Inglés 3º Medio - Teacher S Book PDF

TEACHER’S BOOK
Jolanta Polk Reyes
TEACHER’S BOOK
ENGLISH 3º MEDIO
Global English
PEFC/29-31-75
9 789563 391961
EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN
PROHIBIDA SU COMERCIALIZACIÓN PROHIBIDA SU COMERCIALIZACIÓN
PORTADA_TB_ING3.indd 1 12-07-17 11:36

TEACHER’S BOOK
Jolanta Polk Reyes

Teaching English as a Foreign Language, Dublin, Ireland.
Teacher training, translation and English literature,
University of Silesia, Poland.
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2018 © Ediciones Cal y Canto Reimpresión
Global English 3 medio Teacher’s Book
Nº de Inscripción: 197.518
ISBN: 978 956 339 196 1
Original text Jolanta Polk Reyes

Teaching English as a Foreign Language,
Dublin, Ireland
Teacher training, translation and English literature,
University of Silesia, Poland
Original illustrations Ediciones Cal y Canto®
Design Ediciones Cal y Canto®
General Manager Jorge Muñoz Rau
English Editor Gloria Caro Opazo
Assistant Editor Marián González del Fierro
Design María Jesús Moreno Guldman
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Layout Cristina Sepúlveda Aravena, Marcia Gutiérrez Pavez
Proofreading Nicholas Gunn
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Recording Producer Rodrigo González Díaz
Recording Engineer Ignacio Arriagada Maia
Photos 123RF Stock Photos
2017 © Ediciones Cal y Canto

Global English 3 medio Teacher’s Book 2017 Reedición
ISBN: 978 956 339 196 1

ISBN: 978 956 339 196 1

ISBN: 978 956 339 196 1

Global English 3 medio 2014 Reimpresión
ISBN: 978 956 339 073 5

Global English 3 medio 2013
ISBN: 978 956 339 073 5
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.
Impreso RR Donnelley Chile

Se terminó de imprimir xxxxx ejemplares en el mes de noviembre de 2016.
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CONTENTS
Plan of the student’s book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
The Student’s Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Book Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Common european framework of reference for languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Teaching strategies for skills development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Integrating the four skills in the english classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Orientations to develop critical thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
The teacher’s book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
The sounds of english . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Classroom language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Suggested Year Planning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
UnIT 1: ADVICE AND SUPPORT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
UnIT 2: TWO OF THE ELEMENTS .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
UnIT 3: PROFESSIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Photocopiable Additional Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119
UnIT 4: BEING ACTIVE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122
Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
UnIT 5: AT WORK . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Photocopiable Additional Reading Texts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Extra Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
Answers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
Answers to workbook activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 200
Test question bank . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 210
Thematic bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 215
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PLAN OF THE STUDENT’S BOOK
uniT 1 uniT 2 uniT 3

TWO Of THE ElEMEnTS 28
PROfESSiOnS
AdViCE And SuPPORT 6 52
GETTING INTO GETTING INTO THE UNIT .........53

GETTING INTO THE UNIT ............ 7
THE UNIT .................................... 29 GETTING READY
GETTING READY
GETTING READY FOR FOR THE UNIT ............................. 54
FOR THE UNIT ................................ 8
THE UNIT .................................... 30 LESSON 1
LESSON 1
LESSON 1 reading
reading
reading Preparing a CV
Letters to Aunt Anne
Earth (school newspaper (article, tips, model CV) ................ 56
(personal letters) .............................10
interview) .................................... 32 language note
language note
language note Recommendations
Linking words ..................................13
The First Conditional ..................... 33 and suggestions ............................. 61
application task – Writing
application task – Writing application task – Writing
A letter of advice..............................15
A school earthquake plan ............ 37 Own CV ...........................................62
LESSON 2
LESSON 2 LESSON 2
listening
listening listening
Embarrassing Moments
Water (TV programme) ................ 38 Advertising for jobs
(TV interview) .................................16
language note (advertisement)..............................64
language note
Connectors of condition to link language note
The First Conditional .......................18
two ideas ...................................... 40 Had better versus should ................66
application task – speaking
application task – speaking application task – speaking
A role play describing
Description of pictures in detail ..... 41 Role play of a job interview ...........67
own experiences .............................19
CONSOLIDATION CONSOLIDATION
CONSOLIDATION
ACTIVITIES ................................. 42 ACTIVITIES ...................................68
ACTIVITIES ....................................20
JUST FOR FUN ........................... 44 JUST FOR FUN ............................. 70
JUST FOR FUN ..............................22
CHILEAN CONNECTION ............ 45 CHILEAN CONNECTION.............71
CHILEAN CONNECTION .............23
TEST YOUR TEST YOUR
TEST YOUR KNOWLEDGE ..........24
KNOWLEDGE ............................... 46 KNOWLEDGE ...............................72
Final Reflection ........................26
Final Reflection ....................... 48 Final Reflection .......................74
SELF-EVALUATION .....................27
SELF-EVALUATION ..................... 49 SELF-EVALUATION .....................75
SYNTHESIS TEST
UNITS 1 & 2 ................................. 50
4 PlAn Of THE STudEnT’S BOOK
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Unit 4 Unit 5 BIBLIOGRAPHY
FOR THE STUDENT.................138
WEBSITES FOR
BEING ACTIVE 76 AT WORK 106 THE STUDENT..........................138
SUGGESTIONS FOR
EXTRA READING.....................139
MATERIAL USED IN
THE PREPARATION OF
GLOBAL ENGLISH...................140
GETTING INTO THE UNIT.......... 77 GETTING INTO THE UNIT.........107 THEMATIC INDEX....................141
GETTING READY GETTING READY GLOSSARY.................................143
FOR THE UNIT............................. 78 FOR THE UNIT ......................... 108 WORKBOOK..............................144
Lesson 1 Lesson 1 Unit 1.........................................144
Reading Reading Unit 2.........................................148
Flying (personal account, poem)... 80 Volunteering (website, e-mail,
Unit 3.........................................151
magazine article, forms)..............110
Language Note Unit 4.........................................154
Language Note
Prepositional phrases..................... 84 Unit 5.........................................157
The Present Perfect
Application Task – Writing Continuous ...................................115 languaje reference........160
An itinerary for a two-day trip....... 87 Application Task – Writing Verb tenses............................160
Lesson 2 A composition..............................117
Modal verbs..........................166
Listening Lesson 2
A competition Listening conditional sentences....168
(radio programme)......................... 88 Applying for a job (interview).........118 prepositional phrases...170
Language Note Language Note RUBRICS FOR
Adverbial phrases............................ 91 The Present Perfect SELF-EVALUATION.................172
Application Task – Speaking Continuous with for/since........... 121 Unit 1...........................................172
Application Task – Speaking
Role play of a quiz show................. 93 Unit 2...........................................172
Introduce yourself
CONSOLIDATION at an interview............................. 123 Synthesis test
ACTIVITIES.................................... 94 CONSOLIDATION Units 1 & 2................................173
JUST FOR FUN.............................. 96 ACTIVITIES.................................126 Unit 3...........................................173
CHILEAN CONNECTION.............. 97 JUST FOR FUN...........................128 Unit 4...........................................174
TEST YOUR CHILEAN CONNECTION...........129 Synthesis Test
KNOWLEDGE................................ 98 TEST YOUR Units 1 to 4...............................174
Final Reflection ......................100 KNOWLEDGE.............................130
Unit 5...........................................175
SELF-EVALUATION ...................101 Final Reflection .....................132
SELF-EVALUATION...................133 Synthesis Test
SYNTHESIS TEST Units 1 to 5...............................175
SYNTHESIS TEST
UNITS 1 – 4................................102
UNITS 1 – 5...............................134
Plan of the student’S book 5
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INTRODUCTION
A message from the author
Global English has been developed taking into account Indeed, it is through dialogue and interaction that
the patterns and activities most relevant to the effective curriculum objectives come alive. Collaborative
learning processes suitable for 3º medio students. learning offers students enormous advantages not
available in more traditional forms of teaching
What was most taken into consideration was how to because a group - whether it be the whole class or a
keep students’ interest in the contents of the book, i.e. learning group within the class – can accomplish
subjects and themes of special relevance and meaningful learning and solve problems better than
attraction to young people of this age group. any individual can alone.”
Youngsters are often criticised for their apparent lack of The majority of the listening and reading texts have
interest in contingent issues. We firmly disagree with this been taken from authentic sources. Where this was not
idea. It is true that they show certain disenchantment possible, they were specially written trying to make
with some aspects of the globalised world, but time them as real as possible.
and time again the younger generation has shown
that they are interested in what goes on around them. All our cartoons are original and the result of many
That is why the units in the book have been developed hours of thinking, the extra sections have been
around key issues that interest our students. included to provide additional information in different
forms, and both the book as a whole and each
To quote M.B. Tinzmann, B.F. Jones, T.F. Fennimore, J. individual page have been carefully designed to
Bakker, C. Fine, and J. Pierce, 1990: contribute to the establishment of a pleasant learning
environment.
“It is primarily through dialogue and examining
different perspectives that students become Finally, the purpose of the book, apart from providing
knowledgeable, strategic, self-determined, and learning contents, is to offer fun and diversion in the
empathetic. Moreover, involving students in real-world sometimes dry and arduous knowledge acquisition
tasks and linking new information to prior knowledge process.
requires effective communication and collaboration
among teachers, students, parents, and other actors in We hope that both students and teachers will enjoy
the educational process. Global English and use it to its maximum extent.
The Author
6 inTROduCTiOn
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THE STUDENT’S BOOK
Global English consists of five units. stated to anticipate what, where, why, how, who
Unit 1: Advice and Support and if. Developing students’ abilities to make
Unit 2: Two of the Elements reasonable predictions helps to sharpen their
Unit 3: Professions inferential thinking. Make sure that you tell
Unit 4: Being Active students that their various predictions, though
Unit 5: At Work thoughtful and well-founded, may still turn out to
be incorrect.
Each unit has been divided into two lessons of
gradually increasing complexity and level of The Reading tasks focus students’ attention, show
difficulty, both of them with Before, While and them how to look for specific information, locate
After reading or listening activities. Each unit clues, and separate essential from non-essential
contains the following sections: information, and teach them that it is not
necessary to know and understand every single
Introduction
word in the text to accomplish the tasks and get
There is an attractive, motivating photo that the required results.
illustrates the main topic of the unit and
accompanies the learning objectives of the unit, The After you Read tasks connect the text with the
presented on the same page. students’ own reality, give practice on specific
grammar points extracted from the reading texts,
Getting into the unit and provide opportunities for oral and written
Short activities that have a double purpose: to expression.
motivate and create interest, and to evaluate how
Listening
much students already know about the topic(s) to
be covered. The tasks to develop listening skills in Global
English help students to learn strategies that will
Getting ready for the unit improve their understanding of spoken messages.
This section identifies and practises language and
The same as for the development of the reading
skills that the students will need to have mastered
skills, its methodology adopts a three-phase
in order to move on to the new contents of the
approach with Before, While and After listening
unit.
tasks, to provide a setting, motivation and
Reading linguistic preparation, as well as activate previous
When students have a purpose for reading, they knowledge, focus students’ attention on specific
can adopt different reading strategies to suit tasks and reduce anxiety produced by unknown
different types of texts and different reasons for messages.
reading. For example, students may need to skim Writing and speaking
one type of text to identify the main points it The development of these two skills is carefully
covers, but scan another text to locate specific guided and always based on the content of a text,
information. making use of a variety of activities and strategies.
The Before you Read activities motivate students to In each Reading lesson there is a section called
read and encourage them to predict and anticipate APPLICATION TASK - WRITING, in which students
information. They are essential for reading skills are asked to develop a written text imitating what
development. Making predictions is a core strategy they have read in the lesson and following clear
for reading comprehension; proficient readers steps and instructions.
constantly attempt to ‘read ahead’ of an author, In the Listening lessons, there is an APPLICATION
picking up clues and predicting what might unfold. TASK - SPEAKING, where students participate in a
Predictions are a category of inference: when we speaking activity imitating models and following
predict, we are going beyond what is explicitly clear instructions.
THE STudEnT’S BOOK 7
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Additionally, there are JUST FOR FUN activities to Learning tip
stimulate students’ development and self-study This is an additional tool we have provided to
skills. An important component of this section is make learning more accessible and contents
the CHILEAN CONNECTION, which explicitly easier to understand. Learning tips can be done
relates the topic of the unit to the Chilean by the students on their own or you can analyse
context. This part of the book is ‘owned’ by the them with the whole class, helping the students
students and the role of the teacher is simply to to understand and put them into practice.
guide and answer questions, but not to intervene,
Writing target strategy
reward, or punish for exercises either done or not
This tool has been designed to raise awareness of
completed.
the strategies students need to use when tackling a
The four following parts of the book respond to writing task. Depending on the specific task
Bloom’s Taxonomy of Cognitive Domain. Namely, objectives, students will find pre-writing or editing
there is no complete learning process without strategies which will help them go through
consolidation, (CONSOLIDATION ACTIVITIES), the writing process and complete different
testing (TEST YOUR KNOWLEDGE), and application activities.
self-evaluation activities (SELF-EVALUATION).
Speaking target strategy
Did you know that …?
This tool will provide different strategies that
The aim of this section is to provide interesting
students can use when preparing and planning
bits of information on the main topic of the lesson
speaking tasks. Speaking strategies are useful to
and motivate students to find more similar details
develop oral fluency and to reduce students’
on their own.
‘speaking anxiety’. Using these strategies, students
Internet resources will face speaking tasks with a greater sense of
Global English makes use of information self-confidence.
technology by suggesting Websites to access
resources when the students need to gather Reading target strategy
information on various topics or prepare for a This tool will provide different strategies which
presentation. They provide a good opportunity will help students develop their reading skills.
for independent work. Depending on the specific task objectives,
students will find before-reading, while-reading
Throughout the book, students and teachers will
or after-reading strategies which will help them
find website-based resources to expand their
improve comprehension.
knowledge of specific subjects. Exploitation of
these resources is important, as self-study is part Listening target strategies
of many school improvement approaches. This tool has been designed to raise awareness of
Moreover, when students realise their additional the strategies students need to use when tackling
efforts are seen and recognised, they usually listening tasks. These strategies will help students
become more committed to – and interested in - in different stages of the listening process: before,
improving their work. while and after.
Language note
This section encourages students to identify Consolidation activities
characteristics of a grammar point that has They play an important role in the learning
appeared in the reading or listening texts, process because:
provides more examples, and helps students to • they let both teachers and students find out where
deduce some general rules. they are still lacking;
• they help to correct errors and reinforce strengths;
• they provide an attractive and entertaining new
setting for the contents of the unit.
8 THE STUDENT’S BOOK
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Formal evaluation - Test your knowledge. • Quick self-check. In every lesson, there is a short
This part of the book provides the teacher with testing activity which students must carry out
the necessary elements to formally evaluate the within a time limit and for which they must assign
students’ learning process. There is a strong need themselves points. The teacher is strongly advised
not only for the adequate marking of students’ to encourage students to analyse their performance,
acquired knowledge, but, most importantly, for identify strengths and weaknesses, and consider
determining the shortfalls and stumbling blocks steps to improve.
on the road to consolidated knowledge. • Final reflection. At the end of the unit, students
are invited to think about their performance while
Therefore, the teacher should not consider this
doing the different activities. Tips are offered in
part as exclusively the rewarding / punishing tool
order to help them to improve and solve problems
for acquired / not acquired knowledge, but rather
before moving on to the next unit.
as the basis for establishing remedial and
• Self-evaluation. There is a final self-evaluation
reinforcement procedures and techniques.
section at the end of each unit, divided into two parts.
Synthesis evaluation The first part helps students to assign themselves
There are three synthesis tests in Global English: marks in the final test of the unit (TEST YOUR
Units 1 & 2, after Unit 2; Units 1 to 4, after Unit 4; KNOWLEDGE). The second part provides the students
and Units 1 to 5, after Unit 5. They have the same with statements that help them to decide how much
format as the tests at the end of each unit, but they have learnt, putting them in a position to make
cover all the contents in the previous units. an assessment of their whole work.
Self-evaluation Workbook
By getting involved in their evaluation, learners At the end of the units, there is a Workbook,
come face to face with their learning problems which provides additional activities to engage
and consciously try to tackle them. Self-evaluation students in further practice of the Student’s Book
requires students to be more aware of the material. It follows and reflects the Student’s Book
changes they are experiencing, motivates them to organisation and offers exercises that can be done
form a realistic and honest perception of their in class or assigned as homework.
own work, and to try to take responsible steps to Each Workbook unit practises and consolidates
solve their problems. Self-evaluation enables reading and listening skills, grammar, and
students to become independent learners as well vocabulary. The listening activities are shown by
as independent thinkers. the audio icon, and their transcripts are included
There are three formal instances of self-evaluation in the Answers to Workbook Activities section, at
in Global English. the end of this book.
THE STUDENT’S BOOK 9
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BOOK METHODOLOGY
Task-based learning Learner training

Global English helps students to develop language Teachers should constantly encourage students to
and learning skills to carry out sequences of tasks. analyse their learning process, making them think
about their learning, what problems they have, and
Some advantages of task-based learning are:
how they could improve their performance so that
• increased motivation, as learners become
they can take the appropriate steps to optimise
personally involved;
their learning.
• all four skills - reading, writing, listening, and
speaking - are integrated;
Mixed ability
• autonomous learning is promoted as learners
become more responsible for their own learning; Global English caters for mixed-ability classes in a
• there are learning outcomes, learners have an end variety of ways. The teacher needs to develop
product; techniques which allow students of all levels to
• the tasks are authentic and therefore the language benefit from the lesson. Individual feedback is
input is more authentic; advisable in any class, but in a mixed-ability class, this
• interpersonal relations are developed through attention to detail can increase student satisfaction.
working in pairs or groups; Besides, each lesson in Global English offers at least
• there is always a break from routine and the one activity that can be done by fast learners while
chance to do something different. the rest of the class is finishing a task, and there are
additional activities to cater for a variety of learning
Collaborative work
styles.
This approach gives the teacher the grounds for
evaluating what students have learnt and how they Learning styles
apply that knowledge to real-life situations. Research and teaching experience have shown that
Working in groups develops several very important students are better motivated and learn more when
skills, including collaboration, error correction, and their different intelligences and learning styles are
respect for other people’s opinions. In addition to taken into account in the teaching and learning
completing the task at hand, you could ask students process. As there are different personalities, there
to evaluate how well they worked as a group after are also different learning styles in a classroom
each group exercise using this simple instrument: (visual learners, auditory learners , kinesthetic
learners , tactile learners) Global English has
• Our Effectiveness as a Group considered these important facts and it offers
different kinds of activities to suit the variety of
Evaluation scale: 1 – 2 – 3 – 4 – 5 – 6 – 7
students’ needs in a class.
Low High
a. The group defined its task. ______ Vocabulary
b. All members of the group The active vocabulary in each unit is the vocabulary
the students need to carry out the tasks. There is
i. accepted the responsibility for the
development of students’ passive vocabulary
outcome. ______
through a rich variety of lexis in the reading and
ii. felt free to state their real opinions. ______ listening texts. There are specific vocabulary
iii.were productive. ______ sections and practice activities.
iv. were respectful at all times. ______
Students should be trained to develop effective
v. feel satisfied about the work done. ______ strategies for learning vocabulary and for keeping
(Based on: Stopper, R. (2004). Small-Group Discussion, clear vocabulary records. When especially difficult
pp. 299-303. Bloomington, IN: Xlibris)
10 BOOK METHOdOlOGy
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words appear in a text or in an activity, their Prefixes and suffixes
meaning is given in a glossary section at the A word can consist of three parts: the root, a prefix,
bottom of the page. All these words are presented and a suffix.
together in the Glossary section at the end of
this book. The root is the part of the word that contains the
basic meaning, or definition of the word.
Grammar
A prefix is a word element placed in front of the
Global English deals with grammar with the purpose
root, which changes the word’s meaning or makes a
of making it more meaningful and useful for
new word.
students.
A suffix is a word element placed after the root,
Structures that are essential for the understanding
which changes the word’s meaning as well as
of oral or written texts are presented and practised
its function.
in the After reading or After listening stages.
In order to activate students’ language awareness, Common Prefixes
the course highlights some morpho-syntactic Prefix Meaning Example
elements in context so students discover their use. bi- two bicycle
de- not decaffeinated
Collocations
dis- not dishonest
When words are used together regularly, rules are
formed about their use not for grammatical reasons, im- not impossible
but because of the association. Some common mis- not misunderstand
collocations in English are: pre- before preview
• verb + noun: throw a party / accept responsibility; re- again reactivate
• adjective + noun: square meal / grim determination; un- not untidy
• verb + adjective + noun: take vigorous exercise /
make steady progress; Common Suffixes
• adverb + verb: strongly suggest / barely see; Suffix Meaning Example
• adverb + adjective: utterly amazed / completely -able able imaginable
useless;
-er doer teacher
• adverb + adjective + noun: totally unacceptable
behaviour; -ful full of wonderful
• adjective + preposition: guilty of / blamed for / -ly or -y like heavenly
happy about; -ment state of agreement
• noun + noun: pay packet / window frame. -ness state of being happiness
-ous full of joyous
Book Methodology 11
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COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES
The restructured version of the Common European One of the aims of the Framework is to help
Framework of reference for language learning, describe the levels of proficiency required by
teaching and assessment represents the latest stage existing standards, tests and examinations in order
in a process which has been actively pursued since to facilitate comparisons between different systems
1971 and owes much to the collaboration of many of qualifications. For this purpose the Common
members of the teaching profession across Europe Reference Levels have been developed. Ideally a
and beyond. scale of reference levels in a common framework
should meet the following criteria. The table below
The Common European Framework of Reference for shows the three bands and six levels of the CEF,
Languages (abbreviated as CEFR or CEF) is a together with the approximate hours required to
standard, international scale of levels for language achieve each level and what a person is able to do
learning. with the language at each level.
CEF band CEF level hours level descriptor (ability at this level)
C C2 Mastery or 1000+ • Can understand with ease virtually everything heard or read.
Proficient Proficiency • Can summarize information from different spoken and written sources, reconstructing arguments and
user accounts in a coherent presentation.
• Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning
even in the most complex situations.
C1 Effective 800 • Can understand a wide range of demanding, longer texts, and recognize implicit meaning.
Operational • Can express him/herself fluently and spontaneously without much obvious searching for expressions.
Proficiency or • Can use language flexibly and effectively for social, academic and professional purposes.
Advanced • Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of
organizational patterns, connectors and cohesive devices.
B B2 Vantage 600 • Can understand the main ideas of complex text on both concrete and abstract topics, including technical
Independent or Upper discussions in his/her field of specialization.
user Intermediate • Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers
quite possible without strain for either party.
• Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue giving
the advantages and disadvantages of various options.
B1 Threshold or 400 • Can understand the main points of clear standard input on familiar matters regularly encountered in work,
Intermediate school, leisure, etc.
• Can deal with most situations likely to arise whilst travelling in an area where the language is spoken.
• Can produce simple connected text on topics which are familiar or of personal interest.
• Can describe experiences and events, dreams, hopes & ambitions and briefly give reasons and explanations
for opinions and plans.
A *A2 Way-stage or 200 • Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g.
Basic Elementary very basic personal and family information, shopping, local geography, employment).
user • Can communicate in simple and routine tasks requiring a simple and direct exchange of information on
familiar and routine matters.
• Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of
immediate need.
*A1 Breakthrough • Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of
or Beginner needs of a concrete type.
• Can introduce him/herself and others and can ask and answer questions about personal details such as where
he/she lives, people he/she knows and things he/she has.
• Can interact in a simple way provided the other person talks slowly and clearly and is prepared to help.
* The levels A2 and B1 correspond to the target levels for 8th grade and 12th grade in the national Curriculum.
Adapted from: Verhelst, N., Van Avermaet, P., Takala, S., Figueras, N., & North, B. (2009). Common European Framework of Reference for
Languages: learning, teaching, assessment. Cambridge University Press.
12 COMMOn EuROPEAn fRAMEWORK Of REfEREnCE fOR lAnGuAGES
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TEACHING STRATEGIES FOR SKILLS DEVELOPMENT
ReaDInG COMPReHenSIOn STRaTeGIeS The following chart shows examples of questions

teachers can use to help students develop reading
Comprehension strategies are conscious plans or
comprehension strategies while they read.
procedures that are under the control of a reader,
who makes decisions about which strategies to use Does this remind you of something?
and when to use them to get meaning from text.
Has this ever happened to you?
Making connections
Strategies can help students become better readers Do you know someone like him / her?
if they Are you like this character?
• use different strategies before, during, and after What do you already know that will help understand what
you’re reading?
reading,
Does this information confirm or conflict with what you’ve read
• use strategies whenever they read
in other sources?
• think about how strategies can help them
What do you think will happen next?
Before reading
Predicting
Based on the material you’ve looked over before reading, what
• Preview the text by looking at the title, headings, and images. can you predict…
• Recall prior knowledge; think about what they already know about What does this title / heading / picture make you think?
the topic of the text. Although the author hasn’t told it, what do you think about…
• Set goals for their reading. Note the structure, or organization of the What is the author saying?
text, and create a mental overview or outline of the text to help decide
Questioning Why is that happening?
whether it is relevant to their goals.
Why did this character…?
• Predict what the text will be about by using prior knowledge.
Is this important?
While reading
How does this information connect with what you have already
• Evaluate predictions and revise them as needed. read?
• Connect the meaning of one sentence to the meaning of another; use Is this making sense?
background knowledge to try to clarify the meanings of words and
What’s going on here?
Monitoring
phrases.
What have you learned?
• Interact with the text; ask questions about its content and reflecting
on its ideas. Do you need to reread?
• Focus the attention on the reading goals. What does this word mean?
• Reread a passage before going on. What text clues help you fill in missing information?
• Summarize the content of a passage as they read it. This story is mainly about…
Summarizing
• Make inferences as they read. How is the story organized?

• Create mental images, or visualize a setting, event, or character to The author’s most important ideas were…
help understand a passage in a text.
How does the text organization help you?
• Monitor comprehension as they read.
What are the key words?
• Rephrase a passage in their own words.
• Look up the meanings of difficult words. What are the pictures/scenes in your mind?
Visualizing
What do you hear / taste / smell or feel?

After reading After reading
What do the characters, the setting, and the events of the story
• Think about, or reflect on what they read. look like in your mind?
• Mentally summarize major points or events in the text. Can you picture this new information?
• Go to other sources to find additional information about the topic of
the reading. Adapted from: Capistrano Unified School District. (2003).
Student Reading Comprehension Strategies. Retrieved from:
• Talk with a classmate about which strategies they used and why they http://www.readinglady.com/mosaic/tools/Student%20
used them. Reading%20Comprehension%20Strategies%20explanation%20
from%20Leslie.pdf
TEACHinG STRATEGiES fOR SKillS dEVElOPMEnT 13
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Listening and Speaking Strategies On the other hand. The teaching of speaking
involves more than just providing them with
Listening strategies are techniques or activities that
speaking fluency practice. Teachers need to focus
contribute directly to the comprehension.
on skills and strategies that will help students
In the Pre-listening stage, students need to negotiate meaning and communicate effectively
understand how to recognize the purpose of the with other people.
listening message, and make connections about
These strategies help all students improve their
the topic or tone to tune in as preparation for
language development in a supportive,
processing the information. Teachers can use
encouraging way.
directions, vocabulary competition, film watching,
or description of drawing sketches to tune their • Model language by saying aloud and writing the
brain in the second langue listening. ideas and concepts you’re teaching.
• Have students retell stories aloud.
In the While listening part, the teaching task will
mainly focus on note taking skills. EFL learners need • Teach choral speaking and reading
to be taught and encouraged to actively think • Sing or read songs. Children can bring in a favorite
about what they’re listening to. In order to teach song to perform alone or as a group, but make
EFL learners to think when listening, focusing on sure you have heard the song first and can
note-taking skills is a good way of helping learners approve it.
to concentrate and to look for clues in what they’re • Have students read and perform Readers Theater
listening to. scripts.
After listening, students need to act upon what • Correct content, not grammar. To model proper
they have heard to expand their thinking. grammar and syntax, restate or rephrase students’
questions or statements.
Here are examples of strategies to help develop
• When asking questions, give choices for the
students’ listening comprehension.
answer.
Before listening • Encourage students to describe, summarize,
define, contrast, and compare by modeling. Be
• Think of what they already know about the topic of the recording. sure to show and not just tell when teaching a
• Anticipate what will come. new concept, idea, or vocabulary.
• Evaluate which listening strategies will serve best in the particular
situation. Writing strategies
• Predict what the speaker(s) might say.
For a second language learner, writing is an
While listening extension of listening and speaking. Therefore,
• Figure out the purpose for listening. students must be provided opportunities to build,
• Listen carefully to the speaker. extend, and refine oral language in order to
• Attend to the parts of the listening input that are relevant to the improve written output.
identified purpose and ignore the rest.
A great deal of research on writing highlights the
• Listen for more information that the speaker tells about an idea.
fact that this skill is rarely done in isolation, but is
After listening virtually always done in response to source texts
• Think about what they have listened. (Cumming, Kantor, Powers, Santos, & Taylor, 2000;
• Monitor their comprehension and the effectiveness of Hale et al., 1996; Hamp-Lyons & Kroll, 1996;
the selected strategies. Horowitz, 1991; Leki & Carson, 1997; Weigle, 2002).
• Evaluate if they they achieved the listening comprehension goals.
• Evaluate if the combination of listening strategies selected was
effective.
14 Teaching Strategies for Skills Development
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That is, students are rarely asked to write essays Step Actions Tips and instructions
based solely on their background knowledge;
1. Prewriting Prewriting is forming • Use brainstorming or
before they write on a given topic they are expected
ideas and planning how create a graphic
to read, discuss, and think critically about that topic to present information. organizer.
and the type of text they are expected to produce. This is the planning phase • Observe, imagine,
of the writing process, interview.
Currently there is general agreement that reading when writers brainstorm, • Gather the information.
and writing are both fundamental cognitive research, gather and
processes that depend upon cognitive activities outline ideas, often using
such as selecting important information, organizing diagrams for mapping
out their thoughts.
and retrieving information, summarizing or
consolidating information, and so forth. Thus, 2. Drafting Drafting is creating the • Use three or more
first version of a important ideas from the
instruction in reading and writing becomes an paragraph. This step turns prewriting and add
important aspect of enhancing students’ skills. prewriting ideas into specific, interesting
sentences. Writers create details.
Recently, writing instruction has moved from a their initial composition • Develop complete
product orientation to a process orientation that by writing down all the sentences.
stresses response during writers’ planning, drafting, ideas in an organized way. • Add supporting details.
revising, editing and publishing. • Don’t worry about making
mistakes – just get your
Fundamental to this process is writing for real ideas down on paper.
purposes and audiences, students’ sharing of ideas 3. Revising Revising is changing, • Read carefully to make
and written work, students’ ownership of their taking out, or adding sure the wording is clear
words to make meaning and complete.
topics, frequent writing opportunities, and more clear. The goal of • Ask yourself:
opportunities for extended writing. this phase of the writing Is my message clear?
process is to improve Did I include enough
It is also important for students to view their own the draft. information?
writing published, informally or formally. This Did I accomplish my
provides them with a purpose to planning their purpose?
texts, as well as purposes for drafting and revising 4. Editing Editing is correcting • Read it aloud to yourself.
(since their work will be “public”, they experience spelling, punctuation, • Ask a friend/ peer to
the need to shape the work to best represent their and grammar errors. At listen to your work.
this point in the writing • Use a checklist to check
own goals). capitalization,
process, writers proofread
punctuation and spelling.
The writing process involves a series of steps to and correct errors in
• Have another writer’s
follow in producing a finished piece of writing. grammar and mechanics, feedback.
Every writer follows his or her own writing process. and edit to improve style
Here are the five steps in the Writing Process and and clarity.
some useful tips and instructions to use with 5. Publishing Publishing is making a • Submit to the teacher/
your students. final copy. In this last step peers /editors / etc.
of the writing process, the • Send it to interested /
final writing is shared individual groups.
with the audience.
Adapted from: The 5-Step Writing Process: From Brainstorming to

Publishing. (n.d.) Retrieved from: http://www.liferichpublishing.
com/AuthorResources/General/5-Step-Writing-Process.aspx
Teaching Strategies for Skills Development 15
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INTEGRATING THE FOUR SKILLS IN THE ENGLISH CLASSROOM
Skills integration generally refers to linking the of a section of the reading passage and making a
traditional four skills of language learning: reading, comment.
writing, listening, and speaking in the context of a
Adapted from: Brown, H. D. (2001). Teaching by Principles: An
lesson. An integrating approach for the
Interactive Approach to Language Pedagogy2nd Ed., New York:
development of communicative skills in the
Pearson Education.
classroom is highly recommended for acquisition
because, as skills are integrated in the classroom, the USInG LITeRaTURe In THe LanGUaGe
relevant knowledge of the foreign language is CLaSSROOM
taught in a coherent, meaningful way.
When students are faced with reading literature, an
In everyday life, there are many situations in which extensive list of reading sub-skills are applied:
we use more than one language skill. For this reason, • deducing meaning and use of unfamiliar words;
integration is concerned with realistic • understanding explicitly stated information;
communication. When teachers integrate skills in a • understanding information which is not explicitly
lesson, they are able to teach the foreign language stated;
at a discourse level. At this level, language is presented to • understanding conceptual meaning;
students through texts which are whole units of • understanding relations between the parts of a
communication (either spoken or written) rather text through lexical cohesion devices;
than separated segments or parts they must analyze • understanding cohesion between the parts of a
in isolation. text through grammatical cohesion devices;
Skills integration allows students to process • interpreting text by going outside of it.
language by: contextualizing, interpreting, The methodological implications of the use of
exploring, analyzing, experiencing, challenging, literature in the language classroom are:
confronting, assimilating, practicing and sharing the • EFL classroom strategies such as cloze, rewriting,
new information. In addition, an integrating prediction activities, role playing are adapted and
approach has a positive impact on the classroom adopted to teach literary texts in the language
atmosphere, creating a relaxed environment and lesson;
fostering motivation and active engagement. • text manipulation (e.g., rearrangement and
Forms of integration dramatization);
• two-way channel of teacher-student
There are two general forms to integrate skills in the
communication and pair/ group work, in order to
classroom:
achieve more self-sufficiency.
• Simple integration. It is the easiest form of • literature favors students’ development of creative
integration. In this type of lesson, a receptive and interpretative skills.
language skill serves as a model for a productive
language skill. The following is a three-stage framework proposed
example: A reading activity which provides a model as a working model for the presentation of literary
for a writing task, a listening comprehension activity texts in the language classroom:
which guides students to oral production. • Framing (thematic preparation): turning students‘
attention to the content or theme of the text. Also,
• Complex integration. In this form of integration,
it will focus on distinguishing prose from poetry.
skills are integrated around a theme. The specific
• Focusing (engaging): the designed activities which
distribution of skills integration in the lesson will
lead them to understand the text and to interpret
depend on the target topic.
it for the purposes in hand.
example: A pre-reading discussion of the topic to
• Diverging (moving on): leading students into
activate schemata, followed by listening to a series of
parallel activities of various kinds, e.g., role play,
informative statements about the topic or passage to
transfer to other text-types, creative writing, etc.
be read. While reading, teacher focuses the lesson on
a certain reading strategy (for instance, scanning). Adapted from: Mirzaei, A., & Domakani, M. R. (2008). The Theory and
After reading, students react by writing a paraphrase Practice of Bringing Literature into the EFL Classroom.
16 inTEGRATinG THE fOuR SKillS in THE EnGliSH ClASSROOM
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ORIENTATIONS TO DEVELOP CRITICAL THINKING
Recent research has shown that, in general, students who develop critical thinking skills are more able to
achieve better marks, become less dependent, create knowledge, evaluate, and change the structures in society.
Teachers’ questions constitute a central aspect to develop students’ critical thinking. These are examples of
questions and tasks that consider the different levels of thinking proposed in the New Bloom’s Taxonomy
(Anderson et al., 2001).
Skill Key words Questions Examples of tasks

Remembering Remember, repeat, identify What / How / Where is…? Answer questions
match, reproduce When / How did …happen? Discriminate between true
How would you explain / describe…? and false information
How would you show…? Name…
Who / what were the main…?
Recite a poem
What are the …?
What is the definition of…?
Understanding Describe, explain, paraphrase, How would you classify…? Classify the …
give examples, infer, interpret, How would you compare / contrast…? Elaborate a list of the main
predict, summarize How would you rephrase the meaning of…? ideas
What is the main idea of…? Compare two characters of the
What can you say about…? story.
How would you summarize…?
Apply Demonstrate, dramatize, How would you use…? Read a paragraph.
illustrate, show, use What examples can you give… Check and correct a text
How would you solve the…? written by a classmate.
What have you learned about…?
What would result if…?
Analyze Compare, contrast, critique, What are the parts / characteristics of…? Read and identify authors’
discriminate, show in a diagram, Why do you think…? points of view about global
select What is the theme…? problems.
What conclusions can you draw…? Determine the character’s
How would you classify…? motivation in a story.
What evidence can you find…?
What is the relationship between…?
Evaluate Discuss, justify, evaluate, monitor, What is your opinion of…? Evaluate the arguments in
check, confirm What would you recommend…? favor / against …
How would you rate / evaluate…? Justify the idea that…
How would you support the view…?
Create Design, create, elaborate, How would you improve…? Write an article about…
generate, plan What would happen if…? Write a song…
What alternative can you propose…? Dramatize…
How could you change the plot / plan…?
What can you predict…?
ORiEnTATiOnS TO dEVElOP CRiTiCAl THinKinG 17
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THE TEACHER’S BOOK
This component includes: Level of difficulty

