Libro Global English 4 Medio Chile

TEXTO DEL ESTUDIANTE
Jolanta Polk Reyes
EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN PROHIBIDA SU COMERCIALIZACIN AO 2011
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TEXTO DEL ESTUDIANTE
Jolanta Polk Reyes
GET TO KNOW YOUR BOOK

Welcome to Global English 4 Medio. This book will be your guide, and hopefully your friend for the next school year. Enjoy it!
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Examine your book and answer these questions. 1. How many units are there? 2. What is there at the beginning of each unit? 3. How are the units divided? What sections can you find? 4. What are the titles of the units? 5. What can you find at the end of the book?
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The AFTER YOU READ section includes an APPLICATION TASK to help you to develop your writing skills and the AFTER YOU LISTEN section includes an APPLICATION TASK to help you to develop your speaking skills.
There are two lessons in each unit, one based on a reading text, and one based on a listening text. They are divided into: BEFORE YOU READ / LISTEN WHILE YOU READ / LISTEN AFTER YOU READ / LISTEN
Each unit has an additional part called JUST FOR FUN, which includes a specific CHILEAN CONNECTION. They are for you to enjoy and learn new things independently.
Examine the icons below. What do they mean? What kind of activity do they represent?
READING
The tasks will help you to develop strategies to improve your understanding of written texts.
LISTENING
The tasks will help you to develop strategies to improve your understanding of spoken messages.
These attractive and entertaining activities will motivate you to study and put into practice what you are learning.
Learning abilities You will be informed of which abilities you will develop through the different activities in each section of the lesson.
Did you know that...

This section provides additional information on the main topic of the lesson or on some of the activities.
American v/s British English
Learning tip
This is an additional tool to make learning more accessible and contents easier to understand.
These tests at the end of the units will help you to discover what you have learnt well and what you need to reinforce.
This section will help you to notice differences between these two varieties of English.
MINITEST
Each lesson has a short evaluation activity that will allow you to analyse your performance.
Language Note
This section will help you to understand important English structures.
Highlighted words : Words whose meaning may be essential for your understanding of a text, but were not included among the key words have been highlighted in blue. The meaning for that particular context is given at the bottom of the page, in the form of a glossary.
This section will help you to get involved in your evaluation, guiding you to discover your strengths and weaknesses, and making you reflect on your involvement in the development of values.
Suggested web resources to gather information on various topics or prepare for a presentation. They provide a good opportunity for independent work.
HYPERTEXT: digital resources and activities You can access the hypertext and do attractive interactive complementary activities. You can access the hypertext anywhere, anytime, and do the activities as many times as you want, at your own pace.
PLAN OF THE BOOK

UNIT
1
UNIT 2
UNIT 3
READING Love in Writing (love letters) ...................10 - 11
READING A Book and a Film (extracts from a book and from a magazine; a poster).......30 - 31 WRITING Write a film review .................33
READING Planet Saving Technology (brochure) ...............................50
WRITING Write a love letter ...................13
WRITING Write a brochure ....................53
LISTENING From the Heart (song)......................................15 SPEAKING Share love stories....................17
LISTENING Dark Fantasy (interview)...............................35 SPEAKING Prepare and present an interview evaluating other performances ..........................37 GRAMMAR -ing forms................................32 Gerunds ...................................36 TEST YOUR KNOWLEDGE........................42
LISTENING The Technology of Living Things (interview).................55 SPEAKING Discuss a scientific issue .........57
GRAMMAR The modal verb might ...........12 Intensifiers...............................16 TEST YOUR KNOWLEDGE........................22
GRAMMAR The Subjunctive .............60 / 62
TEST YOUR KNOWLEDGE........................62
UNIT 4
UNIT
UNIT 6
READING Urban Rhythms (magazine article) ..........70 - 71
READING The Magic of DNA (article) ...........................94 - 95
READING Business Letters (business letters).......118 - 119 WRITING Write a business letter .........123 LISTENING Describing Jobs (conversations).....................125 SPEAKING Gather information about occupations...........................129
WRITING Write an article on a music or a painting style ...................75 LISTENING Mobile Art (conversation).........................77 SPEAKING Discuss an art form ................81
WRITING Write a scientific article ..........99
LISTENING Asking the Right Questions (conversation) ......................101 SPEAKING Discuss a scientific topic ......105
GRAMMAR The Past Perfect..............72 / 79
GRAMMAR Reporting verbs.......................97 Indirect questions.................103 TEST YOUR KNOWLEDGE .....................110
GRAMMAR Reporting verbs ....................121 Indirect questions.................127 TEST YOUR KNOWLEDGE .....................134
TEST YOUR KNOWLEDGE........................86
UNIT
In this unit you will learn to:

READING: validate predictions through skimming / classify specific information. LISTENING: identify the tone of messages / identify stressed words / discriminate between correct and incorrect information. ORAL PRODUCTION: express personal attitudes / participate in guided dialogues / ask and answer questions. WRITTEN PRODUCTION: complete paragraphs / write a love letter. FUNCTIONS: express condition, interest, possibility, requests and suggestions.
You will also learn:

GRAMMAR: the modal verb might / intensifiers. VOCABULARY: words related to love and feelings.
You will use the following text types:

READING: love letters. LISTENING: a news story / a song.
You will pay special attention to these values

The importance of expressing our feelings. The acceptance of and respect for different opinions.
HYPERTEXT: digital resources and activities
LOVE
HOW READY ARE YOU FOR THIS UNIT? 1 Look at the pictures and answer these questions in your group, expressing your personal
opinions. Use expressions such as: I think that In my opinion I believe that It seems to me that From my point of view According to me a. What are the people feeling? b. Why are they feeling like that? 2 pts.
2 In pairs ask each other five questions about the things you like, dislike, are fond of, hate and
really love. Compare your opinions. 5 pts. Example: What kind of food do you really love?
3 Classify the feelings in the box under the correct picture.

angry annoyed cheerful delighted happy hateful joyful loving miserable sad satisfied wonderful
12 pts.
Your score: 0 - 6: You should look up the words that you dont know in the dictionary and share your answers with a classmate. 7 - 13: You know enough about feelings, but you could try to improve by sharing answers with your classmates. 14 - 19: Well done! You are ready to start and enjoy this unit; you could help the classmates who look confused.
Cheerful : adj / happy, and showing it by the way that you behave.
Negative: angry, annoyed, hateful, miserable, sad. Positive: cheerful, delighted, happy, joyful, loving, satisfied, wonderful.
on 1 Less
Learning abilities
LOVE IN WRITING
BEFORE YOU READ
READING
1. To express opinions. 2. To match information and visuals. 3. To express personal attitudes. 4. To find meaning of words / to make predictions.
1 Talk about these quotations in your group. Which one(s) do you most agree /
disagree with? Why? a. In dreams and in love there are no impossibilities. Janos Arnay b. Take away love, and our earth is a tomb. Robert Browning c. Love is two souls with a single thought and two hearts that beat as one. John Keats d. Love is the discovery of ourselves in others. Alexander Smith e. To love is to suffer, and to avoid suffering one must love. Woody Allen
2 How do people usually express their romantic feelings? Exchange opinions

a quotation is a repetition or copy of the words of another person, usually showing the origin of the source? The sentences in Exercise 1 are all quotations. What do you notice about all of them?
in your group. Use the alternatives provided and your own ideas. a. Being jealous of other people. b. Dedicating love songs on the radio. c. Giving gifts: flowers, chocolates, rings, etc. d. Going out to candle-lit dinners and dancing to romantic music. e. Holding hands. f. Making a blog dedicated to the loved one. g. Not letting the loved one spend time with other people. h. Sending love notes and using romantic words.
3 How would you finish a personal letter or a love letter? Choose the best options.
a. b. c. d. Best wishes, Norma For ever yours, Fred Kind regards from Patrick Lots of love, Julia e. f. g. h. Love you and XXXX Thinking of you Yours sincerely, Dr. B. Adams Yours truly, Benjamin Jones
UNIT 1
4 Study the words in this web and identify the ones you know. Check the
meaning of the other words in a dictionary. Which of them would you expect to find in a love letter?
Love
Eag er ire Adm
Glad Kind
antic Rom e sitiv Sen
Adjectives
Beauty Date
Heart
Nouns
Novel Jealousy
Verbs
Sha re
Cuddle Feel
Miss
WHILE YOU READ 5 Read the letters on pages 10 and 11 and check your predictions in Exercise 4. 6 Which expressions from Exercise 3 were used to finish the letters? 7 Read the letters again and write which of them (I, II, III, or IV) has these
characteristics. a. __________ is romantic and optimistic. b. __________ has historical value. c. __________ talks about hidden feelings. d. __________ is written by a Chilean teenager to his foreign friend. e. __________ uses sophisticated words.
Learning abilities
5. To validate predictions. 6. To find specific information. 7. To identify the tone of messages. 8. To locate specific information. 9. To match information.
8 These chunks (a. d.) have been removed from the four love letters. Put
them back in the correct places (i. iv.). a. Id like you to love me but if not, do you think we might at least be friends? b. in perfume, in harmonious sound: all of these mean you to me, all of these I see and admire. c. And at other times, you might be doing more important things but you choose to sit with me. d. We might go to the Lake District and cruise the lakes, camp on the beach and watch the stars in the evening
9 Here is a summary of one of the letters. Which letter (I IV) does it

correspond to? The writer doesnt know how to express his / her feelings, he / she cannot find the right words, but he / she knows he / she is in love. He / She hopes that if the other person doesnt love him / her, he / she will want to be his / her friend. Cuddle : verb / to hold sb / sth close in your arms to show love or affection.
LOVE
I
Tammy Carter I love you!
kind, tender My beloved Tammy, I love you because you are puts a smile on my face. words I love you! Just writing the friend. because you are my best . and thoughtful, and you prefer to be close to me nt to do other things but __ in front u might wa ______________________ I know that sometimes yo ______________________ ______________ (i.) ____________________ we watch TV. have of the fire and cuddle as times you might want to a rainy day. And there are walking with you on urger and chips. I love being near you and th me over a humble hamb u decide to hold hands wi t, but yo steak in a fancy restauran problems of the day. my small triumphs or the to me as I share with you t agree with en times when you might no I love you because you list you hear me out therere ult times I love you because in diffic to understand. me, but you listen and try you are. And I love you for what For ever yours, Tim
Dear Chris, I &am &writing &this &letter &to &let &you &know &that Im &really &fond &of &you . Unfortunately, II &you &just &dont &know &it. S ometimes I &would &like &to &shout &it &to &the &winds &but Im &scared. Who &knows &what &your &a nswer &might &be? My &lips &are &closed, &my &hear t &is &silent &and &the &words I &want &to &say &just won&t &come &out. I &want &to &open &up an d &tell you &how I &feel, &but I guess Im &too &sca red &because Im &afraid &you &might &reject &m e. What &do I &expect? Im &not &sure. (&ii.)____________________ ______________________ ______________________ Thinking &of &you, Jenny
Humble : adj / showing you do not think that you are as important as other people.
10
UNIT 1
III
Beloved Victor, If I were clever I migh t describe how you, a famous writer, unite in yourself the beauties of form and song! I might tell you that yo u are the greatest marvel of all ages, an d I would only be spea king the simple truth. I love you, my Victor; I cannot repeat it too often; I can never ex press it as much as I fe el it. I recognise you in all the beauty that surro unds me in form, in colour, (iii.) __________ __ ____________ ____________ __ ____________ ____ and you are all! You are not only the solar spectrum with th e seven luminous colou rs, but the sun itself th at illuminates, warms an d revives! This is what you are, and I am the woma n that adores you. Juliette
American v/s British English recognize recognise/ recognize
IV
My &dearest Susan, I &last &saw How &long &has &it &been &since &one &month &you? I &will &tell &you: &its &been g &hours &since &we &three &days &and 8 &long, &lon lle River &holding &last &walked &by &the Calle Ca &reflection &of &the &hands &and &looking &at &the hen &we &took &the &moon &on &the &water. And &t nd &where &we &little &boat &to &the Huapi Isla d &enough &we &thought &that &if &we &tried &har nd &never &return &might &stop &time &for &ever &a &to &reality. ow I &miss &you But &you &had &to &go &and &n ays &till I &see &you &very &much, &counting &the &d &come &back, what &again. And &when &you &do ______________ &will &we &do &together? (&iv.) __
Adapted from: My Beloved Toto, letters from Juliette Drouet to Victor Hugo, published by State University of New York Press, Albany. Equipo Editorial.
______________ ________________________ ______________ ________________________ b &volcanoes ________. Or &we might &clim &rivers. But &and &cross &cold &mountain &it &together - &you whatever we &do, &we &will &do to &come &back &and I. Might I &ask &you & &really &soon? I &miss &you &and I &hate &being &without &you, &think of &you &all &the &time. Your &forever &romantic Carlos
LOVE
11
Learning abilities
AFTER YOU READ 10 Classify the adjectives in the box as positive or negative. Use some of them
to describe letters III and IV, sharing and comparing answers in your group.
10. To classify words. 11. To consolidate a grammar point. 12. To reinforce a grammar point. 13. To evaluate learning. 14. To match information. / To imitate a spoken model. 15. To write a text. 16. To relate content to personal experiences.
abusive boring confusing dramatic embarrassing enjoyable fascinating funny gentle honest insensitive interesting ironic joyful kind loving mad nasty optimistic passionate pessimistic pleasant romantic sad sensitive silly
Language Note
The modal verb might
1. What do these sentences from the letters you read have in common? a. Im afraid you might reject me. b. If we tried hard enough we might stop time for ever. c. Might I ask you to come back really soon? d. We might go to the Lake District and cruise the lakes. 2. Which sentence expresses the following? a. A condition. b. A possibility. c. A request. d. A suggestion. 3. Study these other examples. a. She might be in another class. b. Might I go with you? c. If I had time I might help you. d. When you are in London you might visit the London Eye. The modal verb might can be used to express all four options, but it is most commonly used to express possibility and condition. 4. There are nine more sentences with might in the letters. Copy them into your notebook and identify what they express: a condition, a possibility, a request or a suggestion.
11 Match the sentences in column A in the chart with what they express in
column B.
A She might miss the train if she comes late. Excuse me, might you speak a little louder please? We might stay at home and watch a film if you want. If the plants dont get enough water they might die. The teacher said it was optional - we might read it if we want to.
B a condition a possibility a request a suggestion
American v/s British English pen pal pen friend

UNIT 1
12 Answer these questions using what you learnt in the Language Note and
your own ideas. a. What might you do at the weekend if you dont have any homework? b. Where might you buy roses in the middle of winter? c. If someone asked you to be his / her pen friend, what might your answer be? Enjoyable : adj / giving pleasure.
12
13 MINITEST Write one sentence for each situation.
8 pts. a. Your foreign friend is visiting your area and asks you to suggest a place to visit. b. You want to borrow your sisters / brothers brand new T-shirt. c. You want to ask your mother if she knows where your favourite jeans are. d. Your cousin wants to know what food to buy for his / her birthday party.
REVISE AGAIN 0 to 2 GOOD JOB! 3 to 5 EXCELLENT! 6 to 8
14 10 Match the questions (a. c.) and answers (d. f.) to form dialogues.
Check with the recording and then role play them in front of the class. a. If you organise a party, who might you invite? b. So, what do you think we might cook tonight? c. Where might we find Philip? d. How about some fish and chips? e. Im not sure - you might try his home address or his office. f. In my opinion, we should ask everybody in the class.
American v/s British English French fries chips
15 APPLICATION TASK WRITING

a. Read letters III and IV again and answer these questions in your group. i. What do the letters tell you about the people who wrote them? ii. What does the vocabulary the writers use tell you about their background, education, the times they live or lived in? iii. Have you ever written a love letter or note? Why? iv. What was the result? b. In your group, write down a few ideas that can help you with your task: to write a love letter! i. A list of words that you can normally find in a love letter ii. Different beginnings and endings. c. Work individually now and choose the style of a love letter that best suits you optimistic, sophisticated, sad, etc. d. Write a love letter (maximum 90 words) to a real or imaginary person using the ideas you wrote down, the format and the vocabulary in the letters you read. e. Apart from your own words you can also use quotations from Exercise 1 or others you can find on the Internet. f. Check your spelling and grammar. g. Exchange letters with somebody in your group. h. Follow the points suggested to evaluate your letter. Say Yes or No. my group. e of letter writing in discussed the purpos I cated steps. I followed the indi the lesson. tures and ideas from I used words, struc coherent sequence. My letter follows a d spelling r grammar errors an ecked my writing fo I ch mistakes.
16 Answer and discuss these questions in your group.

a. b. c. d. What have you learnt about quotations? Where / When can we use them? Which do you prefer, writing or speaking when love is the main issue? How would you help a friend who is suffering because of love? In the case of a married couple having serious problems, do you think separation is a solution?
LOVE
13
on 2 Less
Learning abilities
FROM THE HEART

BEFORE YOU LISTEN
LISTENING
1. To match information and visuals. 2. To identify tone of message. 3. To make predictions.
1 Look at the cartoon and match the bubbles (a. c.) with the corresponding
picture (1 3). a
We might be a little late, but its so wonderful to be together!
Terribly late as usual! I might as well go home.
I hope shes not too angry! These flowers might help!
accent is connected with the way we pronounce words? That is why people from the same country speaking the same language may have a different accent, depending on where they live. Stress is related to which part of a word or a sentence we emphasise. It means that we do not say all the syllables or words with the same force, but say some more loudly than the others.
11 Listen and read these pairs of dialogues. Which one in each pair do you think is more intense? Why? a. i. Adam: I love you. Theresa: I love you too. ii. Adam: I love you so much. Theresa: I love you very much too! b. i. George: Im fond of dancing and singing. Lilly: I love dancing too. ii. George: I am quite fond of dancing and singing. Lilly: I absolutely love dancing!
American v/s British English subway underground, tube
3 You are going to listen to a news story called Underground love. What do
you think it might be about? Choose one alternative. a. Prohibited love b. Love between a miner and his girlfriend c. Love on the subway
14
UNIT 1
WHILE YOU LISTEN 4 5

12 Listen to the news story and check your prediction in Exercise 3. 12 Listen to the news story again and mark the specially stressed words in these sentences. a. We have a real life romantic story. b. He developed the very popular Web site. c. He described her really well. d. What better illustration of this unusual love affair? 12 Listen to the news story again. Which statements are true (T), which are false (F) and which are not mentioned (NM)? a. ______ Patrick Moberg is 28 years old. b. ______ Camille, his mystery girl, is a journalist in New York. c. ______ To find his dream girl Patrick developed a blog. d. ______ He did not approach Camille on the train because he was shy. 12 Listen to the song in the programme and choose the correct alternative. a. My lifes so brilliant / exciting . b. She looked / smiled at me on the subway. c. And I dont think I might meet / see her again. d. But its time to face the end / truth . e. I will never / always be with you.
Learning abilities
4. To validate predictions. 5. To identify stressed word. 6. To discrimnate between correct and incorrect information. 7. To discriminate between correct and incorrect information. 8. To identify tone of message.
12 Listen to the song once more and choose the best description. a. Angry and pessimistic. b. Cheerful and romantic. c. Sad and romantic.
AFTER YOU LISTEN 9 Re-write these sentences using might.

Example: It is posible that a. I suggest you invite b. Maybe Patrick will Patrick and Camille will Patrick and Camille to take Camille to the marry. visit Nerudas house. cinema. c. It is possible that Patrick and Camille will travel to Paris.
Patrick and Camille might marry.
_____________________ _____________________ _____________________ _____________________ _____________________ _____________________

LOVE
15
10 The words below appeared in the listening text. Use them to write four
sentences. The pictures on the left can help you.
crowded headline sketch subway
a. b. c. d.
____________________________________________________________. ____________________________________________________________. ____________________________________________________________. ____________________________________________________________.
Language Note
Intensifiers
1. Read these sentences from the news story. a. We totally clicked. b. They actually had so much to talk about. c. I am quite sure. d. I was terribly nervous. 2. Compare them with these sentences: a. We clicked. b. They actually had much to talk about. c. I am sure. d. I was nervous. 3. Study the sentences in Point 1. What do the underlined words do? a. They make the meaning more intense. b. They make the meaning more general. c. They make the meaning more understandable. The answer is a. The underlined words are intensifiers; they enhance the words that follow them. 4. Read some more examples. a. My dad told me an incredibly sad love story. b. It is surprisingly hot. c. You are absolutely right. 5. Listen to the first stanza of the song again and copy three more sentences that contain intensifiers.
11 Complete these dialogues using different intensifiers.

a. A: Youre late again! Ive been waiting for half an hour. B: ______________________________________ sorry. b. A: How did your mother feel when you showed her the test? B: ______________________________________ upset. c. A: I can help you to study for the physics test. B: ______________________________________ much. d. A: What do you think of the new television programme? B: ___________________________________ interesting.
16
UNIT 1
12 13 Listen to the recording and check your answers in Exercise 11. Practise
and then role play the dialogues for your classmates.
Learning abilities
13 MINITEST Choose six places in this story to use the intensifiers in the box.
6 pts.
absolutely
quite
really
terribly
so
very
This happened a month ago. The day was hot and I wanted a drink. I looked around and saw a little kiosk with soft drinks and ice-cream but it was crowded, I decided to look somewhere else. Then a boy standing right in front of the kiosk waved to me. He was cute! He had a bottle of orange crush in his hand and he was offering it to me. I was impressed. Now, a month later, we are dating! I still think he is fabulous.
9. To reinforce a grammar point. 10. To consolidate vocabulary. 11. To consolidate a grammar point. 12. To imitate a spoken model. 13. To evaluate learning. 14. To create a new text. 15. To reflect on the contents of the lesson and relate them to personal experiences.
14 APPLICATION TASK SPEAKING

You are going to share love stories with your classmates. a. Work in groups of four or five students and answer these questions about the love story you heard in the recording. i. What are your opinions of the two protagonists? ii. How would you behave in a similar situation? iii. Would you be embarrassed to go on national TV or radio to find the person you love? b. Work individually and write down a few lines about a love story you know. It can be about your parents, yourself or someone you know. Use these questions as guidelines. i. What are the names of the protagonists? ii. When / Where did the story take place? iii. What is special about this love story? iv. How did it end? c. Use the ideas you wrote and tell the story to the rest of the group. d. Answer the groups questions providing extra information. e. Choose the most romantic or the most unusual story, and appoint a story-teller in your group. Help him / her to practise telling the story. f. Exchange stories with another group. g. Use these ideas to evaluate your performance. Say Yes or No. g my e discussion respectin I participated in th . classmates opinions esent my story. and used them to pr rote my ideas Iw n. others pronunciatio We corrected each m the lesson. uctures and ideas fro We used words, str

a. What do you think of making a blog dedicated to the person you love? b. What would be the perfect words to say to someone that you are deeply in love with? c. Would you show respect or make fun if you received an anonymous love letter?
LOVE
17
CONSOLIDATION ACTIVITIES
1 Helen is asking her friend Gloria to look after her pets while she is away on holiday. Fill in the gaps in
her note with the intensifiers in the box.
absolutely
quite
really
such
terribly
very
Dear Gloria, Thanks so much for offering to look after my pets while Im in Brazil. There are three of them: Spike, the dog , Winnie, the cat and Bella, the parrot .
a character and needs special Each of them is (a.) attention. Please see the indications below for their care. fond of eating socks so please make sure that Spike is (b.) there are none lying around. hates the darkness so make sure that you leave Winnie (c.) the lights on when you leave. Bella (d.) portion every morning. loves fresh seeds and water so give her a fresh good friends that they are
Spike and Winnie are (e.) always taken for a walk together.
small, make sure that the And finally, because Bella is (f.) windows are always closed so she cannot get out. Once again thank you for offering to help. See you after Im back from my holiday. Love Helen
Fond : adj / of doing sth, finding sth pleasant or enjoyable, especially sth you have liked or enjoyed for a long time.
18
UNIT 1
2 Now that Helen has left her pets in goods hands, she is planning her holiday activities. Look at the page
from her diary and see what activities she might do. Write the sentences in your notebook.
11 Monday
Arrival, unpack , phone Gloria
12 Tuesday
Visit Christ the Redeemer or Sugarloaf
13 Wednesay
Go to Ipanema or Copacabana beach
14 Thursday
Visit the botanical gardens or the national park
15
Friday
Take a bus to Florianopolis or to Buzios
16 Saturday
A boat ride or hang gliding
17 Sunday
Flight back and arrival home
3 Read the sentences below (a. d.) and put them in the right order, following the cartoon (1 4).
Practise and role play the dialogue with a partner.
1
a. b. c. d.
Well, I worked awfully hard this summer, and I absolutely must have it. Mum is going to get quite mad with you for spending so much. Its really fantastic, dont you think? And its outrageously expensive too!
Mad : adj / very angry.

LOVE
19
JUST FOR FUN

1 Who are these famous love couples? Match the names (a. h.) with the pictures (1 8).
a. b. c. d. Adam & Eve Barbie & Ken Bella Swan & Edward Cullen Frida Khalo & Diego Rivera e. f. g. h. Homer & Marge Simpson John Smith & Pocahontas Pablo Neruda & Matilde Urrutia Romeo & Juliet
2 Which person in the couples in the pictures (1 8) could have said these statements?
a. I am scared to tell you who I am. My name, dear boy, is hateful to myself, because its an enemy to you. b. I love you without knowing how, or when, or from where, I love you simply, without problems or pride: I love you in this way because I dont know any other way of loving. c. Is that what you dream aboutbeing a monster? Not exactly, mostly I dream about being with you forever. d. Just a little bite of the apple to show me how much you love me! e. Remember, my love - as far as anyone in Springfield knows, were a nice normal family.
20
UNIT 1
3 Complete these 10 Commandments of Love with You should or You shouldnt.
ents of Love Ten Commandm

pt change and support growth Commandment 1: ___________ acce in yourself and your partner. your partner 20 times a day or follow Commandment 2: ___________ call him / her to all his / her activities. 100% of yourself. Commandment 3: ___________ give n to your partner. Commandment 4: ___________ liste and bother your partner with your Commandment 5: ___________ nag problems all the time. n remind your loved one how much you Commandment 6: ___________ ofte care about him / her. s. ember important dates and anniversarie Commandment 7: ___________ rem ember that you partner is a separate Commandment 8: ___________ rem kes. individual with his / her own likes and disli e love, problems, work, and play. Commandment 9: ___________ shar with jealously and suspicion. nt 10: ___________ treat your partner
Commandme
Adapted from: www.romancestuck.com
CHILEAN CONNECTION
Teresa Wilms Montt was born in Via del Mar in 1893. As a young woman, Montt was sent to a convent as punishment for falling in love with a man while being married. There, she wrote her first literary work, Diario Intimo, where she talked about her life, her love and her passion for a different, more liberal life. In 1916, helped by the Chilean poet Vicente Huidobro, she escaped from the convent and moved first to Buenos Aires and then to Paris. Her life and romantic love and her willingness to She died in 1921, when she was only 28. sacrifice everything for it became the subject of a In the 19th and early 20th centuries, many talented Chilean film called Teresa. Directed by Tatiana Chilean women writers were censured by a society Gaviola and starring Francisca Lewin, the film made that mistrusted women who engaged in Teresa Wilms national news again. intellectual pursuits. In most cases, their works were Adapted from: Teresa Wilms Montt: A forgotten legend. lost forever after their deaths, and their names were Original Research Article, Women's Studies International Forum, Volume 13, omitted from literary annals. Today, Teresa Wilms Issue 3, 1990, Pages 195 - 199 by Marjorie Agosin. works can be found in old book stores.
LOVE
21
TEST YOUR KNOWLEDGE

READING
THREE LOVE LETTERS
Dear Brad,
I
Dear Krissy, I sit here in sorrow, wishing I cou ld hold you. Ive realised that Ive tried to rep lace you over and over since I made (ii.) __ ____ ___________, but no one can make me laugh and smile like you do. You are the only one that ever made me so hap py; no one could ever take your place. I feel as if my soul has stolen my heart and left me to cry myself to sleep each and eve ry night with guilt in my heart of how I hur t you. I guess you just dont realise wha t you have until its gone; I was so stupid to leave you! I know sorry is just a word, but for what its worth I am very, very sorry and I ask you to please forgive me! Love forever Brian
I &know weve &been &busy &lately with &school, &tests and what not. I wanted &to &send you g &this &letter &to &let you &know &that Im &thinkin of you and &love you very much. Im very &lucky &to &have &such a wonderful &boyfriend and I wanted &to &say &thank you &for e changing my &life. You make my &life complet __ and (&i.) ______________________________ ___ a million &times. You make me &laugh and I &sometimes &so &hard I cry. For all of &that, want &to &say &thank you. nge I cant wait &until our work &schedules cha &and we can &spend more &time &together. Love always, Jessica
II
1 Read the three letters. What type of letter is each
Dear Marco, We can never &be &together. Why? Because we are &just &friends, (&iii. ) ____________________ _____________________ &that. You &said &that &being with me was very &special &for you and &that you &really &respect our &friendship. &by I &love you and &if you have not &seen &that now &then you are &blind. You make my &life worth &living. Maybe &this &letter &is all I need &to &put you &behind me - I doubt &it, &though. You will &be &in my &heart &forever, Marco, &even &if &it &is &just as &friends.
one? a. A letter of apology. b. A love confession. c. A thank you letter.
3 pts.
2 Read the letters again and find the answers to

these questions. a. Why does Jessica cry sometimes? b. Why does Brian cry at night? c. Does Marco love Simona? 6 pts.
3 These chunks (a. c.) have been removed

from the letters. Put them back in the correct places (i. iii.). 3 pts. a. the foolish decision to leave you b. really good friends, and I dont want to ruin c. you make me feel like I can touch the sky
III
Simona
Adapted from: http://www.poemslovers.com/love_letters/thank_you/letters/173.html http://www.poemslovers.com/love_letters/i_am_sorry/letters/177.html http://www.poemslovers.com/love_letters/confessions_of_love/letters/36.html
22
UNIT 1
LISTENING LOVE REUNITED
LANGUAGE
14 Listen to the recording. What kind of programme is it? a. A news programme b. A game programme. c. An interview.
7 Match the sentences in column A in the chart

