http://www.capecod.net/~tpanitz/tedspage
PAGES 68 - 69
Introduction.
1 Ask students to have a look at the three
advertisements, check vocabulary they might

not know, and then ask them to read and
complete the sentences (a f).
Possible answers
a. If you want to buy decorations for your cake,
you should visit The Cake House, at 94, Elm
Grove Rd, London.
b. If you want to decorate your house for your
party, you might go to Fiesta House, at 22,
Sydenham Road, London.
c. If you want to surprise your girlfriend on St.
Valentines Day, you might organise a Saint
Valentines Day party with products from Fiesta
House.
d. John wants to have karaoke at his birthday
party. He should contact DJ Services.
e. To contact DJ Services, you can go to their office
at 8d, Moss Hall Crescent, London, or phone
0786 456876, or e-mail them at jbtrex@
djservices.uk.
f. To get to Fiesta House, youd better find the lift.
AVOID THIS MISTAKE
Draw students attention to the first word in this
sentence of the second advertisement:
Live music, karaoke, DJ services, party presenters, etc.
Help them to notice that this is not the verb to live
/ l v / , but an adjective / lav/, meaning (of a
performance) broadcast, recorded, or seen while it
is happening.
Examples: This evening, there will be a live broadcast
of the debate.
This is a live recording of their latest concert.
This adjective also means alive, having life.
Examples: Millions of live animals are shipped
around the world each year.
110
UNIT 3
UNIT 3
There was a tank of live lobsters in the restaurant.

notebooks.
Circle the word live and write the correct
pronunciation, / l v/ or / la v/.
a. /_________/ Most of my friends live in the
country.
b. /_________/ Our local TV station is preparing live
coverage of the Olympics.
c. /_________/ Pamela needs to find somewhere
to live.
d. /_________/ Sams children still live at home.
e. /_________/ The interview was done in front of a
live audience.
f. /_________/ We saw a live rattle snake!
g. /_________/ Where do you live?
h. /_________/That club has live music most nights.
Answers
a./ l v / . b. / la v/ . c. / l v/. d. / l v/. e. / la v/.
f. / la v /. g. / l v/. h. / la v/.
2 Students use the visual clues to complete the

e-mail.
Answers
(1) supermarket cashier. (2) numbers. (3) pilot.
(4) licence. (5) school. (6) languages. (7) chemistry.
(8) like / love.
a. Celia is telling Julio that he should choose
something that he is good at and something
he really loves doing.
b. If he wants to be a supermarket cashier, he
should be good with numbers.
If he wants to work in tourism, he should be
good at languages.
If he wants to be a sports coach, he should be
good at sports.
If he wants to work in a pharmacy, he should be
good at chemistry.
ADDITIONAL ACTIVITY
Offering advice / suggestions / recommendations.
a. Prepare some 10 pictures cut out from a
magazine or a newspaper, depicting different
situations.
b. Show students one of the pictures, ask them to
describe it and then ask them:
i. What should this person do?
ii. What would you recommend?
iii. What would you suggest?
PAGE 70
JUST FOR FUN
Introduction.
Remind students that they should do the activities
on their own, without much intervention from you,
but help and support when necessary.
Answers
I. The men were musicians.
II. Not a single one because he has a pear tree.
III. The man carries the chicken across the river,
leaves the chicken, and comes back. He gets the
fox, leaves the fox, and gets the chicken.
He leaves the chicken and takes the corn.
He leaves the fox and the corn and gets the
chicken.
IV. He omits to count the camel he is on.
IV. The fat dog is the little dogs mother.
PAGE 71
CHILEAN CONNECTION
Let students read the section on their own and then
comment on it in their groups. Promote comparison
between the foreign and the Chilean contexts
encountered in this short text and in the unit,
making sure students give each one its own value.
Ask students if they have ever seen a lighthouse from
close up. What type of people do they think would
choose a job as a lighthouse keeper? What
characteristics would one need to do this type of job?
PROFESSIONS
111
PAGES 72 - 74
TEST YOUR KNOWLEDGE
Answers
READING WOMEN AND CLAY
1. a. Piln is a small rural town near Cauquenes,
in the Maule region.
b. The Piln women artists are known as the
loceras de Piln.
c. Delfina learnt her craft from her mother and
grandmother.
d. The women make their figures by hand and
dont use a wheel.
e. Delfina had 12 children.
f. For Delfina, it is an honour to be part of the
tradition.
2. a. At the handicrafts fair in Parque Bustamante.
b. She has long braids, bright eyes, and a
refreshing smile.
c. Her mother died.
d. Her daughter works in a car repair garage.
e. No, they dont. They think they should be
doing other jobs.
112
UNIT 3
LISTENING APPLYING FOR A JOB
32
3. a. i. b. ii. c. ii.
4. a. No, I have no mobile phone.
b. Here, in Montreal.
c. N 1223.
5. Personal Information:
a. First name: Jennifer
Last Name: Grant.
b. Address: Montreal, 235 Oak Street.
c. Home phone number: 359 62 79.
Mobile phone number: ---Employment History:
d. Last Position: nurse.
e. Where: Montreal Childrens Hospital.
f. Worked from: May to: November.
LANGUAGE
6. a. should I. b. should not eat. c. d better take.
7. If you are hungry, you should eat something.
Your head still hurts? Then youd better take
some aspirin.
When you go to Rio de Janeiro, you might want
to see Sugar Loaf Mountain.
UNIT 3
SPEAKING
8. Assign points according to the following criteria.
Task
Score
Correct description of problems and

appropriate advice.
Correct description of most of the
problems, mostly appropriate advice.
Correct description of some of the
problems, fairly appropriate advice.
Poor description of problems,
weak advice.
Language
Score
mistakes.

with comprehension.
Possible answers
A combination of ought to, had better, might want to.
a. A: I need to buy an inexpensive gift.
B: You might find something at the crafts fair.
b. A: Im in love, but I am keeping it secret.
B: You should tell the person how you feel.
c. A: Im not sure what to study in the future.
Presentation
Score

no hesitation.
Final
score
3
2
1
0
B: You should consider your skills and what you

really like.
d. A: I would really like to have a pet.
B: Youd better talk to your parents first, and then
visit a pet shop or a vet.
e. A:I would really like to invite him / her out.
B: You should call or text him / her now and
invite him / her to the cinema.
WRITING
9. Assign points according to the following criteria.
Task
Wrote the job advertisement
following all the indications.
following most of the indications.
following some of the indications.
Tried to write the job
advertisement, but followed very
few of the indications.
Score
4
3
2
1
Language
Practically no grammar
or vocabulary mistakes.
Very few grammar or
Some grammar and
Grammar and vocabulary
mistakes interfered with
comprehension.
Score
3
2
1
0
Presentation
Correct spelling, format, and number of
paragraphs.
A few spelling mistakes, slightly incorrect
format and number of paragraphs.
Several spelling mistakes, rather incorrect
format and number of paragraphs.
A lot of spelling mistakes, incorrect format
and number of paragraphs.
Score
Final
score
3
2
1
0
PROFESSIONS
113
TRANSCRIPT LISTENING - APPLYING FOR A JOB

The employer has a German accent.
Jennifer speaks with a Canadian accent.
32
Jennifer: Hello, is this Royal Victoria Hospital? I am calling

about the advertisement in yesterdays paper. Could
you put me through to the Personnel Department,
please?
(Pause)
Thank you. I will hold.
(Pause)
Hello, is this the Personnel Department?
(Pause)
Im calling about the ad in yesterdays paper. I would
like to apply for the position of nurse.
(Pause)
Do I have an application form? No, sorry; I dont.
Could I just give you the details on the phone?
(Pause)
Yes? Great! OK, Im ready.
(Pause)
Jennifer. Jennifer Grant.
(Pause)
Here, in Montreal. The address is Montreal, 235 Oak
Street. Phone number is 359-6279.
(Pause)
No, I have no mobile phone.
(Pause)
Fully qualified paediatric nurse.
(Pause)
Code? Im sorry.What code?
(Pause)
Oh, just hold on a minute. I will look.
(Pause)
Here it is. N 1223.
(Pause)
Yes, of course I can give you my employment history.
Im unemployed at the moment, but my last job was
at the Montreal Childrens Hospital. I was replacing a
nurse on maternity leave. I started in May and
finished in November.
(Pause)
114
UNIT 3
Thats right. The last day of November.

(Pause)
Salary? 420 dollars a week. It was just part-time
and I was replacing someone.
(Pause)
Excuse me? Could you repeat that, please? I think
theres something wrong with the line
(Pause)
When do you think youll be calling for an interview?
(Pause)
Sure, no problem. I do hope you call me. Yes. Thank
you so much. Bye.
FINAL REFLECTION
their groups.
PAGE 75
SELFEVALUATION
Introduction.
PHOTOCOPIABLE ADDITIONAL ACTIVITIES UNIT 3

Jobs
UNIT 3
1. Find 12 jobs and professions mentioned in the two lessons of this unit in this Word Search puzzle.
They are written horizontally or vertically in the grid.
PROFESSIONS
115
2. Match the professionals in column A, the places in column B and the tools he / she uses or the
clothes he / she wears in column C.
a. Write the corresponding words in the spaces provided. Use a dictionary if necessary.
b. Say sentences using the three elements. Add more if necessary.
Example: A lawyer works in a legal office. He / She uses lots of law books.
116
UNIT 3
UNIT 3
PROFESSIONS
117

Woman work, by Maya Angelou
WOMAN WORK
by Maya Angelou
Storm, blow me from here
With your fiercest wind
Let me float across the sky
Till I can rest again.
I've got the children to tend

The clothes to mend
The floor to mop
The food to shop
Then the chicken to fry
The baby to dry
I got company to feed
The garden to weed
I've got shirts to press
The tots to dress
The can to be cut
I gotta clean up this hut
Then see about the sick
And the cotton to pick.
Shine on me, sunshine
Rain on me, rain
Fall softly, dewdrops
And cool my brow again.
Fall gently, snowflakes

Cover me with white
Cold icy kisses and
Let me rest tonight.
Sun, rain, curving sky
Mountain, oceans, leaf and stone
Star shine, moon glow
You're all that I can call my own.
Taken from: Angelou, M. (1994), The Complete Collected Poems of

Maya Angelou. New York: Random House, Inc.
1. Read the poem and list at least five actions the woman must do.
2. What is the other subject of the poem, apart from work?

a. Entertainment.
b. Sports.
c. The weather.
3. In Unit 2 you learnt a structure that can be found in this poem. Which one is it?
a. The Imperative.
b. The First Conditional.
c. The Interrogative.
Maya Angelou was born in 1928; her parents divorced when she was only three years old, and she and
her brother, Bailey, went to live with their grandmother, whom they called Momma, in Stamps, Arkansas.
After going back to live with her mother in St. Louis, Maya was abused by her mother's boyfriend. Shortly
after his trial, her rapist was found murdered; Maya felt that she had killed him and for a while she
stopped speaking. Maya's early life is the subject of her autobiography, I Know Why the Caged Bird Sings
(1970). Her life story is continued throughout her other autobiographies.
At a very young age, Maya had to deal with many issues, such as her rape and her identity as a black
person. Her poetry "draws heavily on her personal history, but employs the points of various personae"
(Britannica Online 9/17/98). Maya Angelou's poetry is often short; the lines of the stanzas are often short
as well.
An incident that will forever keep Angelou's poetry in the mind of Americans is her delivery of a poem
that she wrote for President Clinton's inauguration on January 20, 1993. On a television programme,
Maya Angelou discussed this as her "crowning moment as a poet" (Hagen 134). Angelou was only the
second poet and first female to deliver a poem at such an event.
118
UNIT 3
UNIT 3
EXTRA TEST UNIT 3

READING - HOW TO SUCCEED AT JOB INTERVIEWS
, are looking for

your next job interview
t
ou
ab
us
xio
an
e
ar
d, and want to
If you
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tio
es
qu
h
ug
to
e
th
the site for you.
answers to
next great job, this is
at
th
r
fo
d
ow
cr
e
th
stand out from
and most
you getting the job,
ps
sto
at
th
n
tio
ac
y
just do
Often, it is some tin
interview candidates
of
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rit
ajo
m
st
va
e
it. Th
they leave the
people never realise
petition long before
m
co
e
th
of
t
ou
e
ar
not know they
interview room.
that next job
u. Before you go into
yo
to
en
pp
ha
at
th
think about if you
Do not let
of things you should
d
kin
e
th
ow
kn
to
t
interview, ge
e job.
really want to get th
hoping they
they are asked, and
ns
tio
es
qu
I.
at
wh
e
s waiting to se
rn up at job interview
Most interviewees tu
else. Learn how to
at is a mistake.
e job than anything
th
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tti
can just manage. Th
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th
wi
do
ve more to
interviewer.
the interview will ha
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all
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What you do before
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A good resume or CV
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Visual appearance
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ad
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are
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Some inte
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Adapted from: CP
PROFESSIONS
119
b. What is the young man doing?

i. Applying for a job.
ii. Asking for a favour.
iii. Requesting information.
c. What is the woman doing?
i. Asking difficult questions.
ii. Demanding clear answers.
iii. Offering useful tips.
1 Read the web page and put these headings

back into the correct places (I V).
a. The Interview!
b. Presenting Yourself On The Day
c. Final Words of Advice
d. Dos and Donts
e. Before The Interview
5 pts.
2 Read the text again and identify six actions

(that you should and you shouldnt do)
to succeed in a job interview. Write
them in the chart.
YOU SHOULD...
33 Listen to the conversation again and circle

6 pts.
the word you hear.
a. I saw an advertisement for a job that could /
might interest me.
b. Youll probably need / require an interview to
meet them face to face.
c. Education references are also quite / very
important.
d. You might also include / provide contact
information for the references you mention.
e. In an application form, the format is usually
free / set.
f. Most / Some cover letters are only three
short paragraphs.
33 Number the issues in the order they are

mentioned.
4 pts.
6 pts.
YOU SHOULDNT...
LISTENING - PREPARING A CV
a.
b.
c.
d.
Covering letters.
Information that must be included.
Organisation of document.
Proofreading of document.
LANGUAGE
6 Complete this advice for a new employee on

3
33 Listen to a conversation and choose the

3 pts.
best answer.
a. Who is the woman?

i. A consultant.
ii. A mother.
iii. An employer.
120
UNIT 3
his / her first day at work. Use should / shouldnt

/ had better and the verbs in the box.
5 pts.
arrive
a.
b.
c.
d.
e.
go to bed
listen
say
wear
You
clothes that are too casual.
early on the first day.
You
You
early the night before.
that your last job was better.
You
You
to any useful advice your
workmates give you.
UNIT 3
b. The test is next week.

I
c. Its getting cold.
You
3 pts.
now.
right now.
the window.
SPEAKING
8 Work in pairs and role play a conversation in
which Student A has to prepare her / his CV

and student B offers advice and
recommendations.
Use the expressions and the vocabulary you
learnt in the unit and pay attention to
pronunciation and intonation.
10 pts.
9 When sending a resume, most people include a
cover letter to introduce themselves. Imagine

you are applying for a job and write a cover
letter to introduce your CV. Remember that
most cover letters are only two or three short
paragraphs and they should capture the future
employers attention. Be careful with spelling
and grammar too.
10 pts.
0
to 10
11
to 25
KEEP TRYING
REVIEW
26
to 39
40
to 52
52
PTS
TOTAL
with a suitable recommendation.

a. Its getting late.
We
WRITING
7 Use had better to complete these sentences
PROFESSIONS
121
UNIT
BEING ACTIVE
LEARNING OBJECTIVES
READING: to locate specific information in itineraries and poems that
contain the communicative function of describing events from the
recent past, consider the importance of having a healthy and active
life, and
complete charts, programmes and itineraries.
identify specific components.
infer information.
sequence pictures and corresponding events.
LISTENING: to find and classify supporting and specific information

in a TV quiz that contains the communicative function of expressing
certainty and uncertainty, knowledge or lack of it and
compare and discriminate ideas.
find and match information.
provide correct answers.
identify speakers.
WRITING: to write an itinerary using own and provided ideas.
SPEAKING: to role play dialogues and monologues and participate in

a quiz, using knowledge from other areas.
Use additional materials such as travel brochures, cut-outs from English language newspapers and
magazines with travel destinations, sports articles, activities for young people, etc.
definitions, printed handouts, library material, notes.
122
UNIT 4
PAGE 76
INTRODUCTION
new, etc.
be paid more attention to, and ask them to
When teaching students from different
backgrounds remember that:
many factors affect early literacy and subsequent
performance, including aspects of their home
environment, school experiences, and community
resources;
students from rural and urban areas will have
different performance due to their geographic
location. Additionally, there may be differences in
educational backgrounds.
students should be treated as individuals and you
should try to get to know them in order to give
them the right type of assistance in class.
PAGE 77
activities that will follow. They will also help to
detect weaknesses that will require extra work and
support, contextualise the contents that will be
developed, and present cognitive challenges.
exercises that can be done in groups; encourage
them to reflect and be honest when doing those
that require individual responses.
Discuss with them or ask them to talk in groups
about the name of the unit, how active they think
they are, the importance of physical and mental
activity, etc.
1 Before doing this exercise, offer a few
UNIT 4
statements and ask students to say if they think

they are true or not, using the expressions
provided in the exercise: Im sure / not sure, Im
not quite certain, etc. Try to relate your
statements to the contents of this unit.
Examples:
Travelling by hot air balloon is really dangerous.
A hovercraft is a flying machine.
People do sports because they want to lead
healthy lives.
Ask students to read the statements and
express their certainty / knowledge about the
information provided.
At the beginning of the 20th Century, many efforts
were underway to become the first people to fly.
Most inventors of the day were impulsive and
undisciplined. They would build a plane one day
and try to fly it the very next day, with either
disastrous or simply unproductive results.
However, Orville and Wilbur Wright were much
more scientific and methodical in their approach.
As bicycle mechanics, the brothers believed in
testing out their ideas laboriously before
proceeding with further advancements. To help
gauge their progress, they built a wind tunnel - the
first one built for the purpose of checking an
aircraft wing design. In the years preceding their
first flight, the Wrights successfully conducted
almost a thousand flights in gliders before they
felt ready to begin production of a motor-powered
flyer. They requested a patent application for a
flying machine nine months before their
successful flight in December 1903. The first plane
flew to an altitude of 3 metres, travelled 40 metres,
and landed 12 seconds after takeoff. After making
two longer flights that day, Orville and Wilbur
Wright sent a telegram to their father, instructing
him to inform press.
Two British aviators, Alcock and Brown made the
first non-stop transatlantic flight in June 1919.
They flew a modified World War I Vickers Vimy
bomber from Newfoundland to Ireland.
An airship or dirigible is a lighter than air aircraft
that can be steered and propelled through the air
using rudders and propellers.
BEING ACTIVE
123
Answers
All the statements are true.
2 Ask students what they do to relax and if they

participate in any competitive activities. Ask
them if they know any competitive activities
that are not sports, like quizzes, karaoke
games, card and board games, etc.
Tell them to discuss the six pictures in pairs and

indicate which ones are competitive activities
and which ones are for relaxation only. Motivate
them to explain their answers.
Answers
For relaxation:
Picture 1: flying kites.
Picture 5: going to art galleries.
Picture 6: going to concerts.
Competition-based:
Picture 2: playing basketball.
Picture 3: flying in a hot air balloon.
Picture 4: swimming.
3 If the class is good, ask students to read the
adjectives on their own; if you think your

students will find this too difficult, ask some
students to write the list of adjectives on the
board and go through them one by one with
the class. Take advantage of the fact that many
of them are cognates and ask students how
cognates help them to understand texts or
spoken messages and how they can be
misleading some times.
Answers
Will vary, but check that students sentences make
sense and express their opinions.
PAGES 78 - 79
Before starting this unit, students need to:
recognise prepositions.
know how prepositions are linked with other words.
know how to tell the time.
recognise adverbs.
know how to classify adverbs according to their
role in a sentence.
124
UNIT 4
1 Before doing this activity, you can help students

to practise telling the time using a real, a toy, or
a cardboard clock. It is important that students
know how to tell the time both on analogous
and on digital clocks.
Answers
a. I usually get up at seven fifteen a.m. / quarter
past seven in the morning.
b. By seven forty five / By quarter to eight, I am
on the bus to go to school.
c. I have basketball training on Tuesdays and
Fridays at four thirty p.m. / half past four in
the afternoon.
d. My parents dont let me stay up late, so Im
normally in bed by ten p.m. / ten in the
evening.
2 Remind students that a preposition links
nouns, pronouns and phrases to other words in

a sentence. There are some 100 prepositions in
the English language and they are some of the
most commonly used words.
Answers
a. at. b. in. c. after. d. for. e. near, around.
BACKGOUND INFORMATION
A preposition usually indicates the temporal, spatial,
or logical relationship of its object to the rest of the
sentence. In these examples, a preposition locates
the noun book in space or in time.
Examples:
The book is on the table.
The book is under the table.
The book is leaning against the table. The book is beside the table.
Alison held the book over the table. Barney read the book in class.
3 Tell students that adjectives are frequently
followed by prepositions and although it is hard

to remember all the combinations, practice and
lots of reading help. Remind them that if a verb
follows the preposition, it ends in ing.
UNIT 4
Here is a list of common adjectives and the

prepositions that normally follow them.
accustomed to
aware of
doubtful about
fond of
opposed to
related to
similar to
afraid of
capable of
enthusiastic about
guilty of
pleased with
rich in
suitable for
answerable to
dependent on
excited about
interested in
popular with
satisfied with
suspicious of
attached to
different from
famous for
keen on
proud of
serious about
used to sth
Possible answers
a. I am good at English / math / sports / dancing.
b. I am keen on computer games / reading / pets.
c. I am thinking of you / the holidays / buying a
computer.
d. I often dream about travelling / babies / the
future.
e. I get excited about good films / winning a
prize / competitions.
f. I am fed up with the weather / studying / bad
TV programmes.
g. I am interested in music / famous writers /
learning.
4 Ask students to work in pairs and first have a
close look at the plan, then say the sentences

while looking at the plan, and finally complete
them in their notebooks.
Answers
a. on. b. next to. c. at. d. between. e. In / behind.
5 Revise with students the function of adverbs:
they are words that modify a verb (How did Chris

drive? He drove slowly.), an adjective (How fast
was Debbies car? She drove a very fast car.), or
another adverb (How slowly did Earl move? He
moved quite slowly down the aisle.).
Answers
Despite being still very young, my sister Pam loves
swimming and she swims really well. She tries to
swim everywhere we go, for example in a river or a
lake even a pond will do.
She has not swum in the ocean yet, but Im sure
she will one day.
She quite likes chatting on the Internet and she

often gets in touch with other swimmers who live
in other countries, to compare experiences. She
hopes that somewhere in the world there is a
person who has the same dream as she does to
swim in one of the big oceans.
Time passes really quickly when you talk about
your dreams and hopes, so she sometimes chats
for hours and she nearly forgets that she must go
to bed.
Manner
Place
Frequency Time
Degree
well
everywhere
often
still
very
quickly
somewhere
sometimes
yet
really
quite
nearly
Adverbs often tell when, where, why, or under what
conditions something happens or happened.
Adverbs frequently end in -ly; however, many words
and phrases not ending in -ly serve an adverbial
function and a -ly ending is not a guarantee that a
word is an adverb. The words lovely, lonely, motherly,
friendly, neighbourly, for instance, are adjectives.
These are some types of adverbs.
Adverbs of manner
Francis moves slowly and speaks quietly.
Adverbs of place
Gary has lived on the island all his life; he still lives
there now.
Adverbs of frequency
Hester takes the boat to the mainland every day;
she often goes by herself.
Adverbs of time
Irvin should be back before dark; its starting to get
dark now.
Jackie finished her tea first.
Keith left the party early.
Adverbs of degree
Lane speaks really quickly.
Mac is a very handsome man.
BEING ACTIVE
125
6 Inferring is a strategy used before, during and after
reading or listening. Predicting is a part of inferring.

Inferences need to be based on references in the
text and then mixed with background knowledge.
Students need to be taught how to infer what
words mean, the setting(s) of a story, the answers
to questions, what pronouns refer to, features of
characters, the underlying message from the
author, and to differentiate fact from opinion, and
explanations from events.
Notice the difference between assuming, which

is an inference not backed up by facts, and
inferring, which is based on evidence from the
text and sometimes on background knowledge.
Answer
b.
+ + PAGE 80
LESSON 1 READING
FLYING
BEFORE YOU READ

telling the time;
prepositions;
how prepositions are linked with other words;
adverbs;
the role of adverbs in a sentence.
37 Play the recording corresponding to the

Listening activities in Lesson 2 of this unit once
and ask students to circle the correct answer.
Answers
a. Manchester. b. Notting Hill. c. Julie. d. Stephen.
++
40 Play the recording corresponding to the

Listening activities in the Test your Knowledge
section of this unit once and ask students to tick
the correct answers.
Answers
I
II
a. A course starting next semester.
b. Teachers who are professional artists.

c. The need for comfortable shoes.
d. The translation of the activity from
Japanese.
III
Tell students to form small groups to answer

and make comments on the questions.
Answers
a. Icarus is a character in Greek mythology. He is
the son of Daedalus and is commonly known
for his attempt to escape Crete by flight, which
ended in a fall to his death when he got too
close to the sun, which melted the wax on his
wings.
b. Aeroplane, helicopter, glider, dirigible, shuttle,
rocket, hot air balloon.
c. The ozone layer is a layer in Earths atmosphere
which contains relatively high concentrations of
ozone (O3). This layer absorbs 9799% of the
suns high frequency ultraviolet light, which is
potentially damaging to life on earth. Over 91%
of the ozone in Earths atmosphere is present
here. It is mainly located in the lower portion of
the stratosphere from approximately 10km to
50km above Earth, though the thickness varies
seasonally and geographically. The ozone layer is
currently being damaged by the use of aerosols
and by human-produced pollution.
Taken from: http://en.wikipedia.org/wiki/Ozone_layer
126
UNIT 4
UNIT 4
2 + (Learning ability: to identify types of text

recognising patterns).
Ask students to examine and read the three

texts in detail. What differences can they see?
What are the similarities? Where can they find
these texts? Have they ever written a text
like any of these?
Answer
a. A programme. b. An itinerary. c. A timeline.
A programme is a specially arranged selection of
things to be done or a written or printed list of the
events, performers, etc., in a public performance.
An itinerary is a route or proposed route of a journey.
A timeline is a representation or exhibit of key
events within a particular historical period.
PAGE 81
3 ++ (Learning ability: to find meaning of words).

A wide and varied vocabulary is the first step to
success in language learning. These are some
important points to bear in mind in connection
with vocabulary learning.
Comprehension improves when you know
what words mean.
Words are the currency of communication. A
wide vocabulary improves all areas of
communication listening, speaking,
reading, and writing.
When children and adolescents improve their
vocabulary, their academic and social
confidence and competence improve too,
both in their mother tongue and in the target
language.
It is also important that students learn how to
use a dictionary. They will always need the skill.
Motivate students to focus on the title and read the

first paragraph of the text. Ask them to identify the
author's purpose and message. Explain to them
that previewing the text through these elements
will allow them to obtain this necessary
information. Emphasise that, when the author's
purpose and message are clear, it is possible to
facilitate comprehension a great deal.