• an introduction with a description of the course and The activities and texts included in the book are
the course components, the methodology used, classified according to their level of difficulty This is
and suggestions for classroom management; shown in the Teacher’s book with the following icons:
• background notes for the teacher, related to the + = Low ++ = Medium +++ = High
information content of the different texts;
• detailed teaching notes for every unit; CD
• answers for all the tasks in the Student’s Book and The first 9 tracks of the CD offer examples of
in the Teacher’s Book, for all the tests, and for all the classroom language for the teacher and for the
activities in the Workbook; students It includes all the listening material:
• the transcript of the recording; Pronunciation, Listening and Listening test material,
• one additional photocopiable test per unit. with a variety of accents: British, American, Canadian,
• one or two photocopiable additional activities per unit. Irish, Scottish, Indian, Chilean, French, Russian, etc , to
• a photocopiable additional reading text per unit, expose students to different accents.
with activities and background information. Classroom language
Choice of tasks The Teacher’s Book offers a selection of useful
The book includes a great number of varied activities language that the teacher can use with the students
The teacher should choose the ones which are more in different situations, with different purposes They
appropriate for his / her group, depending on their provide examples for students to imitate, or they are
general level The important thing for the teacher to expressions the teacher can use and which students
bear in mind is the final objective of each unit, and need to identify and recognise All of them are
how the different students are advancing towards it. recorded in the first nine tracks of the CD.
There are activities for fast learners - exercises for Test question bank
those students that have started to become This is a set of 75 test questions that the teacher can
independent users of Global English and have use when preparing his / her own evaluation
developed the capacity to work more quickly and on instruments There is one set for each language
their own The teacher’s role here is to offer more ability and one set for grammar and vocabulary
instances to those students who instinctively feel the However, many of them can be used for other skills,
need to actively apply the language they have been different contents, a variety of contexts, etc.
practising during the lesson The teacher does not
Glossary
need to correct or become involved unless students
directly appeal to him / her to do so. The meaning of difficult words from the texts appear
in a glossary in the final pages of the Teacher’s Book
There are ADDITIONAL ACTIVITIES, which the teacher The meaning provided has to do specifically with
can use if there is enough time or if students require the context in which the word appears.
further practice, and OPTIONAL ACTIVITIES, which
generally offer a break from the routine, a moment to Thematic bibliography
relax, or a bit of fun while practising the language. There is a list of books where the teacher can
Information and extra practice is suggested find further information on the contents of the
when there is a chance that students will make a book, divided into reading, listening, speaking,
mistake, in grammar, vocabulary, or pronunciation. writing, and grammar and vocabulary.
Remember to be very careful as to when and how to Bibliography and websites
correct errors; avoid interrupting students when they Both the Teacher’s Book and the Student’s Book
are doing oral communication activities; instead, offer suggestions of materials that can be used for
make a note of the common mistakes and then reference Some of these materials can be found
correct with the whole class at the end of the activity. in the Centro de Recursos de Aprendizaje (CRA) in
each school.
18 THE TEACHER’S BOOK
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THE SOUNDS OF ENGLISH
The consonants in the table are the consonant The vowels in the table above are the vowel
phonemes of British and American English. phonemes British English. All long vowels are
followed by colons /:/. Most of the differences
Consonant sounds between British and American English are to do
/p/ put, supper, lip with the quality and length of the vowels. The most
/b/ bit, ruby, pub significant differences are explained in the foot
notes.
/t/ two, letter, cat
/d/ deep, ladder, read Vowel sounds
/k/ can, lucky, sick /ɪ:/ eat, sleep
/g/ gate, tiger, dog /ɪ/ silly, baby, it, swim
/f/ fine, coffee, leaf /e/ edge, lead
/v/ van, over, move /æ/ apple, man
/θ/ think, both /ɑ:/ father, calm, *1can’t, *2car
/ð/ the, brother, smooth /ɒ/ *3
odd, want
/s/ soup, fussy, less /ɔ:/ or*4, daughter, more
/z/ zoo, busy, use /ʊ/ put, full
/ʃ/ show, washing, cash /ʊ:/ shoe, suit
/ʒ/ leisure, vision /ʌ/ under, enough, butter
/h/ home, ahead Br/ɜ/ Am/ɝ/ earn, bird, occur
/tʃ/ chair, nature, watch /ə/ above, support, possible, Africa, mother
/dʒ/ jump, pigeon, bridge
*1
In American English, this is pronounced with vowel /æ/.
/m/ man, drummer, comb
Before /nt/ /f/ /s/, as in can’t, half, grass, bath.
/n/ no, runner, pin *2
In American English, the r after a vowel is pronounced.
/ŋ/ young, singer *3
This vowel is not found in American English. Instead it is
/l/ let, silly, fall pronounced as /ɑ/.
/r/ run, carry *4
In American English, the r after a vowel is pronounced.
/j/ you, yes
/eɪ/ ache, pay ɛə air, dare
/w/ woman, way
/aɪ/ I’m, right ʊə pure, tour
/ɔɪ/ oil, noise aʊ out, cow
/ɪə/ ear, here əʊ own, coat
* In American English, the final r is typically pronounced.
Adapted from: Yule, G. (2010). The Study of Language, Fourth

Edition. New York: Cambridge University Press.
THE SOundS Of EnGliSH 19
INTRO_TB_ING3_(001-033).indd 19 12-07-17 11:46

CLASSROOM LANGUAGE
Greetings 1 The date 5

• Good morning. / Good afternoon. / Hello. / Hi. a: What day is it today?
• Good bye. / See you tomorrow. / See you later. B: It’s Monday. / It’s Tuesday. / It’s Wednesday. / It’s
• Have a nice weekend. / Enjoy your holiday. Thursday. / It’s Friday. / It’s Saturday. / It’s Sunday.
a: What’s the date today?
Moods and feelings 2 B: It’s (Monday) March 9th. / It’s (Monday) 9th March.
a: How are you today?
B: I’m fine. / I’m great. / OK. / Very well, thank you. / The weather 6
I’m not very well. / I have a problem. / I’m feeling a: What’s the weather like today?
down. / I’m sad. B: It’s sunny. / It’s cloudy. / It’s hot. / It’s cold. / It’s
asking for clarification 3 nice and warm. / It’s nice and cool. / It’s raining. /
• Can you repeat that, please? It’s snowing.
• Can you say that again, please?
The time 7
• Sorry. I’m afraid I didn’t understand.
a: What’s the time? / What time is it?
• Can you help me with this exercise, please?
B: It’s one o’clock. / It’s two o’clock. / It’s three
o’clock. / It’s ten o’clock. / It’s twelve o’clock.
encouragement 4
• Well done! / Good! / Excellent! / Good work! /
Congratulations! B: It’s quarter past nine. / It’s half past ten. / It’s five
past eleven. / It’s ten past twelve. / It’s twenty
• Do it more carefully. / Say it again. / Try to correct
past one. / It’s twenty five past two.
that, please.
• Not too bad. / You’ll do better next time. /
Keep trying! B: It’s quarter to eight. / It’s twenty five to nine. / It’s
twenty to ten. / It’s ten to three. / It’s five to four.
20 ClASSROOM lAnGuAGE
INTRO_TB_ING3_(001-033).indd 20 12-07-17 11:46

Websites made available to students
Some commands and instructions 8
and teachers
• Answer the questions.
http://www.onestopenglish.com
• Be quiet. MacMillan Campus site. Videos, chat, news, activities.
• Check your answers.
http://esl.about.com
• Check your predictions.
ESL / ELT problems, suggestions for solutions,
• Close the door.
explanations, examples, and activities.
• Come to the board.
• Compare your answers. http://www.eslcafe.com
Discussion forums, chat room, interactive exercises,
• Complete the paragraph.
online tutorials, teaching ideas, job postings and
• Copy the instructions.
extensive web guide.
• Discuss the ideas in your group.
• Do Exercise 1. http://www.pearsonelt.com
Pearson Education site. Articles, classroom
• Do not write in your book.
resources, discussions, videos.
• Fill in the blanks.
• Find examples in the text. http://www.rong-chang.com/
• Find the cognates in the text. A wealth of ideas to teach, prepare materials, use
the Internet, etc.
• Listen to the recording.
• Look at the pictures. http://www.cln.org/int_projects.html
List of sites that will help teachers who are looking
• Look up these words in the dictionary.
for Internet projects for their classes.
• Make a list.
• Make some notes. http://maryglasgowplus.com
• Match the pictures. Mary Glasgow Magazines plus news, contacts, ideas
for teachers and students.
• Name three activities.
• Open your books. http://www.holidays.net
• Pay attention, please. Information about various celebrations and
• Put the pictures in order. religious holidays, with related recipes, crafts and
fun activities.
• Read the instructions.
• Select the correct answer. http://www.infoplease.com
• Silence, please. Information about practically every country in
• Sit down. the world.
• Stand up.
• Talk to your partner.
• That’s all for today, thank you.
• Work in groups of four.
• Work with your partner.
• Write the sentences.
Turn-taking and permission 9

• Can I talk to you after the class?
• Excuse me; can I say something?
• Excuse me; can I leave the room for a minute?
• May I go to the bathroom?
• It’s your turn.
• Sorry, it’s my turn.
21
INTRO_TB_ING3_(001-033).indd 21 12-07-17 11:46

SUGGESTED YEAR PLANNING
Unit Expected Learning Activities Resources
Unit 1 Students show general and specific • 6. Page 10 • Reading text: Letters
ADVICE AND SUPPORT comprehension when reading and listening 7. 8. 9. Page 12 to Aunt Anne.
to different types of texts. Notes with additional
Topics: Teen issues
information.
Pages: 6 - 27 of the Student’s
Book • Letters.
Time: 21 hours Pictures.
Answers: Pages 145 - 146
• 5. 6. 7. 8. Track 12, Page 17 • Listening text:
Embarrassing moments.
Notes with additional
information.
Students consolidate a language point. • 11. Page 13. • Language Note.
• 10. Page 18 • Sentences.

Students complete sentences using • 11. Page 13 • Language note.
linking words. Pictures.
Notes with additional
information.
Students write a letter of advice. • 17. Page 15 • Notes with additional

information.
Students imitate a spoken model and role • 13. Track 10, Page 14 • Oral Practice.
play a dialogue and a monologue. • Notes with additional
• 11. Track 13, Page 18 information.
Students describe own experiences. • 13. Page 19
22 SuGGESTEd yEAR PlAnninG
INTRO_TB_ING3_(001-033).indd 22 12-07-17 11:46

Indicators of Evaluation Activities Page
Getting into the unit. Students do activities that introduce them to the topic and to some of 1. 2. 3. 4. 7
the language that they will study in the unit.
Getting ready for the unit. Students do activities that revise their previous knowledge of the 1. 2. 3. 4. 5. 6. 7. 8. 9. 8, 9
language and skills that are pre-requisites for the new contents. Track 12
Quick Self-Check. Students do a short testing activity within a time limit, assign 15. 14
themselves points, and analyse their performance. 12. 19
Test your Knowledge
• Reading: Students summarise and match information. Students discriminate between correct 1. 2. 3. 24, 25
and incorrect information. Students find specific information.
• Listening: Students find specific information. Students discriminate between correct and 4. 5. 6. Track 15 25
incorrect information.
• Language: Students use linking words and the First Conditional. 7. 8. 25
• Writing: Students complete a letter with their own ideas and opinions. 9. 26
• Speaking: Students role play a dialogue expressing opinions. 10. 26
Final reflection. Students are invited to think about their performance while doing the 26
different activities. Tips are offered in order to help them to improve and solve problems before
moving on to the next unit.
Self Evaluation: Students analyse their performace in the final test and assign 27
themselves points.
Students reflect on value issues and behaviour while working on the unit.
Extra Test (Teacher’s book) (Teacher’s book) (Teacher’s book)
• Reading: Students find and match specific information. Students discriminate between 1. 2. 3. 65
correct and incorrect information. 66
• Listening: Students discriminate between correct and incorrect information. 4. 5. Track 16 66
• Language: Students use connectors and intensifiers. 6. 7. 66 - 67
• Speaking: Students ask for and give advice. 8. 67
• Writing: Students write a letter of advice. 9. 67
SUGGESTED YEAR PLANNING 23
INTRO_TB_ING3_(001-033).indd 23 12-07-17 11:46

Unit 2 Students show general and specific • 4. 5. 6. 7 Page 32 • Reading text:

TWO OF THE ELEMENTS comprehension when reading and listening 8. Page 33 Earth.
to different types of texts. • Pictures.
Topics: Earth and water
Pages: 28 - 51 of the • Notes with additional
Student’s Book information.
Time: 21 hours
Answers: Pages 147 - 149 • 6. 7. 8. 9. 10 Track 19, Page 39 • Listening text:
Water.
Students consolidate a language point. Diagrams.
• 9. Page 33 • Language Note.
• Dialogue.
• 10. Page 36 • Article:

What to do before and
during a tsunami.
• 12. Page 40 • Sentences.

Students complete sentences using the • 9. Page 33 • Oral Practice.
First Conditional and key vocabulary. Language note.
• Pictures.
Students complete a security warning with • 10. Page 36 • Article:

recommendations. What to do before and
during a tsunami.
Students write a school earthquake plan. • 13. Page 37 • Pictures.
• Notes with additional

information.
Students discuss their own and their • 13. Page 36 • Notes with additional
school’s earthquake plan. information.
Students describe a process. • 11. Page 40 • Notes with additional

information.
Students imitate spoken models and role • 9. Track 17, Page 33

play a dialogue and a monologue.
• 13. Track 21, Page 41
Students describe pictures in detail. • 14. Page 41 • Chart.
24 SUGGESTED YEAR PLANNING
INTRO_TB_ING3_(001-033).indd 24 12-07-17 11:46

Getting into the unit. Students do activities that introduce them to the topic and to some of 1. 2. 29
Getting ready for the unit. Students do activities that revise their previous knowledge of the 1. 2. 3. 4. 5. 6. 7. 8. 9. 30, 31
language and skills that are pre-requisites for the new contents. Track 20
Test your Knowledge
• Reading: Students summarise and match information. Students discriminate between correct 1. 2. 3. 4 47
and incorrect information. Students find specific information.
• Listening: Students find specific information. Students discriminate between correct and 5. 6. 7. Track 23 47
• Language: Students use connectors of condition and the First Conditional. 8. 9. 48
• Writing: Students turn an interview into a letter. 11. 48
• Speaking: Students talk about disasters and their prevention in Chile. 10. 48
themselves points.
Synthesis Test Units 1 & 2
• Reading: Students locate information. Students find specific information. 1. 2. 51
• Listening: Students identify speakers. Students find specific information. 3. 4. Track 24 51
• Language: Students use connectors of condition and other linking words. Students match 5. 6. 7. 51
information to offer advice.
• Writing: Students write a letter of advice on what to do if there is an earthquake. 8. 51
• Speaking: Students talk about natural disasters, offering advice and tips on how to behave. 9. 51
• Reading: Students find specific information. Students discriminate between correct and 1. 2. 3. 98
incorrect information. Students find synonymous expressions.
• Listening: Students discriminate between correct and incorrect information. Students find 4. 5. Track 25 98
specific information.
• Language: Students use connectors of condition and the First Conditional. 6. 7. 98 - 99
• Speaking: Students discuss possible reactions using the First Conditional. 8. 99
• Writing: Students write an action plan. 9. 99
INTRO_TB_ING3_(001-033).indd 25 12-07-17 11:46

Unit 3 Students show general and specific • 5. 6. 7. 8. 9. 10. Page 57 • Reading text:
PROFESSIONS comprehension when reading and listening Preparing a CV.
to different types of texts.
Topics: Professional conduct
and job applications
information.
Pages: 52 - 75 of the
Student’s Book • 7. 8. 9. 10 Track 29, Page 65 • Listening text:
Time: 21 hours Advertising for jobs.
Answers: Pages 149 - 150
• Chart.
Students consolidate a language point. • 13. Page 61 • Language Note.
• Pictures.
• 12. Page 66 • Situations.

Students play a word game. • 11. Page 60 • Game.
Students give recommendations. • 13. Page 61 • Pictures.
Students write their own CV using a • 16. Page 62 • Link with additional
computer application. information.
• Illustrations.
• Microsoft Office Word.

Students role play a conversation. • 12. Track 26, Page 60 • Oral Practice.

information.
Students role play a monologue. • 13. Track 30, Page 66 • Oral Practice.

information.
Students role play a job interview. • 15. Page 67
INTRO_TB_ING3_(001-033).indd 26 12-07-17 11:46

Getting into the unit. Students do activities that introduce them to the topic and to some of 1. 2. 3. 4. 53
Getting ready for the unit. Students do activities that revise their previous knowledge of 1. 2. 3. 4. 5. Track 29 54, 55
the language and skills that are pre-requisites for the new contents.
Test your Knowledge
• Reading: Students find and match information. Students find specific information. 1. 2. 73
• Listening: Students discriminate between correct and incorrect information. Students find and
match information. Students find specific information. 3. 4. 5. Track 32 73
• Language: Students use modals to express recommendations.
• Writing: Students write a job advertisement. 6. 7. 74
• Speaking: Students describe problems and offer recommendations and advice. 9. 74
8. 74
themselves points.
• Reading: Students find and match specific information. Students transfer information to a 1. 2. 126
graphic organiser.
• Listening: Students discriminate between correct and incorrect information. Students identify 3. 4. 5. Track 33 126
sequence.
• Language: Students use should, shouldn’t, and had better to give advice and recommendations. 6. 7. 126 - 127
• Speaking: Students ask for and give recommendations and advice to write a CV. 8. 127
• Writing: Students write a cover letter to introduce a CV. 9. 127
INTRO_TB_ING3_(001-033).indd 27 12-07-17 11:46

Unit 4 Students show general and specific • 5. 6. 7. 8. Page 81 • Reading text:

BEING ACTIVE comprehension when reading and listening 9. 10. 11. Page 84 Flying.
Topics: Travelling experiences
• Chart.
and television quiz shows
Pages: 76 - 103 of the • Notes with additional
Student’s Book information.
• Listening text:
Time: 21 hours A competition.
Answers: Pages 151 - 153 • 8. 9. Track 37, Page 89
10. 11. 12. 13. Track 37, Page 90 • Chart.

information.
• Language Note.
• 12. 13. 14. Page 85 • Notes with additional

Students consolidate a language item. information.
• 16. Page 91
• Sentences.
• Dialogues.
• Pictures.
Students write questions from visual and • 14. Page 85 • Pictures.
textual clues.
• 15. Page 86 • Textual clues.
Students write an itinerary. • 18. Page 87
Students complete dialogues with key • 16. Page 91

words and expressions.
Students role play a conversation imitating • 16. Track 34, Page 86 • Oral Practice.
a model.
Students role play a monologue imitating • 18. Track 38, Page 92 • Oral Practice.
a model.
Students role play a quiz show. • 21. Page 93
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Getting into the unit. Students do activities that introduce them to the topic and to some of 1. 2. 3. 77
Getting ready for the unit. Students do activities that revise their previous knowledge of the 1. 2. 3. 4. 5. 6. 7. 8. 78, 79
language and skills that are pre-requisites for the new contents. Track 37, Track 40
Test your Knowledge
• Reading: Students identify topic. Students find and classify specific information. Students 1. 2. 3. 4. 99
synthesise and locate information. Students find specific information.
• Listening: Students match specific information. Students discriminate between correct and 5. 6. 7. Track 40 99
incorrect information. Students find specific information.
• Language: Students write questions corresponding to adverbial phrases. Students complete 8. 9. 100
sentences with adverbial phrases.
• Speaking: Students talk about a favourite activity. 10. 100
• Writing: Students write an itinerary for a class trip. 11. 100
themselves points.
Students reflect on value issues and behaviour while working on the unit. 101
Synthesis Test Units 1 to 4
• Reading: Students identify type of text. Students synthesise information. Students 1. 2. 3. 4. 103
discriminate between correct and incorrect information. Students find specific information. 5. 104
• Listening: Students identify sequence. Students discriminate between correct and incorrect 6. 7. 8. 9. Track 41 104
information. Students transfer information into a graphic organiser.
• Language: Students use different modals to complete conditional sentences. Students identify 10. 11. 12. 104
prepositional phrases. 13 105
• Writing: Students write questions to ask at a job interview. 14. 105
• Speaking: Students role play a job interview using the questions they wrote. 15. 105
• Reading: Students find specific information. Students discriminate between correct and 1. 2. 3. 156
• Listening: Students identify type of text. Students identify sequence. Students discriminate 4. 5. 6. Track 42 156
between correct and incorrect information.
• Language: Students use prepositional and adverbial phrases. 7. 8. 156 - 157
• Speaking: Students talk about their last holiday. 9. 157
• Writing: Students write a post to a blog describing an outing. 10. 157
INTRO_TB_ING3_(001-033).indd 29 12-07-17 11:46

Unit 5 Students show general and specific • 6. 7. 8. 9. 10. Page 111 • Reading text:
AT WORK comprehension when reading and listening 11. 12. 13. 14. Page 114 Volunteering.
Topics: Different types of jobs
• Diagram.
Pages: 98 - 127
of the Student’s Book • Chart.
Time: 21 hours
Answers: Pages 153 - 155 • Pictures.
• 8. 9. 10. Track 46, Page 119 • Listening text:

• 11. 12. 13. 14. Track 46. Applying for a job.
Page 120
• Pictures.
Students consolidate a language point. • 15. Page 115 • Language Note.

• 16. Page 116
• 15. 16. Page 121 • Language Note.
Students use the Present Perfect

Continuous to:
write descriptions of pictures; • 15. Page 115 • Pictures.
complete a conversation; • 16. Page 116 • Pictures and textual clues.
write about personal experiences; • 20. Page 117
complete sentences using for / since. • 15. Page 121 • Textual clues.
Students imitate a spoken model and role • 17. Track 43, Page 116 • Oral Practice.
play a dialogue.
Students role play a job interview. • 17. Track 47, Page 122 • Oral Practice.
Students develop a personal presentation • 21. Page 123 • Guidelines to create a

using PowerPoint. PowerPoint presentation.
INTRO_TB_ING3_(001-033).indd 30 12-07-17 11:46

Getting into the unit. Students do activities that introduce them to the topic and to some of 1. 2. 3. 107
Getting ready for the unit. Students do activities that revise their previous knowledge of 1. 2. 3. 4. 5. 6. 7. 8. 108, 109
the language and skills that are pre-requisites for the new contents. Track 46
Test your Knowledge
• Reading: Students identify topic. Students discriminate between correct and incorrect 1. 130
information. 2. 3. 131
• Listening: Students discriminate between correct and incorrect information. Students find 4. 5. Track 49 131
specific information.
• Language: Students use the Present Perfect Continuous. The students use for and since. 6. 7. 131
• Speaking: Students describe a job interview situation.. 132
8.
• Writing: Students complete a job application form and write a job application letter. 132
9.
themselves points.
Students reflect on value issues and behaviour while working on the unit. 133
Synthesis Test Units 1 to 5
• Reading: Students match information in different types of text. Students find specific 1. 2. 3. 4. 135
information. Students identify meaning of words in context. Students identify tone of letters.
• Listening: Students discriminate between correct and incorrect information. Students identify 5. 6. 7. Track 50 136
sequence. Students find specific information.
• Language: Students use the Present Perfect Continuous. Students complete sentences with 8. 9. 136
prepositional phrases and with the First Conditional. 10. 137
• Writing: Students write a composition about a personal experience. 11. 137
• Speaking: Students talk about a personal experience. 12. 137
• Reading: Students identify purpose of text. Students find specific information. Students 1. 2. 3. 190
discriminate between correct and incorrect information.
• Listening: Students discriminate between correct and incorrect information. Students match 4. 5. 6. 7. Track 51 190 - 191
written and spoken information.
• Language: Students complete sentences using the Present Perfect Continuous. Students 8. 9. 191
complete sentences with for or since.
• Speaking: Students role play a job interview. 10. 191
• Writing: Students write a job application letter. 11. 191
INTRO_TB_ING3_(001-033).indd 31 12-07-17 11:46

WORKBOOK
It offers additional practice of the abilities and of the vocabulary and grammar contents in the corresponding units.
Unit Reading Text Type Listening Text Type Grammar
1. Advice and Keys to a good Teen magazine article Understanding Conversation Linking words
support friendship adolescence The First Conditional
Pages 141 - 144 Track 14
2. Two of the Earthwatch Institute Web page invitation International Rescue Interview The First Conditional
elements to join an Corps Connectors of condition
Pages 145 - 147 organisation Track 22
3. Professions Coolwork summer Web page job Interview with a DJ Interview Modals to express
Pages 148 - 150 adventures advertisement Track 31 recommendations and
suggestions
4. Being active What is parkour? Web page article What’s your question? Phone-in radio Prepositional phrases
Pages 151 - 153 Track 39 programme
5. At work A job with a difference Extract from a diary Phone help Interview The Present Perfect
Pages 154 - 156 Track 48 Continuous
INTRO_TB_ING3_(001-033).indd 32 12-07-17 11:46

Vocabulary Activities Game Answers
Words related to Synthesise information. Discriminate between correct and incorrect Word Search puzzle Page 170
friendship, feelings and information. Use connectors. Use the First Conditional. Identify
adolescence speaker. Find specific information. Complete sentences about the
listening text with the First Conditional. Identify synonyms. Use words
from the unit to complete sentences.
Words related to the Identify purpose of text. Discriminate between correct and Crossword puzzle Page 170
environment and incorrect information. Match information. Find specific information.
emergency situations Complete sentences about the reading text with the First Conditional.
Identify sequence.
Words related to job Match and synthesise information. Find specific information. Hangman Page 170
descriptions and Discriminate between correct and incorrect information. Use
different occupations information from the listening text to offer recommendations and
suggestions. Complete sentences with words from the unit. Match
words from the reading text and their definitions.
Words related to Synthesise information. Identify purpose of text. Put prepositions Find the word Page 171
parkour back into the text. Find specific information. Identify topic. Identify
speakers. Discriminate between correct and incorrect information.
Identify and correct incorrect information. Match words from the
reading text with their definition. Find words from the listening text
that correspond to definitions.
Words related to job Synthesise information and relate it to pictures. Identify what words Find the letters, find Page 171
applications, voluntary refer to in the text. Identify sequence. Find specific information. the phrase
work, and emotions Complete sentences from the texts using the Present Perfect
Continuous. Classify words from the unit.
INTRO_TB_ING3_(001-033).indd 33 12-07-17 11:46

Unit 1 ADVICE AND SUPPORT
LEARNING OBJECTIVES
READING: to read teenagers’ letters and an agony aunt’s answers that LISTENING: to listen to a television programme that contains the
contain the communicative function of asking for and offering advice, communicative function of expressing conditions and reflects the
consider the importance of teen issues, include a variety of connectors acceptance of and respect for different opinions, and
and introductory expressions, and • identify speakers by choosing the right names.
• identify main ideas by choosing a title for the text. • discriminate between correct and incorrect information by choosing
• find specific information by answering questions. the right word.
• match information by relating letters and replies. • find specific information by answering questions.
• discriminate between correct and incorrect information by correcting
wrong information.
WRITING: to write a letter of advice that contains the introductory SPEAKING: to role play a television programme using expressions learnt,
expressions studied and follows the correct pattern of a letter. correct pronunciation, and the correct structures to narrate an event.
Didactic resources and methodology tips

• If available, use of complementary material such as English language newspapers and magazines with an
‘agony aunt’ section, personal letters in English and Spanish, postcards, e-mails, etc. Good online sources
are www.teenmag.com and www.seventeen.com. For comparison, you can use Chilean teen magazines
so that students can compare and see if the issues that worry / interest them are the same that worry /
interest their foreign peers.
• Useful materials for this unit are: lists (nouns, adjectives, concept lists, etc.), dictionaries, glossaries,
definitions, printed handouts, library material, and notes.
34 Unit 1
U1_TB_ING3_(034-061).indd 34 12-07-17 11:54

UNIT 1
PAGE 6 In my view I believe If you ask me
INTRODUCTION I think In my opinion Personally speaking
Invite students to examine and describe the
photograph and relate it to the name of the unit.
1 Ask students to read the statements (a – h) and
rank them from the least to the most serious,
Form groups and ask them to read the objectives of individually first; then they can compare in their
the unit and make comments on the things they groups. Give them four or five minutes to
already know, what they can do, what will be new, etc. complete the activity.
Elicit from students what values they think will be paid 2 Ask students to read the examples and then
more attention to, and ask them to anticipate what think about what they do when they need
issues will be discussed in connection with them. advice. They can list possible sources of advice
and support their ideas individually or in pairs.
Before you start this unit, please remember:
Give them two or three minutes to write their
• no student or class is ever the same, so what lists of possibilities. In this exercise, there are no
worked with another group might not work with correct or incorrect answers.
this class. Get to know your students before you
start planning; Possible answers
• identify slow and fast learners so that you can help I read self-help books and articles. I ask a
the former to move forward and get the latter to psychologist. I talk to my parents. I talk to
enjoy a challenge; someone in my family. I talk to a teacher. I phone a
radio programme. I visit a fortune
• use local context as much as possible, so a class
teller. I don’t ask for help and support.
located in the regions will not have to deal only
with examples based on other realities;
3 Tell students to work in small groups and
• avoid stigmatising your students; each one has a describe the four pictures, paying attention to
value to add to the class; details. What are the people wearing? What do
• remember that repetition is one of the keys to their facial expressions show? If students need
success so, if you repeat things enough times, they vocabulary, provide lists (clothes, adjectives,
are bound to be learnt. surroundings, etc.) and then ask them to describe
the pictures. Ask students to read the four
PAGE 7
statements and match them with the pictures.
GETTING INTO THe UNIT
Explain to students that this page of each unit will Answers
contain activities meant to identify and activate a. Picture 4. b. Picture 3. c. Picture 1. d. Picture 2.
their previous knowledge of the topic and related
vocabulary, to establish the starting point for the 4 Ask students to read the comments again and
activities that will follow. decide what they express: a suggestion, a
personal opinion, or certainty.
Give students time to form groups and discuss the
exercises that have to be done in groups; Answers
encourage them to reflect and be honest to do Picture 1 (c.): An opinion. Picture 2 (d.): An opinion.
those that require individual responses. Picture 3 (b.): A piece of advice. Picture 4 (a.): A
suggestion.
Talk to students about situations where they
generally ask for or offer advice. When they offer Make notes of any useful information about
advice, is it generally from a personal point of view or what students already know that you can use
do they use other people’s experiences? What later when developing the lessons.
expressions would they use to offer personal
opinions about a situation? Help with these prompts:
ADVICE AND SUPPORT 35
U1_TB_ING3_(034-061).indd 35 12-07-17 11:54

PAGES 8 - 9 Answers
GETTING READY FOR THE UNIT a. i. S. ii. Cd. iii. Cx. b. i. Cx. ii. Cx. iii. Cx.
c. i. Cx. ii. S. iii. Cd. d. i. Cd. ii. S. iii. Cx.
Before starting this unit, the students need to know:
• characteristics of different types of sentences. 3 Students identify what the speakers are
• how to find main idea(s) in written texts. expressing in each set of sentences in Exercise 2.
• how to use some connectors.
Answers
• Talk and write about habits and routines.
Set a. – Main idea a. Set b. – Main idea c.
• Talk and write about future events. Set c. – Main idea d. Set d. – Main idea b.
• how to identify number of speakers in an oral text.
• how to adapt and role play a dialogue. 4 In 3º Medio, students should already be familiar
with simple connectors or linking words which
1 Ask students to work in pairs or small groups will be further explored in this unit. Ask
and read the definitions and examples of students to do this exercise individually and
different types of sentences. Check that they then compare with a classmate. This activity will
understand the three concepts and request prepare them for the Language Note and the
more examples that would show they have exercises following it, where more complex
identified the differences. linking words will be explained.
The knowledge of different types of sentences Answers

is necessary for students to understand how to and, as, because, but, so, while.
use more complex linking words, to be
explained further on in the unit. 5 This exercise requires students to practise and
apply their knowledge in a context. You can
A simple sentence, also called an independent personalise the activity asking students to write
clause, contains a subject and a verb, and it sentences about themselves using connectors,
expresses a complete thought. or you can turn it into a game, asking students
to write sentences about themselves on pieces
A compound sentence contains two
of paper which are then thrown into a hat or a
independent clauses joined by a coordinator
container and read aloud. Other students try to
such as for, and, nor, but, or, yet, so. (Helpful hint:
identify the writers of the sentences.
The first letter of each of the coordinators spells
FANBOYS.) Except for very short sentences, Answers
coordinators are always preceded by a comma. a. because. b. and. c. but.
A complex sentence has an independent
6 This exercise reviews the Simple Future and the
clause joined to one or more dependent
Simple Present tenses; students will need to be
clauses. A complex sentence always has a
able to identify and use them together correctly
subordinator such as because, since, after,
when they learn the First Conditional.
although, or when, or a relative pronoun such
as that, who, or which. You can give these uses of the two tenses and
then ask the students which use applies to each
2 Students use the information provided in Point sentence in the chart.
1 and your explanations to identify the different
types of sentences. Make sure that they
understand them and not just automatically
insert the name of the type of sentence.
36 Unit 1
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Unit 1
The Simple Future

8 Students will talk about suggestions and
We use it: advice further on in this unit. Ask them to
• when there is no plan or decision to do work in pairs and match the questions and the
something before we speak; we make the answers in their notebook. Invite them to read
decision spontaneously at the time of speaking. the dialogues aloud.
example: This exercise is rather difficult. I will ask
Answers
Marian to help me.
a. – ii. b. – i. c. – iv. d. – iii
• to make a prediction about the future; again,
there is no firm plan, we are saying what we
think will happen. 9 Ask students to follow the model in Exercise 8
and create a similar dialogue. Draw their
example: The forecast says it will rain tomorrow. attention to the Useful expressions box and
• when the main verb is be, we can use the encourage them to use this vocabulary in
Simple Future tense even if we have a firm their dialogue. Then, motivate them to
plan or decision before speaking. practise and role-play their conversation in
example: I will be in London next week. front of the class.
The Simple Present Useful expressions

We use it: Students read the suggested expressions and use
• for repeated actions. them in their dialogue, in order to express their
example: I go to the gym every day. opinions.
• for events that take place as a matter of fact or ++ PAGE 10
are recognised general truths. LESSON 1 - READING
example: Water boils at 100ºC. LETTERS TO AUNT ANNE
• for fixed arrangements, scheduled events. Tell students to check the learning abilities they will
example: The supermarket opens at 7.30am. develop with each of the activities and comment
• for actions in the present, one following after on their expectations and interests.
the other . For this lesson, students should be familiar with:
example: First I have a shower and then I have • different types of sentences.
breakfast.
• simple linking words.
• with verbs that usually do not have a
• how to find main idea(s).
progressive form.
example: I love you. BeFore you reaD
Answers 1 + (Learning ability: to connect topic and

a. P. b. F. c. P. d. P. e. F. f. F. personal experiences).
Ask students if they write letters or e-mails. Who
7 12 Play the recording the students will work to? Why? Is letter writing in general a skill they
with in Lesson 2 of this unit. Students only have think they will need in the future? What for? Ask
to identify the number of speakers, in preparation them to list reasons why people write letters to
for what they will be doing during the unit. newspapers, magazines, or radio programmes.
Tell students to work in small groups, read the
Answers
statements in the exercise, and decide which
Three speakers.
ones they most agree / disagree with.
ADViCE AnD SUPPORt 37
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Did you know that… ADDITIONAL ACTIVITY
See Page 8 of the Introduction. The Prediction Wheel
You can go through all the prediction steps with
2 + (Learning ability: to make predictions from any other simple text of your choice.
provided information).
Step 1: ask students to predict what the text will be
If available, read a few titles of letters to an about, paying attention to the title, pictures,
agony aunt from an original source (magazine, previous knowledge, vocabulary you have
newspaper, online magazine, etc.). Ask students provided. Ask them to make at least two
to read the four titles (a – d). Do they predictions, for example, what do you think it will be
understand them? What do they think the about? Who do you think the protagonists will be?
letters might be about? Brainstorm ideas and
jot them down on the board for later discussion. Step 2: students read the text and find evidence to
validate their predictions. Follow the instructions in
Ask them to try and predict which letter the wheel.
corresponds to which title. Do not check
students’ answers at this point. Step 3: after validating, checking, or abandoning /
correcting their predictions, students write a
Reading target strategy summary of the text.
Skimming Taken from: Zygouris-CoeV. and Glass, C. (2004) For-pD’s reading
strategy of the month. Prediction Wheel. Retrieved on March 12,
Draw students’ attention to the Reading strategy 2012, from http://forpd.ucf.edu/strategies/stratWheel.html
box. Explain to them that a useful before-reading
strategy is to skim the text to get a general idea of
what it is about.
38 Unit 1
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Unit 1
Fill in the blanks in these sentences using