1 pt. with what they express in column B.
5 pts.
A What time might it be? Im not sure. It might be around 5 p.m She might miss the plane if she does not hurry. Where might we go at the weekend? Whatever you prefer - you might have salad or pasta. Might I take this chair if you are not using it?
B A condition A possibility A request A suggestion
8 Use a different intensifier to fill in the blanks in 5

each of these sentences (a. - d.) according to the pictures (1 4). 4 pts. 14 What is the general topic of the recording? 1 pt. a. How a missing letter brought two lovers back together. b. The reason two foreigners decided to marry in London. c. Why two lovers stopped loving each other. 14 Listen again and identify the word you hear. 10 pts. a. Steve Smith and Carmen Ruiz-Perez, both now
42
/ 44 , fell in love 16 / 17 years ago.
b. Their relationship ended / started after she moved to France / Spain . c. Smith sent a letter to her mothers / parents home in France / Spain . d. When he answered / picked up the phone she knew it was the right / wrong decision. e. Within 30 / 40 seconds of setting eyes on each other they were embracing / kissing .
3 a. b. c. d.
4 Philips baby daughter Flo is ______ cute! That dessert looks ______ delicious. Yummy! Pablo and Gonzalo are ______ good friends. Thank you. These flowers are ______ beautiful.
LOVE
23
SPEAKING
WRITING
9 A new classmate, Jerome is asking for

suggestions. Answer his questions using sentences with might. Role play your dialogue in front of your classmates. 10 pts. Jerome: So where do you think I could have my lunch? You: ________________________________.
10 Complete this letter expressing your feelings

(maximum 90 words). Pay attention to vocabulary, spelling and grammar, and dont forget to use appropriate intensifiers. 10 pts. Dear ________________, Its been ten long months since we were last together. This time ________________________ ________________________________________ _______________________________________. I know we can ___________________________ ____________________, but its not the same as ________________________________________ _______________________________________. When you come back _____________________ ________________________ and we will never
Jerome: Which of our classmates should I talk to if I need help? You: ________________________________.
Jerome: And what can you suggest for after school activities? You: ________________________________.
Jerome: Who do you think I should call if I want more information? You: ________________________________.
Jerome: What do I have to do to join a club or the library? You: ________________________________.
________________________________________ _______________________________________. Please, _________________________________ _______________________________________. All my love, ______________________.
24
UNIT 1
SELF - EVALUATION
YOUR TEST RESULTS
Reading
You are expected to be able to identify and understand key facts and details. 10 to 12 Excellent 6 to 9 Good 3 to 5 Not too bad 0 to 2 Unsatisfactory I grasped all the main ideas and answered most questions correctly. I grasped the majority of the main ideas and answered most questions correctly. I grasped some of the main ideas and answered some of the questions correctly. I deduced some of the main ideas and answered just a few of the questions correctly. Your score Your score
Listening
You are expected to be able to identify and understand key facts and details. 10 to 12 Excellent 6 to 9 Good 3 to 5 Not too bad 0 to 2 Unsatisfactory I identified almost all general and specific information correctly. I identified most general and specific information correctly. I identified some of the general and specific information. I deduced just a few bits of the general and specific information.
Speaking
You are expected to be able to complete and participate in a guided dialogue. 8 to 10 Excellent 5 to 7 Good 3 to 4 Not too bad 0 to 2 Unsatisfactory Good pronunciation and no hesitation. Good pronunciation and a minimum of hesitation. Some pronunciation mistakes and with hesitation. A lot of pronunciation mistakes and a lot of hesitation.
Your score
Writing
You are expected to complete a letter using alternatives and your own ideas to start and finish. 8 to 10 Excellent 5 to 7 Good 3 to 4 Not too bad 0 to 2 Unsatisfactory I included all the right alternatives and my own ideas. I included two of the right alternatives and my own ideas. I included one of the right alternatives and one of my own ideas. I included none of the right alternatives and none of my own ideas.
Your score
Language
You are expected to apply and identify two language items. 7 to 9 Excellent 4 to 6 Good 2 to 3 Not too bad 0 to 1 Unsatisfactory In this unit I understood and applied the language items in all cases. I understood and applied the language items in most cases. I understood and applied the language items in some cases. I deduced and applied the language items in very few cases. Always Sometimes
Your score
YOUR GENERAL PERFORMANCE

I grasped the main ideas of the texts. I used different strategies to help me to understand. I made myself understood even if I made some mistakes. I interacted with other students to do the exercises. I expressed my point of view appropriately.
Never
LOVE
25
UNIT

READING: identify type of text / find general and supporting information. LISTENING: find the meaning of key words / transfer relevant information to a visual organiser / identify speaker. ORAL PRODUCTION: ask and answer questions / role play a dialogue following a model. WRITTEN PRODUCTION: complete paragraphs / write a film review. FUNCTIONS: express possibility, certainty and doubt / express opinions / ask and answer questions.

GRAMMAR: -ing forms: gerunds and present participles. VOCABULARY: words related to books and films.

READING: extracts from a book and a magazine / a poster. LISTENING: an interview.

The importance of expressing our personal opinions about films and books. The acceptance of and respect for different opinions. HYPERTEXT: digital resources and activities
26
LITERATURE AND FILMS

HOW READY ARE YOU FOR THIS UNIT? 1 Which of the following films are based on books? Use the expressions in the box to introduce
your answers. 6 pts.
I am sure I believe I am not quite sure I am quite certain I am not certain _____ certainly is I think
2 What are the similarities and differences between books and films? Classify the statements
below (a. i.) in a Venn diagram. a. They are reasonably priced. b. They entertain us. c. We can enjoy them at home. d. We can enjoy them on a beach. e. We can enjoy them on a plane. f. We can enjoy them when we are in a group. g. We need a long time to finish them. h. We need a printed text. i. We need special equipment to enjoy them. 9 pts.
Books
Films
Both
6 pts.
3 Match the words in the box with the definitions below (a. f.).
film
a. b. c. d.
novel
play
romance
script
short story
A fictional work of prose that is shorter in length than a novel. A love affair or a story about one. A piece of writing performed by actors in a theatre or on television or radio. A series of moving pictures recorded with sound, that tells a story, and is shown on television or at the cinema. e. A story long enough to fill a complete book, in which the characters and events are usually imaginary. f. The written text of a play, film, broadcast, talk, etc. Your score: 0 - 6: You should look up the words that you dont know in the dictionary and share information with a classmate. 7 - 13: You know enough about literature and films, but you could try to improve by sharing answers with your classmates. 14 - 21: You are ready to start and enjoy this unit; perhaps you could help the classmates who look confused.
1. 2, 3, 4 and 6. 2. Books: d., g., and h. Films: a., f., and i. Both: b., c. and e. 3. a. Short story. b. Romance. c. Play. d. Film. e. Novel. f. Script.
27
Less
on 1
A BOOK AND A FILM

BEFORE YOU READ
READING
Learning abilities
1. To match information and visuals. 2. To identify type of text. 3. To identify meaning of key words. 4. To make predictions.
1 Match the names of the authors in the box with their books in the pictures (1 6).
Isabel Allende Roberto Bolao Mara Luisa Bombal Jos Donoso Baldomero Lillo Pablo Neruda
2 1 3
4 5
2 Have a look at the texts you are going to read on pages 30 31. Which one
is a film review, which one a poster and which one a part of a book? Justify your choices.
3 The words in the box are from the texts you are going to read. Match them
with their definitions (a. h.) and then check with a dictionary.
bespeak
a. b. c. d. e. f. g. h.
carriage counteract despicable mourning overcome record (v.)
frame
Sadness that you feel and show because somebody has died. The form or structure of a person or animals body. The way in which somebody holds and moves their head and body. To denote, to indicate, to show. To do something to reduce or prevent the bad effects of something. To keep a permanent account of facts or events by writing them down. To succeed in dealing with or controlling a problem. Very unpleasant or evil.
4 What kind of information about a film do you think you can find in a film poster?
a. Information about the actors. b. The date the film was made. c. How much the cinema ticket costs.
d. Who the director is. e. Where the film was shot. f. Who wrote the screenplay.
movie film
UNIT 2
Date : noun / a particular day of the month, sometimes in a particular year, given in numbers and words.
28
WHILE YOU READ 5 Read the poster and check your predictions in Exercise 4. 6 Indicate in which text you can find the required information (a. f.).
Sometimes more than one answer is possible.
Learning abilities
I a. A detailed description of Barrabas b. Information about Clara, one of the protagonists c. The author of the book d. The film cast e. The genre of the movie f. Where filming took place
II
III
5. To validate predictions. 6. To find general and supporting information. 7. To match information. 8. To interpret information. / To discriminate between correct and incorrect information. 9. To synthesise information and transfer it to a graphic organiser.
7 Read Text II again. Whats the film critics opinion of items a. - g.? Choose
from the options in the box.
Excellent Fabulous Fairly good Great Less convincing More interesting One of the best
a. b. c. d. Isabel Allende. The acting. The book The House of the Spirits. The first half of the film. e. The first story in the film. f. The film adaptation. g. The second story in the film.
8 Read the film review and the plot description that appears in the poster. Tick
the correct statements. a. The review expresses the writers personal opinion. b. The plot description is a summary of the film. c. The plot description provides lots of details. d. The review compares the original book with the film. e. The plot description is more convincing. f. The review discusses both the characters and the actors who play them.
9 Read the plot of The House of the Spirits that appears in texts II and III again
and complete this event map. a. Place ______________________ c. Characters _____________________ _____________________ _____________________ Cast : noun / all the people who act in a play or film.
Event map d. Brief summary of story. _____________________ _____________________ _____________________
b. Time ______________________ e. End _____________________ _____________________ _____________________
29
Chapter one Rosa the Beautiful Clara wrote in her Barrabs came to us by sea, the child in the habit of delicate calligraphy. She was already afterwards, when writing down important matters, and ies became very she was mute, recording trivialit fifty years later I important. She never suspected that the past and would use her notebooks to reclaim arrived on a Holy overcome terrors of my own. Barrabs e, dirty with his Thursday. He was in a despicable cag the lost look of a own excrement and urine, and had iage of his head defenceless prisoner; but the regal carr legendary giant he and the size of his frame bespoke the al day that gave would become. It was a bland, autumn ld record, which no hint of the events that the child wou the parish of San took place during the noon mass in attendance. As a Sebastian, with her whole family in ts were covered sign of mourning, the statues of the sain the congregation in purple robes that the pious ladies of from a cupboard unpacked and dusted off once a year ereal sheets the in the sacristy. Beneath these fun so much as a celestial retinue resembled nothing , an impression roomful of furniture awaiting movers soft moans of the that the candles, the incense, and the organ were powerless to counteract.
Allende, Chapter 1, Adapted from: The House of the Spirits, Isabel official translation by Cedric Belfrage
30
UNIT 2
II
k with the The movie is an adaptation of the boo best South same title by Isabel Allende, one of the riel Garcia American authors (she was called Gab my Irons and Marquezs heir). The movie features Jere yl Streep (who Glenn Close (in their good days) Mer t ), Wynona does not have bad days, movie- wise, at leas the story of Ryder and Antonio Banderas, and presents ions, with the a family, as it stretches over four generat s, the surreal. It is, good, the bad, the funny, and at time made after a in my opinion, a fairly good movie, Denmark and fabulous book. Filming took place in ng takes away from the Portugal and the European setti the majestic sweeping Latin American landscapes, Andes and the general atmosphere. ies the The movie can be divided into two stor bans rise Este first and more interesting, the study of
sy; the second to power and of his cruelty and hypocri convincing), the and less interesting (and less against the romantic story of two lovers set half of the background of the revolution. The first appearing to movie is excellent. Jeremy Irons, despite set of dentures, gives be talking through an ill-fitting tyranny that a performance of cruel power and utifully written dominates the entire movie. It is a bea Unfortunately, and acted piece of characterisation. ost entirely mitigates the second half of the movie alm the character. great acting If you want to see a good movie, with story, watch the and an enjoyable, yet very serious the story, and movie. If you want to fully understand the way they understand why certain things happen do, read the book first.
Adapted from: www.flixter.com
Director: Billie August Screenplay: Based on Isabel Allendes book, written by Billie August Release Date: 1 April 1994 (USA) Genre: Drama / romance Cast: Jeremy Irons, Glenn Close, Meryl Streep, Wynona Ryder, Antonio Banderas Awards: 11 awards including Best Costume , Best Design, Best Production, Best Editing, Best Screenplay.
th Plot: Chile, 20 century. Marrying Clara makes
Esteban Trueba a happy man. He works hard and gets the money to buy a hacienda and become a local patriarch. Esteban becomes very conservative and is feared by his workers. When his daughter Blanca grows up, she falls in love with a young revolutionary, Pedro, who urges the workers to fight for a better life. Esteban tries to stop the love affair between Pedro and his daughter, but loving Pedro means too much to Blanca, who must choose between her family and her love. Love wins and she stays with Pedro.
III
Allende, chapter 1, Taken from: The House of the Spirits, Isabel by Cedric Belfrage. Equipo Editorial. official translation
At least : adv / not less than. Costume : noun / the clothes worn by actors in a play or film.
31
Learning abilities
AFTER YOU READ 10 Use your notes in Exercise 9 to complete this conversation about the plot of
The House of the Spirits. A: Where does the action take place? B: ____________________________________________________________. A: When do the events happen? B: ____________________________________________________________. A: Who are the main characters? B: ____________________________________________________________. A: What happens? B: ________________________ marries ________________________ and ________________________, but ________________________________. Blanca, ________________________ who _________________________. A: What happens then? B: ____________________________________________________________.
10. To ask and answer questions. 11. To imitate a spoken model. 12. To consolidate a grammar point. 13. To evaluate learning. 14. To write a text. 15. To reflect on the contents of the lesson and relate them to personal experiences.
11 16 Listen to the recording, compare with the conversation you completed in

Exercise 10 and then repeat it. Then change the answers to talk about a film you have seen. Practise and role play the new conversation with a partner.
Language Note
-ing forms
1. Compare the pairs of sentences below paying special attention to the words in bold. What similarities and differences do you notice? Which word is a noun and which one is a verb? a. Filming took place in Denmark and Portugal. They are filming a new movie. b. Marrying Clara makes Esteban Trueba a happy man. We first see Esteban Trueba when he is marrying Clara. 2. All the words end in -ing, but the words in the first sentence of each pair are acting as nouns and we call them gerunds. The words in the second sentence of each pair are acting as verbs, and we call them present participles. When gerunds are used as nouns, they can be used in the same way that any other noun can be used: subjects, objects, objects to prepositions, etc. 3. Go back to the texts and find more examples of both gerunds and present participles.
12 Examine the sentences below. Identify the gerunds and the present participles.
a. b. c. d. Frank was swimming in the pool when I saw him. Denise likes dancing and singing. They were dancing and singing in the rain. Cooking with my mum is lots of fun.
32
UNIT 2
13 MINITEST Complete the following paragraph with the correct form of the
verbs in the box, a gerund or a participle. 8 pts.
arrive
do
enjoy
help
learn
read
sit
watch
It is 7:00pm and Bill (a.) _________________ at the dinner table in front of the TV. (b.) _________________ and (c.) _________________ TV are the two things he really loves. His mother (d.) _________________ his sister with her homework. The girl doesnt really like (e.) _________________ homework. Bills mother loves (f.) _________________ new things so she (g.) _________________ herself. Bills father opens the front door. (h.) _________________ home at night is the best thing in the world!, he says.

You are going to write a group review of a film you have all seen recently. a. Agree on a brief summary of the film. You can use the event map in Exercise 9 to help you. Make notes. b. Describe what each of you thought of the film, giving reasons and examples. Make notes. These questions can help you. Did you think that it was interesting / boring / thought-provoking? Did it have lasting images and ideas that you particularly liked? c. Divide the film into relevant parts: acting, directing, setting, costumes, music, etc.; express your opinion and make notes. Was the setting successful / the atmosphere appropriate? Was the cast good and adequate for the film? What was the sound track like? d. Brainstorm and write down a list of adjectives and expressions you can use in the review: Example: amazing scenery / excessive violence / good atmosphere / hair-raising suspense / hilarious / phenomenal/ plenty of details / spectacular visual effects / unexpected plot twists. e. A person from the group must be the group scribe. Develop a draft of your review (95 words) including the following parts. Title of the review make it catchy! Paragraph 1: summary and your general view. Paragraph 2: positive things about the film. What did you like? Why? Paragraph 3: negative things about the film. What didnt you like? Why? Paragraph 4: final comments. f. Read your review and check for spelling and grammar mistakes. g. Use these points to evaluate your group work. Say Yes or No. m. rsonal views of the fil We discussed our pe t of our review. We prepared a draf m the lesson. uctures and ideas fro We used words, str . a coherent sequence akes. Our review follows ar and spelling mist gramm ecked and corrected We ch rs opinions. respected each othe We listened to and

a. What have you learnt about Isabel Allendes first famous novel? Can you express your opinion about it or other books you have read or films you have seen? b. How important is the opinion of your family when you choose a boyfriend / girlfriend? c. What would you do if you were in Blancas situation?
33
Less
on 2
DARK FANTASY
BEFORE YOU LISTEN
LISTENING
1 What do all the films in the pictures have in common? Choose from the
alternatives given. a. The subject is fantasy. b. They are / were all bestsellers. c. They are all based on books. d. They are films for young people. e. They have historical characters. f. They were written by British writers.
1
Learning abilities
2 Answer these questions about the films in your group.

a. What is the plot of each of them? b. Who are the main characters and actors?
1. To connect pictures and content. 2. To connect content and previous knowledge. 3. To identify cognates. / To relate written and spoken version of words. / To practise pronunciation. / To find meaning of words. 4. To classify information. 5. To make predictions.
17 Listen and repeat these words associated with film making. Which ones sound similar in Spanish? What do they mean? Find the meaning of the rest in the dictionary.
tion
me
actor
adapta
an
imation
camer
aman
cast
costu
or direct
extra sequel
location c soundtra k stunt
produce
screenp
lay
4 Classify the words in Exercise 3 under the correct heading.

People in films Film-making process
5 Which words and expressions from Exercises 3 and 4 would you expect to
find in an interview with the author of books about vampires on which two films have been based?
34
UNIT 2

18 Listen to the interview and check your predictions in Exercise 5. 18 Listen again and choose the best option. a. The author began writing after having a dream / watching a horror film . b. Twilight and New Moon sold 1.3 million copies / 13 million copies . c. Bella, the protagonist is popular with readers because she is
a hero
Learning abilities
6. To validate predictions. 7. To discriminate between correct and incorrect information. 8. To identify speakers. 9. To find specific information.
/ a normal girl .
d. The location of the vampire saga is Forks / Washington .
18 Listen again and write down who said these statements, the Interviewer or the Author. a. ____________: I had a dream about a human girl meeting a vampire. b. ____________: Readers loved it immediately. c. ____________: Both Twilight and New Moon were filmed. d. ____________: The film and its soundtrack became really popular with young people. e. ____________: Both need dedication. 18 Listen again and answer these questions. a. How many children does this author have? b. What is the name of the third book in this saga? c. How long did the author take to write the first book of the saga? d. What is the first name of the director of Twilight?
Stephenie Meyer, author of Twilight.
AFTER YOU LISTEN 10 Think about the text you listened to and decide which statements are true
about an interview. a. An interview is a conversation between two people - the interviewer and the interviewee. b. An interview consists of a series of questions and answers. c. An interview is conducted in order to make the interviewee feel uncomfortable and angry. d. The purpose of an interview is to obtain information from the interviewee.
Learning abilities
11 In pairs, choose two films you have both seen recently and compare the
aspects suggested (a. f.). Use the expressions in the box.
as good / bad as better / worse rather different more / less / terribly / incredibly amusing / boring / interesting / popular
a. Characters b. Length of the film c. Location d. Sound track e. Subject f. Type of film
10. To discriminate between correct and incorrect information. 11. To consolidate vocabulary / To express personal opinions. 12. To consolidate a grammar point. 13. To match information and visuals. 14. To role play dialogues imitating a spoken model. 15. To evaluate learning. 16. To role play an interview. 17. To reflect on the contents of the lesson and relate them to personal experiences.
35
Language Note
Gerunds
movie theater cinema
1. Read these sentences from the interview paying special attention to the words in bold. a. Wearing fashionable clothes is not important. b. I love raising kids and I love writing books. c. I will dedicate more time to writing vampire stories. 2. Study these examples and those in Point 1 and try to identify the function of the gerund. a. Driving a car is quite difficult. b. Kenny loves driving his fathers car. c. Mrs. Adams is really tired of driving. 3. As gerunds function as nouns, they can take the role of subjects, objects and objects of a preposition in a sentence. In both sentences a. the gerund is the subject of the sentence; in sentences b. it is the object of a sentence and in sentences c. it is the object of a preposition (in this case to, but it could also be after, before, between, from, of, etc.).
12 Complete these sentences with information from the interview and a

gerund. Can you identify the function of the gerund? a. ___________________________ was quite a surprise for the interviewer. b. After ___________________ about a human girl___________________ a vampire, Stephanie started _____________________________________. c. Stephanie didnt expect such success because _____________________ she had planned to do. d. Stephanie thinks that ________________________ could ruin her books. e. Next year, Stephanie will dedicate more time to ____________________.
13 Match the questions in column A (a. d.)with the answers in column B

(i. iv.). Then match the dialogues with the pictures on the left (1 4).
A
2
a. Are you sure its the right size for me? b. Is this your final answer? c. Can I have three of those flowers, please? d. Excuse me, where is Dalton Street?
B i. Im absolutely certain Im right. The answer is Of Love and Shadows. ii. Im not sure, but I think its the first street on the right. iii. Lovely! Your girlfriendll love these roses. iv. Well, actually, it looks a bit too big for you.
14 19 Listen and practise the dialogues in Exercise 13 with a partner. Role play
4
them in front of the class.
36
UNIT 2
15 MINITEST Use gerunds to complete the second sentence so that it has a

similar meaning to the first sentence. 8 pts. a. My father repairs all kinds of things. My father is good at ___________________________________________. b. Im sorry I didnt arrive on time. Im sorry for ______________________________________________ late. c. Fruits and vegetables are good for our health. __________________________________________ is good for our health. d. My sister usually does her homework and then watches TV. My sister usually watches TV after ________________________________.
vacation holiday
16 APPLICATION TASK - SPEAKING

You and a partner are going to prepare and present an interview. a. Each of you must choose a topic, one of these ideas or one of your own: a favourite type of film / a favourite writer / a person in your family / a place to go on holiday / your likes and dislikes / your future plans. b. Prepare a list of questions you want to ask your partner. Consider these aspects. Questions should start with what, when, where, who, why, which. Avoid questions that require a yes / no answer. Be as neutral as possible and dont offer your opinions or ideas in the questions. Avoid wording that might influence answers, like: So why dont you like Isabel Allendes books? Dont ask questions that you know might be embarrassing to the interviewee . c. The first interviewer should ask all his / her questions and then you must change roles. Ask the questions one at a time and wait for the answer. Encourage responses with occasional nods of the head, comments, polite noises, etc. d. Change roles. e. Discuss both interviews. How did you feel as an interviewer and as an interviewee? Which role was more comfortable? f. Use these points to evaluate your performance. Say Yes or No. ns. red in the instructio the suggestions offe We followed the interview. ns and used them in e wrote our questio y and W grammar, vocabular rrected each others We co pronunciation. the lesson. tures and ideas from We used words, struc s. l of each others idea We were respectfu

a. Whats your opinion of films based on novels? Can you give more examples? b. Would you change the way you are in order to be with someone you love? c. What would you do if the boy or girl that you love belonged to an urban tribe that you really dislike? d. Would you marry a physically disadvantaged person? Why? Why not?
Interviewee : noun / the person who answers the questions in an interview .

37
1 Read the plot below. Do you know the name of the film?
ive with his Living in Privet Dr very hard uncle and aunt is His parents for young Harry. h when he died in a car cras d he is was still a baby, an by Vernon being brought up ley. and Petunia Durs the closet r. His cousin , Harry is living in e a family membe e unknown reason For som like a slave than lik treat him more and the Dursleys (*1) e time. under the stairs, ing Harry all th activity is bother gwarts School of Dudleys favourite from a certain Ho mysterious letter a nts were a wizard ay, upon receiving s origins. His pare his eleventh birthd the truth about hi lightningOn y finally discovers t. Harry still has a il wizard Voldemor and Wizardry, Harr Witchcraft m from the ev , and also killed protecting hi e attack as a baby a witch. They were ce he survived th and . The from that event. Sin world of wizardry ar on his fo)rehead me famous in the shaped sc wers, he beca (*2 his true self. Voldemort of his po y anything about ehow deprived som c, never told Harr nds sbelievers in magi , Harry makes frie Dursleys, strong di gins. At Hogwarts them as a wizard be ger. The three of y and his training and Hermione Gran surprised but happ Harry is rs, Ron Weasley ape, is plotting to o other youngste aster, Severus Sn (*3) th teachers and tw that the potions m wi out sly . The three accidentally find is guarding jealou dog at a three-head)ed (*4 steal something th leads them t for the truth youngsters ques ol life, les: everyday scho ross many obstac ac itch is a ditch match (Quidd a bewitched Quid reeort), Fluffy, the th popular wizard sp her g and many ot headed monster do ded to get to the guar oblems to overcome pr object. nds the Harry and his frie Luckily for young t is d up and Voldemor situation is cleare ain. defeated once ag 24152/plotsummary
Adapted from: www.imd b.com/title/tt0
Glossary: (*1) molestar (*2) quitar, arrebatar (*3) celosamente (*4) bsqueda de la verdad
38
UNIT 2
2 Read the plot carefully again and put these pictures in order.
3 Find all the gerunds and present participles in the story. List them separately
in your notebook, copying the complete sentences.
summarize summarise
4 Read the plot again and use the diagram below to summarise it. Write the
summary in your notebook. The pictures in Exercise 2 can help you. a. Where did the action happen? b. When did it happen?
Event map
c. Who participated?
d. What happened?
e. How did it end?
5 Which gerund would you use to complete the instructions for these
traffic signs?
a. Pedestrian ____________.
b. Animal ____________.
c. _____________ prohibited.
d. No U____________.
e. No ____________.
39
JUST FOR FUN

1 Can you detect the contradictions in these writing tips? Can you correct them?
it d omit es. use an egativ n per double ts pro use no e for i er oph a. Nev apostr ve the d. ts. er neede b. Res subjec its not h their wit where agree s out. has to y word ents. rbs an gm c. Ve if you ce fra to see senten ry. you d. No efully when ecessa ad car d out , not n ofre are ill fin in e. Pro , that you w etition ommas work , id c of rep our y ng eal f. Avo reread d editi reat d at a g ing an en you k th ead g. Wh by rer ur wor oided ead yo av d rer t, avoi can be (In fac r work s!!!! you . n mark r work amatio xcl you n. ruse e unctio le!!!!). ot ove a conj Do n possib y. ith h. er cessar henev ence w not ne a sent them w rt eyre not sta , as th . ctions And do i. ntra d fishy use co t soun ies. t ndanc ms tha j. Don ion. dernis e redu etitiv id mo lliterat k. Avo se rep cted a ru ffe er, eve rd or a ld s. l. Nev awkwa er wou mark llcheck s avoid otation y u spe m. Alwa e of q . (Your overus ere.) pelling id re s rors h n. Avo ck you ree er th s yz che riting-tip of the -funny-w o. Awa p one h-a-read rt . ick u 1/24/wo a verb only p /2007/0 m/forum tence les.co ry sen ww.abcta http://w p. Eve d from: e
Adapt
S NG TIP WRITI
40
UNIT 2
2 Enjoy these cartoons and comment them in your group.

a b
One of the people who applied for the position of journalist at our newspaper wants to know why he didnt get the job.
So you say on your application that you are fluent in two languages. English and?
Text messaging.
CHILEAN CONNECTION
Il Postino is a 1994 film directed by Michael Radford. It tells a fictional story of Chilean poet Pablo Neruda and a simple postman - Mario Ruoppolo - who learns to love poetry. The young postman delivers mail to only one customer, Neruda, exiled to Italy because of his views. In the meantime, Mario meets a beautiful young lady, Beatrice, in the villages only cafe. With the help of Neruda, Mario is able to better communicate his love to her through the use of metaphors. Mario and Beatrice are later married, and at the same time Neruda and his wife are allowed to return to Chile. Some months later, Mario makes a nostalgic recording of island sounds for Neruda, including the heartbeat of his unborn son. Several years later, Neruda comes back to the island and finds Beatrice and her son in the same old cafe. She tells him that Mario had been killed just before the birth of the child, at a rally in Naples. He had been selected to read his poetry, dedicated to Neruda, for the crowd, but police stormed the place before he could reach the stage. Beatrice gives Neruda the recording of island sounds, which also includes the sounds of Marios death at the rally. The screenplay of the film was adapted from the novel Ardiente Paciencia by Antonio Skrmeta.
Adapted from: http://en.wikipedia.org/wiki/Il_Postino
Screenplay : noun / the words that are written for a film, together with instructions for how it is to be acted and filmed.
41
TEST YOUR KNOWLEDGE