It is important to interact with the text before,
during, and after reading, listening, or viewing
by setting a purpose, previewing the text,
making predictions, asking questions, locating
information for specific purposes, making
connections, etc.
Students predict the contents of the text they
are going to read from the alternatives given,
using also the title of the unit, the texts they
have examined, and the previous exercises.
Do not check answers at this point.
WHILE YOU READ

Students read the text quickly and check their
prediction in Exercise 4.
Answer
c.
Answers
a. harmful. b. wrath. c. take off. d. snacks / flight.
BEING ACTIVE
127
6 ++ (Learning ability: to transfer information to

a graphic organiser).
Students scan the text to find the required

information. Scanning is a reading strategy
involving rapid but focused reading of a text, in
order to locate specific information, looking for
particular details such as dates, names, or
certain types of words. It is processing a text at
high speed while looking for answers to specific
questions. When students use this technique,
they must begin with a specific question which
has a specific answer, for example, six places
around the world.
Answers
a. Rio de Janeiro, Stockholm, Australia, New York,
Hong Kong, Punta Arenas.
b. To do business, to meet relatives, to have fun.
c. Fumes, burning wood, contaminating
industries, aerosols.
d. Use cars less, recycle rubbish, protect our skin
and eyes.
7 ++ (Learning ability: to locate information).

Give students more time to read the text in detail.
This is a fairly difficult exercise and they might
need your help. Walk around the classroom to
offer help and tips. Check answers orally.
Answers
a. 7 a.m. b. 1 hour 15 minutes. c. we will check in
at the international counter. d. will board.
e. takes off at 11.00 am. f. snacks will be served.
g. takes 5 hours. h. will collect our luggage. i. will
take us to the hotel. j. at 5 pm.
8 ++ (Learning ability: to infer information from

provided evidence).
Inference is the process of drawing a

conclusion by applying rules (of logic, statistics,
etc.) to observations or hypotheses. It is a
technique that students will use in their
everyday life in many areas. We can infer the
meaning of signs in a foreign country (for
example, the no smoking sign).
128
UNIT 4
In this exercise, students read between the

lines, looking for the meaning that can be
guessed from the words.
Answers
a. i. b. i.
ADDITIONAL ACTIVITY
You can extend the inferring activity providing
other examples. You can use signs or sentences.
Ask students to copy and do this exercise in their
notebooks.
What can you infer from this sentence?
1. Travellers can take only one suitcase with them.

a. There is a limit of luggage permitted on the
plane.
b. The suitcase might get lost on the plane.
Answers
1. a.
Ask students to work in pairs and summarise the text

using two or three main ideas. Then, draw their
attention to the organisation of the text, asking
them: What goes first? What is the order of the
mentioned events? What are the most important ideas?
PAGE 84
9 ++ (Learning ability: to identify sequence).

After students have read the text a couple of
times, ask them to look at pictures 1 8 and put
them in the correct order. They should justify
their choices. As an additional activity, you can
ask them to write one heading for each picture.
Answers
3 5 7 4 2 6 1 8.
UNIT 4
AVOID THIS MISTAKE

In connection with the verb arrive, you can explain
to students that we generally use arrive in countries,
cities, towns or villages, and arrive at specific,
usually smaller places.
Examples:
The refugees arrived in Spain last Sunday.
Nowadays it is possible to arrive in Santiago from
practically anywhere in the world.
The volunteers arrived in Dichato to distribute clothes
and food.
The tourists arrived in La Tirana two days before the
festivity began.
The train arrived at the station 20 minutes late.
The manager arrived at the meeting with three of her
assistants.
When we arrived at the party, everyone was having a
wonderful time.
notebooks.
Circle the correct preposition, in or at.
a. As soon as we arrived at / in Pomaire we bought
a clay piggy bank.
b. My father usually arrives at / in work before his
colleagues.
c. My friends arrived at / in Germany in the middle
of a snow storm.
Answers
a. in. b. at. c. in.
10 ++ (Learning ability: to identify topic).

Read the poem aloud or ask some students to
do it. The meaning of the most difficult words is
given in the glossary. Ask students to identify
the subject of the text from the options given.
Ask them to indicate the key words that helped
them to answer.
Answers
b. From the words fire and steel, wheel, engine,
wings.
Did you know that
11 +++ (Learning ability: to find or infer specific

information / to infer information).
Ask students to write the answers to the

questions in their notebooks. Check orally.
Answers
a. They are participating in a sports competition.
b. They will go to play in Australia.
c. Because her science teacher told her that it is
being depleted.
Make students establish connections between the

text and their own reality by motivating them to
share a similar experience with their partners. This
personalisation will consolidate comprehension.
AVOID THIS MISTAKE
Elicit or explain to students the difference between
beach sea front - seaside.
Beach: an area of sand, or small stones (called
shingle) beside the sea or a lake.
Sea front: the part of a town facing the sea.
Seaside: an area that is by the sea, especially one
where people go for a day or a holiday.
Examples:
Our science class is planning a trip to the seaside.
Id love to stay at one of the beautiful hotels along the
sea front.
There were lots of tourists sunbathing on the beach.
notebooks.
BEING ACTIVE
129
Fill in the blanks in these sentences with the best

alternative, beach, seaside or sea front:
a. A day at the
is what I need to recover my
energy.
, so
b. It was an unusually quiet and solitary
we put our towels on the sand and had a picnic.
c. The children brought their rackets to play tennis
.
on the
and had a
d. We rented a house on the
fantastic view of the sea.
Answers
a. seaside. b. beach. c. beach. d. sea front.
AFTER YOU READ
Language Note
PREPOSITIONAL PHRASES
See notes on Page 8 of the Introduction.
A prepositional phrase begins with a preposition
and ends with a noun, pronoun, gerund, or a clause,
the object of the preposition. In this book, we mainly
deal with simple prepositional phrases, but be aware
that a prepositional phrase might end in a clause. A
prepositional phrase will function as an adjective or
an adverb. As an adjective, the prepositional phrase
will answer the question Which one?
Example: The house in the middle of my street
is white.
As an adverb, a prepositional phrase will answer
questions such as How? When? or Where?
Example: We bought it before yesterdays class.
Subjects and verbs can NEVER be found in
prepositional phrases. We can use parentheses to
mark them; then, when looking for the subject and
verb of the sentence, it will narrow down the search.
Example:
The boy by the window on the other side of the
room was looking over his shoulder at the pretty girl
in the hall.
130
UNIT 4
The boy (by the window)(on the other side of the

room) was looking (over his shoulder)(at the pretty
girl)(in the hall.)
they can find more information on prepositional
phrases, at the end of Page 85 of their books.
share information with you and with their classmates.
Answers Point 3
We are taking a plane to Rio de Janeiro. (Where?)
Our basketball teams are participating in the
South American inter-school competition.
(Where?)
Last week, we got the itinerary from the travel
agency. (Where?)
We must get up really early to catch the bus to the
airport. (Which bus?)
They travel around the world to do business.
(Where?)
I have my passport ready in my handbag.
(Where?)
After we check in our luggage, well go through
International Police control. (When?)
I asked for one next to the window. (Where?)
I wonder if I can see the ozone hole from the air.
(Where?)
Ozone is a kind of gas in the atmosphere.(Where?)
Theres a big ozone hole near Punta Arenas.
(Where?)
All the nations in the world are now trying to help.
(Which nations?)
It shouldnt take that long and well be at the
hotel. (Where?)
After a short rest, we will go and visit the place of
the competition. (When?)
OPTIONAL ACTIVITY
Photocopy these two poems and ask fast learners
to underline the prepositional phrases and compare
the results with a classmate. Later, they can share
the exercise with the rest of the class.
Poem 1: With arms wide open song by CREED
Well, I just heard the news today;
It seems my life is going to change.
UNIT 4
I close my eyes, begin to pray,

Then tears of joy stream down my face.
With arms wide open
Under the sunlight,
Welcome to this place.
Ill show you everything
With arms wide open.
Poem 2: Over the River (anonymous)
Over the river and through the wood,
To grandfathers house we go;
The horse knows the way
To carry the sleigh
Through the white and drifted snow, oh!
Oh, how the wind does blow!
It stings the toes
And bites the nose,
As over the ground we go.
Answers
With arms wide open
Well, I just heard the news today.
It seems my lifes going to change;
I close my eyes, begin to pray,
Then tears of joy stream down my face
With arms wide open
Under the sunlight,
Welcome to this place.
Ill show you everything
With arms wide open.
Over the River
To grandfathers house we go;
The horse knows the way
To carry the sleigh
Through the white and drifted snow, oh!
Oh, how the wind does blow!
It stings the toes
And bites the nose,
As over the ground we go.
PAGE 85

language point).
Ask students to use a pencil to underline the

required phrases. Check answers orally.
Answers
a. According to Jenny, the plane left half an hour
ago.
b. I cant complete the report without the relevant
information.
c. In the case of a disaster, call this number.
d. Put the posters on your bedroom wall.
e. The text was corrected by a professional
translator.
f. They studied in England for six months.
13 ++ (Learning ability: to consolidate a language

point / to identify collocations).
The prepositional phrases in the exercise are

coined expressions that do not change.
Answers
a. for ages. b. under control. c. at the latest.
d. for instance. e. In the meantime. f. by the
window.
Learning tip
Help them to notice that these suggestions will
help them to learn collocations.
Prepositions are words that appear in front of nouns
or their substitutes (pronouns or noun phrases).
Some frequently used prepositions are about,
above, across, as, at, before, beneath, by, except, for,
from, in, inside, like, near, of, on, over, since, than,
towards, under, up, with.
Prepositions are nearly always combined with other
words in prepositional phrases.
BEING ACTIVE
131
Prepositional phrases can be made up of different

words, but they tend to be built in the same way: a
preposition followed by a determiner and an
adjective or two, followed by a pronoun or noun,
called the object of the preposition. This whole
phrase, in turn, takes on a modifying role, acting as
an adjective or an adverb, locating something in
time and space, modifying a noun, or telling when
or where or under what conditions something
happened.
ADDITIONAL ACTIVITIES
Write these sentences on the board, and invite

students to complete them with their own ideas,
individually or in pairs. You can give Fast learners
only the collocations for them to write their own
sentences.
a. We waited for ages outside the ___________.
b. We had everything under control before ___.
c. A: ___________________________________?
B: _________________________ at the latest.
d. Follow some simple suggestions to improve
your English; for instance, ________________.
e. The meeting wont start until four oclock. In
the meantime, _________________________.
f. Whenever I sit by the window, ____________.
Bring to class any text cut out from a newspaper

or magazine, or photocopied from a book; ask
students to circle all the prepositions and
underline all the prepositional phrases they can
find. As prepositions are very common parts of
speech, students are bound to find lots of them.

This exercise has a double aim: it helps students
to practise writing / asking questions
(something that most students always find very
difficult) and to apply what they have learnt
about prepositional phrases. Ask them to use
the pictures provided as props.
Possible answers
a. B: Where do you always take a walk?
A: We always take a walk on the seafront / on
the beach / by the sea.
b. B: Where did you put the chair?
A: I put the chair by the window / in the
sunlight.
c. B: When can we meet?
A: We can meet next Friday, in the evening / on
Friday, at lunchtime, etc.
PAGE 86
15 34 QUICK SELF-CHECK (Learning ability: to

evaluate learning).

subject one more time to make sure they are
ready to continue with the rest of the unit.
two or three units.
Answers
a. in. b. to. c. in. d. around. e. by. f. from. g. By. h.
at. i. of. j. on. k. in. l. after. m. for. n. to.
16 ++ 34 (Learning ability: to role play a
conversation / to imitate a spoken model).
132
UNIT 4
UNIT 4
After checking students answers in Exercise 15,

ask them to work in pairs. Encourage them to
introduce their own ideas wherever possible
and then role play the dialogue. Monitor
pronunciation and intonation. Make sure they
use the useful expressions in the box.
Answers
Will vary, but see transcript to check the parts that
are the most likely to be replaced (indicated in
bold).
evaluation, using the criteria in the Speaking
section of the Test your Knowledge of this unit,
items Language and Interaction to identify and
provide feedback on performance.
34
Phil has a British accent and Antonia speaks with a Chilean
accent.
Phil:
Did you have a good time in Rio?
Antonia: Yes, and we did lots of things. First of all, we went
to the beach.
Phil:
What was the water like in the ocean?
Antonia: Really warm!
Phil:
How did you move around the city?
Antonia: We mainly walked, but we also visited a few
places by bus.
Phil:
What else did you do?
Antonia: Apart from playing basketball, we visited the
Botanical gardens.
Phil:
Ive heard they are really big.
Antonia: They are! By the time we got to the end I could
hardly walk.
Phil:
And how was the flight?
Antonia: Great and scary at the same time, because of the
funny feeling you get in your belly at take-off
and landing!
Phil:
Did you get a snack on the plane?
Antonia: Yes, and we also had lunch.
Phil:
What time did you arrive in Santiago?
Antonia: Just after 10 am.
Phil:
Who was waiting for you?
Antonia: My mum and dad.
Phil:
Would you recommend a visit to Rio?
Antonia: A hundred times yes!
PAGE 87
17 + (Learning ability: to apply some

punctuation rules).
The full stop is a punctuation mark indicating a

strong pause. It is used most commonly at the
end of a complete sentence. It is sometimes
called the period.
The stop is also used following many
abbreviations. However, full stops are not
necessary after the capital letters used as
abbreviations for titles of organisations and
countries, like NATO (North Atlantic Treaty
Organisation), BBC (British Broadcasting
Corporation), UK (United Kingdom).
Possible examples
a. Dell sent me an e-mail for my birthday.
b. Reynolds Ltd. have hired a new General Manager.
c. Where are you, Mr Black?
(Learning ability: to write a text using provided

and own ideas).

Introduction.
improve their team building skills;
participate in a guided discussion;
agree or disagree on certain items;
do some basic Internet research;
brainstorm and make lists of ideas;
revise their own and their partners work.
Ask students to read the instructions carefully
and work in groups to prepare a real or
imaginary itinerary. One example might be their
ideal class trip; it can be a national or an
international destination, but they must
investigate the place and the means of
transport they would use.
In the brainstorming part of the exercise,
encourage them to use expressions such as Im
sure / not sure, I agree / disagree, etc.
BEING ACTIVE
133
Tell students to check spelling and grammar

before they present their itinerary to their
classmates.

strategy box. Have them make a diagram in their
notebook and organise their notes using the
categories in the box.
19 (Learning ability: to reflect on the contents of

the lesson and to relate them to personal
experiences, expressing value judgements).

lesson in terms of content and language and
decide if what they have done has helped them
to talk about the topic of the lesson. Encourage
students to discuss their answers to the
questions in small groups, and to give and
support their opinions with respect for their
classmates at all times. Pay special attention to
question b., to answer which they will have to
evaluate behaviour and moral issues.
familiar with.
during the process, and what have I
learnt?after the process.
++
PAGE 88
LESSON 2 LISTENING
A COMPETITION

adverbs
classification of adverbs according to their role in a
sentence.
134
UNIT 4
BEFORE YOU LISTEN

Ask students to form groups they feel

comfortable with. Tell them to read and discuss
the questions, and take some notes of their
answers. Encourage them to give as much
information as possible about the volcanoes in
their area. Later, they should share their findings
and opinions with another group.
Chilean volcanoes: according to the Global
Volcanism Program, Chile has the regions largest
number of historically active volcanoes - 36 ranking it 5th among nations, behind Russias 52 and
ahead of Icelands 18.
Three of Chiles most watched and historically active
volcanoes, Cerro Azul (Maule region), Hudson
(Patagonia), and Villarrica (Araucana region) are
composite volcanoes sometimes called
stratovolcanos.
On May 2, 2008, after more than 9,000 years of
silence, Chaitn volcano in southern Chile erupted.
Radiocarbon dating of the last lava flow from
Chaitn volcano suggests that it had last erupted in
7420 BC, give or take a few years.
A comprehensive list of Chilean volcanoes can be
found at http://www.volcanolive.com/chile.html
Volcanology: (also spelled vulcanology) is the
study of volcanoes, lava, magma, and related
geological phenomena. A volcanologist (also
spelled vulcanologist) is a person who does
studies in this field.
UNIT 4
One famous modern Australian volcanologist with

links to Chile is John Search. Over the past 24 years,
John has travelled to the worlds most exciting
volcanoes and witnessed eruptions during trips to
more than 200 of them. John has worked on many
award-winning television programmes.
John is the founder of Volcano Live, the worlds first
volcano news and travel website, which monitors
worldwide volcanic activity and provides adventure
tours to the worlds most exciting volcanoes.
Some of his most important achievements include:
1. First person to abseil into the crater of active
Yasur volcano, on Tanna Island in southern
Vanuatu while the volcano was erupting, in 2010.
Filmed an award winning Discovery Channel
documentary.
2. Johns expedition was the first to the summit of
Eyjafjallajokull volcano in Iceland, during the
2010 eruption.
3. First scientist to climb to the summit of Chaitn
volcano in Chile in 2008, after the worlds largest
rhyolite eruption in 100 years. Made two visits to
the volcano in 2008.
2 + 35 (Learning ability: to practise

pronunciation of key words).
Students might be familiar with the words from

their natural science classes. Furthermore, some
of them are cognates. Play the recording and
ask students to pronounce the words carefully.
TRANSCRIPT VOCABULARY
cone crater fire lava smoke vent
35

You can ask students to play a scientific version of
the Stone, paper, scissors game. They form pairs and
say one of these words associated with water, earth
or wind:
The rules are:
water (flood and tsunami) beats wind
(hurricane and tornado)
wind (hurricane and tornado) beats earth
(earthquake and volcano)
earth (earthquake and volcano) beats water
(flood and tsunami)
This game can be played online at http://www.fema.
gov/kids/wwe.htm
4 ++ (Learning ability: to match key words and

pictures using knowledge from other areas).
Take advantage of students previous

knowledge and ask them to match the three
types of volcano with their descriptions. The
three words are cognates.
Answers
a. extinct. b. dormant. c. active.
OPTIONAL ACTIVITY
You can make a few copies of this quiz to give to
fast learners, or you can make multiple copies for
the whole class. Students can solve the quiz either
on their own or with the help of the Internet. You
can assign a time limit and choose one quiz master,
who has the answers, while all the other students
try to beat the clock.
3 ++ (Learning ability: to match key words and
1. Which volcano erupted in 79 AD, destroying the

city of Pompeii?
a. The Hudson.
b. Mount Vesuvius.
Ask students to match the words in Exercise 2

with the corresponding parts in the picture.
2. What do we call a volcano which erupts once in

hundreds of years and then goes back to sleep?
a. Sleeping.
b. Dormant.
pictures using knowledge from other areas).
Answers
a. Smoke. b. Fire. c. Crater. d. Lava. e. Cone. f. Vent.
3. Which has been the loudest volcanic eruption?

a. Krakatoa, in 1883. b. Chaitn, in 2008.
BEING ACTIVE
135
4. What is the worlds largest active volcano?

a. Mount Etna.
b. Mauna Loa.
5. What type of volcano is the Yellowstone park?
a. Extinct.
b. Super.
6. What is Santiagos extinct volcano?
a. Manquehue.
b. San Cristbal.
Answers and background information
1. b. Fourteen miles southeast of Naples, in Italy lie
the remains of an ancient town - Pompeii.
The city flourished under the shadows of the
towering Mount Vesuvius. In 79 AD, this
active volcano erupted, destroying the cities
of Pompeii, Herculaneum, Stabiae, and Torre
Annunziata.
2. b. Vulcanologists classify volcanoes into three
groups: active, dormant and extinct. A
dormant volcano is one that isnt currently
active or erupting, but geologists think that it
is still capable of erupting.
3. a. Krakatoa in Indonesia erupted explosively on
26-27 August, 1883. Its explosion was heard
over 3,000 kilometres away in Australia. The
collapse of the mountain into the sea created
a 30-metre high tsunami (huge wave), which
in turn killed 36,000 people.
4. b. Mauna Loa erupts every three or four years.
The summit of the volcano is 4,170 metres
above sea level and more than 9,000 metres
above the sea floor that surrounds the
Hawaiian ridge. Its volume above sea level,
estimated to be about 40,000 cubic
kilometres, qualifies it as the worlds
largest volcano.
5. b. A supervolcano is a volcano capable of
producing an eruption with an ejection
volume thousands of times larger than most
historic volcanic eruptions. Supervolcanoes
can occur when magma in the Earth rises into
the crust from a hotspot, but is unable to
break through the crust.
136
UNIT 4
6. a. Cerro Manquehue volcano went extinct and

simply became a mountain; there is no
chance of lava flowing. Cerro San Cristbal is a
hill in northern Santiago, Chile. It rises 880 m
above sea level and about 300 m above the
rest of Santiago; the peak is the second
highest point in the city, after Cerro Renca.
5 ++ 36 (Learning ability: to identify and

practise English sounds).
Give plenty of examples of words that contain

the sounds /s/ (practically the same as the /s/
sound in Spanish and /z/ (the sound bees make
/zzzz/) in short phrases or sentences.
Examples:
/s/: Sell the dress to Sandy.
Celia sent some soft sand.
Stop making that rice and celery soup.
/z/: Please open your eyes and cover your nose
and mouth.
The zebras at the zoo learnt music.
Lizzy the lizard ate daisies, cheese, and
zippers.
a. Play the recording several times, pausing
after each sentence, for students to identify
which of the sounds is said in each case.
Answers
i. /s//s/
ii. /s//z/
iii. /s//z//z/
iii. /z//z//z/
iv. /z//s/
b. Play the recording again, with pauses, for

students to repeat as a whole class. Then tell
them to practise saying the sentences in
their groups.
The sounds /s/ and /z/ are articulated in exactly the
same way, with the same position of the tongue;
the only difference is that /s/ is always a voiceless
sound, produced with no vibration of the vocal
folds, which are open and relaxed, while /z/ is a
voiced sound, produced with vibration of the vocal
folds, which are in close proximity.
UNIT 4
It is easier to notice how voiced /z/ is when it is

between other voiced sounds (all vowels and /b, d,
g, m, n, , l, , , d /, but not so much when it is
preceded or followed by voiceless sounds /p, t, k, ,
,t/or by a pause.
Here are some common spellings for the sound /s /.
s: some, yes, must
ss: class, discuss
c: cent, city, nice, place
sc: science, scenery
Here are some common spellings for the sound /z /.
z: size, prize, quiz
s: busy, because, easy, visit
se: these, cause, lose
s: plays, goes, does, girls
PAGE 89
6 ++ (Learning ability: to identify useful listening

strategies, valuing theoretical knowledge).
Go through the statements with students and

ask them which strategies they have already
used. Have they helped them to understand a
recorded message? How? Encourage them to
use the strategies they find the most useful in
the listening activities that will follow.

Tell students that, apart from just looking at the
pictures, they should take the whole unit as the
basis for making predictions. What does the title
of the unit tell them? How about the other
exercises in this lesson? Do not check answers
at this point.
WHILE YOU LISTEN

Play the recording once for students to check
their predictions. Were they right or wrong?
Answers
a. This is the recording of a television quiz show, in
which two teams are competing.
b. The quiz is about volcanoes.
9 + 37 (Learning ability: to classify specific
information, comparing and discriminating

between ideas).
Ask students to read the questions before
playing the recording again once or twice so
that they can focus their attention on the
specific information provided in the questions.
Help them to notice how they should mark
each type of answer.
Answers
a. b. c. ? d. e.
Explain to students that a useful strategy to listen is

to underline key words in the questions in order to
focus attention on that part of the information in
the recording, and then, make connections.
PAGE 90
10 ++ 37 (Learning ability: to find

Ask students to read and copy the questions in

Exercise 8 into their notebooks. Then,
encourage them to answer the questions orally.
Check their ideas as a class.
Answers
a. Mount Vesuvius.
b. The crater, the vent, the cone.
c. It comes from the name of the Greek god
Vulcan.
d. Extinct.
e. Hawaii.
BEING ACTIVE
137
11 ++ 37 (Learning ability: to match information

choosing from provided options).
Ask students to do the matching exercise from

what they remember about the recording. Then
play it again for them to check their answers.
Answers
a. iv. b. iii. c. i. d. ii.
12 ++ 37 (Learning ability: to identify speakers

using provided information).
Ask different students to read the sentences

aloud. Then play the recording again for them
to write the name of the speaker next to the
statement. Check answers orally.
Answers
a. Presenter. b. Stephen. c. Presenter. d. Julie. e.
Stephen. f. Presenter.
AFTER YOU LISTEN
13 ++ 37 (Learning ability: create a new piece of

language.
Have students listen to the recording one more

time. Motivate them to use the audio as a
model and create their own quiz about a topic
that is interesting for them.
138
UNIT 4
TRANSCRIPT LISTENING A COMPETITION
37
All the speakers have a British accent.