3 + (Learning ability: to identify cognates). advertisement – advice – notice – parents –relatives –
See notes on cognates on Page 11 of the warning.
Introduction.
a. Both her are in show business: her mother
Tell students to work in pairs and read the is a singer and her father is an actor.
words, first silently and then aloud, to identify b. I’m calling about the job in today’s paper.
the cognates. c. Many of my live abroad: my grandparents,
Answers two cousins, and an uncle.
blouse = blusa. habits = hábitos. physical=– físico. d. The test has been postponed; there was a
pickles = picles. recently = recientemente. on the board.
recommend = recomendar. style = estilo. e. There was a tsunami ten minutes after the
terrible = terrible. earthquake.
f. Our teacher gave us an excellent piece of .
BACKGROUND INFORMATION
Spanish and English have thousands of cognates - Answers
words that are practically the same in both a. parents. b. advertisement. c. relatives.
languages - because their etymology is the same. In d. notice. e. warning. f. advice.
most cases, students can easily recognise the word
and infer its meaning, but there are some cases in 4 ++ (Learning ability: to revise meaning of key
which you should draw their attention to a cognate expressions).
which is, in fact, a false friend. False friends, or false
cognates are pairs of words that are similar in form, time expressions are used to indicate the time
but have different meanings, that is, they appear to at / during which an action takes place.
be cognates when in fact they are not. Common time expressions include:
For a comprehensive list of false cognates see http:// present forms (for present habits and routines):
spanish.about.com/cs/vocabulary/a/obviouswrong.htm every day, on Fridays, at the moment, now, always,
usually, sometimes, etc.
AVOID THIS MISTAKE past forms: when I was ..., last week / month /
year, etc.; yesterday, two weeks / years / months
Tell students there are two false cognates in the
ago, etc.
texts on Page 11. Can they find them?
Future forms: next week / month / year,
False cognate Mistake Correct meaning tomorrow, tonight, by the end of the week, next
Advice Spanish aviso (notice, Consejo week / year / month, etc., in two weeks’ / four
advertisement, warning) months’ time, etc.
Parents Spanish parientes Padres You can find more information and exercises on
(parents) time expressions / adverbs of frequency at
http://esl.about.com/library/quiz/bl_timeexpress1.
Let students know that the noun advice is htm and at http://esl.about.com/library/quiz/
uncountable; we do not say an advice and it does blgrquiz_time.htm
not take a plural form. If we want to express that it
is a singular noun, we say a piece of advice. Read the example and then elicit a few more time
expressions from the class, asking students to
Write this exercise on the board and tell students to provide example sentences or their Spanish
do it in their notebooks. equivalents. Tell them that the expressions can
U1_TB_ING3_(034-061).indd 39 12-07-17 11:54

indicate when something happens or happened, Students read letters I – IV on Page 11. Give
and also the frequency with which an action takes them enough time to read them quickly, only
place. Ask them to copy and complete the table in with the purpose of checking their predictions
their notebook.Check answers on the board. in Exercise 2. Check answers orally.
Answers Reading target strategy
Referring to repeated actions Referring to one action Getting the main idea
Several times a week (Letter I) At the weekend (Letter I) Draw students’ attention to the Reading strategy
A few hours a day (Letter II) A few weeks ago (Letter I) box. Encourage students to get a general idea of
Twice a week (Letter III) Last year (Letter II) the text before they can pay attention to the details.
In the last few weeks (Letter III) Once (Letter III) Answers
Letter I d. Friendship or love?
5 ++ (Learning ability: to identify meaning and Letter II a. Computer addiction
function of key words as components of texts). Letter III c. Too much food when depressed
Letter IV b. My parents don’t get my style
Invite the students to find the words in bold in
the letters and identify what they do in the PAGE 12
sentences (their function). General answers are
acceptable. 7 +++ (Learning ability: to find specific
information).
You can ask all students to have a quick look at
the four letters to find and explain the function Tell students to read the questions carefully first
of the words in bold or you can divide the class and then read each letter to find the required
into four groups and assign one letter to each information. Ask students to work in pairs and
group. Check answers orally. answer the questions orally. If necessary, explain
the meaning of the word binge (Letter III) = to
Answers
eat or drink too much, especially without being
Letter I: so = así es que – result; however = sin
able to control yourself. Check their answers
embargo – contrast.
orally, inviting different students to ask the
Letter II: as long as = en tanto que, mientras –
questions to different classmates.
condition; although = aunque – contrast;
because = porque – reason; besides = además – Answers
something additional. a. They do homework together, they visit each
Letter III: however = sin embargo – contrast; other, and they go to the cinema or to parties
provided that = siempre que – condition. together.
Letter IV: because = porque – reason; so = así es b. Six or even ten hours a day.
que – result. c. She went to the gym twice a week, she got
good and bad grades at school, and she loves
WHILE YOU READ going to the mall with her friends to shop for
The letters in this section were adapted from letters clothes.
written to Seventeen Magazine for British d. She wears baggy trousers, heavy boots, and
sweatshirts.
Teenagers (hardcopy issues). You can access
Seventeen online at www.seventeen.com
6 + (Learning abilities: to relate information in

order to synthesise content).
40 Unit 1
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UNIT 1
8 +++ (Learning ability: to relate knowledge from Explicit information is clearly stated in a text.
different sources in order to match information). Example: His face showed sadness.
Implicit information must be inferred from the text
Students read the four answers provided
using the context.
(a – d) and match them with the original letters
Example: Tears ran down his face.
(I – IV). You can ask all the students to match
the four letters and the answers, or you can The information we can infer from the second
divide the class into four groups and assign one example is that he was sad.
answer to each group to find the letter it
corresponds to. Check answers orally. Readers can think inferentially when they connect
their background of information, ideas, and
Useful expressions experiences with the text.
Draw students' attention to the Useful Expressions
“To infer as we read is to go beyond literal
box. Notice the way in which these phrases are
interpretation and to open a world of meaning deeply
commonly used to give and ask for advice.
connected to our lives.”
Answers Keene, E.O., Zimmerman C. (1997). Mosaic of Thought – Teaching
a. – Letter III. b. – Letter I. Comprehension in a Reader’s Workshop. Portsmouth, NH: Heinemann
c. – Letter II. d. – Letter IV. a. Tell fast learners to read the letters again to find
implicit information that would indicate if the
9 +++ (Learning ability: to find and correct writers of the letters are boys or girls.
incorrect information).
Answers
Let students know that there is a mistake in Letter I was written by a girl. She refers to a boy
each statement; their task is to find and correct she likes.
it. You can ask all the students to read all the Letter II was written by a boy. He says: “unlike
statements and correct them, or you can divide other boys my age”.
the class into four groups and assign one letter Letter III was written by a girl. She refers to a
(I – IV) with its corresponding false statement to school skirt she wears.
each. Check answers on the board, asking Letter IV was written by a girl. She refers to the
students to first underline the incorrect clothes she wears.
information and then correct it.
b. You can give fast learners these additional
Answers
scenarios and ask them to infer information.
The writer of Letter I doesn’t see this boy
very often. i. You see a little girl whose nose is red; she has
The writer of Letter I sees this boy very often. watery eyes, and a box of tissues next to her.
The writer of Letter II goes out very often. You can infer that she has a cold or that she
The writer of Letter II has stopped going out. has been crying.
The writer of Letter III feels happy when she eats ii. You see a large dog running at full speed,
things from the fridge. barking loudly and with its mouth wide open.
The writer of Letter III feels terrible when she eats You can infer it is going to attack somebody.
things from the fridge. c. Ask fast learners to work in pairs and create more
scenarios from which information can be inferred.
ADDITIONAL ACTIVITY Ask them to read or write them on the board for
Students must be able to find various types of the class to make the corresponding inferences.
information in a text; it can be specific or general,
mood and tone of a text, or explicit and implicit
information.
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PAGE 13 sentence connectors of contrast: however, on the
other hand, on the contrary, by / in comparison,
AFTER YOU READ in contrast.
Remind students to check the learning abilities they
will develop with each of the activities and sentence connectors of result: as a result, as a
comment on their expectations and interests. consequence, therefore, thus, consequently, hence.
sentence connectors of comparison: similarly,
10 +++ (Learning ability: to consolidate a likewise, also.
language item).
sentence connectors of reason: the cause of, the
Invite students to have a quick look at Anne’s reason for, due to.
answers in Exercise 8 again, paying special Invite different students to write more examples
attention to the expressions in bold. Tell them from the letters on the board.
to read and complete the sentences individually
and then to compare with a partner. Check their More useful information on linking words can be
answers orally. found at http: //www.english-at-home.com/
grammar/linking-words
Answers
a. I think you should ask for help if you have a Answers point 3
problem. Other sentences with linking words in the letters:
b. I believe you have two options: you can start letter i:
studying now or be prepared to fail the exam. He was shy and didn’t feel happy, so I talked to
him.
c. The best way to finish sooner is to work harder.
We do homework together and visit each other,
d. I would recommend you talk to your teacher and at the weekend we go to the cinema, but a
immediately. few weeks ago I noticed that my feelings for him
e. The only way you can find out the truth is were changing.
asking your friend directly. letter ii:
f. Why don’t you organise an outing for this although at first I used it only a few hours a day,
weekend? after a few weeks things got out of hand.
I have stopped going out because I spend all my
free time chatting and surfing.
Language Note letter iii:
LINKING WORDS I get good and bad grades at school, just like any
other kid, and I love going to the mall with my
This section deals with linking words. They enable friends. however, I have recently noticed that
the writing to flow from one idea to the next in a when I get sad or depressed, I start eating. In the
logical way, showing cohesion. The information in last few weeks, I’ve noticed that it happens more
and more often, and because I eat so much, my
this section will help students to join shorter
dresses and my school skirt don’t fit me any more.
sentences into longer ones. letter iV:
The two most important types of linking words are: I decided to write to you because my parents and
I are having serious problems about the clothes I
conjunctions: and, but, so, or, for, nor, yet. wear.
sentence connectors of logical / sequential I dressed in the clothes my mother bought for me,
order: firstly, secondly, thirdly, etc.; next, last, finally; in but then I started wearing baggy trousers, heavy
boots, and sweatshirts.
addition; furthermore; also; at present , presently.
When I want to go out with friends, my father says
sentence connectors of order of importance: I can’t because I’m not wearing the proper clothes!
most / more importantly, most significantly, above all,
primarily, it is essential / essentially.
42 Unit 1
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Unit 1
ADDITIONAL ACTIVITY examples:

Write this short text on the board, but do not Uruguay is a small country; however, their football
highlight the linking words. Ask the students to team did very well in the 2010 World Cup.
copy it into their notebooks, underlining all the
linking words. Ask them to compare with another Your written English is very good. However, you need
student and then correct on the board. to improve your pronunciation.
I met Lucy the other day and she told me about her Tell students to do this exercise in their notebooks.
bad experience. She was driving to work while listening circle the best linking word in these sentences.
to the news, but she was not paying attention to the
traffic around her. As a consequence, she was stopped a. Although / But we warned them, they still went
by a policeman and given a ticket. She was really upset up the mountain.
about it, so she tried to argue with the policeman, but b. I like it here, but / however I won’t stay long.
he was firm; as a result, Lucy will be fined because she c. The tourists didn’t have much time. But /
was driving over the speed limit. However, they managed to visit lots of places.
d. Lindsay felt exhausted, although / but she stayed
Learning tip up to finish her homework.
e. Matthew went to see the film although / but he
Analyse this Learning tip together with the class.
had seen it before.
Help them to notice that they can also do this with
vocabulary words and other grammar points. f. Nat Alexander did not win the prize. Although /
However, she offered a great performance.
AVOID THIS MISTAKE Answers

a. Although. b. but. c. However.
Tell students that the connectors although, but, and d. but. e. although. f. However.
however have the same function: to indicate
contrast. However, they are used differently:
But is less formal than although and however. It is Draw students’ attention to the Internet site where
used between the two sentences it connects and is they can find more information and exercises on
normally preceded by a coma. connectors. Encourage them to use the site on their
examples: own, but to share information with you and with
We called Joanna, but she didn’t answer. their classmates.
Mr Anderson is over 75, but he is still very active.
11 ++ (Learning ability: to apply a language point).
Although is more typical of careful or formal speech
or writing. The word although can be at the Refer students to the Language Note. Tell them
beginning or between the two clauses. to read the words in the box and the sentences
(a – c), and to try and relate one of them to the
examples: picture on the right. Check answers orally.
Although Bradley didn’t like the show, he stayed until
the end. Answers
Ginger tried to smile although she was disappointed. a. provided that. b. although. c. so + picture
on the right.
However is more common in formal speech and in
writing. It introduces or completes a contrasting
sentence. It is always preceded and followed by
punctuation.
U1_TB_ING3_(034-061).indd 43 12-07-17 11:54

PAGE 14 the form of ‘Dear Anne’ or ‘Hello, Anne’, for less
formal letters.
12 ++ (Learning ability: to organise the parts of a The introductory paragraph: it is the first
text using the correct pattern). paragraph and will generally outline the purpose of
If necessary, revise the different parts of a letter the letter, the reason why the letter is being sent.
with the class. This can deal with any issues that are outstanding
and is used to set the tone for the rest of the letter.
BACKGROUND INFORMATION In this first paragraph, the summary of the letter can
Address: put your address at the top of your letter, so be found and the intentions which will be displayed
that the reader will know where to send their reply. through the rest of the letter should be outlined.
Date: put the date on which the letter is written in From this introductory paragraph, the recipient
the format Month - Day - Year. (June 15, 2012). should be able to note the tone of the letter.
Inside address: it is only required for a business The body: it will expand upon the introductory
letter and will include the address of the person you paragraph and the writer can extend their thoughts
are writing to, along with the name of the recipient, and feelings further. The body of the letter can be
their title, and the company name. If you are not anywhere from multiple pages for personal letters,
sure who the letter should be addressed to, either to one page or two pages for most business letters
leave it blank or try to put in a title, for example, and other types of proposals.
‘Director of Human Resources’. The closing: here the writer will finish any thoughts
The greeting: it will address the person that the that have been mentioned. The closing of the letter
letter is being sent to. This is usually completed in comes in various forms, from Yours truly, for the
506 Country Lane Address

North Baysville, CA 53286
July 16, 2007 Date
Dear Susan, Greeting

It feels like such a long time since l last saw you, although I
know it's only been a few weeks. So far, my summer has
been great! Introduction
I spend all my weekends at the beach. I am getting a nice
tan and you can no longer say I am paler than you. I have
been playing lots of volleyball, surfing, and building a nice
collection of sea shells. Just this past weekend I took second
place in a sandcastle building contest! Body
I hope the summer's been going well for you too. There's
only a month and a half left of summer vacation and after
that it's back to school. Would you like to meet up some Closing
time before school starts?
Your friend, Signature
Teresa
44 Unit 1
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UNIT 1
people who are familiar with one another, to a 10

traditional Sincerely, which is a versatile closing that TRANSCRIPT – ORAL PRACTICE
can be used in a variety of letters and situations. Marianne speaks with a British accent and Tom with an
Signature: Your name as you usually write it. It American accent.
can be just your first name, your full name, or your Marianne: I’m still unsure what to study in college.
nickname. Tom: How about something you really like and are good at?
Taken from: (n.d.) How to write a letter. Retrieved March 13, 2011 from Marianne: Like what?
http://www.letterwritingguide.com/howtowritealetter.htm
Tom: You are good at languages and you like good food.
Help students to notice that this is a more complete Marianne: So?
version of Anne’s letters in Exercise 8 and, if Tom: You could take up tourism or cooking.
necessary, guide them so that they can identify the Marianne: Should I listen to my parents’ advice?
different parts. Check answers orally. Tom: Of course you should, but mainly, follow your heart.
Answers 14 ++ (Learning ability: to role play a conversation).

a. i. b. iii. c. vi. d. ii. e. iv. f. v.
One of the main motivations to encourage pair
ADDITIONAL ACTIVITY work in the English language classroom is to
You can ask fast learners to choose a letter from increase the opportunities learners have to use
Page 11 or one of Anne’s answers and complete it English. Through pair work, learners revise what
in their notebooks with the missing parts of a they have understood after reading the text. This
complete letter. allows them to compare answers and clarify
problems together, using English.
Notice that all the letters only have the greeting
and the body, so the students should add an Students get into pairs and create a
address and the date at the beginning, and a conversation, using their own concerns to
closing and their signature at the end. ask for advice and following the model in
Exercise 13. Refer them back to the Useful
13 10 ++ (Learning ability: to imitate a spoken Expression box on Page 12 and encourage
model). them to use these commonly used expressions
in their dialogue. Ask them to practise and role
Remind students that correct pronunciation of play the situation in front of the class.
English is much more than imitating only
specific sounds. They must pay attention to You can use this exercise as embedded
pauses, to the intonation of the voice, and to evaluation, using the criteria in the Speaking
patterns of emphasis. No matter how vast the section of the Test your Knowledge of this unit
students’ vocabulary is and how well they use to identify and provide feedback on
grammar structures, if they don’t use correct performance.
pronunciation, it may be very difficult for
listeners to understand what they say. 15 QUICK SELF-CHECK (Learning ability: to
evaluate learning).
Play the recording once or twice with pauses,
for students to repeat. Then give them some This Quick Self-check allows students to evaluate
time to practise the dialogue in pairs and invite their performance in the grammar aspect of the
them to role play it in their groups. lesson and also to consider evaluation as a
continuous process throughout the book. Read
If you want to evaluate students’ oral the instructions aloud, make sure that all the
performance, use the criteria in the Speaking students understand them clearly, and set a time
section of Test your Knowledge. limit to complete the task. Check answers and
help students to work out their scores.
U1_TB_ING3_(034-061).indd 45 12-07-17 11:54

If a student has reached the maximum score, you 17 Ask students to complete the sentences (a - d)
might want to offer him/her something more with their own ideas and with information that
challenging and ask him/her to do another is true for them.
exercise or help another student who is lagging
behind. If one or more students have only 18 +++ APPLICATION TASK – WRITING
reached the minimum score, you should devote (Learning ability: to write a text acknowledging
some time to going through the subject one the subjectivity of its content).
more time to make sure they are ready to
continue with the rest of the unit. Considering that this is the first application task,
guide students very carefully, first to form the
You may ask students to keep track of their groups and distribute tasks and roles, and then
progress and then evaluate their overall to read the instructions and follow them step
performance in the self-check exercises after by step.
two or three units.
Help and correct students’ work while walking
Answers among the groups and encourage them to
so – therefore - but - although - Besides – evaluate each step of the task.
provided that.
Make sure students understand the importance
PAGE 15 of cooperative work, respect each other’s
opinions, and do the work they have committed
16 ++ (Learning ability: to identify and apply rules themselves to do.
for the use of capital letters).
At the moment of evaluating their own letters,
In the reading lessons of each unit you will find encourage them to be honest.
information to help your students master the
When they exchange letters, highlight the
rules of punctuation and correct spelling. Simple
importance of respecting everyone’s work and
rules will be provided with specific examples
of offering positive comments.
that can be found in the reading texts.
You can use this exercise as embedded
Go through the rules with the class and ask evaluation, using the criteria in the Writing
them to find examples in the letter in section of the Test your Knowledge of this unit to
Exercise 12. Offer more examples and ask identify and provide feedback on performance.
students to provide some too.
Answers: Writing target strategy
• 75 east payton Drive, newbury, CA 00001 (2. Proper
nouns). Draw your students' attention to the Writing target
• 28 January, 2010 (4. The months of the year) strategy box. Explain to them that this strategy will
• Dear reader, (1. The first word of a sentence / 3. help them to tackle the writing task properly. Raise
Proper nouns)
their awareness of the letter format and tell them
• i think you should see a doctor. mood (1. The first
word of a sentence)
that this textual feature will determine the type of
• swings in teenagers can be dangerous, therefore, a language they will need to use.
visit to a psychologist can help to determine the ADDITIONAL ASSIGNMENT
cause of your depression. Don’t wait any longer and
get some professional help immediately. (1. The first You can design your own writing assignment /
word of a sentence) application task as homework or as an extra test.
• yours truly (1. The first word of a sentence)
Although Global English has been written with a
• anne (2. Proper nouns)
wide range of students in mind, there might be
situations where you may feel that an application
46 Unit 1
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Unit 1
task is not localised enough. Feel free to design • Cut up the letters into 6 chunks – not necessarily
your own task and ask yourself these questions paragraphs – and put all the pieces inside an
when preparing them. envelope.
• Pass an envelope to each group and tell them to
1. Is the general subject target-specific, is it really
reconstruct the letters in the correct order, without
directed at my students?
looking at the book.
2. Do students have enough opportunities to use
• The winner is the first group to get their letter in
the language learnt in the lesson? For example, if
the correct order.
the subject of the unit was letters and the
grammar content the First Conditional – have I
incorporated these into the task? ++ PAGE 16
LESSON 2 - LISTENING
3. Is the task clearly defined? Do my students
EMBARRASSING MOMENTS
understand what I want from them?
4. What kind of knowledge is the task putting into Tell students to check the learning abilities they will
practice? Have I covered it before, in previous develop with each of the activities and comment
lessons? on their expectations and interests.
5. Does the topic invite students to use wide and For this lesson, students should be familiar with:
varied vocabulary? For example, a task telling
students to describe a flower might not be • how to form and use the Simple Present and the
demanding enough and students would not Simple Future.
have the chance to use varied vocabulary. • how to identify number of speakers in an oral text.
6. Does the task elicit sentences, ideally connected, • how to adapt and role play a dialogue.
and not just lists of words?
19 +++ (Learning ability: to discuss the contents AVOID THIS MISTAKE

of the lesson and relate them to personal
experiences, using clear arguments). Draw students’ attention to the name of the lesson,
and make sure they realise the word embarrassing is
This is a roundup exercise where students are a false cognate. Encourage them to deduce the
asked to reflect on what they have learnt in the meaning of the words embarrassed and
lesson, in terms of abilities, content, grammar, and embarrassment, and ask them to complete this chart.
vocabulary. It also encourages them to express
their opinions concerning important values False cognate Mistake Correct meaning
explicitly or implicitly stated in the texts and Embarrassing Spanish embarrando Embarazoso,
activities. Refer students again to the first exercise (covering in / with mud) vergonzoso
in the unit, encourage them to share answers in or embarazando (getting
their groups and / or with the whole class, and pregnant, getting
motivate them to substantiate their answers. somebody pregnant)
OPTIONAL ACTIVITY Embarrassed Spanish embarrado Avergonzado
You can do this activity at any time during the (covered in mud) or
AFTER YOU READ activities, when you feel the embarazada (pregnant)
students need a change, or a little break. Embarrassment Spanish embarrada Vergüenza, bochorno
(blunder) or embarazo
• Divide your class into groups of six students. (pregnancy)
• Make as many copies of the letters on Page 11 as
there are groups (you will need one letter per group).
U1_TB_ING3_(034-061).indd 47 12-07-17 11:54

Write this exercise on the board and tell students to each other questions and offer explanations.
do it in their notebooks. Ask them which situations they think will be
presented in the recorded text. Tell them to
Fill in the blanks in these sentences using a word
think about the clues (title, pictures, etc.) and
from the chart. Use the correct verb tense.
what they already know (vocabulary, previous
a. while at school can be a traumatic discussion, topic, etc.). Do not check their
experience. answers at this point.
b. Having to sing in public was very . ADDITIONAL ACTIVITY
c. I nearly died of when Raymond said that. You can ask fast learners or keener students to write
d. Pauline felt at being the centre of attention. a description of one of the pictures. Help them to
correct errors.
Answers
a. Getting pregnant. b. embarrassing. Example:
c. embarrassment. d. embarrassed. There are three girls in the picture. Two of them are
wearing miniskirts and T-shirts; they seem to be friends.
BEFORE YOU LISTEN
It looks like the two girls are laughing at the third girl
1 + (Learning ability: to connect topic and who is wearing jeans and carrying a handbag because,
personal experiences). in a moment, she is going to walk into a lamp post.
Students read the three statements in their 4 ++ 11 (Learning abilities: to find meaning of
group. They check vocabulary (explain, if key words / to match written and spoken
necessary or refer to a dictionary) and then language / to identify and practise the
discuss which ones they most agree / disagree pronunciation of an English sound that may
with. Tell them they do not need to agree on the interfere with comprehension).
statements; however, through discussion, they
should try to reach consensus. Tell students that these key words will appear in
the listening texts, and that it is important that
Listening target strategy they know their meaning and what they sound
Before listening like. Go through the words with them, and draw
Draw your students' attention to the title and the their attention to the phrasal verb hang up /
questions. Explain to student that this befopre- hung up, which includes both the infinitive and
listening strategy will help them predict what the the past form. Give them a few minutes to check
recording is about. meanings in dictionaries, and then play
the recording.
2 + (Learning ability: to make predictions based on a. First they only listen to the words, and then
provided information). they listen and repeat.
Students read the title of the lesson again and You can let your students know that the word
comment on what an embarrassing moment breath / breT / is the noun (= aliento,
might be. They should feel free to share respiración) and the word breathe / brið / is
experiences and embarrassing moments, but the verb (= respirar).
remind them to be respectful of their partners b. Read the instruction to your students and
when making comments. draw their attention to the examples. Model
the pronunciation in each word and ask them
3 + (Learning abilities: to make predictions). to produce the target sound. Then, have them
In groups, students follow the example and look at the words in the boxes and explain to
describe the pictures. Ask them to provide as them that they have to identify the words
much detail as possible. Encourage them to ask with the target vowel sound and write them
in their notebook.
48 Unit 1
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Unit 1
Answers PAGE 17
The four words that contain the sound // are While you listen
anyone, crush, hung and up.
will develop with each of the activities and
TRANSCRIPT – PRONUNCIATION 11
comment on their expectations and interests.
anyone – breath – daring – crush - garlic – hang up / hung
up - pick up – sleepover. 5 + 12 (Learning ability: to validate predictions).
Note that the word crush is used here with the meaning of Refer students back to the pictures in Exercise 3,
‘loved one’ (teenage talk). the situations they represent, and the
predictions they made in Exercise 3b. Play the
recording once and ask students to check their
AVOID THIS MISTAKE predictions (guesses, really).
Explain to students that the correct pronunciation Answers
of vowels is very important in English, as sometimes 1, 4.
they are the only element in a word that produces a
change of meaning. Copy this chart on the board 6 (Learning ability: to identify speakers using
and tell students to copy it into their notebooks. provided information).
Then, ask them to listen and repeat the pairs of Students should be familiar with the recording
words after you. as they listened to it when they were asked to
identify the number of speakers in the section
/ / / / / / / / GETTING READY FOR THE UNIT. Before playing it
bag bug ham hum again, ask them to read the statements once or
cat cut fan fun twice. Check answers orally.
crash crush Nat nut Answers
Dan done Patty putty a. Presenter. b. Belinda. c. Belinda. d. Presenter.
fan fun rat rut e. Peter. f. Peter.
gas Gus tag tug You can use this exercise as embedded
evaluation of listening skills.
ADDITIONAL ACTIVITY
Feedback: 0 – 1 correct answer: needs a lot of
You can give keener or faster learners a list of
extra listening work. 2 – 4 correct answers:
words and ask them to circle the ones they think
good, but could improve with extra listening
are pronounced with //. Check answers orally work. 5 – 7 correct answers: very good, could try
and tell students to practise the pronunciation of to help classmates who did poorly.
the words in pairs. Invite them to act as models
for the class to repeat. Useful expressions
Ask them to write sentences with the words that Students notice the meaning and use of the
contain the sound and then read them aloud. expressions in the conversation. To check
understanding, you can elicit other examples and
possible words to use: write them on the board.
butt // cool /u/ cup // do /u/ 7 + 12 (Learning ability: to discriminate
duck // enough // fun // pup // between correct and incorrect information).
super /u/ supper // shut // tool /u/
This is an activity to improve fine listening skills
and help students to discriminate between
U1_TB_ING3_(034-061).indd 49 12-07-17 11:54

sounds or words. Read the sentences with both Presenter: Do you like garlic?
alternatives aloud and then play the recording Belinda: No! I hate garlic. If you eat just a little, you’ll have
once or twice again. Check answers orally. bad breath for two days!
Answers Presenter: So you refused to do it.
a. me / anyone. b. home / tonight. c. kiss / hold on. Belinda: Well, I thought, “It’s all right. If we stay at home, I
d. sister / beautiful. e. as / stairs. won’t meet anyone else tonight.” Big mistake.
Presenter: Why?
8 +++ 12 ( (Learning ability: to find specific Belinda: Soon after we got home, the doorbell rang and it
information). was my crush, who wanted to tell me that he liked
Ask students to read the questions and then play me. When he tried to kiss me, I told him to hold on
the recording again for them to answer orally. Tell and I raced upstairs to brush my teeth.
them to compare answers with a partner and Presenter: Problem solved, then.
then check as a class. You can then ask them to Belinda: No! When I came back down, he was sitting with my
write the questions and answers in their friends, laughing at the story of my ‘garlic breath’.
notebooks. Presenter: Thank you for sharing your most embarrassing
Answers moment with us, Belinda. And now, Peter is ready
a. Her crush. / A boy. / A boy she likes. to talk to us. What happened to you, Peter?
b. She had bad breath because she had eaten Peter: My sister has the most beautiful friends, and last
pizza with a lot of garlic. Friday they had a study group in my house and I
c. How beautiful his sister’s friends were. / That his thought: “if my best friend comes over, we will be
sister’s friends were beautiful.
the only boys with this group of beautiful girls.”
d. Because the girls were listening to him.
Presenter: Did you tell your sister about this?
Listening target strategy Peter: No, but I called my friend, and as soon as I heard
While listening him pick up, I started talking about how my
Draw your student's attention to this while-listening sister’s beautiful friends were over and how much
strategy. Ask them to focus on the part of the I liked one of them.
information in the text that answers the questions. Presenter: Nothing embarrassing about that.
Peter: No, but as I hung up, I looked down the stairs and
TRANSCRIPT – LISTENING 12 saw my sister and her friends listening to the
EMBARRASSING MOMENTS phone on speaker! I was so embarrassed!
The presenter speaks with a British accent. Belinda speaks with
an Australian accent. Peter speaks with an American accent. AFTER YOU LISTEN
Presenter: Welcome to ´If it happens to me, it can happen to Remind students to check the learning abilities they
anyone.´ In today’s conversation, Belinda and will develop with each of the activities and
Peter will tell us about their most embarrassing comment on their expectations and interests.
moments. If you have similar experiences, call us
and tell us about them. Belinda, what is your 9 ++ (Learning ability: to share and synthesise
embarrassing experience? information in order to complete summaries).
Belinda: Last week, my friends and I were walking around
Ask students to work in groups and use the
town playing´Truth or Dare´ before our sleepover. information they collected while listening to the
As we passed the pizza shop, my friends said: “If recording write a summary about both stories
you are brave and daring, you will eat a piece of in their notebook. To guide them, tell them to
pizza with a lot of garlic.” complete and expand the sentences a and b.
50 Unit 1
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Unit 1
Motivate them to read their summaries in front Take this opportunity to help students to
of the class and to compare their summaries compare British and Chilean superstitions. Most
with their partners. of them are the same in both cultures, except
for the black cat, which in Chile is considered
PAGE 18 bad luck. You can encourage them to find out
about British superstitions at any of these sites:
Language Note
http://www.woodlands-junior.kent.sch.uk/customs/questions/
THE FIRST CONDITIONAL superstitions.htm
http://www.historic-uk.com/CultureUK/Superstitions.htm
For more information on this section see Page 8 of
the Introduction. Answers
a. If a black cat walks towards you, you will have
This Language Note introduces the First Conditional good fortune.
and its uses. b. If someone is sweeping the floor and sweeps
The First Conditional follows this pattern: over your feet, you’ll never get married.
c. If your right hand starts to itch, you will come
If + Simple Present + will + infinitive without to. into money in the near future.
We use it to talk about things which are likely to
happen in the future, describing possible results, OPTIONAL ACTIVITY - GAME
which could easily come true. • Form groups of four or six students.
• Give the groups some time to think of or find
examples: other superstitions that they could express using
If it rains tomorrow, we will not go down to the beach. the First Conditional. Tell them to find two or
three, which they should write in their notebooks
If Brenda passes the exam, she will be very happy. using the First Conditional.
We will visit you if you invite us. • Alternatively, you can write some superstitions on
pieces of paper and give one to each group.
If the if clause comes first, a comma is usually used.
• Each group must choose one superstition and get
If the if clause comes second, there is no need for a
ready to present it through mimicry to the class or
comma. More information on the First Conditional
to another group.
plus extra exercises can be found at http://web2.
uvcs.uvic.ca/elc/StudyZone/330/grammar/1cond.htm possible superstitions to present
through mimicry:
Answers Point 4
If you eat just a little, you will have bad breath for • If you touch wood, you will make something come
two days! true / you will prevent something from coming true.
• If you find a four-leafed clover, you will be very lucky.
10 ++ (Learning abilities: to consolidate a • If you cut your hair when the moon is waxing, it
language point / to relate knowledge and
will grow faster.
compare different cultures).
• If you open an umbrella indoors, you will have
Refer students to the Language Note before bad luck.
doing the exercise. Write the example on the • If you drop a table knife, you will receive a male
board using the colour code in the Language visitor; if you drop a fork, you will receive a female
Note. Let students know that all the sentences visitor.
must be completed with the First Conditional.
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11 13 ++ (Learning ability: to imitate a ADDITIONAL ACTI VITY
spoken model / to role play a monologue). You can play the recording again, with pauses, and
ask keener learners to replace parts of it with their
This exercise combines listening to imitate a own ideas. Then they can role play their
spoken model and consolidation of the First monologues for the class.
Conditional. First, play the recording for
students to repeat the monologue and then TRANSCRIPT - ORAL PRACTICE 13
give them a few minutes to practise it in their
Mildred speaks with an American accent.
groups, taking turns to say different parts of it.
Invite some groups to role play the I wonder what to do this weekend. If it’s sunny, I think I’ll go to
monologue in front of the class. the seaside. If my best friend Linda doesn’t have to study, she’ll
go with me. If my father isn’t using his car, he’ll probably lend
OPTIONAL ACTIVITY
it to us, but if he has to use it, then we can go by train. We can
You can use this monologue to ask students to
work in pairs and write at least four questions
either take the 10:30 from the Central Station or the 10:45
beginning with the question words How - What - from the Northern Station. If we go by car, then we can take a
When - Where - Who. Then, they ask and answer the picnic basket with us, but if we go by train, we can have lunch
questions with a partner. You can ask some at a seafood restaurant. If I see a nice gift at the crafts fair on
students to ask their questions to the whole class. the beach front, I’ll buy it for Tom. If Tom likes my gift… who
knows? He might ask me out!
Possible questions and answers:
What will the girl do if it is sunny this weekend? PAGE 19
She’ll go to the seaside.
12 QUICK SELF-CHECK (Learning ability: to
Who will go to the seaside with her? evaluate learning)
Her best friend Susan. This Quick Self-check allows students to evaluate
How will they travel to the seaside? their performance in the grammar aspect of the
By car or by train. lesson and also to consider evaluation as a
What time are the trains to the seaside? the instructions aloud, make sure that all the
At 10:30 and at 10:45. students understand them clearly, and set a time
limit to complete the task. Check answers and
Where do the trains leave from?
From the Central Station and from the Northern
Station. If a student has reached the maximum score,
you can offer him/her something more
What will the girls have for lunch? challenging and ask him/her to do another
They will have a picnic lunch or lunch at a seafood exercise or help another student who is lagging
restaurant. behind. If one or more students have only
Who will the girl buy a present for? reached the minimum score, you should devote
some time to going through the First
For her boyfriend Tom. Conditional one more time to make sure they
are ready to continue with the rest of the unit.
You may ask students to keep track of their
progress and then evaluate their overall
performance in the self-check exercises after
two or three units.
52 Unit 1
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Unit 1
Answers 14 ++ (Learning ability: to write a text organising

Students’ own ideas, but ask some of them to content and format).
write their answers on the board and help
them to notice the correct use of verb tenses. In this exercise, students apply what they have
learnt in the whole unit to produce a written
13 +++ APPLICATION TASK – SPEAKING Learning text following the model letters they saw in the
ability: to role play a television programme). reading lesson. They can choose one of the
embarrassing moments described by their
See notes on this section on Page 7 of the classmates in Exercise 13 or one of the
Introduction. situations in the pictures. Make sure that when
While completing this task, students will checking the letter, you consider language
discuss a topic, assign roles respecting each errors, coherence, and the application of the
other’s opinions, use descriptions, participate letter structure learnt in Lesson 1 of this unit.
in conversations, and analyse their mistakes
and their progress. 15 +++ (Learning abilities: to reflect on the
contents of the lesson, relate them to personal
If necessary, begin by playing the recording of experiences, and express value judgements).
the listening section again, for students to
remember the style, the intonation, and the Students are asked to reflect on what they have
atmosphere of the programme. discussed in the lesson and decide if what they
have done has influenced their opinions. Ask
Help students to form the groups and distribute
them to read and answer the questions,
the roles – presenters and participants.
substantiating their answers. Pay special
Go through the instructions with the class and attention to questions b. and c., which deal with
make sure everyone understands what they the OFTs that have to do with the ethical area.
have to do and how long they can take for each
of the steps. Keep tight control of time. PAGES 20 - 21
CONSOLIDATION ACTIVITIES
All the presenters can get together to prepare
the participants’ presentation and the questions See notes on this section on Page 8 of the
they can ask them, while the participants work Introduction.
in pairs to prepare the description of an
embarrassing moment. 1 This activity concentrates more on the content
than on the format of the letter.
Make sure you encourage students to use the
expressions they learned in the Useful ADDITIONAL ACTIVITY
Expressions box on Page 17 as they present. You can ask faster students to copy and complete
the letter in their notebooks, adding the missing
Give the groups a few minutes to evaluate their
elements of a complete letter.
performance using the points suggested, and
invite them to share their conclusions with other
groups or with the whole class.
Draw students' attention to the Speaking target

strategy. Encourage the use of note-taking as a
strategy that can help students plan what they are
going to say.
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Answers Answers
a. (a.) I’ll answer it again. 1. a. Any five of these: finger, mouth, thumb, arm,
(b.) are only going to flirt. legs, knees, head, throat.
(c.) person you want to be. b. Fence, floor, bedroom.
(d.) flirt with her boyfriend? c. Sofa, wardrobe, cupboard.
(e.) not harmless fun. d. Hamster, turtle, goldfish.
(f.) What will happen. 2. Paragraph I – Picture 5.
(g.) he dumps his girlfriend. Paragraph II – Picture 8.
(h.) if you keep chatting with him. Paragraph III – Picture 4.
b. i. She is beginning to chat and flirt with her Paragraph IV – Picture 2.
friend’s boyfriend. Paragraph V – Picture 7.
ii. She should stop chatting with him, she Paragraph VI – Picture 3.
should think about the kind of person and Paragraph VII – Picture 1.
friend she wants to be. Paragraph VIII – Picture 6.
2 Students apply the First Conditional. PAGE 23

CHILEAN CONNECTION
Possible answers
Picture 1: If a bird collides with a plane, there will Let students read the section on their own and then
be an accident. comment on it in their groups. Promote comparison
Picture 2: She will hurt herself if she is not more between the foreign and the Chilean contexts
careful / if she falls down. encountered in this short text and in the unit, making
sure students give each one its own value.
Picture 3: The shark will bite him if he swims
near it. It is important to offer students learner-generated
contexts from their own surroundings. According to
3 You can use the Prediction Wheel on Page 38 of Lev Vygotsky, it makes learning more pleasant and
the Teacher’s Guide with this text. assimilation easier. Vygotsky says that “it is the
child’s culture that gives him the cognitive tools
Answers
needed for development.”
a. The correct order of the pictures is:
4-2-8-7-3-5-1-6 Consider three of Vigotsky’s theories when teaching
b. i. Bailey went very quiet and there was a big a classroom that is diverse and has different
bump in his tummy. individual needs:
ii. The vet kept pulling things out of Bailey’s
tummy: two gloves, one hand towel, and 1. Learning and development is a social,
five socks. collaborative activity.
iii. Yes, he is, but he keeps eating things. 2. School learning should occur in a meaningful
context and not be separated from learning and
PAGES 22 - 23 knowledge children develop in the `real world.´
JUST FOR FUN 3. Out-of-school experiences should be related to
the child’s school experience.
See notes on this section on Page 8 of the
Lev Vygotsky - http://www.ced.appstate.edu/vybio.html
Introduction. Remind students that they should do
the activities on their own, without much intervention Encourage students to describe their own
from you, but help and support when necessary. embarrassing experiences during Independence
Day or other celebrations.
54 Unit 1
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UNIT 1
PAGES 24 - 26 LISTENING – TAKING AN EXAM 15