READING
UNUSUAL VAMPIRES
By Lea S.
Twilight based on the first book in the best-selling series by Stephanie Meyer is a faithful adaptation that will captivate fans and new audiences. The film follows the story of Bella Swan (Kristen Stewart), a normal girl who moves into a secret supernatural world when she falls in love with her mysterious classmate, Edward Cullen (Robert Pattinson), who just happens to be a vampire. This is not a typical vampire tale; if you are looking for clichd stereotypes with fangs, coffins, and stakes through the heart (*1), this is not the film for you. Director Catherine Hardwicke and screenwriter Melissa Rosenberg stay true to Meyers vision and show a story of the (*2) ultimate forbidden love . Hardwicke once again proves her knack for portraying raw teenage experiences, as she did in Thirteen and Lords of Dogtown. She directs a young cast of phenomenal talent. Kristen Stewart gives a fresh, honest take on Bella. Her simple interpretation allows viewers to live vicariously through Bella and experience what she does. Pattinson conveys Edwards inner troubles really well; his complex perception of the character creates a believable Edward. The film also has an outstanding supporting cast. Billy Burke as Bellas father, Ashley Greene as Alice Cullen, and Michael Welch as Mike Newton offer excellent interpretations. The film itself is visually dynamic; it is shot in crisp blue tones and the costumes are pallid, not the traditional vampire attire. Filmed in Portland, Oregon, the film features stunning views and beautiful landscapes. Using extreme close-ups and unusual angles, the camera work gives the film an intimate, realistic feel. The music ties in to the story perfectly; consisting of moody rock songs, the soundtrack fits the tone. The book and the film are equally satisfying but in different ways, and neither is better. While you can imagine the detailed story unfolding in your head when reading the book, the film creates a sweet condensed version for the big screen. Both allow you to lose yourself in this passionate, unorthodox romance.
Adapted from: http://www.teenink.com/Movies/article/65635/Twilight
Glossary:
(*1) colmillos, atades y estacas (*2) amor prohibido
42
UNIT 2
1 Read this film review. What is the writers

general view of the film? a. Positive. b. Negative. c. Neutral. 1 pt.
5 Identify the gerunds and the present participles

in these sentences. 5 pts. a. He was playing football when I saw him yesterday. b. There is only one great passion in his life: writing books. c. Thank you for giving me such a beautiful gift. d. What is she doing here? e. I hate doing the same thing twice.
2 Read the review again and match the names in

column A with the roles in column B. 6 pts.
A Bella Swan Billy Burke Catherine Hardwicke Melissa Rosenberg Robert Pattinson Stephanie Meyer
B Author / Writer Film director Main female character Main male actor Screenwriter Supporting actor
LISTENING OPINIONS FROM MOSCOW
3 Read the review once more and answer

these questions. 3 pts. a. Is the film a typical vampire story? Why/why not? b. Where was the film shot? c. What is the reviewers opinion of the music of the film?
20 Listen to the recording and choose the best option. 5 pts. a. The young man in the conversation is a film director / a librarian. b. Some readers like to add a little adventure / romance as well c. The teenagers favourite type of book is fantasy / romantic fiction. d. The teenager saw a film based on her favourite book last month / last week. e. It was fun watching the rest of the actors / people. 20 Who said these sentences, the British teenager (BT) or the Russian young man (RYM)? 5 pts. a. _____: Teens in my country normally like books with a little bit of mystery. b. _____: Ive read all the books and remember even the smallest details. c. _____: What did you think of the film? d. _____: Was there anything about the film that you didnt like? e. _____: There were also things that I missed.
7
LANGUAGE
4 Complete these sentences with a gerund and

your own ideas. 5 pts. a. Im not interested in ____________________ ____________________________________. b. ________________________________ is the best form of exercise. c. ________________________________ is not very good for your health. d. I really enjoy __________________________ _______________________ in my free time. e. The teacher talked about the importance of ____________________________________.
43
SPEAKING
WRITING
8 Use the expressions in the box to fill in the

spaces in the conversation below. Practise and role play it with a partner. 8 pts.
9 Choose a film you have seen or a book you have

read recently and write a short review (max. 90 words). Remember to include the plot, your opinion about the director and the cast and a few words about the soundtrack. 10 pts.
I am sure thats right I am not really sure I am quite certain I am not certain if certainly are I think You are right
Juliet: Brenda:
Juliet: Brenda: Juliet:
Brenda: Juliet:
Brenda:
__________ Ive seen that James Bond film before. __________ youre wrong. Youve seen Casino Royale, but not Quantum of Solace. __________ about Casino Royale but __________ if I saw the other film too. The two films __________ quite similar. Now that I remember Quantum of Solace was filmed in Latin America, wasnt it? Argentina, I think. No, __________ it was a different country. Let me thinkChile! Yes, __________ it was Chile. __________. They filmed it somewhere in the desert, didnt they?
44
UNIT 2
SELF - EVALUATION
YOUR TEST RESULTS
Reading
You are expected to be able to identify and understand key facts and details. 9 to 10 Excellent 6 to 8 Good 4 to 5 Not too bad 0 to 3 Unsatisfactory I grasped all the main ideas and answered most questions correctly. I grasped the majority of the main ideas and answered most questions correctly. I grasped some of the main ideas and answered some of the questions correctly. I deduced some of the main ideas and answered just a few of the questions correctly. Your score Your score
Listening
You are expected to be able to identify and understand key facts and details. 9 to 10 Excellent 6 to 8 Good 4 to 5 Not too bad 0 to 3 Unsatisfactory I identified almost all general and specific information correctly. I identified most general and specific information correctly. I identified some of the general and specific information. I deduced just a few bits of the general and specific information. Your score
Speaking
You are expected to be able to complete and participate in a guided dialogue. 6 to 8 Excellent 4 to 5 Good 2 to 3 Not too bad 0 to 1 Unsatisfactory Good pronunciation and no hesitation. Good pronunciation and a minimum of hesitation. Some pronunciation mistakes and with hesitation. A lot of pronunciation mistakes and a lot of hesitation. Your score
Writing
You are expected to write a short film review. 9 to 10 Excellent 6 to 8 Good 4 to 5 Not too bad 0 to 3 Unsatisfactory I wrote a review including all the required details. I wrote a review with most of the required details. I wrote a review with some of the required details. I wrote a review with very few of the required details. Your score
Language
You are expected to identify and apply two language points. 9 to 10 Excellent 6 to 8 Good 4 to 5 Not too bad 0 to 3 Unsatisfactory In this unit I reflected on the issues of love, family opinions and diversity raised by the texts. I used different techniques to help me to understand. I made myself understood even if I made some mistakes. I interacted with other students to do the exercises. I expressed my points of view appropriately.
I understood and applied the language points in all cases. I understood and applied the language points in most cases. I understood and applied the language points in some cases. I deduced and applied the language points in very few cases. Always Sometimes Never
45
UNIT

READING: find and classify information / deduce the meaning of new words. LISTENING: identify information provided prior to listening / discriminate between correct and incorrect information. ORAL PRODUCTION: imitate model dialogues / complete conversations with provided information. WRITTEN PRODUCTION: prepare a brochure / summarise information. FUNCTIONS: introduce yourself and others.

GRAMMAR: the Subjunctive with different verbs. VOCABULARY: words from the areas of technology and scientific inventions.

READING: a brochure. LISTENING: an interview.

The importance of green technology and the conservation of our environment.
46
TECHNOLOGY
HOW READY ARE YOU FOR THIS UNIT? 1 Match the speech bubbles (a. d.) with the people in the pictures (1 4).
a 4 pts. d
Hi everybody! My name's Ursula and I'm a computer engineer
I'd like you to meet Laura, who is an astronomer.
Let me introduce Dr. Glen Jackson. He is a chemist.
Meet Giovanni; he is an agronomist.
4
7 pts.
2 Which of the following were invented in the 20th century? Mark with a tick ().
a. b. c. d. ____ The aeroplane. ____ The diesel engine. ____ The Global Positioning System. ____ The karaoke machine. e. f. g. h. ____ The microwave oven. ____ The telephone. ____ The typewriter. ____ Velcro tape.
3 Match the sources of energy in the box with their pictures (1 4).
Geothermal Nuclear Solar Wind
4 pts.
Your score: 0 5: Look up the words in a dictionary or ask your teacher to help you. 6 10: Your knowledge of technology is good, but you could improve your vocabulary looking up some words. 11 15: Great job. You are ready to start the lesson.
1. a. - 4. b. 3. c. 2. d. 1. 2. a., c., d., e., h. 3. Geothermal 2. Nuclear 3. Solar 4. Wind 1.
47
on 1 Less
Learning abilities
PLANET SAVING TECHNOLOGY

BEFORE YOU READ 1 Answer and discuss these questions in your group.
READING
1. To connect content and previous knowledge. 2. To classify key words. 3. To identify cognates. 4. To predict content from cognates and familiar words.
a. What is the most important technological invention of all time? b. What technological invention in your house could you not live without? c. How does technology affect our lives and our planet?
2 Classify the words in the box under the corresponding category.

astronomer astronomy chemist chemistry design designer ecologist ecology engineer engineering geneticist genetics physicist physics research researcher science scientist Discipline / Field People who work in it
3 Which words in Exercise 2 look or sound similar in Spanish? 4 Which words from Exercise 2 would you expect to find in a text about
green technology?
Learning abilities
WHILE YOU READ 5 Read the text on pages 50 and 51 and check your predictions in Exercise 4. 6 What kind of text is it? Choose one option.
a. A newspaper article. b. A brochure. c. A web page.
5. To validate predictions. 6. To identify type of text. 7. To infer meaning of words / expressions. 8. To match information. 9. To transfer relevant information to a visual organiser. 10. To identify textual references. 11. To find, support and classify specific information.
7 This text has some scientific words such as photovoltaic and phytoremediation. Read the text again and find at least 5 other scientific terms. Can you deduce their meaning? Check the meaning of the other words in a dictionary.
8 Read the text again and choose one heading (a. d.) for each part of the
text (I. - III.). There is one heading you do not need to use. a. Fresh from Salty Water c. Making the Sun Work for us b. Harnessing the Power of the Wind d. Natural Disposal of Toxic Waste
48
UNIT 3
9 Read the text again. Find and classify at least 3 more inventions of each type.
Conventional inventio ns Calculator ____________ __, ______________, ______ ________. Green inventions Solar cells ____________ __, ______________, ______ ________.
a brochure is a pamphlet or booklet, especially one containing summarised or introductory information or advertising?
10 These words are highlighted in the text. What do they refer to?
a. b. c. d. e. f. it they we it it they (I, paragraph 1, line 6) (I, paragraph 3, line 4) (II, paragraph 2, line 5) (II, paragraph 4, line 3) (III, paragraph 2, line 1) (III, paragraph 4, line 2) It refers to _________________. It refers to _________________. It refers to _________________. It refers to _________________. It refers to _________________. It refers to _________________.
11 Read the text once more and list at least one advantage and one
disadvantage for each invention.
Invention I. II. III.
Advantage
Disadvantage
AFTER YOU READ 12 22 Talk about the advantages and disadvantages of certain inventions.
Choose the answers from the options below. Check with the recording. Then listen, practise with a partner and role play the dialogue. a. b. c. d. e. I prefer food cooked and heated on conventional cookers. I think it has improved our communications. It is really very dangerous for humans and animals. To use it you need a place with a lot of sunshine. Yes, but we must be careful with our environment. What do you think is the biggest disadvantage of nuclear energy? _______________________________________________________. And what do you think is the problem with solar energy? _______________________________________________________. Do you think that the invention of the Internet has improved our lives? _______________________________________________________. And whats the advantage of heating up food in microwaves? _______________________________________________________. Should we use more geothermal energy in Chile? _______________________________________________________.
Learning abilities
Jordan: Alice: Jordan: Alice: Jordan: Alice: Jordan: Alice: Jordan: Alice:
12. To participate in a guided oral dialogue. 13. To apply new vocabulary and structures. 14. To practise a structure. 15. To evaluate learning. 16. To create a new text. 17. To reflect on the content of the lesson and relate it to own experiences.
TECHNOLOGY
49
PLANET SAVING TECHNOLOGY

in times Technology is important in our lives and e layer when the earth is getting warmer, the ozon s very scarce, it is more depleted and natural resource make the important to promote technology that will technology world greener. Some well-known green plastic and bioincludes wind turbines, recycled fuels. Here are three more examples.
I
Solar energy is the suns rays (solar radiation) that reach the earth; it can be converted into other forms of energy, such as heat and electricity. In fact, as far back as the 1830s, British astronomer mal John Herschel proposed that a solar ther ng an collector box be used to cook food duri expedition to Africa. energy of Today, energy specialists suggest that the converting the sun can have other uses, for example use in it into thermal energy to heat water for to heat homes, buildings, or swimming pools, and , homes, spaces such as the inside of greenhouses and other buildings. tricity in two Solar energy can be converted into elec ways: solar cells Photovoltaic devices (PV devices) or PV change sunlight directly into electricity. ote locations that systems are often used in rem y are are not connected to the electric grid. The and also used to power watches, calculators, lighted road signs. e electricity Solar power plants indirectly generat ctors is when the heat from solar thermal colle uces steam that is used to heat a fluid which prod used to power generators. ily Even though the rays of the sun are read es: the available, there are still some disadvantag earths amount of sunlight that arrives on the ends on location, surface is not constant and dep ditions. time of day, time of year, and weather con that we Today electrical engineers recommend le solar install solar panels in areas with stab s. conditions such as deserts and sunny area
Power : verb / to supply a machine or vehicle with the energy that makes it work.
50
UNIT 3
III II
saline water Humans cannot drink saline water, but is called can be made into freshwater; this process salty water, desalination. As long as we have lots of s. we can make plenty of freshwater supplie , shortages As the world population continues to grow not only in of fresh water will occur more often, and er (from the certain locations. In some areas, salt wat ed into ocean, for instance) is already being turn that we set freshwater for drinking. Chemists advise s where there is up more desalination plants in area water shortage . kinds earliest Desalination / Distillation is one of man a popular forms of water treatment, and it is still ancient solution throughout the world today. In process on their times, many civilisations used this water. In ships to convert sea water into drinking onsible for nature, distillation is a basic process resp er to the hydrologic cycle. The sun causes wat lakes, oceans, evaporate from surface sources such as ly comes in and streams. The water vapour eventual enses to contact with cooler air, where it re-cond ated form dew or rain. This process can be imit nature, using artificially, and more rapidly than in . alternative sources of heating and cooling e, we can Provided that we have salty water availabl n distil or desalinate it. However, the mai is still an expensive process. disadvantage is that it
help us Ecologists urge that we plant forests to we plant breathe better, and scientists insist that idea forests to clean up toxic waste. That is the gy that uses behind phyto-remediation, technolo industrial vegetation to absorb dangerous waste from plants and other polluters. s, but it has The technique has been around for year is a new twist not been very effective. However, there nds green that promises to make toxic dumping grou York in more ways than one. Researchers at identified bacteria living in University in Britain have enzyme the roots of certain trees that produce an ical compound that eats up residue from RDX, a chem ntists are used by the military and industry. The scie r the enzyme working on ways to genetically enginee c waste. to increase the trees ability to absorb toxi the University Meanwhile, a team of geneticists from bacteria that of Georgia has transplanted a gene from into a helps neutralise mercury contamination ediation common flower - the result is a bio-rem system that smells nice too! ly interesting, Even though these technologies are real available on there is a little problem: they are still not a large scale.
y Processes, Adapted from: Fundamentals of Renewable Energ
Second Edition,Hardcover, Aldo V. da Rosa
Shortage : noun / a situation when there is not enough of the people or things that are needed. Dew : noun / the very small drops of water that form on the ground, etc. during the night.
TECHNOLOGY
51
Learning tip
13 Go back to the text and find sentences that mean the same as these.
a. Although solar energy is quite common, there are still some problems. b. It was, in reality, a British scientist who used solar energy for the first time. c. If we have plenty of salty water, we can turn it into fresh water.
We use certain connectors to link parts of sentences and to make short sentences into longer ones. Some of them are: Even though, even if. They mean although. We also use even if to indicate something theoretical or hypothetical. Example: Even though he is Chilean, he can speak English very well. In fact means in reality. Example: Sandra is not very friendly. In fact, she is not nice at all. As long as, provided that indicate a condition and mean the same as if. Example: I will help you as long as you ask me politely.
Language Note
The Subjunctive with that
1. Read these sentences from the text paying special attention to the parts in bold. a. British astronomer John Herschel proposed that a solar thermal collector box be used to cook food. b. Ecologists urge that we plant forests. c. Chemists advise that we set up more desalination plants. 2. What do you notice about all these sentences? Choose two correct options. a. They are all in the past tense. b. They all use the structure verb + that + infinitive without to. c. They all express a recommendation, importance or urgency. The correct answers are b. and c. The structure is called the Subjunctive mood. The Subjunctive is used after the following verbs:
advise ask command demand desire insist propose recommend request suggest urge
3. Go back to the text and find two more examples of the Subjunctive.
14 Match these sentences (a. d.) with the pictures below (1 4). Rewrite them
in your notebook using the Subjunctive. Example: Eat more vegetables, he urged. He urged that we eat more vegetables. a. Why dont we all go to the beach, Sonia suggested. b. How about going to the cinema? I proposed. c. Brush your teeth after each meal, dentists advise. d. Take off your shoes before entering the temple, the sign requests.
52
UNIT 3
15 MINITEST Use a verb from the box in the Subjunctive and your own ideas to
complete the sentences below. 6 pts.
drink
fly
read
return
take
vote
a. The teacher suggested _______________________________________ as a good example of Spanish literature. b. The doctor recommended ______________________________________. c. I demand ___________________________. The computer is not working! d. She insisted __________________________________________________. e. I propose _______________________ and once there we can rent a car. f. The President urges ___________________________________________.

You are going to write a brochure in your group. a. Go back to the brochure on page 50 and look at its format. What are its parts? Whats its length? b. Choose one of the topics below (i. iv.), thinking about an area you feel comfortable with and where you know you can find sufficient information. i. What should we do about global warming and climate change? ii. The most important inventors and inventions of all time. iii. The importance of computers and the World Wide Web. iv. Another topic of your choice. c. Determine the purpose of the brochure your group will design by answering these questions. i. What do I want to achieve? ii. What message do I want to get across? iii. Who is my target audience? iv. What is the purpose of my brochure? For example, if you choose global warming, is your message to offer a warning or simply to inform? d. Plan the layout of your brochure carefully. Remember first impressions are lasting. Add graphs, charts, pictures, etc. e. Keep your sentences short and to the point. Give only necessary information - most people do not want to read long texts. Use the Subjunctive you have learnt in this lesson. f. Use headings to draw attention to sections in your brochure. These headings should stand out - a bigger font, a different colour or bold print. g. Proof read your brochure and make sure there are no grammar or spelling mistakes. h. Ask your teacher to help you evaluate your brochure. Follow these points and say Yes or No.
re. essage of the brochu the topics and the m We analysed re. design of the brochu We agreed on the . hure in sections We divided our broc riate information. the lesson. We included approp d structures learnt in e used expressions an ion. W errors and punctuat ecked and corrected We ch

a. What have you learnt about green technology? b. How can it affect us and our planet? c. Has your opinion about the best invention of all time changed? Why? Why not? d. What is your personal contribution to protecting the future of our planet?
TECHNOLOGY
53
on 2 Less
Learning abilities
THE TECHNOLOGY OF LIVING THINGS

BEFORE YOU LISTEN 1 Answer and discuss these questions in your group.
LISTENING
1. To connect content and previous knowledge. 2. To match information and pictures that represent it. 3. To infer the meaning of key words. 4. To find the meaning of key words and identify their pronunciation. 5. To predict content from the context.
a. What do you think the word biotechnology means? b. What is DNA? Does every living organism have it? c. What kind of instruments can you find in a science laboratory?
2 Match the pictures (1 4) with the bubbles (a. d.).
3
a
4
c
Susan, I'd like you to meet my friend Bill.
Ladies and gentlemen, let me introduce Professor Browning.
Mum, this is Judy - my new girlfriend.
I don't think we've met before. I'm Jenny Jones.
3 To which of these words can you attach the prefix bio? What do the newly
formed words mean?
cake chemistry dentist fuel logical mass physics technology
4
23 Listen and repeat these words. Check their meaning in a dictionary.
boost
a prefix is a part of a word that is attached to the word at the beginning to either give it a new meaning or to modify it? Examples: uninteresting, dishonest, impatient, mispronounce, etc.
breathe out crop drought increase (v.) ore rise spoil wrinkly yeast
5 Mark with a tick () the areas of life in which you think biotechnology
can be used. a. ____ Agriculture b. ____ Education c. ____ Energy d. ____ Health e. ____ Financial services f. ____ Mining
54
UNIT 3
WHILE YOU LISTEN 6 7 8

24 Listen to the programme and check your predictions in Exercise 5. 24 Listen again. Which of the introductions in Exercise 2 are used in the programme? 24 Listen again and choose the best option. a. Where does the word biotechnology come from? i. From three Latin words. ii. From three Greek words. b. For how long has biotechnology been around? i. For more than four thousand years. ii. For more than fourteen thousand years. c. What is the effect of yeast on bread? i. It makes it rest. ii. It makes it rise. d. What were fruits such as apples like before biotechnology? i. Extremely sour. ii. Extremely soft. e. What do Lactic bacteria do to milk? i. They keep it from spilling. ii. They keep it from spoiling. 24 Listen once more and answer these questions. a. What is the meaning of the word biotechnology? b. How can biotechnology be used in medicine? c. Why is it important that we plant drought resistant plants? d. Why is it imperative that scientists are careful when doing their experiments?
Learning abilities
6. To validate predictions. 7. To find specific information. 8. To find specific supporting information. 9. To find general and supporting information.
American v/s British English corn maize
AFTER YOU LISTEN 10 What is the main conclusion you can draw from the text?
a. Humans havent noticed the presence of biotechnology in their lives. b. Biotechnology is essential to improve food quality. c. Its very important that scientists take care when doing their experiments.
Learning abilities
11 Fill in the gaps in the sentences below with these words from the listening text.
crops
a. b. c. d. e.
cure
mixture
ore
toasted
Humans rely on ___________ such as rice, wheat and potatoes. Lemonade is a ___________ of water, sugar and lemon juice. Most copper ___________ is mined from large open pit mines. My favourite food is a ___________ cheese and ham sandwich. There is still no ___________ for cancer and the common cold.
10. To draw conclusions. 11. To consolidate vocabulary. 12. To consolidate a grammar point. 13. To imitate a spoken model. 14. To consolidate grammar and vocabulary. 15. To evaluate learning. 16. To consolidate vocabulary through a game. 17. To discuss an issue. 18. To reflect on the content of the lesson and relate it to own experiences.
Rely on : verb / to need or be dependent on sth. / sb.

TECHNOLOGY
55
Language Note
The Subjunctive (continued)
1. Read these examples from the listening text, paying special attention to the parts in bold. a. Its essential that we add a living organism. b. It is urgent that we plant crops resistant to droughts. c. It is imperative that scientists take care when doing their experiments. 2. What do the examples have in common? Choose two correct options. a. They are all in the future tense. b. They all use the structure to be + adjective + that + infinitive without to. c. They all express a sense of urgency and importance. The answers are b. and c. and they are another use of the Subjunctive mood in English. Other adjectives that we use in the same way are:
best crucial desirable essential imperative important recommended urgent vital (that)
The Subjunctive is also used with the expressions it is a bad / good idea that 3. Write sentences about the uses of biotechnology mentioned in the listening text using these adjectives and the Subjunctive.
12 Match the two parts of the sentences. Write the complete sentences in your
notebook.
a. Christmas is approaching so its a good idea that b. Your test is next week so its vital that c. Our planet is in danger! Its urgent that d. As you are an athlete its recommended that e. When you drive a car its imperative that f. To be a good musician its important that
i. you pay attention to the traffic signs. ii. you practise every day. iii.you begin studying now. iv. we all try to save it. v. we start buying gifts. vi. you take some extra vitamins.
13 25 Work with a partner and try to put these sentences in order to form a
conversation. The first sentence of the conversation is in red. Compare with the recording. Listen, practise in groups of five and then role play the conversation for the class. Clive: Hello, Gina. Gina: Hello, Clive. Gina: Hi, everybody. Gina: Nice to meet you, Naomi. Gina: Not too bad, and you? Gina: Tony, arent you going to introduce me? Naomi: Nice to meet you too. Steve: How are you doing? Tony: And the girl on your left is Naomi. Tony: Finally, the guy sitting next to Naomi is Steve. Tony: Hi, Gina. Tony: Sorry! Well, first, the guy on your right is Clive.
56
UNIT 3
14 Use the linking expressions in the Learning Tip on page 52 to join these
sentences into one. a. He is not an expert. He knows a lot about biotechnology. b. It is safe to do experiments. We follow specific safety measures. c. We still need other sources of energy. We reduce the use of fossil fuels.
15 MINITEST Finish the sentences using the Subjunctive.

a. It is urgent _______________. b. It is a good idea ___________.
REVISE AGAIN
8 pts. c. It is a bad idea ______________. d. It is recommended ___________.

GOOD JOB! 3 to 5 EXCELLENT! 6 to 8
1 to 2
16 Play Tic-Tac-Toe with a partner using the subjects below (a. d.). Use the
Internet or the library if necessary. a. Game 1 - inventors b. Game 2 - biotechnology c. Game 3 - strange inventions d. Game 4 - useful inventions

Example: Its essential that we pay attention to You are going to discuss an issue in your group. the risks. a. Choose one person to take notes. g. Ask the note-taker to read his / her notes aloud; b. Read what Dr. OHanlon said about safety in add, check, correct and then choose a person to biotechnology: Its imperative that scientists take be the presenter of the groups conclusions. care when doing their experiments in safe h. Join another group and compare conclusions. laboratory environments. i. Ask your teacher to listen to the presentations c. Discuss why it is important that we take care and correct errors and pronunciation. when doing experiments in a laboratory. Talk about possible dangers and their consequences. j. Use these points to evaluate your performance. Say Yes or No. d. List the equipment that helps to prevent accidents tions. in a lab ( goggles , fire extinguishers, etc.) offered in the instruc wed the suggestions e. Talk about actions that should not be done in We follo e presentation. s to use them for th and any laboratory. Use the subjunctive. We wrote our idea ammar, vocabulary Example: Its a bad idea that students eat or drink We corrected each others gr in the laboratory while doing experiments. pronunciation. m the lesson. uctures and ideas fro f. List actions that should be done in the laboratory. We used words, str

a. What does a biotechnologist do? What subjects must you study if you want to become one? b. Can you name at least four areas in which biotechnology is important? c. What do you think are the advantages and disadvantages of biotechnology in connection with food? d. If you could choose the sex or any other physical characteristics of your child, would you do it? Why? Why not? Goggles : noun / a pair of glasses that fit closely to the face to protect the eyes from the wind, dust, etc.
TECHNOLOGY
57
1 Form pairs of sentences with similar meaning. Then match them with the pictures.
a
It's a good idea that we cycle more.
I think it would be good if we used our cars less and our bikes more.
It's important that we take care when handling dangerous substances.
It's recommended that you switch off the lights when you are not using them.
When working with dangerous chemical materials we should be really careful.
You should turn off the lights when you leave the room.
2 Match the situations (a. d.) with the introductions (i. iv.). Then, add two more situations with their
corresponding introductions.
Situation a. On the phone b. On a home visit c. On a flight d. At school e. __________ f. __________
Introduction i. Children, let me introduce a new student. Shes Bella Young and she is from a school in Oregon. ii. Good evening, ladies and gentlemen; this is your captain speaking. iii. Good morning, Miss Jenkins. You requested an electrician. Im Danny Lamb from Blue Electric. iv. Hello? Can I speak to Irene Carter? My name is Helen Bingham and Im calling from British Telecom. v. ____________________________________________________________ vi. ____________________________________________________________
58
UNIT 3
3 Read the letter below and put this information (a. - d.) back in the correct places (i. - iv.).
a. b. c. d. I propose that we use the magic roundabout on other continents such as South America and Asia. It is important that I first tell you why I invented it. It is a good idea that they use their carousels to pump water from the holes. That is why I thought it is vital that we help Africans to access water easily and cheaply.
28 March, 2010 Cape Town, South Africa Dear Suomi, roundabout. t my invention, the magic where you are asking abou your letter Thank you very much for How do I start to e favourites, the carousel. driest on one of childrens all-tim based of Africa are some of the It is quite simple and it is _____. The fact is that parts ____________ rce. explain it? (i.)____________ and irrigation is really sca world so water for drinking areas of the _____________ (ii.)____________________ holes. These holes are ess to water is from bore ing countries the only acc the work much velop rk! My idea was to make In many rural areas of de d it is really very hard wo pumps an usually operated by hand love it. So I thought: on roundabouts and they . Every day children play easier __________ en it (iii.)___________________ e playing, especially wh their children wasting tim st water hole or rents do not mind This is one time when pa long distances to the neare spending hours walking thers saves them - usually the mo 25 litres, every day. at they can carry, perhaps ll to collect only wh and about 650 we ia are using my invention , Mozambique and Zamb the world. as Uganda system could go all over Now many nations such _____________ In fact, the Africa. (iv.)_ in danger, we have been installed in South times when our planet is estion. It is essential that in d your qu I hope that I have answere s. take care of our resource Yours Trevor Field
Adapted from: The Times, 17 April, 2005 by Christina Lamb.
4 Which of the three pictures (1 3) corresponds to the magic roundabout? Why? Explain your choice.
1
3
TECHNOLOGY
59
JUST FOR FUN

1 Look at the pictures. Do you think that the products they advertise are real?
2 Read the descriptions of the products (a. g.) and match them with the pictures (1 7).
a. When it is sunny it keeps the sun off your head. When it is raining it keeps the rain off your face. It is easy to use and folds up neatly when you are not wearing it. b. It is temporary and you can remove it any time you want. You can tear off a long piece and put it around your entire arm, or a small piece for your leg, shoulder or... well, anywhere. c. Any time you want, you can soothe your tired muscles and rub away your tensions. Easy to use, it runs on long-life batteries. d. Tired of the mess a real tree can make on your carpet? Here is the answer! Thanks to the magic of digital technology, your TV screen will display a life-like beautiful tree so fresh you can practically smell it. e. Hey kids, what time is it?! That used to be an easy question to answer. But why make everything easy? Have some fun with this wonderful invention. f. What can be simpler than preparing a glass of chocolate? Well, now it is even easier. Just push the button and the Moo Moo Mixer will do the work for you. g. Want to feel over the Moon? You can now. Just order a pair of Moon Boots and you will really believe you are walking on the surface of our only satellite. No need to travel into space!
Adapted from: www.sillygifts.com
60
UNIT 3
3 Complete these sentences with your opinion of the products.

a. b. c. d. I think _________________________________ is the most useless. I think _________________________________ can be quite useful. I would buy ____________________________________ for myself. I would buy __________________________ for my friend _______.
4 In pairs, choose one of the products and design a publicity campaign for it. Consider the following aspects:
a. Where to advertise it (TV, radio, newspapers, billboards). b. Who would be your target audience. c. What would be the slogan you would use. Example: Essential no teen can do without it! d. Where you would sell it (department stores, supermarkets, by catalogue, etc.).
CHILEAN CONNECTION
Use the Internet or books from the library to find out the meaning of the three names of the bacteria mentioned in the text.
Everyone knows that copper is the most important Chilean export and that the countrys economy largely depends on it. In recent times, the technology to get pure copper from copper ore has changed substantially. The new process, called bioleaching, is based on biotechnology. Millions of years before the human species appeared on this planet there already existed live organisms capable of extracting metal from rock. These are a group of bacteria known as chemoautotrophs (live entities that harvest energy through simple chemical reactions between inorganic compounds such as iron, copper and sulphur). These micro organisms are truly living fossils and are extremely successful as a form of life, as they are found in almost all the Earths crust, including places with extreme conditions where no other type of organism can survive. The eyes of the biggest Chilean copper producer, the state-owned Codelco, are on three tiny bacteria identified by their indigenous names: Weneln, Licanantay and Yagn. The bacteria feed on nutrients in the mineral, separating the sterile material from the metal, which is then collected in a solution. Bioleaching is much cleaner and more environment-friendly than the traditional method which uses a powerful poison called cyanide to extract the metal from the ore. Besides, bioleaching produces less air pollution and little damage to geological formations, since the bacteria occur there naturally.
Adapted from: http://www.codelco.cl/english/desarrollo/reporte/2007/mira_mineriafuturo_texto.htm And R. Badilla, September 2005, PowerPoint presentation Biotechnology for Mining, by Codelco and Bio-sigma.
Live : adj / living, not dead.