Presenter: Yes! Wonderful! Audience cheering and clapping
for our two teams: The Red team from Manchester
City Secondary and the Green team from Notting
Hill. Shout a little louder, as if you were at a
football match.
I cant hear you! If you try a little harder, Im sure
Ill be able to hear you!
Thats great! Now that you are shouting extremely
loudly, we can start the show. Julies the captain
of the Red team and Stephens the captain of the
Green team. Ready? Hands on the buzzers?
Julie:
Red teams ready.
Stephen: Green teams ready too!
Presenter: OK, so, if you are both ready, Ill read the first
question. I must tell you that its a difficult
question, although Im certain that both teams
will know the answer. This Italian volcano is
responsible for the destruction of a whole city.
Whats its name?
(Buzzer)
Yes, Green team.
Stephen: Its Mount Vesuvius.
Presenter: Are you positive? No doubts?
Stephen: Yes, I am 100% sure.
Presenter: Totally correct! 100 points for the Green team.
Here comes question number two. Name at least
three parts of a volcano.
(Buzzer)
Presenter: Red team this time.
Julie:
The crater, the vent, the cone.
Presenter: Absolutely right! 100 points for the Red team.
Oops! A little technical problem, but our
technicians will solve it really soon. As you know,
were broadcasting live, so such problems
can happen.
But were OK again and heres question number
three. Where does the word volcano come from?
Well, teams? Whats happening?
UNIT 4
Julie:
Im not quite sure.
Stephen: Yeah, the same here.
Presenter: It comes from the Greek god Vulcan. And youre
right, you dont answer unless you have no doubts
whatsoever. So, well go to question four. A
volcano that hasnt erupted for many years is
called dormant. If a volcanos not going to erupt
ever again, what do we call it?
(Buzzer)
Julie:
Extinct!
Presenter: Very good, Julie. 100 points for your team.
Which Pacific islands are completely made of
volcanic lava and ashes?
(Buzzer)
Presenter: Yes, Green team?
Stephen: I think it might be Polynesia.
Presenter: Sorry, Stephen. Its Hawaii. I told you unless
youre absolutely sure, its better not to answer.
We must take away 100 points from your score!
Sorry, kids, but rules are rules and even if you
dont like them, we must respect them! And now
we have the final question .
15 ++ (Learning ability: to use information to role
PAGE 91
Make students personalise their understanding of

the text by asking them to tell their partner in what
kind of science quiz they would like to participate
and why.
Language Note
14 + (Learning ability: to develop study skills

valuing theoretical background).
play a quiz show).
When students do role plays, apart from

learning English and correcting their
pronunciation, intonation, and accentuation,
they also learn these skills, which you should
stress every time you do a role play activity:
cooperating;
sharing;
participating;
following instructions;
taking turns;
remaining on task;
accepting differences;
listening;
communicating and interacting with a
positive attitude;
being polite and courteous;
respecting themselves and others.
Make sure students use the expressions in the
Useful expressions box in their role-play.
ADVERBIAL PHRASES
Adverbial phrases are structures that act as adverbs
in a sentence.
Ask students to go back to Exercise 6 on Page

89. Which techniques did they use while
listening to the quiz? Which ones did they find
the most useful / effective? Which ones did
not apply?
Many adverbial phrases are made up by

prepositional phrases as their base (for his mother,
with a big hammer, before my next holiday). Explain
this to your students to avoid confusion and tell
them that sometimes the phrases do not contain
an adverb, but always act as an adverb.
Answers
Will vary, but encourage students to
substantiate their answers.
Other adverbial phrases are made on the basis of an

infinitive (to buy a car, to show it to my friends, etc.)
BEING ACTIVE
139
Here are some examples of adverbial phrases made

with prepositions.
Type
Adverb phrase Example
Manner
with a hammer
Place
next door
Time
before the
holidays
Frequency every month
Purpose for his mother
The carpenter hit the nail with a

hammer.
The woman who lives next door is a
doctor.
We finished our project before the
holidays.
Jodie sends me two CDs every month.
Lance bought the flowers for his
mother.
Here are some examples of adverbial phrases made

with an infinitive.
Type
Adverb phrase Example
Purpose
to buy a ticket
Purpose
to support the
team
I'm saving money to buy a ticket for

the concert.
The students all showed up to
support the team.
You can find lots of information on adverbs and

adverbial phrases and clauses at http://www.
learn4good.com/languages/evrd_grammar/adverb.
htm and http://grammar.ccc.commnet.edu/
grammar/adverbs.htm
Answers Point 2
Now that you are shouting extremely loudly, we
can start the show.
Totally correct!
Absolutely right!
Our technicians will solve it really soon.
Im not quite sure.
Unless youre absolutely sure, its better not
to answer.

language point).
If necessary, provide plenty of other examples

to explain the structure and meaning of
adverbial phrases. Tell students that the pictures
illustrate the short dialogues.
140
UNIT 4
Learning tip
Analyse this Learning tip together with the class. Let

them know that we are using complete answers for
pedagogical purposes, but in real life we tend to
use shorter sentences, especially when speaking.
PAGE 92
17 ++ 38 (Learning ability: to consolidate

vocabulary).
Expressing certainty or lack of certainty is a

difficult task for students. It is known in
linguistics as epistemic modality, a modality that
connotes how much certainty or evidence a
speaker has for the proposition expressed.
Epistemic modality in English can be expressed:
a. grammatically, through:
modal verbs (may, might, must, etc.);
a particular grammatical mood.
b. non-grammatically (often lexically), through:
adverbials (perhaps, possibly, Im certain, etc.);
a certain intonation pattern.
Source: Holmes, J. (1982) Expressing Doubt and
Certainty in English.
RELC Journal, Vol. 13,No. 2, 9-28
In this exercise, students practise the lexical type

through the use of phrases such as Im certain, I
know, Im not sure, I believe, etc. Play the recording
for students to check their answers.
Answers
a. Guess. b. think. c. feel. d. Im not sure. e. are not
certain. f. think. g. say. h. know. i. trust. j. believe.
UNIT 14
18 ++ 38 (Learning ability: create a set of rules

for a competition.
Students will develop their creativity by

agreeing on their own rules for the quiz show
they made in Exercise 13. Ask them to follow
the example to guide their work. Check orally.
38
Julie has a British accent.
Julie: Today was incredible. After months of very hard work,
we took part in the quiz and we were really great. Guess
what! We won!
How am I feeling? I can think of a very good way to
express how I feel: Im over the moon, as it was quite a
difficult quiz.
As for the other team, Im not sure; they were also very
good, but they were more nervous than our team. We
kind of kept our cool throughout the quiz. The Green
team complained about the rules a little, but rules are
rules and we must obey them. If you are not certain
about the rules, you should speak before the
competition, and the other team didnt say anything.
So there!
I think lots of people will say that luck is important in
competitions, but its not all luck, you know. You have to
trust your skills and your knowledge and we were all
well prepared.
The prize is important too; I strongly believe in positive
motivation, and going to Brighton to spend the
weekend there is that and much more. If Im not too
tired, Ill record my impressions of the trip when I
get back.

evaluate learning).

students understand them clearly, and set a ime

reached the minimum score, you should
two or three units.
Answers
a. Every weekend. b. Last Saturday. c. along the
cliffs. d. very loudly. e. to look at the whale. f. With
a rolling motion.
PAGE 93
20 ++(Learning ability: to role play a conversation).

Elicit from students possible results of
inappropriate pronunciation. They are likely to
say some of these.
People will not understand me.
People will get angry with me.
People might misunderstand me.
People will not want to listen to me.
I will get self-conscious and will not want to
use the language.
Then, elicit or offer them the following tips to
improve pronunciation.
Practise new words saying them several times.
Listen to other people say the words.
Modulate clearly and carefully, especially when
you learn a new word.
Learn to discriminate between different
sounds in English.
Students practise the dialogues in pairs and
then get into small groups to role play them.
BEING ACTIVE
141
21 +++ APPLICATION TASK SPEAKING
(Learning ability: to role play a television

programme using knowledge from other areas).

participate in a quiz;
investigate a topic;
negotiate an outcome / a prize;
learn how to write quiz questions;
learn how to assign and evaluate scores.
This should be a fun activity. Students generally
like doing puzzles and quizzes, so it should
offer an enjoyable learning experience.
Read the instructions aloud and check that
students understand them. Give them time to
choose the subject, to design the points system,
and to prepare their questions. Once the quizzes
are ready, monitor the activity throughout.
Draw your students' attention to the Speaking target

strategy box and remind them to focus their
attention on the questions that they will need to ask
in this activity.
22 ++ (Learning ability: to discuss and compare

different listening strategies).
Students go back to Exercise 6 on Page 89 and
answer the two questions in pairs or small
groups. Try to listen to their answers and give
them prompts to move the discussion forward.
You can ask fast learners to carry out a survey to
discover the most effective tips and then to
prepare a poster with them.
23 ++(Learning ability: to reflect on the contents


lesson in terms of content and language.
142
UNIT 4

familiar with.
after the process.
PAGES 94 - 95
1 Students read the sentences, underline the
prepositional phrases, copy the chart in their

notebooks and complete it.
Answers
Adjective or Question
adverb?
answered
a. Before the competition, the
coach revised our strategy.
b. The computer on that desk is
my mothers.
c. The noisiest students sat at
the back of the bus.
d. That schoolbag on the floor is
full of pens and pencils.
Adverb
When?
Adjective
Which one?
Adverb
Where?
Adjective
Which one?
2 Have students look at the example. Explain to
them they will describe the rest of the pictures

orally, using the appropriate adverbial phrases.
Possible answers
2. Someone needs to hang the picture a little
more straight.
3. The man isn't running fast enough to catch the
bus.
4. The crowd is shouting incredibly loudly.
3 Apart from certain knowledge of prepositional
and adverbial phrases, this exercise requires a

degree of creativity. It will also require some
time to replace all the highlighted phrases. The
expressions in the box are not always synonyms
of the highlighted expressions, but are similar in
structure and / or function. Be flexible about
students use of their own ideas.
UNIT 4
Answers
a. in May two years ago. b. in a different city.
c. each month. d. for the kids of the family.
e. very early. f. quite warmly. g. in light clothes.
h. only sometimes. i. this time. j. in the house.
k. to the take-off strip. l. quite high in the sky.
m. extremely happy and at peace.
Tell students a good strategy to understand a text is

to make questions about it. Motivate them to make
three questions and underline the answers in the
text. Then, invite them to share their questions with
a partner.
PAGES 96 - 97
JUST FOR FUN
See notes on this section on Page 8 of the Introduction.
Remind students that they should do these
activities on their own, without much intervention
from you, but help and support when necessary.
Answers
1. a. Poem I: seen sheen, hour power,
faster blaster, brake make, feels wheels.
Poem II: sport court, toes nose,
nose goes, stare swear, anymore score,
fun won.
b. Poem I. It is a very small, childrens bicycle.
Poem II. The basketball hit the teacher!
2. a. engines. b. handlebars. c. pedals.
d. shifter. e. fender.
3. Dribble: (v.) to move a ball along by using your
hand to hit it against the ground or kicking it
several times. Court: (n.) an area for playing
particular sports such as basketball or tennis.
Bounce: (v.) to (cause to) move up or away
after hitting a surface. Shoot: (v.) to try to score
points in basketball by throwing the ball
towards the goal. Score: (v.) to get points in a
basketball game.
CHILEAN CONNECTION
Before doing this section, ask students to name at
least five important Chilean sportspeople. What are
their disciplines? What have they achieved? Which

ones do they consider the best sportspeople in
Chile? Why?
Some important Chilean sports people:
Swimming: Kristel Kbrich, Gian Carlo Zolezzi.
Football: Alexis Snchez, Humberto Suazo, Arturo Vidal.
Tennis: Marcelo Ros, Fernando Gonzlez, Nicols
Mass, Paul Capdeville.
Car racing: Eliseo Salazar, Marcelo Mancilla,
Cristin Mackenna.
Athletics: Erika Olivera, Kael Becerra.
Horse racing: Jos Santos, Cristina Pontigo.
Horse riding: Alberto Larraguibel.
Motor cycling: "Chaleco" Lpez, Jaime and Felipe Prohens.
Archery: Denisse van Lamoen.
When we ask students to read about their own
culture in English, we are asking them to enter their
own reality, but in a different language. The aim of
this section is to apply English in situations that are
very often close to students and that most of the
time hold a significant interest for them.
PAGES 98 - 100
TEST YOUR KNOWLEDGE
Answers
READING SUMMER BREAK ACTI VITIES
Please note that this text is from an American site,
therefore it uses American English spelling and
vocabulary (vacation, soccer, center, organization, etc.)
1. b.
2. a. Baseball field, basketball court, swim center.
b. Zoo, aquarium, museum, library.
c. Play an instrument, play chess, learn pottery.
3. a. VI. b. IV. c. V. d. II. e. I. f. III.
4. a. VI. b. III. c. II. d. IV.
40
LISTENING - FREE TIME ACTI VITIES
5. a. i. b. ii. c. i.
6. a. False. b. True. c. True.
7. a. Next Tuesday.
b. Salsa, meringue, waltz.
c. Watercolours, oils, pottery, painting on glass,
jewellery making.
d. Shorts, T-shirt.
BEING ACTIVE
143
LANGUAGE
8. a. How much did it rain last weekend? / Did it
rain a lot last weekend?
b. Why did you borrow the tools?
c. Where should I put the book?
d. When does your boyfriend buy you flowers?
How often does your boyfriend buy you
flowers?
9. a. really carelessly.
b. too quickly.
c. with too much fat.
d. under suspicion.
e. on the last day.
f. after the terrible experience.
SPEAKING
10. Ask students to talk about activities they like. Tell them to say how and where they practise them and
what kind of equipment they need. The presentation should be at least one and a half minutes long.
Assign points according to the following criteria.
Task
Score Language
Correct description of activity including

all the required information.
most of the required information.
some of the required information.
Poor description of activity, very little
of the required information included.
4
3
2
2
Practically no
language mistakes.
Very few language
mistakes.
Some language
mistakes.
Language mistakes
interfered with
comprehension.
Score Interaction
3
2
1
0

no hesitation.
Score
Final
score
3
2
1
0
WRITING
11. Students should be able to write an itinerary for a trip with at least 5 bullet points.
Assign points according to the following criteria.
Task
Wrote the itinerary following all
the indications.
Wrote the itinerary following
most of the indications.
Wrote the itinerary following
some of the indications.
Tried to write the itinerary, but
followed very few of the
indications.
144
UNIT 4
Score Language
4
3
2
1
mistakes.
mistakes.
Score Presentation
3
2
1
0
Correct spelling and format.

Several spelling mistakes and
rather incorrect format.
incorrect format.
Score
3
2
1
0
Final
score
UNIT 4
TRANSCRIPT LISTENING FREE TIME ACTIVITIES

I
Gabriela speaks with a British accent and Hugo with a
Chilean accent.
Gabriela:
Hugo:
Gabriela:
Hugo:
40
Im thinking of joining Lorena in the waltz club.

I never thought Lorena would be interested in
this kind of things. Shes not very musical, is she?
She took it up nearly three months ago and shes
really good at it now.
Thats interesting, but I dont really see you
waltzing around a room.
Well, they have also salsa and merengue.
Yes, tropical rhythms are more like you.
I think I shall start next Tuesday.
Just make sure to take some comfortable shoes.
And I might also need a partner!
You must be joking! Im a football and tennis guy.
Gabriela:
Hugo:
Gabriela:
Hugo:
Gabriela:
Hugo:
II
Both speakers have a British accent.
Greta:
Could you tell me a little more about the classes?
Receptionist: All our teachers are professional artists.
Greta:
What else do you have apart from pottery classes?
Receptionist: Well, theres painting on glass, jewellery making
and, next semester, were starting oil and water
colour painting.
Greta:
Thats great. Id be really interested in the oil
painting workshop. My dad used to paint with
oils and I still have some of his works.
Receptionist: I could let you know when we start the course.
Greta:
Please do.
III
Geoffrey speaks with a Scottish accent and Sean is from New
Zealand.
Sean:
So what should I take with me to the first
session?
Geoffrey:
Not much. A pair of shorts and a T-shirt will do.
Sean:
I thought Id need some special clothes.
Geoffrey:
Not at the beginning. When you reach a higher
dan, youll need a kimono.
Sean:
I can just about imagine myself all in white with
a black belt.
Geoffrey:
Sean:
Geoffrey:
Hey, not so fast! It takes years of practice to even

get to a red or green belt.
And there are no weapons involved, right?
Thats right. The name of the sport in Japanese
means an empty hand, so no weapons are used.
FINAL REFLECTION

their groups.
PAGE 101
SELFEVALUATION
Introduction.
PAGES 102 - 105
SYNTHESIS TEST UNITS 1 TO 4
Answers
READING APPLYING FOR A JOB
1. Text I. a. - A CV. Text II. d. An e-mail.
Text III. e. An interview. Text IV. c. An article.
2. b.
3. a. True. b. False. c. False. d. True.
4. a. ii. b. i.
5. a. Depending on the year the book is used:
2012: 28, 2013: 29, 2014: 30.
BEING ACTIVE
145
b.Microsoft, Apple.
c. Completed job application, certification,
resume, three references.
d. He / she has strong technical experience and
education.
LISTENING - COUNTRIES OF THE WORLD QUIZ
41
6. (2) Canada. (4) China. (3) India. (6) Japan. (1)

South Africa. (7) The United Arab Emirates.
(5) The USA.
7. a. ready. b. populous. c. answer. d. 50.
8. Question N Team
Answer () or ()
1
2
3
Red
Red
Blue
Red
Blue
9. a. False. b. True. c. False. d. False. e. True.

LANGUAGE
10. Answers will vary, but these are some possible
answers.
a. If John wants to become a pilot, he should
start training now / hed better improve his
physical condition / he ought to have good
marks.
b. If you want to be successful this year, you

should devote more time to your studies /
youd better start working harder / you
ought to pay more attention in class.
c. Start working now / You should start
working now / Hurry up / Youd better hurry
up / Get some help / You ought to get some
help if you dont want to work till late.
d. Unless it starts raining, well go to the seaside
/ well have a picnic in the park / well have
lunch in the garden.
11. a. should I. b. ought to. c. d better.
12. a. Of the kids in my class. b. In an accident. c.
by the window.
13. Possible answers.
Accept the use of different ways of making
suggestions and recommendations.
Arnold: I would like to get a part-time job this
summer. What should I do?
Belinda: Congratulations! If you want to get a
part-time job, first, you should / ought to
look for a job advertisement in the paper
or on the Internet.
Arnold: And after that, should I send my CV?
Belinda: Yes. I can help you to write it if you want.
Arnold: Thanks. I should probably write an
application letter too.
Belinda: I can help you with that too!
WRITING
14. Students write questions to ask in a job interview to get personal information, educational
background, experience, interests and hobbies, etc. Assign points according to these criteria.
146
Task
Score
Wrote an appropriate variety

of eight to ten questions.
Correct spelling and

presentation.
Wrote a variety of five to

seven questions.

mistakes.

slightly incorrect presentation.
Wrote three or four questions.

mistakes.

rather incorrect presentation.
Wrote only one or two

questions.


poor presentation.
UNIT 4
Language
Score
Presentation
Score
Final
score
UNIT 4
SPEAKING
15. Students role play a job interview using the questions they wrote in Exercise 14. Assign points
according to these criteria.
Task
Score
Asked and answered eight to ten

questions in a job interview.
Asked and answered five to seven

Language
Score
Interaction
Score
mistakes.

no hesitation.

Asked and answered three or four


Asked and answered only one or

two questions in a job interview.

with comprehension.

Final
score
SYNTHESIS TEST UNITS 1 TO 4 - LISTENING

41
COUNTRIES OF THE WORLD QUIZ All the speakers have a British accent.
Quiz master: OK participants, buzzers at the ready? and
go! Here comes the first question. Where did the
2010 World Cup take place? (buzzer sounds)
Red team: South Africa!
Quiz master: Correct, South Africa it is. Are you all ready for
question number two? What countrys flag has
a red maple leaf? (buzzer sounds)
Red team: Canada!
Quiz master: Correct again; thats another 50 points for the
Red team. Question number three.
Whats the worlds most populous country?
(buzzer sounds)
Blue team: India!
Quiz master: Im afraid you are wrong, Blue team. Red team?
Do you have the correct answer?
Red team: Yes, its China.
Quiz master: And that is the correct answer.
50 points for the Red team and minus 50 points
for the Blue team. Here comes the final
question of the round. Which country has the
worlds tallest building: the United States of
America, Japan or the United Arab Emirates?
Blue team: The United Arab Emirates!
Quiz master: Very good, Blue team; that is the right answer.
BEING ACTIVE
147

1. Study the elements in this table carefully.
a. Match the traveller (1 6) in column A with the place visited (i vi) in column C, and the
corresponding statement (a f) in column B.
b. Underline the prepositional phrase in each statement.
a. After a nice swim, I really enjoy

sitting in the sun.
1
b. I never thought I would camp in

the North Pole.
2
ii
c. It was pretty hard climbing up

that steep slope.
iii
d. There is so much life under

the water!
4
iv
e. We are so tired now after our

walk around the Big Apple.
5
f. We could see several monkeys

over our heads.
vi
148
UNIT 4
UNIT 4
2. Find and describe at least 10 differences in the two pictures. Try to use prepositional or adverbial
phrases wherever possible.
Source: http://familyfun.go.com/printables/
travel-game-find-the-difference-703948/
BEING ACTIVE
149

Excerpt from Gullivers travels, Chapter I
A VOYAGE TO LILLIPUT
(abridged version)
My father had a small estate in Nottinghamshire; I
was the third of five sons. I became an apprentice
to Mr James Bates, an eminent surgeon in London,
with whom I continued for four years. My father
now and then sending me small sums of money, I
used them to learn navigation and other parts of
the mathematics, useful to those who intend to
travel, as I always believed it would be, some time
or other, my fortune to do.
I soon became a doctor on the Swallow, the ship

commanded by Captain Abraham Pannel, with
whom I continued three years and a half, making a
number of voyages. The last of these voyages not
proving very fortunate, I grew weary of the sea and
decided to stay at home with my wife and family.
After three years, I accepted an advantageous offer
from Captain William Prichard, master of the
Antelope, who was making a voyage to the South
Sea. We set sail from Bristol on May 4, 1699 and our
voyage was at first very prosperous.
It would not be proper, for some reasons, to trouble
the reader with the particulars of our adventures in
those seas; let it suffice to inform him that, in our
passage to the East Indies, we were driven by a
violent storm to the north-west. On the 5th of
November, which was the beginning of summer in
those parts, the sailors saw a rock within half a
cable's length of the ship, but the wind was so
strong that we were driven directly upon it and
immediately split. Six of the crew, of whom I was
one, having let down the boat into the sea made a
shift to get clear of the ship and the rock. We
rowed, by my computation, about three miles, till
we were able to work no longer, being already
spent with labour while we were in the ship. We
therefore trusted ourselves to the mercy of the
waves and in about half an hour the boat was
overset by a sudden flurry from the north. What
became of my companions in the boat, as well as of
those who escaped on the rock or were left in the
vessel, I cannot tell, but conclude they were all
lost. For my own part, I swam as fortune directed
150
UNIT 4
me and was pushed forward by wind and tide to

the shore.
Extremely tired, I fell asleep. As I woke up, I heard a
confused noise about me, but in the posture I lay, I
could see nothing except the sky. In a little time, I
felt something alive moving on my left leg which,
advancing gently forward over my breast came
almost up to my chin; when bending my eyes
downwards as much as I could, I perceived it to be
a human creature not six inches high, with a bow
and arrow in his hands. In the meantime, I felt at
least forty more of the same kind following the first.
I was totally astonished and shouted so loud that
they all ran back in a fright; some of them, as I was
afterwards told, were hurt with the falls they got by
jumping from my sides upon the ground. However,
they soon returned and one of them, who ventured
so far as to get a full sight of my face, lifting up his
hands and eyes by way of admiration, cried out in a
shrill but distinct voice, HEKINAH DEGUL. The
others repeated the same words several times, but
then I knew not what they meant. I lay all this
while, as the reader may believe, in great
uneasiness.
After a while, struggling to get loose, I had the
fortune to break the strings and pull out the pegs
that fastened my left arm to the ground. Before I
could catch them, the creatures ran off a second
time. Suddenly, I felt a hundred arrows discharged
on my left hand, which pricked me like so many
needles; besides, they shot another flight into the
air, as we do bombs in Europe, and many fell on my
body and some on my face, which I immediately
covered with my left hand. When this shower of
arrows was over, I fell, groaning with grief and pain.
When the people observed I was quiet, they
discharged no more arrows, but by the noise I
heard, I knew their numbers increased. Then, they
put a ladder in front of me and one small person
climbed the ladder and made me a long speech,
which I did not understand at all.
UNIT 4
1. Circle the best alternative.

a. The story is written in Old English / Modern English.
b. The name of Gullivers first ship was The Antelope / The Swallow.
c. Gullivers ship hit a rock / the cost.
d. When Gulliver woke up, he saw giants / little creatures.
2. What is the overall topic of this text?
a. Gullivers early life, education, and first adventure.
b. Gullivers interest in sea travel.
c. Gullivers plans for the future.
Jonathan Swift (1667 1745) was born in Ireland, of English parents. Swift's father died shortly before he was
born, leaving Jonathan, his sister, and their mother dependent on his father's family. Their mother moved to
England and left him with a nurse for his first three years.
He attended Ireland's best schools, including Trinity College in Dublin. He was there in 1689, when civil
unrest forced him and other Protestants to flee Ireland for England. In England, Swift began to work as
secretary to scholar and former Parliament member Sir William Temple. In 1695 he returned to Ireland and
became a protestant minister.
Between 1696 and 1710, Swift wrote most of his first great work, A Tale of a Tub, a prose satire on the
religious extremes represented by Roman Catholicism and Calvinism, and in 1697, he wrote The Battle of the
Books. In 1720, he began work upon Gulliver's Travels, intended "to vex the world, not to divert it." Since then,
it has achieved quite the contrary effect; it has become one of the most beloved childrens classics, has been
filmed several times, and has even been turned into a cartoon.
Advantageous: (adj.) good or useful in a particular situation. Arrow: (noun) a thin stick with a sharp point at one end, which is shot from a bow.
Astonished: (adj.) very surprised, amazed. Groan: (verb) to issue a sound as if in pain. Ladder: (noun) a piece of equipment for climbing up and down,
consisting of two lengths of wood or metal that are joined together by steps or rungs. Split: (verb) to divide, or to make sth divide, into two or more parts.
Struggle: (verb) to fight. Weary: (adj.) very tired, especially after you have been working hard or doing sth for a long time.
BEING ACTIVE
151
His last work was published in 1735 and he died in 1745.
EXTRA TEST UNIT 4

READING - DOES BARCELONA COUNT AS ANOTHER COUNTRY?
A travel blog
by maryannhaggerty
Saturday, may 20, 2012
is
While Barcelona is legally in Spain, it
a with
proudly the capital of Catalonia, an are
street
its own language (Cataln) and with
cross of
signs in a language that looks like a
ra Xs.
Spanish and French with a lot of ext
etimes,
Spanish is the second language; som
signs can
English shows up, too, but trilingual
look a bit silly.
lly
The Barcelona city government helpfu
ed
publishes a book with a well-explain
On our
walking tour of modern architecture.
ona, we
first afternoon and evening in Barcel
at one
several miles, ooohhing and aaahhing
followed it carefully (and slowly) for
a
stroll with our first look at La Sagrad
our
ing
end
r,
the
ano
r
afte
g
ldin
bui
spectacular
masterpiece.
Familia, the cathedral that is Gaudis
gress. Actually, it is a construction site
pro
in
rk
wo
a
ch
mu
y
ver
l
stil
is
ral
The cathed
in the
laboring on a building that has been
are
ple
peo
of
ds
dre
hun
ere
wh
tosee pho
a Gaudi
re, we crossed the city to Park Guell,
the
m
Fro
y.
tur
cen
a
n
tha
re
mo
for
works
the backing
ny of his other works, was built with
ma
like
s,
Thi
k.
par
lic
pub
a
of
y
tas
fan
an open checkbook.
of a patron who more or less gave him
cture
BARCELONA, Spain I have an archite
.
guidebook. Keating has his camera bag
alo
lk ng
Together, that means a very slow wa
Barcelonas boulevards.
152
UNIT 4
UNIT 4
simple to reach sites spread about

it
de
ma
tem
sys
nd
rou
erg
und
ive
Barcelonas extens
m in
idabo Avenue, the Joan Miro museu
the city; we saw the mansions of Tib
Montjuic, and more.
quarters - Barri Gotico and El Raval old
s
city
the
of
ets
stre
val
die
me
The narrow
asso
what I could only think of as the Pic
on
s
bar
and
ps
sho
out
k
see
to
st
bla
made it a
e
s where the Spanish artist spent som
one
ous
fam
re
mo
the
of
o
Tw
r.
tou
re
Drank He
fame
ts. The latter received a new touch of
Ga
atre
Qu
Els
and
Bar
don
Lon
The
time are
Viento),
s in Shadow of the Wind (La Sombra del
ting
set
key
the
of
one
as
rs
yea
ent
in rec
celona
, a Gothic thriller that is soaked in Bar
ller
tse
bes
an
ope
Eur
a
s
wa
t
tha
k
boo
a
atmosphere.
POSTED BY MARYANN AT 2:44 AM
on July 11th, 2009,
Count as Another Country? Retrieved
elona
Barc
Does
9).
(200
ann
Mary
:
logspot.com/
Taken from
from http://aroundtheworldin29days.b
4 pts
a. Why does Barcelona sometimes have

trilingual street signs?
b. What did Maryann and Keating use to visit
the most important sites in Barcelona?
c. What is Barcelonas underground
system like?
d. Where in Barcelona did Picasso spend
some time?
2 Read the post again and fill in the blanks in
6 pts
these sentences.
a.
b.
is a very famous park in Barcelona.

is a book in which the action takes
place in Barcelona.
is a well known Spanish architect.
c.
d.
is the language spoken in
Barcelona.
are two old quarters
3 Read the text once more. Are these statements
3 pts
true (T) or false (F)?
a.
Maryann and Keating are fond

of painting.
Spanish is the most important
b.
language in Barcelona.
La Sagrada Familia was finished last year.
c.
LISTENING - AMAZING PEOPLE, AMAZING STORIES
42 Listen to the recording. Can you say what

kind of text it is? Choose an option.
1 pts
a. An interview.
b. A personal report.
c. A piece of news.
BEING ACTIVE
153
these questions.
and
in Barcelona.
e.
1 Read the post in Maryanns blog and answer
42 Listen to the recording again. Number the

questions in the order you hear them.
5 pts
a.
b.
c.
e.
f.
What would you say are the most

important achievements?
And you became a volunteer?
What can you tell us about your
experience?
____ How long does each case take you?
____ When did you feel completely
engaged with the voluntary sector?
42 Listen to the recording once more and

choose the best answer (i iii) for these
questions (a d).
4 pts
a. How did Jonathan spend his time before

becoming a volunteer?
i. He worked with young people.
ii. He worked in industry.
iii. He travelled around the world.
b. Why did Jonathan answer the
advertisement?
i. To become a volunteer.
ii. To explore potential careers.
154
UNIT 4
iii. To become a teacher.

c. How long does each case take him?
i. Three weeks.
ii. Three days.
iii. Three months.
d. How does Jonathan evaluate his
experiences in the volunteer programme?
i. They were positive.
ii. They were negative.
iii. They were neutral.
LANGUAGE
7 Complete the sentences with a phrase from

the box.
4 pts
correctly in class in Indian restaurants

to go hiking in the mountains very recently
a.
b.
c.
d.
I enjoy eating
He graduated
Did he behave
You need proper shoes
.
.
?
.
UNIT 4
A
a.
b.
c.
d.
e.
f.
My friend works as an errand boy

We went to the pool
I went to sleep
Jack went outside
John will meet me here
The boy laughed
B
i.
ii.
iii.
iv.
v.
vi.
after midnight.
for some fresh air.
at 4 oclock.
incredibly loudly.
to watch the competition.
at the grocery store.
6 pts
9 Use the question words in the box to exchange

information with your partner about your last
10 pts
holiday.
How
What
When
Where
Why
WRITING
10 Think about an outdoor activity you have done
lately and write a post to a blog (maximum 130

words) like the one in the reading text. Include
your opinion of the place, the activities, the
people, the weather, and any other information
10 pts
you want to share.
0
to 10
11
to 25
KEEP TRYING
REVIEW
26
to 39
40
to 53
53
PTS
TOTAL
the phrases in column B (i vi).
SPEAKING
8 Match the sentences in column A (a f) with
BEING ACTIVE
155
Unit
At WORK
LEARNING OBJECTIVES
READING: to find general and specific information and identify the
purpose of web pages, e-mails, and magazine articles that contain the
communicative function of expressing feelings and of indicating the
duration of events, and:
match information and pictures that represent it.
summarise information.
infer meaning of words and expressions.
identify descriptions and make informed choices.
LISTENING: to identify expressions of interest and correct sequence in

job interviews that contain the communicative function of describing
events and actions and indicating the duration of events, and:
generalise from provided visual information.
predict and match possible content.
discriminate between correct and incorrect information.
WRITING: to write a composition about a personal experience

organising the parts of the text and including details to make
it interesting.
SPEAKING: to participate in dialogues, presentations, and job

interviews expressing different feelings and value judgements.