TEST YOUR KNOWLEDGE
4. Not mentioned: c. and f.
Answers 5. a. eat. b. brain. c. excess. d. properly.
READING – SEEKING SUPPORT 6. a. A university teacher is talking to first year
1. Letter I – c. Tough life decision. students. b. Deep breathing.
Letter II – b. Difficult family situation. LANGUAGE
2. a. talk. b. alone. c. grateful. d. united. e. argue.
f. upset. 7. (a.) as long as. (b.) therefore. (c.) although / but.
(d.) However. (e.) although / but.
3. a. Because they are having problems at work
and they are not very young. 8. a. go - will see. b. get - will buy. c. will get – eat.
d. can help – ask. e. asks - will tell.
b. She says her family was a loving one and that
they used to do things together.
WRITING
9. Students use their own ideas and opinions to complete the letter. Assign points according to these
criteria.
Final
Task Score Language Score Presentation Score
score
Filled in all the blanks with Practically no grammar or Correct spelling, heading and
4 4 4
appropriate information. vocabulary mistakes. greeting.
Filled in most of the blanks with Very few grammar or vocabulary A few spelling mistakes,
3 3 3
appropriate information. mistakes. incorrect heading or greeting.
Filled in some of the blanks with Some grammar and vocabulary Several spelling mistakes,
2 2 2
appropriate information. mistakes. incorrect heading or greeting.
Filled in only one or two of the blanks Grammar and vocabulary mistakes A lot of spelling mistakes and
1 1 1
with appropriate information. interfered with comprehension. incorrect heading and greeting.
SPEAKING
10. Assign one point for each correct expression placed in the blanks.
I’m not sure - your opinion - if you ask me – not certain - I can see – from my point of view
Assign points to the role play according to these criteria.
Final
Task Score Language Score Interaction Score
score
Completed the dialogue with five Practically no language Fluid interaction, good pronunciation,
4 3 3
or six of the correct expressions. mistakes. no hesitation.
Completed the dialogue with three Fluid interaction, a few pronunciation
3 Very few language mistakes. 2 2
or four of the correct expressions. mistakes, a minimum of hesitation.
Completed the dialogue with one Fluid interaction, some pronunciation
2 Some language mistakes. 1 1
or two of the correct expressions. mistakes, some hesitation.
Used only one of the correct Language mistakes interfered Interaction affected by pronunciation
1 0 0
expressions. with comprehension. mistakes, a lot of hesitation.
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TRANSCRIPT - LISTENING - TAKING AN EXAM 15 PAGE 27
SELF-EVALUATION
The teacher speaks with an Indian accent.
University
Introduction.
Teacher: You have asked me how to prepare for your first
university exam. As this is the first time students will be doing this
Well, as I said before, it’s quite different to any tests section, go through the different parts with them.
you took at school, but there are some general
For YOUR TEST RESULTS, they have to work out their
suggestions that you could follow. score in the TEST YOUR KNOWLEDGE section, read
For example, if you drink too much coffee, tea, and their results, and reflect on them. Help them to
fizzy drinks before the exam, it will increase your think of what they can do to improve results, solve
nervousness. I suggest that you drink a glass of problems, give or get help, etc.
milk, or maybe some orange juice instead. You
should also eat healthily and at regular times, and
your brain will benefit from good nutrition.
Some of you ask if it is a good idea to do physical
activity before the exam to get rid of excess energy.
Mm, it depends. If you do some very strenuous
activity just before the exam, for example several
hours of swimming, or running a marathon, you
will get rid of the excess energy and have nothing
left for your exam, but if you do some mild activity,
such as walking in the park or even some dancing,
you will benefit from it. If you are very tense just
before the exam, you can practise relaxation
techniques. For example, you can clench or unclench
your fists or you can buy yourself a squeezing ball
instead. You can also practise deep breathing to get
oxygen to the brain.
One of the most important things is to believe in
yourself. If you prepare for the exams properly ,you
will do fine, meaning that there is no need to worry
excessively.
And finally, if you are still nervous, tell someone – it
always helps to get some moral support.
FINAL REFLECTION
Give students enough time to analyse what they

have done and learnt in this unit. Encourage them
to follow the tips suggested and to share ideas in
their groups.
56 Unit 1
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Unit 1
PHOTOCOPIABLE ADDITIONAL ACTIVITY UNIT 1
lesson 2 – the First conditional
Cut up one broken sentence for each pair of students. Hand out the pieces at random. Students then
stand up and try to find the other half of their sentence by reading their half aloud. Redistribute the
pieces and repeat, this time with students memorising the words.
Ema will catch a cold... ...if she doesn’t wear warm clothes.
I won’t eat it... ...if there’s chilli pepper in it.
I’ll be very sad... ...if you decide to go away.
If I need any help,... ...I’ll let you know.
If Valerie gives me an apple,... ...I’ll give her an orange.
If Walter doesn’t have money,... ...he won’t go to the concert.
If you don’t take an umbrella,... ...you’ll get wet.
If you like,... ...I’ll help you with your bags.
If you see Sonia,... ...can you give her a message?
If you take a map with you,... ...you won’t get lost.
If you write Fran an e-mail,... ...she will tell you how to do it.
If you’re not careful,... ...you’ll knock that glass off the table!
My parents will be very happy... ...if I pass all my exams.
Tammy’ll be annoyed... ...if she sees you reading her notes.
Vincent will buy some ice-cream... ...if we give him the money.
We won’t save the planet... ...if we keep using so much electricity.
• GlOBal ENGliSh 3º MEDiO

Will the children share their toys... ...if their mother tells them to?
Will you go out... ...if it’s 40ºC?
You’ll be late... ...if you don’t hurry up.
You’ll get hungry... ...if you don’t eat something now.
© ELTgames.com 2007
phOTOcOpiaBlE MaTErial •
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ADDITIONAL READING TEXT UNIT 1- Lesson 1
The fading art of letter writing
The envelope arrives with the address handwritten Once finished, she puts on her coat and walks to
and the stamp with the Queen’s head always evenly the mail box, just in time for the 4:30 p.m. pickup.
placed in the top right-hand corner. The postman For her, writing a letter at a time of grief is part of
slides the letter through the letterbox and the dog lets seeing things through, a sign of the civility and
out two barks. It’s time for me to make tea, and read. commitment that bind societies.
The letter is from Joyce, my 75-year-old mother-in- Will this fading generation also be the last to write
law, who lives in Scotland and was recently letters? Letter-writing is among our most ancient of
widowed. It is always written on two sides of a arts. (2) ____________________________________
single sheet, on good-quality white paper. A good handwritten letter is a creative act, and not
(1) _______________________________________ just because it is a visual and tactile pleasure. You
Her words sit comfortably on both sides of the savour their arrival and later take care to place them
page; her thoughts flow neatly from one paragraph in a box for safe keeping.
to the next. There are no strange abbreviations, no Yes, e-mail is a wonderful invention. It links people
smiley icons. Just words. across the world, destroying in an instant the hurdle
Her letter often takes four or five days to reach me, of geography that confronts snail mail. Yet, it is by
but the feel of it instantly breaks through time and its nature ephemeral and lacks the spark of
space. Sitting with the letter in my hands, I character that only handwriting can provide.
immediately see her in my mind. There she is at the (3) ___________
dining table, a cup of tea to her right, the radio Sitting here, savouring the imminent arrival of the
switched off or turned down, her thoughts flowing next letter from my mother-in-law, I wonder what
through her fingers and onto the page. Her letters will be the legacy of the digital letter-writing age.
inform us of the weather, of the kindness of
neighbours, of a thousand other things — in short, Taken from: Field, C. (2011, February 4), The Fading Art of Letter Writing,
of all the bits and pieces of starting life without the The International Herald Tribune, p. 12.
man she loved for 50 years.
1. What type of text have you just read? c. She writes in an easy, cursive script, a clear but
a. An article. b. An essay. c. A short story. relaxed style that does not seek to impress.
2. These three excerpts (a – c) were removed from 3. Find the answer to these questions:
the text. Place them back into the corresponding a. What happened recently that made Joyce sad?
spaces (1 – 3): b. Do you know what the abbreviations OMG
a. When you get an e-mail, you can never be and LOL mean? Where do we use them?
sure that you are the only recipient – or even c. What does Joyce like writing about?
phOTOcOpiaBlE MaTErial •
that it is original. d. What comment does the writer of this text

b. Think of letters and the mind falls on make about e-mail?
Abraham Lincoln, Jane Austen, Mark Twain;
on love letters written during the American
Civil War, or letters written to a parent by a
frightened soldier at the battlefront.
58
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Unit 1
EXTRA TEST UNIT 1
READING – ANNE’S Dear Teen,

ANSWER It’s really sad that these days we measure how bright a
person is by his or her class grades. I know it must be tough
for you, but it is definitely not worth worrying so much.
Being young is a beautiful gift and to be cherished. Don’t
throw it away at any cost. Your `problem´ as you call it seems
(a.) right now, but believe me – good
marks are not the only things that matter. There are many
more (b.) things in life such as what
kind of person you (c.) ; you have to be
bright from within. Also remember that many of the really
successful people in life didn’t have a college degree. I am
not minimising the importance of a college education - I am
just telling you to perk up. Study well, but relax.
As for your classmates teasing you, I am (d.)
it is because they don’t know you well enough. Show a
positive attitude and be confident. Don’t apologise for what
you are. Once you start being confident about yourself, the
world will look up to you.
I would also (e.) that you approach a
caring teacher or counsellor at school, or maybe you can get
your parents to talk to your school mistress. This might put
an end to the insensitive remarks of some of the teachers.
So cheer up! Concentrate on your (f.) .
Most dyslexics have outstanding talents. Find yours and
shine in life.
Love
Anne

Taken from: Chakravarthula, S. (2003). Teen Talk. Retrieved July 9th,
2008, from http://www.boloji.com/teens/articles/letters.htm
1 Read Anne’s answer to a teen’s letter.

Which of these is it answering? 1 pt.
a. b. c.
Dear Anne, Dear Anne, Dear Anne,
I am a 15-year-old girl and I am deeply unhappy. My I have a strange problem and STUDENT´S BOOK page 160 •
an only child. problem is that I think I am hope you can help me out.
My problem is that my not very intelligent. The I am 16 and I am in love with
parents don’t let me go doctors have diagnosed two people. There is this
out anywhere. I can’t go to me as dyslexic. I study a lot, childhood friend of mine (we
parties or to the cinema, but never manage to get grew up together) and we
like other people my age. good marks. I am older are kind of going steady.
My folks are also very than most of the others in Then last month a new guy
suspicious of my friends my class. I am really weak in moved onto my block and I
and keep asking me maths and never manage fell for him. He is so
questions. to even pass. handsome and he likes me
too. What shall I do?
U1_TB_ING3_(034-061).indd 59 12-07-17 11:54

2 Read Anne’s letter again and choose one option 4 16 Listen to Carla telling her friend about an
(i – iii) for each gap (a – f) 6 pts. embarrassing experience. Are these statements
a. i. attractive ii. terrible iii. ugly true (T) or false (F)? 5 pts.
b. i. important ii. pretty iii. worrying a. Carla’s crush is in a grade higher than
c. i. are ii. can iii. choose she is.
d. i. happy ii. sad iii. sure b. Carla’s crush plays hockey and
e. i. like ii. suggest iii. tell volleyball.
f. i. problems ii. studies iii. talents c. When her crush looked at her, Carla
got really nervous.
3 What advice is Anne giving the teen? Tick (3) d. Carla’s crush was smiling and waving
three of these options. 3 pts. at her.
a. Concentrate on what you are good at. e. The guy is not her crush any more.
b. If you are not happy in your school,
5 16 Listen again and identify the word
change to a different one.
you hear. 5 pts.
c. If people tease you, you should tease
them back. a. The embarrassing moment took place at a
d. Studying and grades are important, but shopping centre / school.
not the most important thing in life. b. When I looked back he was still looking /
e. Try to be positive and have a staring at me.
confident attitude. c. I bet you got really excited / worried!
LISTENING - AN EMBARRASSING d. I noticed his smile turn into a funny / strange
MOMENT look!
e. I just grabbed my friends / things and left.
LANGUAGE
6 Complete these sentences with your own ideas.
• Global English 3º MEDIO
5 pts.
a. The accident victim has internal injuries,
therefore .
b. If we visit Vicuña, we
.
c. I need to phone Patrick because
STUDENT´S BOOK page 161 •
.
d. Although Mark went to Viña del Mar,
.
e. Do you think they will help me if
.
60 Unit 1
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UNIT 1
7 Use different intensifiers to make the meaning WRITING

of these sentences more powerful. 5 pts.
9 Write a reply to the letter below,
a. I failed the exam even though I tried offering your personal advice. 10 pts.
hard.
b. I can hardly hold the pen. It is
cold in this room.
c. You ask if I liked the film. It was Dear Anne,
fabulous. a &boyfriend. I &feel &very
I am 16 and &have never &had
d. We went out last night and had a(n) s me down.
out of &place and &it &really get
good meal. &shy and &self-&conscious;
The &trouble &is I’m &extremely
e. I like the Allens because they are can’t &seem &to change &it.
I’ve &tried not &to &be, &but I &just
nice people. I &really &like. I’ve only
There &is &this guy at &school
nths. He’s in my group of
SPEAKING &known &him a couple of mo
&speak; &when &we are &in class
&friends, &but we &hardly &ever
8 Develop a conversation with a partner asking &sides of &the &room; &we &keep
&together &we &sit on opposite
&try &to &smile at &him, &but &he
for and giving advice in the situations below making &eye &contact and I
e. I’ve &tried &studying &his
(a – e). Use the expressions in the box. 10 pts. &just &looks away all &the &tim
nervousness, &etc.) and &it
&body &language (&eye contact,
ut I’m &thinking &this might
· According to me · I think you should &would &suggest &he &likes me, &b
· If I were you, I would · In my opinion &be all &in my &imagination.
· The best thing you I &would &really &like &to date
I don’t &know &what &to do,
e’ll just &laugh or &be
&him, &but I’m &scared &that &h
a. You have had an argument with your &frightened off.
girlfriend / boyfriend and want to make it up.
Please give me &some advice.
b. You think your parents are too strict and
won’t let you go out with your friends. Georgia

c. You came home late last night and your
parents got very angry. 0 11 25 38 50
d. Someone at school is bullying you and has to 10 to 24 to 37 to 50 PTS
threatened to hurt you if you tell anyone. Keep trying Review Well done! Excellent! TOTAL
e. You want to invite your crush to a party, but
you have hardly ever talked to him / her.
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Unit 2 TWO OF THE ELEMENTS
LEARNING OBJECTIVES
READING: to read a school newspaper interview that contains the communicative LISTENING: to listen to a scientific presentation that contains the
function of expressing condition, includes a variety of expressions to express communicative function of expressing conditions, reflects the
recommendations, and importance of English to learn and to acquire information, and
• identify text organisation by deciding how the interview has been divided. • discriminate between correct and incorrect information by choosing
• relate information presented in different forms by identifying what some the right option.
numbers refer to. • identify speakers by choosing the right names.
• discriminate between correct and incorrect information by deciding if it is • find specific information by completing diagrams and
true or false. answering questions.
• distinguish explicit and implicit information by classifying certain items.
WRITING: to write a school earthquake plan that includes different SPEAKING: to describe pictures in detail sharing ideas and knowledge,
stages, uses the First Conditional, contains sequencing words, and is using expressions learnt, correct pronunciation, and the correct
organised logically. structures for descriptions.
DIDACTIC RESOURCES AND METHODOLOGY TIPS

• Complementary material such as English language science books, newspaper cuttings on earthquakes
and the elements, encyclopaedias, etc. A reliable online source is the US government Earthquakes for Kids
at http://earthquake.usgs.gov/learning/kids/ with a wealth of information and activities or, alternatively
the BBC resource http://news.bbc.co.uk/2/hi/science/nature/4126809.stm
definitions of chemistry terms, printed handouts, library material, notes, etc.
62 Unit 2
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UNIT 2
PAGE 28 Ask about safety, prevention, and protection when
INTRODUCTION there are natural disasters. Refer students to what
they might have learnt in their natural science
Invite students to examine and describe the classes about such occurrences.
1 Have students read the conversation between
Form groups. Ask them to read the objectives of the Gabriela and Francisca before they read the
unit and make comments on anything they already alternatives. Ask them if they know the answers
know, what they can do, what will be new, etc. to the questions, elicit a few of them and write
them on the board. Then, students choose
Elicit from students what values they think will be paid the alternative which they think answers
more attention to, and ask them to anticipate what each question.
issues will be discussed in connection with them.
Answers
Before you start this unit, please remember to: a., a., a., a., b.
• constantly communicate with your student’s
parents or tutors. This is an important aspect of BACKGROUND INFORMATION
their educational progress; Natural phenomena (plural) – natural phenomenon
• communicate clear expectations - be specific (singular).
about what you expect students to know and be A natural phenomenon is a non-artificial event in
able to do; the physical sense, and therefore not produced by
• create an environment in which there is genuine humans, although it may affect humans. For
respect for students and a belief in their capability example, bacteria, natural disasters, etc. Common
– remember that each student is different, has examples of natural phenomena include volcanic
different needs, and a different pace of progress; eruptions, weather conditions, earthquakes, and the
• assign students research projects that focus on elements in general.
issues or concepts that apply to their own
When natural phenomena cause a lot of damage,
community or cultural group.
they are called natural disasters. Here is a definition
PAGE 29 of the most common natural disasters.
GETTING INTO THE UNIT
Tornado: characterised by violent winds that swirl
Remind students that this page of each unit will in a counter clockwise direction north of the
contain activities meant to identify and activate equator and clockwise south of the equator.
their previous knowledge of the topic and related Volcanic eruptions: escape of boiling hot magma
vocabulary, to establish the starting point for the through the vent of a volcano.
activities that will follow.
Drought: unusually dry weather within a
Give students time to form groups and discuss the geographic area where rainfall is normally present.
exercises that have to be done in groups;
encourage them to reflect and be honest to do Flood: excessive amount of water that leads to the
those that require individual responses. overflowing of rivers, lakes, and seas.
Before doing the exercises, ask students to give Earthquake: shaking of the ground caused by the
examples of natural phenomena. Alternatively, give sudden dislocation of material within the earth’s
them a list and ask them to decide if they are outer layer or crust.
caused by humans or if they occur naturally.
Tsunami: the Japanese word meaning tidal wave. A
Examples: car crash, drought, earthquake, flood, tidal wave is a large sea wave caused by a
H1N1 flu outbreak, hurricane, landslide, mine submarine earthquake or volcanic explosion.
explosion, nuclear disaster, rain, snow, terrorist attack,
Avalanche: a fall or slide of a large mass of snow or
tornado, etc.
mud down a mountainside.
TWO OF THE ELEMENTS 63
U2_TB_ING3_(062-093).indd 63 12-07-17 11:57

These are some famous people related to natural Draw this chart on the board and ask students to
phenomena. You can ask students to find write the corresponding plurals. Suggest they use
information on other famous scientists related to dictionaries.
natural phenomena, from Chile and other countries.
Singular Plural
Roger Hill: one of the most famous and successful
bacterium
storm chasers in the world. He lives in Bennett,
corpus
Colorado and has laid claim to having witnessed
criterion
416 tornadoes - and counting! He has chased
severe weather from one end of the nation to the curriculum
other and videos of his chases have been featured datum
on National Geographic, The Weather Channel, The medium
Discovery Channel, The Travel Channel, The memorandum
Learning Channel, NOVA, BBC, 60 Minutes and all of phenomenon
the major networks. stratum
Taken from: Hake, T. (March 3, 2009). An interview with Roger Hill,
world famous storm chaser. R etrieved April 11, 2012, from http:// Answers
www.examiner.com/weather-in-denver/an- interview-with-roger-hill-
world-famous-storm-chaser. Singular Plural
Hiroo Kanamori: Japanese American seismologist bacterium bacteria
who has made fundamental contributions to corpus corpora
understanding the physics of earthquakes and the criterion criteria
tectonic processes that cause them. Kanamori and curriculum curricula
American seismologist Thomas C. Hanks developed datum data
the Moment Magnitude Scale which replaced the
medium media
Richter Magnitude Scale as a measurement of the
memorandum memoranda
relative strength of earthquakes.
phenomenon phenomena
In 2007 he was awarded the Kyoto Prize in stratum strata

Basic Sciences.
Taken from: Hiru Kanamory – biography. “n.d.” Retrieved on April 11,
2012, from http://wn.com/Hiroo_Kanamori 2 Ask students to work in small groups and
identify the objects in the pictures. They must
Haraldur Sigurdsson: professor of Oceanography first say what they are and describe what we
at the University of Rhode Island. He has worked on use them for. Then each student chooses the
research in the field of volcanology for over forty objects he/she feels are important to have in
years, with studies on volcanoes in his native the case of a disaster and which ones could be
Iceland, North and South America, the Caribbean, left out. Students should apply the First
Indonesia, Italy and Africa, as well as on submarine Conditional they learnt in Unit 1 to complete
volcanoes. this exercise. Make sure that all the students in
Taken from: Thera Expedition – Underwater exploration of an
active volcano. “n.d.” Retrieved April 11, 2012, from http://www.uri.
the group get the opportunity to express
edu/endeavor/thera/bio-sig.html their views.
Make notes of any useful information about
AVOID THIS MISTAKE what students already know that you can use
later when developing the lessons.
Draw students’ attention to the word phenomena in
the instruction of Exercise 1. Explain that some
singular words of Latin origin form their plural
changing their ending to –a.
64 Unit 2
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UNIT 2
Possible answers 2 Further and more demanding practice of the

Picture 1: bottled water. If we have clean First Conditional. Explain to students that there
water, we will not be thirsty. are different ways of saying the same idea
Picture 2: British English: torch / American English: (paraphrasing) and tell them to try to express
flashlight. If we have a torch, we will be sentences a – c using the First Conditional and
able to find our way in the dark. starting the new sentences with the word if.
Picture 3: a battery-operated radio. If we have a
radio, we can know what is happening in Answers
other places. If you see a flying saucer, will you run? / Will you
Picture 4: batteries. If we have batteries, we can use run if you see a flying saucer?
the radio and the torch. If we win the lottery, will we buy a new house? /
Picture 5: a first-aid-kit. If we have a first-aid-kit, we Will we buy a new house if we win the lottery?
can cure injuries. If it is sunny tomorrow, we will go to the beach/ We
Picture 6: canned / tinned food. If we have canned will go to the beach if it is sunny tomorrow.
food, we will not go hungry.
3 In pairs, students choose one of the three
Picture 7: matches. If we have matches, we will be
functions (express an invitation, give an order to
able to build a fire.
take an action, offer instructions) and create a
Picture 8: a mobile phone. If we have a mobile
short dialogue, using the expressions in the box.
phone, we will be able to let others know
Give students some time to practise their
where / how we are.
dialogues and motivate them to role-play their
Picture 9: chocolate. If we have chocolate, we will
conversations in front of the class. Once the
keep our sugar levels up.
dialogues have been presented, you can share
Picture 10: blankets. If we have blankets, we will not
the following information with them:
get cold.
PAGES 30 - 31 BACKGROUND INFORMATION

GETTING READY FOR THE UNIT To make the Imperative, we use the Infinitive of the
verb without to, and to make a negative Imperative,
Before starting this unit, students need to know: we put do not or don’t before the verb.
• characteristics of different types of sentences. We use the Imperative form to give an order, a
• how to find main idea(s) in written texts. warning or advice, and, if we use please, to make
a request.
• the Simple Present. Examples: Come here! Be quiet! Don’t go! Don’t open
• the Simple Future. the box! Try again, please. Listen to me carefully, please.
• how to identify number of speakers in an oral text. The Imperative can be used for all subjects, you, he,
• how to adapt and role play a dialogue. they and we; you can also use let’s before the verb if
you are including yourself in the Imperative.
1 This is a review of the First Conditional before
it is further developed in the rest of the unit. Examples: Let’s stop now. Let’s have some lunch. Let’s
Ask students to read the sentences and not argue! Let’s not tell her about it.
underline the correct verb form. We can also use do with an Imperative in polite
Answers requests, complaints, and apologies.
a. see. b. will leave. c. have. d. takes place. Examples: Do sit down! Do be a little more careful!
Do forgive me – I didn’t mean to interrupt.
U2_TB_ING3_(062-093).indd 65 12-07-17 11:57

We can also use the structures I would like you to / I 7 This is one of the areas of knowledge of a
want you to… to give instructions and orders. language that students will need to use again
Examples: I would like you to find that address for and again; numbers appear in all aspects of life,
me. I want you to finish this work today. in forms, articles, television shows, maths
problems, etc. Before doing this exercise, revise
4 An action plan is a written document that how to express large numbers and decimals
describes the steps that must be taken in a and how to use signs such as %, º, etc. Students
given situation, for example, if there is a fire or will need this knowledge to understand the
an emergency. An action plan consists of bullet reading text on Pages 34 and 35.
points or numbered steps to let readers know
what to do first, next, etc. Remind students that in English, we use a full
stop with decimals and a comma with large
Ask students to read the two texts and try to numbers, exactly the opposite of what we do
establish which one is an action plan; ask in Spanish.
them to justify their choice. After they have
correctly identified the text, draw their Answers
attention to the way it is written and to the a. One point one. b. Six percent. c. Eight point
Imperative forms used. eight. d. Three hundred and eighty seven.
e. One thousand, nine hundred, and sixty two. f.
Answer Fifty six thousand, four hundred, and five.
Text II.
8 Students continue practising numbers, using
5 Students choose a general idea for each text in provided information. Invite fast learners to ask
Exercise 4. Assigning a general idea to a text is more questions like those in this exercise, find
similar to summarising it in a very short way; a the correct answer, and then share the
summary is a shortened version of a text; it information with the class.
contains the main points in the text and is
written in your own words. It is a mixture of Answers
reducing a long text to a short text and a. It is Mexico City, with twenty one point two
selecting relevant information. A good million people.
summary shows that a person has understood (Source: www,mapsofworld.com. Last updated Jan 17, 2013).
the text. b. It is Antarctica, with minus eighty seven point
eight degrees Celsius.
Answers c. It is the Atacama desert, with four hundred
a. Text I. b. Text II. years without rain.
d. It is Greenland, with a surface of two million,
6 Frequently, orders and prohibitions are one hundred and seventy five thousand and six
expressed by visual signs. Students match the hundred square kilometres.
pictures with the commands. Ask them to
compare answers with a partner, and then 9 20 Students listen only to the presentation of
check answers orally. the programme in the recording they are going
Answers to work with in Lesson 2 and fill in the blanks
Picture 1 - d. Picture 2 - f. Picture 3 - e. with the missing information.
Picture 4 - c. Picture 5 - a. Picture 6 - b. Answers
The following programme is sponsored by
Watertech, the company in charge of our
drinking water.
66 Unit 2
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Unit 2
++ PAGE 32 ADDITIONAL ACTIVITY

LESSON 1 - READING You can tell students that to place their ideas in
EARTH easy ‘compartments’ they may use a concept wheel.
Draw one on the board and tell them to copy it into
Remind students to check the learning abilities they their notebooks. There must be as many
will develop with each of the activities and ‘compartments’ as concepts. In this case, the central
comment on their expectations and interests. idea is earthquakes. They then fill the concepts into
For this lesson, students should be familiar with: the compartments and say how each word can be
related to the central concept. After they finish, tell
• the First Conditional. them to put one or two more examples into the
• how to express invitations and orders. wheel, for example: disaster, tsunami, weather, etc.
• how to identify types of written texts.
• how to identify main ideas in written texts. Victims
Magnitude and damage
• the Imperative form.
• how to say different types of numbers.
Earthquake
• how to find specific information in an oral text. Related Protection
and
phenomena
1 + (Learning abilities: to find meaning of key prevention
words / to predict their presence in a text). Origin
The concept of key words is one of the most

important ones to grasp when trying to Meaning of the words
optimise reading or listening skills. Increasingly,
Damage = physical harm = daño.
when looking for information on the Internet,
Crowded = having a lot of people or too many
you go to the search engines and you type in
people = lleno/a. Epicenter = the point on the
some words to describe what you are looking
earth’s surface where the effects of an earthquake
for. These words are key words. Students will
are felt most strongly = epicentro. Fall = to drop
come across them in all kinds of everyday
down from a higher level to a lower level = caer.
activities. It is important to stress that finding
Magnitude = the size of an earthquake = magnitud.
the right key words might facilitate both their
Movement = the act of moving = movimiento.
comprehension and their search for information.
Noise = a sound, especially when it is loud,
Taken from: Nessel, D., Graham, J. (June 1, 2000). Thinking
Strategies for Student Achievement. Skylight Professional
unpleasant or disturbing = ruido. Prevent = to stop
Development. Thousand Oaks, CA: Corbin Press. something from happening = prevenir. Tsunami =
an extremely large tidal wave in the sea = maremoto.
Students read the words in the box and check
Volcano = a mountain with a large opening at the
that they know their meaning. If not, encourage
top through which gases and lava are forced out
them to ask you or a classmate: what does ____
into the air = volcán. Withstand = to be strong
mean? Then they think how they could be
enough not to be damaged = soportar.
related to the subject of the lesson. In this case,
the topic is earth and previous exercises
indicate that it is ‘moving earth’, in other words, 2 + (Learning ability: to connect content and
‘earthquakes’. Students form hypotheses and previous knowledge).
debate their ideas, which are then substantiated
Ask students to work in pairs to analyse and
once they read the text (confirming,
compare the information provided. They then
abandoning and rectifying predictions). Do not
investigate the earthquake history of another
check answers at this point.
country (recent earthquakes in Japan, Haiti,
tWO OF tHE ELEMEntS 67
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Mexico, Indonesia, etc.), prepare a similar graph You can also ask these questions to encourage
for the information found and present their discussion in the groups.
research in front of the class. Draw their • Why is one of the pictures in black and white?
attention to the vocabulary in Exercise 1 and
explain to them that they need to use this • When and where were they taken?
vocabulary as they present their findings. Ask students to make notes, but do not check
BACKGROUND INFORMATION answers at this point.
A bar graph may be either horizontal or vertical. The
important point to note about bar graphs is their
• Earthquakes are very relevant disasters for Chile, as
bar length or height—the greater their length or
our country sits on a very active tectonic plate
height, the greater their value.
leading to strong movements. Earthquakes are the
Bar graphs are one of the many techniques used to deadliest of all natural disasters; most deaths are
present data in a visual form so that the reader may caused by collapsing buildings or fires. Several
readily recognise patterns or trends. million earthquakes occur in the world each year;
however, many of these are undetected because
Bar graphs usually present numeric variables they occur in remote areas or are very weak. On
grouped in class intervals. They consist of an axis average, there are 18 major earthquakes and at
and a series or labeled horizontal or vertical bars. least one great earthquake each year.
The bars depict frequencies of different values of a
• On May 22, 1960, the earthquake that struck
variable or simply the different values themselves.
Valdivia, in the south of Chile, had a magnitude of
Reading target strategy 9.5 on the Richter scale. This is the strongest
earthquake ever recorded. On the previous day, an
Before reading
earthquake with a magnitude of 7.5 had struck the
Draw your students' attention to the Reading target
city of Concepción. Approximately 130,000 homes
strategy box. Encourage them to use their previous
and buildings were destroyed, there were 2 million
knowledge to understand the information in
people displaced, the death toll was estimated at
the graph.
2,000, and 3,000 people were injured. (Some
sources say 6,000 people were killed). The total
3 + (Learning abilities: to identify topic from
loss and damage to property was approximately
visuals / to activate previous knowledge).
half a billion dollars (1960 dollars).
This kind of exercise encourages students to Taken from: The largest earthquake in the world. “n.d.”
Retrieved on March 12, 2011, from http://earthquake.usgs.gov/
apply previous knowledge, relates what has regional/world events/1960_05_22.php
been learnt to their own experiences, and
stimulates thinking. The whole process of At 3:34 am local time on February 27th, 2010, a
referring to previous knowledge and other devastating magnitude 8.8 earthquake struck
learnt subject-matters is called reflective Chile, one of the strongest earthquakes ever
learning. The following graph illustrates the recorded. According to Chilean authorities, over
reflective learning and thinking process. 400 people were killed. The earthquake also
triggered a tsunami which propagated across the
Concrete
Pacific Ocean and reached Hawaii.
experience (1)
Taken from: (February 27, 2010). Earthquake in Chile.
Retrieved on March 12, 2011 frm http://www.boston.com/
Testing in new Observation and bigpicture/2010/02/earthquake_in_chile.html
situations (4) reflection (2) • A ferocious tsunami, resulting from a 9.0 earthquake
slammed Japan’s eastern coast Friday, killing
Forming abstract hundreds of people as it swept away boats, cars, and
concepts (3)
68 Unit 2
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UNIT 2
homes while widespread fires burned out of control. If you are interested in starting a school newspaper,
This earthquake occurred nearly exactly a year after you can find great ideas at the following sites,
the Chilean earthquake – on 11 March, 2011. among others:
http://www.suite101.com/content/school-newspaper-ideas
Hours later, the tsunami hit Hawaii and warnings http://commtechlab.msu.edu/sites/LETSNet/noframes/subjects/la/
blanketed the Pacific, putting areas on alert as far b6u3.html
http://news.bbc.co.uk/cbbcnews/hi/newsid_3290000/
away as South America, Canada, Alaska, and the
newsid_3292300/3292327.stm
entire U.S. West Coast. In Japan, the area around a
nuclear power plant in the northeast was 4 + (Learning ability: to validate predictions).
evacuated after the reactor’s cooling system failed. Students read the text and check their
The Japanese authorities confirmed 15,850 deaths, predictions in the ideas they shared and the
6,011 injured and 3,287 people missing. notes they made in Exercises 1 and 3.
Adapted from: Alabaster, J., Yamaguchi, M. , Hosaka T. A.,
Kageyama, Y. (March 11, 2011). Japan Earthquake 2011: 8.9 Answers
Magnitude Earthquake Hits, 30-Foot Tsunami Triggered. Retrieved 1. The pictures illustrate the Great Chilean
on April 10, 2012, from http://www.huffingtonpost.com/2011/03/11/ Earthquake: Valdivia, 22nd May 1960, and the
japan-earthquake tsunami_n_834380.html
27F earthquake: central and southern Chile, 27
The Richter Scale: a logarithmic scale used to rate February 2010.
the strength or total energy of earthquakes. The 3. The words that appear in the text are: crowded,
scale has no upper limit, but usually ranges from 1 epicentre (with the American spelling,
to 9. Because it is logarithmic, an earthquake rated epicenter), fall, magnitude, movement, prevent,
as 5 is ten times as powerful as one rated as 4. An tsunami, volcano, and withstand.
earthquake with a magnitude of 1 is detectable
only by seismographs; one with a Magnitude of 7 5 + (Learning ability: to identify text
is a major earthquake. The Richter Scale is named organisation).
after the American seismologist Charles Francis
Richter (1900-1985). Ask students in what other ways we can
Taken from: http://www.thefreedictionary.com/Richter+scale
organise an interview (chronologically,
geographically, by interviewee, etc.). Have they
ever carried out and / or written an interview?
WHILE YOU READ Who was the interviewee? What was it on? How
Remind students to check the learning abilities they did they organise it?
comment on their expectations and interests. Answer
b. By question.
A student newspaper is a newspaper run by
6 ++ (Learning ability: to relate information).
students of a university, professional, technical, or
other school. School newspapers traditionally cover Tell students that frequently, just by looking at a
local and, primarily, school or university news. number we know what it refers to, for example,
2009 (a year), 50 m2 (a surface), etc. There are
Working for one’s high school newspaper is other indicators that tell us what the number is,
sometimes an extracurricular activity, but often it is for example signs, such as $, %, etc.
integrated with journalism classes. Some schools
have both a basic class, in which students learn
about newspapers, and a class that produces the
school’s newspaper.
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Answers c. Twelve thousand five hundred:
a. Number of houses destroyed in the Valdivia
earthquake. d. Zero point seventy two:
b. Number of people left homeless.

c. The magnitude of the Valdivia earthquake on
the Richter Scale. e. Eight thousand six hundred and forty:
d. Hours after the earthquake when the Puyehue
volcano erupted. f. Three thousand:
e. The year of the Great Chilean Earthquake.

f. The highest magnitude on the Richter Scale.
g. Fourteen point sixty four:
You can use this exercise as embedded
evaluation of reading skills.
h. Ninety eight point twenty one:
Feedback: 0 – 1 correct answer: needs a lot of
extra reading work. 2 – 4 correct answers: good,
but could improve with extra reading work. 5 – Answers
6 correct answers: very good, could try to help 1. a. Two thousand two hundred. b. Twenty five
classmates who did poorly. point seventy five. c. Ten thousand.
d. Twenty two point two. e. One thousand, two
hundred, and thirty seven. f. Two point five.
AVOID THIS MISTAKE g. Zero point three. h. Eight thousand, four
hundred, and ninety seven.
Explain to students that in English, the comma is 2. a. 11,238. b. 57.19. c. 12,500. d. 0.72.
used as a thousands separator and the period as a e. 8,640. f. 3,000. g. 14.64. h. 98.21.
decimal separator, exactly the opposite of what we
do in Spanish. Read the numbers in the exercise ADDITIONAL ACTIVITY
first (notice the use of and after the hundreds). Then Write these numbers and signs on the board and
tell them to copy and do these exercises in their ask students to read them aloud.
notebooks.
a. 23%. b. US$100. c. 24°C. d. €50. e. #10. f. £50.
1. Write these numbers in words.
Answers
a. 2,200: a. Twenty three per cent.
b. 25.75: b. One hundred dollars.
c. 10,000: c. Twenty four degrees centigrade.
d. 22.2: d. Fifty euro(s).
e. Number ten.
e. 1,237: 2.5
f. Fifty pounds.
f. 0.3:
g. 8,497: 7 ++ (Learning ability: to discriminate between
correct and incorrect information).
2. Write these numbers.
Students read the interview again and identify
a. Eleven thousand two hundred and thirty eight:
the order in which the topics are mentioned.

b. Fifty seven point nineteen: Answers
a. 4, b. 2, c. 3, d. 1, e. 5.
70 Unit 2
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Unit 2
PAGE 33 When we use a different person instead of you, we

employ the modal verb should.
8 +++ (Learning ability: to distinguish and Examples:
classify explicit and implicit information).
If Ron wants to be healthy, he should
See detailed information on inferring on Page 47 exercise more.
of this book and revise the difference between
both types of information with students. If Sylvia uses the Internet, she shouldn’t give her
personal details to everybody.
Answers
a. Written in the text. More information on the First Conditional plus extra
b. Inferred – because the earthquake affected exercises can be found at http://web2.uvcs.uvic.ca/
areas of Concepcion, Valdivia, and Puerto Montt. elc/StudyZone/330/grammar/1cond.htm and
c. Inferred – as it is expressed in numbers, we can www. englishgrammarsecrets.com/firstconditional/
guess it is a numerical scale. menu.php
Answer
Learning tip 3 a. If you are hungry, get yourself a sandwich.
b. If you chat on Messenger, don’t reveal your
Draw students' attention to the Learning tip box. telephone number or address.
Let them notice the way in which explicit 4.a. If you are near glass or anything that can
information is clearly stated in the text and how the fall, move away quickly.
words used are practically the same. b. If you are in a crowded area, do not run for
the nearest exit.
AFTER YOU READ
Language Note ADDITIONAL ACTIVITY