TECHNOLOGY
61
TEST YOUR KNOWLEDGE

READING
__________
ernative of stratospheric cost of developing the alt e would mimic the aerial insertion. This schem by creating a hazy cooling effect of volcanoes , which would scatter layer of particles like soot ng a cooling effect for and absorb sunlight, creati at least a year. idered was a plan to The final suggestion cons o space to shield launch tiny sunshades int Suns rays. However, Earth from some of the to its astronomical cost this was discounted due of 236 trillion. d the overall cost of The authors also compare st / benefits that the schemes with the co uld have. These would reducing temperatures wo on health, impact on include the human costs as agriculture and different industries such flooding. tourism and the effect of t on They found every 1 spen uld reap stratospheric aerosols wo r every 1 15 of benefits; howeve g would spent on cloud whitenin bring 2,000 of benefits. ing nonThey added that develop s will take fossil fuel energy source gh hybrid a very long time. Althou available and electric vehicles are niche in Britain, they are still a nt market despite governme incentives to go green.
clouds by spraying Special ships that create be the most cost seawater into the air could climate change, new effective way of tackling research has found. marine cloud The technique, known as clouds above the Pacific whitening, would create a cooling effect by Ocean that would have from Earth. reflecting sunlight away nearly 2,000 ships A wind-powered fleet of a, sucking up sea water would criss-cross the se through tall funnels. and spraying it upwards r into the air, you When you spray saltwate condense around, create nuclei that clouds r clouds, this way creating bigger and white back into space, said bouncing more sunlight in charge of the study. David Young, a scientist ud The study found that clo ely whitening could effectiv wipe out the effects of ury climate change this cent with a cost of not more a than 5.3 billion. This is n fraction of the 150 billio that leading nations are considering spending on the reduction of CO2 emissions each year. es It is also more than 25 tim lion cheaper than the 140 bil
Taken from: Daily Mail, 7 August, 2009.
Soot : noun / black powder that is produced when wood, coal, etc. is burnt. Scatter : verb / to throw or drop things in different directions so that they cover an area of ground. Reap : verb / to obtain sth., especially sth. good, as a direct result of sth. that you have done.
62
UNIT 3
1 Read the text and choose one of these

titles for it. 1 pt. a. Cheap Measures To Eliminate Global Warming b. Global Warming The Latent Danger c. Green Ships Fight Global Warming
2 Read the text again and match the numbers in

column A with what they correspond to in column B. 4 pts.
26 Listen again and tick () the inventions that are mentioned. 2 pts. a. ___ Cutting edge computer programming. b. ___ Genetic manipulation of skin cancer cells. c. ___ Laser technology for medical use. d. ___ Tiny scissors for laboratory use 26 Listen to the interviews again and circle what you hear. 4 pts. a. They are opened and closed with laser rays / light. b. We use them to hold and even to cut / divide molecules, genes and other tiny objects. c. I saw it in a magazine / on TV the other day. d. Doctors rub a small / tiny amount of special cream into the skin. 26 Listen to the interviews once more and complete these sentences. 3 pts. a. A nanometre is ________________________. b. Invention 1, the ________________, is useful because ______________________________. c. Invention 2, the ________________, is useful because ______________________________.
B 15 The total cost of cloud whitening. 2,000 The number of ships to be used in the project. 5.3 billion The cost governments are considering spending on the reduction of CO2 emissions. 150 billion Benefits for each pound spent on stratospheric aerosols.
3 Read the text again. Are these

4 pts. statements true or false? a. The cost of cloud whitening is lower than any other way of fighting global warming. b. The cloud whitening project would be developed over the Atlantic Ocean. c. An alternative way to combat global warming is to use giant umbrellas. d. There are no hybrid or electrical vehicles in Britain.
4 Read the text once more. What are the

two main advantages of using marine cloud whitening? 2 pts. a. ____________________________________. b. ____________________________________.
LISTENING CUTTING EDGE TECHNOLOGY
26 Listen to two short interviews. Where does each one take place? Choose from the options provided. 2 pts. Interview I: _______ Interview II: _______ a. In a coffee shop. c. In the street. b. In a laboratory. d. In a university classroom.
TECHNOLOGY
63
LANGUAGE
SPEAKING
9 Rewrite these sentences using the provided

openings. 4 pts. a. Drink lots of water and have three light meals a day, the doctor suggested. The doctor suggested __________________. b. Submit the paper on Monday at the latest, the teacher insisted. The teacher insisted ____________________. c. We should sell the tickets at 3 pounds each, Marie proposed. Marie proposed ________________________. d. We must take the necessary steps to reduce global warming now! the scientist recommended. The scientist recommended _____________.
12 Match the introductions (a. d.) with the
pictures (1 4). Then practise them with a partner and role play them in front of another pair. 10 pts. a. Claire: Tom, Id like you to meet my parents, John and Susan. Tom: Nice to meet you. b. Gareth: Hi everybody, my names Gareth Fitzgerald and Im from Ireland. Friends: Hello, Gareth. c. Ben: Mrs. Gibbs, may I introduce my boss, Mr. Palmer? Mrs. Gibbs: How do you do, Mr. Palmer? Jenny, meet John, my husband. Delighted to meet you, John.
d. Diana: Jenny:
10 Use one of the linking words in the box to

complete the sentences. 3 pts.
as long as
even though
in fact
a. He didnt study for the test. ______________, I was surprised that he passed it at all. b. I will help you with the dishes ____________ you dry and put them away. c. ______________ she looks oriental she was born and brought up in Toronto.
11 Finish these sentences using your

own ideas. 3 pts. a. Its essential __________________________. b. Its vital ______________________________. c. Its urgent ____________________________.
WRITING
13 Go back to the brochure on page 62 and

summarise it in about 100 words. Include a short description of the three inventions and the advantages and disadvantages of each one. Use the Subjunctive wherever possible. 10 pts.
64
UNIT 3
SELF - EVALUATION
YOUR TEST RESULTS
Reading
You are expected to be able to identify and understand key facts and details. 9 to 11 Excellent 5 to 8 Good 2 to 4 Not too bad 0 to 1 Unsatisfactory I grasped all the main ideas and answered most questions correctly. I grasped the majority of the main ideas and answered most questions correctly. I grasped some of the main ideas and answered some questions correctly. I deduced some of the main ideas and answered just one or two questions correctly. Your score Your score
Listening
You are expected to be able to identify and understand key facts and details. 9 to 11 Excellent 5 to 8 Good 2 to 4 Not too bad 0 to 1 Unsatisfactory I identified almost all general and specific information correctly. I identified most general and specific information correctly. I identified some general and specific information correctly. I deduced a few bits of the general and specific Information.
Language
You are expected to apply the subjunctive and three connectors. 8 to 10 Excellent 5 to 7 Good 2 to 4 Not too bad 0 to 1 Unsatisfactory I applied all the items in all cases. I applied most of the items in most cases. I applied some of the items in some cases. I applied the items only in one or two cases.
Your score
Speaking
You are expected to role play dialogues of introduction. 8 to 10 Excellent 5 to 7 Good 3 to 4 Not too bad 0 to 2 Unsatisfactory Good pronunciation and intonation, and no hesitation. Acceptable pronunciation and intonation, and minimum hesitation. Some pronunciation and intonation mistakes, and some hesitation. A lot of pronunciation and intonation mistakes, and a lot of hesitation.
Your score
Writing
You are expected to write a summary. 8 to 10 Excellent 5 to 7 Good 3 to 4 Not too bad 0 to 2 Unsatisfactory In this unit I wrote the text following all the indications, with no grammar, vocabulary or spelling mistakes. I wrote the text following most indications, with very few grammar, vocabulary or spelling mistakes. I wrote the text following some indications and with some grammar, vocabulary and spelling mistakes. I wrote the text but followed very few indications, and with a lot of grammar, vocabulary and spelling mistakes. Always Sometimes
Your score

I reflected on my personal contribution to preserving our planet. I actively participated in the discussions related to technology issues. I applied the learnt structures and vocabulary in the exercises. I used different strategies to understand and to make myself understood. I showed respect for other students' opinions and ideas.
Never
TECHNOLOGY
65
UNIT

READING: locate and classify specific information. LISTENING: identify speakers, find specific information. ORAL PRODUCTION: talk about art forms and preferences. WRITTEN PRODUCTION: write an article on art. FUNCTIONS: express likes and preferences.

GRAMMAR: the Past Perfect tense (affirmative, negative and interrogative). VOCABULARY: words related to art forms such as music, painting, sculpture and others.

READING: an article. LISTENING: a conversation.

Paying attention to, respecting and creating art in different forms.
66
YOUNG ART
HOW READY ARE YOU FOR THIS UNIT? 1 Match the descriptions (a. - e.) with the pictures (1 5).
a. b. c. d. e. Circle - a perfectly round shape. Hexagon - a geometric shape with six sides. Oval - a round, flattened shape. Rectangle - a geometric shape with four sides that are at right angles to each other. Triangle - a geometric shape with three sides. 6 pts.
5
4 pts.
2 What shapes are these instruments?
4
6 pts.
3 Classify the words in the box under the corresponding category.

People Instruments Styles
accordion arranger ballad cellist classical composer country disc jockey drums flute gospel jazz piano recorder reggae singer trumpet vocalist
Your score: 0 4: Look up the words in a dictionary or ask your teacher to help you. 5 10: Well done, but you could improve your vocabulary looking up some words. 11 16: Great job. You are ready to start the lesson.
1. a. - Picture 3. b. - Picture 2. c. - Picture 1. d. - Picture 5. e. - Picture 4. 2. 1 The violin is an oval. 2 The tambourine is a circle. 3 The harp is a triangle. 4 The keyboard is a rectangle. 3. People: cellist, composer, disc jockey, singer, vocalist. Instruments: accordion, drums, flute, piano, recorder, trumpet. Styles: ballad, classical, country, gospel, jazz, reggae.
67
on 1 Less
Learning abilities
URBAN RHYTHMS
READING
1. To connect topic and personal experiences. 2. To match information and pictures that represent it. 3. To express opinions. 4. To identify cognates. 5. To predict using previous knowledge.
a. Why do you think people like music? b. Why do you prefer some kinds of music to others? c. How many musical instruments can you name in one minute?
2 Put these music styles along the time line according to the pictures and your
previous knowledge. Do the pictures help you decide? How?
1 Classical
2 Heavy metal
3 Folk
scientists believe that thousands of years ago, before people learnt how to speak simple music was a means of communication? Ancient people communicated imitating animal sounds (for example the roar of a lion to tell their tribe that danger was approaching) or the sound of wind or water to say that a river was near.
4 Hip hop
5 Pop
6 Rock and roll
3 Compare the types of music in Exercise 2 using the sentences provided.

a. b. c. d. e. f. g. ____________ music is older than hip hop. ____________ music is louder than classical music. ____________ is newer than rock and roll. In my opinion ____________ is better than pop music. ____________ is as good as pop. ____________ has more interesting lyrics than rock and roll. ____________ is as entertaining to watch as heavy metal.
68
UNIT 4
4 Read the words in the box. Which of them look / sound similar in Spanish?
Do you know their meaning? Check in a dictionary.
audience
captive
dimension
explosive
lyrics
popularity
rhyme
5 You will read an article called The Rapping Years. What do you think it will be
about? a. The best age to learn to play rap music. b. The history of rap music. c. The years when rap music was most popular.
WHILE YOU READ 6 Read the text on pages 70 - 71 and check your prediction in Exercise 5.
Explain your choice.
Learning abilities
7 Where do you think the text came from?

a. A music magazine for teens. b. A daily newspaper. c. A magazine dedicated to fine art studies.
6. To validate predictions. 7. To identify type of text. 8. To find and match specific information. 9. To find and transfer relevant information to a visual organiser. 10. To identify synonyms.
8 Read the text again and choose one heading (a. - e.) for each paragraph (I. - V.).
a. b. c. d. e. SOME FAMOUS RAPPERS RAP CRITICS HAVE THEIR SAY FROM AFRICA TO THE BRONX THE AFRICAN AND JAMAICAN ROOTS OF RAP MUSIC DIFFERENT MUSIC THROUGH THE DECADES
9 Read the text again and tick the corresponding paragraph.

a. b. c. d. e. I Mentions different types of music. Mentions female rappers. Mentions what a toast is . Lists the bad sides of rap. Describes the typical rapper look. II III IV V
one of the oldest instruments on Earth is the didgeridoo - the traditional instrument of the Aboriginal peoples of Australia used for over 40,000 years? You can find information about instruments, with a brief history of each at http://www.dsokids.com/2 001/instrumentchart.htm
10 Find synonyms for the following words in the text. The number in brackets
indicates the paragraph. a. Connection (I) b. Source (II) c. Bad name (III) d. Differentiate (IV) e. Words of a song (V) f. Locality, area where one lives (II)
YOUNG ART
69
The development of rap music from its inner-city roots to its breakthrough in the 80s with rappers like the Sugar Hill Gang and artists like Salt-n-Pepa. Every so often a new style of music eme rges that takes America by storm and comes to represent the generat ion that grows up with it. In the 50s it was rocknroll, followed by the pop of the 60s; the 1970s brought folk music and disco, and in the 80s it was rap. Perhaps no other form of music has crossed as man y boundaries and become a bridge between Americas many cultures as rap has. Today, the art of rapping has evolved into something that span s cultural and lifestyle dimensions and appeals to all kinds of people all over the world. Before rap became popular it had evolved from African people in general and black people born in the U.S. in particular. Its origins can be traced to West Africa, where tribesmen held men of wordsin high regard. When slaves were brought to the New World, the captives mixed American music with the beats they had heard in Africa. Another origin of rap is a form of Jamaican folk stories calle dtoasts.These are narrative poems that tell stories in rhyme. Over a hundred years later, rapping was a street art. Although it had first been sung in the 1950s, three decades later it took over inner-city schoolyards and street corners. Before the slightly violent and aggressive rap of the eighties and nineties, early raps had been tales and insu lts directed at other rappers. This music style was slow ly growing in popularity among black teens in New York City, Washington, D.C., and Philadelphia. As early as 1974 neighbourhood block parties in New York featured early forms of rapping.
Span : verb / stretch over; extend from one point to another.
70
UNIT 4
But it wasnt until the commercial success ofRappers Delightby the Sugar Hill Gang in 1979 that major record labels took notice of this explosive new sound. Raps audience started to grow tremendousl y and gain notoriety with acts like Public Enemy, N.W.A., and Ice-T. More than 30 years have now passed and rap still has a huge following among people of all ages and socio-economic backgrounds. From its origins in the gang dominion of Bronx and the dancehalls of downtown ghettos, rap music soon found its way into the mainstream music scene. Soon, not only African-Americans were dancing to rap music. Rap music evolved into a lyric al reflection of urban life. Rastafari-clad you th wore oversized shirts and jackets paired with low-riding oversized jeans that expo sed their underwear. Heavy chain accessories also became part of the rapper look. Rap music, while considered by some to be a fad that would eventually lose its appeal, is really a form of musical art that has become a way of expression. Elements of rap music like modern mouth percussion, vocal improvisation and strip ped down melody make it a unique musical experience. However, the musical style is not without its critics. In the 80s many raps were commen taries on the hardships of ghetto life, warnings about drugs and about teen age love or lust. Those topics led some parents to fear that rap encourag ed youths to turn to violence and illegal substance use. Organisations such as the Parents Music Resource Center had fits over lyrics in rap and hiphop which contained explicit references to sex, drugs and racism. The performers dont deny that rap music speaks openly about harsh topics. But they argue that audiences should be able to distinguish between fant asy and reality, right and wrong. Rap historians cite young Jamaican Cliv e Campbell as one of the proponents of rap music. After he had migrated to the Bronx he brought with him the art of Jamaican rapping. In the Bronx, Campbell was known by his nickname, Kool Herc (sho rt for Hercules). Other early rappers had been Jamaicans such as U Roy, Duke Reid, and Sir Coxsone, followed by the next decade of rappers like MelleMel, Fatback Band, Sugarhill Gang, Grandm aster Flash, and Run-D.M.C. The early nineties saw the entry of whi te American rappers like Ice Cube to the African-American-dominate d world of rap music. Even women rappers surfaced in the mainstr eam rap music scene. Women rappers like Salt-N-Pepper, Monie Lov e, and Queen Latifah rapped over R&B melodies and expressed lyric s that touched on womenrelated issues. Presently, rap and its clos e relative hip-hop are enjoying its largest popularity ever as a result of its mainstream acceptance. And thanks to artists like Kid Rock and Eminem, African-Americans are not the only ones listening anymore. Also, the female audience has grown steadily with the emergence of ladies behind the microphone like Salt-n-Pepa, Queen Lati fah, and Lil Kim.
Adapted from: The Music Library - The Histor y of Rap
and Hip-Hop, The Music Library, Hardcover by
Soren Baker.
Mainstream : adj / normal, typical.

YOUNG ART
71
Learning abilities
AFTER YOU READ 11 Complete this diagram with information from the text you read.
a. General topic. b. Three types of music in three different decades. c. Two different origins of rap music a
11. To summarise information in a graphic organiser. 12. To consolidate a language structure. 13. To consolidate vocabulary through a game. 14. To consolidate grammar and vocabulary. 15. To participate in a guided dialogue imitating a spoken model. 16. To consolidate a grammar point in writing. 17. To evaluate progress. 18. To write a new text following instructions. 19. To reflect on the content of the text and relate it to own experiences.
Language Note
The Past Perfect tense
1. Study these examples from the text paying special attention to the words in bold and the different colours used. a. After he had migrated to the Bronx he brought with him the art of Jamaican rapping. b. The captives mixed American music with the beats they had heard in Africa. c. Although it had first been sung in the 1950s, three decades later it took over inner-city schoolyards. 2. Read the verbs highlighted in red and blue. Both of them express an action in the past but one of them indicates an action that happened before the other one. Decide which action was first. Answer: the action expressed by the verb form in red happened first. 3. The Past Perfect expresses the idea that an action occurred before another action in the past. 4. Read these examples. In which of them can you notice which action happened first? How? a. We went to see Queen Latifahs latest film. We discussed the film in class. b. We went to see Queen Latifahs latest film. We had discussed it in class. 5. Change sentence b. above to indicate that the other action happened first. 6. Go back to the text and find more examples of the Past Perfect tense. Copy them into your notebook using different colours and compare with other students.
72
UNIT 4
12 Which action happened first? Complete with the Past Simple or the Past
Perfect tense of the verbs in brackets. The pictures can help you. a. He only ___________ the film because he ___________ the book. (understand - read)
b. After we ___________ at the cafeteria we ___________ to class. (eat go)
c. Marie ___________ TV once she ___________ her homework. (watch do)
d. Carlos ___________ English before he ___________ to New York. (study travel)
13 Play the Guess the Song game (this game requires previous preparation and
a CD player). a. Choose one person in the class, who is very fond of music, to be the game master. b. The game master should bring a CD of a well-known singer or a band to the classroom. It should have at least 15 songs. c. The game master plays just 15 seconds of the first song and the group that guesses the title of the song first scores a point. d. The winner is the group that collects the highest score.
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14 28 Complete the conversation using the Simple Past or the Past Perfect of
the verbs in the box. They are in the order they should be used to fill in the blanks. Check with the recording
listen discover discover meet live be born move live become be give win
Joanne: Eric: Joanne: Eric: Joanne: Eric:
ston, Sean Paul (born in 1973 in King Jamaica)
Joanne: Eric: Joanne: Eric: Joanne: Eric: Joanne: Eric: Joanne: Eric: Joanne:
So, Eric, are you a music fan? I wouldnt call myself that. I just like music. Do you like pop music? Not really, but I _____________ to it before I _____________ rap. What do you mean, _____________ rap? I _____________ a great rap musician when I _____________ in New York. Yeah? Who is he? His names Sean Paul. Is he American? He _____________ in Kingston, and _____________ to New York after he _____________ in Jamaica for more than twenty years. Whats so special about him? Before he _____________ a rapper in the Bronx he _____________ a toaster in Kingston. A toaster? Yes, a singer who tells stories in songs. I think I know him. Hes the singer who _____________ his money to charity after he _____________ a Grammy. The same one. Youre right. Hes a great musician.
15 28 Practise the conversation with a partner and then role play it for the rest
of the class.
16 Copy this text into your notebook putting the verbs in brackets (a. - l.) in the
correct form.
mit) my application last week, but I I cant believe I (a. get) that flat. I (b. sub When I (c. show) up to have a look at didnt think I had a chance of getting it. (d. arrive) before me. Most of them it, there were at least 20 other people who were leaving. The landlord said I could (e. already fill) in their applications and still apply, so I did. t answer all the questions. They I (f. try) to fill in the form, but I couldn I didnt want to list my previous (g. want) me to include references, but him and I knew he wouldnt landlord because I (h. have) problems with father as a reference. recommend me. I (i. end) up listing my me the flat. It turned out that the It was total luck that he (j. decide) to give together! He decided that I could landlord and my father (k. go) to school my credit report. Thanks, Dad! have the flat before he even (l. look) at
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UNIT 4
17 MINITEST Complete the sentences using the correct form of

the verbs in brackets. 10 pts. a. The fans ____________ very angry with the football players because they ____________ the match. (be - lose) b. Before he ____________ to Valdivia my father ____________ in the north. (move - work) c. He ____________ with the Rolling Stones after he ____________ the (play - leave) other band. d. Great grandpa Dennis ____________ excellent Italian because he ____________ in Rome. (speak - study) e. Karen ____________ very tired this morning because she ____________ to bed very late last night. (be - go)

You are going to write an article on the history of a painting style or some type of music (not rap or hip hop). a. Work in groups of four or five students. b. Choose a type of music (pop, classical, rock, etc.) or a painting style (impressionism, cubism, realism, etc.) and one person to take notes. c. Brainstorm what you know about the subject. List all the contributions from group members and then organise the gathered information in some meaningful way (for example, by dates). d. Decide what tasks still need to be carried out, for example, investigate the subject using the Internet or the library, collect and classify pictures, etc. e. Prepare a time line for your chosen style and plan your article by using all the information and the visuals you have gathered. f. Decide how many paragraphs your article will have and choose one heading for each paragraph. g. Finish the article with a conclusion: what was the reason you chose to write about this style? Why is this style especially important for you? h. Remember: i. Keep it simple. Do not use flowery language, or too complex sentences. ii. Write about the past in the past tense. Remember the sequence of events. iii. Avoid writing in the first person (I, we). i. Check your work. Reread your article and make sure that it makes sense. j. Evaluate your work following these points. Say Yes or No. ation. pics and the inform We analysed the to s before writing. We divided the task d agreed on the ture of the article an e discussed the struc W headings. n. title and paragraph res learnt in the lesso pressions and structu We used ex nctuation. rrected errors and pu We checked and co

a. b. c. d. What vocabulary related to music and music styles have you learnt? What have you learnt about the history of rap? What is your opinion of rappers who insult other singers? There are some people who think that rap is a social tool which young people use to express themselves. Do you agree? e. What do your parents say about the kind of music you like?
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on 2 Less
Learning abilities
MOBILE ART
BEFORE YOU LISTEN
LISTENING
1. To connect content and previous knowledge. 2. To express personal attitudes and opinions. 3. To get general meaning from cognates. 4. To predict messages using non-verbal content.
1 In pairs talk about these activities. Which ones do you enjoy doing? Use the
expressions in the box to express your preferences.
I prefer
I like
more / less than
better than
I dont like
as much as
Going to art galleries
Going to concerts
book Reading a
Attending lectures on art
Listening to music
Taking hs photograp
Painting pictures
Looking at paintings on the web
2 One of the pictures below is painted in a style called cubism and the other in
a style called futurism. Can you guess which one is which? What do you think the words mean? What shapes were used to paint the pictures? Which one do you prefer? Compare the pictures using expressions such as: as _____ as, not so _____ as, more / less _____ than, bigger, smaller, etc.
29 Listen and repeat these words. Do you know what they mean? Which ones sound similar in Spanish? Check all the meanings in a dictionary.
affordable application brush canvas cheerful colourful saturation stroke thumb walker
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UNIT 4
4 You will hear two people talking about a new art form that involves a device
we use in everyday life. Which of these do you think it is?
a. A microwave oven.
b. An iPhone.
c. An iPod.

30 Listen to the conversation and check your prediction in Exercise 4. 30 Listen again. Which of these two paintings does the speaker have on the wall of her living room? How do you know? List the key words that helped you to decide. Compare with another student.
Learning abilities
5. To validate predictions. 6. To find specific supporting information. 7. To match specific information. 8. To discriminate between correct and incorrect information. 9. To find specific information. 10. To infer information.
30 Listen again and write the corresponding name: Belinda, Matthew Watkins, Jorge Colombo or Renata. a. _______________ bought one of the paintings. b. _______________ is the painter of the picture on the wall. c. _______________ used the iPhone to paint a cover of the New Yorker. d. _______________ is the owner of the gallery that sells iPhone paintings.
American v/s British English color/colorful colour/colourful
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a mobile phone works by sending radio signals through the air? When you talk on a mobile phone the message doesnt go straight to the person at the other end; it goes to the nearest cell phone tower and into the telephone network. Then it is connected to the phone of the person you want to speak to. Each cell phone tower only covers a certain area so as you move from one place to another you move from one cell phone tower ranger to the next.
30 Listen again and choose the correct option. a. This painting is __________ many posters. i. cheaper than ii. as cheap as iii. not as cheap as b. Unlike canvas, you can undo and redo strokes __________ you like. i. as rarely as ii. as often as iii. more frequently than c. It looks as if iPhone is becoming __________ iPod. i. as hot as ii. not so hot as iii. hotter than 30 Listen once more and answer these questions. a. How much did Renata pay for the painting on her wall? b. Where did she buy it? c. How long did it take the painter to paint Renatas picture? d. Where did he paint it?
10 30 What probably happened after this conversation?

a. Giovanni bought an iPhone to replace his iPod. b. Giovanni bought some futuristic paintings at the gallery. c. Giovanni made a futuristic painting on his iPhone.
Learning abilities
AFTER YOU LISTEN 11 Match the words from the recording in box A with their synonyms in box B.
A
11. To identify synonyms. 12. To expand vocabulary. 13. To consolidate vocabulary and structures. 14. To expand content expressing opinions. 15. To imitate a spoken model. 16. To evaluate learning. 17. To talk about art forms and preferences. 18. To reflect on the content of the text and relate it to own experiences.
amateur
B
application canvas circular futuristic gallery owner painter style
exhibition room fabric non-professional program proprietor round technique ultramodern visual artist
12 Fill in the gaps in these sentences with some of the words in Exercise 11.
a. Brushes from an iPhone uses different painting ____________. b. First she wanted to buy a rectangular table but then chose a ____________ one. c. Id rather be a good ____________ than a bad professional. d. Paola used this ____________ for her first oil painting. e. This ____________ is designed to perform editorial functions. f. We bought the car from the ____________. g. When he went to London, he visited the National Portrait ____________.
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UNIT 4
Language Note
The Past Perfect tense (continued)
1. Read these sentences from the listening text. a. Matthew Watkins told me he had already made 20 and sold most of them. b. Watkins explained he had painted the one I bought while on the underground. c. He said he hadnt needed more than 30 minutes to finish it. 2. What is the first verb in the three sentences? What do they have in common? 3. We use the Past Perfect to indicate an earlier event in the past in sentences that start with words such as: said, told, explained, answered, indicated, etc. The action of saying, telling, answering, etc. takes place after the action we are talking about. 4. Read some more examples. a. Renata said (second) she had bought (first) the painting in London. b. Giovanni told us (second) he had seen (first) this film before. c. The painter explained he had sold the painting to someone else. d. The accident victim answered that he had lost control of the car.
13 Match bubbles to form four sentences and then match the sentences with
the pictures below. a b c
Renata said
he had lived in Paris as a child.
he had painted the picture on the subway.

f
she had gone to school with Belinda.

g
Terrence said
The children explained
The painter told us
they had played football in the park.
4
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14 31 Finish the conversation using your own ideas. Tick your choice in the
pictures and then compare with the recording. Camila: Which art form do you prefer, painting or sculpture? Andy: I much prefer __________________________ __________________________.
Camila: Which do you prefer, modern or traditional art? Andy: I think modern art is ____________________ __________________________.
Camila: Do you think that the colours used in futuristic paintings are more or less vivid than in traditional paintings? Andy: Theyre definitely _______________________ __________________________. Camila: Are foreign artists better than national ones? Andy: In my opinion, foreign artists _____________ __________________________.
Camila: Which is more interesting: the Fine Arts or the Modern Arts museum? Andy: I think that ____________________________ __________________________.
Camila: Who do you think is a better painter, Leonardo da Vinci or Picasso? Andy: It depends, but ________________________ __________________________. Camila: And if you could buy one painting, what style would you choose? Andy: I would choose ________________________ __________________________.
15 31 Listen to the recording and then practise the conversation with a

partner, using your own ideas. Role play the conversation in small groups.
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UNIT 4
16 MINITEST Write sentences in your notebook reporting what these

people said. 8 pts. a. I saw Casino Royale on TV, Laurie said. b. I sent the packet three days ago, the man told me. c. The Neanderthal lived thousands of years ago, the scientist explained. d. We have uploaded the exam results on our website, the university authorities announced.