If available, use additional materials such as illustrations, pictures, diagrams, application letters, website
articles about voluntary work, etc.
The following websites are an excellent source of information on the topic of the lesson:
http://www.volunteermatch.org/
http://jobsearch.about.com/od/jobapplicationletters/Job_Application_Letters.htm
definitions, printed handouts, library material, and notes.
156
Unit 5
1 Ask students if they have ever been asked to fill in
PAGE 106
INTRODUCTION
a form. Where? Why? Why do we need forms?

What is special about them? Ask them to examine
the two forms on Page 107 and identify their use
from the options provided. What kind of
information is required in each form?

new, etc.
Answers
Form 1 c. Form 2 b.
2 Tell students to copy Form 2 into their notebooks

be paid more attention to, and ask them to
and fill it in as fully as possible with their own

details. They can even invent a 'persona' to fill in
all the rubrics or they can use the information of
one of their parents or relatives.
Also consider these factors when evaluating

learning and performance.
Motivation leads to increased effort and energy. If
your students are motivated, they will perform
better and their participation in class will be better.
Remember: it is the teachers role to motivate
students.
Just like motivation positively affects learning,
stress does so in a negative way. If you notice that
a student is performing badly after a spell of good
performance, try to find out if there is a stressing
factor in his/her life that is affecting the way he/
she is learning.
Personality types, personal values, beliefs, and
attitudes related to learning can also affect
performance. It is important to keep in mind that a
naturally shy student might learn as well as an
outgoing one, but he/she will not perform in the
same way.
3 Read the dialogue and then practise it with a
partner. Then, ask them to identify the picture

that best illustrates the job mentioned in the
conversation.
PAGES 108 - 109
Before starting this unit, students need to:

express actions that are happening at the moment
(Present Continuous).
express actions that started in the past and have
not finished yet (Present Perfect).
know how to express the duration of events.
1 Students will practise the use of connectors in

this activity. Ask them to complete the
sentences with the corresponding connectors
in the box and their own ideas.
2 Prepare six beginnings of sentences so that
PAGE 107
activities that will follow. They will also help to
detect weaknesses that will require extra work and
support, to contextualise the contents that will be
developed, and present cognitive challenges.
Unit 5
students can finish them using the Present

Continuous tense. Here are some possible options.
a. At the moment, Esteban

b. The sun
c. Look at Patricia. She
d. Juan, what
e. At present, we
f. What
.
.
.
?
.
?

exercises that can be done in groups; encourage
them to reflect and be honest when doing those
that require individual responses.
At WORK
157
3 Students work on their own and write
sentences in the Present Continuous tense to

describe what is happening in the picture. They
then say their sentences to a partner, who has
to find the person / people doing the
action described.
Possible answers
Two girls are walking to the right of the picture.
A young man is walking with his girlfriend.
Several people are buying food at the kiosks.
A girl is pointing to the right.
Two guards are talking under the lights, etc.
We use the Present Perfect tense to say that an
action happened at an unspecified time before
now; the exact time is not important. We cannot
use the Present Perfect with specific time
expressions such as yesterday, one year ago, last
week, when I was a child, when I lived in Japan, at that
moment, that day, one day, etc. We can use the
Present Perfect with unspecific expressions such as
ever, never, once, many times, several times, before, so
far, already, yet, etc.
5 The most common time expressions used with
the Present Perfect are for, since, ever, never, just,

already, yet , still, lately, so far, in recent years,
many times, etc. The word yet is normally used in
negative and interrogative sentences. All the
words and expressions in the box can be used
in sentences in the Present Perfect tense.
Encourage students to use all of them.
4 Students work on their own and circle
the sentences that contain the Present

Perfect tense.
If necessary, you can ask some students to write

on the board a summary of how the Present
Perfect is formed.
Possible answers
a. Gail has known Charles for many years / since
2002 / all her life.
b. Hailey has painted two pictures this week
/ recently / so far.
c. I havent made a decision yet / recently
/ till now.
d. Ive lived here since 2002 / for ages
/ for many years.
e. The painting has been stolen recently / several
times / this week.

Affirmative:
I / You / We / They + have + Participle of main verb.
He / She / It
+ has + Participle of main verb.
Negative:
I / You / We / They + have not (havent) + Participle of main verb.
He / She / It
+ has not (hasnt) + Participle of main verb.
Interrogative:
Have + I / you / we / they + Participle of main verb.
Has + he / she / it
+ Participle of main verb.
Answers
I have had this computer for two months and so
far I have had no problem whatsoever. And it is
really unusual for me because I am
technologically impaired, as some of my
friends have described me. What they want to
say is that any technological object in my
possession is sure to have some kind of problem.
Have you ever tried to read the manuals? my
friends ask. No, I havent, is my typical answer.
6 Ask students to read the text and establish its
purpose. They then compare their answer with

another student.
Explain to students that type of text and

purpose of text are not the same. For example,
two letters (same type of text) can have many
different purposes: to inform, to complain, to
confess, to enquire, etc.
Answer
b.
7 Students read the diary again and number the

actions described in the correct order.
158
Unit 5
Unit 5
Answers
1. b. 3. c. 2. d. 4.
8 46 Ask students to read the card and identify
the type of information they will have to listen

for. Play only the first exchange of the recording
you will be working with in Lesson 2 of this unit
for students to fill in the card. Check answers on
the board.
Answers
Name of applicant: John
Age:
25
City:
Brighton
Brothers and sisters: two brothers
Occupation:
tourist guide
How long:
since he left school
+++
PAGE 110
LESSON 1 READING
VOLUNTEERING
writing application letters, etc. The third column of

the chart is filled in at the end of the last lesson
to see what students learning process was like
and if their expectations were met.
KWl CHART (Know / Want to know / learnt)
What I know
What I want to know What I learnt
Talk to students about volunteering in general and

about their own experiences. Were they positive?
Why do they think people volunteer to do
something they are not paid for? Would they
volunteer? Ask them to name Chilean and
international organisations that do voluntary work.
BEFORE YOU READ

will develop with each of the activities and comment

they can find more information on voluntary work.
Volunteering takes many forms and is performed by
a wide range of people. Many volunteers are
specifically trained in the areas they work in, such as
medicine, education, emergency rescue, animal
rescue. Other volunteers serve on an as-needed
basis, such as in response to a natural disaster or for
a beach cleanup.
the Present Continuous tense.

the Present Perfect tense.

At this stage of learning, students are ready to

do some analytical work on the unit. At the
beginning of each lesson, ask them to prepare a
chart in their notebooks like the one provided here
and fill in the corresponding column at different
stages of the learning cycle. The two first columns of
the chart should be filled in at the beginning of the
lesson.
You should do it together with students.
For example, for this lesson, in the first column,
students might write different types of voluntary
work they know of. In the second column of the
chart, they might want to write: other verb
tenses, more vocabulary related to voluntary work,

share information with you and with their classmates.
These are some British voluntary organisations.

NSPCC
The National Society for the
Prevention of Cruelty to Children is
the UKs leading charity for child
protection.
Anti Slavery
Organisation Worlds oldest international human
rights organisation, founded in 1839.
The only charity in the United
Kingdom to work exclusively against
slavery and related abuses.
At WORK
159
Samaritans
Provide confidential emotional

support to any person who is
suicidal or despairing.
RSPCA
Leading UK animal welfare charity

specialising in animal rescue, animal
welfare, and prevention of cruelty to
animals.
These are some American voluntary organisations.
Direct Relief Non-profit organisation working

with more than 1,100 clinics in all of

the USA, providing them with free

medicines and supplies for their

low-income and uninsured patients.
their funding and recruit volunteers? Why is it

important to be a volunteer?
Answers
All the pictures show voluntary work.
Picture 1: The volunteers are distributing food.
Picture 2: The volunteers are putting out a fire.
Picture 3: The volunteer is helping a dog.
3 ++ (Learning ability: to discuss topic and

express value judgements).
Volunteers of An organisation founded more than

America
100 years ago that works in areas as

diverse as homelessness, mental

health, emergency relief, etc.
American
An organisation dedicated to
Cancer
the prevention of cancer
Society
and to related research.
Read the two statements with the class and

then discuss with students different ways of
agreeing and disagreeing politely. Here are
some options.
Expressing your opinion politely
Personally, I think that...
Personally, I feel that....
Personally, I believe that...
In my opinion, ...
ADDITIONAL ACTIVITY
Check how much students know about Chilean
charities and voluntary work. Write these and / or
other charities and government departments on the
board and ask them which ones do voluntary work.
Politely disagreeing
I can see your point, but ...
I see what you mean, but ...
I understand what youre saying, but on the other
hand, ...
Comisin Nacional de Investigacin Cientfica y

Tecnolgica - Conicyt
Direccin de Bibliotecas, Archivos y Museos Dibam
MINEDUC
ONEMI
Salvamento, Asistencia y Rescate
La Cruz Roja
Politely responding to someone who

disagrees with you
Answers
La Cruz Roja and Salvamento, Asistencia y Rescate
do voluntary work.
2 + (Learning ability: to activate previous

knowledge of the topic).
160
Ask students to describe the actions in the

pictures. Can they recognise the organisations?
What do they normally do? How do they get
Unit 5
a. If you think their arguments are convincing

Hmmm. Good point.
Thats a good point.
Youve got a point there.
b. If you dont think their arguments are
convincing, and you have a good reply
The problem I have with that argument is that...
I have a problem with that argument.
Heres why: ....
I dont think thats a very good argument
because ...
I dont buy that because ... (this is quite
informal).
c. If you dont think their arguments are
convincing, but you dont have a good reply
Im not so sure about that.
Unit 5
4 + (Learning ability: to match words and
idea(s) into other words, but including only the

main point(s).
their definitions).
Go through the words in the box with the class.

Read them aloud or ask students to do it; tell
them to have a look at the texts and find the
words. Can they guess their meaning from the
context? Ask students to match the meanings
(a f) with the words.
Answers
groom d. huge a. lap c. stuff e.
success b. tangled f.

the context and from visual clues).
In this exercise, students predict the content of

the text they are going to read on the basis of
provided information title of unit, pictures,
and previous exercises and from the options
provided. Do not check answers at this point.
Before reading
Draw your students' attention to this strategy box.
Have them notice how visual aids can help them to
predict and understand better what they are going
to listen or read. Ask them to look at the visual aids
in the text and elicit the predictions they can make
out of these elements.
PAGE 111
WHILE YOU READ
6 + (Learning ability: to validate prediction).

Students quickly read the texts and check their

predictions in Exercise 5.
Answer
c.
7 ++ (Learning ability: to relate information in

order to synthesise content).
In this exercise, students choose one sentence

that best summarises each text. Remind them
that summarising involves putting the main
Answers
a. Text I. c. Text III. d. Text II.
While reading
Have students skim the text and identify the main
idea. Check answers orally and generate some class
discussion, asking students to explain their answers
8 ++ (Learning ability: to identify communicative

purpose).
Different texts have different purposes and it is

important for students to recognise it.
For example:
an advertisement is generally written to
persuade us to buy something;
a letter is usually written to inform about
something;
a manual might instruct us how to do
something;
an encyclopaedia entry generally gives a brief
definition of something.
Ask students to copy the diagram in their
notebook and identify the general
communicative purpose of the article and the
communicative purpose of each text (I III).
Answers
General b. Text I d. Text II a. Text III c.

Ask students to match the type of text in column A
of this chart with the corresponding communicative
purpose in column B.
A
B
a. A newspaper article on music types
i. To inform
b. A recipe
ii. To inform
c. A travel book
iii. To inform
d. A university brochure offering courses iv. To instruct
e. An instruction leaflet
v. To instruct
f. An invitation to a party
vi. To persuade
At WORK
161
Answers
To inform. b. To instruct. c. To persuade.
d. To inform. e. To instruct. f. To inform.
9 ++ (Learning ability: to infer meaning of words
and expressions / to classify specific information).
Tell students that we can express the feelings of

sadness and happiness not just by saying I am
sad or I am happy, but through a varied number
of idioms.
Useful expressions
Have students notice the expressions in the text.

Ask them to explain the meaning of each
expression and encourage them to create
examples.
12 ++ (Learning ability: to find synonyms).

Tell students that when we create sentences, we

can make them more interesting by using
words that mean the same as the word you are
speaking about. This allows us to add variety to
our vocabulary. You can give them an example
of two sentences, one of which uses synonyms
and another one which does not. Which one
sounds better?
a. I live in a nice little house and the house is in a

nice little town in Canada.
b. I live in a lovely little house and it is in a small,
pleasant town in Canada.
Have students read the expressions in bold in

the texts (a h) and ask them to classify them
under the categories of Pleasure / Happiness and
Sadness / Regret in their notebooks.
Answers
Pleasure / Happiness
Just grins from ear to ear.
Be over the moon.
Youll never look back.
Having the time of my life.
Sadness / Regret
Feeling down in the dumps.
With a lump in my throat.
My heart sinks.
10 ++ (Learning ability: to locate specific

information).
Students read the instructions and the incomplete

sentences and then read the texts again. Then, they
write the number of the text in their notebook.
Answers
a. Text I. b. Text III. c. Text III. d. Text II. e. Text II.
PAGE 114
11 ++ In this activity, students focus on some
words and expressions in the text. They work

with this vocabulary, tackling different tasks
such as classifying and creating sentences.
Monitor and guide students when necessary.
Check answers as a class.
Answers
a. Negative feelings: feeling down, my heart sinks,
have a lump in my throat.
Positive feelings: grin from ear to ear, have the
time of my life, keep good company.
162
Unit 5
Answers
In this order in the text:
a. moggies. b. feline. c. tom. d. Persian. e. kitten.
ADDITIONAL ACTIVITY
Take students to the computer lab. Prepare a text
with some ten words suitable for synonym
replacement. Tell them to locate a thesaurus online
or in a word processing program. Tell them to select
the word, click Tools on the menu bar at the top of
the screen and choose Language and Thesaurus.
The computer will present a list of words or
expressions students can substitute for their own
word. Ask them to compare texts in their groups
and justify their choices of synonyms. Here is an
example of text you can give your students:
Volunteering is hard to practise, but rewarding and
inspiring. I never had the guts and interest to
volunteer until I was in my late 20s. Working for a
non-profit community organisation gave me the
best experience in social interaction and
interpersonal skills that I would have not learnt
elsewhere. Now I live my life head high with selfconfidence to handle the challenging work of any
project. I attribute this competency to volunteering.
Unit 5
Possible answers
Volunteering is difficult to practise, but gratifying
and stimulating. I never had the guts and curiosity to
volunteer until I was in my late 20s. Working for a
non-profit community institution gave me the most
fantastic experience in group interaction and
interpersonal abilities that I would have not acquired
elsewhere. Now I live my life head high with selfassurance to deal with the stimulating work of any
project. I credit this ability to voluntary work.
AVOID THIS MISTAKE

Tell students to go back to Text II and write down all
the plurals they can find.
dumps places hours minutes dogs
envelopes lives animals - benefits
hundreds thousands creatures lots
friends skills things dreams
13 +++ (Learning ability: to identify specific
Elicit / provide the general rules for the formation of

plurals.
a. Most nouns add -s to their singular form.

Examples:
All the words in the list above except lives
(plural of life).
b. Words ending in -ch, -sh,-s, -x add -es to their
singular form.
Examples:
match matches, dish- dishes, bus buses, box- boxes.
c. Most nouns ending in -o form their plural
adding es.
Examples:
tomato- tomatoes, potato - potatoes.
d. Some words ending in -o form their plural adding
only s.
Examples:
piano- pianos, radio- radios.
e. Nouns ending in consonant + y change -y to i
and add es.
information).
Ask students to read and try to answer the

questions, and then read Text II again to check
their answers. Check answers orally with the
whole class.
Learning tip
Remind them of the importance of focusing their
attention when reading or listening, in this case, on
the information they need to find.
Answers
a. An animal shelter or animal protection
organisation.
b. Yes, a person can work as a volunteer even just
for 40 minutes a week.
c. Walk dogs, stuff envelopes, or help with
fundraising events.
d. To help to protect animals.
e. Any two of these: you get good company, you
meet the new you, you can find a new career,
you become part of the solution.
f. They can phone.
14 +++ In pairs, students read the text one more
time and think of four questions they would like

to ask in relation to voluntary work, animal
shelters, or cat rehabilitation. Ask students to
write their questions in their notebook, get
together with another pair, and take turns to
ask and answer the questions they wrote.
Examples:
baby babies, family- families, fly- flies
f. Some nouns ending in -f or -fe change f or fe for v
and add es.
Examples:
life lives, knife knives, wife- wives, wolf -wolves
g. Some irregular plurals do not follow any of the
rules above.
At WORK
163
Examples:
child children, foot feet, goose geese, louse lice,
man men, mouse mice, person people, ox- oxen,
sheep sheep, tooth teeth, woman women.
notebooks.
Write the plural of the nouns in the box in the
corresponding row.
baby boy bush cat cello class day echo
family goose hero jelly knife leaf library
man memo mouse person stereo table
teacher tomato torpedo turkey witch wolf
Add s:
Words ending in -ch, -sh,-s , -x add es:
Words ending in -o add es:
Words ending in -o add only s:
Words ending in consonant + y change:
-y to -i and add es:
Words ending in -f or -fe change f or fe
for v and add es:
Do not follow any of the rules:
Answers
, how long they will have to wait for a space at the

shelter,
Explain that the verb wait uses the particle for,
except in the Imperative, when we do not include a
who or a what: Wait! Dont cross the road yet!
notebooks.
Fill in the blanks in these sentences with as
many words as necessary.
a. Ive been waiting
b. Wait
all my life.
! I want to go too.
c. Were waiting
before we go out.
d. This is just the opportunity Ive been waiting

e. Rudys waiting
f. Kelly was attacked while she was waiting

g. Wait!
.
.
Answers
Will vary, but make sure the sentences make sense.
Sentences a. f. require the use of for.
PAGE 115
AFTER YOU READ
Add s:
boys cats days tables

teachers turkeys.
Words ending in -ch, -sh,-s , -x

add es:
bushes classes witches.
THE PRESENT PERFECT CONTINUOUS
echoes - heroes - tomatoes

torpedoes.
memos cellos stereos.
babies families jellies
libraries.
This section deals with the structure and use of the

Present Perfect Continuous tense. We use it to
describe an action that started in the past and
stopped recently. There is usually a result now. (Im
tired because Ive been running).
Words ending in -o add es:
Words ending in -o add only s:

Words ending in consonant + y
change -y to -i and add es:
Words ending in -f or -fe change f
knives leaves - wolves.
or fe for v and add es:
Do not follow any of the rules:
geese men mice people.
AVOID THIS MISTAKE
Copy this sentence from Text III on the board and
highlight the word for:
164
Unit 5
Language Note
We also use the Present Perfect Continuous to show

that something started in the past and has
continued up until now.
The structure of the Present Perfect Continuous
tense is:
Subject + auxiliary verb + auxiliary verb + main verb
have
been
base + -ing
has
Unit 5
When we use the Present Perfect Continuous tense

in speaking, we often contract the subject and the
form of the verb have; we also sometimes do this in
informal writing.
I have been
You have been
He has been
She has been
It has been
John has been
The car has been
We have been
They have been
Ive been
Youve been
Hes been
Shes been
Its been
Johns been
The cars been
Weve been
Theyve been

evaluation of grammar and vocabulary.
Feedback: 0 6 correct answers: needs a lot of
further studying. 7 13 correct answers: good,
but could improve with extra practice. 14 20
correct answers: very good, could try to help
classmates who did poorly.
17 ++ 43 (Learning abilities: to imitate a spoken

model / to role play a conversation).
43
Cynthia has an American accent and Eddie has a Scottish accent.
Cynthia: Look at those people over there.
Eddie: There are lots of people there.
Cynthia: Yes, and theyve all been doing different things.
Look at the boy, for example.
Eddie: Which boy?
Cynthia: The boy wearing the brown sweater.
Eddie: Yes, I can see him.
Cynthia: What do you think hes been doing?
Eddie: His face looks red.
Cynthia: Is he embarrassed?
Eddie: No, I think hes just come from the beach. I think hes
been lying in the sun for too long.
Cynthia: And what about the girl?
Eddie: The one with the dirty face?
Cynthia: Yes, whats she been doing?
Eddie: I think shes been eating lots of chocolate.
Cynthia: And the ladies?
Eddie: The ones with lots of parcels in their hands?
Cynthia: Hum. What have they been doing?
Eddie: I think theyve been shopping.
Cynthia: They certainly have!
Eddie: And it seems theyve been having fun for
hours!errors.


doing this exercise. Ask students to read the
conversation and identify the parts that express
actions which started in the past and still
continue in the present (Present Perfect). They
then take some time to practise the dialogue
and act it out in front of the class.
Answers
a. It has been (Its been) raining since 5 oclock on
Monday.
b.The dog has been (The dogs been) chasing its
tail since 4:30 today.
c. They have been (Theyve been) working in the
garden since 3 pm.
d.Grandma has been (Grandmas been) knitting
that sweater since last spring.
e. They have been (Theyve been) playing chess
since noon.
f. He has been (Hes been) painting the house
since 9 am.
PAGE 116
16 ++ (Learning abilities: to consolidate
vocabulary / to consolidate a language point).
Ask students to work in pairs and carefully study

the pictures. What have the people been doing?
Why do they think that they have been doing
it? Tell them to fill in the blanks in the
conversation using the visual clues.
Students listen to the recording to check their

answers in Exercise 16 and then listen, repeat,
practise, and role play the conversation.

evaluate learning).

At WORK
165

subject once more time to make sure they are
ready to continue with the rest of the unit.
Answers
a. have been studying. b. have been waiting.
c. has been correcting. d. Has it been raining. e.
have not been listening.
to do. Tell them to use the Past Simple tense,

given that it is going to be a text about a past
experience. If students tell you that they have
never volunteered or worked, tell them to
invent a story. Check each piece of writing and
correct grammar and spelling. Discuss students
performance and give feedback.

strategy box. Explain to them that, when writing
about a past experience, it is important to
distinguish what piece of information corresponds
to the main events in the narration and which points
correspond to the details. Tell them that they should
develop their narration around the main points.
21 +++ (Learning ability: to reflect on the contents

PAGE 117
19+ (Learning ability: to identify and apply a

typeface: italics).
Review with students the three uses of italics.

Provide some extra examples and ask them to
highlight the words to be italised. Then, in pairs,
they should explain which of the four rules they
applied. Check answers orally and on the board.
Answers
a. Because I have been studying. b. He has been
waiting for you the whole morning! c. I think it has
it been raining. d. It seems she has not been
listening.

(Learning ability: to write a text organizing

learn what details to select for writing

purposes;
revise their own work.
Go through the instructions with students and
check that they all understand what they have
166
Unit 5
Encourage students to discuss their answers to

the questions in small groups and to give and
support their opinions with respect for their
classmates at all times.
Encourage them to express their honest

opinions when answering questions b. and c.,
which raise value issues.
This is also the moment when students can fill

in the third part of the KWL chart.
+++
PAGE 118
LESSON 2 LISTENING
APPLYING FOR A JOB
BEFORE YOU LISTEN

how to express the duration of events.
Unit 5
Curriculum vitae versus resume
There are several differences between a curriculum
vitae and a resume.
A curriculum vitae is a longer (up to two or more
pages), more detailed synopsis of a workers
background and skills; it includes a summary of the
persons educational and academic backgrounds as
well as teaching and research experience,
publications, presentations, awards, honors,
affiliations, and other details.
Like a resume, a curriculum vitae should include the
applicants name, contact information, education,
skills, and experience. In addition, a CV includes
research and teaching experience, publications,
grants and fellowships, professional associations
and licenses, awards, and other information
relevant to the position the person is applying for.
A resum is a summary of a persons experiences
and skills relevant to the field of work they are
entering. It highlights a persons accomplishments
to show a potential employer that he or she is
qualified for the job he / she wants. It is not a
biography of everything the person has done so far.
1 + (Learning ability: to connect the topic and

Ask students to prepare a KWL chart. In pairs or

groups, students discuss the questions. Then,
they discuss their answers in bigger groups and
compare their options.
2 + (Learning ability: to express opinions based

on general knowledge).
What is acceptable or unacceptable will vary

from person to person. Ask students to do the
exercise on their own. Once they have all
finished, read the options one by one and ask
several students to give their opinions on each
choice. Why do they think that such behaviour
is acceptable or not? Can they give reasons?
How would they behave in a similar situation?
In general, they should agree on what is
acceptable or unacceptable behaviour at a job
interview.
Answers
Acceptable behaviour (A): a., b., c., d. (but not
too loud), f.
Unacceptable behaviour (U): e.
Before listening
Draw students attention to the title of the lesson,
the pictures, and the questions in the lesson.
Explain to them that these elements are clues
which can help them have a clearer idea of what
they are going to listen.
3 + (Learning ability: to connect pictures

and topic).
Ask students to read the sentences in the

bubbles (a c) and then match them with the
pictures (1 3). The three bubbles include
expressions from the recording. You can tell
faster students to listen to these sentences in
the recording during the listening activities and
check whether they are exactly the same.
Answers
a. Picture 2. b. Picture 3. c. Picture 1.
4 ++ 44 (Learning ability: to identify and

practise an English sound).
Ask students to read the sentences silently and

then do the exercise with a partner. Play the
recording several times, first for students to
check their answers and then for them to
practise saying the sentences.
In English, there are many silent letters. One of
them is the letter h.
The letter h is always silent in what, when, where,
whether, why.
The letter h is not pronounced at the beginning of
many words; in this case, we use the article an
before the word. Some of the most common are
hour, honest, honesty, honour, heir, heiress.
The letter h is pronounced at the beginning of
many words. In this case, we use the article a before
At WORK
167
Examples:
When I worked for the shop, my duties included
serving customers and accepting payments.
Do you think the exercise is difficult? Not really; I
think it is fairly easy.
Mum, Id like you to meet my mates from school;
Helen and Jack.
I love kayaking, climbing, and trekking; in fact, any
activity that you can do outdoors.
She has an outgoing personality; she loves parties
and being with people.
The most important skills for this job are
concentration and attention to details.
the word. Some of the most common are habit,

hacker, hair, half, hall, Halloween, ham, hammer,
hand, happen, happy, hard, harm, hat, hate, head,
health, hear, heart, heaven, heavy, heel, height, hello,
helmet, help, here, hermit, hero, hide, high, hike, hill,
history, hire, history, hobby, hold, holiday, home,
honey, hood, hooligan, hope, horizon, horoscope,
horrible, horror, horse, hospital, hot, hotel, house, how,
hug, huge, human, humble, humour, hundred, hurt,
husband, hydrogen, hygiene, etc.
Answers
a. Its an honour to be here in Hove, even if only
for an hour.
b. We have to be honest and work very hard.