You can write this table on the board or photocopy
THE FIRST CONDITIONAL (continued) it and give it to fast learners. Ask them to match the
two parts of these sentences in the First Conditional
More information on the Language Note on Page 8 and write them on the board for the rest of the class
of the Introduction. to copy. Check answers orally.
In Unit 1, students learnt that we use the First If there is an emergency, she should register its licence plate.
Conditional when we are thinking about a If Fred wants to catch the bus, press the red emergency button.
particular condition or situation in the future, and
If the fire alarm goes off, he should run really fast.
about the result of this condition; there is a real
possibility that this condition will happen. If Brenda buys a new car, don´t panic and leave the building.
If you see Jenny, tell her I want to talk to her.
They also learnt that we use the Simple Future
tense in the clause following the if clause.
However, when we want to give an instruction, an
order or a recommendation, we often use the First
Conditional followed by the Imperative.
Examples:
If you want to eat, cook something.
If you want to finish on time, hurry up.
If you watch TV, don’t listen to the radio at the
same time.
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9 17 (Learning abilities: to consolidate a OPTIONAL ACTIVITY - GAME
language point / to imitate a spoken model). • Form groups of four to six students.
• Give the groups some minutes to invent six
Students complete the conversation individually sentences like those in Exercise 9, using the First
or in pairs and then compare answers with the Conditional followed by an Imperative.
recording. Play the recording again for students
• Check and correct the sentences students produce
to listen and repeat the dialogue.
while you walk around the class.
BACKGROUND INFORMATION • Tell the groups to write each of their sentences in
Emergency services telephone numbers. big, clear handwriting on separate pieces of paper,
European Union: 112. and to cut up each sentence into the two clauses:
United Kingdom: 999 / 112. conditional clause and imperative clause.
USA, Canada: 911. • Organise the exchange of cut up sentences
between groups.
Australia: 000.
• Once the groups have put together the sentences,
Chile: Ambulance: 131, Fire Department: 132,
they write them on a piece of paper and show
Police: 133.
them to the authors, who decide if they are correct
Answer or not.
See Transcript below. PAGE 36
Did you know that…
See Page 8 of the Introduction. 10 + (Learning abilities: to consolidate vocabulary
and a language point).
TRANSCRIPT – ORAL PRACTICE 17
This exercise can be done individually or in pairs,
Dana has an American accent and Lennox has a British accent. giving students the opportunity to discuss what
Dana: Can we predict earthquakes? they have learnt. You may need to explain some
Lennox: No, we can´t. difficult words or expressions before they read:
Dana: What will you do if there’s an earthquake? security warning = security alert; huge = enormous;
shoreline = waterside; heeded = paid attention to.
Lennox: I’ll drop and look for cover.
Dana: Who will you phone first of all? Tell students to read the text, then read the
Lennox: I’ll phone the Emergency Office. recommendations, and then read the text
Dana: What will you do if the land line isn’t working? again, trying to insert the recommendations
Lennox: I’ll use my mobile phone. into the corresponding gaps. (a – e). Check
Dana: What will you do if someone’s hurt? answers orally.
Lennox: I’ll call for an ambulance. Answers
Dana: What if there’s no electricity after the earthquake? a. Follow these guidelines.
Lennox: I’ll use matches or a torch. b. Turn on your radio to learn if there is a tsunami
Dana: Where will you hide if you’re outdoors? warning.
Lennox: I’ll hide far away from buildings. c. Move inland to higher ground immediately.
Dana: What will you do if there are aftershocks? d. Stay away from the beach.
Lennox: Nothing, just wait for them to end. e. Move away immediately.
ADDITIONAL ACTIVITY
You can make your own gap-filling exercises from
English texts, depending on the type of grammar
point / vocabulary you want to practise.
72 Unit 2
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Unit 2
Choose a short, simple, and interesting text in 12 ++ (Learning ability: to connect topic and
English, such as a popular song, an article, a news personal experiences).
item, an excerpt from a story, etc. Copy the text and
delete some words in the copy. Your choice of words To quote the British Council: “… group discussion
can be made concentrating on certain types of skills are useful for everyday life, as we regularly
words – prepositions, adjectives, verbs in a certain find ourselves having discussions amongst friends,
tense, definite articles, specific vocabulary items – or family, and colleagues. These may vary from very
you can delete one in every six, eight, or ten words. informal chats about day-to-day things, to more
serious topics, for example, a discussion about a
Photocopy or write the gapped text on the board and recent news story or a problem that needs to be
ask students to fill in the gaps correctly. solved. Additionally, group discussions are
Variation: Students work in pairs. Each student increasingly being used in the job market during
prepares a short text and gives a gapped copy to interviews and selection procedures. These can
his / her partner, who will try to fill in the gaps take a variety of formats, but the key skills remain
correctly. The author of the gapped text checks the very similar.
answers. In this exercise, students practise group
discussion skills; they read questions that will
help them to progress in the discussion and
evaluate learning).
prepare for the writing Application Task.
This self-check allows students to evaluate their
As in all guided discussions, you should play the
performance in the grammar aspect of the
role of mediator and make sure that the
lesson and also to consider evaluation as a
discussion is carried out with respect for other
people’s opinions.
the instructions aloud, make sure that all the
students understand them clearly, and set a For further information on team / group
time limit to complete the task. Check answers dynamics see Page 9 of the Introduction.
and help students to work out their scores.
Useful expressions
If a student has reached the maximum score,
Draw students' attention to the useful expressions
you might want to offer him/her something
in this box and encourage them to use them in their
more challenging and ask him/her to do
discussion.
another exercise or help another student who is
lagging behind. If one or more students have PAGE 37
only reached the minimum score, you should
dedicate some time to going through the
subject once more, to make sure they are ready Learning tip
to continue with the rest of the unit.
Analyse this Learning tip together with the class
You may ask students to keep track of their before doing the Application Task. Help them to
progress and then evaluate their overall notice that in this case they have already
performance in the self-check exercises after brainstormed ideas for the writing assignment
two or three units. (Exercise 12).
13 Students read the text one more time and find

synonyms for the words (a - e). Additionally, you
can also ask them to use the synonyms to
replace the original words in the text.
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14 +++ APPLICATION TASK – WRITING Answers
(Learning ability: to write a text organising a. If there is a tsunami, try to go as far away from
content and format). the coast as possible.
b. You will find information on earthquake and
This exercise is based on the group discussion in other emergency procedures if you look on the
the previous exercise. The final version of the Internet.
Earthquake Plan can be done either in class or c. If Renata sees an accident, she will call for an
as homework. Do your best to check each ambulance immediately.
individual assignment, correct errors, and make d. Paul will let us know if there is an emergency.
helpful comments. Encourage students to
evaluate their work and reflect on their 16 +++ (Learning ability: to reflect on the
performance, considering strengths and contents of the lesson and relate them to
weaknesses and steps they can take to solve personal experiences).
problems. Offer assistance if necessary.
This is a roundup exercise where students are
By completing this task, students will: asked to reflect on what they have learnt in the
• make use of notes taken during a previous activity; lesson in terms of content and language. Tell
• do basic Internet research; them to work in groups and share their answers
with other groups.
• practise sequencing;
• elaborate an action plan. Metacognition (‘thinking about how a person
Source: Based on the Minnesota Language Proficiency
thinks’) is a term that most students should be
Assessments and the American Council for the Teaching of Foreign familiar with.
Languages (ACTFL). ACTFL Proficiency Guidelines - Writing (Revised Teach students to ask, “what am I supposed to
2001-PDF) available as a downloadable PDF file at www.actfl.org learn?” early in the process, “how am I doing?”
during the process, and “what have I learnt?”
Writing target strategy after the process.
As they complete the task in Exercise 13, draw

students' attention to the Writing target strategy.
Explain to your students that brainstorming, mind Draw students’ attention to the Internet site where
maps and note-taking are useful pre-writing they can see science films about the elements.
strategies that can help them organise their ideas
Encourage them to use the site on their own, but to
and construct their written discourse.
share the information with you and with their
15 + (Learning ability: to identify and apply the use classmates.
of the comma in conditional sentences).
PAGE 38
We use a comma when the if clause is at the LESSON 2 - LISTENING
beginning of the sentence. WATER
Example: If I go to London, I will visit the Remind students to check the learning abilities they
London Eye. will develop with each of the activities and
We don’t use a comma if the if clause is at the comment on their expectations and interests.
end of the sentence. For this lesson, students should be familiar with:
Example: I will visit the London Eye if I go • how to say different number to ask and answer
to London. questions;
74 Unit 2
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UNIT 2
• how to find specific information in oral messages. • Each group browses the textbook or discusses the
This is a very cross-curricular lesson that calls upon subject they have chosen to decide on one point
the students’ prior knowledge of things they have they want to teach in English.
learnt in their chemistry and biology classes. The • They must decide how they are going to organise
listening text and the activities reinforce and / or the teaching strategically (who does what, what
revise the students’ knowledge of these subjects. materials they will need) and linguistically (what
Go through the BEFORE YOU LISTEN activities very vocabulary and structures they need for the task).
carefully to facilitate the listening tasks. • As well as preparing the teaching, they must also
prepare a test on the main items that they are
BEFORE YOU LISTEN
going to teach.
1 + (Learning ability: to connect content and • The test is handed in to the teacher. The group
previous knowledge). teaches their material to the rest of the class.
For information on reflective learning, see notes • The teacher gives out the tests, probably with
for Exercise 2, Lesson 1 on Page 73. some minor corrections or editing, to be done by
the whole class in some subsequent period. (The
Invite students to look at the pictures carefully group who set the exam may or may not be
and then to get into small groups to describe exempt from doing their own test).
them in as much detail as possible. Then they
Source: Phillips, D., Burwood, S. & Dunford, H. 1999. Projects with
read and answer the questions. Check answers Young Learners. Oxford: OUP.
orally.
Answers
2 + (Learning ability: to identify key words using
knowledge from other areas).
a. Water in different locations and uses:
Picture 1: people enjoying the water in the sea. Elicit from students the difference between
Picture 2: water falling in a beautiful cascade. elements and compounds and between symbols
Picture 3: water in bottles / bottled water. and formulas. If necessary, write the definitions
Picture 4: a water-purification system. on the board, with examples.
b. It comes from rivers and streams; it needs a
process of purification; some people prefer to Read the contents of the ovals aloud and then
drink bottled water; bottled water may be draw students’ attention to the difference in
parkling (fizzy, bubbly) or still (just like water colour. Ask them to read the instructions
from the tap). carefully, check that everyone understands
what they have to do, and give them a few
ADDITIONAL ACTIVITY minutes to do the activity in pairs. Check
answers on the board.
This activity calls on students’ prior knowledge and
can be assigned as a group project. Students Answers
choose a topic from different areas of their CaO – Calcium oxide. NaClO – Sodium
curriculum and form groups according to the hypochlorite. NaOH – Sodium hydroxide.
subject they are going to research and present to FeCl3 – Iron or ferric chloride. O3 – Ozone.
the class. The possibilities are: maths, history, H – Hydrogen.
philosophy / psychology, physics, technology, visual
arts, and music.
U2_TB_ING3_(062-093).indd 75 12-07-17 11:57

BACKGROUND INFORMATION this reason, many cognates are used. Encourage
Element: a simple chemical substance that consists them to identify them in the exercise (reservoir,
of atoms of only one type and cannot be split by aeration, chemicals, particulate, odour,
chemical means into a simpler substance. micropollutants).
Examples: gold, oxygen, carbon, hydrogen, Invite them to work in pairs and share the
copper, etc. information they find in the dictionary. Play the
recording once through, and then play it again,
Compound: a substance formed by a chemical
stopping after each word for the students
reaction of two or more elements in fixed amounts
to repeat.
relative to each other.
Examples: ammonia, calcium chloride, carbon TRANSCRIPT – PRONUNCIATION 18
monoxide, silver nitrate, etc. surface – store – reservoir – aeration – softening – chemicals –
Symbol: When writing names of elements, particulate – settle – flocs – odour – micropollutants –
abbreviations are generally used, since they are muddiness – harmful – layer – storage – supply
quicker to write than the names. These
abbreviations are called symbols. None of the BACKGROUND INFORMATION
symbols contain more than two letters; the first one Flocs are small solid particles formed in a liquid
is always capitalised and the second, if any, is always through precipitation or aggregation of suspended
lower case. particles.
Examples: H (hydrogen), Cu (copper), C (carbon), Au Particulates, alternatively referred to as particulate
(gold), Ag (silver), etc. matter (PM) or fine particles, are tiny particles of solid
Formula: letters, numbers and symbols that show or liquid suspended in a gas or liquid.
the parts of a chemical compound. Listening target strategy
Examples: NH3 (ammonia), CaCl2 (calcium chloride), Before listening
CO (carbon monoxide), AgNO3 (silver nitrate), etc. As a class, analyse this before-listening strategy.
http://library.thinkquest.org/3659/pertable/ Point out the advantages of using previous
Oxford Advanced Learner’s Dictionary, Oxford knowledge as a tool to predict and understand a
University Press, 2000. text or audio better.
ADDITIONAL ACTIVITY
4 + 19 (Learning ability: to identify and practise
You can ask fast learners to write the symbols and a pronunciation element that may interfere with
formulas on cards of one colour, and the elements comprehension).
and compounds on cards of another colour to play
A silent letter is a letter that does not
Memory Game, matching the corresponding cards.
correspond to any sound in the pronunciation
of the word. Silent letters create problems for
3 + 18 (Learning ability: to identify key words both native and non-native speakers of a
connecting their written and spoken form / to
language, as they make it more difficult to guess
practise pronunciation of key words).
the spelling of spoken words. It is thus
First, read the words aloud and ask students to important to practise such words with students
repeat them. Then give them some time to look in order to improve both their pronunciation
up the meaning of those they do not know. and their spelling.
Help them to notice that the text they are going

to listen to contains scientific information; for
76 Unit 2
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UNIT 2
Answers According to statistics, on average, 250,000

In this exercise, all the words have a silent t. infomercials air each month on the eight U.S.
• castle /`kæsl/ • chestnut /`tʃesnʌt/ • Christmas broadcast networks, their 1,600 affiliates and 36
/`kr i sməs/ • fasten /`fɑsn/ • listen /`l i sn/ national cable channels, dominating the small
screen between the hours of 1 a.m to 9 a.m. The
• mortgage /`mɔg i dʒ/ • mustn’t /`mʌsnt/
infomercial industry is booming, enjoying $91
• often /ɒfn/ • soften /`sɒfn/ • whistle /`w i sl/
billion dollars a year in sales in the United
States alone.
5 (Learning ability: to make predictions).
On British television, infomercials are not as popular
Inform students that they are going to listen to
as in the USA, but they are still a mega-earning
a special presentation. Based on the previous
business. They are usually known as paid
activities and on the pictures in Exercise 1,
programming or teleshopping (a term coined in the
students try to predict the topic of the
eighties). Until 2009, the UK permitted neither paid
presentation, choosing from the provided
infomercials nor teleshopping on mainstream
alternatives. Do not check answers at this point.
network television, but in 2009 allowed up to three
PAGE 39 hours of infomercials a day on all channels.
WHILE YOU LISTEN 6 + 20 (Learning ability: to validate predictions).

Play the recording of the infomercial once
through for students to check their prediction in
Exercise 5. If you notice that most students have
BACKROUND INFORMATION identified the correct topic before finishing the
This presentation on television is an infomercial – a first listening, stop the recording and check
long advertisement that tries to give a lot of their answers.
information about a subject, so that it does not
Answer
appear to be an advertisement. In this case, it is a
c.
scientific presentation with an expert talking to a
live audience of students.
7 ++ 20 (Learning ability: to discriminate
An Infomercial is a piece of television programming between correct and incorrect information).
that everybody has seen at least once; they are
short, usually less than 30-minute programmes that Read the questions and the alternatives with
tell us about the unique qualities of a product we the class and then play the recording again,
usually would not have bought. They are also once or twice, for students to identify the
known as direct-response television, or DRTV. correct answers.
It is claimed that the first infomercial for a Answers

commercial product, a blender, appeared in 1949 or a. A radio or TV programme.
1950, but the real pioneer of the short form was an b. Nick Rogers.
inventor named Ron Popeil.
Starting in the 1950s, Popeil began using
30-second, 60-second, 90-second and 120-second
television spots to sell his inexpensive array of
useful products, including the Pocket Fisherman
and the Veg-O-Matic food slicer. Long-form DRTV
followed in the mid-’70s.
U2_TB_ING3_(062-093).indd 77 12-07-17 11:57

8 ++ 20 Students listen to the recording one Answers
more time and think of four questions they Stage 2, step d: FeCl3 – iron or ferric chloride.
would like to ask the Expert and some Stage 5, step i: NaClO - sodium hypochlorite.
comments to make in relation to the drinking
water process. In this way, students will process 10 +++ 20 (Learning ability: to find
the text at a more personal level, which will specific information).
result in their comprehension and
understanding. By now, students have listened to the
presentation several times, fast learners may be
Answers prepared to answer these questions without
a. Presenter. b. Student (1). c. Student (3). listening again. If this is the case, read the
d. Student (2). e. Expert. f. Expert. questions with the whole class and ask those
fast learners to put up their hands when they
9 ++ 20 (Learning ability: to transfer hear the answer to the first question, stop the
information to a graphic organiser). recording and check their answer. Do the same
with the second question. If you notice that the
This activity requires concentration and careful students have got tired of listening to the
preparation. Read the instructions with the class presentation, skip this activity; you can do it the
and make sure they understand the items they following class, as part of revision.
have to choose from to complete the
information in the diagram. Answers
The water that comes from rivers, lakes and
a. Read the items in the box aloud and ask streams.
students to repeat them, to help them to get If there is natural filtration, softening /`sɒfni ŋ/ will
familiar with what the words sound like. take place naturally.
Read the parts of the process that already
have a name (Steps a., c., e., g., i., and k.).
Students now have to listen and put the 20
names in the box in the empty slots: Steps b.,
TRANSCRIPT – LISTENING – WATER
d., f., h., and j. Play the recording once or The speakers have a British accent
twice for students to do this task. Ask them Presenter: The following programme is sponsored by
to compare answers with a partner before Watertech, the company in charge of our drinking
checking them orally. water. With you, their expert, Nick Rogers.
Answers Nick: The diagram on the screen explains the purification of
Step b. Microfiltration in drum filters. surface water, the water that comes from rivers,
Step d. Removal of flocs. lakes, and streams. All the stages in the diagram have
Step f. Disinfection. a number and the steps in each stage have a letter.
Step h. Active carbon filtration. Stage 1 is prefiltration.
Step j. Aeration. In Step a., water is stored in reservoirs, where
aeration, softening, and pH- adjustments
b.
Before listening again, students must check
which elements and compounds from
take place.
Exercise 2 are already written in the diagram. Step b. is rapid sand filtration or microfiltration in
Once they have identified which of them drum filters.
they have to insert, play the presentation Student 1: Stage 2 looks complicated. What is it?
again for them to find in which of the two Nick: It’s the addition of chemicals.
empty rectangles each one should go. Student 2: Chemicals? What for?
78 Unit 2
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Unit 2
Nick: Look at letter c. If we add calcium oxide and sodium PAGE 40

hydroxide, there will be pH adjustment.
AFTER YOU LISTEN
Look at letter d.; when we add iron chloride, we will
remove humid acids and suspended particulate Remind students to check the learning abilities they
matter. Separators then settle and remove flocs. will develop with each of the activities and
Student 3: What is Step e.? comment on their expectations and interests.
Nick: When water is placed in a reservoir, there will be
softening through natural aeration or using 11 ++ (Learning ability: to consolidate key
vocabulary / to synthesise information).
sodium hydroxide. If there is natural filtration,
softening will take place naturally. Ask some students to copy the diagram on the
Student 1: What is Stage 3? board, while others contribute information and
Nick: Stage 3, Step f. is disinfection, using either sodium write some clues on the board for each stage
hypochlorite or ozone. If ozone is used, it will kill and step of the process. Give groups some time
bacteria and viruses, it will improve taste and odour to complete their summaries and help and
properties, and break down micropollutants. correct while walking around the class. Check
that students use appropriate verbs in their
Student 2: Why is the picture in Stage 4 very similar to that
descriptions (See transcript).
in Stage 1?
Nick: Stage 4 is the process of fine filtration, while 12 +++ (Learning ability: to consolidate a
Stage 1 was pre-filtration. language point).
Step g. shows slow sand filtration to remove
residual muddiness and harmful bacteria. Notice Once students have become familiar with the
material included in the Language Note, they
that if sand filters are backwashed with water and
work in pairs and answer the questions (a - d)
air every day, they will keep their filtrating
using the words in Exercise 3, Page 28. To check
capacity for a long time. answers, ask them to compare their ideas with
Student 3: What is Step h.? their partners and then check on the board, as
Nick: Active carbon filtration. Unless water streams a class.
through a granular activated carbon layer in a filter,
it will retain particles affecting taste and odour. Language Note
Student 1: What is Stage 5?
cONNEcTORS OF cONDITION
Nick: Preservation and storage. When we add sodium
hypochlorite in Step i., we will guarantee the For more information on the Language Note, see
preservation of quality. The water is now ready to Page 8 of the Introduction.
be distributed to users. This section provides information on connectors of
Step j. is aeration. If there is aeration, we will conditions such as when, if and unless.
recover the oxygen supply of the water before
storing it. Step k. shows that the remaining water To talk about repeated predictable actions, in the
sense of whenever, we can use if or when; it does
is stored in drinking water reservoirs.
not really matter which one we use, as there is very
In our next session, I’ll explain (fade) little difference in meaning.
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• When I’m broke, I borrow money from my mother. PAGE 41
• I borrow money from my mother if I’m hard-up.
• Whenever I’m short of cash, I borrow money from my 13 21 QUICK SELF-CHECK / ORAL PRACTICE
mother. (Learning abilities: to complete a monologue / to
Unless means the same as if... not. Like if, it is imitate a spoken model / to evaluate learning).
followed by a present tense if the sentence is in This Quick Self-check allows students to
the First Conditional; it is used instead of if… not in evaluate their performance in the grammar
conditional sentences of all types. The same aspect of the lesson and also to consider
punctuation rules apply as in the case of if. evaluation as a continuous process throughout
• Unless Sandra hurries up, we won’t arrive in time. the book. Read the instructions aloud, make
• We won’t go unless Henry invites us himself. sure that all the students understand them
Encourage students to collect more examples clearly, and set a time limit to complete the task.
from the listening text. If necessary, play the Check answers and help students to work out
recording again. their scores.
Additional practice can be found at http://www. If a student has reached the maximum score,
tolearnenglish.com/exercises/exercise-english-2/ you can offer him/her something more
exercise-english-45666.php challenging and ask him/her to do another
exercise or help another student who is
Possible answers lagging behind.
If we add calcium oxide and sodium hydroxide,
If one or more students have only reached the
there will be pH adjustment.
minimum score, you should dedicate some
When we add FeCl3 – iron chloride – we will time to going through the subject once more,
remove humid acids and suspended particulate to make sure they are ready to continue with
matter. the rest of the unit.
If ozone is used, it will kill bacteria and viruses.
If sand filters are backwashed with water and air
every day, they will keep their filtering capacity for
a long time.
two or three units.
When we add sodium hypochlorite in Step i., we
will guarantee the preservation of quality. This exercise has two components. First,
If there is aeration, we will recover the oxygen students have to apply the First Conditional
supply of the water before storing it. and their general knowledge of the language
to fill in the blanks in the monologue, and
You can use this exercise as embedded then they have to role play it.
evaluation of connectors of condition. Ask
Give them time to read the incomplete
students to write all the sentences with unless at
monologue carefully and then to complete it.
the beginning and in the middle of the sentence.
Walk around the classroom, checking their
Feedback: 0 – 2 correct answers: needs a lot of answers as they finish. Give them one point
extra grammar work. 3 – 5 correct answers: for each correctly completed blank. Then play
good, but could improve with extra grammar the recording for them to listen and repeat.
work. 5 – 6 correct answers: very good, could try Give students a few minutes to practise the
to help classmates who did poorly. monologue in groups of three and then ask
them to role play it. Each member of the
group can practise and role play one
paragraph of the monologue.
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Unit 2
If there is time, ask all groups to role play in importance of fair play, respect for other
front of the class and assign between 1 and 10 people’s performance, and respectful silence to
points to their performance. If not, ask listen to their classmates.
students to get together with another group
and to evaluate each other’s performance in By completing this task students will:
the same way. • participate in team work;
• describe pictures in detail;
To evaluate students’ performance in the role
• practise speaking in public;
play you / students can use the chart in
Exercise14. • practise peer evaluation.
Answers
See transcript.
Draw students’ attention to the Speaking target
strategy. Explain to students that classifying the
TRANSCRIPT – QUICK SELF-CHECK / ORAL PRACTICE 21
elements in the pictures into the categories of
Claire has a British accent. 'general' and ‘detail’ can help them produce better
Claire: What a horrible day! Oh! I’m feeling low, the sky looks descriptions.
dark and the weather man said it’ll rain soon. If it
rains, I’ll have to stay at home. If I stay at home, I’ll 15 +++ (Learning ability: to reflect on and to
discuss the contents of the lesson and relate
get really bored.
them to personal experiences, valuing different
Perhaps if I call my friend Elaine, we can do something; learning strategies).
if she’s free, she’ll come over; if she comes over we’ll
rent a DVD, or just talk. Yes, that’s what I’ll do. I’ll This is a roundup exercise where students are
definitely phone Elaine. asked to reflect on what they have learnt in the
Oh, but what if Elaine isn’t free? What if she has lesson in terms of content and language. Tell
something important to do? Maybe I’ll have to stay at them to work in groups and share their answers
with other groups.
home alone and get bored. If that happens, I’ll be
really upset! Metacognition is a term that most teachers will
recognise - it refers to ´thinking about how a
14 +++ APPLICATION TASK – SPEAKING person thinks,´ and is one of the most
(Learning ability: to describe a picture in detail, important tools for lifelong learning. It is thus
sharing ideas and knowledge). important to teach students the components of
metacognition. It involves before, during, and
Read the instructions carefully with the class, after learning activities that require reflection.
making sure they know what they have to do in Teach students to ask, “What am I supposed to
each of the steps and how long they should take. learn?” early in the process, “How am I doing?”
Help them to choose one of the pictures on during the process, and “What have I learnt?”
Page 38, Exercise 1, and try to get at least two after the process. It will then help them to apply
groups working with the same picture. what they have learnt in real life situations.
Assign a time limit to the preparation of the In this case, questions a., b. and c. invite
descriptions. Once they have finished, go students to reflect on what / how they have
through the evaluation criteria with the class learnt, and question d. promotes reflection and
and form pairs of groups that worked with the discussion comparing what they learnt in the
same picture. Tell them to say their descriptions unit and their own reality.
and to evaluate each other using the evaluation
chart. Take this opportunity to emphasise the
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PAGES 42 - 43 5 Students work in pairs, examine and describe
CONSOLIDATION ACTIVITIES each picture carefully and then complete the
dialogues according to the pictures.
For more information on this section, see Page 8 of
the Introduction. Answers
a. If there is another tremor, that wall will collapse
Promote discussion and comments about / fall down.
mythology, guiding students to mention Chilean b. If you don’t like tap water, you can drink bottled
legends and myths that include water and water water / mineral water.
creatures: La Pincoya, Las tres Pascualas, El Millalobo, c. Of course we will, unless it is raining / it is very
El Caleuche, etc. cold / the weather is horrible.
1 Invite students to read the texts carefully and PAGES 44 - 45

help with any problems of vocabulary they may
JUST FOR FUN
have. Divide the class into four groups and assign
one myth to each. The groups study the For more information on the JUST FOR FUN section,
description of their creature and develop a big see Page 8 of the Introduction.
drawing to represent it. Display the drawings on Students can work in pairs or small groups and
the board and encourage the groups to ask and check their answers on their own, using the answers
answer questions about them. Give students provided in their book.
about 15 minutes to make all the drawings in
their books.
AVOID THIS MISTAKE
2 You can keep the same working groups, but
assign a different creature to each group, or you Draw students’ attention to question 7 of the
can ask the whole class to do this activity in questionnaire: What do we call a person who
silence, in about 10 minutes. Check answers on studies the stars? There may be a risk of negative
the board. transfer from Spanish, leading learners to say How
do we call…?
3 Brainstorm the name of Chilean legends and
myths, including those mentioned in the Ask students to work in pairs and write two more
introduction to these activities, and form small questions. They can refer to jobs, parts of the body,
groups to do some research on each of them. objects, etc.
Assign some time at the beginning of the
Possible questions
following class for students to present their
What do you call a person who repairs cars / takes
findings, following the model in the texts photos / designs clothes / drives a bus /cooks
they read. professionally?
4 Tell students to study the school extra activities What do you call this in English? (pointing at
programme before doing the exercise. Students object or part of the body).
work in pairs. Encourage them to ask and
CHILEAN CONNECTION
answer the questions, discussing and explaining
their own ideas. For more information on this section, see Page 8 of
the Introduction.
Example: If I play volleyball on Monday, I will not
One of the most important requisites for language
be able to take drama club or communication skills.
teachers is to incorporate cultural material into their
teaching, both from the target language and from
their own mother tongue culture. This way, students
will be able to compare their daily reality with the
82 Unit 2
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UNIT 2
new reality they are learning about. The objective of • What other important points are also mentioned?
this section is to provide students with samples of The promotion of sustainable development,
their own culture, but in the target language. cooperation in conservation, protection and
improvement of the environment, the promotion
Students work in pairs or small groups. This is a
of effective and economically efficient
particularly challenging text, so be prepared to
environmental measures.
provide support, help with vocabulary, or have
dictionaries at hand. You can also elicit / give some • What is an important aspect of the agreement of
key vocabulary before students begin to read: environmental cooperation?
The promotion of transparency and the public
Free trade agreement = acuerdo de libre comercio participation in environmental management.
Strengthen = reforzar
• What have Chile and Canada done in connection
Measures = medidas
with this?
To guide students’ reading, you can write questions Both countries have created web sites of the
like these on the board for students to read the text agreement.
and find the answers. You can check answers orally • What for?
with the whole class, or ask students to compare To provide clear and updated information on
answers with other pairs / groups. Avoid using these the subject.
questions as a testing device; their purpose is to help
students to read and find the answers, focusing their
attention on particular points.
Questions and answers
• Which countries are mentioned in this text?
Chile and Canada.
• Why are they mentioned?
Because they signed a free trade agreement.
• When did this happen?
In February 1997.
• What two parallel agreements does this
agreement contain?
An agreement of work-related cooperation and an
agreement of environmental cooperation.
• What are the main objectives of the agreement?
To strengthen cooperation between both
countries and to ensure the efficient application of
internal environmental laws and regulations.
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PAGES 46 - 48 LISTENING – A RADIO QUIZ 23
TEST YOUR KNOWLEDGE 5. a. ii. b. i. c. ii. d. ii. e. i.
READING – RYAN’S STORY 6. a. Music. b. tickets. c. disco. d. before. e. line.
7. a. the Rolling Stones. b. Maroon Five. c. on the
1. c.
line. d. Seventeen. e. songs.
2. a. 1998: the year Ryan learnt that people did
not have clean water to drink. He decided LANGUAGE
that raising money for these people would be
8. a. If / When the weather is good, we will go to
a good thing and worked for four months to
earn some money. the seaside.
b. US$70: the first money Ryan earned to help b. When / If he knocks on the door, I / someone
people who didn’t have clean water to drink. will open the door. / Unless he knocks on the
c. 16: the number of countries that have door, nobody will open the door. / I won’t
received water and sanitation projects from open the door.
Ryan’s foundation. c. If / When you give me some money, I will
d. 621,712: the number of people who have wash the dishes. Unless you give me some
benefited from Ryan’s project. money, I will not wash the dishes. I will not
3. a. False. b. False. c. True. d. True. wash the dishes unless you give me some
4. a. To earn money to build a well / to help money.
people who were dying because they didn’t 9. a. If. b. Unless. c. Unless.
have clean water to drink.
b. The need for clean water around the world.
c. He plays basketball and ice hockey, and loves
playing video games.
d. He will be attending the University of King’s
College in Halifax, Nova Scotia.
SPEAKING
10. Assign points according to these criteria.
Final
Score
Talked to a partner using all Practically no language Fluid interaction, good pronunciation,
4 3 3
the expressions suggested. mistakes. no hesitation.
Talked to a partner using most Fluid interaction, a few pronunciation
of the expressions suggested. mistakes, some hesitation.
Talked to a partner using some Fluid interaction, some pronunciation
of the expressions suggested. mistakes, some hesitation.
Tried to talk to a partner, but
Language mistakes interfered Interaction affected by pronunciation
used very few or none of the 1 0 0
with comprehension. mistakes and a lot of hesitation.
expressions suggested.
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UNIT 2
WRITING
11. Students use the information in the interview in Lesson 1 to write a letter. Draw students’ attention
to the number of words the letter should have in each paragraph and in total. Assign points
according to these criteria.
Final
Score
Changed the whole interview Practically no grammar or
4 3 Correct spelling and letter format. 3
into a correct letter. vocabulary mistakes.
Changed most of the interview Very few grammar or vocabulary A few spelling mistakes, slightly
3 2 2
into an appropriate letter. mistakes. incorrect format.
Changed some of the interview Some grammar and vocabulary Several spelling mistakes, rather
2 1 1
into an acceptable letter. mistakes. incorrect format.
Changed very little of the Grammar and vocabulary mistakes A lot of spelling mistakes,
1 0 0
interview into a letter. interfered with comprehension. incorrect format.
TRANSCRIPT – LISTENING – A RADIO QUIZ 23 Yes, we have somebody else on the line.
Jack: Hi, Jack here. I think I know the answer.
The presenter speaks with a British accent. Jenna speaks with Presenter: Now, are you sure?
a Scottish accent. Jack speaks with an American accent. Jack: Well, I’m pretty certain. Of course, it’s a band that
Presenter: The prize, a Maroon Five concert ticket for two, is played long before my time.
sponsored by the Music Netline. Remember, if you Presenter: How old are you, Jack?
answer the question correctly, you can get two Jack: Seventeen.
tickets to a concert. So call us now and in the Presenter: Yes, it’s a band your dad probably listened to.
meantime, I’ll repeat the question: Which popular Jack: Actually, it was my mother, and I think it’s Earth,
band from the 70s is named after the elements? Wind, and Fire. Am I right?
Yes. I hear we have the first caller. Presenter: Absolutely! Three elements out of four. And what a
Hello, there! What’s your name? band it was! Jack, you win two tickets to a Maroon
Jenna: Jenna. Five concert on Sunday in Detroit. Please stay
Presenter: So, Jenna, what’s the answer to our question? on the line to take your details. And you, listeners
Jenna: I’m not that sure, but I think it must be the – enjoy a few more songs with this band.
Rolling Stones.
Presenter: Sorry, Jenna. Wrong answer, so there’ll be no FINAL REFLECTION
tickets for you tonight.
Jenna: What a pity! I really love Maroon Five.
Presenter: Maybe next time. Here comes the question again: to follow the tips suggested and to share ideas in
Which popular 70s band is named after the their groups.
elements? I can also add that they played a fusion
of disco, funk, and jazz. And here comes a small PAGE 49
sample of their music. SELF – EVALUATION
Come on, the question’s really easy. Yes? Another See notes on this section on Page 9 of the
caller. What’s your name? Hello? I think we’re Introduction.
having some technical problems.
Sorry, no luck.
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Go through the different parts of the self-evaluation
LISTENING – A NEW ROLE 24
sheet with students.
3. a. The interviewer. b. Miley. c. The interviewer.
For YOUR TEST RESULTS, they have to work out their d. The interviewer. e. Miley.
score in the TEST YOUR KNOWLEDGE section, read
4. a. teen. b. nearly. c. leaves. d. cool .
their results, and reflect on them. Help them to
think of what they can do to improve results, solve LANGUAGE
problems, give or get help, etc. 5. a. If you don’t listen to the radio all the time, you
PAGES 50 - 51 will not know if the flood is subsiding.
SYNTHESIS TESTS UNITS 1 & 2 You will not know if the flood is subsiding if
Answers you don’t listen to the radio all the time.
READING - TWO LETTERS b.
If you don’t stay calm and relaxed, others
These two texts are in American English. around you will panic.
1. a. I. b. I. c. II. d. II. Others around you will panic if you don’t stay
2. a. upstairs or in a high place. b. calm / reassure. calm and relaxed.
c. people than to property. d. in danger. 6. a. iii. b. ii. c. i.
7. a. therefore. b. although. c. so.
WRITING
8. Students use the information in the units and in the test to write advice on what to do if there is an
earthquake. Assign points according to these criteria.
Final
Score
Wrote appropriate advice Practically no grammar or Correct spelling and letter
3 3 3
in the whole letter. vocabulary mistakes. format.
Wrote appropriate advice Very few grammar or vocabulary A few spelling mistakes and
2 2 2
in most of the letter. mistakes. slightly incorrect format.
Wrote appropriate advice Some grammar and vocabulary Several spelling mistakes
1 1 1
in some parts of the letter. mistakes. and rather incorrect format.
Most of the advice in the Grammar and vocabulary mistakes A lot of spelling mistakes
0 0 0
letter is inappropriate. interfered with comprehension. and incorrect format.
86 Unit 2
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UNIT 2
SPEAKING
Final
Score
Talked to a partner about natural
Practically no language Fluid interaction, good pronunciation,
disasters, offering appropriate advice 3 3 2
mistakes. no hesitation.
and tips.
Very few language Fluid interaction, a few pronunciation
disasters, offering mostly appropriate 2 2 1.5
mistakes. mistakes, a minimum of hesitation.
advice and tips.
Fluid interaction, some pronunciation
disasters, offering some appropriate 1 Some language mistakes. 1 1
mistakes, some hesitation.
advice and tips.
Tried to talk to a partner about Language mistakes
Interaction affected by pronunciation
natural disasters, but couldn’t offer 0 interfered with 0 0
mistakes and a lot of hesitation.
appropriate advice and tips. comprehension.
TRANSCRIPT - LISTENING - A NEW ROLE 24 Miley: Yes, can you imagine? It felt really cool. In fact, I
was blown away; a movie written especially
Both speakers have an American accent. The script also uses for me!
American spelling and vocabulary: favorite, a`dult, movie, Interviewer: The movie centers on a death in the family and I
meter, center, learned. understand you drew on a personal experience.
Please note that the girl is not Miley Cyrus, but a Miley: It was hard because certain scenes made me
professional actress. think about the time when I lost my best friend.
Interviewer: Favorite teen sensation Miley Cyrus has walked When she passed away a while ago, there were
away from her previous roles to embrace a new moments when I couldn’t breathe and I felt sick.
coming of age. For her first adult role in ‘The I couldn’t even switch on the TV because I
Last Song’, she shares an on-screen romance thought of nothing else but her, but making the
with co-star and ex boyfriend Liam Hemsworth. movie made me appreciate my own family
Was that very awkward, Miley? more. I learned to never let a day go by without
Miley: In the movie, I had to kiss him, which was no telling my family that I love them. I don’t know
problem, but the uncomfortable thing was that what I’d do if anything happened to my
I had to stand on a box because Liam is nearly parents. My heart hurts just thinking about it.
two meters tall!
Interviewer: In the movie, you play a teen who reluctantly
leaves her home in New York to spend the
summer with her father in a small southern
beach town, where she unexpectedly finds
romance. I understand the script was written
especially for you.
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PHOTOCOPIABLE ADDITIONAL ACTIVITY UNIT 2
Lesson 2 – The First Conditional
63 62 61 60 59 58 57
49 50 51 52 53 54 55 56
48 47 46 45 44 43 42 41
33 34 35 36 37 38 39 40
32 31 30 29 28 27 26 25
17 18 19 20 21 22 23 24
16 15 14 13 12 11 10 9
• Global enGlish 3º meDio
1 2 3 4 5 6 7 8
Snake: go down.
Ladder: go up.
PhotocoPiable material •
Sun: move forward 3 spaces.