d. Now compare your likes / dislikes and You will discuss the art form you prefer with preferences. Do you both agree on all the your partner. pictures? Why? Why not? What is different? a. Prepare a set of cut-outs with different art forms e. Finally get together with another pair and or use an art book from the library. Each of you compare your pictures, descriptions and opinions. will need at least 1 pair of pictures. Each person f. Ask your teacher to listen to the presentations should take 2 pictures to compare. and correct errors and pronunciation. b. Make a list of adjectives for each picture. Divide g. Use these points to evaluate your performance. the list into two categories: one to describe the Say Yes or No. pictures and one with adjectives that describe your feelings while looking at them. Here are some examples: lly. e exercise very carefu Description: bright, colourful, dull, elegant, We prepared for th in the instructions. ggestions offered ing magnificent, ugly. We followed the su our preferences show ch other to express Feelings: bored, curious, depressed, excited, We helped ea rences. indifferent, joyful. and respect for our diffe ammar, vocabulary cted each others gr c. Take turns to describe and compare the first pair We corre of pictures, talking first about what you can see. pronunciation. e lesson. res and ideas from th Then say how the pictures make you feel. You e used words, structu W can ask questions such as: What are your impressions of? Which picture is more / less? Which one would you buy? etc.

a. What have you learnt about art in this lesson? b. Can you name at least five famous artists? c. What do you think about paintings done with an artists own hands and paintings done using some type of software? d. If you could choose between a painting by Leonardo da Vinci and one created on an iPhone to put in your living room, which would you choose? Why?
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1 Complete the diagrams below. In groups or pairs choose four adjectives from the box to describe each
central idea. Write four sentences comparing rap with other types of music and iPhone painting with other forms of painting. Use expressions such as I prefer ______ to ______, I like ______ more than ______, ______ is better than ______, ______ is more interesting than ______, etc.
African appealing boring colourful disappointing expressive futuristic happy incomprehensible loud modern multi-cultural mysterious original popular
________
________
Rap music
________
________
a. Rap is more appealing than pop because it talks about everyday things. b. _____________________________________________________________________________. c. _____________________________________________________________________________. d. _____________________________________________________________________________.
________
________
iPhone art
________
________
a. _____________________________________________________________________________. b. _____________________________________________________________________________. c. _____________________________________________________________________________. d. _____________________________________________________________________________.
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UNIT 4
2 Complete these questions using the Past Perfect tense of the verbs in brackets.
a. b. c. d. e. ________________________ your homework before you surfed the Internet? ________________________ breakfast before you left for school? ________________________ in Canada before she moved to Mexico? ________________________ his hands before he made the sandwich? ________________________ this guy before he came to the party? (finish) (have) (live) (wash) (meet)
3 Complete this biography using the Past Perfect tense.
No other artist is more associated with the term Modern Art than Pablo Picasso. He a. (paint) ______________ thousands of paintings, prints and ceramics before he was 50 years old. After he left Malaga where b. (live) ______________ as a young boy, he joined the Barcelona School of Fine Arts at the age of only 14. According to one of many legends about the artists life, his father, also a painter, gave him all his brushes and palettes after he c. (see) ______________ his sons first painting.
During his lifetime, the artist went through different periods of characteristic painting styles. The Blue Period d. (come) ______________ before the artist started the so-called Rose Period. But after he e. (see) ______________ the works of Paul Cezanne, he developed, together with George Braque and Juan Gris, the style called cubism.
In 1937, after the painter f. (learn) ______________ about the barbaric air raid against a Basque village during the Spanish Civil War, he created his landmark painting Guernica. In Guernica, Picasso used symbolic forms such as a dying horse or a weeping woman.
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JUST FOR FUN

Vincent Van Google
website to How an artist uses the Street View travel the world virtually
Google An artist who cannot spare the time to travel is using world and Street View to visit stunning locations around the al globecapture them in paint. For the past year, the virtu of hours travelling trotter Bill Guffey, 45, has spent hundreds he will thousands of virtual miles to visit places he feels giants never get to see in person. But using the Internet can visit locations mapping tool, with which web-surfers been across the globe, Bill, from Kentucky in the U.S. has able to capture iconic landscapes far from home. street Creating his amazing set of paintings through their t has walked view counterparts, the 45-year-old graphic artis as England, through every state in his home country as well And after Italy, France, Switzerland, China and India. s most electronically hiking through some of the planet two sits down to paint them at beautiful spots, this father-ofhis home studio. down a job He said: Having to look after my family and hold . But Street View have meant that I cannot travel very much means I can has really changed everything for me because it paint them go to all of those places I am in love with, sit and as if I am really there. younger Travelling is what really does it for me. When I was and other countries and single I travelled around Europe done. across the world and it is the best thing I have ever revisit Now that I have become a painter I would love to them in paint. But for the some of those places and capture present, Google is an amazing substitute.
are still Working like this I can look for those views I think ly their most iconic of their countries, but not necessari famous buildings, he said. od of To find his perfect places, Bill uses the odd meth esses. beginning his Google search looking for certain busin location I By picking a type of business that fits the kind of ld be difficult to want to find, I end up in places that wou ur in a discover on foot. For example, if I pick a tattoo parlo of the certain US state, I seem to have a pretty good feel t view. architecture that will come up on stree out of a hat On other occasions, Bill simply picks a place name finds an inspiring view. and virtually walks around until he series has He has so far created over 100 paintings and in his Square, London, a captured a red phone box in Trafalgar and a lonely house in Scotland, a yellow taxi in New York, 02 canal boat in Holland. His pieces range up to 76x1 00. centimetres and sell for up to 1,5
ebsite-travel-world-virtually.html 4/Vincent-Van-Google-Artist-uses-Street-View-w from: www.dailymail.co.uk/news/article-121249 Taken
1 Which of these countries has Bill visited virtually (V) and which of them has he included in his
paintings (P)? ____ China ____ India ____ England ____ Italy ____ France ____ Switzerland ____ Holland ____ The USA
84
UNIT 4
2 Match the countries in Exercise 1 with the typical views in these pictures (1 8).
CHILEAN CONNECTION
Talk about graffiti in your group. Do you think it is an art form or vandalism? Can you name a few examples of street paintings you have seen recently?
MURALS IN CHILE
Chile has long been a centre for radical mural painting and it is a place where many colourful and quality murals can be seen in the streets of Valparaiso, Santiago and other cities. As early as 1940, leading Mexican and Chilean artists, including David Alfaro Siqueiros, Fernando Marcos and Gregorio de la Fuente, were painting murals in Chile. Today, Latin American street art is as innovative as any in the world, and Chile plays a leading part. At present, Chile is part of a very ambitious project called Murals Around the World. This project is a worldwide collaborative effort that began in 2003. It is produced through submission of mural photographs by supporters of the decorative arts worldwide.
The goal of the project is to document murals from around the world. Only commissioned, private or community murals, produced with permission from the property owner, are accepted. The project is also looking for documentation regarding the mural artist or artistic group, and any facts related to any murals on this site. Art is often temporary and as such, the projects goal is to document as many murals as posible from both the past and the present. Some of the murals have already disappeared, since the project began. On March 10, 2009 the project managers released their first Windows Media Player version and the murals, from Chile and other countries can be seen on video.
Adapted from: www.danfulwiler.com/muralsaroundtheworld
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TEST YOUR KNOWLEDGE

READING
WHO IS BANKSY?
I. He is perhaps the most famous, or infamous, artist alive. To some, he is a genius; to others, a vandal. Always controversial, he inspires admiration and provokes outrage in equal measure. II. Since Banksy made his name with his trademark stencil-style guerrilla art on walls, subways, buses and other public spaces - on walls in London, Brighton, and even on the West Bank barrier separating Israel from Palestine - his works have sold for hundreds of thousands of pounds. III.He has dozens of celebrity collectors including Brad Pitt and Christina Aguilera (1) ________________ For example, Banksys painting of a monkey wearing a sandwich board sold for 228,000 this year. He has also painted murals including a Mona Lisa with a rocket launcher sold for another outrageous amount. IV. Yet his most provocative statement, and the one that generates the most publicity, is the fact that Banksys true identity has always been a jealously guarded secret, (2) ________________. Some myths have grown around him. That his real name is Robin Banks. That before he became a painter (3) ________________. That his parents dont know what he does and think that he is an unusually successful painter and decorator. Then theres the suggestion that Banksy is actually a number of artists or that he does not exist at all. V. Such is the curiosity about Banksy that when the great man is supposed to have thrown away a pizza box into a bin in Los Angeles, (4) ________________, with the seller suggesting that the few anchovies left inside might have traces of his DNA! But trying to establish just who the elusive Banksy is has proved as difficult as predicting the location of his next work. VI.Banksy has supposedly been photographed a few times but each photo appears to be that of a different person, so who knows? But does it really matter who Banksy is? Is art about the artist (5) ________________? The people who buy his art think that the person behind it does not really matter. It seems to support the statement: art, in the end, is only about art.
Adapted from: Daily Mail by Claudia Joseph, 12 July, 2008.
86
UNIT 4
1 Read the text. Parts of some sentences have

been cut out (a. e.). Place them back in the correct positions in the text ((1) (5)). 5 pts. a. he had been a butcher b. known to only a handful of trusted friends c. or is it about the art itself d. the box was sold on eBay, the auction site e. who buy his art without actually meeting the man!
LISTENING CONCERT FANS
2 Read the text again and mark with a

tick the paragraph where you can find this information. 6 pts.
a. A truth about art. b. Difficulty to prove Banksys identity. c. Famous collectors and pricey paintings. d. Invented information about Banksy. e. Peoples reactions to Banksys work. f. Places he has painted.
II
III IV
VI
32 Listen to this conversation and choose the best option. 4 pts. a. Who is going to the concert? i. Dani and Carol. ii. Dani, Carol and Jen. iii. Dani and Jen. b. When is Jens maths exam? i. Tomorrow. ii. On Monday. iii. Today. c. How is Jen doing in maths? i. It is her worst subject. ii. It is her favourite subject. iii. It is her most important subject. d. How is Nelly Furtado described? i. A fantastic jazz singer. ii. The best ballad singer. iii. A wonderful singer. 32 Listen again and write the name of the speaker, Dani or Jen. 4 pts. a. _______: Im studying for my maths exam. b. _______: I have a spare ticket to a Nelly Furtado show. c. _______: Her guitarist and drummer are tops. d. _______: Im a concert fan! 32 Listen once more and choose the word you hear. 4 pts. a. This is your only chance / choice. b. My maths exam is more important / difficult now. c. You cannot / mustnt miss her. d. I can / cant help you with maths tomorrow.
3 Read the text once more and answer these

4 pts. questions. a. What are some things that Banksy has painted? b. Who are some of Banksys collectors? c. What object supposedly belonging to the artist was sold on eBay? d. Do people who buy his art care about his identity?
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LANGUAGE
SPEAKING
7 John arrived late at different places yesterday.

What had happened by the time he arrived at each place? Write the correct sentences using the clues provided and the correct verb form. 4 pts. a. (the station - train - leave) _____________________________________. b. (the theatre - play - start) _____________________________________. c. (his friends house - she - go out) _____________________________________. d. (football stadium - game - finish) _____________________________________.
9 One of these pictures is an example of

surrealism by Chilean painter Roberto Matta and the other one is an example of pop art by American artist Andy Warhol. Work with a partner and compare the two paintings, expressing your preferences. 10 pts.
8 Rewrite these sentences using the

openings provided. 4 pts. a. John: The phone rang at three oclock in the morning! John complained that __________________. b. Tina: The exam began ten minutes late. Tina told us that _______________________. c. Fred: I lived in Dublin before moving to Los Angeles. Fred said that _________________________. d. Marian: The doctor asked me to describe my typical day. Marian explained that __________________.
WRITING
10 Choose a singer or a band that you like.

Write three paragraphs about the artist / artists. Include information about the points below (a. c.) 10 pts. a. A brief history / biography of the artist(s). b. The type of music he / she plays / they play, giving examples of his / her / their hits. c. Why you think this type of music is worth listening to.
88
UNIT 4
SELF - EVALUATION
YOUR TEST RESULTS
Reading
You are expected to be able to identify and understand key facts and details. 10 to 15 Excellent 7 to 9 Good 4 to 6 Not too bad 0 to 3 Unsatisfactory I grasped all the main ideas and answered most questions correctly. I grasped the majority of the main ideas and answered most questions correctly. I grasped some of the main ideas and answered most questions correctly. I deduced some of the main ideas and answered just a few questions correctly. Your score Your score
Listening
You are expected to be able to identify and understand key facts and details. 10 to 12 Excellent 7 to 9 Good 4 to 6 Not too bad 0 to 3 Unsatisfactory I identified almost all general and specific information correctly. I identified most general and specific information correctly. I identified some general and specific information correctly. I deduced a few bits of the general and specific information.
Language
You are expected to apply and identify two language items. 7 to 8 Excellent 4 to 6 Good 2 to 3 Not too bad 0 to 1 Unsatisfactory I understood and applied all the items in all cases. I understood and applied all the items in most cases. I understood and applied the items in some cases. I understood and applied the items in very few cases.
Your score
Speaking
You are expected to be able to compare two paintings expressing your preferences. 8 to 10 Excellent 5 to 7 Good 2 to 4 Not too bad 0 to 1 Unsatisfactory Good pronunciation and no hesitation. Good pronunciation and minimum hesitation. Some pronunciation mistakes and hesitation. A lot of pronunciation mistakes and a lot of hesitation.
Your score
Writing
You are expected to write three paragraphs following instructions. 8 to 10 Excellent 5 to 7 Good 2 to 4 Not too bad 0 to 1 Unsatisfactory I wrote the text about my favourite band following all the indications. I wrote the text following most of the indications. I wrote the text following some of the indications. I wrote the text following very few of the indications. Always Sometimes
Your score
In this unit I critically thought about different types of art, expressed my opinion and showed interest and respect for other peoples ideas. I applied the learnt structures and vocabulary in the exercises. I used different strategies to understand and to make myself understood. I actively participated in the discussions and conversations related to art and artists.
Never
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UNIT

READING: fill in graphic organisers with specific information / identify the source of a text / identify scientific language. LISTENING: find specific information / transfer information to a graphic organiser / identify Internet language. ORAL PRODUCTION: discuss a scientific topic. WRITTEN PRODUCTION: write a scientific article. FUNCTIONS: forming and substantiating hypotheses.

GRAMMAR: reporting verbs and indirect questions. VOCABULARY: words related to science and scientific discoveries.

READING: a scientific article. LISTENING: a web cam lecture.

Why and how science can change our lives for the better.
90
SCIENCE
HOW READY ARE YOU FOR THIS UNIT? 1 Match the names of scientists in the box with the pictures that represent them (1 6) and their
areas of study (a. f.) Say / write definitions like this: A(n) ________________________ is a scientist who studies ________________________. 12 pts.
Archaeologist
Astronomer
Enologist
Entomologist
Geneticist
Ornithologist
4 5 a. Ancient cultures and periods of history. b. Birds and their behaviour. c. Celestial bodies and the universe.
6 d. Heredity and variation in organisms. e. Insects. f. Technique and art of producing wine.
2 Classify the nouns in the box under the corresponding heading.

Instruments People Disciplines
9 pts.
astronomy barometer biotechnology chemistry geography geologist inventor microbiology microscope neurology palaeontologist researcher scientist speedometer stethoscope telescope thermometer
Your score: 0 - 6: Look up the words in a dictionary or ask your teacher to help you. 7 -13: Well done, but you could improve your vocabulary looking up some words. 14 - 21: Great job. You are ready to start the lesson.
1. Archaeologist 2 a. Astronomer 6 c. Enologist 4 f. Entomologist 5 e. Geneticist 4 d. Ornithologist 3 b. 2. Instruments: barometer, microscope, speedometer, stethoscope, telescope, thermometer. People: geologist, inventor, palaeontologist, researcher, scientist. Disciplines: astronomy, biotechnology, chemistry, geography, microbiology, neurology.
91
on 1 Less
Learning abilities
THE MAGIC OF DNA

a. b. c. d. e. Why do you think we use scientific terms? Do the words in the box look or sound similar in Spanish? What do you think their origin is? What do they mean? In which science discipline are they normally used?
READING
1. To connect content and previous knowledge. 2. To connect pictures and topic. 3. To express opinions. 4. To predict content from the context.
Learning tip
biologist carnivore DNA dinosaur geneticist genome molecular ornithologist permafrost zoologist
According to their origin, scientific words in English can be: a.taken from ordinary English words: energy, power, womb, etc. b.taken from another language: nimbus, cortex, pelvis, helix, etc. c. Invented: polonium, uranium, watt, etc. While scientific words are sometimes long and difficult to pronounce, Internet users have created netspeak or chatspeak, which is very often abbreviated or simplified. The same abbreviations appear in texting and instant messaging or in social networking websites. Examples: Blog - the publication of ones thoughts on the Internet. To tweet - to write comments on the Twitter website. To unfriend - to remove someone from Facebook. PAW - parents are watching. 2day - today. b4n - good bye for now.
2 Classify the animals in the pictures under the corresponding category, living
or extinct.
10
11
12
13
14
15
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UNIT 5
3 In your opinion, which word in each line does not correspond to the
category? Why? a. animal - beast - creature - dangerous b. egg - mother - species - womb c. alive - endangered - extinct - happy d. baker - biologist - geneticist - zoologist
4 You will read a text about scientists cloning extinct animals from their DNA.
Which animals from Exercise 2 do you think will be mentioned?
according to scientists, more than one and a half million species exist on the earth today? However, recent estimates state that at least 20 times that many species inhabit the planet. There are more than 1,000 animal species endangered world-wide.
Learning abilities
WHILE YOU READ 5 Read the text and check your predictions in Exercise 4. 6 What is the purpose of this text? Choose the best alternative.
a. To describe. b. To inform. c. To instruct. d. To persuade.
7 Read the article again. Which of the animals are represented in these
pictures? Which key words helped you decide?
5. To validate predictions. 6. To identify purpose of a text. 7. To find specific supporting information. 8. To identify references. 9. To transfer relevant information to a visual organiser. 10. To differentiate between fact and opinion. 11. To discriminate between correct and incorrect information.
8 What do these words in bold in the text refer to?

a. it (paragraph 4, line 1) b. he (paragraph 5, line 3) c. she (paragraph 8, line 1) d. it (paragraph 10, line 3) e. its (paragraph 11, line 2) f. he (paragraph 13, line 5)
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Dreamt Dreamed
THE MAGIC OF DNA may bring back extinct animals

geneticists The recipe for making any creature is written in its DNA. So when extinct woolly recently published the near-complete DNA sequence of the long could bring this mammoth, there was much speculation about whether we creature back to life. exists only in a Creating a living, breathing creature from a genome sequence that day, is sure to computers memory is not possible right now.But someone, some a State try it says Stephan Schuster, a molecular biologist at Pennsylvani e project.After all, 50 University and a driving force behind the mammoth genom of reading the years ago, we could have only dreamt we would now be capable sheep! instructions for making humans or clone animals such as Dolly the Schuster added. back to life? Besides the mammoth, what other extinct beasts might we bring beings for which we Schuster explained that it was only going to be possible with t one, there was can retrieve a complete genome sequence. He added that withou d species to no chance. The revival recipe also requires a living and closely-relate the project to act as a surrogate mother, donating an egg and her womb to bring completion. In this case, we can forget about dinosaurs. explained that it So, what does the potential resurrection list look like? Schuster ear. included some ten creatures either already extinct or about to disapp
Woolly Mammoth
ago but These giant woolly creatures first appeared around 4.8 million years climate change mysteriously disappeared around 5,000 years ago, possibly due to ed. He added or hunting. Schuster told us that their DNA had already been decod be cloned with that if this could be turned into fresh material, the creatures could the African elephant acting as a surrogate mother.
Dodo
17th century. Hunting and habitat destruction led to the birds demise in the late imagination. However, the phrase dead as a dodo has meant it lives on in the to create Ornithologists predict that if suitable DNA is found it could be used clones nursed through pregnancy by pigeons.
The Sabre-toothed Tiger.
tal changes Despite becoming extinct 10,000 years ago, likely due to environmen me beast with daggeror over-hunting at the end of the last Ice Age, this fearso sharp fangs has remained a source of fascination. DNA samples Can it be resurrected? Apparently yes. Zoologists announce that would be preserved in permafrost or tar could be used to create clones which grown inside an African lion.
Fearsome : adjective / awful: causing fear or dread or terror. Surrogate : noun or adjective/ one that takes the place of another.
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Tasmanian Tiger
Tissue samples of this marsupial, which was hunted to extinction in the 1930s, are stored in museums around the world. How easy is it to clone it? we asked Jenny White, a geneticist. She replied that once sequenced, the DNA could be used to create clones, brought into the world with the help of Tasmanian devil surrogate mothers.
Modern humans would provide ideal egg donors and surrogate mothers, but as New Scientist says: It is hard to imagine even the most crazed of mad scientists entering such taboo territory.
Woolly Rhinoceros
The woolly rhinoceros became extinct 10,000 years ago. Many specimens are preserved in permafrost and hair, horns and hooves could provide DNA. Ironically, the surrogates - modern rhino species - are on the brink of extinction.
Irish Elk
Once found across Europe, the Irish elk had antlers almost four metres wide and stood two meters tall at the shoulder. It became extinct 7,700 years ago. Its closest living relative is the much smaller European deer, which could be used as a surrogate for this elk.
Giant Ground Sloth

The giant ground sloth stood nearly six metres tall and is believed to have weighed four tonnes. It disappeared some 8,000 years ago. How feasible is it to resurrect it? we asked an expert. Several specimens have been found with hair, but finding a suitable surrogate mother would be a challenge, as its nearest living relative - the three-toed tree sloth - is tiny by comparison, he answered.
Short-faced Bear
Despite its name, the short-faced bear, which became extinct 11,000 years ago, dwarfed the polar bear - the worlds current largest living land carnivore. Any chance of bringing it back? we asked Prof. Schuster from Pennsylvania. He responded that there were specimens encased in permafrost from which DNA could be recovered. The species closest living relative is the spectacled bear of South America.
Moa
This huge bird was a distant relative of the ostrich from New Zealand and disappeared only 508 years ago. It might be possible to boot up the Moa genome in an ostrich egg, but no bird of any description has yet been cloned.
The Neanderthal
The Neanderthal, a distant relative of the humans, disappeared 25,000 years ago, although a draft of its genome is expected to be published later this year.
Adapted from: Ten extinct beasts that could walk the Earth again, by Henry Nicholls. New Scientist Magazine, issue 2690, 07 January 2009.
Hoof / pl. hooves : noun / the horny toe of a mammal such as a cow or a horse.
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9 Read the text again and fill in the missing information in the table.
Name a. Woolly mammoth b. c. d. e. Irish elk f. g. h. i. Giant ground sloth j. Became extinct DNA availability Surrogate
Late 17th Century DNA samples preserved in permafrost or tar could be used to create clones. Tasmanian devil.
11,000 years ago. A draft of its genome is expected to be published later this year. Moderm rhino.
508 years ago.
10 Read these sentences and then read the text again. Do the sentences
express a fact (F) or an opinion (O)? a. ______ The resurrection list includes ten different creatures. b. ______ But someone, some day, is sure to try it. c. ______ The European deer is smaller than its ancestor species. d. ______ It is a crazy idea to use humans to clone the Neanderthal. e. ______ The Moa disappeared in the 16th century.
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11 Read the text once more. Are these statements true or false? Correct the
false statements. a. _____ To clone any creature we need its DNA. b. _____ The Neanderthal was a relative of humans. c. _____ The modern three-toed sloth is an ideal surrogate for the giant sloth. d. _____ Tissue samples of the Tasmanian tiger can be found in many museums around the world.
AFTER YOU READ
Learning abilities
Language Note
Reporting verbs
1. Examine these pairs of sentences from the text, paying special attention to the parts in bold. a. It is only going to be possible with creatures for which we can retrieve a complete genome sequence, Schuster explained. b. Schuster explained that it was only going to be possible with creatures for which we can retrieve a complete genome sequence. c. Without one, there is no chance, he added. d. He added that there was no chance without one. e. If suitable DNA is found it could be used to create clones nursed through pregnancy by pigeons, ornithologists predict. f. Ornithologists predict that if suitable DNA is found it could be used to create clones nursed through pregnancy by pigeons. 2. What do you notice about sentences a, c and e? How are sentences b, d and f different? 3. Notice the verbs in bold in the sentences. We call them reporting verbs and we use them to communicate what someone said more accurately than using say or tell. Other reporting verbs are:
12. To apply new vocabulary and structures. 13. To consolidate grammar and vocabulary. 14. To participate in a guided oral activity. 15. To evaluate learning. 16. To create a new text. 17. To reflect on the content of the text and relate it to own experiences.
add admit agree announce answer claim comment complain confirm consider deny doubt estimate explain feel insist mention observe persuade propose remark remember repeat reply report reveal say state suggest suppose tell think understand
4. Notice that if the reporting verb is in the Past tense the rest of the sentence experiences some tense changes. Present Simple Past Simple Present Continuous Past Continuous Future Simple (will) would Present Perfect Past Perfect 5. Go back to the text and find more examples of sentences reporting what someone said. Write them in two groups in your notebook. _________________ _______________ that _______________
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12 Write what the people said exactly.

Example: Schuster explained that it included some ten creatures either already extinct or about to disappear. It includes some ten creatures either already extinct or about to disappear, Schuster explained. a. She replied that once sequenced, the DNA could be used to create clones, brought into the world with the help of Tasmanian devil surrogate mothers. b. He added that if this could be turned into fresh material, the creatures could be cloned with the African elephant acting as a surrogate mother. c. We asked an expert how feasible it was to resurrect it. d. He responded that there were specimens encased in permafrost from which DNA could be recovered.
13 Read what Wanda told her friend (a. e.) and match each situation with one
of the pictures (1 6) Then re-write the sentences using different reporting verbs + that. Be careful to include any necessary changes. a. Jack, I cant go to the party on Wednesday with you, I told him. ______________________________________ ______________________________________. b. I have some really important homework to do, I explained. ______________________________________ ______________________________________. c. But we have to go out some time soon, he insisted. ______________________________________ ______________________________________. d. I will go to the cinema with you on the weekend, I promised. ______________________________________ ______________________________________. e. Call me on Friday to decide on the film, I suggested. ______________________________________ ______________________________________. f. Yes, the best films are romantic comedies, I agreed. ______________________________________ ______________________________________.
7
4
14 34 Listen to the recording to check your answers. Listen and practise the
dialogue. Then role play it for the class.
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UNIT 5
15 MINITEST Read this story and complete sentences a. - d. according to the
context. Then re-write the sentences in blue (i. - iv.) using the corresponding reporting verbs. 16 pts.
ed her This happened last summer. I was walking down the beach when I saw this pretty girl. I approach I followed and asked her name. She answered (a.)________. Carla! (i.) You have a lovely name, I said. at me and replied that her and asked her if she lived there all year round. She looked back (b.)________. Great! (ii.) Im from Benton City too. I added. She seemed more relaxed now and asked me which school I went to. I told her that (c.)________. by the What a coincidence! (iii.) My boyfriend goes to that school, too. she exclaimed. I was also amazed believe coincidence and asked her boyfriends name. She answered that (d.)________. Now I couldnt and saw that she was laughing. I was it. (iv.) My name is George too! I shouted. I looked at her again laughing too. I took her hand and we ran down the beach together, laughing at our little joke.