OPTIONAL ACTIVITY
You can give fast learners these sentences and ask
them to circle the h when it is pronounced and cross
it out when it isnt. Ask them to write the sentences
on the board for the rest of the class to copy.
duties fairly mates outdoors outgoing skills
6 ++ (Learning ability: to relate similar meanings).

a. I think that Jack is a hero.

b. Kim is the heir to the entire fortune.
c. I must depart with a heavy heart.
d. Sheila got an honorary degree from Oxford.
e. They pay an hourly rate.
f. They have a horse and a sheep.
Answers
a. I think that Jack is a hero.
b. Kim is the heir to the entire fortune.

c. I must depart with a heavy heart.
d. Sheila got an honorary degree from Oxford.
e. They pay an hourly rate.

f. They have a horse and a sheep.
PAGE 119
45
Students read the words and match them with

the synonyms in Exercise 5.
Answers
abilities skills. extrovert outgoing. friends
mates. obligations duties. outside outdoors.
sufficiently fairly.
7 ++ (Learning ability: to make predictions using

Talk to students about interviews. Have they

ever been interviewed for a job? What kind of
information do they think an interviewer might
require? Refer them to the list of questions
(a f) and ask them to tick the ones they think
are asked at an interview. Do not check answers
at this stage.
5 + 45 (Learning ability: to identify and

pronounce key words).
Students listen to the words and repeat them.

Do they know what they mean? You can write
sentences on the board to provide context. It
would also be a good idea to familiarise
students with the names of places that will
appear in the text: Brighton Hove - London.
AVOID THIS MISTAKE

Draw students attention to question c. in Exercise 7:
What is the weather like where you come from?
Because of negative transfer from Spanish, students
may tend to say How is ?
Point out that we generally use What is / are
168
Unit 5
Unit 5
like? when we require a description, and How is / are

? when we require information about the
state of somebody or something.
notebooks.
Write questions to complete these exchanges.
a. A:
?
B: Adelle? Shes quite pretty and very kind.
b. A:
?
B: It was excellent, full of action and suspense.
c. A:
?
B: The beaches are wonderful, but the traffic is
awful.
d. A:
?
B: I havent read it yet, but everyone says its very
moving.
e. A:
?
B: They were quite friendly.
Answers
a. What is Adelle like? b. What was (film / play)
like? c. What is (city) like)? d. What is (name of
book) like? e. What were (name of two or more
people) like?
While listening
Encourage the use of note-taking as a habitual and
useful while-listening strategy. Remind students
that taking notes implies the ability to write key
words or phrases rather than full sentences.
10 ++ 46 (Learning ability: to find and support

Answers
c. Good team player. e. Outgoing personality.
f. Responsible. g. Sporty. h. Takes his duties seriously.
PAGE 120
11 ++ 46 (Learning ability: to find specific

expressions).
WHILE YOU LISTEN

Play the first part of the recording once or twice

for students to check their predictions in
Exercise 7.
Answers
These questions were asked: a., d., e., f.
9 ++ 46 (Learning ability: to discriminate

Play the recording again. Check answers orally.

Ask keener students to describe a friend or a
classmate using the expressions they have
ticked. They can write their sentences on the
board to share them with the class.
First give students examples of the type of

expressions they will be looking for. Tell them
that to keep peoples interest when we are face
to face we can nod, look someone in the eye,
make humming noises, and / or use expressions
such as I see, OK, Really?, etc. Play the first part of
the recording again and ask students to find
and write the three expressions.
Answers
a. Oh, really? b. I see. c. Mm, very interesting.
12 +++ 46 (Learning ability: to find and match

Ask students to read the sentences and fill in

the gaps. They can work in pairs. Play the
recording again for them to check their answers
and then check answers orally.
Before students listen to the recording again,

have them read the points (a - f). Tell them to
pay special attention to these points in the
audio. Then, explain to them they have to
write all the information that they can
remember which is related to these points.
Answers
a. more. b. change. c. car. d. time.
e. Spanish / French. f. big / years.
At WORK
169
13 +++ 46 (Learning ability: to predict possible

content / to validate predictions).
First, students read the answers and then they

write the questions they think the interviewer
asks. Tell them not to worry too much about
being absolutely exact. After they have written
the questions, play the second part of the
recording and tell them to check their answers.
Answers
See transcript, Part II.
14 +++ 46 (Learning ability: to identify
sequence / to generalise from provided visual

information).
In this exercise, students apply their analytical

skills. They take the whole recording into
consideration and analyse it to associate the
pictures with specific situations. Finally, they
number the pictures in the order the associated
events appear in the recording. First, ask the
students to describe the pictures and identify
what they represent in connection with the
recording.
Answers
Picture 1: a tourist guide, a sporty person, an
adventure sports guide.
Picture 2: a bus that takes big groups of tourists.
Picture 3: the clock indicates the time when people
have to do things.
Picture 4: a birthday cake for someones 25th
birthday.
Then they listen and put the pictures in the

order the associated events are mentioned.You
can ask fast learners to write down the clues.
Answers
1. The birthday cake: John, I can see from your
application form that youre 25 years old.
2. The clock: Sometimes I have to start work early
and finish late.
3. The adventure holiday guide: Im a sporty
person. Ive been specialising in adventure
holidays for a year or so.
4. The tourist bus / coach: Ive been travelling with
big groups of tourists for at least two years.
170
Unit 5
TRANSCRIPT LISTENING APPLYING FOR A JOB
46
The interviewer has a Japanese accent. John speaks with a

British accent.
Part I
Interviewer: John, I can see from your application form that
youre 25 years old. Can you tell me a bit more
about yourself?
John:
Im from Brighton and I consider myself an
outgoing, friendly person. Im the youngest of three
brothers and Ive been working as a tourist guide
since I left school.
Interviewer: Oh, really? Why do you want to change jobs?
John:
As I said, Im from Brighton; I live here and my job is
in Hove. I have no car, and sometimes I have to
start work early and finish late. At the beginning, I
used my dads car, but for the last year Ive been
relying on a ride from one of my mates, since dad
moved to London; its been very difficult to get to
work on time. And then I saw this ad right here
in Brighton.
Interviewer: I see. Tell me, why did you choose this line
of work?
John:
Im an outgoing person and I love spending time
with other people, especially outdoors. I finished
school and I wasnt really sure what I wanted to
do, but Ive always been good at languages I
speak fluent Spanish and French and Ive been
studying German for the last five months so, I
thought that tourism would be a good career for
me. As Im a sporty person, Ive been
specialising in adventure holidays for a
year or so.
Interviewer: Do you have any experience with big groups?
John:
Ive just taken a course and passed an exam to
qualify as a professional guide. Besides, Ive
been travelling with big groups of tourists for at
least two years. I would say that Ive got a lot of
experience.
Interviewer: Mm, very interesting. Tell me, why should I hire
you to work for my agency?
Unit 5
John:
Im very responsible and I take my duties

seriously. I like what I do, I like being with
people and showing them around, and I think
Im a good team player. I think I can
contribute quite a lot.
Part II
Interviewer: What two things are most important to you in
your job?
John:
First of all, the most important thing is job
stability and the second thing is opportunities
for promotion.
Interviewer: What skills and abilities do you have?
John:
Skills and abilities? As I said, I think Im fairly
responsible, Im punctual and Im a
hard worker, willing to learn new things.
Interviewer: What are your salary expectations?
John:
I know that Id just be starting, so my salary
expectations are not excessive.
Interviewer: Is there anything youd like to add?
John:
One thing Id like to add is that Im an honest
person and if you hire me, youll get an
excellent worker.
PAGE 121
AFTER YOU LISTEN
Language Note
THE PRESENT PERFECT CONTINUOUS

(FOR / SINCE)
We use for and since when talking about time.
We use for + a period of time.
A period is a length of time, for example: 5 minutes,
2 weeks, 6 years.
For means 'from the beginning of the period until
the end of the period.'
For can be used with all tenses.
We use since + a point in time
A point is a precise moment in time, for example:
9 oclock, 1st January, last Monday.
Since means 'from a point in the past until now.'
Since is normally used with perfect tenses.
Common expressions with for and since

All tenses
Perfect tenses only
for 20 minutes
for three days
for six months
for four years
for two centuries
for a long time
for ever,
etc.
since 9 am
since Monday
since January
since 1997
since 1500
since I left school
since the beginning of time,
etc.
15 + (Learning ability: to apply new vocabulary

and structures).

doing the exercise. Check answers orally.
Answers
a. for / since. b. for.
Copy this chart on the board and ask students to fill
column A with for or since.
A
(Answers)
a. A long period of time
(for)
b. Leaving Primary school
(since)
c. Christmas
(since)
d. Two hours
(for)
e. Ages
(for)
f. This morning
(since)
g. Ten minutes
(for)
h. I lived in New York
(since)
i. A short while
(for)
j. Half an hour
(for)
k. The end of last year
(since)
l. Last March
(since)
m. Tuesday
(since)
16 ++ 47 (Learning ability: to relate written and

oral information).
Ask students to read the questions carefully.

What information is required? What answers
may be given? Ask them to work in pairs. Play
the recording once or twice for students to
check their answers.
At WORK
171
Answers
See transcript.
47
Dell has a British accent.

Dell: Hi, is this Hammonds International? No? Sorry, I must
have dialled the wrong number. My apologies.
Hi, Hammonds International? Yes? Oh, wonderful! Could
I possibly speak to Mr. Mr Dustin Walker, please?
Not in today? Well, then .. Miss Susan Spencer?
OK, Ill hold.
Miss Spencer? Hi, Im calling about the ad in last
Saturdays Daily News.
Sorry, what did you say?
Oh, yes; my names Dell Salazar and Im 18 years old.
Date of birth: 19th of February, 1993.
As I said - the ad in Saturdays Daily News.
Sorry?
Oh, I see; you published two ads on Saturday. Id like to
apply for the position of the receptionist. It says let
me find the ad Receptionist required for a busy law
office in Central London. Please apply by phone. Contact
Dustin Walker or Susan Spencer. I hope youre still
interviewing.
You are? Great!
No, Ive got no experience and the ad didnt say that it
was necessary, but Im willing to learn! Im a fast learner.
Well, I had some French at school and I speak fairly
fluent Spanish. My fathers originally from Ecuador, but
Im British; I was born in Bristol. I keep the language
fluent because dad speaks Spanish to us and we
occasionally visit our family in Guayaquil.
My qualities? Well, as I said before, Im a fast learner and
Im hard-working, responsible, and I think Im a good
team player. I used to play team sports at school and I
believe its a good way to learn how to be part of a
work group.
As soon as you need me. I finished school in June and
then worked for a while in a department store, but that
172
Unit 5
was just a replacement and now Im free. As a matter of

fact, the sooner I could start the better.
Id be more than happy to go to your office for a personal
interview. When would you like me to go?
Tomorrow? What time would be good?
9 a.m. sounds perfect.
7 Devonshire Square. Thats right opposite Liverpool
Street Station, isnt it?
How long do you think its going to take?
About an hour? Brilliant, no problem; see you then.
PAGE 122
17 + 47 ( (Learning ability: to role play a
conversation using previous information).
Read the questions in Exercise 16 aloud and ask

students to repeat after you. Play the recording
again once or twice for students to get more
familiar with the information and to practise the
girls answers. Give pairs a few minutes to
practise the interview, taking turns to be the
interviewer or Dell. You can ask fast learners to
change the information in the answers with
their own ideas.
Invite pairs of students to role play the interview

for the class.
18 ++ ( (Learning ability: to compare and

discriminate between appropriate and
inappropriate characteristics).
Group discussions provide the opportunity for

important interaction among students.
Additionally, you can check on what students

are learning through their questions and
answers.
Students work in pairs. Ask them to look at the

pictures, identify the jobs (Picture 1: Master of
Ceremonies / MC at a circus. Picture 2: ballet
dancer. Picture 3: singer / guitarist / musician.
Picture 4: beautician), and then read and answer
the questions.
Unit 5
It is important to take into consideration

students level of language and not to expect
the interview to be without errors and some
expressions in Spanish. Remember to provide
students with concrete information and clear
role descriptions so that they can play their parts
with confidence.
After the role play, feedback is essential. To

quote Carol Livingstone:
Once the role play is finished, spend some time

on debriefing. This does not mean pointing out
and correcting mistakes. After the role play, the
students are satisfied with themselves; they feel
that they have used their knowledge of the
language for something concrete and useful;
this feeling of satisfaction will disappear if every
mistake is analysed. It might also make the
students less confident and less willing to do
other role plays.
evaluate learning).

reached the minimum score, you should
You can ask students to keep track of their
two or three units.
Livingstone, C. (1983). Role-play in Language Learning.

Harlow, UK: Longman.
Did you know that

Each line with blanks is worth 2 points.

Answers
d. you have been playing
a. have you been using.
for.
b. have not been using / e. have been telling you
for.
for.
c. have been playing
f. have been trying /
since.
since.
Draw your students' attention to the Speaking

target strategy box. Explain to them that creating a
draft of a presentation is a useful strategy which will
allow them to check aspects such as language and
organisation in advance.
21 ++ APPLICATION TASK SPEAKING
(Learning ability: to give an oral presentation

making use of a computer application).
PAGE 123
20 +++ (Learning ability: to role play an interview).

This exercise is an extension of Exercise 18,

where students discussed different jobs and
what is necessary to apply for them. Apart from
checking if they have successfully acquired the
skills taught in this unit, role playing an
interview is an interesting way of preparing
students for a potential situation where they
have to apply for a job.
For more information on these activities, see

Page 7 of the Introduction.
learn how to make a PowerPoint presentation;
improve their team building skills;
learn how to use bullet points and headings;
learn how to set and respect time limits;
revise their own work.
At WORK
173
Two important recommendations for this

exercise: first, do it in a new class period, given
that students have had several speaking
activities before (Exercises 17, 18 and 20) and
second, organise the class carefully so that
students can prepare and make their Power
Point presentation, either to the whole class or
to another group.
Read the instructions with students and make
sure they understand what they have to do; get
help from students who may be more familiar
with PowerPoint to assist their classmates. Talk
to students about different ways of introducing
themselves and others; provide and elicit
examples and situations. Set a time limit for the
preparation and for the presentations. Help
them to evaluate their performance using the
points provided.
PAGE 125
contents of the lesson and relate them to own

Students are asked to reflect on what they have

discussed in the lesson and decide if what they
have done has helped them to talk about the
topic of the lesson.

familiar with.
after the process.
174
Encourage them to discuss their answers in

small groups, and to give and support their
opinions with respect for their classmates at
all times.
This is also the place where students can fill in
the third part of the KWL chart.
Unit 5
PAGES 126 - 127

Introduction.
1 Students read the letter and answer the
questions (a d). If they answer with

complete sentences, they should use the
corresponding Present Perfect Continuous
forms. You can decide if this is necessary or
not in your class; if you are more interested in
them getting the information required, just a
short answer will be enough.
Answers
a. (He has been living in Auckland) for five years.
b. (He has been preparing for the test) for a year.
c. (He has also been studying) traffic rules and
traffic laws.
d. (He has been working for the Infirmary) for
two years.
AVOID THIS MISTAKE
Write this sentence from the letter on the board and
draw students attention to the verb look forward to:
I will be looking forward to hearing from you.
Elicit or provide its meaning: wait for or anticipate
something pleasant.
Explain that it can be followed by a noun phrase or
a verb-phrase with an -ing pattern.
Examples of look forward to + noun phrase:
We are looking forward to the summer holiday.
Are you looking forward to the party?
We are not really looking forward to the exams.
Examples of look forward to + verb phrase:
Im looking forward to meeting my cyber-friend.
Barbara and Carl are looking forward to joining their
friends at the seaside.
Is Daisy looking forward to visiting her in-laws?
notebooks.
Unit 5
Finish these sentences with a noun phrase (NP)

or a verb phrase (VP) as indicated.
3 Students look at the pictures, read the clues, and

then write sentences using the Present Perfect
Continuous tense, following the example.
a. (NP) The children are looking forward to

b. (NP) Is Eddie looking forward to

c. (NP) My parents are looking forward to

d. (VP) Francesca is not looking forward to

e. (VP) Im sure you are looking forward to


Introduction.
Remind students that they should do the activities

on their own, without much intervention from you,
but help and support when necessary.
f. (VP) Why are you looking forward to

Answers
Will vary, but make sure students sentences make
sense and that they use an ing form in sentences
d f.
2 Ask students to read the schedule with times
and activities. Tell them to pay attention to the

time when the activity started and the time
when Delva is looking at the programme.
Answers
a. The Senior Citizens Club has been doing
aerobics for one hour and five minutes.
b. John Brown, Daisy Elmer, and Karl Royce have
been using the machines for one and a half
hours.
c. Susan and Deborah Drake have been doing
Pilates for 25 minutes.
d. Mrs Carole Johnson has been sitting in the
sauna for ten minutes.
e. Gordon and Sarah Plank have been doing
kick boxing for five minutes.
f. The children from Tollgate School have been
swimming for 40 minutes.
g. Deepak Kharma has been doing yoga for nearly
two hours.
Answers
a. They have been going to this restaurant for five
years.
b. He has been looking for a job since he left
school in June.
c. They have been painting the house for seven
hours.
d. She has been working out since two oclock.
PAGE 128
JUST FOR FUN
Answers
a. - vi. - Picture 3.
b. - v. - Picture 5.
c. - ii. - Picture 1.
d. - iii. - Picture 6.
e. - iv. - Picture 4.
f. - i. - Picture 2.
PAGE 129
CHILEAN CONNECTION
Talk to students about unusual professions they
know some of them in Chile. Do they think that
organ grinding is an unusual profession? Why do
they think some professions disappear? You can
also ask students about the strangest jobs they
have ever heard about.
ADDITIONAL ACTIVITY
Tell students about the jobs listed below and ask
them if they are real or not. (They are all real jobs!)
Train pusher
In Japan, a train is not full until it is 200% full and
passengers need a little extra help to get on, so
train stations hire passenger arrangement staff that
physically shove people onto trains until they can
shove no more.
At WORK
175
Dice checker
Other than checking for the correct number
placement (how obvious!), dice inspectors go
through obsessive security measures to make sure
the dice are cheat-proof. If they are found to be
defective (not square, improper serial numbers, etc.)
they are either destroyed or marked and sold.
Human bed warmer
Guests at a London Holiday Inn have the option of
falling asleep in a bed that has been pre-heated by
another human. According to an article in the
Telegraph, a staff member will dress in a full-body
sleeper suit and lie in your bed for 5 minutes.
Apparently, there is scientific evidence that sleep
starts when body temperature begins to drop, so a
warm bed is a good way to start this process.
Answers
Flag 1 - Mexico - corridos.
Flag 3 - Spain - zarzuelas.
Flag 2 - Argentina - tangos.
Flag 4 - Chile - cuecas.
PAGES 130 - 132

TEST YOUR KNOWLEDGE
READING VOLUNTEERING EXPERIENCES
1. c.
2. a. i. b. ii. c. ii. d. i. e. i.
3. amazing: causing wonder or astonishment;
share: to allow someone to use or enjoy
something that one possesses; belong: to be a
member of a group; hesitate: to speak making
pauses.
LISTENING AT A RECRUITMENT CENTRE
49
4. a. False. b. True. c. False. d. False. e. True. f. False.

5. a. Hamilton. b. Tuesday. c. 23. d. duties.
LANGUAGE
6. a. have you been living.
b. have been working.
c. have been waiting.
d. has not been feeling.
e. has been building.
7. a. for. b. since. c. for. d. since. e. since.
SPEAKING
8. Students are expected to describe a situation indicating questions asked and answers given.
Task
Correct description of situation and
appropriate questions and answers.
Mostly correct description of situation and
mostly appropriate questions and answers.
Acceptable description of situation and
some appropriate questions and answers.
176
Poor description of situation, very few

appropriate questions and answers.
Unit 5
Score
4
3
2
1
language
mistakes.
Very few language
mistakes.
Some language
mistakes.
Language mistakes
interfered with
comprehension.
Score
3
2
1
0
Interaction
Fluid interaction, good
pronunciation, no hesitation.
Score
3
2
1
0
Final
score
Unit 5
WRITING
9. Tell students to fill in the application form with their own or invented details. They should also include a
short application note where they write about their experience, hobbies, and the reasons why they
want to apply. Assign points according to the following criteria.
Task
Filled in the form and wrote the letter
following all the indications.
following most of the indications.
following some of the indications.
Hardly filled in the form and wrote the
letter following only a few indications.
TRANSCRIPT - LISTENING
AT A RECRUITMENT CENTRE
Score
4
3
2
1
language
Very few grammar or
mistakes.
comprehension.
49
Interviewer I has a British accent, Brenda has a Scottish accent

and Interviewer II has a French accent.
Interviewer I: Hello. Welcome to the Recruitment Centre. First
of all, Id like to take your details.
Whats your family name?
Brenda:
Hamilton. My full names Brenda Hamilton.
Interviewer II: And what position are you applying for?
Brenda:
Program analyst.
Interviewer I: I dont seem to be able to find your CV, Miss
Hamilton.
Oh, here it is. Have you filled in an application
form?
Brenda:
Yes, I sent my application form by e-mail last
Tuesday, but I have a copy with me, if
you need another one.
Interviewer II: No, thank you, it wont be necessary.
Can you tell us something about yourself?
Brenda:
Well, you already know my name. Im 23 years
old and Im a computer program analyst.
Interviewer I: Any specific programs?
Brenda:
Mainly Oracle and Java, but Im also familiar
with Mercury and XML.
Score
Presentation
Score
2
1
0

Several spelling mistakes
and rather incorrect format.
A lot of spelling mistakes
and incorrect format.
Final
score
2
1
0
Interviewer II: Thats very impressive. Do you have any work

experience?
Brenda:
I graduated 6 months ago and I worked for
three months as a systems analyst for a big
telecommunications company in Wexford.
Interviewer I: What were your main duties?
Brenda:
I coordinated the installation of computer
hardware and software, and I also did some
program analysis for our clients.
Interviewer II: Why did you leave?
Brenda:
I was a trainee and the position was
temporary. I finished last week.
Interviewer I: Thank you, Miss Hamilton, well study your CV
and recommendations and will let you know if
you got the job tomorrow.
FINAL REFLECTION
their groups.
At WORK
177
PAGE 133
SELFEVALUATION
Introduction.
sheet with students. Remind them that there are
two main parts:

PAGES 134 - 137
SYNTHESIS TEST UNITS 1 TO 5
Answers
READING TWO SITUATIONS
Please note that the three reading texts are written
in American English.
1. Form I Extract III. Form II Extract IV.
2. a. Because his credit limit has been exceeded

(by over $250). b. Yes, they can come to an
agreement. c. Because she lost her driving
license. d. You can do it online, by telephone, by
post, or you may be able to use the premium
checking service.
3. a. loan. b. doubt. c. debt. d. expire.
4. a. iii. b. iii.
50
LISTENING - WELCOME TO LONDON
5. a. not cost. b. National Gallery. c. Chinese.
d. park. e. corner shop.
6. 1. Carnaby Street. 2. Portobello Road Market.
3. Camden Town Market.
7. a. to cost a lot of money. b. near Trafalgar
Square. c. dont need to spend any more money
for the rest of the afternoon. d. check out one of
Londons popular markets, (such as Portobello
Road or Camden Street). e. and enjoyable day in
London.
LANGUAGE
8. a. has been working out. b. has been feeling.
c. have not been watching.
9. a. from our grandmother. b. without the
complete information. c. with good looks and
intelligence.
10. a. arrive. b. will send. c. will visit. d. will take.
WRITING
11. Students choose one topic from the list to write a short composition of about 120 words describing a
personal experience.
Assign points according to these criteria.
Task
Complete description of
Quite complete description of
Acceptable description of
Poor description of personal
experience.
178
Unit 5
Score
4
3
2
1
language
mistakes.
mistakes.
Score
Presentation
Score
2
1
0

incorrect format.
2
1
0
Final
score
Unit 5
SPEAKING
Task
Score
Correct conversation about a

personal experience; all
question words used.
Mostly correct conversation
about a personal experience;
most question words used.
Acceptable conversation about
a personal experience; some
Poor conversation about a
personal experience; very few
language
Score
Interaction
Score

Practically no language mistakes.
Language mistakes interfered with

comprehension.
TRANSCRIPT - LISTENING - WELCOME TO LONDON
50
The guide speaks with a British accent.