Write the short instructions above on the board. Tell students to work in groups and re-write the instructions
in the First Conditional using if, when and unless. Photocopy the snake and ladders board by the number of
groups in the classroom.
Examples:
If you land on number 29, you should go up.
When you land on a snake, you must go down.
Unless you land on a sun, you cannot move forward 3 spaces.
88 Unit 2
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Unit 2
ADDITIONAL READING TEXT UNIT 2
To build a fire (abridged version)
I get wet to the knees. The man is angry. The

accident will delay his arrival at the camp. He will
The man walks down the trail on a cold, gray day.
have to build a fire now to dry his clothes and
Pure white snow and ice cover the earth for as far
boots. He walks over to some small trees. He puts
as he can see. This is his first winter in Alaska. He is
several large pieces of wood on the snow, under
wearing heavy clothes and fur boots, but he still
one of the trees. He pulls off his gloves, takes out
feels cold and uncomfortable. The man is on his
his matches, and lights the fire. He feeds the young
way to a camp near Henderson Creek. His friends
flame with more wood. As the fire grows stronger,
are already there. If he hurries, he will reach
he gives it larger pieces of wood.
Henderson Creek by six o'clock this evening. It will
be dark by then. His friends will have a fire and hot V
food ready for him. A dog walks behind the man.
It is a big gray animal, half dog and half wolf. The He works slowly and carefully. At sixty degrees
dog does not like the extreme cold; it knows the below zero, a man with wet feet must not fail in his
weather is too cold to travel. first attempt to build a fire. While he was walking,
his blood kept all his body warm. Now that he has
II stopped, cold is forcing his blood to withdraw
deeper into his body. His wet feet have frozen. He
The man continues to walk down the trail. He
cannot feel his fingers. His nose is frozen, too. The
comes to a frozen stream called Indian Creek. He
skin all over his body feels cold. Now, however, his
begins to walk on the snow-covered ice. It is a trail
fire is beginning to burn more strongly. He is safe.
that will lead him straight to Henderson Creek and
He sits under the tree and thinks of the old men in
his friends. As he walks, he looks carefully at the ice
Fairbanks. The old men told him that no man
in front of him. Once, he stops suddenly, and then
should travel alone in the Yukon when the
walks around a part of the frozen stream. The ice is
temperature is sixty degrees below zero. Yet here
thin. If he steps there, he will break through the ice
he is. He has had an accident. He is alone. And he
into a pool of water. To get his boots wet in such
has saved himself. He has built a fire.
cold weather might kill him. His feet will turn to ice
quickly, he could freeze to death.

VI
III Those old men are weak, he thinks. A real man can
travel alone. If a man stays calm, he will be all right.
At about twelve o'clock, the man decides to stop to
The man's boots are covered with ice. Suddenly,
eat his lunch. He takes off the glove on his right hand.
without warning, a heavy mass of snow drops
He opens his jacket and shirt, and pulls out his bread
down. His movement has shaken the young tree
and meat. This takes less than twenty seconds. Yet, his
only a tiny bit, but it is enough to cause the
fingers begin to freeze. He makes a fire, beginning
branches of the tree to drop their heavy load. The
with small pieces of wood and adding larger ones. He
man is shocked. He sits and looks at the place
sits on a snow-covered log and eats his lunch. He
where the fire was. He holds the blazing matches to
enjoys the warm fire for a few minutes. Then he stands
a piece of wood. After a while, he becomes aware
up and starts walking on the frozen stream again.
that he can smell his hands burning. Then he
IV begins to feel the pain. He opens his hands, and the
blazing matches fall on to the snow. The flame goes
Half an hour later, it happens. At a place where the
out in a puff of gray smoke.
snow seems very solid, the ice breaks. The man's
feet sink into the water. It is not deep, but his legs
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VII shaking. He can’t feel his nose, or fingers, or feet.
Yet, he is feeling quite warm and comfortable. He
The man looks up; the dog is still watching him. The
realises he is going to die. The man closes his eyes
man gets an idea. He will kill the dog and bury his
and floats into the most comfortable sleep he has
hands inside its warm body. When the feeling comes
ever known.
back to his fingers, he can build another fire. He calls
to the dog. The dog hears danger in the man's voice; IX
it backs away. The man calls again; this time the dog
comes closer. The man reaches for his knife, but he The dog sits facing him, waiting. Finally, the dog
has forgotten that he cannot bend his fingers. He moves closer to the man and catches the smell of
cannot kill the dog because he cannot hold his knife. death. The animal throws back its head. It lets out a
long, soft cry to the cold stars in the black sky. And
VIII then it turns and runs toward Henderson Creek,
where it knows there is food and a good fire.
The fear of death comes over the man. He jumps
up and begins to run. He feels warm. If he runs far
enough, he will reach his friends at Henderson
Creek. They will take care of him. It feels strange to Source: London, J. (1902), (adapted by de Sanctis D. for the Voice of America
run and not feel his feet when they hit the ground. Radio). To build a fire. Retrieved on February 16, 2012, from
He falls several times. He decides to rest a while. As http://www.voanews.com/learningenglish/
he is lying in the snow, he notices that he is not home/a-23-2009-01-10-voa1-83143117.html
1. In Unit 2 you learnt about the elements and natural disasters.

What element is the short story about?
a. The weather. b. Snow. c. Fire.
2. Why do you think we never know the man’s or the dog’s name?
a. The writer didn’t know their names.
b. The writer wanted to protect their identify.
c. The writer wanted us to think that this situation could happen to anybody.
3. Read the story again and copy all the sentences in the First Conditional.
Photocopiable material •
90 Unit 2
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Unit 2
EXTRA TEST UNIT 2
READING - AN EARTHQUAKE PROTECTION PLAN
——-
——-Original Message @gmail.com ]
From: Sofia [mailto: sofia2012
12, 13:52
Sent: Wednesday, July 13, 20
To: James Oswald
plan
Subject: Earthquake protection
Dear James, ake.

es to pr ote ct its stu de nts if there is an earthqu
school tri d us about an
You asked me how my r loc al Em ergency Office who tol
itor fro m ou vital points
Today we had a vis ea rth qu ak e. He told us about some
ca se of an
evacuation plan in the nn ing evacuation proced
ures.
in mi nd wh en pla
we must keep d with
ou ld tak e a few mi nu tes with our teachers an
we sh at a good idea
First of all, he suggested an ev ac ua tion plan. He told us th
to di scu ss ld walk
our families at home of ou r ho me or school. Then we shou
or pla n n a second
would be to sketch a flo ev ac ua tio n de tai ls. Next, we should pla
discu ss id that if we needed
through each room and a, if possible. The expert sa
ea ch ro om or are to mark where
way to exit from pe lad de r, it would be a good idea
ch as a ro ency
special equipment, su rk on th e pla n th e place where our emerg
us to ma
it is located. He asked are located.
aid kits, and fire extinguishers
food, water, first- on of our family’s or
nt th ing s to do is to decide the locati
One of the most im po rta us are able to
eti ng pla ce . W e mu st make sure that all of
our group’s outdoor me

leave the building. rtant
sch oo l pla n rea dy , we must write down impo
e or dical centres. The
Once we have the hous e, fire, paramedics, and me
ers , su ch as po lic ighbours and
telephone numb ea to ha ve the numbers of our ne
s a go od id , such as
expert also said it wa in ca se we ha d no access to our home
gh t ne ed
some information we mi ularly, and so on.
ion nu mb er, me di ca tions we need to take reg
the car registrat
was an
th ou gh t th at no th ing could be done if there
Before the expert’s visit,
I rselves.
s of things to protect ou
re th at we ca n do lot
am su cally, everybody
earthquake, but now I ea rth quakes happen periodi
as ou rs, wh ere
In a country such
should be prepared. e contact your
or ma tio n us efu l an d, if you need more, pleas
I hope you find this inf
local Emergency Office.
Love Created by: Author and
English editors
Sofia
U2_TB_ING3_(062-093).indd 91 12-07-17 11:57

1 Read the text and answer these questions. LISTENING - A HORSE WITH NO NAME
4 pts.
a. Where is the school visitor from?
b. What special equipment is mentioned in
the mail?
c. Why do we need to prepare ourselves for
earthquakes?
d. What numbers should we have at hand if
there is an emergency?
2 Read the text again. Underline and correct the

false information in these sentences. 3 pts.
a. First of all, he suggested we should take a few
minutes with the Emergency Officers to
discuss an evacuation plan.
b. He asked us to mark on the plan the place 4 25 Listen and circle the word you hear. 5 pts.
where our family members are located. a. There was sand / sound, and hills, and rings.
c. We must write down important addresses, b. It felt good to be out of the city / rain.
such as police, fire, paramedics, and
c. I was looking at the river bank / bed.
medical centres.
d. After nine days, I let the horse run far / free.
3 Read the mail once more and find phrases used e. Under the cities, lies a heart made of gold /
by the writer that mean the same as these. ground.
3 pts.
5 25 Listen again and fill in each blank with
a. Decide where you are going to meet. one word. 5 pts.
a. On the first part of the journey the person

saw , and , and
, and things.

b. According to the poem, the is
b. We should consider an alternative way to get
a desert with its underground.
out of each room or area.
LANGUAGE
6 Choose the best option to complete the


sentences. 5 pts.
c. We should make a picture of the floor. a. If Oliver doesn’t phone you today,
i. he will do it tomorrow.

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

i. she will not help you.
ii. she will talk to you.
8 Take turns to ask and answer these questions.
10 pts.
d. When people get together,
i. there is trouble. a. What will you do if you get a poor mark in
ii. they can achieve great things. this test?
e. Unless Vance works really hard, b. Who will you phone if you know you are
going to get home late?
i. he will pass the test.
c. Where will you go if you want to celebrate
ii. he will not pass the test.
your birthday?
7 Fill in the blanks in these sentences with when, if d. What will you say if you meet your ex
or unless. 5 pts. boyfriend / girlfriend in the street?
e. Where will you go if you want to buy tickets
a. you do your homework now,
for a very popular concert?
you’ll be free all day tomorrow.
WRITING
b. Joanna will be sad we tell her
the dog has run away. 9 Choose one of these issues and prepare an
c. You’ll be really tired tomorrow action plan. Do not use more than 60 words.
you don’t go to bed soon. 10 pts.
d. you do it well, I won’t be able a. A fire prevention plan.
to accept your work.
b. An evacuation plan.
e. Irene keeps practising, she’ll
c. A school anniversary celebration plan.
get better.
0 11 25 38 50
to 10 to 24 to 37 to 50 PTS
Keep trying Review Well done! Excellent! TOTAL

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Unit 3 PROFESSIONS
LEARNING OBJECTIVES
READING: to read CV´s and other types of related texts such as tips and LISTENING: to listen to job advertisements on the radio that contain the
articles that contain the communicative functions of expressing communicative functions of describing jobs and offering suggestions
suggestions and recommendations and offering and applying for jobs, and recommendations, consider the importance of relating the right
consider the importance of writing the appropriate CV and of observing person and the right job, and
correct professional conduct, and • discover the order in which information is mentioned by numbering
• predict and validate predictions by scanning. items.
• find specific information by matching titles and headings with • identify specific information and transfer it into graphic organisers.
extended information. • discriminate between correct and incorrect information by choosing
• relate and summarise contents using written texts and pictures. correct alternatives.
WRITING: to write a Curriculum Vitae following a provided model, SPEAKING: to prepare for and role play a job interview as an
using a computer application. interviewer and as an interviewee, asking for and offering suggestions
and recommendations.
Didactic resources and methodology tips

• If available, use of complementary material such as English language newspapers and magazines with
the classified ads section and other job advertisements. A good online source is http://www.jobisjob.co.
uk and http://www.job4good.com. For comparison, you can use Chilean magazines and newspapers with
job offers.
definitions, printed handouts, library material, notes.
94 Unit 3
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UNIT 3
PAGE 52 Discuss with students or ask them to talk in groups
INTRODUCTION about the jobs they would like to have in the future.
Talk about their families and friends and the jobs
Invite students to examine and describe the they have.
Ask students to read the business cards (1 – 4) and
Form groups and ask them to read the objectives match the professionals with the job descriptions
of the unit and make comments on the things (a – d). Make sure that students understand the
they already know, what they can do, what will be vocabulary. Tell them that the pictures in the cards
new, etc. will help them to guess. Give them four or five
Elicit from students what values they think will minutes to complete the activity.
be paid more attention to and ask them to Answers
anticipate what issues will be discussed in Card 1 – d. Card 2 – c. Card 3 – b. Card 4 – a.
connection with them.
Always remember that the learning styles of your
students vary.
2 Ask the students to work on their own and
complete the sentences with their own ideas.
• Auditory learners prefer to receive ideas and After they finish ask them to work in pairs or
information by hearing them. These students may small groups and compare their answers. Tell
struggle with reading and writing, but are really them that most of their answers will be different
good at memorising spoken words such as lyrics. and that it is important to express their own
opinions and respect others’ opinions.
• Visual learners prefer to receive information by
seeing it. Typically these students pay a lot of 3 This can be a general class discussion. Ask
attention to detail. They are less likely to speak in students which jobs they would like to do and
class than auditory learners. Use lots of visual aids why and which jobs would definitely not be for
with such students. them. Always encourage discussion and
involvement even if it is in Spanish.
• Kinaesthetic-Tactile learners learn best via
movement and touch. These students are often 4 Ask students about the places where they think
labelled ’hyperactive‘ because they tend to move people can look for jobs. Ask them if they know
around a great deal. They may take many notes where their friends or family members got their
and learn best when allowed to associate contents jobs. Tell them to begin their answers with:
with physical movement. People should / people might…
PAGE 53 Reading target strategy
GETTING INTO THe UNIT
Tell your students previewing the text in order to
analise its main elements is a useful strategy that
1 Explain to students that this page of each unit
supports comprehension.
will contain activities meant to identify and
activate their previous knowledge of the topic PAGES 54 - 55
and related vocabulary, to establish the starting GETTING READY FOR THE UNIT
point for the activities that will follow. They will
also help to detect weaknesses that will require Before starting this unit, the students need to know:
extra work and support and to contextualise • characteristics of different types of sentences.
the contents that will be developed, and
• how to find main idea(s) in written texts.
present cognitive challenges.
Give students time to form groups and discuss • the Simple Present.
the exercises that can be done in groups;
• the Simple Future.
encourage them to reflect and be honest when
doing those that require individual responses. • how to identify number of speakers in an oral text.
• how to adapt and role play a dialogue.
PROFESSIONS 95
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1 Ask students to read the examples and draw Answers
conclusions about the characteristics of modal a. They must to decide today. (X)
verbs. Check their answers orally. Ask for and Modal verbs are followed by an infinitive
offer more examples. without to.
b. Candy shoulds exercise more. (X)
Answers Modal verbs do not take an – s in the third
i, ii, iii. person singular.
c. Do you can play the guitar? (X)
BACKGROUND INFORMATION Modal verbs do not use auxiliaries.
Modals are special verbs which behave irregularly in
English; they do not take an – s in the third person 3 This exercise further develops students’ ability
singular, they use not to make the negative form, to identify and to apply modal verbs. Check
even in the Simple Present and the Simple Past, and answers orally.
they are followed by an infinitive without to. Many
modal verbs cannot be used in the Past tense or the Answers
Future tense. a. must. b. is eating. c. is. d. can.
Some common modal verbs: can - could – may – 4 Students will frequently be asked to establish
might – must - ought to - shall – should - will – would. the type of text they are reading in order to
identify characteristics that may help them to
2 Ask students to work individually, check understand or to define the purpose of their
answers with a partner, and then share them work. If it is a narrative text, then most
with the rest of the class. commonly the purpose of reading is
Answers entertainment; if it is a manual or a guide, the
a. Darryl and Emily might buy a house next year. purpose will be to receive instructions or orders.
d. You mustn’t swim in this river because the Ask students to have a quick look at the texts
current is very strong. and establish which one is a CV, justifying their
e. Annie and Burt need not worry. choice. Then they answers questions b. and c.
g. It is possible Janet will visit Tom in Boston. Answers
a. Text B. b. IT engineer. c. A printer.
ADDITIONAL ACTIVITY
You can ask fast learners to do this activity on their
own and then write it on the board to share it with
5 29 Students use their own ideas to complete
the sentence; then play the recording they will
the class. Invite them to explain why the sentences
be working with in the listening lesson for them
are correct or incorrect.
to compare both sentences.
Mark the correct sentences with a tick (√) and
the incorrect sentences with a cross (X).
a. They must decide today.
They must to decide today.
b. Candy shoulds exercise more.
Candy should exercise more.
c. Can you play the guitar?
Do you can play the guitar?
96 Unit 3
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Unit 3
++ PAGE 56 Answers
LESSON 1 – READING a. Picture 4 - ambulance driver.
PREPARING A CV b. Picture 2 - trapeze artist.
BeFore you reaD c. Picture 3 - party entertainer.
d. Picture 1 - wildlife photographer.
comment on their expectations and interests. 3 ++ (Learning ability: to connect topic, general
knowledge, and personal opinions).
For this lesson, students should be familiar with:
This exercise deals with students’ own
• modal verbs and their special characteristics; experiences, interests, and feelings. Given that
• the format and elements of a Curriculum Vitae; they are about to finish their secondary
• how to find specific information in written texts. education, they probably think quite a lot about
what they want to do after they finish school.
If possible, bring some English language magazines
Make this discussion as personal as possible and
or newspapers with job advertisements. If not,
encourage presentation and acceptance of
bring Spanish language newspapers and magazines
different points of view.
to show students the section(s) where people
usually look for jobs. PAGE 57
Ask students to look at the cartoon and discuss it.
How do they understand the word responsible? Why 4 + (Learning ability: to make predictions from
is the cartoon funny? provided information).
Ask students if they have ever written a CV. In
1 + (Learning ability: to connect content and what situation? Have they sent or presented the
previous knowledge). CV? Were they successful in getting the job they
Tell students to form small groups. Read the had applied for? Was it difficult to include all the
questions with them and ask them to answer information they wanted?
and discuss them. A wealth of CV samples can be found at
Ask them to present their findings / opinions to http://www.cv-service.org .
the rest of the class. Do students have the same They are downloadable in pdf and can be used
experiences / opinions? for the class.
Ask students to read the list of headings. Which
2 + (Learning ability: to connect pictures and topic). headings do they think should be included in a
Ask students to look at the four pictures and CV (3) and which ones should not (7)? Which
describe them. Tell them to read the list of information is optional (?)?
suggested qualities for each job. Tell them to pay Do not check their answers at this stage.
close attention to the structure: You should… .
Students match the suggestions (a – d) with the
jobs in the pictures (1 – 4).
PROFESSiOnS 97
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AVOID THIS MISTAKE AVOID THIS MISTAKE
Tell students to have a quick look at the texts and
Draw students’ attention to points e. Employment
find sentences with apply for, which is a false
History and f. Education History in Exercise 5. Elicit /
cognate.
Provide the difference between history and story.
False cognate Mistake Correct meaning history: (noun) 1. all the events that happened in
the past.
Apply for Spanish aplicar (apply) Postular
example: These events changed the course of history.
Ask students to copy and do this exercise in their 2. The study of past events as a subject at school or
notebooks. university.
example: Ms Allen is our history teacher.
circle aplicar and underline postular in these
3. A written or spoken account of past events.
sentences:
example: Burl Davies is writing a new history
a. Apply sun lotion to your face and neck. of Ireland.
b. Lisbeth has applied to join the army. 4. A record of something that happened frequently
c. Maxwell is applying for a scholarship to Australia. in the past life of a person, family or place; the
d. The students are applying pressure to get set of facts that are known about sb’s past life.
longer holidays. example: Dr Campbell read her patient’s medical
history very carefully.
e. They are applying the new technology
to farming. story: (noun) 1. a description of events and people
f. You should apply in person. that sb. has invented in order to entertain people.
example: Grandpa read the children an
answers adventure story.
Aplicar: a., d., e. Postular: b., c., f. 2. An account of what happened to sb. or of how
sth. happened.
While you reaD
example: The police didn’t believe Anette’s story.
5 ++ (Learning ability: to find and match specific 3. An account of past events or of how sth. has
information, identifying correct patterns). developed.
The reading text has three components: an example: Bryce told us the story of his life.
article on CV writing – PREPARING A CV (Page 4. A report in a newspaper, magazine, or news
58), tips for CV writing (Page 59), and a sample broadcast.
CV template (Page 59). Tell students to first have example: Jocelyn’s activities appear in a front
a look at the sample CV. Ask them to read the page story.
headings (a – f) and then place them back in Tell students to copy and do this exercise in their
the sample CV (i – Vi). notebooks.
Answers history or story? Fill in the blanks in these
a. VI. b. I. c. V. d. II. e. III. f. IV. sentences with one of the two words.
a. Have you heard the of the ghost in
our school?
98 Unit 3
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UNIT 3
b. I’d like to listen to a summary of the two main 8 ++ (Learning ability: to relate information and
news from tonight’s news. draw conclusions).
c Julian is studying to get a degree in art .
Tell students to work in small groups. Ask them
d. Let’s invent a about a dolphin.
to read the tips on Page 59 and decide which
e. Lionel has a of bad behaviour in class. of them should be expressed as a positive
f. The of earthquakes in Chile is very long. recommendation - should - and which ones as a
g. World War I was a turning point in human negative recommendation - shouldn’t. Once
. they place the correct word in the provided
h. Would you like me to tell you a ? blanks, ask them to read the whole tip aloud.
Do the tips sound correct? Check answers orally.
Answers
a. story. b. stories. c. history. d. story. e. history. Answers Tip 4: You should.
f. history. g. history. h. story. Tip 1: You should. Tip 5: You shouldn’t.
Tip 2: You should / you Tip 6: You shouldn’t.
6 + (Learning ability: to validate predictions). should. Tip 7: You shouldn’t.
Tell students to discuss their choices in Exercise Tip 3: You should. Tip 8: You shouldn’t.
4 with other students. Then ask them to check
their predictions and also compare with a 9 ++ (Learning ability: to locate information by
classmate; were they the same or different? comparing and discriminating).
Answers This is another application of the scanning
(3): a., b., c., f., g. (?): e., j. (7): d., h., i. technique. Students look for specific required
information in the tips. Check answers orally.
7 + (Learning ability: to find specific information).
Answers
Scanning is a technique often used when a. Tip 2 and Tip 5. b. Tip 4. c. Tip 3. d. Tip 6.
looking up something in the telephone book or
in a dictionary. People look for key words or 10 +++ (Learning ability: to find supporting
ideas. In most cases, they know what they are information).
looking for, so they are concentrating on finding
a particular answer. Scanning involves moving Answering questions helps students to get the
the eyes quickly down the page seeking specific gist of a text. Ellict right information and ask
words and phrases. Scanning is also used when students to share their answers.
one first finds a resource to determine whether
it will answer one’s questions. We often use Answers
scanning when the objective is to find specific a. You need a CV to apply for a job, to apply for a
information, as in this case. scholarship, to be admitted to a university, to
apply for speaking engagements, lectures,
Answer conferences, or to publish your work.
Party entertainer. b. You can explain what you have included in
the CV.
Did you know that… c. You should promote your qualities and skills and
See Page 8 of the Introduction. avoid your shortcomings and problems.
PROFESSIONS 99
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Reading target strategy OPTIONAL ACTIVITY
You can give fast learners an additional and
To support comprehension, encourage students to
challenging activity. You can either write this list on
stop and retell the story as they go through the
the board or photocopy it.
paragraphs.
Tell students to find out the meaning of these
PAGE 60 prefixes and then write as many derivatives using
AFTER YOU READ them as possible. Once they finish, ask them to
share their work with the class.
will develop with each of the activities and • anti • bio • gastr/o • kilo • micro • out • trans
Example:
11 ++ (Learning ability: to consolidate vocabulary). Tele: television, telephone, telegraph.
It is advisable to check if students have Possible answers

assimilated key words from the reading text. anti (against):
Frequently, an exercise is provided in the antisocial, anti-depressant, antiseptic, etc.
Student’s Book, as in this case. However, you bio (life):
can design your own exercises, given that you biology, biologist, bionic, biosphere, etc.
know what your students might find difficult. gastr/o (stomach):
gastronomy, gastrointestinal, gastritis, etc.
You can do this exercise as a competition; the
kilo (one thousand):
winner is the student who first gets the four
kilogram, kilometre, kilobyte, etc.
words and writes them correctly on the board.
micro (very small, a millionth):
Answers microbe, microbiology, microscope, etc.
a. interview. b. scholarship. c. advertisement. out (external):
d. employer. outgoing, outside, outstanding, outsider, etc.
trans (across, beyond, change):
ADDITIONAL ACTIVITY transport, transplant, transgenic, translate, etc.
Write a list of words on the board in their root form:
• Admit • Apply • Common 12 ++ 26 (Learning abilities: to relate and put
• Compete • Employ • Engage information in a logical sequence / to imitate a
• Market • Publish • Spell spoken model).
Ask students to go back to the text and find the This exercise helps students to organise
derivatives from the root words. Some of them information logically, the result being a sort of
might have more than one form. summary of the key information for CV writing.
Ask them to work in pairs and read the
• Admit - admission. • Apply - applying. questions (a – i) and the answers (i – ix). Tell
• Common - commonly. • Compete - competition. them to write the questions and the
• Employ - employer. • Engage - engagement. corresponding answers in their notebooks.
• Market - marketing. • Publish - publishing.
Play the recording for students to check their
• Spell - spelling.
work. Once everyone has written the
conversation in the correct order, ask them to
repeat after the recording and then practise and
role play the dialogue.
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Unit 3
Answers PAGE 61
e. – viii. g. – iv. c. – v. h. – iii. f. – ii. a. – i. d. – ix.
i. – vi. b. – vii. Language Note
learning tip RECOMMENDATIONS AND SUGGESTIONS

This section deals with different modals we can use
Analyse this Learning tip together with the class.
to express suggestions and recommendations:
Help them to divide the dialogue into meaningful
should, ought to, might want to.
chunks to practise.
Should and ought to have the same meaning. They
TRANSCRIPT – ORAL PRACTICE 26 are used to give advice, or say what the right thing
A has an Indian accent and B has a British accent. to do is.
A: When should I use a CV? Draw students’ attention to ought to; its own form
B: When you apply for a job, or a scholarship, or a grant. contains the particle to.
A: Why should my CV be concise?
example: We ought to go right now.
B: Because no employer will want to read a CV several
pages long. The negative and interrogative forms of ought to are
A: Should I type or write my CV by hand? used rarely.
B: It’s better to type, as it’s more readable.
example:
A: Why should my CV look nice?
B: Because first impressions are important. They ought not to speak so loud.
A: Why is it important to check spelling and grammar? Ought Marion to study so late at night?
B: Because employers pay attention to grammar and spelling Might is most commonly used to express
errors. possibility, but we can also use it to make
A: How many times should I check my CV for errors? suggestions or requests, although this is less
B: As many times as necessary. common in American English. It is never used in the
A: What happens if I lie about my work experience? negative form to offer a recommendation or a
suggestion.
B: You might be caught out because employers often do a
background check on candidates. Answers Point 3
A: Would you recommend that I include my photo in the CV? You might want to prepare yourself...
B: Only if you are a model or an actor and your appearance is Below is a list of things you should and should not
important. do.
A: Should I tell my future employer about my experience as a You will find an example of a CV you should fill in
party entertainer? as practice.
You should prepare for the job requirements.
B: Only if you are applying for a position in the entertainment
You should use clear formatting.
business. You should be neat.
You should check your spelling.
You should not use text boxes.
You should not include the reasons...
You should not lie about your experience.
You should not include a photo.
Your employer might want to judge...
PROFESSiOnS 101
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13 +++ (Learning ability: to consolidate a Possible answers
language point). 1. You should / ought to eat more healthy food
and watch your diet.
This exercise uses everyday activities students
2. You might want to talk to her / him and forget
might encounter. Ask them to offer appropriate
about your differences.
recommendations and suggestions. After they
have written the sentences, tell them to justify 3. Sheila should not drive without a driving
their choices. Help them along with prompts licence. She ought to pass a driving test.
and questions: why should the man not drive 4. You might want to talk to them and ask them to
and talk on the phone at the same time? Why is turn the volume down.
it important to be well-mannered when we 5. He should inform the police immediately and
share a meal?, etc. get a new ID card.
Possible answers ADDITIONAL ACTIVITY
Picture 1: The man should not / ought not to talk You could take this opportunity to look at the
on the phone while driving. different uses of the word licence
Picture 2: The girl should wear different clothes to
a job interview. • Do you think that you have licence (permission) to
Picture 3: The boy should mind his table manners behave any way you want?
/ shouldn’t put his elbows on the table. • They have a licence (authorisation) to use the
Word and Excel programs.
14 Quick self-check (Learning ability: to
evaluate learning). • The restaurant is licensed to use the Disney
characters.
This self-check allows students to evaluate their • He has a licence (degree) to teach primary and
performance in the grammar aspect of the secondary school.
lesson and also to consider evaluation as a
continuous process throughout the book. Read PAGE 62
students understand them clearly and set a time 15 + (Learning ability: to identify the use of capital
limit to complete the task. Check answers and letters in proper names).
help students to work out their scores. Although capital letters are not really an aspect
If a student has reached the maximum score, of punctuation, it is convenient to deal with
you might want to offer him/her something them. Talk students through the use of capital
more challenging and ask him/her to do letters in the names of companies, organisations
another exercise or help another student who is and brand names. Ask them to read sentences
lagging behind. If one or more students have a – e and circle all the words that are spelt with
only reached the minimum score, you should a capital letter.
subject once more to make sure they are ready
two or three units.
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Unit 3
16 +++ APPLICATION TASK – WRITING concerning important values explicitly or

(Learning ability: to write a text applying a implicitly stated in the texts and activities.
provided pattern and making use of a computer Tell them to work in groups and share their
application). answers with other groups.
Metacognition (‘thinking about how a person
By completing this task students will: thinks’) is a term that most students should be
• review and discuss offered tips; familiar with.
• learn how to prepare a CV; Teach students to ask, “what am I supposed to
• discriminate between important and learn?” early in the process, “how am I doing?”
unimportant information; during the process, and “what have I
• use a computer application in English; learnt?”after the process.
• review their own and their classmates’ work. Refer students again to the first exercise in the
unit, encourage them to share answers in their
This is an individual task; organise it carefully so groups and / or with the whole class, and
that all the students have access to the motivate them to substantiate their answers.
computer: faster students can use it first while
slower students prepare their drafts. Ask ++ PAGE 64
students to read the instructions carefully and
LESSON 2 - LISTENING
answer any questions they may have. Make sure
ADVERTISING FOR JOBS
they go back to the CV template and check
once again all the information that should be For this lesson, students should be familiar with:
included in a successful CV. Ask them to re-read
the tips (1 – 4), to know what to include or not. • making and validating predictions in oral
messages;
Ask them to exchange the CVs and proof read
• finding specific information in oral messages.
each other´s work. Highlight the importance of
respecting everyone’s work and offering
positive / constructive comments. BeFore you listen
Organise a display of all the CVs in the classroom. 1 + (Learning ability: to connect content and
previous knowledge).
PAGE 63
Refer students back to Exercise 4 on Page 53,
where they discussed sources to find job offers.
Writing target strategy Ask them to indicate which ones, in their
opinion, are the best places to look for jobs.
Draw your students' attention to the Writing target
Have they or their friends / relatives found jobs
strategy box. Explain to them that note-taking is a
through one of them? Ask them to talk about
useful strategy that can help them select the
their own / their friends’ experiences when
relevant information to include in their CV. Also,
applying for jobs.
point out that the use of contractions must be
avoided in this type of text.
17 (Learning ability: to reflect on the contents of

the lesson, relate them to own experiences, and
express value judgements).
This is a roundup exercise where students have
to reflect on what they have learnt in the lesson
in terms of abilities, content, and language. It
also encourages them to express their opinions
PROFESSiOnS 103
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2 + (Learning ability: to identify the correct from the text or previous activities, and their
sequence of events in order to organise the own expectations.
parts of a text). The predicting process must be then
Tell students to describe the cartoon and match rationalised (why?), checked (through reading /
each picture with the corresponding sentence listening) and substantiated (proved). This is
(a – c). Write these sequencing words on the done in a subsequent exercise in the While you
board and ask students to match them with Listen / Read part of the lesson. Always make
those provided in the exercise: After that – Last sure that predictions are checked once students
– Second – Then – To begin with. Then, tell have listened to or read the text.
them to sequence the actions using different
sequencing words. 5 ++ 27 (Learning ability: to compare English
and Spanish sounds).
Possible answers
The pronunciation of the sound /r/ in English is
First / To begin with - a. - Picture 2.
often difficult for Spanish speakers as it is much
Next / After that / Second / Then - b. - Picture 3.
softer, rolling than in Spanish. There is also an
Finally / Last - c. - Picture 1.
important difference between the
pronunciation in British and American English.
ADDITIONAL ACTIVITY In British pronunciation, the letter r is usually
Ask students to think of an event they know about, silent, unless it is followed by a vowel, either in
an article or book they have read, or a film they the same word or in the next.
have seen and write three sentences about it
without using sequencing words. Tell them to mix Examples: In car, tower, inform, first, the r is
the sentences up and read them in random order to silent because it is not followed by a vowel.
the rest of the class. The other students must put However, notice what happens in this sentence:
the sequence of events in the correct order using
sequencing words. The student who wrote the That tower on the hill is new. The r in tower is
sentences indicates if the sequence is correct. pronounced because the next word begins with
Choose several students to do the same. a vowel.
3 + (Learning ability: to connect topic and In red, foreign, print, the r is pronounced
personal experiences). because it is followed by a vowel in the same
word.
Ask students to work in pairs or small groups.
Tell them to read the statements (a – h) and rank In American English, the r is always pronounced,
them from the least to the most important even if it is not followed by a vowel.
characteristic when choosing a job or profession. Give students plenty of examples of both types
Tell pairs / groups to compare their choices. of pronunciation.
4 + (Learning ability: to make predictions). Answers
a. The sound is different in Spanish.
Students try to predict the subject of the text
b. Single r or double r are pronounced the same in
they are going to listen to, based on the previous
English; in Spanish, single r is pronounced as a
exercise. Do not check answers at this point.
tap between and after vowels: para, carta, perla,
Remember that predictions help to increase duro, etc. and as a strong roll in initial position:
students’ motivation and interest, as they rato, rudo, reto, rico, robo, etc. Double rr is always
connect what they are going to listen to or pronounced as a strong roll: ferrocarril, perro,
read with their background knowledge, clues carro, error, etc.
104 Unit 3
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UNIT 3
TRANSCRIPT – PRONUNCIATION 27 PAGE 65