In your group, you are going to write a scientific article. a. Choose a subject you are currently studying in your biology, physics or chemistry class. For example, if you are currently studying the cell, choose one specific type of cell such as the nerve cell, or the blood cell, etc. b. Distribute research tasks among the group members: parts of the cell, reproduction, ageing, etc. c. Think about and develop a list of points to be included in the article. d. Think what title you would like to give the article. Scientific articles do not have catchy titles but rather informative ones. e. Consider these important suggestions when writing your article. i. Be clear and concise; write briefly and to the point. ii. Use the right terminology; scientific articles do not use colloquial expressions. iii. Do not use contractions: for example, dont must be do not, isnt must be is not, etc. iv. Use the appropriate tenses; the Past tense to reflect work that has been completed, the Present tense to indicate permanent processes, etc. f. Write the article as a group; check each others grammar and spelling. g. At the end of your article, provide the references you based your article on. For example: Cell reproduction - http://anthro.palomar.edu h. Follow these points to evaluate your work. Say Yes or No. ion required. pic and the informat We analysed the to hat we were arch tasks and did w We divided the rese ed on expected to do. the article and agre sed the structure of We discus the title. the lesson. d structures learnt in used expressions an n. We rors and punctuatio ked and corrected er We chec

a. b. c. d. e. What new scientific terms have you learnt? What are the main characteristics of a scientific article? What is your opinion of science and its importance in our lives? What do you think about bringing back extinct animals? Would you visit a Jurassic park with dinosaurs which are fed with hundreds of live cows? What would be the consequences of that feeding system?
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on 2 Less
Learning abilities
ASKING THE RIGHT QUESTIONS

BEFORE YOU LISTEN
LISTENING
1. To connect content and previous knowledge. 2. To connect the topic and experience. 3. To express opinions. 4. To infer the meaning of key words and identify their pronunciation. 5. To predict content from cognates and familiar words.
1 Which of the following processes (a. e.) do you think we use in science?
a. b. c. d. e. Classifying - arranging or organising according to class or category. Experimenting - carrying out tests to check a hypothesis or an assumption. Hypothesising - making suppositions about something. Measuring - establishing dimensions such as weight, length, height, etc. Observing - looking at objects or phenomena in order to form hypotheses.
2 Can you identify an example of each of the processes above (a. e.) in these
pictures (1 5)?

a. In what other areas of life can we use the processes in the pictures? b. Have you ever used them? What for?
35 Listen to these words. What do they mean? Which ones sound similar in Spanish?
analyse conclusion experiment hypothesis journal method palaeontologist universe
5 You will listen to a lecture by science professor Digby Jones, who will be
talking about a scientific method. Which words from Exercise 4 would you expect to hear?
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UNIT 5

36 Listen to the lecture and check your predictions in Exercise 5. 36 Listen again. What question did each of these people ask?
Learning abilities
6. To validate predictions. 7. To find specific supporting information. 8. To transfer information to a graphic organiser. 9. To find special words. 10. To discriminate between correct and incorrect information. 11. To identify textual clues.
a. Columbus ______________ _________________________ _________________________
b. Newton _______________ _________________________ _________________________
c. Darwin ________________ _________________________ _________________________
d. Paleontologists _________ _________________________ _________________________
e. Lemaitre _______________ _________________________ _________________________
36 Listen again and complete this diagram that represents the steps of a scientific process.
Ask _____________
Construct __________
Think again
Test your __________
Analyse your ________ and draw __________ If hypothesis is ________ If hypothesis is ________
Communicate ________
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36 Listen again and tick (4) three words taken from Internet slang that Prof Jones uses. a. ______ blogger b. ______ chilax c. ______ cu soon d. ______ to text e. ______ to tweet f. ______ to unfriend
10 36 Are these statements true (T) or false (F)? Correct the false statements.
a. ____ For the scientific process to start people should ask themselves one of these questions: how, what, when, who, which, why, or where? b. ____ A hypothesis is a presumption about how things work. c. ____ You should never do an experiment more than once. d. ____ If your hypothesis is wrong construct a new one. e. ____ Scientists usually do not communicate the results of their work.
11 36 Listen to the lecture very carefully once more, and find out what the
words in bold in these sentences refer to. a. You asked me to explain. It refers to ___________________________________________________. b. It must be about something that you can measure. It refers to ___________________________________________________. c. In such cases theyll construct a new hypothesis. It refers to ___________________________________________________. d. Text them to your colleagues. It refers to ___________________________________________________.
Learning abilities
AFTER YOU LISTEN 12 Match the words from the listening text in box A with their synonyms in box B.
A
12. To consolidate vocabulary. 13. To apply new vocabulary. 14. To consolidate key words and expressions. 15. To consolidate a language item. 16. To consolidate a language item and imitate a spoken model. 17. To evaluate learning. 18. To discuss a scientific topic. 19. To practise and consolidate language through a game. 20. To reflect on the content of the text and relate it to own experiences.
data
B
discover
factor
process find out
result
test method
aspect
consequence
examine
information
13 Fill in the gaps in these sentences with some of the words in Exercise 12.
a. If you work hard and prepare yourself you can expect good ___________. b. The _______________ provided by the computer programme must now be analysed. c. There are several _______________ you can use: measuring, testing, analysing. d. The most important _______________ to consider is temperature of the mixture.
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UNIT 5
14 Choose the best option to fill in the gaps in these sentences.

a. The anthropology professor _______________ a few more comments on historical analysis. i. added ii. predicted iii. said b. The librarian _______________ a few more databases specialising in English literature. i. debated ii. said iii. suggested c. Geologists _______________ that the rocks were younger than what the carbon dating ultimately showed. i. asked ii. wondered iii. said d. The students _______________ useful questions while revising for the final exam. ii. asked iii. said i. alerted e. The job applicant _______________ his relevant experience and educational background. i. described ii. requested iii. told f. The announcer _______________ the most important instructions several times. i. admitted ii. complained iii. repeated g. The accused strongly _______________ that she had sold stolen goods. ii. denied iii. commented i. announced
Language Note
Reporting verbs indirect questions
1. Read these sentences from the recording. a. Darwin wanted to know why caterpillars were sometimes so beautifully coloured. b. Columbus wondered what the shortest way to India was. c. Newton asked what made an apple fall. d. Palaeontologists wanted to discover when exactly dinosaurs disappeared. e. Lemaitre asked where the universe was expanding to. 2. Compare the sentences with their direct speech equivalents. a. Why are caterpillars sometimes so beautifully coloured? Darwin asked. b. What is the shortest way to India? Columbus wondered. c. What makes an apple fall? Newton asked. d. When exactly did dinosaurs disappear? e. Where is the universe expanding to? Lemaitre asked. 3. What do you notice about all of them? They all lost the typical interrogative order. They no longer look like questions, the question word (why, when, what, where, which) is moved to the middle of the sentence and none of them has a question mark. 4. These reporting verbs are generally used to introduce indirect questions:
ask
enquire
wonder
want
would like to know
discover
find out
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15 Re-write these questions using the corresponding reporting verbs.

a. Why does the teacher get angry so often? the child asked. _____________________ why _____________________. b. When do we use a microscope? I wondered. _____________________ when _____________________. c. When should I talk to the coach about the match? I enquired. _____________________ when _____________________. d. How much meat do we need for the meat pie? my mother wanted to know. _____________________ how much _____________________. e. Which colour does Susan prefer: blue or green? Georgina wondered. _____________________ which colour _____________________.
16 37 Re-write the questions below as indirect questions using the openings

provided in the dialogue. Check with the recording and then practise and role play the dialogue with a partner. a. Could you give me some information? b. What time do museums generally close? c. Where can I buy a map? d. How can I get to a handicrafts centre from here? e. Who designed that magnificent building? Tourist: Guide: Tourist: Guide: Tourist: Guide: Tourist: Excuse me, I wonder if you (a.) ____________________. Of course, what would you like to know? First, I'd like to know (b.) __________________________. At half past five. Then do you happen to know (c.) ___________________? You can get one at the Tourist Information Centre on the corner. Great. And could you tell me (d.) ___________________ to a handicrafts centre from here? Guide: Walk along this street and turn right at the corner. There is a small handicrafts market very near the big building you can see there. Tourist: Do you have any idea (e.) ___________________ that magnificent building? Guide: Yes. It was designed by Juan Jos de Goycolea y Zaartu. 10 pts.
17 MINITEST Look at the pictures and finish the sentences.

a. My son asked me why ___________________ _____________________________________. b. I wanted to know when __________________ _____________________________________. c. My young wife wondered where __________ _____________________________________. d. I asked my dad how much _______________ _____________________________________. e. My teacher enquired how many ___________ _____________________________________.
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UNIT 5

You will discuss a scientific topic in groups of seven to ten students. You will need to prepare for the discussion beforehand using your own knowledge, available literature, articles from the Internet or talking to your science teacher. a. Choose one of these topics. i. The Earth is in danger of being hit by an asteroid. ii. The dangers of the swine flue pandemic. iii. Making fuels from plants. iv. Animals in danger of extinction. b. Sit in a circle. c. It would be good to establish some ground rules such as i. Everyone should listen respectfully to the others (even if they disagree). ii. The person who is speaking should not be interrupted. iii. No more than one person should speak at the same time. iv. No ones ideas should be made fun of. v. If you disagree with someone, disagree with their ideas, but dont attack the person. d. Choose a moderator who will decide on the order of speaking. As participants offer their views, he / she can encourage group members to respond to each other by asking questions like: What does everyone else think? or Is there anyone else who agrees? Anyone else who disagrees? e. Start the discussion with setting the purpose and what and why you are discussing. f. Use these ideas to evaluate your discussion. Answer Yes or No. n. rpose of the discussio We followed the pu ts logically. esent our argumen We were able to pr well. ments and conflicts We handled disagree oup got a chance to Everyone in the gr participate.
19 Play the radio interview game in groups of 6 students.

a. Choose a famous character you would like to interview. b. On separate pieces of paper, write the questions you would like to ask your character. Put them face down on the table. c. On other pieces of paper, write openings for indirect questions, like: would like to know / wonder / ask, etc. Put them on a separate pile face down on the table. d. Choose one person in the group to be the famous person, to answer the questions. e. To act out the interview, the rest of the players must take turns to pick up a piece of paper from each pile and ask the corresponding question, inventing the name of the listener of the programme who asked that question. Example: Martha Bravo, from Linares, would like to know where you were born.

a. What have you learnt about the scientific process? b. Has the lesson changed your perception about science? c. If important leaders in history, either positive or negative, could be cloned, what would be the consequences of such an action? d. If you had the possibility of choosing the physical characteristics of your future child or cloning all his / her vital organs, what would you prefer to do? Why?
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1 Professor Digby Jones was interviewed by Teen Science Blog. Read the blog and write the questions he
was asked.
es explained that In his interview, Professor Digby Jon ies fossil organisms; he palaeontology is a science that stud because we do not have said that we cannot clone dinosaurs their DNA. Jurassic Park was just a He told our journalist that the film king on a new fantasy and revealed that he was wor hypothesis about dinosaurs. visit him at his Finally, he suggested that we should laboratory.
a. __________________________________________________________________________________? b. __________________________________________________________________________________? c. __________________________________________________________________________________? d. __________________________________________________________________________________? e. __________________________________________________________________________________?
2 The sentences on the left (a. d.) are written using scientific terms. Match them with their everyday
language equivalents on the right (i. - iv.).
a. The hypothesis that dinosaurs became extinct because of a fallen meteorite is now widely accepted. b. The marsupial was created by the genetic manipulation of its DNA. c. Some animals are carnivores and some are herbivores. d. The ornithologist examined the fossilised remains and established it was a dodo.
i. Some animals eat meat and some eat plants. ii. The bird specialist looked at the old bones and said it was a dodo. iii.What scientists believe about the extinction of dinosaurs is now accepted by most people. iv. The kangaroo was cloned in a lab.
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UNIT 5
3 Match the sentences (a. - e.) with the pictures (1 - 5). What questions were these people asked? Write
the dialogues using the clues and your own ideas and then role play them for the class.
a. John asked the waiter what the soup of the day was. John: ____________________________________________________________________________? Waiter: ___________________________________________________________________________. b. Belinda asked the mechanic when the car would be ready. Belinda: __________________________________________________________________________? Mechanic: _________________________________________________________________________. c. Emily asked the doctor how many pills she should take. Emily: ____________________________________________________________________________? Doctor: ___________________________________________________________________________. d. Fred asked the police officer why she was arresting the young man. Fred: _____________________________________________________________________________? Police officer: ______________________________________________________________________. e. Gillian asked the usher what time the film would start. Gillian: ___________________________________________________________________________? Usher: ____________________________________________________________________________.
4 Nelly is going to the USA on holiday. All her friends and relatives gave her some advice. Re-write their
advice using reporting verbs. a. Take your digital camera with you, aunt Sybil recommended. __________________________________________________________________________________. b. Don't talk to strangers, Ursula's father warned her. __________________________________________________________________________________. c. Send me en e-mail when you arrive, Vivian's mother told her. __________________________________________________________________________________. d. Buy a Yankees T-shirt, Richard's brother suggested. __________________________________________________________________________________.
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JUST FOR FUN

Do numbers control your destiny?
You know the saying there is power in numbers. What people want to say by that is that the more people get together the more powerful they become. But here we will talk about an alternative power. One that you might think is true or not it really depends on you. We are talking about the strange art (because it is far removed from science) of numerology. On this page we explain how numerology works. Have a pencil and paper handy? Great! Start by writing out your full birth name (first, middle, and last). Now assign numbers to each letter using the chart as a guide. (Note: This chart is read downwards so that 1 is A, J, S; 2 is B, K, T; etc.) Later you can analyse other variations of your name (nicknames, married names), but for now lets just stick with your birth name. Does it sound confusing? It really isnt. Just take a look at the following example and youll get the idea. Now lets assign numerical values to Henrys full name at birth. Henry Quincy Mathers Sum the numbers up = = = = 8, 5, 5, 9, 7 =34 = 3+4=7 8, 3, 9, 5, 3, 7 =35 = 3+5=8 4, 1, 2, 8, 5, 9, 1 = 30 = 3 7 + 8 + 3 =18 = 1 + 8 = 9
So Henrys full name is reduced to 9. Okay, you have your Destiny Number. Now what does it mean? On the chart below is a quick interpretation of the numbers 1 through 9 and the two master numbers (11 and 22). You should be aware that some numerologists attach special significance to other two-digit numbers. However, they are not universally recognized in numerology circles.
The Numbers Revealed!

1 is ambitious, independent, and self-sufficient. 2 is supportive, diplomatic, and analytical. 3 is enthusiastic, optimistic, and fun-loving. 4 is practical, traditional, and serious. 5 is adventurous, mercurial, and sensual. 6 is responsible, careful, and domestic. 7 is spiritual, eccentric, and a bit of a loner. 8 is money-oriented, decisive, and stern. 9 is multi-talented, compassionate, and global. 11 is enlightened, intense, and high-strung. 22 is goal-oriented, a global planner, and inspired.
Adapted from: Numerology and the Secrets of Your Name! http://www.astrologynumerology.com/numerology.html
1 A J S
2 B K T
6 F
9 I
C D E
G H Y Z
L M N O P Q R U V W X
In this example, we will use Henry Quincy Mathers as the birth name. Whats more, well say that old Henry was born on November 11, 1922. Or 11/11/22, the way it is usually written. (By the way, 11 and 22 are generally considered master numbers in numerology. So Harrys an interesting character, judging by his day of birth alone!).
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UNIT 5
CHILEAN CONNECTION
What do these numbers in the text refer to? 1.2 - 2.2 - 3.58 - 3.6 - 4 - 27 - 100 - 160 - 300 - 600 - 1960 2,400 - 67 million.
WATCHING THE SKIES IN THE NAME OF SCIENCE

The La Silla Observatory, 600 km north of Santiago de Chile and at an altitude of 2,400 meters, has been a European Southern Observatory stronghold since the 1960s. Here, ESO operates several of the most productive 4-meter class telescopes in the world. La Silla is a mountain bordering the southern extremity of the Atacama Desert in Chile. It is located about 160 km north of La Serena, 27 km south of the Las Campanas Observatory, and 100 km north of the Cerro Tololo Observatory. The 3.58-meter New Technology Telescope (NTT) broke new ground for telescope engineering and design and was the first in the world to have a computer-controlled main mirror (active optics), a technology developed at ESO and now applied to most of the worlds current large telescopes. The ESO 3.6-meter telescope is now home to the worlds foremost extrasolar planet hunter: HARPS (High Accuracy Radial velocity Planet Searcher), a spectrograph with unrivaled precision. The La Silla Observatory is the first world-class observatory to have been granted certification for the International Organization for Standardization (ISO) 9001 Quality Management System. The infrastructure of La Silla is also used by many of the ESO member states for targeted projects such as the Swiss 1.2-meter Euler telescope, as well as more common user facilities such as the 2.2-meter Max Planck telescope. The 67-million pixel Wide Field Imager on the 2.2meter telescope has taken many amazing images of celestial objects, some of which have now become icons in their own right.
With about 300 refereed publications attributable to the work of the observatory per year, La Silla remains at the forefront of astronomy. La Silla has led to an enormous number of scientific discoveries, including several firsts. The HARPS spectrograph is the undisputed champion at finding low-mass extrasolar planets. It detected the system around Gliese 581, which contains what may be the first known rocky planet in a habitable zone, outside the Solar System (ESO 22/07). Several telescopes at La Silla played a crucial role in linking gamma-ray bursts the most energetic explosions in the universe since the Big Bang with the explosions of massive stars. Since 1987, the ESO La Silla Observatory has also played an important role in the study and follow-up of the nearest recent supernova, SN 1987A.
Adapted from: the European Southern Observatory, www.eso.org and the Andean World http://www.mundoandino.com/Chile/La-Silla-Observatory
meter - organization - standardization - unrivaled metre - organisation . standardisation - unrivalled

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TEST YOUR KNOWLEDGE

READING
FINDING WATER ON THE MOON

traces of water tists said they had found over the dull place it seems; scien y ical signature of water all The moon is not the dr e probes found the chem ement t spac the unexpected measur in the dirt. Three differen tists who at first doubted ing the scien ts and tests. moons surface, surpris ly by several experimen ependently and repeated until it was confirmed ind e moon but if isture to foster life on th at it was not enough mo and rocket fuel Scientists revealed th rces drinking water es, it might provide resou titi the lunar day. processed in mass quan comes and goes during on inhabitants. The water for future mo would bottle of lunar dirt, there u took a two-litre soda yo ty of Maryland It is not a lot of water. If water in it, said Universi the arter of a tea spoonful of red the water. She said probably be a qu e scientists who discove hine, one of th astronomer Jessica Suns to the surface. water was simply sticking y and a NASA journal Science on Thursda studies published in the after The discovery, with three al of the moon dropped st in the moon. The appe ere ion. briefing, could refocus int d it magnificent desolat it 40 years ago and calle d near astronauts visited probe purposely smashe o weeks before a NASA mes tw e last decade, The announcement co k up buried ice. Over th les, but this Pole to see if it could kic the moons South nd ice on the moons po some signs of undergrou nging to the astronomers have found and pervasive water cli ent. It finds unexpected differ latest discovery is quite absorbed into it. surface of soil, not All three d the moon or flew by. ecraft that either circle was by spac ought that something The water was spotted nt. At first, scientists th e of instrume ve a drop of ships used the same typ ew the moon did not ha nts because everyone kn wrong with the instrume water on the surface. oblem was, to find out where the pr nths amongst ourselves d the mo at belongs to NASA an We argued literally for used a different probe th en they of NASAs Cassini one scientist said. But th ked back at the records Finally, the team also loo ssed by the result was the same. of instrument and it pa n. It has the same type say that Satur ult was revealed. Experts probe, which is circling re enough, the same res the same way on moon ten years ago. Su ments malfunctioned in that three different instru is water. the chance so this confirms that it aceships is almost zero, d traces of three different sp rth by astronauts did fin samples returned to Ea isture in Earth air. Scientists testing lunar contamination from mo they had figured it was water, but find ul Spudis called the new titute senior scientist Pa t water come from? Lunar and Planetary Ins l question: Where did tha d said it raised the logica excitingan into or asteroids that crashed s: It came from comets the surface, or There are two possibilitie trapped water from below those crashes freed up dirt, thus the moon and bind with oxygen in the es hydrogen atoms that the solar wind carri s. 2009. forming water molecule , AP Science, September 23,
Writer Adapted from: AP Science Seth Borenstein
110
UNIT 5
1 Read the article. Which of these is the main

conclusion you can draw from it? 2 pts. a. The presence of water on the moon means that life existed on the moon before. b. If there is water on the moon people might one day install human colonies there. c. If there is water on the moon we might one day bring it to Earth.
2 Read the text again and complete these

sentences. 5 pts. a. Scientists said they were surprised ________. b. They also revealed that _________________. c. Scientists argued for months ____________. d. Lunar senior scientist Paul Spudis called the new finding __________________________. e. He also asked the question where ________.
You Your partner c. I clearly remember when iii._____clearly remembers when ____________ ________________ _______________. _______________. d. My parents complain that iv. ____ s parents complain ________________ that _____________ _______________. _______________. e. I have learnt how much v. _________ has learnt ________________ how much _________ _______________. _______________. LISTENING MYSTERIES OF SCIENCE
3 Read the article once more and answer these

questions. 3 pts. a. What did astronauts call magnificent desolation? b. Why did the NASA probe smash into the moon? c. What are the two explanations for the presence of water on the moon?
38 Listen to two people talking about some mysteries of science. Tick which of the two speakers mentioned these points. 6 pts.
Speaker I Speaker II a. A Spanish geologist b. A British researcher c. Low ozone levels d. Global warming e. Acoustic resonance f. Various instruments
SPEAKING
4 Complete the sentences in column A

with your own ideas. Then ask your partner the appropriate questions to complete the same sentences in column B with his / her answers.
10 pts.
You Your partner i. In our chemistry class a. In our chemistry class I discovered that ______ _________ discovered _______________. that _____________. ii. Our English teacher b. Our English teacher explained that _______ explained that _______ _______________. _______________.
38 Listen again and circle the word you hear. 4 pts. a. Jess Martnez-Fras, a planetary geologist, went to investigate the accident / incident. b. Ice balls have fallen in other parts of the world, some up to 100 /200 kilograms in weight. c. The phenomenon is clearly caused by an acoustic resonance / response. d. In many booming dunes, the sand grains are unusually uniform in shape / size.
SCIENCE
111
LANGUAGE
WRITING
7 Change these sentences into Reported

Speech. 4 pts. a. Jane: What programme did you see on Saturday? b. Shop assistant: Can I help you? c. Customer: How much does the computer cost? d. Sandra: Its not a good idea to leave so late.
9 Write two short paragraphs (maximum 150

words) with the information in the interview below. Use the reporting verbs in the box. 10 pts.
asked answered enquired explained indicated replied said told wanted to know
Reporter: Prof. Maine: Reporter: Prof. Maine: Reporter: Prof. Maine: Can you tell me a little about the Nazca Lines? The Nazca Lines are an enigma. No one has proof who built them or why. Is it true what some people say, that they are old landing sites for extraterrestrials? Some people say so, but we scientists are sure that it is not true. What is the specific location of the lines? They are located in the Nazca Desert, a high arid plateau between the towns of Nazca and Palpa on the pampa. And how big are they? They cover nearly 400 square miles of desert. What is the scientific name for such structures? Figures produced on the ground by the clearing of stones are called geoglyphs and they can be found in Egypt, Malta, the United States, Chile, Bolivia and several other countries.
8 Look at the pictures and answer the

questions. 4 pts. a. A: What did the tourist ask you? B: ___________________________________. b. A: What did you tell Susan? B: ___________________________________. c. A: What did the policeman say? B: ___________________________________. d. A: What did the astronomer explain? B: ___________________________________.
Reporter: Prof. Maine: Reporter: Prof. Maine:

a c
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UNIT 5
SELF - EVALUATION
YOUR TEST RESULTS
Reading
You are expected to be able to identify and understand key facts and details. 8 to 10 Excellent 6 to 7 Good 3 to 5 Not too bad 0 to 2 Unsatisfactory I grasped all the main ideas and answered most questions/tasks correctly. I grasped the majority of the main ideas and answered most questions correctly. I grasped some of the main ideas and answered most questions correctly. I deduced some of the main ideas and answered just a few questions correctly. Your score Your score
Listening
Language
You are expected to apply and identify two language items. 7 to 8 Excellent 4 to 6 Good 2 to 3 Not too bad 0 to 1 Unsatisfactory I understood and applied all the items in all cases. I understood and applied all the items in most cases. I understood and applied some of the items in some cases. I understood and applied very few of the items in very few cases.
Your score
Speaking
You are expected to be able to ask and answer questions using reporting verbs. 8 to 10 Excellent 6 to 7 Good 3 to 5 Not too bad 0 to 2 Unsatisfactory Good pronunciation and no hesitation, structures well applied. Good pronunciation and minimum hesitation. Structures applied. Some pronunciation mistakes and with hesitation. Some structures applied. A lot of pronunciation mistakes and a lot of hesitation. No structures applied.
Your score
Writing
You are expected to write a short text based on an interview. 8 to 10 Excellent 6 to 7 Good 3 to 5 Not too bad 0 to 2 Unsatisfactory In this unit I wrote the text following all the indications. I used the verbs correctly. I wrote the text following most indications. I used some reporting verbs correctly. I wrote the text following some indications. I used a few reporting verbs correctly. I wrote the text but followed only very few indications. I did not use the reporting verbs. Always Sometimes
Your score

I analysed and considered the consequences of some hypothetical scientific experiments. I reflected on the implications of genetic manipulation and cloning. I actively participated in discussions and conversations related to science issues. I applied the learnt structures and vocabulary in the exercises. I used different strategies to understand and to make myself understood. I showed respect for other students' opinions and ideas.
Never
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113
UNIT

READING: define and infer. LISTENING: identify specific information. ORAL PRODUCTION: discuss professions and occupations. WRITTEN PRODUCTION: write a business letter. FUNCTIONS: complain / disagree / apologise / warn.

GRAMMAR: reporting verbs questions / indirect questions. VOCABULARY: words related to business activities and commercial letters.

READING: business / commercial letters. LISTENING: conversations.

The importance of following specific procedures in formal situations.
114
IN BUSINESS
HOW READY ARE YOU FOR THIS UNIT? 1 List two jobs for each category.
a. b. c. d. e. They require great physical strength. They require long years of study. They require a lot of patience. They require spending a lot of time away from home. They are really dangerous. 4 pts. 5 pts.
2 Match each of these situations (a. d.) with the cartoon that best represents it (1 4).
a. A complaint. b. A warning. c. A disagreement. d. An apology.
Excuse me, there seems to be something wrong with this laptop.
I dont like your idea of buying new earphones for the iPod.
Young man! I'll have to give you a fine if you don't get up from the grass.
I'm very sorry for interrupting.
3 Why do people normally write letters? In pairs, list four reasons.

Your score: 0 - 4: Look up the words in a dictionary or ask your teacher to help you. 5 - 9: Well done, but you could improve your vocabulary looking up some words. 10 - 13: Great job. You are ready to start the lesson.
4 pts.
1. Possible answers (any two of these): a. Athlete, builder, luggage handler, lumberjack, miner. b. Doctor, lawyer, musician, scientist, teacher. c. Artist, nurse, secretary, shop assistant, teacher. d. Pilot, soldier, tourist guide, train driver, travelling salesperson. e. Diver, fireman, stuntman, window cleaner, zoo keeper. 2. a. Cartoon 1. b. Cartoon 3. c. Cartoon 2. d. Cartoon 4. 3. Possible answers (any four of these): To apply for a job, to provide / ask for information, to complain about something, to keep in touch, to apologise, to confess something, to declare love, etc.
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on 1 Less
Learning abilities
BUSINESS LETTERS
READING
1. To connect content and previous knowledge. 2. To differentiate between formal and informal language. 3. To infer the meaning of key words. 4. To deduce the communicative purpose of texts. 5. To predict general information using previous knowledge. 6. To identify format of business letters.
a. In what situations do people complain? b. Have you ever had to return an article you bought? c. What was the reason? How did you do it? Were you satisfied with the result?
2 Match the informal expressions in column A with their formal equivalents in

column B.
A a. Ask your dad to help you with your homework.
B i. I request the pleasure of your company at the party to be held on the occasion of my birthday. ii. Mr Jensen, a young gentleman is waiting b. I totally agree with you, but theres for you to make a complaint. nothing I can do to help you. iii.The item is not working; therefore I c. John, there is a guy waiting for you to would like you to replace it. complain. d. This thing is broken, so I want it changed. iv. I thoroughly understand your position; however, there is nothing I can do to help you. v. You should request your fathers help to e. Will you come to my birthday party? do your homework.
3 Which of these words sound or look similar in Spanish? Find the meaning of
the rest in a dictionary.
account client issue department justifiably discriminate purchase
Learning tip
invoice
When using formal English we often use the expression: Im afraid It means something like I would help you if I could, but I cant. Examples: Im afraid the train is late. Im afraid I cant offer you a refund. Im afraid Mr Smith is out of the office at the moment.
4 Match the names of letters in the box with their definitions (a. e.).
Letter of apology Letter of complaint Order letter Resignation letter Thank you letter
a. _______________: you write it when you are not satisfied with a product or a service. b. _______________: you send it to your employers when you can no longer work for them. c. _______________: you offer your gratitude for something done for you. d. _______________: you ask for a product or a service to be delivered. e. _______________: it shows you are sorry and says that you value your relationship with the other party.
116
UNIT 6
5 In your opinion, which of these are characteristics of business letters? Mark

them with a tick (4). a. _____ They are fairly short and to the point. b. _____ They are usually handwritten. c. _____ They are usually rude and offensive. d. _____ They are written to express personal feelings. e. _____ They follow a strict format. f. _____ They have a very specific purpose such as a complaint, an enquiry, a request, etc. g. _____ They use formal language.
6 These diagrams show what a one-page business letter should look like. Have
a look at the letters on pages 118 - 119 you are going to read and decide which style they are. a. Block Style b. Semiblock Style c. Modified Block Style
WHILE YOU READ 7 Read the letters on pages 118 - 119 and check your predictions in Exercise 5. 8 Match the letters (I V) with the definitions in Exercise 4 (a. e.). 9 Mark with a tick (4) the letter that mentions the following points.
I a. A product required by a certain date. b. An inconvenience caused by a new staff member. c. A request for an explanation. d. Someones plans for the future. e. Someones positive qualities. II III IV V
Learning abilities
7. To validate predictions. 8. To identify definitions. 9. To find and support specific information. 10. To discriminate between correct and incorrect information. 11. To identify explicit and implicit information. 12. To infer information.
IN BUSINESS
117
January 30, 2010 Marina I HRM Stanley Manager Vanguard Telecommunication Inc . 1, High Street Glasgow Dear Ms Stanley, Please accept this letter as notific ation that I am leaving my positio n as Call Center Agent with Vangua Telecommunication Inc. on March rd , 1 of this year. I would like to take this opportuni ty to express my sincere thanks for being able to work for such an as Vanguard Telecommunications. important company I feel that I have learnt a lot as a member of your staff. One of the benefits is that thanks to my inte most important racting with international clients I have enormously improved my confident talking to people, I am English. I now feel familiar with client services and I have learnt how to work in a tea the opportunity you have given m - all this thanks to me over the past year. I will try to use all these new skills in my The reason for my leaving is tha future positions. t I have decided to take up my stu dies again. I will be starting a cou technology on March, 13. I hope rse in information to become a computer engineer in the future. I will be happy to train my replace ment or do anything else you fee l will help make the transition me know if you find this arrange smoother . Please let ment satisfactory. Thank you very much for giving me this opportunity, Sincerely yours, Valeria Santos
II
August 12, 2011 Mr Ray Daniels Teen Delight 226 Oak Tree Avenue Mar yland Dear Mr Daniels, was his went to your shop to buy a few products. It Last Friday, my 16-year old son, Andrew, ter forward to buying a pair of pants and a swea first shopping trip alone and he was looking nt. He had high king in a local fast food restaura all paid for with the money he earned wor . did not want any adults to accompany him hopes for his first shopping trip alone and to buy e back without any of the things he wanted Unfortunately, after an hour or so he cam approached was looking at different clothes he was and he was also extremely upset. While he extensively on matters I find difficult to by one of your guards who questioned him t the what his name was. Then he asked him wha understand. First of all the guard asked him parents were. These wanted to know where his purpose of his visit to the shop was. He then s. left the shop without making any purchase questions made my son really upset and he the son was simply looking around a shop with I feel that your guard acted incorrectly. My a place that is ched and discriminated against in intention of buying a few things. He felt wat agers. supposed to specialize in products for teen was. what the reason for this kind of treatment I would like some kind of explanation as to son, who upset given that the situation affected my You will understand that I feel justifiably . now does not want to go shopping on his own rm us your findings? Will you please investigate the issue and info Sincerely, Michelle Ortega
Smooth : adj / happening or continuing without problems. Approach : verb / come near someone.
118
UNIT 6
III
June 22, 2010 Karen Bewley Human Resources Manager Royal National Hospital 1400 Jackson Street Denver, Colorado 80206 Dear Karen, my Just a quick note &to &thank you &for &interviewing &interview on June 21. I &found your your &style &very &refreshing, and I appreciate openness and &honesty. t I am &very &excited about &the accountan Human assistant &position at &the &hospitals &to work Resources Department and &the chance ion &is &exactly with &such a great &team. This &posit &sincerely what I &have &been &looking &for, and I ing &for as &well. &hope I am &the &person you are &look &concerns , &please If you &have any questions or &feel &free &to &contact me at 736-7374. &forward &to Thank you once again, and I &look &talking &further. Yours &sincerely,
IV
Dear Mr. Derwin,
August 6, 2010 Mr. Joey Derwin 415 Greenhills Street San Fernando, Texas
Will you &kindly &send me & five (5) &boxes of A4, white &printing &paper, &suitable &for &use with &both &inkjet and &laser &printers as advertised &in your July catalogue on &page 23 &under &the number TP0987? Please charge &this &purchase &to my &bank accoun t, details of which you will &find &in a &previous &invoice, as I have made other &purchases with your compa ny &in &the &past (&ink cartridges, &printing &paper and office &stationery). I &shall &especially appreciate your &usual &prompt delivery, as Im currently wo rking on &several &importan t &projects and must &print a &large number of documents &by August, 25. Please deliver &the &five &boxes &to my &usual address: 124 Meadow Street , San Juan, Texas. I would appreciate &it &if you could &let me &know &the date of & the delivery &in advance &to ma ke &sure &there &is &someone &to &receive &it. Please &send &the &inv oice with &the &boxes. Sincerely yours, Ch ris tin a Ha mi lto n
Samuel H. Morgan
Adapted from: Shocked, Appalled and Dismayed! How to Write Letters of Complaint that Get Results (Paperback), by Ellen Phillips, Randomhouse, 1999 edition.
Dear Mr. Reavis, I would like to apologize for the mix-up on your last order. We recently hired a new sales pers on who was not familiar with your systems. We have corr ected your order and shipped it out this morning. We und erstand your disappointment and appreciate the inconvenience this must have caused your organization , which is why we have applied a 10% discount on you r order. Again, I apologize for our mistake and regret any inconvenience caused as a result. Yours faithfully, Gerald Belknap Customer Service Manager
March 19, 2011 Mr. Steve Reavis 225 Gilbert Road Loves Park, IL 61111
Disappointment : noun / sadness because sth has not happened or been as good as expected. Concern : noun / feeling of worry.
IN BUSINESS
119
10 Are these statements true (T) or false (F)?