Guide: Welcome to London; I hope you have a nice stay.
First of all, let me give you todays itinerary and then
we can discuss options for the rest of your visit.
A day out in London doesnt have to cost a lot of
money. There are plenty of free London attractions to
see and visit.
To begin with, at 10 am well go to the National
Gallery near Trafalgar Square, where youll see
paintings by the great masters, including Leonardo da
Vinci, Rembrandt, Picasso, Michelangelo, Monet and
Van Gogh. You can even join a free, 60-minute guided
tour of the collection at 11:30am and 2:30pm, any day
of the week.
At 2:30, after the visit, you can bet youll be quite
hungry, so how about having an inexpensive meal?
Fluid interaction, a few

pronunciation mistakes, a
minimum of hesitation.
Fluid interaction, some
pronunciation mistakes,
some hesitation.
Interaction affected by
pronunciation mistakes and
a lot of hesitation.
Final
score
2
1
0
On and around Londons iconic Carnaby Street, well

find affordable chain restaurants such as the Masala
Zone, with Indian food and the Cha Cha Moon, with
Chinese offers.
At around 3:30 pm, and once youve satisfied your
hunger, you dont need to spend any more money for
the rest of the afternoon, as well visit Hyde Park, in
the centre of London. Here you can stroll at leisure by
the serpentine, sit and read or simply watch the world
go by some of the best people-spotting in London is
to be found here.
If you cant resist a bit of bargain-hunting, check out
one of Londons popular markets, such as Portobello
Road or Camden Street.
In the evening, at around 7 pm, we suggest that you
buy a sandwich at your local corner shop or the
nearest supermarket.
I promise you this will be a really inexpensive and
enjoyable day in London.
At WORK
179

1. Read the different voluntary job cards, choose one for yourself and one for your partner, and practise
being an interviewer and an interviewee. Role play your interview in front of a group.
Interviewer: find out if the reasons behind the application are genuine and what attributes that
applicant has that would make him the ideal candidate.
Interviewee: explain the advantages and disadvantages of your chosen voluntary job and explain
why you would like to apply.
As a care volunteer in Africa, working

with children in orphanages, you will be
helping kids to learn life-skills that parents
would normally teach. By getting
involved in the day-to-day running of an
orphanage, making sure children are fed,
washed, and dressed, and paying them
personal attention, you will be making a
really positive impact on their lives.
You dont have to be a teacher to

volunteer for our English teaching
projects in Asia. There is no need to have
a degree from university to gain
international work experience in any of
our destinations. You dont even need to
speak the language spoken at the place
where you are volunteering.
The program is open to all volunteers,
whether you are on a gap year, at
university, or wanting a career break.
All we require is a good standard of
spoken English.
Many volunteers also help to educate

the children in personal hygiene and
social skills.
Make a difference teaching local kids

English, which they can later use in their
professional lives.
Global enGlish 3 MEDIO
You may have the chance to make use of

your talents or interests; you can teach
arts, crafts, or music, which are always
popular activities.
PhotocoPiable material
Wherever you travel in the world, you will

always find people who love sports, and in
Africa, more than anywhere else.
Sports bring people together and help to
build strong communities; they also
contribute to the creation of healthy, happy
individuals. Sports can provide a muchneeded distraction from more negative
aspects of peoples lives and, to
many people from disadvantaged
backgrounds, they can offer a route out of
poverty and a path of excitement
and promise.
Regular and organised sports coaching
can have a very positive impact on children,
together with the obvious physical and
mental benefits that regular exercise
provides.
180
Unit 5
Unit 5
One of the best ways to get in touch

with a country and its people is by
understanding its past. Volunteering on
one of our archaeology projects in
Romania is a great way to discover its
rich history.
You can spend time excavating ruins
either in Romania or in the thrilling region
of Transylvania.
You dont need any previous
archaeological experience to join one of
our digs and they run all year long.
Volunteers are based in various locations,
including the ancient city of Brasov.
By choosing a Culture & Community

project in Jamaica, you will become an
integral part of a local community
abroad.
You can get involved in helping the
community of St. Elizabeth to become
better prepared for the next natural
disaster by volunteering on the Disaster
Management Project.
Working in conjunction with the local St.
Elizabeth Parish Council Disaster
Coordinator, Disaster Management
volunteers raise awareness in schools and
within the community, help to develop
evacuation plans, and coordinate drills.
Some of the most important work that

needs to be done in developing
communities is setting up basic
infrastructure. Building volunteers can
work in a variety of destinations,
contributing to all types of sustainable
projects.
Whether you want to experience rural life
in Ghana or in a big city in South Africa,
there are different options for you to get
the most out of your building work.
You can do voluntary building whether
you are 16 or 60!
These projects are for volunteers who are
on summer holiday, having a gap year
from education, or taking a career break.
They run all year round.
You dont need any previous
building experience.
At WORK
181
2. Examine the contents of the table below carefully.

a. Match the animals in column A with their names in column B and their habitat in column C.
In some cases, there might be more than one correct answer.
b. Answer and discuss these questions in your group.
i. Which animals can be kept as pets?
ii. Which animals can you find in Chile?
A
iii. Which animals do you think are dangerous?

iv. Which animals are in danger of extinctions?
C
B
Seal
Crocodile
a. Forests in Alaska, Canada, Finland, Greenland, Norway
Snake
3
b. African savanna
Giraffe
4
Gorilla
c. Farms
Hippopotamus
6
Parrot
d. Oceans
Penguin
e. Fresh water and brackish water
Reindeer
9
Rooster
10
182
f. Tropical forests
UNIT 5
Unit 5

Lesson 1 Two Poems about dogs
A Dog Has Died
by _______________________
Some day I'll join him right there,

but now he's gone with his shaggy coat,
his bad manners and his cold nose,
and I, the materialist, who never believed
in any promised heaven in the sky
for any human being,
I believe in a heaven I'll never enter.
Yes, I believe in a heaven for all dogdom
where my dog waits for my arrival
waving his fan-like tail in friendship.
Ai, I'll not speak of sadness here on earth,
of having lost a companion
who was never servile.
His friendship for me, like that of a porcupine
withholding its authority,
was the friendship of a star, aloof,
with no more intimacy than was called for,
with no exaggerations:
he never climbed all over my clothes
filling me full of his hair or his mange,
he never rubbed up against my knee
like other dogs obsessed with sex.
No, my dog used to gaze at me,

paying me the attention I need,
the attention required
to make a vain person like me understand
that, being a dog, he was wasting time,
but, with those eyes so much purer than mine,
he'd keep on gazing at me
with a look that reserved for me alone
all his sweet and shaggy life,
always near me, never troubling me,
and asking nothing.
Ai, how many times have I envied his tail
as we walked together on the shores of the sea
in the lonely winter of Isla Negra
where the wintering birds filled the sky
and my hairy dog was jumping about
full of the voltage of the sea's movement:
my wandering dog, sniffing away
with his golden tail held high,
face to face with the ocean's spray.
Joyful, joyful, joyful,
as only dogs know how to be happy
with only the autonomy
of their shameless spirit.
My dog has died.

I buried him in the garden
next to a rusted old machine.
There are no good-byes for my dog who has died,

and we don't now and never did lie to each other.
So now he's gone and I buried him,

and that's all there is to it.
Aloof: (adv.) at a distance but within view; apart. Heaven: (noun) the sky or universe as seen from the earth; the firmament. Rusted: (adj.) corroded,
covered with rust. Shaggy: (adj.) having, covered with, or resembling long rough hair or wool. Withhold: (verb) to refrain from giving, granting, or
permitting.
At WORK
183
My Dog's My Boss
by _______________________
Each day when it's three
Old Dick looks at the clock,
Then proudly brings my stick to me
To mind me of our walk.
And in his doggy rapture he
Does everything but talk.
He gazed at me with eyes of woe

As if to say: 'Old boy,
You mustn't lose your grip, you know,
Let us with laughing joy,
On heath and hill six miles or so
Our legs and lungs employ.'
But since I lack his zip and zest

My old bones often tire;
And so I ventured to suggest
Today we hug the fire.
But with what wailing he expressed
The death of his desire!
And then his bark was stilled to a sigh

He flopped upon the floor;
But such a soft old mug am I
I threw awide the door;
So gaily, though the wind was high
We hiked across the moor.
Glossary
Moor: (noun) a broad area of open land, often high but poorly drained, with patches of heath and peat bogs. Rupture: (noun) ecstasy, high emotion.
Still: (verb) to silence. Zip and zest: expression referring to being energetic, vigorous.
1. Read the two poems and tick the correct column. Then compare answers and opinions with a
classmate.
Poem 1
Poem 2
a. This poem is sad.

b. This poem has rhymes.
c. This poem was written by a Chilean poet.
d. This poem mentions the dogs name.
e. This poem includes a conversation with the dog.
2. Write a poem about a pet. You can use the rhyming dictionary at http://www.rhymezone.com/
Pablo Neruda (1904 1973). His first book of poems was published in 1923. He worked as a diplomat
and was drawn into the Spanish Civil War. On his return to Chile, Neruda was elected to the Senate, but
changes in the political climate forced him into exile. He eventually returned to Chile. He was awarded
the Nobel Prize for Literature in 1971. He was perhaps the most important Latin American poet of the
20th century.
Some of his best known works are Crepusculario, Veinte Poemas de Amor y una Cancin Desesperada,
Residencia en la Tierra, Espaa en el Corazn, Canto General, Las Uvas y el Viento, Odas Elementales, Arte de
Pjaros, La Barcarola, the play Fulgor y Muerte de Joaqun Murieta, Las Manos del Da, Fin del Mundo, Las
Piedras del Cielo, and La Espada Encendida.
Robert William Service (1874 1958). After spending his childhood in Scotland, he went to Canada in
1894, working for the Canadian Bank of Commerce in the Yukon for eight years. He was a newspaper
correspondent for the Toronto Star during the Balkan Wars of 191213 and served as an ambulance
driver and correspondent during World War I.
Some of his best known works are The shooting of Dan McGrew, The call of the wild, and The spell of Yukon.
184
Unit 5
Unit 5
EXTRA TEST UNIT 5

READING - VOLUNTEER SPOTLIGHT
ore
Easter Seals, Inc. board chair Jerry Mattim
has been a volunteer leader with the
organization for a long time.
the
My involvement was very personal from
t
men
urna
lf to
start, he says. I played in a go
or
ed f
serv
where I met some of the families we
the first time. I was very taken by that
eel
introduction and my wife Audrey and I f
f so
art o
incredibly fortunate to have been a p
many lives.
Unit 5
He recently led a team of more than 350

et with
volunteers from across the country to me
ons
izati
gan
e or
their local members during th
he
ere,
.C. H
annual convention in Washington, D
s
worked alongside fellow volunteers to pas
t
: tha
sage
mes
ant
along a timely and import
s
eed
ial n
spec
people with disabilities and other
lth
have equal access to quality, affordable hea
ed it.
care to get what they need, when they ne
r at
Mattimore has been working as a voluntee
eer
lunt
ry vo
Eve
Easter Seals for nearly 30 years.
e
has a unique story about how they becam
gued
personally involved, and I am always intri
r
n fo
ssio
ir pa
to learn from others about the
giving, adds Mattimore.
has
Mattimore feels that Easter Seals mission

never been more important to provide
ople
l pe
at al
exceptional services to ensure th

heir
with disabilities or special needs (and t
arn,
families) have equal opportunities to live, le
work, and play in their communities.
we
It is a powerful message, and as volunteers

are also powerful advocates, he said. I am
ter
proud to be a volunteer, to be a part of Eas
are
we
lieve
Seals. As volunteers today, I be
tions
charged with shaping the many organiza
s
that will thrive this century to serve million
more. We are on our way.
with
Easter Seals has been helping individuals
milies.
disabilities and special needs, and their fa
l
sica
phy
rs to
ente
From child development c
h
wit
ople
rehabilitation and job training for pe
f
disabilities, Easter Seals offers a variety o
ddress
ies a
bilit
disa
with
services to help people
.
oals
nal g
lifes challenges and achieve perso
As volunteers, we are all a small part of

important and wonderful work, says Gerard
at
all th
out
(Jerry) Mattimore, When I think ab
d
volunteers do today and the millions an

millions of lives we touch it makes me very

oup
e gr
dibl
proud to be part of such an incre
of people.
ust 3rd, 2007,

Jerry Mattimore, Easter Seals. Retrieved Aug
Taken from: (2008) Volunteer Spotlight lunteers/stories/spotlight.jsp?id=46
from http://www.volunteermatch.org/vo
Please note that this text is written in American English,

but the activities that follow are in British English.
At WORK
185
1 Read the article and identify its purpose.
1 pts.
a. To raise funds for the organisations next

campaign.
b. To engage more young people as
volunteers.
c. To promote the activities of the
organisation.
2 Read the text again and answer these

questions.
5 pts.
3 Are these statements true (T), false (F), or not
4 pts.
a.
Global English 3 MEDIO
Jerry has been working as a volunteer

since he was 30.
Jerry began working when he was
b.
single.
Jerry leads a voluntary team from
c.
Washington DC.
Jerry is in charge of raising funds for
d.
the organisation.
LISTENING RIGHT PERSON, RIGHT JOB
4 51 Listen to the interview. Choose the correct

answer for each question.
a. What position is Daniel applying for?

i. Tennis coach.
ii.
Camp monitor.
iii.
Swimming instructor.
b. Where does the interview take place?
i. In the USA.
186
Unit 5
5 51 Listen to the interview again and circle the

correct alternative.
a. What is the name of the organisation?

b. What is Jerry Mattimores position within
the organisation?
c. What is the target group the organisation
works with?
d. How many people were under Jerrys
leadership during the annual convention?
e. Where did the annual convention take
place?
mentioned (NM)?
ii.
In Chile.
iii.
In Maine.
c. At what time does the interview take place?
i. In the morning.
ii.
In the afternoon.
iii.
In the evening.
3 pts.
5 pts.
a. Come in / on, Mr Scott.

b. How long have you been working / playing
with children?
c. For about five months / years.
d. I mean outdoor / indoor sports, Daniel.
e. Youre applying for a position as a monitor in
a winter / summer camp.
6 51 Listen to the recording once more. Then,
read the advertisement and mark with a tick ()

the requirements that Daniel complies with.
2 pts.

DEER LAKE
SUMMER CAMP
Spend two months in Maine,

USA and earn money.
for
Deer Lake Summer Camp is looking
young people to work with children
between 5 and 10. They should:
be 18 years or over;
of
like children and have experience
working with them;
be interested in a number of
outdoor sports;
have qualifications in swimming
and lifesaving;
have good knowledge of life
in the USA.
Telephone Mrs Fenway at Working
w
Holidays Abroad to arrange an intervie
2
789
793
)
(562
at our local office on
UNIT 5
a.
Daniel has worked with children
since he was 16.
b.
c.
He likes outdoor sports very much.

Daniel has got qualifications in
lifesaving.
Daniel has never visited another
d.
country.
He has deep knowledge of American
e.
culture and life.
LANGUAGE
8 Complete these sentences using the Present

Perfect Continuous tense of the verbs in
brackets.
5 pts.
a. Carlos
English for two years
and hes learnt a lot.
(study)
b. Mary and Bob had a big argument; now,
for the last two hours.
they

(talk)
for that company for
c. Patricia
three years.
(work)
for the last 30 minutes?
d. What

(do)
for the last three days. (rain)
e. It
9 Complete these sentences using for or since.

5 pts.
a. I have been playing Playstation

five hours.
b. My son has been looking at Facebook
8 pm.
c. They got measles. They havent been feeling
two weeks.
well
d. Dans mother has been living with us
we got married.
e. Adam has been living in Dublin
a long time.
SPEAKING
10 Work with a partner and choose one of these
job advertisements to role play a job interview

10 pts.
like the one in the listening text.
SALES TEAM MEMBERS
Best Places to Work

Sundance Vacations, a national travel
company, is opening a new office in the
Wilkes- Barre area and is looking for
enthusiastic Sales Team Members.
uses,
Will earn $1000 + weekly, lucrative bon
paid
,
efits
guaranteed salary health ben
not
vacation. Sales experience helpful, but
necessary. Will train.
Call for an appointment today!
Services
Justice Resource Institute, Department of Youth
FOOD SERVICE WORKER
Part time (20 hours a week)

s a week,
We are currently seeking one (1) part time, 20 hour
Food Service Worker in Taunton, MA.
ay, 8 hours
Schedule: Saturday, 8 hours (10 am to 6 pm); Sund
pm).
(10 am to 6 pm) and Monday, 4 hours (3 pm to 7
to,
Responsibilities would include, but are not limited
s.
meal
of
preparation, distribution and handling
the
Responsible for the maintenance and sanitation of
t have a
(Mus
.
kitchen, dining room and all food storage areas
high school diploma or GED)
Global English 3 MEDIO
5 pts.
WRITING
11 Read the advertisements in Exercise 10 again.
Choose one and write a short letter applying for

10 pts.
the job.
0
to 19
20
to 35
Keep trying
Review
36
to 49
50
to 55
55
PTS
Well done! Excellent!
TOTAL
AT WORK
187
7 51 Are these statements true or false?
ANSWERS
Additional Activity Unit 1, Lesson 2 The First Conditional
Cut up one broken sentence for each pair of students. Hand out the pieces at random. Students then stand
up and try to find the other half of their sentence by reading their half aloud. Redistribute the pieces and
repeat, this time with students memorising the words.
Ema will catch a cold...
...if she doesnt wear warm clothes.
I wont eat it...
...if theres chilli pepper in it.
Ill be very sad...
...if you decide to go away.
If I need any help,...
...Ill let you know.
If Valerie gives me an apple,...
...Ill give her an orange.
If Walter doesnt have money, ...
... he wont go to the concert.
If you dont take an umbrella, ...
...youll get wet.
If you like, ...
...Ill help you with your bags.
If you see Sonia, ...
...can you give her a message?
If you take a map with you, ...
...you wont get lost.
If you write Fran an e-mail, ...
...she will tell you how to do it.
If youre not careful,...
...youll knock that glass off the table!
My parents will be very happy...
...if I pass all my exams.
Tammyll be annoyed...
...if she sees you reading her notes.
Vincent will buy some ice-cream
...if we give him the money.
We wont save the planet...
...if we keep using so much electricity.
Will the children share their toys...
...if their mother tells them to?
Will you go out...
...if its 40C?
Youll be late...
...if you dont hurry up.
Youll get hungry...
...if you dont eat something now.
Additional Reading Text Unit 1: The Fading Art Of Letter Writing

1. a.
2. (1) c. (2) b. (3) a.
3. a. Her husband died.
b. Used in e-mails, posts, and twitters.
OMG = Oh, My God! LOL = Lots Of Laughter / Laugh Out Loud / Lots Of Love.
c. The weather, her neighbours, little everyday things.
d. It is a wonderful invention, but it is ephemeral and lacks character.
188
Extra Test Unit 1

Answers
READING ANNES ANSWER
LANGUAGE
1. b.
2. a. ii. b. i. c. i. d. iii. e. ii. f. iii.
3. () a., d., e.
LISTENING - AN EMBARRASSING
MOMENT
16
4. a. True. b. False. c. True. d. False. e. True.

5. a. shopping centre. b. staring. c. excited.
d. funny. e. friends.
6. Possible answers (Accept other sensible ideas).

a he / she might die. / he / she might not
recover.
b. will visit the Gabriela Mistral museum. / will
go up the Valle del Elqui.
c. I want to borrow his bike.
d. he didnt go to the beach.
e. I have a problem? / I ask them politely?
7. Answers may vary, but make sure that the
sentences make sense.
SPEAKING
Task
Asked for and gave advice in all
the suggested situations.
Asked for and gave advice in most
of the suggested situations.
Asked for and gave advice in one
or two of the suggested situations.
Asked for and / or gave advice in
only one of the suggested
situations.
Score
Language
Score

mistakes.

with comprehension.
2
1
0
Interaction
pronunciation mistakes, some
hesitation.
pronunciation mistakes, a lot of
hesitation.
Score Final
score
3
2
1
0
WRITING
Task
Score
Language
Score
Presentation
Score
Wrote an appropriate letter of

advice.

appropriate letter format.
Wrote a letter of advice, but some

parts of the reply are inappropriate.

mistakes.
A few mistakes in spelling

and letter format.
Wrote a letter of advice, but a good

part of the reply is inappropriate.

mistakes.
Several mistakes in spelling

and letter format.
Wrote a letter, of advice but most

of the reply is inappropriate.

A lot of mistakes in spelling

and letter format.
Final
score
189
TRANSCRIPT - LISTENING AN EMBARRASSING MOMENT
16
Speaker 1 (Carla) speaks with an Irish accent. Speaker 2

(Susana) speaks with a British accent.
Carla: Two weeks ago, I had the worst moment of my life. I
was hanging out with my friends at the mall when I
saw my crush. This guy is so hot. At school, hes in a
grade higher than I am and he plays basketball and
football. Anyway, I noticed him near one of my
favourite stores and it seemed like he was staring
right at me.
Susana: Wow! Did you get nervous?
Carla: I sure did! I tried to look away, but when I looked
back he was still staring at me, and then he smiled

and waved.
Susana: I bet you got really excited!
Carla: I did, but then I smiled and waved back. Thats when
I noticed his smile turn into a funny look!
Susana: What do you mean by funny?
Carla: I mean surprised. Then I noticed that his best friend
was walking past me towards my crush.
Susana: So the guy was not smiling or waving at you! He was
waving at his friend!
Carla: Yes, he was. And they both laughed at me. I just
grabbed my friends and left the mall.
Susana: So, whats the score now?
Carla: Hes NOT my crush anymore!
Additional Reading Text Unit 2: To Build A Fire (abridged version)

1. c.
2. b.
3. a. If he hurries, he will reach Henderson Creek by six o'clock this evening.
b. If he steps there, he will break through the ice into a pool of water.
c. If a man stays calm, he will be all right.
d. If he runs far enough, he will reach his friends at Henderson Creek.
Extra Test Unit 2

READING AN EARTHQUAKE PROTECTION
PLAN
1. a. From Jamess local Emergency Office.
b. A floor plan, a rope ladder, emergency food,
water, first-aid kits, fire extinguishers.
c. Because earthquakes happen periodically
in Chile.
d. The telephone numbers of our neighbours and
some information we might need in case we
have no access to our home, such as the car
registration number.
2. a. First of all, he suggested we should take
a few minutes with the Emergency Officers to
discuss an evacuation plan.
First of all, he suggested we should take a few
minutes with our teachers and with our families
at home to discuss an evacuation plan.
b. He asked us to mark on the plan the place
where our family members are located.
He asked us to mark on the plan the place
190
where our emergency food, water, first aid

kits, and fire extinguishers are located.
c. We must write down important addresses,
such as police, fire, paramedics, and medical
centres. We must write down important
telephone numbers, such as police, fire,
paramedics, and medical centres.
3. a. Decide the location of our familys or our
groups outdoor meeting place.
b. We should plan a second way to exit from each
room or area.
c. We should sketch a floor plan of our home or
school.
LISTENING A HORSE WITH NO NAME
4. a. sand. b. rain. c. bed. d. free. e. ground.
5. a. plants / birds / rocks. b. ocean / life.
LANGUAGE
6. a. i. b. ii. c. i. d. ii. e. ii.
7. a. if. b. when. c. if. d. Unless. e. If.
25
SPEAKING
Task
Score
Language
Score
Presentation
Score
Asked and answered three

questions.
Asked and answered only

two questions.

with comprehension.

hesitation.
pronunciation mistakes and a lot
of hesitation.
Asked and answered five

questions.
Asked and answered four
questions.
Final
Score
2
1
0
WRITING
9. The students use the information in the unit to write an action plan of not more than 60 words.
Assign points according to these criteria.
Task
Score
Wrote a complete and

appropriate action plan.
Action plan lacks some

details.
Action plan has only some
details.
Action plan is inappropriate.
2
1
Language
Very few grammar or
mistakes.
comprehension.
TRANSCRIPT - LISTENING A HORSE WITH NO NAME

The speaker has an American accent.
On the first part of the journey
I was looking at all the life;
There were plants, and birds, and rocks, and things;
There was sand, and hills, and rings.
The first thing I met was a fly with a buzz
And the sky with no clouds;
The heat was hot and the ground was dry,
But the air was full of sound.
Ive been through the desert on a horse with no name,
It felt good to be out of the rain;
In the desert, you can remember your name
Cause there aint no one for to give you no pain.
25
Score
Presentation
Score

1
0

incorrect format.
Final
Score
1
0
After two days in the desert sun,

My skin began to turn red;
After three days in the desert fun,
I was looking at a river bed
And the story it told of a river that flowed
Made me sad to think it was dead.
After nine days, I let the horse run free
Cause the desert had turned to sea;
There were plants, and birds, and rocks, and things;
there was sand, and hills, and rings.
The ocean is a desert with its life underground
And a perfect disguise above;
Under the cities lies a heart made of ground,
But the humans will give no love.
191
Additional Activities Unit 3 Jobs

1.
m
p
d
r
i
v
e
r
2.
e
r
a. Mechanic garage wrench.

Gardener garden lawn mower.
Surgeon operating theatre surgical mask
Ballet dancer theatre (en pointe) ballet slippers / ballet shoes.
Flight attendant aeroplane food trolley / food cart.
b. A mechanic works in a garage. She or he uses a wrench and many other tools.
A gardener works in a garden. He or she uses a lawn mower to cut the grass.
A surgeon works in an operating theatre. She or he wears protective clothing: a surgical mask, scrubs,
a disposable cap, rubber gloves, etc.
A ballet dancer works in a theatre. He or she wears (en pointe) ballet slippers / shoes, ballet clothes,
and accessories.
A flight attendant works on an aeroplane. He uses a food trolley / trolley cart to serve meals to the
passengers.
Additional Reading Text Unit 3 Woman Work, By Maya Angelou

1. Tend the children, mend clothes, mop the floor, go shopping, fry chicken, dry the baby, feed
company, weed the garden, press shirts, dress the tots, clean the hut.
2. The weather.
3. a.
192
Extra Test Unit 3
READING HOW TO SUCCEED AT JOB INTERVIEWS
LISTENING PREPARING A CV
1. a. IV. b. II. c. V. d. III. e. I.

2.
YOU SHOULD
prepare for the interview beforehand.
YOU SHOULDNT
mention / show quirks or
habits which put
employers off.
learn how to pick out from your

background all the points that will
really ring bells with your interviewer.
worry about your visual appearance.
always stay in control.
prepare a point plan.
keep these points at the forefront of
your mind.
33
3. a. i. b. iii. c. iii.
4. a. might. b. need. c. very. d. provide. e. set.
f. Most.
5. b. c. d. a.
LANGUAGE
6. a. shouldnt wear.
b. d better / should arrive.
c. d better go to bed.
d. shouldnt say.
e. should listen.
7. a. Wed better go / leave now.
b. Id better start studying.
c. Youd better close the window.
SPEAKING
Task
Asked and answered questions about
preparing a CV, mentioning all the
required information.
Asked and answered questions about
preparing a CV, mentioning most of
the required information.
Asked and answered some questions
about preparing a CV, mentioning half
of the required information.
Asked and answered a few questions
about preparing a CV, mentioning very
little of the required information.
Score
Language
Score
Interaction
Score
mistakes.

no hesitation.



with comprehension.