• around • culinary • experience • hiring • Mediterranean WHILE YOU LISTEN
• necessary • races • regular • required • restrictions
• resume • salary • secretary • starring • write 7 + 29 (Learning ability: to validate predictions).
Play the recording once or twice and ask
You can use this exercise as embedded students to check their predictions in Exercise 4.
evaluation of pronunciation, focusing on the Check answers orally.
production of the sound /r/, but also
considering general pronunciation. Answers
a., b., e., g., h.
Feedback: words are not recognisable: needs a
lot of extra pronunciation work; words are
recognizable, but many sounds are just like in
8 ++ 29 (Learning ability: to identify sequence).
Spanish: good, but could improve with extra Read the three names of jobs with the class and
pronunciation work; most sounds just like a make sure students identify the correct
native speaker would say them: very good, pronunciation. Ask them which of the three
could try to help classmates who did poorly. jobs they find the most interesting. What are the
advantages and disadvantages of each one?
6 + 28 (Learning abilities: to identify and
pronounce key words). Then play the recording at least once more so
that students can identify the words in the
Tell students that these key words will appear in recording and place a number next to each one,
the listening texts, and that it is important that indicating the order in which they appear.
they know their meaning and what they sound
like. Go through the words with them, give Check answers orally.
them a few minutes to check meanings in
Answers
dictionaries, and then play the recording. First
1. Assistant chef. 2. Film extra. 3. Legal
they only listen to the words and then they
secretary.
listen and repeat.
Answers 9 ++ 29 (Learning ability: to transfer
Crew = all the people working on a ship, plane, information to a graphic organiser).
etc. = tripulación. Crowd = a large number of
people. = multitud. Feature film = a main film with Ask students to copy the chart into their
a story. = película de fondo. Frustrated = feeling notebooks, making it bigger than in the book;
annoyed and impatient because you cannot do or this way, they will be able to place all the
achieve what you want. = frustrado/a. Hiring = necessary information. Play the recording again.
employing people for a short time to do a Ask different students to complete the chart on
particular job = contratando. Shoot = an occasion the board.
when somebody makes a film = filmación.
TRANSCRIPT – VOCABULARY 28
• crew • crowds • feature film • frustrated • hiring • shoot
PROFESSIONS 105
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Answers summer so, if job stability is your thing – you’d
Job Working Salary Location How to better not apply for this job. You will be required to
title hours apply prepare and serve meals to both passengers and
Assistant Ten to twelve Good. Cruise ship. Application the crew. The salary is good, but you should be
chef hours per day, letter to able to work ten to twelve hours per day, seven
seven days a Jennifer Spells, days a week, for six weeks at a time. After that,
week, for six of The you get two weeks off. You should have a
weeks at a Mediterranean minimum of two to four years experience in the
time. Cruise culinary or restaurant industry, and extra training
After that, Company.
two weeks is available. So, if you want to apply for this job,
off. you’d better get your resume ready because the
Film 9 am - 6 pm 30 Not Call Noel at interviews are starting next week.
extra for ten dollars mentioned. 07 - 654 32 56. Interested parties should send their CV and a short
continuous a day. letter of application to Jennifer Spells, of The
days. Mediterranean Cruise Company, PO Box 201,
Legal Regular work 20,000 Outside Contact Tanya Sydney.
secretary hours, from dollars Brisbane. Wood on Speaker II: This one will certainly attract the crowds. Ever
nine to five. a year. 07 - 324 30 33 considered yourself a frustrated entertainer? You’d
or at tanya. better get your pen ready and write down the
wood@ hays. details because this is the job for you. Aussie Films
com.au. is looking for 35 extras for a major feature film
starring Daniel Craig and Emma Watson. Extras
10 + + 29 (Learning ability: to discriminate should be on set from 9am to 6pm for ten
between correct and incorrect information). continuous days. Lunch and snacks will be
This is an activity to improve fine listening skills
provided during the shoot. There are NO
and help students to discriminate between restrictions - the film company needs all types of
words / sounds. It might be necessary to play people, all races, any age, and any nationality. The
the relevant parts of the recording more bad news is that you get paid only 30 dollars a
than once. day, but the up side is that you’ll see your face in
cinemas around the world.
Answers
Call Noel on 07 - 654 32 56.
a. prepare and serve. b. resume. c. types. d. in
cinemas.
Speaker III: And last but not least – anyone looking for fast
promotion and extra benefits should apply for
TRANSCRIPT - LISTENING - ADVERTISING FOR JOBS 29 this job. A law firm is hiring a legal secretary.
Salary: 20,000 dollars per year. To be considered
All the speakers have an Australian accent.
for this position, candidates should have
Announcer: If you are looking for a job, listen carefully to these extensive previous secretarial experience in the
advertisements from our community service. legal industry. You’d better have your own car
Speaker I: If you enjoy cooking, love travelling around the too because the firm is based outside Brisbane.
world and have the necessary qualifications, you’d Regular work hours, from nine to five. To apply
better pay attention to this one. The or to find out more information, please contact
Mediterranean Cruise Company is looking for an Tanya Wood on 07 324 30 33 or at tanya.
assistant chef. It’s a full time position for this wood@hays.com.au
106 Unit 3
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Unit 3
aFter you listen PAGE 66
11 + (Learning ability: to infer the relationship Language Note

between content and new information).
HAD BETTER VERSUS SHOULD
This exercise is based on Bloom´s taxonomy of
learning. Through this exercise, students apply This section deals with the differences between
their cognitive learning and also get emotionally general and specific recommendations, namely
involved with a situation, expressing their should versus had better. Both of them express an
opinions and attitudes. They combine the six emotional, practical, or other reason for doing
steps defined by Bloom as necessary for an something, but in the case of had better we refer to
effective and complete learning process. a specific situation, while should is used for general
recommendations.
1. knowledge: arrange, define, duplicate, label,
list, memorise, name, order, recognise, relate, BACKGROUND INFORMATION
recall, repeat, reproduce, state. Had better is also used to say what is the best thing
to do in a situation that is happening now. In most
2.comprehension: classify, describe, discuss, cases, had better is stronger; the speaker sees the
explain, express, identify, indicate, locate, action as necessary and expects that it will happen.
recognise, report, restate, review, select,
translate. example:
3.application: apply, choose, demonstrate, We’d better hurry or we’ll miss the train.
dramatise, employ, illustrate, interpret, Also, with had better, there is always a danger or a
operate, practise, schedule, sketch, solve, problem if you don’t follow the advice.
use, write. Should only means ´it is a good thing to do´ while
4.analysis: analyse, appraise, calculate, had better implies that there will be bad
categorise, compare, contrast, criticise, consequences.
differentiate, discriminate, distinguish, Both should and had better are followed by an
examine, experiment, question, test. infinitive without to.
5.synthesis: arrange, assemble, collect, examples:
compose, construct, create, design, develop,
You should come immediately.
formulate, manage, organise, plan, prepare,
propose, set up, write. I’d better go immediately.
More useful information can be found at http://www.
6.evaluation: appraise, argue, assess, attach, englishgrammarsecrets.com/hadbetter/menu.php
choose, compare, defend, estimate, judge,
predict, rate, core, select, support, value,
evaluate. 12 ++ (Learning ability: to consolidate a
language point).
Taken from: Designing and Managing MCQs: MCQs and Bloom’s
Taxonomy. Retrieved on May 18, 2009, from: Help students with prompts and questions to talk
http://www.coun.uvic.ca/learning/exams/blooms-taxonomy.html about the situations in the photos. What is
answers happening? Why? How can the situation be
a. Film extra. b. Assistant chef. c. Legal secretary. changed? Tell students to read the three statements
and then write a recommendation using had better
for each one. Check answers orally.
PROFESSiOnS 107
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Possible answers TRANSCRIPT – ORAL PRACTICE 30
a. You’d better take the bike to the garage and get
the tyre repaired. - Picture 3.
The employer has a German accent.
b. You´d better get inside and get out of the rain. – Employer: The rules are simple. You should arrive at 8:30 am and
Picture 1. leave at 6 pm. You should never be late. As soon as you
c. You’d better not swim now; the waves are too arrive, you should mark your attendance card in the
big. Picture 2. employee time clock. You should also mark it before
leaving.
OPTIONAL ACTIVITY We work from Monday to Friday, but you might get a
Photocopy or draw this table on the board. Ask fast few extra hours once a month, on a Saturday morning.
learners to match the two parts of sentences to
You can either come by car or you can take the bus. You
express recommendations.
might want to talk to your colleagues to ask where to
You’d better find to finish by 6 o’clock. take it.
You might for directions. We all have lunch here in the shop, so you’d better
the key or we will not be able to get into the bring your lunch; the nearest restaurant is 20 minutes
We should try
house. from here!
They’d better ask want to cook some vegetables with the fish. The warehouse where you’ll be working is quite dusty,
Jack should not swim some suntan lotion. so we will give you a uniform; you should wash it every
We’d better use in the pool because he is too small. week, either at home or ask someone to do it for you.
You’d better talk to Mrs Stephens about it – she knows
13 ++ 30 (Learning ability: to consolidate a some people who do this kind of work.
language point / to imitate a spoken model / to You might have some questions later, so you’d better
role play a monologue). write them down and I can answer them next week.
Ask students to work in groups of three or four. You might also want to talk to the other employees
Help them to revise when we use might, had about other issues.
better, and should. Tell them to read the Well, good luck on your first day!
monologue and share ideas to complete it. Play
the recording several times, first for them to PAGE 67
check their answers, and then to listen, repeat,
and practise the monologue. Suggest they 14 QUICK SELF-CHECK (Learning ability: to
divide the text among the members of the evaluate learning).
group so that each student practises only three This self-check allows students to evaluate their
or four lines. If this is too difficult for your class, performance in the grammar aspect of the
form groups of more students. Choose a few lesson and also to consider evaluation as a
groups to role play the monologue in front of continuous process throughout the book. Read
the class. the instructions aloud, make sure that all the
Answers students understand them clearly, and set a
See transcript. time limit to complete the task. Check answers
and help students to work out their scores.
lagging behind. If one or more students have
only reached the minimum score, you should
108 Unit 3
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Unit 3
subject once more to make sure they are ready • role play being interviewers and interviewees;
to continue with the rest of the unit. • ask for and give feedback on performance;
You may ask students to keep track of their • talk about how they felt playing the different
progress and then evaluate their overall roles;
performance in the self-check exercises after • evaluate their own and others’ performance.
two or three units.
Possible answers Speaking target strategy
a. He’d better tell his parents right away.
b. She’d better leave the cat alone. Draw students' attention to the Speaking target
c. He’d better turn off the gas. strategy box. Make sure they focus on creating
d. They’d better hurry up or they´ll miss the bus. questions, as questions are central elements in a job
interview.
15 application task – speaking
(Learning ability: to create and role play a job
16 +++ (Learning ability: to reflect on the
contents of the lesson and relate them to own
interview).
experiences).
This is a roundup exercise where students are
Introduction.
asked to reflect on what they have learnt in the
It is important to prepare the setting for the lesson in terms of content and language. Tell
exercise. Make sure that the classroom is ‘turned them to work in groups and share their answers
into’ an interview room – it will help students to with other groups.
get the feeling of a real interview situation. Let
Metacognition is a term that most teachers will
them work in groups they feel comfortable
recognise - it refers to ‘thinking about how a
with. In groups, they choose the job they like
person thinks,’ and is one of the most
the most and assign or draw roles –
important tools for lifelong learning. It is thus
interviewees and interviewers. They can later
important to teach students the components of
change roles.
metacognition. It involves before, during, and
Give them at least 10 minutes to prepare the after learning activities that require reflection.
questions indicated in the instructions. At this Teach students to ask, “What am I supposed to
stage, they can read them from their notes. learn?” early in the process, “How am I doing?”
during the process, and “What have I learnt?”
The interview should last between five and after the process. It will then help them to apply
eight minutes. Go around the room to different what they have learnt in real life situations.
groups to check pronunciation and grammar.
Make notes to give students feedback after the
exercise.
At the end, ask students how they felt. Were
they comfortable with their roles? What was the
most difficult task? How could they improve
their performance? Discuss their body language
and gestures. Ask the interviewers what they
thought about the interviewees and vice versa.
By completing this task students will:
• adapt a CV to their own needs;
PROFESSiOnS 109
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ADDITIONAL ACTIVITY PAGES 68 - 69
Time is usually short when teaching, so there is a CONSOLIDATION ACTIVITIES
tendency to omit wrap up exercises. Most teachers
say that their lessons usually end in one of three ways:
Introduction.
1. the rest of the lesson that could not be finished
in class is assigned as homework; 1 Ask students to have a look at the three
advertisements, check vocabulary they might
2. the teacher wraps up the lesson quickly because
not know, and then ask them to read and
the class has come to an end;
complete the sentences (a – f).
3. the teacher asks: “Are there any questions?”
(to which the answer is usually silence). Possible answers
a. If you want to buy decorations for your cake,
It is of the utmost importance to do a wrap up you should visit The Cake House, at 94, Elm
activity (see notes on Bloom´s taxonomy of learning Grove Rd, London.
on Page 112 of this book). If there is no wrap up, b. If you want to decorate your house for your
three whole parts of the learning process are party, you might go to Fiesta House, at 22,
missing. Sydenham Road, London.
1. Analysis 2. Synthesis 3. Evaluation c. If you want to surprise your girlfriend on St.
Valentine´s Day, you might organise a Saint
Here are a few other wrap up activities applicable to Valentine’s Day party with products from Fiesta
this lesson and to other end of class activities. House.
d. John wants to have karaoke at his birthday
• Give students one minute to write the most
party. He should contact DJ Services.
important thing(s) they learnt, the biggest
e. To contact DJ Services, you can go to their office
question(s) they still have, etc.
at 8d, Moss Hall Crescent, London, or phone
• Ask students to write a note to themselves about 0786 456876, or e-mail them at jbtrex@
what they want to focus on in the next class / djservices.uk.
week / course, etc. f. To get to Fiesta House, you’d better find the lift.
• Ask students to try and remember 10 points about
what they learnt in the lesson.
• Ask students to name at least one word from the AVOID THIS MISTAKE
lesson for each letter of the alphabet.
Draw students’ attention to the first word in this
• Allow each student the opportunity to think about sentence of the second advertisement:
something they would do differently if they had
the day / class over again. Live music, karaoke, DJ services, party presenters, etc.
• Have students draw a mind map of the Help them to notice that this is not the verb to live
information they learnt in the class. / l v / , but an adjective / laɪv/, meaning (of a
• Give each pair of students an index card. Ask them performance) broadcast, recorded, or seen while it
to write down everything they can remember is happening.
about the day’s content.
examples: This evening, there will be a live broadcast
Adapted from: Meier, M. & Panitz, T. (2006). End on a High Note: of the debate.
Better Endings for Classes and Courses. Let the Adventure Begin.
Retrieved on May 20, 2009, from This is a live recording of their latest concert.
http://www.capecod.net/~tpanitz/tedspage
This adjective also means alive, having life.
examples: Millions of live animals are shipped
around the world each year.
110 Unit 3
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UNIT 3
There was a tank of live lobsters in the restaurant. ADDITIONAL ACTIVITY

Tell students to copy and do this exercise in their Offering advice / suggestions / recommendations.
notebooks.
a. Prepare some 10 pictures cut out from a
Circle the word live and write the correct magazine or a newspaper, depicting different
pronunciation, / l v/ or / la v/. situations.
b. Show students one of the pictures, ask them to
a. /_________/ Most of my friends live in the describe it and then ask them:
country.
i. What should this person do?
b. /_________/ Our local TV station is preparing live
ii. What would you recommend?
coverage of the Olympics.
iii. What would you suggest?
c. /_________/ Pamela needs to find somewhere
to live. PAGE 70
d. /_________/ Sam’s children still live at home. JUST FOR FUN
e. /_________/ The interview was done in front of a
live audience. See notes on this section on Page 8 of the
Introduction.
f. /_________/ We saw a live rattle snake!
g. /_________/ Where do you live? Remind students that they should do the activities
h. /_________/That club has live music most nights. on their own, without much intervention from you,
but help and support when necessary.
Answers
Answers
a./ l v/ . b. / la v/ . c. / l v/. d. / l v/. e. / la v/.
I. The men were musicians.
f. / la v/. g. / l v/. h. / la v/.
II. Not a single one because he has a pear tree.
III. The man carries the chicken across the river,
2 Students use the visual clues to complete the leaves the chicken, and comes back. He gets the
e-mail.
fox, leaves the fox, and gets the chicken.
Answers He leaves the chicken and takes the corn.
(1) supermarket cashier. (2) numbers. (3) pilot. He leaves the fox and the corn and gets the
(4) licence. (5) school. (6) languages. (7) chemistry. chicken.
(8) like / love. IV. He omits to count the camel he is on.
a. Celia is telling Julio that he should choose IV. The fat dog is the little dog’s mother.
something that he is good at and something
he really loves doing. PAGE 71
CHILEAN CONNECTION
b. If he wants to be a supermarket cashier, he
should be good with numbers. Let students read the section on their own and then
If he wants to work in tourism, he should be comment on it in their groups. Promote comparison
good at languages. between the foreign and the Chilean contexts
If he wants to be a sports coach, he should be encountered in this short text and in the unit,
good at sports. making sure students give each one its own value.
If he wants to work in a pharmacy, he should be
good at chemistry. Ask students if they have ever seen a lighthouse from
close up. What type of people do they think would
choose a job as a lighthouse keeper? What
characteristics would one need to do this type of job?
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PAGES 72 - 74 LISTENING – APPLYING FOR A JOB 32
TEST YOUR KNOWLEDGE
3. a. i. b. ii. c. ii.
Answers 4. a. No, I have no mobile phone.
READING – WOMEN AND CLAY b. Here, in Montreal.
1. a. Pilén is a small rural town near Cauquenes, c. Nº 1223.
in the Maule region. 5. Personal Information:
b. The Pilén women artists are known as the a. First name: Jennifer
loceras de Pilén. Last Name: Grant.
c. Delfina learnt her craft from her mother and b. Address: Montreal, 235 Oak Street.
grandmother. c. Home phone number: 359 62 79.
d. The women make their figures by hand and Mobile phone number: ----
don’t use a wheel. Employment History:
e. Delfina had 12 children. d. Last Position: nurse.
f. For Delfina, it is an honour to be part of the e. Where: Montreal Children’s Hospital.
tradition. f. Worked from: May to: November.
2. a. At the handicrafts fair in Parque Bustamante.
b. She has long braids, bright eyes, and a LANGUAGE
refreshing smile. 6. a. should I. b. should not eat. c. ‘d better take.
c. Her mother died. 7. If you are hungry, you should eat something.
d. Her daughter works in a car repair garage. Your head still hurts? Then you’d better take
e. No, they don’t. They think they should be some aspirin.
doing other jobs. When you go to Rio de Janeiro, you might want
to see Sugar Loaf Mountain.
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UNIT 3
SPEAKING
8. Assign points according to the following criteria.
Final
score
Correct description of problems and Practically no language Fluid interaction, good pronunciation,
4 3 3
appropriate advice. mistakes. no hesitation.
Correct description of most of the Fluid interaction, a few pronunciation
problems, mostly appropriate advice. mistakes, a minimum of hesitation.
Correct description of some of the Fluid interaction, some pronunciation
problems, fairly appropriate advice. mistakes, some hesitation.
Poor description of problems, Language mistakes interfered Interaction affected by pronunciation
1 0 0
weak advice. with comprehension. mistakes and a lot of hesitation.
Possible answers B: You should consider your skills and what you
A combination of ought to, had better, might want to. really like.
a. A: I need to buy an inexpensive gift. d. A: I would really like to have a pet.
B: You might find something at the crafts fair. B: You’d better talk to your parents first, and then
b. A: I’m in love, but I am keeping it secret. visit a pet shop or a vet.
B: You should tell the person how you feel. e. A: I would really like to invite him / her out.
c. A: I’m not sure what to study in the future. B: You should call or text him / her now and
invite him / her to the cinema.
WRITING
9. Assign points according to the following criteria.
Final
score
Wrote the job advertisement Practically no grammar Correct spelling, format, and number of
4 3 3
following all the indications. or vocabulary mistakes. paragraphs.
Wrote the job advertisement Very few grammar or A few spelling mistakes, slightly incorrect
3 2 2
following most of the indications. vocabulary mistakes. format and number of paragraphs.
Wrote the job advertisement Some grammar and Several spelling mistakes, rather incorrect
2 1 1
following some of the indications. vocabulary mistakes. format and number of paragraphs.
Tried to write the job Grammar and vocabulary
A lot of spelling mistakes, incorrect format
advertisement, but followed very 1 mistakes interfered with 0 0
and number of paragraphs.
few of the indications. comprehension.
PROFESSIONS 113
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TRANSCRIPT – LISTENING - APPLYING FOR A JOB 32 That’s right. The last day of November.
The employer has a German accent. (Pause)
Jennifer speaks with a Canadian accent. Salary? 420 dollars a week. It was just part-time
and I was replacing someone.
Jennifer: Hello, is this Royal Victoria Hospital? I am calling (Pause)
about the advertisement in yesterday’s paper. Could Excuse me? Could you repeat that, please? I think
you put me through to the Personnel Department, there’s something wrong with the line…
please? (Pause)
(Pause) When do you think you’ll be calling for an interview?
Thank you. I will hold. (Pause)
(Pause) Sure, no problem. I do hope you call me. Yes. Thank
Hello, is this the Personnel Department? you so much. Bye.
(Pause)
I’m calling about the ad in yesterday’s paper. I would FINAL REFLECTION
like to apply for the position of nurse.
(Pause) Give students enough time to analyse what they
Do I have an application form? No, sorry; I don’t. have done and learnt in this unit. Encourage them
Could I just give you the details on the phone?
their groups.
(Pause)
Yes? Great! OK, I’m ready. PAGE 75
(Pause) SELF-EVALUATION
Jennifer. Jennifer Grant. See notes on this section on Page 8 of the
(Pause) Introduction.
Here, in Montreal. The address is Montreal, 235 Oak Go through the different parts of the self-evaluation
Street. Phone number is 359-6279. sheet with students.
(Pause)
No, I have no mobile phone. For YOUR TEST RESULTS, they have to work out their
score in the TEST YOUR KNOWLEDGE section, read
(Pause)
their results, and reflect on them. Help them to
Fully qualified paediatric nurse. think of what they can do to improve results, solve
(Pause) problems, give or get help, etc.
Code? I’m sorry….What code?
(Pause)
Oh, just hold on a minute. I will look.
(Pause)
Here it is. Nº 1223.
(Pause)
Yes, of course I can give you my employment history.
I’m unemployed at the moment, but my last job was
at the Montreal Children’s Hospital. I was replacing a
nurse on maternity leave. I started in May and
finished in November.
(Pause)
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Unit 3
PHOTOCOPIABLE ADDITIONAL ACTIVITIES UNIT 3
Jobs
1. Find 12 jobs and professions mentioned in the two lessons of this unit in this Word Search puzzle.
They are written horizontally or vertically in the grid.
e n t e r t a i n e r d k d m
b f i l m e x t r a h v p v e
b k c o o k k h v a v a i s c
d h d v b v b a b v b s l s h
r a b d a b v s d b s a o d a
i s k s k t r a i n e r t k n
v s e c r e t a r y s t s d i
e a k d s k a s k d a i t k c
r p h y s i c i a n s s a s h
b a s b v s b a s b m t m b l
s k d v h d m o d e l v e l d
• Global enGlish 3º MEDIO

p h o t o g r a p h e r r v h
v b d a k d h b s b k d b h b
PROFESSiOnS 115
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2. Match the professionals in column A, the places in column B and the tools he / she uses or the
clothes he / she wears in column C.
a. Write the corresponding words in the spaces provided. Use a dictionary if necessary.
b. Say sentences using the three elements. Add more if necessary.
Example: A lawyer works in a legal office. He / She uses lots of law books.
A B C
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UNIT 3
A B C

PROFESSIONS 117
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aDDitional reaDing teXt unit 3
Woman work, by maya angelou
Woman Work
by Maya Angelou
I've got the children to tend Storm, blow me from here
The clothes to mend With your fiercest wind
The floor to mop Let me float across the sky
The food to shop Till I can rest again.
Then the chicken to fry
The baby to dry Fall gently, snowflakes
I got company to feed Cover me with white
The garden to weed Cold icy kisses and
I've got shirts to press Let me rest tonight.
The tots to dress
The can to be cut Sun, rain, curving sky
I gotta clean up this hut Mountain, oceans, leaf and stone
Then see about the sick Star shine, moon glow
And the cotton to pick. You're all that I can call my own.
Shine on me, sunshine

Rain on me, rain
Fall softly, dewdrops Taken from: Angelou, M. (1994), The Complete Collected Poems of
And cool my brow again. Maya Angelou. New York: Random House, Inc.
1. Read the poem and list at least five actions the woman must do.
2. What is the other subject of the poem, apart from work?

a. Entertainment. b. Sports. c. The weather.
3. In Unit 2 you learnt a structure that can be found in this poem. Which one is it?
a. The Imperative. b. The First Conditional. c. The Interrogative.
BackgrounD inFormation
maya angelou was born in 1928; her parents divorced when she was only three years old, and she and
her brother, Bailey, went to live with their grandmother, whom they called Momma, in Stamps, Arkansas.
After going back to live with her mother in St. Louis, Maya was abused by her mother's boyfriend. Shortly
after his trial, her rapist was found murdered; Maya felt that she had killed him and for a while she
stopped speaking. Maya's early life is the subject of her autobiography, I Know Why the Caged Bird Sings
(1970). Her life story is continued throughout her other autobiographies.
At a very young age, Maya had to deal with many issues, such as her rape and her identity as a black
person. Her poetry "draws heavily on her personal history, but employs the points of various personae"
(Britannica Online 9/17/98). Maya Angelou's poetry is often short; the lines of the stanzas are often short
as well.
An incident that will forever keep Angelou's poetry in the mind of Americans is her delivery of a poem
that she wrote for President Clinton's inauguration on January 20, 1993. On a television programme,
Maya Angelou discussed this as her "crowning moment as a poet" (Hagen 134). Angelou was only the
second poet and first female to deliver a poem at such an event.
118 Unit 3
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Unit 3
EXTRA TEST UNIT 3
READING - HOW TO SUCCEED AT JOB INTERVIEWS
re looking for
ou t y ou r next job interview, a
If you are a nx io us ab and want to
ue sti on s y ou might get asked,
answers to the t ou gh q ite for you.
ro wd fo r tha t n ex t great job, this is the s
stand out from the c most
n th at st op s y ou getting the job, and
ct io do
Often, it is some tiny a st m ajo rit y of inte rview candidates just
t. The va eave the
people never realise i co m pe tit ion long before they l
ut o f t he
not know they are o
interview room. next job
to yo u. Be fore you go into that
Do not let tha t h ap pe n ink about if you
kn ow th e k in d of things you should th
interview, get to
job.
really want to get the
ng they
i. ha t q ue sti on s t he y are asked, and hopi
s waiting to see w
os t inter vie we es tu rn up at job interview
M . Learn how to
at is a mistake. ob than anything else
can just manage. Th w ith g et tin g th e j
e more to do iewer.
the interview will hav bells with your interv
What you do before nts t ha t w ill reall y r in g
ackground all the poi
pick out from your b
rm at the
II. ha t g et s y ou th e j ob is how you perfo
erview but w
V may get you the int
A good resume or C ets the
te rview itse lf. , 9 0% o f t he d ec isi ons on who finally g
in interviewers - in fact t what they see and
hear much more
powerful impact on

ap pe ar an ce h as a se co m pa ni es tr us
Visual erview, becau
e made during the int
job in a company ar
than what they read.
ould prepare
iii. sh ou ld al wa ys stay in control. You sh
, but yo u eatedly,
el un de r p re ss ur e d uring your interview sk ed , y ou g et yo ur key points across rep
You may fe uestion you are a
ill ensure, whatever q
a point plan, which w r t ha t you are truly ready for the j
ob.
er vie we
and convince the int
an offer. In
why they did not get
stUDent´s booK page 165 •
iV. fte n pu zz led as to
quite well are o put them off.
ho thought they did its of applicants which
Some interviewees w ten men tio n qu irk s o r h ab
, interviewers will of
rejecting candidates
you
V. ou g o fo r a jo b in terview. Whatever else
ember any time y
the key things to rem
We have mentioned s a t the forefront of your mind.

ribd.com/doc/26138
/Interview-Guide
es e p oi nt p:/ /es.sc
remember, keep th 11 , fro m htt
trieved August 8 , 20
th
C Interview Guide.Re
adapted from: CP
PROFESSiOnS 119
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b. What is the young man doing?
1 Read the web page and put these headings i. Applying for a job.
back into the correct places (I – V). 5 pts.
ii. Asking for a favour.
a. The Interview! iii. Requesting information.
b. Presenting Yourself On The Day
c. What is the woman doing?
c. Final Words of Advice
d. Do’s and Don’ts i. Asking difficult questions.
e. Before The Interview ii. Demanding clear answers.
iii. Offering useful tips.
2 Read the text again and identify six actions
(that you should and you shouldn’t do)
4 33 Listen to the conversation again and circle
to succeed in a job interview. Write the word you hear. 6 pts.
them in the chart. 6 pts.
a. I saw an advertisement for a job that could /
YOU SHOULD... YOU SHOULDN’T... might interest me.
b. You’ll probably need / require an interview to
meet them face to face.
c. Education references are also quite / very
important.
d. You might also include / provide contact
information for the references you mention.
LISTENING - PREPARING A CV
e. In an application form, the format is usually
free / set.
f. Most / Some cover letters are only three
short paragraphs.
5 33 Number the issues in the order they are

mentioned. 4 pts.
a. Covering letters.
b. Information that must be included.

c. Organisation of document.
d. Proofreading of document.
LANGUAGE
6 Complete this advice for a new employee on

3 33 Listen to a conversation and choose the his / her first day at work. Use should / shouldn’t
best answer. 3 pts. / had better and the verbs in the box. 5 pts.
a. Who is the woman? · arrive · go to bed · listen · say · wear
i. A consultant.
ii. A mother. a. You clothes that are too casual.
iii. An employer. b. You early on the first day.
c. You early the night before.
d. You that your last job was better.
e. You to any useful advice your
workmates give you.
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UNIT 3
7 Use had better to complete these sentences WRITING

with a suitable recommendation. 3 pts.
9 When sending a resume, most people include a
a. It’s getting late. cover letter to introduce themselves. Imagine
We now. you are applying for a job and write a cover
b. The test is next week. letter to introduce your CV. Remember that
I right now. most cover letters are only two or three short
paragraphs and they should capture the future
c. It’s getting cold.
employer’s attention. Be careful with spelling
You the window.
and grammar too. 10 pts.
SPEAKING
0 11 26 40 52
to 10
8 Work in pairs and role play a conversation in to 25 to 39 to 52 PTS
which Student A has to prepare her / his CV Keep trying Review Well done! Excellent! TOTAL
and student B offers advice and
recommendations.
Use the expressions and the vocabulary you
learnt in the unit and pay attention to
pronunciation and intonation.
10 pts.

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Unit 4 BEING ACTIVE
LEARNING OBJECTIVES
READING: to locate specific information in itineraries and poems that LISTENING: to find and classify supporting and specific information
contain the communicative function of describing events from the in a TV quiz that contains the communicative function of expressing
recent past, consider the importance of having a healthy and active certainty and uncertainty, knowledge or lack of it and
life, and • compare and discriminate ideas.
• complete charts, programmes and itineraries. • find and match information.
• identify specific components. • provide correct answers.
• infer information. • identify speakers.
• sequence pictures and corresponding events.
WRITING: to write an itinerary using own and provided ideas. SPEAKING: to role play dialogues and monologues and participate in
a quiz, using knowledge from other areas.

• Use additional materials such as travel brochures, cut-outs from English language newspapers and
magazines with travel destinations, sports articles, activities for young people, etc.
definitions, printed handouts, library material, notes.
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UNIT 4
PAGE 76 1 Before doing this exercise, offer a few
INTRODUCTION statements and ask students to say if they think
Invite students to examine and describe the they are true or not, using the expressions
photograph and relate it to the name of the unit. provided in the exercise: I’m sure / not sure, I’m
not quite certain, etc. Try to relate your
Form groups and ask them to read the objectives statements to the contents of this unit.
of the unit and make comments on the things
they already know, what they can do, what will be Examples:
new, etc. Travelling by hot air balloon is really dangerous.
A hovercraft is a flying machine.
Elicit from students what values they think will
be paid more attention to, and ask them to People do sports because they want to lead
anticipate what issues will be discussed in healthy lives.
connection with them. Ask students to read the statements and
express their certainty / knowledge about the
When teaching students from different information provided.
backgrounds remember that:
• many factors affect early literacy and subsequent BACKGROUND INFORMATION
performance, including aspects of their home • At the beginning of the 20th Century, many efforts
environment, school experiences, and community were underway to become the first people to fly.
resources; Most inventors of the day were impulsive and
• students from rural and urban areas will have undisciplined. They would build a plane one day
different performance due to their geographic and try to fly it the very next day, with either
location. Additionally, there may be differences in disastrous or simply unproductive results.
educational backgrounds. However, Orville and Wilbur Wright were much
more scientific and methodical in their approach.
• students should be treated as individuals and you
As bicycle mechanics, the brothers believed in
should try to get to know them in order to give
testing out their ideas laboriously before
them the right type of assistance in class.
proceeding with further advancements. To help
PAGE 77 gauge their progress, they built a wind tunnel - the
GETTING INTO THE UNIT first one built for the purpose of checking an
aircraft wing design. In the years preceding their
Explain to students that this page of each unit will first flight, the Wrights successfully conducted
contain activities meant to identify and activate almost a thousand flights in gliders before they
their previous knowledge of the topic and related felt ready to begin production of a motor-powered
vocabulary, to establish the starting point for the flyer. They requested a patent application for a
activities that will follow. They will also help to ‘flying machine’ nine months before their
detect weaknesses that will require extra work and successful flight in December 1903. The first plane
support, contextualise the contents that will be flew to an altitude of 3 metres, travelled 40 metres,
developed, and present cognitive challenges. and landed 12 seconds after takeoff. After making
Give students time to form groups and discuss the two longer flights that day, Orville and Wilbur
exercises that can be done in groups; encourage Wright sent a telegram to their father, instructing
them to reflect and be honest when doing those him to “inform press.”
that require individual responses. • Two British aviators, Alcock and Brown made the
first non-stop transatlantic flight in June 1919.
Discuss with them or ask them to talk in groups They flew a modified World War I Vickers Vimy
about the name of the unit, how active they think bomber from Newfoundland to Ireland.
they are, the importance of physical and mental
• An airship or dirigible is a lighter than air aircraft
activity, etc.
that can be steered and propelled through the air
using rudders and propellers.
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Answers 1 Before doing this activity, you can help students
All the statements are true. to practise telling the time using a real, a toy, or
a cardboard clock. It is important that students
2 Ask students what they do to relax and if they know how to tell the time both on analogous
participate in any competitive activities. Ask and on digital clocks.
them if they know any competitive activities
that are not sports, like quizzes, karaoke Answers
games, card and board games, etc. a. I usually get up at seven fifteen a.m. / quarter
past seven in the morning.
Tell them to discuss the six pictures in pairs and b. By seven forty five / By quarter to eight, I am
indicate which ones are competitive activities on the bus to go to school.
and which ones are for relaxation only. Motivate c. I have basketball training on Tuesdays and
them to explain their answers. Fridays at four thirty p.m. / half past four in
the afternoon.
Answers
d. My parents don’t let me stay up late, so I’m
For relaxation:
normally in bed by ten p.m. / ten in the
Picture 1: flying kites.
evening.
Picture 5: going to art galleries.
Picture 6: going to concerts.
2 Remind students that a preposition links
Competition-based:
nouns, pronouns and phrases to other words in
Picture 2: playing basketball.
a sentence. There are some 100 prepositions in
Picture 3: flying in a hot air balloon.
the English language and they are some of the
Picture 4: swimming.
most commonly used words.
3 If the class is good, ask students to read the Answers
adjectives on their own; if you think your a. at. b. in. c. after. d. for. e. near, around.
students will find this too difficult, ask some
students to write the list of adjectives on the BACKGOUND INFORMATION
board and go through them one by one with A preposition usually indicates the temporal, spatial,
the class. Take advantage of the fact that many or logical relationship of its object to the rest of the
of them are cognates and ask students how sentence. In these examples, a preposition locates
cognates help them to understand texts or the noun book in space or in time.
spoken messages and how they can be
misleading some times. Examples:
The book is on the table. The book is under the table.
Answers The book is leaning against the table. The book is beside the table.
Will vary, but check that students’ sentences make Alison held the book over the table. Barney read the book in class.
sense and express their opinions.
3 Tell students that adjectives are frequently
PAGES 78 - 79
followed by prepositions and although it is hard
GETTING READY FOR THE UNIT
to remember all the combinations, practice and
Before starting this unit, students need to: lots of reading help. Remind them that if a verb
• recognise prepositions. follows the preposition, it ends in –ing.
• know how prepositions are linked with other words.
• know how to tell the time.
• recognise adverbs.
• know how to classify adverbs according to their
role in a sentence.
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UNIT 4
Here is a list of common adjectives and the She quite likes chatting on the Internet and she
prepositions that normally follow them. often gets in touch with other swimmers who live
accustomed to afraid of answerable to attached to in other countries, to compare experiences. She
aware of capable of dependent on different from hopes that somewhere in the world there is a
person who has the same dream as she does – to
doubtful about enthusiastic about excited about famous for
swim in one of the big oceans.
fond of guilty of interested in keen on Time passes really quickly when you talk about
opposed to pleased with popular with proud of your dreams and hopes, so she sometimes chats
related to rich in satisfied with serious about for hours and she nearly forgets that she must go
similar to suitable for suspicious of used to sth to bed.
Manner Place Frequency Time Degree

Possible answers
a. I am good at English / math / sports / dancing. well everywhere often still very
b. I am keen on computer games / reading / pets. quickly somewhere sometimes yet really
c. I am thinking of you / the holidays / buying a quite
computer.
nearly
d. I often dream about travelling / babies / the
future.
e. I get excited about good films / winning a BACKGROUND INFORMATION
prize / competitions. Adverbs often tell when, where, why, or under what
f. I am fed up with the weather / studying / bad conditions something happens or happened.
TV programmes. Adverbs frequently end in -ly; however, many words
g. I am interested in music / famous writers / and phrases not ending in -ly serve an adverbial
learning. function and a -ly ending is not a guarantee that a
word is an adverb. The words lovely, lonely, motherly,
4 Ask students to work in pairs and first have a friendly, neighbourly, for instance, are adjectives.
close look at the plan, then say the sentences
These are some types of adverbs.
while looking at the plan, and finally complete
them in their notebooks. Adverbs of manner
Francis moves slowly and speaks quietly.
Answers
a. on. b. next to. c. at. d. between. e. In / behind. Adverbs of place
Gary has lived on the island all his life; he still lives
5 Revise with students the function of adverbs: there now.
they are words that modify a verb (How did Chris
Adverbs of frequency
drive? He drove slowly.), an adjective (How fast
Hester takes the boat to the mainland every day;
was Debbie’s car? She drove a very fast car.), or
she often goes by herself.
another adverb (How slowly did Earl move? He
moved quite slowly down the aisle.). Adverbs of time
Irvin should be back before dark; it’s starting to get
Answers
dark now.
Despite being still very young, my sister Pam loves
Jackie finished her tea first.
swimming and she swims really well. She tries to
Keith left the party early.
swim everywhere we go, for example in a river or a
lake – even a pond will do. Adverbs of degree
She has not swum in the ocean yet, but I’m sure Lane speaks really quickly.
she will one day. Mac is a very handsome man.
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6 Inferring is a strategy used before, during and after ++ + + PAGE 80
reading or listening. Predicting is a part of inferring. LESSON 1 – READING
Inferences need to be based on references in the FLYING
text and then mixed with background knowledge. BEFORE YOU READ
Students need to be taught how to infer what
words mean, the setting(s) of a story, the answers Remind students to check the learning abilities they
to questions, what pronouns refer to, features of will develop with each of the activities and
characters, the underlying message from the comment on their expectations and interests.
author, and to differentiate fact from opinion, and For this lesson, students should be familiar with:
explanations from events.
• telling the time;
Notice the difference between assuming, which • prepositions;
is an inference not backed up by facts, and • how prepositions are linked with other words;
inferring, which is based on evidence from the
• adverbs;
text and sometimes on background knowledge.
• the role of adverbs in a sentence.
Answer
b. 1 + (Learning ability: to connect content and
7 37 Play the recording corresponding to the
Listening activities in Lesson 2 of this unit once Tell students to form small groups to answer
and ask students to circle the correct answer. and make comments on the questions.
Answers Answers
a. Manchester. b. Notting Hill. c. Julie. d. Stephen. a. Icarus is a character in Greek mythology. He is
the son of Daedalus and is commonly known
8 40 Play the recording corresponding to the for his attempt to escape Crete by flight, which
Listening activities in the Test your Knowledge ended in a fall to his death when he got too
section of this unit once and ask students to tick close to the sun, which melted the wax on his
the correct answers. wings.
b. Aeroplane, helicopter, glider, dirigible, shuttle,
Answers rocket, hot air balloon.
I II III c. The ozone layer is a layer in Earth’s atmosphere
a. A course starting next semester. 3 which contains relatively high concentrations of
ozone (O3). This layer absorbs 97–99% of the
b. Teachers who are professional artists. 3
sun’s high frequency ultraviolet light, which is
c. The need for comfortable shoes. 3
potentially damaging to life on earth. Over 91%
d. The translation of the activity from of the ozone in Earth’s atmosphere is present
3
Japanese. here. It is mainly located in the lower portion of
the stratosphere from approximately 10km to
50km above Earth, though the thickness varies
seasonally and geographically. The ozone layer is
currently being damaged by the use of aerosols
and by human-produced pollution.
Taken from: http://en.wikipedia.org/wiki/Ozone_layer
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UNIT 4
2 + (Learning ability: to identify types of text Reading target strategy

recognising patterns). Motivate students to focus on the title and read the
Ask students to examine and read the three first paragraph of the text. Ask them to identify the
texts in detail. What differences can they see? author's purpose and message. Explain to them
that previewing the text through these elements
What are the similarities? Where can they find will allow them to obtain this necessary
these texts? Have they ever written a text information. Emphasise that, when the author's
like any of these? purpose and message are clear, it is possible to
facilitate comprehension a great deal.
Answer
a. A programme. b. An itinerary. c. A timeline. 4 + (Learning ability: to make predictions).
BACKGROUND INFORMATION It is important to interact with the text before,
A programme is a specially arranged selection of during, and after reading, listening, or viewing
things to be done or a written or printed list of the by setting a purpose, previewing the text,
events, performers, etc., in a public performance. making predictions, asking questions, locating
information for specific purposes, making
An itinerary is a route or proposed route of a journey. connections, etc.
A timeline is a representation or exhibit of key Students predict the contents of the text they
events within a particular historical period. are going to read from the alternatives given,
PAGE 81 using also the title of the unit, the texts they
have examined, and the previous exercises.
3 ++ (Learning ability: to find meaning of words). Do not check answers at this point.
A wide and varied vocabulary is the first step to WHILE YOU READ
success in language learning. These are some
important points to bear in mind in connection 5 + (Learning ability: to validate predictions).
with vocabulary learning.
Students read the text quickly and check their
• Comprehension improves when you know prediction in Exercise 4.
what words mean.
• Words are the currency of communication. A Answer
wide vocabulary improves all areas of c.
communication — listening, speaking,
reading, and writing.
• When children and adolescents improve their
vocabulary, their academic and social
confidence and competence improve too,
both in their mother tongue and in the target
language.
It is also important that students learn how to
use a dictionary. They will always need the skill.
Answers
a. harmful. b. wrath. c. take off. d. snacks / flight.
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6 ++ (Learning ability: to transfer information to In this exercise, students ‘read between the
a graphic organiser). lines’, looking for the meaning that can be
guessed from the words.
Students scan the text to find the required
information. Scanning is a reading strategy Answers
involving rapid but focused reading of a text, in a. i. b. i.
order to locate specific information, looking for
ADDITIONAL ACTIVITY
particular details such as dates, names, or
You can extend the inferring activity providing
certain types of words. It is processing a text at
other examples. You can use signs or sentences.
high speed while looking for answers to specific
questions. When students use this technique, Ask students to copy and do this exercise in their
they must begin with a specific question which notebooks.
has a specific answer, for example, six places
around the world. What can you infer from this sentence?
Answers 1. Travellers can take only one suitcase with them.