a. b. c. d. e. ____ The sender of Letter I was very happy with her job. ____ The name of the recipient of Letter II is Michelle Ortega. ____ The sender of Letter III would like to work as an accountants assistant. ____ The sender of Letter IV does not have a bank account. ____ The sender of Letter V is asking for a 10% discount.
11 Read the letters again. Do these sentences express explicit (E) or implicit (I)
information? a. _____ Christina Hamilton is often out. b. _____ Valeria Santos is going back to university. c. _____ Michelle Ortegas son did not buy the clothes he wanted. d. _____ The sales person has been working with Gerald Belknap for a short time. e. _____ Samuel Morgan will be delighted to get the job.
12 What can you infer from these sentences in the letters? Choose the best
alternative. a. Letter I: I will be happy to train my replacement or do anything else you feel will help make the transition smoother. i. Valeria's boss is very demanding. ii. Valeria is willing to help the company and her replacement. iii. Valeria is relieved to be leaving the company. b. Letter II: I feel that your guard acted incorrectly. i. Ms Ortega does not agree with the guard's actions. ii. Ms Ortega finds the guard's attitude correct. iii. Ms Ortega is unhappy with her son's reaction. c. Letter III: I &found your &interviewing &style &very &refreshing, and I appreciate your openness and &honesty. i. Samuel disliked the interviewer. ii. Samuel felt uncomfortable at the interview. iii. Samuel liked the interview. d. Letter IV: You &will &find &the details of my &bank account &in a &previous &invoice. i. Mr Derwin knows Ms Hamilton very well. ii. Ms Hamilton has made purchases from this company before. iii. Ms Hamilton's bank account details are public. e. Letter V: We recently hired a new sales person who was not familiar with your systems. i. An employee caused the problem. ii. Computers and an employee caused the problem. iii. Computers caused the problem.
120
UNIT 6
AFTER YOU READ 13 Use some of the words in Exercise 3 to fill in the gaps in these sentences.
a. You have bought another video game! Its such an unnecessary _______________________. b. If you need more information please contact the Human Resources _______________________. c. What must I do to open a bank _________________________? d. One of the most important _____________________ people talk about is global warming. e. It is very important to answer the complaint letter sent by one of your _______________________.
Learning abilities
14 The words in the first column of this chart appeared in the letters you read,
which are in American English. Complete the chart with the correct word in British English and tick the correct column (Spelling or Vocabulary). Then, add two more examples of your own for each type of difference.
13. To consolidate key vocabulary. 14. To identify and classify differences between American and British English. 15. To practise a language item. 16. To use information to complete a conversation. 17. To imitate a spoken model. 18. To evaluate learning. 19. To write a new text following a model. 20. To reflect on the content of the text and relate it to own experiences.
Spelling Difference Vocabulary Difference Apologize Center Learned Organization Pants Specialize
Language Note
Reporting verbs questions (continued)
1. Read these sentences from Letter III and the original direct questions. a. He asked him what his name was. What is your name? the guard asked. b. The guard asked him what the purpose of his visit to the shop was. What is the purpose of your visit to the shop? the guard asked. c. He also wanted to know where his parents were. Where are you parents? the guard wanted to know. 2. What do you notice about the indirect questions? a. The tenses change. b. The word order changes. c. Nothing changes. 3. The answer is a. and b. If the reporting verb is in the past then the rest of the sentence also undergoes a verb change (see Language Note Unit 5, Lesson 1, Page 97). There is also a change of the word order. Direct question: Why is she late? he asked. Indirect question: He asked why she was late.
IN BUSINESS
121
15 Change these direct questions into indirect ones.

a. b. c. d. e. What time is it? Sally wanted to know. Who is your maths teacher? my brother asked. Where is the bathroom? the child asked his father. How tall are you? the doctor enquired. How much are these Coldplay CDs? I wanted to find out.
16 Use information from Letter I and the visual clues on the left to complete the
conversation between Valeria and her boss, Marina. Marina: So Valeria, I understand that you are leaving the Call Center. Valeria: _______________________________________________________ Marina: And when exactly are you planning to leave? Valeria: _______________________________________________________ Marina: What are your plans for the future? Valeria: _______________________________________________________ Marina: I believe that you liked working for us. Valeria: _______________________________________________________ Marina: And what is the most important thing that you learned here? Valeria: _______________________________________________________ Marina: And what other skills have you learned from working with us? Valeria: _______________________________________________________ Marina: Do you think you could help us train your replacement? Valeria: _______________________________________________________
17 40 Now listen to the conversation and check your answers. Then practise
and role play the dialogue for the class.
18 MINITEST Report what these people asked. Use a different reporting

verb for each sentence. 10 pts. a. Mollys mother: Molly, where is your father? ____________________________________________________________. b. The teacher: How did you find the information to write the report? ____________________________________________________________. c. Sarah: How many languages can you speak? ____________________________________________________________. d. Kelly: Why dont you answer my messages? ____________________________________________________________. e. The interviewer: What is your experience with learning disabilities? ____________________________________________________________.
American v/s British English center / learned centre / learnt
122
UNIT 6

You are going to work with a partner to write a business letter. a. Choose one of the following situations: i. You have ordered a PC for your brothers birthday, which is in four days. The company you ordered it from is: PC Quick Deals, 12 Dalton Street, Minneapolis, USA. The sales manager is Ms Edna Carrow. OR ii. You are leaving your job because you found another one closer to your home. You work for QMC Department Store, 234 Garden Avenue, Wicklow, Ireland. The Human Resources Manager is Miss Kiara Spencer. OR iii. You went to your local Municipal Office to obtain a driving licence. You found the service exceptionally good and quick. You would like to thank the Customer Service manager, Mr Steve Soames, for the service. The address is: 17 Coleman Parade, Waverley, Victoria, Australia 3150. b. According to the situation you have chosen, decide what type of letter you are going to write apology, order, resignation, etc. In pairs, discuss the details: format of the letter, what information you should include, and what kind of language to use. c. One of you should write the letter on a clean sheet of paper following the agreed format. d. Keep the letter brief and to the point. In a onepage letter, you will usually need only three or four paragraphs, single spaced. Use a double space in between paragraphs. e. Remember not to use shortened verb forms (dont instead of do not; its not instead of it is not). f. Finish the letter with a salutation (Yours sincerely, Yours faithfully, etc.). g. Always sign the letter by hand. h. Proof-read the letter and then read it aloud. Ask and answer these questions: Does it make sense? Does it sound polite? Does it have all the relevant information? Does it follow a business letter format? i. If you answered yes to all the questions above, write the letter on a clean sheet of paper. j. Ask your teacher to read the letter and give you his / her opinion. Do not tell her / him what type of letter you were going to write. Does she / he consider that you have achieved your objective? Evaluate your performance. Say Yes or No.
ed the instructions. We read and follow ter. e purpose of our let d purpose. We determined th e relevant format an the letter keeping th We wrote g and grammar. We checked spellin

a. What have you learnt about writing business letters? b. Can you name two situations in which you would use formal and informal language? c. What would you do if one of your best friends needed a job, but he / she didn't have a good CV? Would you send a letter recommending her / him to your boss? d. What do you think of these quotations? How much do you agree with them?
A friendship founded on business is better than a business founded on friendship. John D. Rockefeller, Jr.(1874 - 1960)
Success is never final.
Winston Churchill (1874 - 1965)
Competition brings out the best in products and the worst in people. David Sarnoff (1891 - 1971)
IN BUSINESS
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on 2 Less
Learning abilities
DESCRIBING JOBS
BEFORE YOU LISTEN 1 Answer and discuss these questions in your group.
LISTENING
1. To connect content and previous knowledge. 2. To connect pictures and content. 3. To describe and guess jobs. 4. To infer the meaning of key words. 5. To predict content.
a. How do people know what to do in a specific job before they start working? b. Why do you think we need a job description? c. What information should a job description include?
2 Look at the pictures (1 4) and complete the short job descriptions for each
one (a. d.).
American v/s British English Mailman / woman Postman / woman
a. A security guard is a person who ________________________________. He or she usually _____________________________________________. b. A postman is a person who _____________________________________. He or she usually _____________________________________________. c. A pilot is a person who _________________________________________. He or she usually _____________________________________________. d. A sports commentator is a person who ___________________________. He or she usually _____________________________________________.
3 Work with your partner. Each of you must choose a job and describe it. Use
the descriptions in Exercise 2 as a model. Can your partner guess the job? These pictures can give you some ideas.
2
UNIT 6
124
41 Listen to the words and indicate which ones look or sound similar in Spanish. Find the meaning of the rest in a dictionary.
applicant committee loan maintenance qualifications require salary supplies
5 You will listen to three conversations. What do you think the common
subject of the three will be? a. Looking for a job. b. Jobs people like and dislike. c. How to apply for a job.

42 Listen to the three conversations and check your prediction in Exercise 5. 42 Listen again and tick the jobs mentioned. Three of them are not mentioned.
Learning abilities
6. To validate predictions. 7. To find specific information. 8. To find and match specific information. 9. To match non-textual information and visuals that represent it. 10. To find and classify information. 11. To find specific supporting information.
a. ____ Accountant
b. ____ Loans officer
c. ____ Office assistant
d. ____ Pilot
e. ____ Receptionist
f. ____ Safety officer

American v/s British English High school Secondary school
42 Listen again and fill in each blank in these sentences with ONE word. Then write the corresponding name of the jobs you identified in Exercise 7. a. ____________: this person usually ____________ loan ____________, analyses ____________ reports and ____________ and reviews loan ____________. b. ____________: this person will investigate ____________ and suggest preventive ____________; he / she will examine potential unsafe working ____________, direct the activities of a ____________ committee and may provide safety ____________. c. ____________: this person will run the photocopying ____________ and perform special ____________ such as ____________, binding, cutting and stapling ____________. He / she will be ____________ for the maintenance of the ____________ and ordering ____________.
Staple : verb / keep together with staples (staple: a piece of metal in the shape of a square bracket).
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125
42 Listen to the conversations again and match each one with a picture (1 3). Identify two details (clues) that helped you to decide.
1
Conversation _________ Clues: _______________ ____________________ ____________________
American v/s British English Counselor Counsellor
2
3
10 42 Tick which conversation mentions each of these points.

I a. A diploma. b. A job counsellor. c. An application form. d. Maintenance. e. Maths skills. f. The salary. g. Training. h. Two years experience. II III
11 42 Listen again and choose the best answer (i. or ii.) for these questions (a. f.)
Conversation I a. Who are the participants in this conversation? i. A job counsellor and a job seeker. ii. Two friends. Conversation II b. Where does this conversation take place? i. At a job centre. ii. In a school. c. What does the man in this conversation think of the job? i. It is ideal for him. ii. It is too dangerous. Conversation III d. Where did the girl in this conversation find the job advertisement? i. On a bulletin board. ii. In a newspaper. e. What did she do immediately? i. She phoned. ii. She sent her CV. f. What is the situation of the girl in this conversation? i. She needs some experience. ii. She doesnt need any experience.
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UNIT 6
AFTER YOU LISTEN 12 Use some of the words from Exercise 4 to complete these sentences.
a. If you want to work in program analysis you must have the right _____________________. b. She applied for a bank _____________________ but did not get it. c. Tammy sent a letter to order some _____________________. d. The interviewing _____________________ will meet today and decide who will get the job. e. There were over 500 _____________________ for the job we advertised. f. David is in charge of the general _____________________ of the building and the gardens.
Learning abilities
12. To use new vocabulary. 13. To use new vocabulary and structures. 14. To reinforce a grammar point. 15. To participate in a guided conversation. 16. To evaluate learning. 17. To summarise (ideas, information) through discussion and oral work. 18. To reflect on the content of the text and relate it to own experiences.
Language Note
Indirect questions
1. Read these examples from the recording. a. She wanted to know if I was good at any specific school subjects. b. I asked her if I had to take a special course. c. They asked if I could start next week. d. I enquired if I needed any experience. 2. Can you match the indirect questions above with their direct equivalents? a. Do I have to take a special course? b. Do I need any experience? c. Are you good at any specific school subjects? d. Can you start next week? 3. Which of these statements is true about the indirect questions? a. They all include the word if. b. They dont have a question mark at the end. c. They all use the word ask. d. They look like a sentence in the affirmative form. 4. a., b. and d. are true. Notice that we use the word if when the direct question does not have a question word (what, when, where, etc.) and requires a simple yes / no answer.
Learning tip
13 Change these direct questions into indirect ones.

a. Can you take me to the station? Emily asked. b. Do you have a spare pen? the man enquired. c. Does the new employee know anything about computers? Annie wondered. d. Did we switch off the lights at home? Helen asked. e. Are you coming to my party? Stephen wanted to know. f. Have you ever applied for a scholarship to study abroad? the interviewer asked me.
When you want to ask a question that is quite sensitive, difficult or embarrassing, try using one of these openings: Can / Could you tell me if ? Id be interested to hear / know if Id like to know if Would you mind telling me if ?
IN BUSINESS
127
14 Read and complete the indirect questions in these conversations.

I Rosa: Can you tell me if _________________________________? Assistant: Sorry, Mrs White is not in at the moment. Rosa: Would you mind telling me what time ________________? Assistant: Yes, she will be back in about half an hour. Rosa: I was wondering if ________________________________. Assistant: Of course you can leave her a message. Tell me. II Peter: Id like to know if __________________________________. Tourist guide: Sorry, the Fine Arts museum is closed right now. Peter: Can you tell me if _________________________________. Tourist guide: Yes. It opens at 10 am on Mondays. Peter: I cant remember if ________________________________. Tourist guide: No, its not in the city centre. It is in Marylebone. Peter: Id also like to know if ______________________________. Tourist guide: Yes, you have to pay an entrance fee, but it is not much.
15 43 Listen to the recording and check your answers. Practise and role play
the two conversations.
16 MINITEST Complete these sentences using your own ideas.

a. b. c. d. e. f. g. h.
8 pts. George asked Fred and Myra if they ______________________________. The doctor asked me if I ________________________________________. The Finance Minister asked if the President ________________________. The hairdresser wanted to know if Frances _________________________. The Japanese tourist wondered if anyone _________________________. Teresa would like to know if you _________________________________. The children asked if they ______________________________________. Mr Thomas wanted to know if the band ___________________________.
128
UNIT 6

Gathering information is a critical step in making an effective career decision. Work in pairs. a. Make two copies of the worksheet opposite for a job you think you would like to have. b. Read the form through and find out the meaning of any words you do not understand. c. With your partner, discuss each heading and the points provided. For example, if your chosen job is an accountant (job title) what responsibilities would be the most important? d. Make notes of the relevant information in the answers. e. Make a presentation to the class about the job of your choice. Use the notes you have taken to help you. f. Did anyone else choose the same job? Are his / her findings the same as yours? If not what is different? g. Now that you have researched the profession you liked and talked about the positive and negative aspects do you still see yourself doing it? h. Ask your teacher and classmates to evaluate your presentation using these points. Say Yes or No. 1. Occupation / Profession / Job title: ________________________________________ 2. Primary responsibilities What do people in this occupation do? Mention at least two specific responsibilities for this occupation. 3. Requirements Key skills and abilities required. Personality traits that are important for this occupation. 4. Employment In what setting is this occupation found? Indoors? Outdoors? Both? In what kind of organisations? (small businesses, public schools, hospitals, etc.) 5. Educational preparation What programme of study or training is required or suggested for entry into this occupation? What licenses or certifications are required? 6. Salary range What is the typical salary for someone entering this occupation? 7. Job characteristics How many working hours are there in an average week for this occupation? Is shift work involved? Is travel involved? How often? Short / Long distances? Overnight? 8. Positive features Mention two positive aspects of this occupation. 9. Negative features Mention two negative aspects of this occupation. 10. Related occupations Mention two occupations that are similar to the one you researched.
uctions. according to the instr I filled in the form levant information. I included all the re lesson. s and ideas from the ed words, structure I us spelling cted grammar and I checked and corre mistakes.

a. Can you now describe jobs? b. What information must you include in a job description? c. Why is it necessary to list someones duties and tasks before he or she starts working? d. If you had the opportunity to earn a lot of money doing something that goes against your principles or is very controversial, would you do it?
IN BUSINESS
129
1 Read the beginnings of three letters (I III). What type are they? Choose from the alternatives in the box.
a follow-up letter a letter of complaint a resignation letter a thank you letter an application letter an order
I
Avicom Computer Company Sales Department 23rd Street, Washington, Washington DC 29 January, 2008 Dear Sirs e had to doesnt work. It is the second time I hav Im afraid that the enclosed software Avicom d correspondence). I bought it from the return software this month (see attache ful to . While installing the software I was care store at Newtown Street, Washington follow your instructions.
II
19 February, 2010 Dear Frederick, given me with my &job Thank you &for all &the &help you &have rmation and advice you &search. I &especially appreciate &the &info have &shared with me. Your &have &provided, and &the contacts you & ing &this &process. assistance &has &been &invaluable &to me dur
III
Mr. George Gulliver Trenton Hospital 87 Delaware Road, Hatfield, CA 08065 17 January, 2011 Dear Mr. Gulliver, Head Nurse as advertised in the New York I am writing to apply for the position of tion, my completed job application, my certifica Times. As requested, I am enclosing a ious employers and teachers. resume and three references from prev
130
UNIT 6
2 Match these answers (a. - c.) with the three letters in Exercise 1 (I - III).
a Dear Ms Stevens ver, I must inform ur application letter. Howe to confirm the receipt of yo the day before we I would like for the nursing job closed se the application period you that becau on. t consider you for the positi eived your letter we canno rec
Dear Tom,
software you ny problems installing the sorry you have had so ma and we would I am terribly u are a valued customer see to re. I can assure you that yo bought at our sto ll send an IT technician to installation service. We wi t present any like to offer you a home eck that your PC does no ion and to additionally ch the installat problems. c
Dear Sue,
uld use my ter. I am glad that you co I really appreciate your let your search. has assisted you during
help and that it
3 Re-write the direct questions (a. d.)in these cartoons (1 4) in indirect form.
Where is the nearest post office? Are you having a good time? How much does it cost? How old are you?
a. __________________ b. __________________ c. __________________ d. __________________ __________________ __________________ __________________ __________________ ___ ___ ___ _______________ __________________ _______________ _______________
IN BUSINESS
131
JUST FOR FUN

1 Read the text and fill in the blanks completing the calculations.
at what you are asking for. So you want a day off? Lets take a look work. There are 365 days per year available for ks days off per week. That means that 52 wee ks per year in which you already have 2 There are 52 wee (b.) ________ available t it from the 365 days we will have only by 2 gives us (a.) ________. If we subtrac for work. s, leaving only y from work, you have used up 170 day Since you spend 16 hours each day awa (c.) ________ days available. year, leaving only ee break which counts for 23 days each You spend 30 minutes each day on coff (d.) ________ days available. days available ther 46 days, leaving only (e.) ________ a 1 hour lunch each day, you used up ano With for work. sick leave. You normally spend 2 days per year on per year available for work. This leaves you only (f.) ________ days __ days. lable working time is down to (g.) ______ We are off 5 holidays per year, so your avai available for work. year which leaves only (h.) ________ day We generously give 14 days vacation per off! Theres no way Ill let you take that day
2 Match the cartoons (1 3) with the punch line (a. c.).
His heart is too soft to be a good chef! a
I hate summers! It always means unemployment for us.
I know that you are a teacher; that is why I will give you a short SENTENCE!
132
UNIT 6
Answers:
a. 104 b. 261 c. 91
d. 68 e. 22 f. 20
g. 15 h. 1
CHILEAN CONNECTION
How do you think foreigners see us behave in business activities, formally or informally? In which months are business meetings in Chile not advisable?
CHILEAN BUSINESS ETIQUETTE FOR VISITORS FROM OVERSEAS

This guide to doing business in Chile highlights some key areas for consideration when doing business in Chile. Meeting and Greeting When meeting someone in Chile a handshake is customary. You may see women patting each other on the right forearm or shoulder rather than shaking hands. When meeting large groups, it is good etiquette to shake hands with all those present. When addressing people, start formal and wait for an invitation to go informal. Address people by their surnames and Mr, Mrs or Miss. Gestures In Chile, people leave little space between each other when interacting. Do not be surprised if the person you are speaking with places a hand on your shoulder when talking with you. Eye contact is important in Chile as it conveys trust, sincerity and interest. Entertaining Business entertaining usually takes place at hotels or restaurants. If you are the one inviting them you should pick up the bill. If you are invited to a persons home in Chile, it is good etiquette to send flowers or chocolates to the hostess in advance. If you wish to convey your thanks after the meal, do so by phone rather than in writing. Business Meetings and Negotiating Appointments should be made a few weeks prior to arrival in Chile. January and February are the summer holidays, so try to avoid them. Chileans negotiate in a serious and straight talking manner. Be upfront, but not overbearing. Hard sell tactics or pressure never work. Always be prepared to compromise as this shows you value the relationship more than the financial aspects of the deal.
Adapted from: http://www.kwintessential.co.uk/etiquette/doing-business-chile.html
IN BUSINESS
133
TEST YOUR KNOWLEDGE

READING
I
THE BUSINESS OF LETTER WRITING

II
Dear Mr Castle, rn that the Easy Spin It was distressing to lea ught from us last washing machine you bo erly. I am also sorry month did not work prop r of the store in Essex to hear that the manage eds properly. This did not attend to your ne mediately and issue will be taken up im I will keep in touch to investigated further and . let you know the outcome store to replace the I have now instructed the damaged goods to item. Please turn over the delivery of the new the driver at the time of machine. this unfortunate I am sincerely sorry that dly ask for your incident occurred and kin lieve me when I say understanding. Please be hly valued by Easy that each customer is hig Spin. ines Easy Spin Washing Mach General Manager Dustin Cole
Re: Replacement of washing machine Dear sir or madam, blem This letter is to notify you about a pro washing I am having with the Easy Spin store machine that I bought at your Essex last October. I am dissatisfied with your product because it does not heat up water not correctly and when it washes it does remove all the detergent. I have already ing attempted to solve this problem by talk any to the store manager, but without results. I also found him quite rude and to unwilling to find a satisfactory solution my problem. I hope that you can investigate this matter further. Having received no satisfactory solution from your store I am hereby requesting that you replace the faulty machine or refund my money. Yours faithfully, Jordan Castle.
III
Dear Sir,
gratulate companies on the do not take the chance to write and con I would like to say that people usually excellent service they received. e pleased with your rsburg campsite I have to say I am quit ever, after vacationing at your St. Pete place. Upon How been at a more efficient and welcoming personnel. I dont believe I have ever operations and n short and comfortable. l staff members who made our check-i our arrival we were greeted by cheerfu functions of went out of their way to explain various loyees were extremely courteous and All of your emp ly kept. the campsite, which was clean and nice will recommend the St. le staying there. I am pleased to say I My family and I had a lovely time whi Petersburg site to my friends. Sincerely yours, John Davis and family
UNIT 6
Letters, Fax, Memos, and E-Mail (Paperback), Adapted from: The Encyclopaedia of Business Inc. ISBN-10: 1601630298, Published by Career Pr By Robert Bly, February 2009,
134
1 Read the letters (I III) and match them

with these types of letters (a. c.) a. A letter of apology. b. A thank you letter. c. A letter of complaint.
3 pts.
LISTENING PLACING A JOB ADVERTISEMENT
44 Listen to a conversation and choose the picture that best represents it. What clues did you hear? 2 pts.
2 What can you infer from these sentences

in the letters? 3 pts. a. Letter I: I hope that you can investigate this matter further. i. The writer expects the Essex store manager to be congratulated. ii. The writer expects the Essex store manager to talk to the General Manager. iii. The writer expects the General Manager to deal with an employees bad attitude. b. Letter II: I have now instructed the store to replace the item immediately. i. The customer will get his money back. ii. The customer will receive a new machine. iii. The customer will receive further instructions. c. Letter III: (Your employees) went out of their way to explain various functions of the campsite. i. The employees got lost. ii. The employees were very helpful. iii. The employees worked outside the camp.
3 Are these statements true (T) or false (F)?