Final
score
193
WRITING
Task
Score
Wrote a cover letter that contains all

the relevant information to introduce
a CV.
Wrote a cover letter that contains
most of the relevant information to
introduce a CV.
some of the relevant information to
introduce a CV.
very little of the relevant information
to introduce a CV.
Correct spelling, letter format, and

organisation of paragraphs.
Very few grammar or

vocabulary
mistakes.
Some grammar and
vocabulary
mistakes.
comprehension.
A few spelling mistakes, slightly

incorrect format and organisation of
paragraphs.
Several spelling mistakes, rather
incorrect format and organisation of
paragraphs.
A lot of spelling mistakes, incorrect
format and organisation of
paragraphs.
Language
TRANSCRIPT LISTENING PREPARING A CV
33
Mrs Brandon has a British accent and Mark has an Indian accent.
Mrs Brandon: Hi, Mark. What can I do for you?
Mark:
Good afternoon, Mrs Brandon. I saw an
advertisement for a job that might interest
me and Im trying to prepare my CV, but I think Ill
need some help.
Mrs Brandon: What do you need to know?
Mark:
First, why do I need a CV to apply for a job? Why
dont I just call the company and ask for an
interview?
Mrs Brandon: Well, CVs give employers the opportunity to see
your qualifications and skills, and how they match
the job requirements, and then youll probably
need an interview to meet them face to face.
Mark:
What kind of information should I include in
my CV?
Mrs Brandon: You must include contact information, such as
your name, address, e-mail address, and
telephone number, and of course the type of work
or specific job you are applying for. Education
references are also very important.
Mark:
Should I mention my previous working experience?
Mrs Brandon: If requested, yes, and you might also provide
contact information for the references you mention.
194
Score
Presentation
Score Final
score
3
Mark:
How should I organise the information?
Mrs Brandon: Well, in an application form the format is usually
set. Just fill in the blanks, but make sure you follow
all the instructions. Dont omit any requested
information.
Mark:
What do I do if the format is not set?
Mrs Brandon: There are many ways of organising the
information you want to include, but the most
important information should usually come first.
Whatever format you choose, you should keep
your resume short. Many experts recommend that
new workers use a one-page resume.
Mark:
What else should I consider?
Mrs Brandon: Ummm, before submitting your resume, make
sure that its easy to read. Ask at least two people
to proofread it for spelling and other errors and
make sure you use your computers spell checker.
Ah! One more thing...When sending a resume,
most people include a cover letter to introduce
themselves. Most cover letters are only three short
paragraphs. Your cover letter should capture the
future employers attention and follow a business
letter format. Any other questions, Mark?
Mark:
I dont think so. Thank you, Mrs Brandon.
Additional Activities Unit 4

1. a.
1. d. vi. 2. c. v. 3. b. i. 4. f. iv. 5. a. ii. 6. e. iii.
b. There is so much life under the water.
I never thought I would camp in the North Pole.
We are so tired now after our walk around the Big Apple.
After a nice swim, I really like sitting in the sun.
It was pretty hard climbing up that steep slope.
We could see several monkeys over our heads.
2. In picture two:
the sun is shining over the hot dog truck.
there is no palm tree in the middle of the picture.
the mans wearing a shirt with a different pattern.
the boy is wearing a T-shirt.
there are two thin lines along the middle of the surfing board.
there is a bumper sticker on the front fender.
there is an ornament on the hood of the car.
there isnt a bite in the mans hot dog.
there are only three birds flying above the mountains.
the grill at the front of the car is different.
Additional Reading Text Unit 4 - Excerpt From Gullivers Travels, Chapter I

1. a. Old English. b. The Swallow. c. a rock. d. little creatures.
2. a.
Extra Test Unit 4

READING DOES BARCELONA COUNT AS
ANOTHER COUNTRY?
LISTENING AMAZING PEOPLE,
1. a. Because people speak Cataln and Spanish,

and there are also some signs in English for
tourists.
b. They used a book with a well-explained
walking tour.
c. It is very extensive and useful.
d. At The London Bar and at Els Quatre Gats.
4. b.
5. 1 - c. 2 - b. 3 - e. 4 - d. 5 - a.
6. a. iii. b. ii. c. iii. d. i.
2. a. Park Guell. b. Shadow of the Wind. c. Gaudi.

d. Cataln. e. Barri Gtico / el Raval.
3. a. False. b. False. c. False.
AMAZING STORIES
42
LANGUAGE
7. a. in Indian restaurants.
b. very recently.
c. correctly in class?
d. to go hiking in the mountains.
8. a. vi. b. v. c. i. d. ii. e. iii. f. iv.
195
SPEAKING
Task
Score
Asked and answered questions about last

holidays, mentioning all the information required.

holidays, mentioning most of the information
required.
holidays, mentioning some of the information
required.
Didnt ask and answer questions
about last holidays, didnt mention the
information required.
Language
Score
Interaction
Practically no
language mistakes.

Very few language

mistakes.
Some language
mistakes.
Language mistakes
interfered with
comprehension.

pronunciation mistakes,
some hesitation.
pronunciation mistakes and
a lot of hesitation.
Score Final
score
3
2
WRITING
Task
Score
Language
Presentation
Score Final
score
3
Wrote a post containing all the

required information.

presentation.
Wrote a post containing most of


mistakes.

slightly incorrect presentation.
Wrote a post containing some of


mistakes.

rather incorrect presentation.
Tried to write a post, but used very

little of the required information.


poor presentation.
TRANSCRIPT - LISTENING - AMAZING PEOPLE,

42
AMAZING STORIES
Both speakers have an American accent. The spelling of this
script is also American.
Reporter: Working with young people as a volunteer gave
Jonathan Rudkin an opportunity to find out what
it takes to work with young people. After signing
up to a volunteer program, Jonathan went on to
carve out a successful career as a teacher.

Jonathan, what can you tell us about your
experience?
Jonathan: After some time traveling around the world, I
wanted to try and give something back to my
community. After returning, I decided that I

wanted to pursue a different type of career. By
196
Score
coincidence, I came across an advertisement in the

local newspaper. A local organization was looking
for individuals to help support vulnerable young
people within the area.
Reporter: And you became a volunteer?
Jonathan: I replied to the advertisement and felt the
experience would help me to explore a number of
potential careers. Really, after a number of years

working in industry, I was unsure whether I would
be able to relate to young people.
Reporter: When did you feel completely engaged with the
voluntary sector?
Jonathan: Before starting to work, I undertook a series of
training sessions. After completing the training and
attending a formal interview, I received my

first case.
Reporter: How long does each case take you?

Jonathan: I work on each one for approximately three months.
During this time, I work closely with a number of
young people, encouraging them to try new
activities. Each case introduces me to a variety of
challenges and helps me to understand the problems
that young people face in their everyday lives.
Reporter: I understand that, from this experience, you
decided to pursue a career in teaching.
Jonathan: Oh, youre right. My experiences as a volunteer
were life-changing. They helped to give me
confidence to pursue a career in teaching. When I
started the program, I didnt really know what to
expect, but it was a very valuable and worthwhile

experience.
Reporter: What would you say are the most important
achievements?
Jonathan: It has helped me to gain a better understanding of
how young people think and perhaps, more
importantly, the day-to-day pressures and
challenges they face.
Reporter: Do you think its related to your work as a teacher?
Jonathan: As a teacher, this can sometimes have an impact
upon the classroom, and my experiences in the
volunteer program really helped to understand

the daily pressures many children face.
Additional Activities Unit 5

2.
Picture 1 d. Penguins live (on islands and remote continental regions),in the ocean.
Picture 2 b. Hippopotamus live in the African savanna.
Picture 3 c. Cocks live on farms.
Picture 4 f. Gorillas live in tropical forests.
Picture 5 b., c., d., e., f. Snakes can live nearly in every habitat, in every continent, except Antarctica.
Picture 6 b., e., f. Crocodiles live in the African savanna, in fresh and in brackish water and in tropical forests.
Picture 7 b. Giraffes live in the African savanna.
Picture 8 a. Reindeers live in forests in Alaska, Canada, Finland, Greenland, Norway.
Picture 9 d. Seals live (on beaches and sand dunes) in the ocean.
Picture 10 f. Parrots live in tropical forests (but also in all other habitats, except for the Arctic and Antarctic).
Additional Reading Text Unit 5 Lesson 1 Two Poems About Dogs

Answers.
a. This poem is sad.
b. This poem has rhymes.
c. This poem was written by a Chilean poet.
d. This poem mentions the dogs name.
e. This poem includes a conversation with the dog.
Poem 1
4
Poem 2
4
4
4
4
197
Extra Test Unit 5

6. Be 18 years or over.
Like children and have experience of working
with them.
7. a. True. b. False. c. False. d. True. e. False.
READING - VOLUNTEER SPOTLIGHT

1. b.
2. a. Easter Seals.
b. Board chair.
c. People with disabilities and special needs.
d. 350 volunteers.
e. In Washington DC.
3. a. Not mentioned. b. False. c. False. d. Not
mentioned.
LANGUAGE
51
LISTENING RIGHT PERSON, RIGHT JOB
4. a. ii . b. ii. c. ii.
5. a. in. b. working. c. years. d. outdoor. e. summer.
8. a. has been studying.

b. have been talking.
c. has been working.
d. have you been doing
e. has been raining.
9. a. for. b. since. c. for. d. since. e. for.
SPEAKING
Task
Score
Participated in job interview

mentioning all the required information.
mentioning most of the required
information.
mentioning some of the required
information.
Poor participation in job interview,
mentioning very little of the the required
information.
Language
Score
Practically no
language mistakes.
Very few language

mistakes.
Some language
mistakes.
Language mistakes
interfered with
comprehension.
Interaction
hesitation.
pronunciation mistakes and a lot
of hesitation.
Score
Final
score
3
2
1
0
WRITING
Task
Wrote an appropriate job
application letter.
Wrote a mostly appropriate
job application letter.
Wrote an acceptable job
application letter.
Wrote a poor job application
letter.
198
Score
4
3
2
1
Language
mistakes.
mistakes.
Score
3
2
1
0
Presentation
incorrect format.
Score
3
2
1
0
Final
score
TRANSCRIPT LISTENING - RIGHT PERSON,

RIGHT JOB
51
Mrs Fenway has a British accent. Daniel speaks with an

Australian accent.
Mrs Fenway: Can I help you?
Daniel:
Good afternoon. My names Daniel Scott; Ive
got an appointment.
Mrs Fenway: Ah, yes. Come in, Mr Scott. Have a seat, please.
How old are you, Daniel?
Daniel:
Im 18.
Mrs Fenway: And how long have you been working with
children?
Daniel:
Oh, for about two years, and Ive recently taken
a course in childcare.
Mrs Fenway: Tell me about your experience working with
children. What exactly do you do?
Daniel:
Well, I play and give tennis lessons at the sports
club I belong to.
Mrs Fenway: Mm, I see. And how long have you been a
member of this club?
Daniel:
For about five years.
Mrs Fenway: What other sports are you interested in, apart
from tennis?
Daniel:
I like computer games and chess.
Mrs Fenway: I mean outdoor sports, Daniel.
Daniel:
Oh! I sometimes play football, but Im not very
fond of it.
Mrs Fenway: I see. Have you got any qualifications in
swimming and lifesaving?
Daniel:
Well, errr, no.
Mrs Fenway: But you can swim, cant you?
Daniel:
Oh, yes.
Mrs Fenway: Mmm. You know youre applying for a position
as a monitor in a summer camp in Maine, USA.
Have you ever visited the USA?
Daniel:
No, I havent. In fact, Ive never been abroad,
but Id love to go one day.
Mrs Fenway: How much do you know about American
culture and society?
Daniel:
I know a lot! I watch lots of American films and
shows on TV.
199
ANSWERS TO WORKBOOK ACTIVITIES

UNIT 1
READING IN THE CAR
1. c.
2. a. The driver of the car is Diamond.
b. Diamond has fifteen children.
c. Ten of Mrs Sweeneys children are on holiday
at the moment.
d. Mrs Sweeneys husband has lost a leg.
e. The conversation ended when the girls
mother called them from the kitchen
window.
3. a. however. b. Although. c. therefore. d. if.
4. Answers will vary, but these are some
possibilities, strictly based on the text.
a. the streets are not packed.
b. you have to buy plenty of groceries.
c. there are many children around.
d. they mention the number of children they
have. / Mrs Sweeney says her husbands leg
has been chopped. / Diamond says Johnny has
three legs. / Mrs Sweeney says he has a
brother with four legs.
LISTENING
UNDERSTANDING ADOLESCENCE
5. a. Boy. b. Mum. c. Girl. d. Mum.
6. a. problems. b. angry. c. foolish.
d. noticed. e. affects.
7. c.
8. a. they will talk to their mother.
b. she will give them some advice.
c. they will feel better.
d. they wont be so moody.
e. they will be happier.
VOCABULARY
9. a. difficulties. b. upset. c. silly. d. noticed.
e. influences.
200
14
10. a. sweatshirt. b. healthy. c. shy. d. anger. e.

gloves. f. sleepover. g. upset. h. binge. i. playful.
j. friendship.
11. sweatshirt. gloves. playful. healthy. binge.
14
UNDERSTANDING ADOLESCENCE
All the speakers have a British accent.
Girl: Mum, we need to talk to you.
Mom: Yes, honey. What is it?
Boy: We are a little worried.
Mom: Are you having problems at school?
Girl: We are having problems with our classmates, we get
angry very easily, the boys are awful
Boy: Its not us, mom, Its the girls; they think they are all
grown up, better than us. Every time I say something,
they make me feel as if Ive said something foolish. Its
so embarrassing!
Mom: Oh, my dears; youre becoming teenagers. Youre
changing and that can be very confusing.
Girl: Yes, I feel I do not know my own body, its
changing so quickly.
Boy: Some times I feel I have four arms and four legs,
theyre so long and difficult to control.
Mom: Thats normal and it will pass, dont worry; and dont
think I havent noticed how changeable your mood is:
one moment you are laughing and the next minute,
its all long faces and angry words.
Boy: And you say thats normal?
Mom: Yes, new hormones are starting to work in your body
and this affects your mood, but believe me, itll pass.
How about some lunch, now?
UNIT 2
READING - EARTHWATCH INSTITUTE
1. b.
2. a. True. b. False. You will work side by side with
distinguished field scientists.
3. a. iv. b. iii. c. iii. d. i. e. i., iv. f. ii, iv.
g. i., ii., iii.
4. a. Many; it supports scientific research
worldwide.
b. Scientists, corporate and non-profit
partners, teachers, students, and
everyday citizens.
5. a. ... you want to find out what YOU can do
to change the world.
b. ... will work side by side with
distinguished field scientists.
LISTENING
22
INTERNATIONAL RESCUE CORPS
6. a. ii. b. i. c. i.
7. a. 3. b. 2. c. 1.
8. a. He discovered that he had a skill to offer,
which could help to save people.
b. Eight missions abroad seven
earthquakes and a hurricane and
about ten in the UK.
c. After the earthquake in the south of
Chile, they rescued a woman who had
been trapped for more than 40 hours.
VOCABULARY
9. a. volunteer. b. wardrobe. c. climate. d. forest.
e. microphone. f. support. g. neighbour.
h. rescue.
10. Answers will vary, but these are some
possibilities.
a. investigation. b. a person who has joined an
organisation, team, etc. c. confront, deal with a
situation. d. not able to be maintained. e. a
person who lives in a particular town or city.
22
INTERNATIONAL RESCUE CORPS
Interviewer: Paul, how did you get involved with the
International Rescue Corps?
Paul:
One of my parents neighbours helped to set
up the IRC way back in 1981, after the Italian
earthquake. I joined because our neighbour
helped me to discover that Ive got a skill to
offer, which can help to save people.
Interviewer: How many missions have you been on?
Paul:
Ive been on eight missions abroad seven
earthquakes and a hurricane and about ten
in the UK.
Interviewer: What can IRC offer that other agencies cant?
Paul:
We offer our services free of charge; besides,
we carry our own specialist equipment for
finding and saving people who are trapped in
collapsed buildings, like fibre optic probes,
microphones and thermal imaging.
Interviewer: Whats the most amazing survival story youve
come across?
Paul:
We went to Chile after the earthquake in the
south, in 2010. One woman had been trapped
in for over 40 hours when we discovered she
was there, and it took us another four hours to
get her out. Normally, when people have been
trapped for 24 hours after an earthquake, not
many come out alive. What saved this woman
was a wardrobe, which had fallen on top of
her and protected her. She was partly inside it!
Interviewer: Thank you, Paul, and the best of luck on your
future missions.
201
UNIT 3
READING
COOLWORK SUMMER ADVENTURES
1. a. Paragraph II. b. Paragraph VII.
c. Paragraph I. d. Paragraph VI.
e. Paragraph V. f. Paragraph III.
g. Paragraph IV.
2. Name of company: Alaska Canopy Adventures
(ACA)
Location: Alaska
Places where they operate excursions:
Ketchikan and Juneau.
Available positions: Canopy Guide, Course
Supervisor, Tour Coordinator, Lead Tour
Coordinator, Store Clerk, Driver, Boat Captain,
and Deckhand.
Two requirements for candidates:
strong commitment to risk management;
willingness and commitment to take
on responsibility of participants safety
at all times.
Training offered: For qualified applicants to be
the best in their job.
How to apply: After reviewing the complete Job
Description, follow the links to download an
employment application.
3. a. First of all, you should be energetic.
b. To improve your possibilities, you might
apply for more than one position.
c. To make sure you are considered for the
position, youd better apply immediately.
31
LISTENING INTERVIEW WITH A DJ
4. P: a., b., d., e., g.
5. a. Brad Andrews. b. For the music.
c. Three turntables and one or two CD players.
6. a. should have a great deal of co-ordination.
b. should do the same as in a concert on stage,
or recording a single in a studio.
VOCABULARY
7. a. damage. b. prevent. c. withstand.
d. homeless.
8. a. applicant. b. steel. c. wildlife.
d. perched. e. variety.
202
TRANSCRIPT - LISTENING INTERVIEW WITH A DJ 31

Interviewer: Brad Andrews is one of the most famous names in
dance music and club DJing of the moment. Brad,
why are club DJs so popular these days?
Brad:
In the past, people used to go to discos and
clubs to drink, talk or socialise. Now, they
come for the music, so whether you have a
good time or not depends very much on the
skills of the DJ.
Interviewer: Do you really need that much skill to put on a
few records?
Brad:
Its not that simple. I often operate three
turntables at once, sometimes using one or
two CD players as well. You need a great deal
of co-ordination to play with the records and
use these huge decks we have nowadays. The
job of DJing is mostly about mixing tracks,
using several records at once to create a totally
whole new sound.
Interviewer: Does a gig require much preparation?
Brad:
It does! This is an extremely demanding job.
People go to see their favourite DJs like fans go
to see bands. I arrange and build a set at a club
like I would do in a concert on stage, or if I was
recording a single in a studio. Youre basically
composing a three-hour piece of music.
Interviewer: Well take a break now, but dont go away
Brads going to
UNIT 4
READING - BRIEF HISTORY AND
DESCRIPTION OF PARKOUR
1. c.
2. b.
3. a. from. b. by. c. to. d. over. e. for. f. of. g. by. h. in.
i. by. j. from.
4. a. Art du dplacement, freerunning.
b. A method for physical and mental fitness,
a lifestyle.
c. Creativity, critical thinking, responsible exercise.
LISTENING - WHATS YOUR QUESTION?

5. a. 1st caller. b. 3rd caller. c. 2nd caller.
6. a. Presenter. b. Jack. c. 3rd caller.
d. 2nd caller. e. 1st caller.
7. a. low. b. would like. c. positive.
8. a. Jack Carter is with us today to answer
your questions about parkour.
b. Perhaps you just need to drill the
movement in a different way.
c. Theres also cardiovascular fitness and
muscular strength.
VOCABULARY
9. parkour. another. freerunning. athlete. risky.
10. a. Community. b. Frightened.
c. Movement. d. Confidence. e. Training.
f. Strength.
39
TRANSCRIPT - LISTENING 39
WHATS YOUR QUESTION?
All the speakers have an American accent.
Presenter: Jack Carter is with us today to answer your
questions about parkour. Heres our first caller.
1st caller: Hello, my names Wanda. Id like to practise
parkour, but Im scared of getting hurt. How do I
overcome my fear?
Jack:
First of all, start slow and low. When youre
frightened of doing a specific movement, ask
yourself whether you are capable of doing it, and
if the answer is yes, why are you still scared?
Perhaps you just need to drill the movement in a
different way to build confidence up and show
yourself that you can do this. Finally, develop your
own method of overcoming fear; everyone handles
it differently, so tailor your method to suit yourself.
Presenter: Thank you, Jack. Second caller.
2nd caller: Hi, Im Devin. What training can I do at home
for parkour?
Jack:
Practising parkour movements isnt the only part
of training; theres also cardiovascular fitness and
muscular strength, both of which can be done in
and around the house: pushups, sit ups, crunches,
pull ups, anything which can improve strength in
muscles used in parkour. Besides, you could go on
a short run on the days youre not exercising.
Presenter: Thanks again, Jack. And the last call for today.
3rd caller: My friends and I would like to start a parkour
community in Maryland, but we want to know if
it is illegal or not.
Jack:
Parkour is legal everywhere. If you guys are
serious about maintaining the legality of
parkour, you should concentrate on giving
parkour a positive image by respecting property,
members of the public and the authorities.
UNIT 5
READING A JOB WITH A DIFFERENCE
1. a. Paragraph III Picture 4. b. Paragraph IV
Picture 1. c. Paragraph I Picture 2.
d. Paragraph II Picture 3.
2. a. Paragraph I: they refers to the old women.
their refers to the young men.
b. Paragraph II: she refers to the companion.
them refers to the youngest
children .
c. Paragraph III: we refers to the narrator and
her companion .
we refers to the other
volunteers and the children .
d. Paragraph IV: they refers to the childrens
parents .
them refers to the children.
LISTENING PHONE HELP
3. a. 3. b. 2. c. 1.
4. a. I think our society moves very quickly.
b. Why did you become a Samaritan?
c. You may well learn in that time that youre
not quite prepared to do it yourself!
5. a. We often dont find time for people who
cant cope with pressure, or who are
lonely and need support.
b. They should contact their local branch
to ask about the organisation and how
they could join.
6. a. Women have been getting water from
taps for ages.
b. They have been preparing for the
welcome party for weeks.
c. Henry has been doing extra shifts for the
last three months.
48
203
VOCABULARY
7. H E L P
O R G A N I S A T I O N
a. The second letter in Britains most famous
writers surname. (SHAKESPEARE)
b. The first letter in the name of one of the
Bronte sisters. (EMILY)
c. The first letter in a lovely feeling. (LOVE)
d. The last letter in the road sign that indicates
that you cant drive on. (STOP)
e. The first letter in the name of a very famous
Hollywood prize. (OSCAR)
f. The fourth letter in the second month of the
year. (FEBRUARY)
g. The last letter in the opposite of small. (BIG)
h. The first letter of the alphabet. (A)
i. The first letter in the opposite of yes. (NO)
j. The letter used to refer to oneself. (I)
k. The letter normally used to form regular
plurals.(S)
l. The beginning of Alice. (A)
m. The first letter in the piece of furniture with a
flat top supported by legs. (TABLE)
n. The second letter in the last meal of the day. /
DINNER)
o. This very same letter. (O)
p. The first letter in a prominent part of your
face. (NOSE)
48
TRANSCRIPT - LISTENING PHONE HELP
Interviewer: Why do you think an organisation like the
Samaritans is necessary?
Henry:
I think our society moves very quickly and
often doesnt find time for people who cant
cope with pressure. Its there for people who
are without support at a particularly stressful
time and for people who do have support and
friends, but their problem is something very
private that theyd rather discuss with
someone objective. The service offers
something which is always there, befriending
without questioning or criticism, and
completely confidential.
Interviewer: What kind of people call the Samaritans?
204
Henry:
All kinds of people. Anyone whos lonely or

depressed; it could be an elderly lady who has
no one to talk to or perhaps a young man
whos been looking for a job for too long.
Interviewer: Why did you become a Samaritan?
Henry:
I wanted to find a way to help just with my
time and my ability to listen; besides, Im levelheaded, Im not shocked easily and Im quite
compassionate.
Interviewer: How much time a week do you spend
doing this?
Henry:
A few hours each week and then once a month
we do an overnight shift just to make sure that
the phones are manned twenty four hours a
day. However, Ive been doing extra shifts for
the last three months; we are short of
volunteers!
Interviewer: And if our listeners want to become a
Samaritan, what should they do?
Henry:
They should contact their local branch to
ask about the organisation and how they
could join.
Interviewer: Is there any training?
Henry:
There are classes to assess your ability and
your aptitude for this kind of work. You may
well learn in that time that youre not quite
prepared to do it yourself!
TEST QUESTION BANK

Reading comprehension
Writing
What type of text is this?

What is the purpose of this text?
Who is / are the main character(s)?
Where does the action take place?
What is Character 1s job?
Where does he / she work?
What is (person / place) like?
What is the relationship between Character 1 and
Character 2?
What are the turning points in the story?
What is Character 2s favourite food / sport /
music, etc.?
What does Character 3 write / cook / drive / eat /
drink, etc.?
Where is Character 1 when ?
What can you infer from these sentences in
the text?
What do these numbers in the text refer to?
What do these words (pronouns) refer to?
Write a follow-up of the story you read / the

conversation you listened to.
Write a personal profile.
Write a diary entry of a day in the country / at the
seaside / in the centre of town.
Write a summary of a book youve read / a film
youve seen.
Write a review of a book youve read / a film or a
television programme youve seen.
Write a short newspaper article describing
something that has just happened / happened
yesterday.
Write a composition about your first _____ / your
best ______.
Write a questionnaire / a survey to find out about
______.
Write a description of a person / a picture / a
problem.
Write definitions of these animals / devices /
rooms.
Write a personal / business letter.
Write a reply to a personal letter.
Write an invitation to a party / a lecture / a
conference / an exhibition.
Write a reply accepting / refusing an invitation.
Write a short biography of a person you admire.
Listening comprehension
What type of text is this?
What is this conversation / presentation /
announcement about?
How many people can you hear?
Can you identify the mood of the different speakers?
What do you think Character 1 looks like?
Who said the following sentences?
How did Character 1 react when Character 2 ?
How did the characters answer these questions?
What problem did Character 1 have to solve?
How did he / she solve it?
Which of these two words did you hear?
In what order are these _____ mentioned?
What questions was X asked?
How did X answer these questions?
How are these sentences different from what is said?
Which of these sentences did you hear?
Speaking
Interview your partner to find out about his / her
interests / preferences / habits / activities last
summer.
Talk to your partner about an interesting item of
news.
Talk to your partner about interesting /
frightening / unusual experiences you have had.
Talk to your partner about a book youve read / a
film youve seen and that you would definitely
(not) recommend.
205
Talk to your partner about your favourite food /

drink / place in Chile / football team / football
player / book / film / film star.
Talk to your partner about your plans for this
weekend / next summer / the future.
Talk to your partner about what you will do if .
Talk to your partner about what you do / dont do
to save money / energy / time.
Look at this picture with your partner and ask and
answer questions about what you see.
Talk to your partner about the 10 things you want
to do before you are 20.
Talk to your partner about how you / your best
friends have changed in the last five years.
Talk to your partner about how the place where
you live has changed in the last five years.
Talk to your partner about the three best / worst
inventions ever. Give reasons for your choices.
Talk to your partner about the advantages and
disadvantages of learning a language / having a
pet / using social networks / living in the city or in
the country.
Talk to your partner about what you have learnt
this year in English / Spanish / social sciences /
science / math.
206

Complete these sentences with the (verb tense) of
the verbs in brackets.
Fill in the blanks in this text with the (verb tense)
of the verbs in brackets.
Fill in the blanks in this text with the (verb tense)
of the verbs in the box.
Fill in the blanks in this text with the words in
the box.
Fill in the blanks in this text choosing from the
alternatives provided.
Find the opposite / synonyms of these words in
this text.
Classify these words under the corresponding
category.
Match these words and their definitions.
Change these sentences / this paragraph into
(verb tense).
Find the odd word.
Circle the verbs in the (verb tense) in this paragraph.
Circle the words in this paragraph that refer to
physical descriptions / moods / parts of the house
/ furniture.
Paraphrase these sentences using (verb tense or
verb).
Answer these questions or respond to these
statements using (verb tense or verb).
Fill in the blanks with _____, _______, or _______
to form correct collocations.
VOCABULARY
Unit 1
Awful: (adj.) extremely bad or unpleasant.
Baggy: (adj.) fitting loosely, not tight.
Binge: (noun) an occasion when an activity is done
in an extreme way, especially eating, drinking or
spending money.
Challenge: (verb) to invite someone to compete or
take part, especially in a game, competition, or
argument.
Cherish: (verb) to love, protect and care for
someone / something that is important to you.
Clench: (verb) to close or hold something very
tightly, often in a determined or angry way.
Daring: (adj.) brave and taking risks.
Embarrassed: (adj.) shy, awkward, or ashamed,
especially in a social situation.
Encourage: (verb) to make someone more likely to
do something.
Fist: (noun) a hand with the fingers and thumb held
tightly in.
Forefinger: (noun) the finger next to the thumb.
Forehead: (noun) the part of the face above the
eyes and below the hair.
Grab: (verb) to take hold of something or someone
suddenly and roughly.
Increase: (verb) to (make something) become larger
in amount or size.
Lend: (verb) to give something to someone for a
short period of time, expecting it to be given back.
Mild: (adj.) not violent, severe, or extreme.
Mood: (noun) the way you feel at a particular time.
Rebound: (verb) to bounce back after hitting a hard
surface.
Shed: (noun) a small building, usually made of
wood, used for storing things.
Shy: (adj.) nervous and uncomfortable with other
people.
Signature: (noun) your name as you usually write it,
for example at the end of a letter.
Sleepover:(noun) a visit to another person's home
to spend the night.
Slip: (verb) to go into a worse state.
Stare: (verb) to look for a long time with the eyes
wide open, especially when surprised, frightened,
or thinking.
Stuff: (noun) (informal) used to refer to a substance
or a group of things or ideas.