6 pts. a. _____ The writer of the first letter has a problem with a clothes dryer. b. _____ The writer of the first letter will accept a new machine or his money back. c. _____ Mr Castle bought his machine in Essex. d. _____ Letter II is offering a satisfactory solution to a problem. e. _____ The writer of letter III went to the campsite alone. f. _____ The staff at the campsite were very friendly.
44 Listen to the conversation and choose the best answer to the questions. 5 pts. a. Where does the person want to place an advertisement? i. In a newspaper. ii. On a website. b. What position is the ad for? i. A pilot. ii. A flight attendant. c. How many words does the ad have in total? i. 80. ii. 65. d. What must the ideal candidate for the job have? i. Experience. ii. A high school diploma. e. When will the ad be published? i. Next week. ii. Tomorrow. 44 Listen again and fill in the contact details of the person placing the ad. 5 pts. Name: __________________________________ Surname: _______________________________ Position: ________________________________ E-mail address: ___________________________ Telephone number: _______________________
IN BUSINESS
135
LANGUAGE
SPEAKING
7 Change the direct into indirect questions

using the provided openings. a. Has Sean been to New Zealand? 5 pts.
9 Use the expressions in the box to complete the

interviewers part, and your own ideas to complete the applicants part of this interview (a. l.). Then practise and role play it with a partner. 6 pts.
I wonder _____________________________ _____________________________________. b. Is Manchester United winning the match? The football fans asked the commentator _____________________________________ _____________________________________. c. Have I left my umbrella at home? I cant remember ______________________ _____________________________________. d. Can you play the accordion? The music teacher asked ________________ _____________________________________. e. Did you learn English at school? Our new friends enquired _______________ _____________________________________.
Can you tell me I cant remember I wonder if I would like to know Id like to ask you Im afraid
Interviewer: (a.) __________________________ ________________________________________. Applicant: Well, my name is (b.) _____________ and Im (c.) _____________ years old. Interviewer: (d.) _________________________ ________________________________________. Applicant: Yes, I sent my application form by e-mail last Wednesday. Interviewer: (e.) __________________________ ________________________________________. Applicant: Im sorry that you cannot find it but I have another copy with me. Interviewer: (f.) __________________________ ________________________________________. Applicant: Yes, I have some experience. I worked as a(n) (g.) ____________ for (h.) ____________. Interviewer: (i.) __________________________ ________________________________________. Applicant: Im applying for the job because (j.) _____________________________________. Interviewer: (k.) __________________________ ________________________________________. Applicant: I could start work next (l.) _________ ______________________________ if necessary.
8 Fill in the blanks in this paragraph with the

phrases in the box. 5 pts.
he knew his home address he was from his name was his parents were old he was
The police found the little boy wondering alone on the beach. They asked him where (a.) ________________ but he looked scared and did not answer. They took him to the police station and gave him something to eat and drink. Then a police psychologist asked him what (b.) ________________ and how (c.) ________________. The psychologist also enquired if (d.) ________________ but the boy was quiet. It was only after a while that a policewoman asked in three different languages where (e.) ______________.When she at last spoke in Portuguese the boy smiled and said he was Brazilian.
WRITING
10 You ordered five (5) boxes of A4, white printing

paper, suitable for use with both inkjet and laser printers but the order did not arrive. You phoned once and spoke to the secretary but did not get a positive answer. Write a letter of complaint (maximum 150 words) requesting that the order be delivered as soon as possible. 10 pts.
136
UNIT 6
SELF - EVALUATION
YOUR TEST RESULTS
Reading
You are expected to be able to identify and understand key facts and details. 10 to 12 Excellent 6 to 9 Good 3 to 5 Not too bad 0 to 2 Unsatisfactory I grasped all the main ideas and answered most questions correctly. I grasped the majority of the main ideas and answered most questions correctly. I grasped some of the main ideas and answered most questions correctly. I deduced some of the main ideas and answered just a few questions correctly. Your score Your score
Listening
Language
You are expected to apply and identify two language items. 8 to 10 Excellent 5 to 7 Good 2 to 4 Not too bad 0 to 1 Unsatisfactory I understood and applied all the items in all cases. I understood and applied all the items in most cases. I understood and applied all the items in some cases. I understood and applied all the items in very few cases.
Your score
Speaking
You are expected to be able to ask and answer questions using reporting verbs. 5 to 6 Excellent 3 to 4 Good 1 to 2 Not too bad 0 Unsatisfactory Good pronunciation and no hesitation, structures well applied. Good pronunciation and minimum hesitation. Structures applied. Some pronunciation mistakes and with hesitation. Some structures applied. A lot of pronunciation mistakes and a lot of hesitation. No structures applied.
Your score
Writing
You are expected to write a letter of complaint. 8 to 10 Excellent 5 to 7 Good 2 to 4 Not too bad 0 to 1 Unsatisfactory In this unit I wrote a letter following all the indications. I used indirect questions / reporting verbs correctly. I wrote a letter following most indications. I used some indirect questions/ reporting verbs correctly. I wrote a letter following some indications. I used a few indirect questions / reporting verbs correctly. I wrote a letter, but followed only very few indications. I did not use indirect questions / reporting verbs. Always Sometimes
Your score

I reflected and gave my opinion on moral issues related to work and business. I actively participated in the discussions and conversations related to business issues. I applied the learnt structures and vocabulary in the exercises. I used different strategies to understand and to make myself understood. I showed respect for other students opinions and ideas.
Never
IN BUSINESS
137
ANSWERS
UNIT 1.
TEST YOUR KNOWLEDGE READING THREE LOVE LETTERS Student completes the dialogue with four or five of the correct alternatives and role plays it with good pronunciation and no hesitation. 8 - 10 pts. Student completes the dialogue with three or four of the correct alternatives and role plays it with good pronunciation and a minimum of hesitation. 5 - 7 pts. Student completes the dialogue with two or three of the correct alternatives and role plays it with some pronunciation mistakes and with hesitation. 2 - 4 pts. Student completes the dialogue with one or two of the correct alternatives and role plays it with a lot of pronunciation mistakes and a lot of hesitation. 0 - 1 pts. WRITING
1 Letter I c. Letter II a. Letter III b. 2 a. Because Brad makes her laugh really hard. 3 a. - ii. b. - iii. c. - i.
LISTENING LOVE REUNITED 14
b. Because he left Krissy / because he feels guilty. c. Probably yes, but only as a friend.
4 a. 5 a. 6 a. 42 / 17. b. ended / France. c. mothers / Spain.

d. answered / right. e. 30 / kissing. LANGUAGE
10 The students complete the letter with their own

ideas, using the vocabulary and structures leant in the unit. Assign points according to the following criteria. Student completes the letter expressing his / her own feelings, using the vocabulary and structures learnt in the unit, without grammar or spelling mistakes. 8 - 10 pts. Student completes the letter expressing his / her own feelings, using most of the vocabulary and structures learnt in the unit, with a few grammar or spelling mistakes. 5 - 7 pts. Student completes the letter expressing his / her own feelings, using some of the vocabulary and structures learnt in the unit, with some grammar or spelling mistakes. 3 - 4 pts. Student does not expresses his / her feelings to complete the letter, does not use the vocabulary and structures learnt in the unit, and makes a lot of grammar or spelling mistakes. 0 - 2 pts.
7 A
B What time might it be? Im not sure. It might be around 5 p.m. A possibility She might miss the plane if she does not hurry. A possibility Where might we go at the weekend? A suggestion Whatever you prefer - you might have salad or pasta. A possibility Might I take this chair if you are not using it? A request a. so. b. absolutely. c. such. d. really.
8 (Other sensible answers are acceptable).

SPEAKING
9 (Other sensible answers are acceptable

according to your reality). You might have lunch in the school cafeteria. You might ask Carlos. You might join the drama class. You might call Jenny. You might need to fill in a form. Assign points to the activity according to the following criteria.
138
MINITEST
13 P. 13
Possible answers a. You might visit (interesting place in student's area). b. Helen / Ian, might I borrow your T-shirt? c. Mum, I have looked everywhere. Do you know where my favourite jeans might be? d. You might buy crisps, biscuits and soft driks.
b. There is only one great passion in his life: writing books. (gerund) c. Thank you for giving me such a beautiful gift. (gerund) d. What is she doing here? (present participle) e. I hate doing the same thing twice. (gerund) LISTENING OPINIONS FROM MOSCOW 20
6 a. librarian. b. romance. c. fantasy.

d. last week. e. people.
13 P. 17
Possible answers This happened a month ago. The day was terribly hot and I really wanted a drink. I looked around and saw a little kiosk with soft drinks and ice-cream but it was so crowded I decided to look somewhere else. Then a boy standing right in front of the kiosk waved to me. He was very cute! He had a bottle of orange crush in his hand and he was offering it to me. I was quite impressed. And now, a month later, we are dating! I still think he is absolutely fabulous.
7 a. RYM. b. BT. c. RYM. d. RYM. e. BT.

SPEAKING
8 (Other sensible possibilities are acceptable).

Juliet: I'm sure I've seen that James Bond film before. Brenda: I think you're wrong. You've seen Casino Royale, but not Quantum of Solace. Juliet: You're right about Casino Royale but I'm not certain if I saw the other film too. Brenda: The two films certainly are quite similar. Juliet: Now that I remember; Quantum of Solace was filmed in Latin America, wasn't it? Brenda: Argentina, I think. Juliet: No, I am quite certain it was a different country. Let me thinkChile! Yes, that's right, it was Chile. Brenda: I'm not really sure. They filmed it somewhere in the desert, didn't they?
Assign points to the activity according to the following criteria. Student completes the dialogue with seven or eight of the correct alternatives and role plays it with good pronunciation and no hesitation. 8 - 10 pts. Student completes the dialogue with five or six of the correct alternatives and role plays it with good pronunciation and a minimum of hesitation. 5 - 7 pts. Student completes the dialogue with three or four of the correct alternatives and role plays it with some pronunciation mistakes and with hesitation. 3 - 4 pts.
UNIT 2.
TEST YOUR KNOWLEDGE READING UNUSUAL VAMPIRES
1 a. 2 Bella Swan main female character. Billy Burke

supporting actor. Catherine Hardwicke director. Melissa Rosenberg screenwriter. Robert Pattinson main male actor. Stephanie Meyer author / writer.
3 a. No. There are no clichd stereotypes with

fangs, coffins and stakes through the heart. b. In Portland, Oregon. c. It ties in to the story perfectly; the soundtrack fits the tone of the film (with its moody rock songs). LANGUAGE
4 Answers will vary. 5 a. He was playing football when I saw him

yesterday. (present participle)
139
Student completes the dialogue with one or two of the correct alternatives and role plays it with a lot of pronunciation mistakes and a lot of hesitation. 0 - 2 pts. WRITING
UNIT 3.
TEST YOUR KNOWLEDGE READING - GREEN SHIPS FIGHT GLOBAL WARMING
9 Assign points according to the following criteria.

Student writes a coherent review including all the required elements, with no grammar or spelling mistakes. 8 - 10 pts. Student writes a fairly coherent review including most of the required elements, with very few 5 - 7 pts. grammar or spelling mistakes. Student writes a simple review including a few of the required elements, with several grammar and spelling mistakes. 3 - 4 pts. Student writes a few sentences that do not include the required elements, with a lot of grammar and spelling mistakes. 0 - 2 pts. MINITEST
1 c. 2
B The amount of benefit for each pound spent on stratospheric aerosols. The number of ships to be used in the project. 2,000 5.3 billion The total cost of cloud whitening. 150 billion The cost governments are considering spending on the reduction of CO2 emissions. 15 A
3 a. True. b. False. c. True. d. False. 4 a. It is much cheaper than other methods.
b. The impact it has on different industries. 26
13 P. 33
Possible answers a. is sitting. b. Eating. c. watching. d. is helping. e. doing. f. learning. g. is enjoying. h. Arriving.
LISTENING CUTTING EDGE TECHNOLOGY
15 P. 37
5 Interview I: b. Interview II: c. 6 c. d. 7 a. light.

b. cut. c. on TV. d. tiny.
a. repairing all kinds of things. b. arriving late. a. Eating fruits and vegetables. a. doing her homework.
8 a. A nanometre is 1 billionth part of a metre.
b. Invention 1, the molecular clippers, is useful because we can use it to hold very tiny objects. c. Invention 2, the mini laser, is useful because it is used to cure skin cancer.
LANGUAGE
9 a. The doctor suggested that I drink lots of

water and have three light meals a day. b. The teacher insisted that we submit the paper on Monday at the latest. c. Marie proposed that we sell the tickets at 3 pounds each. d. The scientist recommended that we take the necessary steps to reduce global warming now.
140
10 a. He didn't study for the test. In fact, I was

surprised that he passed it at all. b. I will help you with the dishes as long as you dry and put them away. c. Even though she looks oriental she was born and brought up in Toronto.
MINITEST
15 P. 53
Possible answers a. The teacher suggested that we read Don Quijote de la Mancha as a good example of Spanish literature. b. The doctor recommended that I take the cough mixture after I eat. c. I demand that you return my money! The computer is not working. d. She insisted that we drink some milk before we set off. e. I propose that we fly to Mexico and there we can rent a car. f. The President urges that we all vote in the next elections.
11 Answers will vary. Check that students use that

and the Subjunctive. SPEAKING
12 Assign 1/2 points for each correct match

picture - introduction. a. Picture 2. b. Picture 3. c. Picture 1. d. Picture 4. Assign the rest of the points according to these criteria: Student role plays the introductions with good pronunciation and no hesitation. 7 - 8 pts. Student role plays the introductions with good pronunciation and a minimum of hesitation. 5 - 6 pts. Student role plays the introductions with some pronunciation mistakes and with hesitation. 2 - 4 pts. Student role plays the introductions with a lot of pronunciation mistakes and a lot of hesitation. 0 - 2 pts. WRITING
13 P. 57
Will vary. Check that the Subjunctive is used correctly.
UNIT 4.
TEST YOUR KNOWLEDGE READING - WHO IS BANKSY?
13 Refer students back to the brochure on page 62

and tell them to summarise it in no more than 100 words. Tell them to use the subjunctive mood in the summary. Student writes a summary that contains all relevant information, with no grammar or spelling mistakes. 8 - 10 pts. Student writes a summary that contains most of the relevant information, with a few grammar or spelling mistakes. 5 - 7 pts. Student writes a summary that contains some of the relevant information required, with some grammar or spelling mistakes. 3 - 4 pts. Student writes a summary that contains very little of the relevant information required, with a lot of grammar or spelling mistakes. 0 - 2 pts.
1 a. (3). b. (2). c. (5). d. (4). e. (1). 2 a. VI. b. IV. c. III. d. IV and V. e. I. f. II. 3 a. A monkey wearing a sandwich board, Mona
Lisa with a rocket launcher. b. Brad Pitt, Cristina Aguilera. c. A pizza box. d. No, they dont. LISTENING CONCERT FANS 32
4 a. ii. b. ii. c. i. d. ii. 5 a. Jen. b. Dani. c. Dani. d. Jen. 6 a. chance.

b. important. c. cannot. d. can.
141
LANGUAGE
WRITING
7 a. By the time he arrived at the train station the

train had left. b. By the time he arrived at the theatre the play had started. c. By the time he arrived at his friend's house she had gone out. d. By the time he arrived at the football stadium the gamed had finished.
10 Historical truth is not the objective of the

activity, so correct dates and real names are not essential. Students should use their previous knowledge of the band or singer. Assign points according to the following criteria. Student writes appropriate information in all the corresponding paragraphs of the article, with very few grammar or spelling mistakes. 8 - 10 pts. Student writes appropriate information in most of the corresponding paragraphs of the article, with some grammar and spelling mistakes. 5 - 7 pts. Student writes only a few pieces of information in the corresponding paragraphs of the article. There are several grammar and spelling mistakes. 2 - 4 pts. Students writes very little information and no paragraphs can be noticed. There are a lot of spelling and grammar mistakes. 0 - 1 pts. MINITEST
8 a. John complained that the phone had rung

at 3 oclock in the morning. b. Tina told us that the exam had begun 10 minutes late. c. Fred said that he had lived in Dublin before moving to Los Angeles. d. Marian explained that the doctor had asked her to describe her typical day. SPEAKING
9 Give students a short time to prepare. Allow

them to take notes but do not let them read the written sentences - they should use their notes as props only. Assign points according to these criteria. The student compares the two paintings and expresses his / her preferences with correct sentences, appropriate pronunciation and a minimum of hesitation. 8 - 10 pts. The student compares the two paintings and expresses his / her preferences, but makes some grammar and pronunciation mistakes and hesitates. 5 - 7 pts. The student compares the two paintings and expresses his / her preferences, but makes several grammar and pronunciation mistakes and hesitates. 2 - 3 pts. The student cannot compare the two paintings or express his / her preferences, makes several grammar and pronunciation mistakes, and hesitates a lot. 0 - 1 pts.
17 P. 75
a. were / had lost. b. moved / had worked. c. played / had left. d. spoke / had studied. e. was / had gone. a. Laurie said she had seen Casino Royale on TV. b. The man told me he had sent the packet three days ago. c. The scientist explained that the Neanderthal had lived thousands of years ago. d. The university authorities announced that they had uploaded the exam results on their website.
16 P. 81
142
UNIT 5.
TEST YOUR KNOWLEDGE READING - FINDING WATER ON THE MOON
1 b. 2 (Be flexible to accept other correct answers).

a. Scientists were surprised to find out there was water on the moon. b. They also revealed that it was not enough moisture to foster / support life. c. Scientists argued for months to find out what the problem with the instruments was. d. Lunar senior scientist Paul Spudis called the new find exciting. e. He also asked the question where the water came from.
The student asks and answers some appropriate questions correctly, but makes several grammar and pronunciation mistakes and hesitates. 2 - 3 pts. The student cannot ask and answer the appropriate questions correctly, makes several grammar and pronunciation mistakes, and hesitates a lot. 0 - 1 pts. LISTENING - MYSTERIES OF SCIENCE 38
5
a. A Spanish geologist b. A British researcher c. Low ozone levels d. Global warming e. Acoustic resonance f. Various instruments
LANGUAGE
I
P
II
P P P
3 a. The moon.
b. To see if it could bring up buried ice. c. (1) The water came from comets or asteroids that crashed into the moon or (2) The solar wind carries hydrogen atoms that bind with oxygen, this way making water.
P P
6 a. incident. b. 200. c. resonance. d. size. 7 a. Jane asked what programme I had seen on
Saturday. b. The shop assistant asked if she could help me. c. The customer asked how much the computer cost. d. Sandra said it was not a good idea to leave so late.
SPEAKING
4 This exercise draws on what students learnt in

this unit and links it to their own experience, asking them to use their imagination. Students work in pairs. First both students complete column A with their own ideas and then they ask each other questions to complete column B. Assign points according to these criteria. The student asks and answers the appropriate questions correctly, with appropriate pronunciation and a minimum of hesitation. 8 - 10 pts. The student asks and answers the appropriate questions correctly, but makes some grammar and pronunciation mistakes and hesitates. 5 - 7 pts.
8 Check that the students use the correct tenses

and appropriate pronouns. Possible answers a. The tourist asked me where the museum was. b. I told Susan I was happy. c. The policeman said he wanted to see my documents. d. The astronomer explained that the telescope was working again. WRITING
9 Ask students to read the interview and then

rewrite it in no more than 150 words, using the reporting verbs provided in the box. Tell them to pay attention to word order in the sentences and to include any other necessary changes.
143
Assign points according to these criteria. Student reports all the required information, using different reporting verbs and incorporating all the necessary changes, with very few spelling mistakes and grammar errors. 8 - 10 pts. Student reports most of the required information, using several reporting verbs and incorporating most of the necessary changes, with a few spelling mistakes and grammar errors. 5 - 7 pts. Student reports some of the required information, using a few reporting verbs and incorporating some of the necessary changes, with some spelling mistakes and grammar errors. 2 - 4 pts. Student reports very little of the required information, using very few of the reporting verbs and incorporating very few of the necessary changes, with several spelling mistakes and grammar errors. 0 - 1 pts. MINITEST
UNIT 6.
TEST YOUR KNOWLEDGE READING THE BUSINESS OF LETTER WRITING
1 I - c. II - a. III - b. 2 a. iii. b. ii. c. iii. 3 a. False.

b. True. c. True. d. True. e. False. f. True.
LISTENING PLACING A JOB ADVERTISEMENT 44
4 a. 5 a. i. b. ii. c. i. d. ii. e. ii. 6 Name: Pauline.
15 P. 99
a. that her name was Carla. b. she did. c. I went to Alexander Fleming school d. his name was George.
Surname: Brown. Position: Human Resources manager. E-mail address: pbrown@nationalair.co.uk. Telephone number: 44 028 786765.
LANGUAGE
7 a. I wonder if Sean has been to New Zealand.
i. I told her / I said she had a lovely name. ii. I added that I was from Benton City too. iii. She exclaimed that her boyfriend also went to that school. iv. I shouted that my name was George too.
b. The football fans asked the commentator if Manchester United was winning the match. c. I cant remember if I left my umbrella at home. d. The music teacher asked if I played / could play the accordion. e. Our new friends enquired if we had learnt English at school. b. his name was c. old he was d. he knew his home address e. he was from
17 P. 104
Possible answers a. My son asked my why I was so tired / sad. b. I wanted to know when we would go on holiday. c. My young wife wondered where we would buy our first home. d. I asked dad how much the TV cost. e. My teacher enquired how many students knew the answer.
8 a. his parents were
144
SPEAKING
9 Ask students to work in pairs, taking turns to be

the interviewer and the interviewee. They both look at the suggestions for an interview and the interviewer prepares the questions while the interviewee prepares the answers. They role play the interview. Assign points according to these criteria. Student uses his / her own ideas and the information provided to complete the job interview, with good pronunciation and no hesitation. 8 - 10 pts. Student uses his / her own ideas and the information provided to complete the job interview, with good pronunciation and a minimum of hesitation. 5 - 7 pts. Student uses his / her own ideas and the information provided to complete the job interview, with some pronunciation mistakes and with hesitation. 2 - 4 pts. Student uses his / her own ideas and the information provided to complete the job interview, with a lot of pronunciation mistakes and a lot of hesitation. 0 - 1 pts. WRITING
Student writes a letter of complaint that contains some of the required information often placed in its correct location and the word limit slightly under/over limit, with some grammar or spelling mistakes. 3 - 4 pts. Student writes a letter of complaint that contains very few pieces of information in the corresponding parts, does not respect the word limit -(the text is too short), with a lot of grammar or spelling mistakes. 0 - 2 pts. MINITEST
18 P. 122
(Accept variations in the reporting verbs). a. Molly's mother wanted to know where her father was. b. The teacher asked how we had found the information to write the report. c. Sarah enquired how many languages we could speak / spoke. d. Kelly wondered why I didn't answer her messages. e. The interviewer wanted to find out what my experience with learning disabilities was.
16 P. 128
Check each students answers individually or ask them to exchange minitests with a partner and correct each other's answers.
10 Students read the instructions carefully and

then write a letter of complaint with a maximum of 150 words. Check each letter individually. Assign points following these criteria. Student writes a letter of complaint that contains all the required information placed in its correct location and respects the word limit, with no grammar or spelling mistakes. 8 - 10 pts. Student writes a letter of complaint that contains most of the required information placed in its correct location and the word limit slightly under/over limit, with a few grammar or spelling mistakes. 5 - 7 pts.
145
THEMATIC INDEX
A biography: Pablo Picasso. A brochure: Planet saving technology. A conversation about iPhone art. A conversation between two girls. A film poster. A film review: Unusual Vampires. A film review. A news story. A song. A web cam lecture: Asking the right questions. An article about science and technology. An article on numerology . An article: Vincent Van Google . An article: Who is Banksy? An interview with a famous person. Business letters. Chilean Connection. Extract from a novel. Gerunds. Indirect questions. -ing forms. Intensifiers. Job interviews. Love letters. Magazine article: The Rapping Years . Reporting verbs. Scientific article: The Magic of DNA . 83 50 77 87 31 42 31 23 15 101 62 - 109 - 110 108 84 86 35 59 - 118 - 119 - 130 - 131 - 134 21 - 41 - 61 - 85 - 109 - 133 30 36 103 - 127 32 16 63 10 - 22 70 - 71 97 - 121 94
146
Teen Science Blog. Telephone conversation: placing a job advertisement. The modal verb might. The Past Perfect tense. The Subjunctive with that. Three conversations about jobs. To apply new vocabulary and structures. To ask and answer questions. To classify information. To classify words. To connect content and previous knwoledge. To connect pictures and content. To connect pictures and topic. To connect the topic and experience. To consolidate a grammar point in writing. To consolidate a grammar point. To consolidate a language item. To consolidate a language structure. To consolidate vocabulary. To create a new text. To deduce the communicative purpose of texts. To describe and guess jobs. To differentiate between fact and opinion. To differentiate between formal and informal language. To discriminate between correct and incorrect information. To discuss a scientific topic. To discuss an issue.
106 135 12 72 - 79 52 - 56 125 52 - 98 - 127 32 34 12 - 48 34 - 48 - 54 - 69 - 76 - 76 - 92 - 100 - 116 - 124 34 92 100 74 - 128 12 - 17 - 32 - 35 - 56 104 - 122 73 17 - 35 - 55 - 57 - 73 - 74 - 79 - 98 - 102 - 121 17 - 53 - 75 - 99 - 123 116 124 96 116 15 - 29 - 35 - 78 - 97 - 102 - 120 105 57
147
To draw conclusions. To evaluate learning. To expand content expressing opinions. To expand vocabulary. To express opinions. To express personal attitudes. To find general and supporting information. To find meaning of words / to make predictions. To find specific information.
55 13 - 17 - 33 - 37 - 53 - 57 - 75 - 81 - 99 - 104 - 122 - 128 80 12 7 - 35 - 68 - 93 -100 7 29 - 55 8 - 14 - 34
9 - 49 - 55 - 69 - 77 - 78 - 93 - 101 - 102 - 117 - 125 - 126 54 - 100 121 34 - 48 - 69 - 76 120 117 93 93 35 15 69 - 11 102 49 14 - 15 48 - 69 120 48 - 78 - 116 - 125 54 7 - 14 - 35 - 54 - 68
To find the meaning of key words and identify their pronunciation. To identify and classify differences between American and British English. To identify cognates. To identify explicit and implicit information. To identify format of business letters. To identify purpose of a text. To identify references. To identify speakers. To identify stressed word. To identify synonyms. To identify textual clues. To identify textual references. To identify tone of message. To identify type of text. To infer information. To infer meaning of words / expressions. To infer the meaning of key words. To match information and visuals.
148
To match information. To participate in a guided oral dialogue. To practise a structure. To predict content from cognates and familiar words. To predict content from the context. To predict messages using non-verbal content. To reflect on the contents of the lesson and relate them to personal experiences. To reinforce a grammar point. To relate content to personal experiences. To role play an interview. To role play dialogues imitating a spoken model.
29 - 48 - 77 49 - 98 52 48 - 100 54 - 93 - 125 77
17 - 33 - 36 - 53 - 57 - 68 - 75 - 81 - 99 - 105 - 123 - 129 12 - 17 17 37 17 - 32 - 37 - 56 - 74 - 80 - 104 - 122 129 29 - 72 81 49 - 69 - 96 - 101 122 29 - 35 - 48 - 55 - 69 - 77 - 93 -101 - 117 - 125 17 - 33 111 22 42 62 86 110 134 40
To summarise (ideas, information) through discussions and oral work. To synthesise information and transfer it to a graphic organiser. To talk about art forms and preferences. To transfer relevant information to a visual organiser. To use information to complete a conversation. To validate predictions. To write a text. Two presentations about mysteries of science. Unit Test 1 Unit Test 2 Unit Test 3 Unit Test 4 Unit Test 5 Unit Test 6 Writing tips.
149
BIBLIOGRAPHY
MASCULL, B.L.; 1997. COLLINS COBUILD KEY WORDS IN SCIENCE AND TECHNOLOGY; 1st Edition. England, Heinemann Publishers. MURPHY, R.M.; 1997. ESSENTIAL GRAMMAR IN USE; 2nd Ed. Great Britain, Cambridge University Press. SEVERAL AUTHORS; 1996. SPANISH - ENGLISH STANDARD DICTIONARY; 2nd Ed. Mexico, s.e. SEVERAL AUTHORS; 1997. THE MACMILLAN VISUAL DICTIONARY; 1st Edition. USA, Prentice Hall Hispanoamericana. RINVOLUCRI, M. et al; 1995. MORE GRAMMAR GAMES; 1st Edition. Great Britain, Cambridge University Press. JARA, H. et al; 1995. TECHNICAL ENGLISH 1; 3rd Ed. S.l, Salesiana. BURKE. J.M;. et al.; 2003. READING REMINDERS: TOOLS, TIPS, AND TECHNIQUES, s.e.s.l. PEREGOY. S.F. et al.; 2005. READING, WRITING AND LEARNING IN ESL; 3rd Ed. England, Allyn & Bacon. SANDLER, C. AND KEEFE. J; 2004. 1001 LETTERS FOR ALL OCCASIONS: THE BEST MODELS FOR EVERY BUSINESS AND PERSONAL NEED. Adams Media. BLANDHCARD, K.R.; ROOT C.T.; 1996. FOR YOUR INFORMATION; 1st Edition. USA, Addison Wesley Longman.
WEB SITES
http://www.ingles.mineduc.cl/ http://www.bbc.co.uk/programmes/p002vsmz http://kids.nationalgeographic.com/ http://kids.nationalgeographic.com/Stories/ http://dsc.discovery.com/ http://dsc.discovery.com/games/games-tab-03.html http://www.mansioningles.com/index.htm http://www.isabelperez.com/ http://www.teachingenglish.org.uk/
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2011 Ediciones Cal y Canto Original text
Jolanta Polk Reyes Teaching English as a Foreign Language, Dublin, Ireland. Teacher training, translation and English Literature, University of Silesia, Poland. Ediciones Cal y Canto
Original illustrations Design General Publisher Publisher Assistant Publisher
Ediciones Cal y Canto
Jorge Muoz Rau. Alicia Manonellas Balladares. Gloria Caro Opazo. Ly-Sen Lam Daz. Designed by Mara Jess Moreno Guldman. Cover designed by Mara Jess Moreno Guldman. Layout by Cristina Seplveda Aravena. Proofreading Kevin Towl. Illustrations Venus Astudillo Vera. General Production Cecilia Muoz Rau. Production Assistant Lorena Briceo Gonzlez. Recording Producer Rodrigo Gonzlez Daz. Photos Banco de Fotos Ediciones Cal y Canto. ISBN: 978-956-8623-97-5 N de Inscripcin: 197.520 All rights reserved; no part of this publication may be reproduced, stored in a retrieval system, transmitted in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in Chile
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TEXTO DEL ESTUDIANTE

Jolanta Polk Reyes

EDICIN ESPECIAL PARA EL MINISTERIO DE EDUCACIN PROHIBIDA SU COMERCIALIZACIN AO 2011

TEXTO DEL ESTUDIANTE

Jolanta Polk Reyes

GET TO KNOW YOUR BOOK

vit king acti ies are recor ded spea . and

er. the CD with you r teach

Did you know that...

American v/s British English

PLAN OF THE BOOK

READING Love in Writing (love letters) ...................10 - 11

READING Planet Saving Technology (brochure) ...............................50

WRITING Write a love letter ...................13

WRITING Write a brochure ....................53

LISTENING From the Heart (song)......................................15 SPEAKING Share love stories....................17

GRAMMAR The Subjunctive .............60 / 62

TEST YOUR KNOWLEDGE........................62

READING Urban Rhythms (magazine article) ..........70 - 71

READING The Magic of DNA (article) ...........................94 - 95

WRITING Write a scientific article ..........99

GRAMMAR The Past Perfect..............72 / 79

GRAMMAR Reporting verbs.......................97 Indirect questions.................103 TEST YOUR KNOWLEDGE .....................110

TEST YOUR KNOWLEDGE........................86

In this unit you will learn to:

You will also learn:

You will use the following text types:

You will pay special attention to these values

HYPERTEXT: digital resources and activities

3 Classify the feelings in the box under the correct picture.

2 How do people usually express their romantic feelings? Exchange opinions

9 Here is a summary of one of the letters. Which letter (I IV) does it

American v/s British English recognize recognise/ recognize

HYPERTEXT: digital resources and activities

The modal verb might

B a condition a possibility a request a suggestion

American v/s British English pen pal pen friend

HYPERTEXT: digital resources and activities

13 MINITEST Write one sentence for each situation.

American v/s British English French fries chips

15 APPLICATION TASK WRITING

16 Answer and discuss these questions in your group.

HYPERTEXT: digital resources and activities

FROM THE HEART

1. To match information and visuals. 2. To identify tone of message. 3. To make predictions.

We might be a little late, but its so wonderful to be together!

Terribly late as usual! I might as well go home.

I hope shes not too angry! These flowers might help!

Did you know that...

American v/s British English subway underground, tube

WHILE YOU LISTEN 4 5

AFTER YOU LISTEN 9 Re-write these sentences using might.

Patrick and Camille might marry.

_____________________ _____________________ _____________________ _____________________ _____________________ _____________________

HYPERTEXT: digital resources and activities

____________________________________________________________. ____________________________________________________________. ____________________________________________________________. ____________________________________________________________.

11 Complete these dialogues using different intensifiers.

HYPERTEXT: digital resources and activities

14 APPLICATION TASK SPEAKING

15 Answer and discuss these questions in your group.

HYPERTEXT: digital resources and activities

HYPERTEXT: digital resources and activities

Mad : adj / very angry.

___________ _ _ _ _ ___________

. . . .

__________________ _. Please, _ _. All my love, .

Event map d. Brief summary of story. ___________ _ ___________

b. Time ____________ e. End _ _ ___________

(1) colmillos, atades y estacas (2) amor prohibido