Tough: (adj.) difficult to do or to deal with.
Trust: (verb) to have belief or confidence in the
honesty or goodness of a person.
Upset: (adj.) worried, unhappy, or angry.
Wave: (verb) to raise your hand and move it from
side to side as a way of greeting someone.
Wonder: (verb) to ask yourself questions or express
a wish to know about something.
Unit 2
Achievement: (noun) something very good and
difficult that you have succeeded in doing.
Agreement: (noun) a decision or arrangement,
often formal and written, between two or more
groups or people.
Awkward: (adj.) difficult to use, do, or deal with
Brag: (verb) to speak too proudly about what you
have done or what you own.
Breathe: (verb) to move air into and out of the lungs.
Compelling: (adj.) if a reason, argument, etc. is
compelling, it makes you believe it or accept it
because it is so strong.
Disguise: (noun) something that someone wears
to hide their true appearance.
Equipment: (noun) the things that are needed for a
particular purpose or activity.
Hail: (noun) small hard balls of ice which fall from
the sky like rain.
Heat: (noun) the quality of being hot or warm.
Heed: (verb) to pay attention to something,
especially advice or a warning.
Journey: (noun) the act of travelling from one
place to another, especially in a vehicle.
Ladder: (noun) a piece of equipment used for
climbing up and down, which consists of two
vertical bars or pieces of rope joined to each other
by a set of horizontal steps.
Land: (noun) the surface of the Earth that is not
covered by water.
Layer: (noun) a level of material, such as a type of
rock or gas, which is different from the material
above or below it, or a thin sheet of a substance.
Moisture: (noun) a liquid such as water in the form
of very small drops, either in the air, in a substance,
or on a surface.
207
Neighbour: (noun) someone who lives very near to

you.
Research: (noun) a detailed study of a subject,
especially in order to discover information or reach
a new understanding.
Review: (verb) to carefully examine or consider sth
again, especially so that you can decide if it is
necessary to make changes.
Rise: (verb) to move upwards.
Rope: (noun) (a piece of) strong, thick string made
of long twisted threads.
Seaside: (noun) an area that is by the sea,
especially one where people go for a day or a
holiday.
Sponsor: (verb) to support a person, organization
or activity by giving money, encouragement or
other help.
Spread: (verb) to (cause to) cover, reach or have an
effect on a wider or increasing area.
Stage: (noun) a separate part that a process, etc. is
divided into.
Storage: (noun) the putting and keeping of things
in a special place for use in the future.
Stream: (noun) water that flows naturally along a
fixed route formed by a channel cut into rock or
ground, usually at ground level.
Strengthen: (verb) to make something stronger or
more effective.
Supply: (noun) an amount of something that is
available for use .
Taste: (noun) the flavour of something.
Trade: (noun) the activity of buying and selling, or
exchanging, goods and/or services between
people or countries.
Unit 3
Bough: (noun) a large branch of a tree.
Bulk: (noun) in large amounts.
Christening: (noun) a Christian ceremony at which
a baby is given a name and made a member of the
Christian Church.
Conference: (noun) an event, sometimes lasting a
few days, at which there is a group of talks on a
particular subject, or a meeting in which especially
business matters are discussed formally.
208
Current: (adj.) of the present time.

Glance: (noun) a quick look.
Grant: (noun) a sum of money given especially by
the government to a person or organisation for a
special purpose.
Lecture: (noun) a formal talk on a serious or
specialist subject given to a group of people,
especially students.
Quirk: (noun) an unusual part of someone's
personality or habit, or something that is strange
and unexpected.
Realise: (verb) to understand a situation,
sometimes suddenly.
Sample: (noun) a small amount of something that
shows you what the rest is or should be like.
Scholarship: (noun) an amount of money given by
a school, college, university or other organisation to
pay for the studies of a person with great ability but
little money.
Search: (noun) an attempt to find something.
Shortcoming: (noun) a fault or a failure to reach a
particular standard.
Skill: (noun) a particular ability or type of ability.
Twig: (noun) a small very thin branch that grows
out of a larger branch of a tree.
Warehouse: (noun) a large building for storing things
before they are sold, used or sent out to shops.
Wholesale: (adj.) of or for the selling of goods in
large amounts at low prices to shops and
businesses, rather than the selling of goods in
shops to customers.
Unit 4
Amazing: (adj.) extremely surprising.
Ash: (noun) the soft grey or black powder that is left
after a substance, especially coal or wood, has burnt.
Attend: (verb) to go to an event, place, etc.
Blast: (noun) a very enjoyable experience that is a
lot of fun.
Carve out: (verb) to successfully create or get
something, especially a work position, by working
for it
Complain: (verb) to say that something is wrong or
not satisfactory.
Howling: (adj) loud screaming (especially of an
animal or the wind.)
Join: (verb) to get involved in an activity or journey

with another person or group.
On behalf of: (noun) representing; instead of
Patron: (noun) a person or group that supports an
activity or organization, especially by giving money.
Proudly: (adv.) feeling pleasure and satisfaction
because you or people connected with you have
done or got something good.
Quarter: (noun) an area of a town where a particular
group of people live or work or where a particular
activity happens.
Relative: (noun) a member of your family.
Rubbish: (noun) waste material or things that are no
longer wanted or needed.
Scary: (adj.) frightening.
Silly: (adj.) showing little thought or judgment;
foolish.
Soar: (verb) go high up.
Strength: (noun) the ability to do things that need a
lot of physical or mental effort.
Stroll: (noun) a walk in a slow relaxed manner,
especially for pleasure.
Unfurl: (verb) open up, stretch into distance.
Weapon: (noun) any object used in fighting or war,
such as a gun, bomb, sword, etc.
Worthwhile: (adj.) useful, important or good
enough to be a suitable reward for the money or
time spent or the effort made.
Wrath: (noun) extreme anger.
Unit 5
Affordable: (adj.) not expensive.
At leisure: (adv.) when you want to and when you
have time to.
Bargain: (noun) something on sale at a lower price
than its true value.
Behaviour: (noun) the way a person, an animal, a
plant, a chemical acts in a particular situation.
Blame: (verb) (I dont / cant blame you) said in
order to tell someone that you understand why
they are doing something and that you agree with
their reason for doing it.
Branch: (noun) one of the offices or groups that
form part of a large business organisation.
Cope: (verb) to deal successfully with a difficult
situation.
Deface: (verb) to damage and spoil the appearance

of something by writing or drawing on it.
Dull: (adj.) not interesting or exciting in any way;
boring.
Duty: (noun) something that you have to do
because it is part of your job.
Feature: (noun) a typical quality or an important
part of something.
Grumpy: (adj.) (informal) bad-tempered.
Height: (noun) the distance from the top to the
bottom of something or somebody.
Hesitate: (verb) to pause before you do or say
something, often because you are uncertain or
nervous about it.
Hire: (verb) to employ someone or pay them
to do a particular job.
Installment: (noun) one of a number of parts into
which an amount of money owed has been
divided, so that each part is paid at different times
until the total is reached.
Moggy: (noun) (informal) cat.
Neat: (adj.) tidy, with everything in its place.
Outgoing: (adj.) (of a person) friendly and
energetic and finding it easy and enjoyable to be
with others.
Rely on: (verb) to need a particular thing or the
help and support of someone or something in
order to continue, to work correctly, or to succeed.
Shelter: (noun) a structure that provides privacy
and protection from danger.
Shift: (noun) a group of workers who do a job for a
period of time during the day or night, or the
period of time itself.
Thorough: (adj.) detailed and careful.
Thrilled: (adj.) extremely pleased.
Tune: (noun) a series of musical notes, especially
one which is pleasant and easy to remember; a
melody
Weight: (noun) the amount that something or
someone weighs (to have a heaviness of a stated
amount).
Wimp: (noun) a person who is not strong,
brave or confident.
Dictionaries used:
- http://dictionary.cambridge.org/dictionary/british/
- http://kat.ph/oxford-advanced-learners-dictionary-of-currentenglish-8th-ed-t3874647.html
- http://www.ldoceonline.com/
209
GLOSSARY
Adjective: (n.) a word that describes a noun
or pronoun
between them. Its main purpose is to provide a

visual aid to facilitate learning.
Adverb: (n.) a word that describes or gives more

information about a verb, adjective, adverb,
or phrase.
Infinitive: (n.) the basic form of a verb, without

an inflection binding it to a particular subject or
tense. It usually follows to.
Adverbial phrase: a group of words that describe

or give more information about a verb, adjective,
adverb, or phrase.
Modal verbs: they are used to express ideas such

as possibility, intention, obligation, and necessity.
Adverbs of degree: they tell us about the

intensity of an action, an adjective, or
another adverb.
Adverbs of manner: they tell us how something
happens.
Clause: (n.) a group of words, consisting of a
subject and a finite form of a verb.
Coherence: (n.) the logical connections that
readers or listeners perceive in a written or
oral text.
Cohesion: (n.) the grammatical and lexical
links within a text that hold it together and give
it meaning.
Collocation: (n.) a sequence of words or terms
that co-occur more often than would be expected
by chance.
Conditional sentences: (also known as Conditional
Clauses or If Clauses). They are used to express that
the action in the main clause (without if) can only
take place if a certain condition (in the clause with
if) is fulfilled.
First person: referring to personal pronouns
I (singular, referring to yourself )) or we (plural,
referring to yourself with others). I and we are said
to be in the subjective case because they can be
used as the subject of a sentence.
Gerund: (n.) a noun made from a verb by adding
ing; you can use a gerund as the subject, the
complement, or the object of a sentence.
Graphic organiser: (also known as knowledge
map, concept map, story map, cognitive organiser,
or concept diagram). Communication tool that
uses visual symbols to express knowledge,
concepts, thoughts, or ideas, and the relationships
210
Noun: (n.) a word that refers to a person, place,

object, event, substance, idea, feeling, or quality.
Noun phrase: a word group with a noun or
pronoun as its head; the simplest noun phrase
consists of a single noun; the noun head can be
accompanied by modifiers, determiners (such as
the, a, her), and/or complements.
Phrase: (n.) a group of words which are often
used together and have a particular meaning; a
phrase functions as a part of speech and includes
a head (or headword), which determines the
nature of the unit.
Preposition: a word (one of the parts of speech)
that shows the relationship between a noun or
pronoun and other words in a sentence.
Prepositional phrase: the combination of a
preposition and a noun phrase.
Present Continuous: verb tense used to express
the idea that sth is (or is not) happening now, at
this very moment. Its structure is: form of to be +
-ing form of main verb.
Present Perfect: verb tense used to express the
idea that sth happened at an unspecified time
before now; the exact time is not important; for or
since are often used with this tense. Its structure
has/have + is + past participle of main verb.
Present Perfect Continuous: verb tense used to
express the idea that an action started in the past
and stopped recently; there is usually a result now.
This tense is also used to refer to an action that
started in the past and is continuing now; for or
since are often used with this tense. Its structure is
has/have + been + -ing form of main verb.
Pronoun: a word that can replace a noun

or another pronoun; they are used to make
sentences less repetitive. Grammarians
classify pronouns into several types: personal,
demonstrative, interrogative, indefinite, relative,
reflexive, and intensive.
Proofread: (v.) to find and correct mistakes in text
before it is handed in, printed, or put online.
Provided: (adj., v.) given, oered, presented.
Question: (n.) a sentence or phrase used to find
out information; in an exam, a problem that tests a
persons knowledge or ability
Role play: (v.) to pretend to be someone else,
especially as part of learning a new skill.
Rule: (n.) a principle of a system, such as a
language or science.
Tone: a writers attitude toward subject, audience,

and self. It is primarily conveyed through diction,
point of view, syntax, and level of formality.
Verb form: English verbs have five basic forms:
the base form, the - s form, the -ing form, the past
form, and the past participle form. There are two
types of past forms, for regular and irregular verbs.
Taken from:
http://dictionary.cambridge.org/dictionary/
british
http://dictionary.cambridge.org/dictionary/
learner-english
http://www.usingenglish.com/glossary/
modal-verb.html
Scanning: speed-reading technique that consists

of looking over a text quickly and systematically in
order to find very specific information.
Sentence: a group of words that are put together
to mean something. It is the basic unit of language
which expresses a complete thought.
Simple Past tense: verb tense used to express
the idea that an action started and finished at a
specific time in the past.
Skimming: speed-reading technique that consists
of rapidly moving the eyes over a text with the
purpose of getting only the main ideas and a
general overview of the content.
Statement: an armative or negative sentence
that is not a question or command.
Structure: the way that words or parts of speech
are arranged or put together.
Subject: the person or thing which performs the
action described by the verb.
Synonym: a word or phrase that means the same
as another word or phrase.
Tense: form of a verb that shows us when the
action or state happens, past, present or future.
211
THEMATIC BIBLIOGRAPHY
Units 1 & 2 - Students world
Reading
Fadem, T. (2008). The Art of Asking: Ask Better
Questions, Get Better Answers. (1st ed.). Upper
Saddle River, NJ. USA: FT Press.
Glasser, W. (2003). For Parents and Teenagers
Dissolving the Barrier Between You and Your Teen.
(Paperback ed.). New York, NY, USA:
HarperCollins Publishers Inc.
Gross, J. (2008). The New Oxford Book of Literary
Anecdotes Oxford Books of Prose & Verse. New
York, NY, USA: Oxford University Press Inc.
Shapiro, B. (2007). Other Peoples Love Letters; 150
Letters You Were Never Meant to See. New York,
NY, USA: Clarkson Potter.
Wittington, J. (2010). Disaster! A history of
earthworks, floods, plagues and other catastrophes.
New York, NY, USA: Skyhorse Publishing.
Listening
Heaton, J. B. (1990). Longman Preliminary
English Skills - Longman for the Cambridge
Exams. (Teachers Guide). Harlow, Essex, UK:
Longman.
Way, N. (1998). Everyday Courage: The Lives and
Stories of Urban Teenagers Qualitative Studies in
Psychology (1st ed.), New York, NY, USA: NYU Press
Writing
Bly, R. (2003). Websters New World Letter Writing
Handbook. (1st ed.). Indianapolis, IN, USA: Wiley
Publishing, Inc.
Parker, S. (2002). What Shall I Write? Personal
Letters for All Occasions. Concord, MA, USA:
Infinity Publishing.
Russell McDonald, C. and McDonald, L. R.
(editors). (2002). Teaching Writing Landmarks
and Horizons. (1st ed.). Carbondale, lL., USA:
Southern Illinois University Press.
212
Sandler, C. and Keefe, J. (2004). 1001 Letters For All

Occasions The Best Models for Every Business and
Personal Need. Avon, MA, USA: Adams Media.
Speaking
Fraleigh, D. et al. (2008). Speak Up An Illustrated
Guide
to Public Speaking. Boston, MA, USA: Bedford/St.
Martins.
Holcomb, E. (2008). Asking the Corwin Press Right
Questions Tools for Collaboration and School
Change.
(3rd ed.). Thousand Oaks, CA, USA:.
Fadem, T. (2008). The Art of Asking: Ask Better
Questions, Get Better Answers. (1st ed.). Upper
Saddle River,
NJ, USA: FT Press.
Rogerson, P. et al. (1990). Speaking Clearly
Pronunciation and Listening Comprehension for
Learners of English. (Teachers Book). Cambridge,
UK: Cambridge University Press.
Units 3 & 4 Academic world
Reading
Corfield, R. (2003). Preparing Your Own CV: How
to Improve Your Chances of Getting the Job You
Want. (3rd ed.). London, UK: Kogan Page Ltd.
Corfield, R. (2007). Preparing the Perfect CV: How
to Make a Great Impression and Get the Job You
Want. (4th ed.). London, UK: Kogan Page Ltd.
Pangrazi, R. et al. (2009). Activity Cards for Promoting
Physical Activity and Health in the Classroom. (1st ed.).
San Francisco, CA, USA: Benjamin Cummings.
Thomas, D. (2006). Physical Activity & Health: An
Interactive Approach. (2nd ed.). Sudbury, MA, USA:
Jones & Bartlett Publishers.
Listening
Units 5 & 6 Working world
Donoghue, P. and Siegel, M. (2005). Are You Really

Listening? Keys to Successful Communication.
Notre Dame, IN, USA: Sorin Books.
Reading
Burley, M. (1995). Listening: The Forgotten Skill: A

Self-Teaching Guide. (2nd ed.). Indianapolis, IN,
USA: Wiley Publishing, Inc.
Writing
Lister, L. (2008). FastTrack To Job Success Getting a
Job from Search to Interview, Resume Writing, CVs,
Job Finding and Interview Techniques. (1st ed.).
Raleigh, NC, USA: Lulu.com.
Shaw, M. and Weil, R. (2007). Linking Up: Planning
Your Traffic-Free Bike Trip Between Pittsburgh, PA
and Washington, DC. (3rd ed.). Lawrence, KS, USA:
Great Allegheny Press.
Usher, H. (2007). The Definitive CV / Resume &
Essential Employment Letter Guide. Pymble,
Australia: Usher Publishing POD.
Williams, R. (2006). London (Eyewitness Travel
Guide). London, UK: DK Travel.
Speaking
Calcagni, T. (2007). Tough Questions Good
Answers: Taking Control of Any Interview. (Capital
Business & Professional Development Series).
Sterling, VA, USA: Capital Books, Inc.
De Luca, M. and De Luca, N. (1996). Best Answers to
the 201 Most Frequently Asked Interview Questions.
(1st ed.). New York, NY, USA: McGraw-Hill.
Oliver, V. (2005). 301 Smart Answers to Tough
Interview Questions. (1st ed.) Naperville, IL, USA:
Sourcebooks, Inc.
Powers, P. (2009). Winning Job Interviews. (Revised
ed.). Franklin Lakes, NJ, USA: Career Press.
Alderton, D. (2008). How To Look After Your Small

Pets: An Owners Guide. Leicester, UK: Annes
publishing Ltd.
Bourdon, R. (1999). Understanding Animal
Breeding. (2nd ed.). Upper Saddle River, NJ, USA:
Prentice Hall.
Campbell, K. (2008). Companion Animals: Their
Biology, Care, Health, and Management. (2nd ed.).
Upper Saddle River, NJ, USA: Prentice Hall.
Druin, A. (2009). Mobile Technology for Children,
Kindle Edition: Amazon. NJ, USA: Prentice Hall.
Sloman, P. (2010). Inventors and Inventions. London,
UK: Black Dog Publishing.
Listening
Hoevemeyer, V. (2005). High-Impact Interview
Questions: 701 Behavior-Based Questions to Find
the Right Person for Every Job. New York, NY, USA:
AMACOM.
Kessler, R. (2006). Competency-Based Interviews:
Master the Tough New Interview Style And Give
Them the Answers That Will Win You the Job. (1st
ed.). Franklin Lakes, NJ, USA: Career Press.
Writing
Innes, J. (2009). The CV Book: Your definitive guide
to writing the perfect CV. Old Tappan, NJ, USA: FT
Press.
Silvia, P. J. (2007). How to Write a Lot: A Practical
Guide to Productive Academic Writing. (1st ed.).
Washington, DC, USA: American Psychological
Association (APA).
Spence, L. (1997). Legacy: A Step-By-Step Guide to
Writing Personal History. Athens, OH, USA:
Swallow Press / Ohio University Press.
213
Thomas, F. (1989). How to Write the Story of Your Life.

writersdigest@fwmedia.com: Writers Digest Books.
Tompkins, G. (2007). Teaching Writing: Balancing
Process and Product. (5th ed.). Upper Saddle River,
NJ, USA: Prentice Hall.
Speaking
Brown, S. and Lucas, C. (2008). Improve Your
English: English in Everyday Life. (1st ed. w/ DVD).
New York, NY, USA: McGraw-Hill.
Folse, K. (1996). Discussion Starters: Speaking
Fluency Activities for Advanced ESL/EFL Students.
Lansing, MI, USA: University of Michigan Press/
ESL.
Kasloff Carver, T. and Douglas Fotinos Riggs, S.
(2006). A Conversation Book 1: English in Everyday
Life. (4th ed.). White Plains, NY, USA: Pearson ESL.
Roth, E. and Aberson, T. (2007). Compelling
Conversations: Questions and Quotations on
Timeless Topics. Los Angeles, CA, USA:
BookSurge Publishing/ Chimayo Press.
214
Units 1 to 6 Grammar and Vocabulary

Aarts, B. (2011). Oxford Modern English Grammar.
Oxford, UK: Oxford University Press.
Beaumont, D. and Granger, C. (1992). The
Heinemann English Grammar, an Intermediate
Reference and Practice Book. Glasgow, Scotland:
Heineman.
Carlton, L. and Marzano, R. (2010). Vocabulary
Games for the Classroom. Bloomington, IN, USA:
Marzano Research Laboratory.
Field, M. (2009). Improve Your Punctuation and
Grammar: Master the Essentials of the English
Language and Write with Greater Confidence.
(How to series). Oxford, UK: How to Books Ltd.
King, G. (2009). Collins Improve Your Grammar.
Glasgow, UK: HarperCollins Publishers.
McCarthy, M. (2002). English Vocabulary in Use.
Cambridge, UK: Cambridge University Press.
Straus, J. (2006). The Blue Book of Grammar and
Punctuation. Indianapolis, IN, USA: Jossey-Bass.
BIBLIOGRAPHY
Atwell, N. (1998). In the Middle: New Understanding
about Writing, Reading, and Learning - Workshop
Series. (2nd ed.). Portsmouth, NH, USA: Boynton /
Cook.
Burke, J. (2003). Reading Reminders - Tools, Tips,
and Techniques. (1st ed.). Portsmouth, NH, USA:
Boynton / Cook.
Claire, E. and Haynes, J. (1994). Classroom
Teachers ESL Survival Kit. White Plains, NY, USA:
Pearson ESL.
Hadfield, J. and Hadfield, C. (2002). Simple
Listening Activities. (Oxford Basics series). New
York, NY, USA: Oxford University Press.
Hadfield, J. and Hadfield, C. (2001). Simple Writing
Activities (1st ed.). (Oxford Basics series). New York,
NY, USA: Oxford University Press.
Hadfield, J. (2000). Communication Games
Intermediate. (1st ed.). Upper Saddle River, NJ, USA:
Pearson P TR.
Hancock, M. (1996). Pronunciation Games.
Hewitt, I. E. (1998). Edutainment: How to Teach
Language with Fun & Games. (Bk & CD ed.).
Subiaco, WA, Australia: Language Direct.
Klippel, F. (1984). Keep Talking: Communicative
Fluency Activities for Language Teaching.
(Cambridge Handbooks for Language Teachers).
Peregoy, S. et al. (2005). Reading, Writing and
Learning in ESL - A Resource Book for K-12 Teachers.
(3rd ed.). White Plains, NY, USA: Pearson Education.
Richards, J. (2004). Interchange Class Audio. (3rd
ed.). Cambridge, UK: Cambridge University Press.
Spratt, M. et al. (2005). The TKT Course (Students
Book). Cambridge, UK: Cambridge University
Press.
Turkenik, C. (1998). Choices - Writing Projects for
Students of ESL. New York, NY, USA: Cambridge
University Press.
Some Web Sites

Listening comprehension:
http://www.isabelperez.com/songs.htm
Song lyrics and activities for ESL; includes
matching, cloze, and other interactive exercises.
http://www.musicalenglishlessons.org/
popsongs/index.htm
Songs and languaje activities
Reading comprehension:
http://www.abcteach.com
Free printable worksheets and activities.
http://www.breakingnewsenglish.com
English lesson plans & podcast for studying
current events and news. Ready-to-print
handouts with downloads & quizzes.
Speaking
http://www.onestopenglish.com
Resources for teaching English including lesson
plans, worksheets, audio, video and flashcards.
http://www.proteacher.com
Extensive list of links for school and home
practice.
Writing
http://esl.about.com/library/lessons/bl_guided_
writing.htm
Guided Writing Exercises for ESL, EFL, TESOL and
TEFL English Students.
http://www.readingrockets.org Information and
resources on how young kids learn to read, and
how adults can help.
http://esl.about.com/library/lessons/blwrite_
informalletter.htm
Dierences between formal and informal letters
in English.
http://www.englishclub.com Lessons for learners,
including fun pages like games, quizzes and chat.
215
PEFC/29-31-75
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TEACHERS BOOK

Jolanta Polk Reyes

EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN

Jolanta Polk Reyes

Teaching English as a Foreign Language, Dublin, Ireland.

2016 Ediciones Cal y Canto

Jolanta Polk Reyes

Ediciones Cal y Canto

Jorge Muoz Rau

2015 Ediciones Cal y Canto

UNIT 2: TWO OF THE ELEMENTS .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

PLAN OF THE STUDENTS BOOK

ADVICE AND SUPPORT

GETTING INTO THE UNIT ............ 7

PLAN OF THE STUDENTS BOOK

TWO OF THE ELEMENTS

GETTING INTO THE UNIT .........53

GETTING INTO THE UNIT ......... 77

GETTING INTO THE UNIT ........107

PLAN OF THE STUDENTS BOOK

A message from the author

Indeed, it is through dialogue and interaction that

THE STUDENTS BOOK

stated to anticipate what, where, why, how, who

THE STUDENTS BOOK

Additionally, there are JUST FOR FUN activities to

THE STUDENTS BOOK

Formal evaluation - Test your knowledge.

Quick self-check. In every lesson, there is a short

THE STUDENTS BOOK

(Based on: Stopper, R. (2004). Small-Group Discussion,

words appear in a text or in an activity, their

Prefixes and suffixes

COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES

One of the aims of the Framework is to help

level descriptor (ability at this level)

1000+ Can understand with ease virtually everything heard or read.

COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES

TEACHING STRATEGIES FOR SKILLS DEVELOPMENT

Evaluate predictions and revise them as needed.

After reading After reading

Preview the text by looking at the title, headings, and images.

What do you think will happen next?

What is the author saying?

Strategies can help students become better readers

Does this remind you of something?

Is this making sense?

Comprehension strategies are conscious plans or

The following chart shows examples of questions

This story is mainly about

READING COMPREHENSION STRATEGIES

What are the pictures/scenes in your mind?

Adapted from: Capistrano Unified School District. (2003).

TEACHING STRATEGIES FOR SKILLS DEVELOPMENT

LISTENING AND SPEAKING STRATEGIES

TEACHING STRATEGIES FOR SKILLS DEVELOPMENT

On the other hand. The teaching of speaking

That is, students are rarely asked to write essays

It is also important for students to view their own

Tips and instructions

1. Prewriting Prewriting is forming

Drafting is creating the

Read carefully to make