a. Rio de Janeiro, Stockholm, Australia, New York,
Hong Kong, Punta Arenas. a.
There is a limit of luggage permitted on the
b. To do business, to meet relatives, to have fun. plane.
c. Fumes, burning wood, contaminating b.
The suitcase might get lost on the plane.
industries, aerosols.
Answers
d. Use cars less, recycle rubbish, protect our skin
and eyes. 1. a.
Reading target strategy

7 ++ (Learning ability: to locate information).
Ask students to work in pairs and summarise the text
Give students more time to read the text in detail. using two or three main ideas. Then, draw their
This is a fairly difficult exercise and they might attention to the organisation of the text, asking
need your help. Walk around the classroom to them: What goes first? What is the order of the
offer help and tips. Check answers orally. mentioned events? What are the most important ideas?
Answers PAGE 84
a. 7 a.m. b. 1 hour 15 minutes. c. we will check in
at the international counter. d. will board. 9 ++ (Learning ability: to identify sequence).
e. takes off at 11.00 am. f. snacks will be served.
g. takes 5 hours. h. will collect our luggage. i. will After students have read the text a couple of
take us to the hotel. j. at 5 pm. times, ask them to look at pictures 1 – 8 and put
them in the correct order. They should justify
8 ++ (Learning ability: to infer information from their choices. As an additional activity, you can
provided evidence). ask them to write one heading for each picture.
Inference is the process of drawing a Answers

conclusion by applying rules (of logic, statistics, 3 – 5 – 7 – 4 – 2 – 6 – 1 – 8.
etc.) to observations or hypotheses. It is a
technique that students will use in their
everyday life in many areas. We can infer the
meaning of signs in a foreign country (for
example, the no smoking sign).
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Unit 4
Answers
AVOID THIS MISTAKE b. From the words fire and steel, wheel, engine,
wings.
In connection with the verb arrive, you can explain
to students that we generally use arrive in countries, Did you know that…
cities, towns or villages, and arrive at specific, See Page 8 of the Introduction.
usually smaller places.
11 +++ (Learning ability: to find or infer specific
Examples: information / to infer information).
The refugees arrived in Spain last Sunday. Ask students to write the answers to the
Nowadays it is possible to arrive in Santiago from questions in their notebooks. Check orally.
practically anywhere in the world.
Answers
The volunteers arrived in Dichato to distribute clothes
a. They are participating in a sports competition.
and food.
b. They will go to play in Australia.
The tourists arrived in La Tirana two days before the c. Because her science teacher told her that it is
festivity began. being depleted.
The train arrived at the station 20 minutes late. Reading target strategy
The manager arrived at the meeting with three of her Make students establish connections between the
assistants. text and their own reality by motivating them to
share a similar experience with their partners. This
When we arrived at the party, everyone was having a
personalisation will consolidate comprehension.
wonderful time.
Tell students to copy and do this exercise in their
AVOID THIS MISTAKE
notebooks.
Circle the correct preposition, in or at. Elicit or explain to students the difference between
beach – sea front - seaside.
a. As soon as we arrived at / in Pomaire we bought Beach: an area of sand, or small stones (called
a clay piggy bank. shingle) beside the sea or a lake.
b. My father usually arrives at / in work before his Sea front: the part of a town facing the sea.
colleagues.
Seaside: an area that is by the sea, especially one
c. My friends arrived at / in Germany in the middle where people go for a day or a holiday.
of a snow storm.
Examples:
Answers
Our science class is planning a trip to the seaside.
a. in. b. at. c. in.
I’d love to stay at one of the beautiful hotels along the
sea front.
10 ++ (Learning ability: to identify topic).
There were lots of tourists sunbathing on the beach.
Read the poem aloud or ask some students to
do it. The meaning of the most difficult words is Tell students to copy and do this exercise in their
given in the glossary. Ask students to identify notebooks.
the subject of the text from the options given.
Ask them to indicate the key words that helped
them to answer.
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Fill in the blanks in these sentences with the best The boy (by the window)(on the other side of the
alternative, beach, seaside or sea front: room) was looking (over his shoulder)(at the pretty
girl)(in the hall.)
a. A day at the is what I need to recover my
energy. Draw students’ attention to the Internet site where
b. It was an unusually quiet and solitary , so they can find more information on prepositional
we put our towels on the sand and had a picnic. phrases, at the end of Page 85 of their books.
Encourage them to use the site on their own, but to
c. The children brought their rackets to play tennis
share information with you and with their classmates.
on the .
d. We rented a house on the and had a Answers Point 3
fantastic view of the sea. We are taking a plane to Rio de Janeiro. (Where?)
Our basketball teams are participating in the
Answers
South American inter-school competition.
a. seaside. b. beach. c. beach. d. sea front.
(Where?)
Last week, we got the itinerary from the travel
AFTER YOU READ
agency. (Where?)
Language Note We must get up really early to catch the bus to the
airport. (Which bus?)
PREPOSITIONAL PHRASES They travel around the world to do business.
See notes on Page 8 of the Introduction. (Where?)
I have my passport ready in my handbag.
A prepositional phrase begins with a preposition
(Where?)
and ends with a noun, pronoun, gerund, or a clause,
After we check in our luggage, we’ll go through
the ‘object’ of the preposition. In this book, we mainly
International Police control. (When?)
deal with simple prepositional phrases, but be aware
I asked for one next to the window. (Where?)
that a prepositional phrase might end in a clause. A
I wonder if I can see the ozone hole from the air.
prepositional phrase will function as an adjective or
(Where?)
an adverb. As an adjective, the prepositional phrase
Ozone is a kind of gas in the atmosphere.(Where?)
will answer the question Which one?
There’s a big ozone hole near Punta Arenas.
Example: The house in the middle of my street
(Where?)
is white.
All the nations in the world are now trying to help.
As an adverb, a prepositional phrase will answer (Which nations?)
questions such as How? When? or Where? It shouldn’t take that long and we’ll be at the
hotel. (Where?)
Example: We bought it before yesterday’s class. After a short rest, we will go and visit the place of
the competition. (When?)
Subjects and verbs can NEVER be found in
prepositional phrases. We can use parentheses to
OPTIONAL ACTIVITY
mark them; then, when looking for the subject and
Photocopy these two poems and ask fast learners
verb of the sentence, it will narrow down the search.
to underline the prepositional phrases and compare
Example: the results with a classmate. Later, they can share
the exercise with the rest of the class.
The boy by the window on the other side of the
room was looking over his shoulder at the pretty girl Poem 1: With arms wide open – song by CREED
in the hall.
Well, I just heard the news today;
It seems my life is going to change.
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UNIT 4
I close my eyes, begin to pray, PAGE 85

Then tears of joy stream down my face.
12 ++ (Learning ability: to consolidate a
With arms wide open language point).
Under the sunlight,
Welcome to this place. Ask students to use a pencil to underline the
I’ll show you everything required phrases. Check answers orally.
With arms wide open.
Answers
Poem 2: Over the River (anonymous) a. According to Jenny, the plane left half an hour
ago.
Over the river and through the wood, b. I can’t complete the report without the relevant
To grandfather’s house we go; information.
The horse knows the way c. In the case of a disaster, call this number.
To carry the sleigh d. Put the posters on your bedroom wall.
Through the white and drifted snow, oh! e. The text was corrected by a professional
Over the river and through the wood, translator.
Oh, how the wind does blow! f. They studied in England for six months.
It stings the toes
And bites the nose,
13 ++ (Learning ability: to consolidate a language
As over the ground we go.
point / to identify collocations).
Answers
The prepositional phrases in the exercise are
With arms wide open coined expressions that do not change.
Well, I just heard the news today.
It seems my life’s going to change; Answers
I close my eyes, begin to pray, a. for ages. b. under control. c. at the latest.
Then tears of joy stream down my face d. for instance. e. In the meantime. f. by the
With arms wide open window.
Under the sunlight,
Learning tip
Welcome to this place.
I’ll show you everything Analyse this Learning tip together with the class.
With arms wide open. Help them to notice that these suggestions will
Over the River help them to learn collocations.
Over the river and through the wood,
To grandfather’s house we go;
Prepositions are words that appear in front of nouns
The horse knows the way
or their substitutes (pronouns or noun phrases).
To carry the sleigh
Through the white and drifted snow, oh! Some frequently used prepositions are about,
Over the river and through the wood, above, across, as, at, before, beneath, by, except, for,
Oh, how the wind does blow! from, in, inside, like, near, of, on, over, since, than,
It stings the toes towards, under, up, with.
And bites the nose,
Prepositions are nearly always combined with other
As over the ground we go.
words in prepositional phrases.
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Prepositional phrases can be made up of different Possible answers
words, but they tend to be built in the same way: a a. B: Where do you always take a walk?
preposition followed by a determiner and an A: We always take a walk on the seafront / on
adjective or two, followed by a pronoun or noun, the beach / by the sea.
called the ‘object’ of the preposition. This whole b. B: Where did you put the chair?
phrase, in turn, takes on a modifying role, acting as A: I put the chair by the window / in the
an adjective or an adverb, locating something in sunlight.
time and space, modifying a noun, or telling when c. B: When can we meet?
or where or under what conditions something A: We can meet next Friday, in the evening / on
happened. Friday, at lunchtime, etc.
ADDITIONAL ACTIVITIES PAGE 86
• Write these sentences on the board, and invite
students to complete them with their own ideas, 15 34 QUICK SELF-CHECK (Learning ability: to
individually or in pairs. You can give Fast learners evaluate learning).
only the collocations for them to write their own This self-check allows students to evaluate their
sentences. performance in the grammar aspect of the
a. We waited for ages outside the ___________. lesson and also to consider evaluation as a
b. We had everything under control before ___. continuous process throughout the book. Read
c. A: ___________________________________?
students understand them clearly, and set a
B: _________________________ at the latest. time limit to complete the task. Check answers
d. Follow some simple suggestions to improve and help students to work out their scores.
your English; for instance, ________________.
e. The meeting won’t start until four o’clock. In
the meantime, _________________________.
f. Whenever I sit by the window, ____________. another exercise or help another student who is
• Bring to class any text cut out from a newspaper lagging behind. If one or more students have
or magazine, or photocopied from a book; ask only reached the minimum score, you should
students to circle all the prepositions and dedicate some time to going through the
underline all the prepositional phrases they can subject one more time to make sure they are
find. As prepositions are very common parts of ready to continue with the rest of the unit.
speech, students are bound to find lots of them. You may ask students to keep track of their
14 ++ (Learning ability: to apply a language point). performance in the self-check exercises after
This exercise has a double aim: it helps students two or three units.
to practise writing / asking questions Answers
(something that most students always find very a. in. b. to. c. in. d. around. e. by. f. from. g. By. h.
difficult) and to apply what they have learnt at. i. of. j. on. k. in. l. after. m. for. n. to.
about prepositional phrases. Ask them to use
the pictures provided as props. 16 ++ 34 (Learning ability: to role play a
conversation / to imitate a spoken model).
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UNIT 4
After checking students’ answers in Exercise 15, PAGE 87

ask them to work in pairs. Encourage them to
introduce their own ideas wherever possible 17 + (Learning ability: to apply some
and then role play the dialogue. Monitor punctuation rules).
pronunciation and intonation. Make sure they
use the useful expressions in the box. The full stop is a punctuation mark indicating a
strong pause. It is used most commonly at the
Answers end of a complete sentence. It is sometimes
Will vary, but see transcript to check the parts that called the ‘period’.
are the most likely to be replaced (indicated in
bold). The stop is also used following many
abbreviations. However, full stops are not
You can use this exercise as embedded necessary after the capital letters used as
evaluation, using the criteria in the Speaking abbreviations for titles of organisations and
section of the Test your Knowledge of this unit, countries, like NATO (North Atlantic Treaty
items Language and Interaction to identify and Organisation), BBC (British Broadcasting
provide feedback on performance. Corporation), UK (United Kingdom).
TRANSCRIPT – ORAL PRACTICE 34 Possible examples
Phil has a British accent and Antonia speaks with a Chilean a. Dell sent me an e-mail for my birthday.
accent. b. Reynolds Ltd. have hired a new General Manager.
c. Where are you, Mr Black?
Phil: Did you have a good time in Rio?
Antonia: Yes, and we did lots of things. First of all, we went
to the beach. 18 +++ APPLICATION TASK – WRITING
Phil: What was the water like in the ocean? (Learning ability: to write a text using provided
Antonia: Really warm! and own ideas).
Phil: How did you move around the city? See notes on this section on Page 7 of the
Antonia: We mainly walked, but we also visited a few Introduction.
places by bus.
Phil: What else did you do? By completing this task, students will:
Antonia: Apart from playing basketball, we visited the • improve their team building skills;
Botanical gardens. • participate in a guided discussion;
Phil: I’ve heard they are really big. • agree or disagree on certain items;
Antonia: They are! By the time we got to the end I could
• do some basic Internet research;
hardly walk.
Phil: And how was the flight? • brainstorm and make lists of ideas;
Antonia: Great and scary at the same time, because of the • revise their own and their partners’ work.
funny feeling you get in your belly at take-off Ask students to read the instructions carefully
and landing! and work in groups to prepare a real or
Phil: Did you get a snack on the plane? imaginary itinerary. One example might be their
Antonia: Yes, and we also had lunch. ideal class trip; it can be a national or an
Phil: What time did you arrive in Santiago? international destination, but they must
Antonia: Just after 10 am. investigate the place and the means of
Phil: Who was waiting for you? transport they would use.
Antonia: My mum and dad. In the brainstorming part of the exercise,
Phil: Would you recommend a visit to Rio? encourage them to use expressions such as I’m
Antonia: A hundred times yes! sure / not sure, I agree / disagree, etc.
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Tell students to check spelling and grammar BEFORE YOU LISTEN
before they present their itinerary to their
1 + (Learning ability: to connect content and
classmates.
Writing target strategy Ask students to form groups they feel

comfortable with. Tell them to read and discuss
Draw your students' attention to the Writing target the questions, and take some notes of their
strategy box. Have them make a diagram in their answers. Encourage them to give as much
notebook and organise their notes using the information as possible about the volcanoes in
categories in the box. their area. Later, they should share their findings
and opinions with another group.
19 (Learning ability: to reflect on the contents of
the lesson and to relate them to personal BACKGROUND INFORMATION
experiences, expressing value judgements). Chilean volcanoes: according to the Global
Volcanism Program, Chile has the region’s largest
This is a roundup exercise where students are number of historically active volcanoes - 36 -
asked to reflect on what they have learnt in the ranking it 5th among nations, behind Russia’s 52 and
lesson in terms of content and language and ahead of Iceland’s 18.
decide if what they have done has helped them
to talk about the topic of the lesson. Encourage Three of Chile’s most watched and historically active
students to discuss their answers to the volcanoes, Cerro Azul (Maule region), Hudson
questions in small groups, and to give and (Patagonia), and Villarrica (Araucanía region) are
support their opinions with respect for their composite volcanoes — sometimes called
classmates at all times. Pay special attention to stratovolcanos.
question b., to answer which they will have to
evaluate behaviour and moral issues. On May 2, 2008, after more than 9,000 years of
silence, Chaitén volcano in southern Chile erupted.
thinks’) is a term that most students should be Radiocarbon dating of the last lava flow from
familiar with. Chaitén volcano suggests that it had last erupted in
Teach students to ask, “what am I supposed to 7420 BC, give or take a few years.
learn?” early in the process, “how am I doing?” A comprehensive list of Chilean volcanoes can be
during the process, and “what have I found at http://www.volcanolive.com/chile.html
learnt?”after the process.
Volcanology: (also spelled vulcanology) is the
++ PAGE 88 study of volcanoes, lava, magma, and related
LESSON 2 - LISTENING geological phenomena. A volcanologist (also
A COMPETITION spelled vulcanologist) is a person who does
studies in this field.
For this lesson, students should be familiar with:
• adverbs
• classification of adverbs according to their role in a
sentence.
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UNIT 4
One famous modern Australian volcanologist with ADDITIONAL ACTI VITY

links to Chile is John Search. Over the past 24 years, You can ask students to play a ‘scientific’ version of
John has travelled to the world’s most exciting the Stone, paper, scissors game. They form pairs and
volcanoes and witnessed eruptions during trips to say one of these words associated with water, earth
more than 200 of them. John has worked on many or wind:
award-winning television programmes.
The rules are:
John is the founder of Volcano Live, the world’s first • water (flood and tsunami) beats wind
volcano news and travel website, which monitors (hurricane and tornado)
worldwide volcanic activity and provides adventure
• wind (hurricane and tornado) beats earth
tours to the world’s most exciting volcanoes.
(earthquake and volcano)
Some of his most important achievements include: • earth (earthquake and volcano) beats water
(flood and tsunami)
1. First person to abseil into the crater of active
Yasur volcano, on Tanna Island in southern This game can be played online at http://www.fema.
Vanuatu while the volcano was erupting, in 2010. gov/kids/wwe.htm
Filmed an award winning Discovery Channel
documentary. 4 ++ (Learning ability: to match key words and
pictures using knowledge from other areas).
2. John’s expedition was the first to the summit of
Eyjafjallajokull volcano in Iceland, during the Take advantage of students’ previous
2010 eruption. knowledge and ask them to match the three
types of volcano with their descriptions. The
3. First scientist to climb to the summit of Chaitén three words are cognates.
volcano in Chile in 2008, after the world’s largest
rhyolite eruption in 100 years. Made two visits to Answers
the volcano in 2008. a. extinct. b. dormant. c. active.
2 + 35 (Learning ability: to practise OPTIONAL ACTIVITY

pronunciation of key words). You can make a few copies of this quiz to give to
fast learners, or you can make multiple copies for
Students might be familiar with the words from the whole class. Students can solve the quiz either
their natural science classes. Furthermore, some on their own or with the help of the Internet. You
of them are cognates. Play the recording and can assign a time limit and choose one quiz master,
ask students to pronounce the words carefully. who has the answers, while all the other students
try to beat the clock.
TRANSCRIPT – VOCABULARY 35
cone – crater – fire – lava – smoke – vent 1. Which volcano erupted in 79 AD, destroying the
city of Pompeii?
3 ++ (Learning ability: to match key words and a. The Hudson. b. Mount Vesuvius.
pictures using knowledge from other areas). 2. What do we call a volcano which erupts once in
Ask students to match the words in Exercise 2 hundreds of years and then goes back to sleep?
with the corresponding parts in the picture. a. Sleeping. b. Dormant.
Answers 3. Which has been the loudest volcanic eruption?
a. Smoke. b. Fire. c. Crater. d. Lava. e. Cone. f. Vent. a. Krakatoa, in 1883. b. Chaitén, in 2008.
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4. What is the world’s largest active volcano? 6. a. Cerro Manquehue volcano went extinct and
a. Mount Etna. b. Mauna Loa. simply became a mountain; there is no
chance of lava flowing. Cerro San Cristóbal is a
5. What type of volcano is the Yellowstone park? hill in northern Santiago, Chile. It rises 880 m
a. Extinct. b. Super. above sea level and about 300 m above the
rest of Santiago; the peak is the second
6. What is Santiago’s extinct volcano?
highest point in the city, after Cerro Renca.
a. Manquehue. b. San Cristóbal.
Answers and background information 5 ++ 36 (Learning ability: to identify and
practise English sounds).
1. b. Fourteen miles southeast of Naples, in Italy lie
the remains of an ancient town - Pompeii. Give plenty of examples of words that contain
The city flourished under the shadows of the the sounds /s/ (practically the same as the /s/
towering Mount Vesuvius. In 79 AD, this sound in Spanish and /z/ (the sound bees make
active volcano erupted, destroying the cities /zzzz/) in short phrases or sentences.
of Pompeii, Herculaneum, Stabiae, and Torre
Annunziata. Examples:
2. b. Vulcanologists classify volcanoes into three /s/: Sell the dress to Sandy.
groups: active, dormant and extinct. A Celia sent some soft sand.
dormant volcano is one that isn’t currently
Stop making that rice and celery soup.
active or erupting, but geologists think that it
is still capable of erupting. /z/: Please open your eyes and cover your nose
3. a. Krakatoa in Indonesia erupted explosively on and mouth.
26-27 August, 1883. Its explosion was heard The zebras at the zoo learnt music.
over 3,000 kilometres away in Australia. The
Lizzy the lizard ate daisies, cheese, and
collapse of the mountain into the sea created
zippers.
a 30-metre high tsunami (huge wave), which
in turn killed 36,000 people. a. Play the recording several times, pausing
4. b. Mauna Loa erupts every three or four years. after each sentence, for students to identify
The summit of the volcano is 4,170 metres which of the sounds is said in each case.
above sea level and more than 9,000 metres
above the sea floor that surrounds the Answers iii. /s//z//z/
Hawaiian ridge. Its volume above sea level, i. /s//s/ iii. /z//z//z/
estimated to be about 40,000 cubic ii. /s//z/ iv. /z//s/
kilometres, qualifies it as the world’s
largest volcano. b. Play the recording again, with pauses, for
5. b. A supervolcano is a volcano capable of students to repeat as a whole class. Then tell
producing an eruption with an ejection them to practise saying the sentences in
volume thousands of times larger than most their groups.
historic volcanic eruptions. Supervolcanoes
can occur when magma in the Earth rises into
The sounds /s/ and /z/ are articulated in exactly the
the crust from a hotspot, but is unable to
same way, with the same position of the tongue;
break through the crust.
the only difference is that /s/ is always a voiceless
sound, produced with no vibration of the vocal
folds, which are open and relaxed, while /z/ is a
voiced sound, produced with vibration of the vocal
folds, which are in close proximity.
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UNIT 4
It is easier to notice how voiced /z/ is when it is WHILE YOU LISTEN

between other voiced sounds (all vowels and /b, d,
g, m, n, ŋ, l, ð, Ȝ, dȜ /, but not so much when it is 8 + 37 (Learning ability: to validate predictions).
preceded or followed by voiceless sounds /p, t, k, θ,
Play the recording once for students to check
ʃ,tʃ/or by a pause.
their predictions. Were they right or wrong?
Here are some common spellings for the sound /s /.
Answers
s: some, yes, must a. This is the recording of a television quiz show, in
ss: class, discuss which two teams are competing.
c: cent, city, nice, place b. The quiz is about volcanoes.
sc: science, scenery
9 + 37 (Learning ability: to classify specific
Here are some common spellings for the sound /z /. information, comparing and discriminating
z: size, prize, quiz between ideas).
s: busy, because, easy, visit Ask students to read the questions before
se: these, cause, lose playing the recording again once or twice so
s: plays, goes, does, girl’s that they can focus their attention on the
specific information provided in the questions.
PAGE 89
Help them to notice how they should mark
6 ++ (Learning ability: to identify useful listening each type of answer.
strategies, valuing theoretical knowledge).
Answers
Go through the statements with students and a. 3 b. 3 c. ? d. 3 e. 7
ask them which strategies they have already
used. Have they helped them to understand a Listening target strategy
recorded message? How? Encourage them to Explain to students that a useful strategy to listen is
use the strategies they find the most useful in to underline key words in the questions in order to
the listening activities that will follow. focus attention on that part of the information in
the recording, and then, make connections.
7 + (Learning ability: to make predictions).
PAGE 90
Tell students that, apart from just looking at the
pictures, they should take the whole unit as the 10 ++ 37 (Learning ability: to find
basis for making predictions. What does the title specific information).
of the unit tell them? How about the other
exercises in this lesson? Do not check answers Ask students to read and copy the questions in
at this point. Exercise 8 into their notebooks. Then,
encourage them to answer the questions orally.
Check their ideas as a class.
Answers
a. Mount Vesuvius.
b. The crater, the vent, the cone.
c. It comes from the name of the Greek god
Vulcan.
d. Extinct.
e. Hawaii.
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11 ++ 37 (Learning ability: to match information TRANSCRIPT – LISTENING – A COMPETITION 37
choosing from provided options).
All the speakers have a British accent.
Ask students to do the matching exercise from
what they remember about the recording. Then Presenter: Yes! Wonderful! Audience cheering and clapping
play it again for them to check their answers. for our two teams: The Red team from Manchester
City Secondary and the Green team from Notting
Answers Hill. Shout a little louder, as if you were at a
a. – iv. b. – iii. c. – i. d. – ii. football match.
I can’t hear you! If you try a little harder, I’m sure
12 ++ 37 (Learning ability: to identify speakers I’ll be able to hear you!
using provided information).
That’s great! Now that you are shouting extremely
Ask different students to read the sentences loudly, we can start the show. Julie’s the captain
aloud. Then play the recording again for them of the Red team and Stephen’s the captain of the
to write the name of the speaker next to the Green team. Ready? Hands on the buzzers?
statement. Check answers orally. Julie: Red team’s ready.
Answers Stephen: Green team’s ready too!
a. Presenter. b. Stephen. c. Presenter. d. Julie. e. Presenter: OK, so, if you are both ready, I’ll read the first
Stephen. f. Presenter. question. I must tell you that it’s a difficult
question, although I’m certain that both teams
AFTER YOU LISTEN will know the answer. This Italian volcano is
13 ++ 37 (Learning ability: create a new piece of responsible for the destruction of a whole city.
language. What’s its name?
(Buzzer)
Have students listen to the recording one more Yes, Green team.
time. Motivate them to use the audio as a
Stephen: It’s Mount Vesuvius.
model and create their own quiz about a topic
Presenter: Are you positive? No doubts?
that is interesting for them.
Stephen: Yes, I am 100% sure.
Presenter: Totally correct! 100 points for the Green team.
Here comes question number two. Name at least
three parts of a volcano.
(Buzzer)
Presenter: Red team this time.
Julie: The crater, the vent, the cone.
Presenter: Absolutely right! 100 points for the Red team.
Oops! A little technical problem, but our
technicians will solve it really soon. As you know,
we’re broadcasting live, so such problems
can happen.
But we’re OK again and here’s question number
three. Where does the word volcano come from?
Well, teams? What’s happening?
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Unit 4
Julie: I’m not quite sure. 15 ++ (Learning ability: to use information to role
Stephen: Yeah, the same here. play a quiz show).
Presenter: It comes from the Greek god Vulcan. And you’re
When students do role plays, apart from
right, you don’t answer unless you have no doubts learning English and correcting their
whatsoever. So, we’ll go to question four. A pronunciation, intonation, and accentuation,
volcano that hasn’t erupted for many years is they also learn these skills, which you should
called dormant. If a volcano’s not going to erupt stress every time you do a role play activity:
ever again, what do we call it?
• cooperating;
(Buzzer)
Julie: Extinct! • sharing;
Presenter: Very good, Julie. 100 points for your team. • participating;
Which Pacific islands are completely made of • following instructions;
volcanic lava and ashes? • taking turns;
(Buzzer) • remaining on task;
Presenter: Yes, Green team? • accepting differences;
Stephen: I think it might be Polynesia. • listening;
Presenter: Sorry, Stephen. It’s Hawaii. I told you – unless
• communicating and interacting with a
you’re absolutely sure, it’s better not to answer.
positive attitude;
We must take away 100 points from your score!
• being polite and courteous;
Sorry, kids, but rules are rules and even if you
don’t like them, we must respect them! And now • respecting themselves and others.
we have the final question …. Make sure students use the expressions in the
Useful expressions box in their role-play.
Listening target strategy PAGE 91
Make students personalise their understanding of
the text by asking them to tell their partner in what
Language Note
kind of science quiz they would like to participate
and why. ADVERBIAL PHRASES
Adverbial phrases are structures that act as adverbs
14 + (Learning ability: to develop study skills in a sentence.
valuing theoretical background).
Many adverbial phrases are made up by
Ask students to go back to Exercise 6 on Page prepositional phrases as their base (for his mother,
89. Which techniques did they use while with a big hammer, before my next holiday). Explain
listening to the quiz? Which ones did they find this to your students to avoid confusion and tell
the most useful / effective? Which ones did them that sometimes the phrases do not contain
not apply? an adverb, but always act as an adverb.
Answers Other adverbial phrases are made on the basis of an
Will vary, but encourage students to infinitive (to buy a car, to show it to my friends, etc.)
substantiate their answers.
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Here are some examples of adverbial phrases made
with prepositions. Learning tip
Type Adverb phrase Example Analyse this Learning tip together with the class. Let
Manner with a hammer The carpenter hit the nail with a them know that we are using complete answers for
hammer. pedagogical purposes, but in real life we tend to
Place next door The woman who lives next door is a use shorter sentences, especially when speaking.
doctor. PAGE 92
Time before the We finished our project before the
holidays holidays.
17 ++ 38 (Learning ability: to consolidate
Frequency every month Jodie sends me two CDs every month. vocabulary).
Purpose for his mother Lance bought the flowers for his
mother. Expressing certainty or lack of certainty is a
difficult task for students. It is known in
Here are some examples of adverbial phrases made linguistics as epistemic modality, a modality that
with an infinitive. connotes how much certainty or evidence a
speaker has for the proposition expressed.
Type Adverb phrase Example
Purpose to buy a ticket I'm saving money to buy a ticket for Epistemic modality in English can be expressed:
the concert. a. grammatically, through:
Purpose to support the The students all showed up to • modal verbs (may, might, must, etc.);
team support the team. • a particular grammatical mood.
b. non-grammatically (often lexically), through:
You can find lots of information on adverbs and • adverbials (perhaps, possibly, I’m certain, etc.);
adverbial phrases and clauses at http://www. • a certain intonation pattern.
learn4good.com/languages/evrd_grammar/adverb. Source: Holmes, J. (1982) Expressing Doubt and
htm and http://grammar.ccc.commnet.edu/ Certainty in English.
grammar/adverbs.htm RELC Journal, Vol. 13,No. 2, 9-28
Answers Point 2 In this exercise, students practise the lexical type

Now that you are shouting extremely loudly, we through the use of phrases such as I’m certain, I
can start the show. know, I’m not sure, I believe, etc. Play the recording
Totally correct! for students to check their answers.
Absolutely right!
Answers
Our technicians will solve it really soon.
a. Guess. b. think. c. feel. d. I’m not sure. e. are not
I’m not quite sure.
certain. f. think. g. say. h. know. i. trust. j. believe.
Unless you’re absolutely sure, it’s better not
to answer.
16 ++ (Learning ability: to consolidate a

language point).
If necessary, provide plenty of other examples
to explain the structure and meaning of
adverbial phrases. Tell students that the pictures
illustrate the short dialogues.
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UNIT 14
18 ++ 38 (Learning ability: create a set of rules If a student has reached the maximum score,
for a competition. you can offer him/her something more
challenging and ask him/her to do another
Students will develop their creativity by exercise or help another student who is lagging
agreeing on their own rules for the quiz show behind. If one or more students have only
they made in Exercise 13. Ask them to follow reached the minimum score, you should
the example to guide their work. Check orally. dedicate some time to going through the
subject once more to make sure they are ready
Julie has a British accent.
Julie: Today was incredible. After months of very hard work, progress and then evaluate their overall
we took part in the quiz and we were really great. Guess performance in the self-check exercises after
what! We won! two or three units.
How am I feeling? I can think of a very good way to
Answers
express how I feel: I’m over the moon, as it was quite a
a. Every weekend. b. Last Saturday. c. along the
difficult quiz. cliffs. d. very loudly. e. to look at the whale. f. With
As for the other team, I’m not sure; they were also very a rolling motion.
good, but they were more nervous than our team. We
kind of kept our cool throughout the quiz. The Green PAGE 93
team complained about the rules a little, but rules are
rules and we must obey them. If you are not certain 20 ++(Learning ability: to role play a conversation).
about the rules, you should speak before the Elicit from students possible results of
competition, and the other team didn’t say anything. inappropriate pronunciation. They are likely to
So there! say some of these.
I think lots of people will say that luck is important in
competitions, but it’s not all luck, you know. You have to • People will not understand me.
trust your skills and your knowledge and we were all • People will get angry with me.
well prepared. • People might misunderstand me.
The prize is important too; I strongly believe in positive • People will not want to listen to me.
motivation, and going to Brighton to spend the • I will get self-conscious and will not want to
weekend there is that and much more. If I’m not too use the language.
tired, I’ll record my impressions of the trip when I
Then, elicit or offer them the following tips to
get back.
improve pronunciation.
19 QUICK SELF-CHECK (Learning ability: to • Practise new words saying them several times.
evaluate learning). • Listen to other people say the words.
This self-check allows students to evaluate their • Modulate clearly and carefully, especially when
performance in the grammar aspect of the you learn a new word.
lesson and also to consider evaluation as a • Learn to discriminate between different
continuous process throughout the book. Read sounds in English.
the instructions aloud, make sure that all the Students practise the dialogues in pairs and
students understand them clearly, and set a ime then get into small groups to role play them.
limit to complete the task. Check answers and
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21 +++ APPLICATION TASK – SPEAKING Metacognition (‘thinking about how a person
(Learning ability: to role play a television thinks’) is a term that most students should be
programme using knowledge from other areas). familiar with.
Teach students to ask, “what am I supposed to
By completing this task, students will: learn?” early in the process, “how am I doing?”
• participate in a quiz; during the process, and “what have I learnt?”
• investigate a topic; after the process.
• negotiate an outcome / a prize; PAGES 94 - 95
• learn how to write quiz questions; CONSOLIDATION ACTIVITIES
• learn how to assign and evaluate scores.
1 Students read the sentences, underline the
This should be a fun activity. Students generally prepositional phrases, copy the chart in their
like doing puzzles and quizzes, so it should notebooks and complete it.
offer an enjoyable learning experience.
Answers
Read the instructions aloud and check that Adjective or Question
students understand them. Give them time to adverb? answered
choose the subject, to design the points system, a. Before the competition, the
and to prepare their questions. Once the quizzes Adverb When?
coach revised our strategy.
are ready, monitor the activity throughout.
b. The computer on that desk is
Adjective Which one?
my mother’s.
Speaking target strategy c. The noisiest students sat at
Adverb Where?
the back of the bus.
Draw your students' attention to the Speaking target d. That schoolbag on the floor is
strategy box and remind them to focus their Adjective Which one?
full of pens and pencils.
attention on the questions that they will need to ask
in this activity. 2 Have students look at the example. Explain to
them they will describe the rest of the pictures
22 ++ (Learning ability: to discuss and compare orally, using the appropriate adverbial phrases.
different listening strategies).
Possible answers
Students go back to Exercise 6 on Page 89 and 2. Someone needs to hang the picture a little
answer the two questions in pairs or small more straight.
groups. Try to listen to their answers and give 3. The man isn't running fast enough to catch the
them prompts to move the discussion forward. bus.
You can ask fast learners to carry out a survey to 4. The crowd is shouting incredibly loudly.
discover the most effective tips and then to
prepare a poster with them. 3 Apart from certain knowledge of prepositional
and adverbial phrases, this exercise requires a
23 ++(Learning ability: to reflect on the contents degree of creativity. It will also require some
of the lesson and relate them to personal time to replace all the highlighted phrases. The
experiences, expressing value judgements). expressions in the box are not always synonyms
of the highlighted expressions, but are similar in
This is a roundup exercise where students are structure and / or function. Be flexible about
asked to reflect on what they have learnt in the students’ use of their own ideas.
lesson in terms of content and language.
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UNIT 4
Answers their disciplines? What have they achieved? Which

a. in May two years ago. b. in a different city. ones do they consider the best sportspeople in
c. each month. d. for the kids of the family. Chile? Why?
e. very early. f. quite warmly. g. in light clothes. Some important Chilean sports people:
h. only sometimes. i. this time. j. in the house.
k. to the take-off strip. l. quite high in the sky. Swimming: Kristel Köbrich, Gian Carlo Zolezzi.
m. extremely happy and at peace. Football: Alexis Sánchez, Humberto Suazo, Arturo Vidal.
Tennis: Marcelo Ríos, Fernando González, Nicolás
Reading target strategy Massú, Paul Capdeville.
Tell students a good strategy to understand a text is Car racing: Eliseo Salazar, Marcelo Mancilla,
to make questions about it. Motivate them to make Cristián Mackenna.
three questions and underline the answers in the Athletics: Erika Olivera, Kael Becerra.
text. Then, invite them to share their questions with
Horse racing: José Santos, Cristina Pontigo.
a partner.
Horse riding: Alberto Larraguibel.
PAGES 96 - 97 Motor cycling: "Chaleco" López, Jaime and Felipe Prohens.
JUST FOR FUN Archery: Denisse van Lamoen.
See notes on this section on Page 8 of the Introduction. When we ask students to read about their own
culture in English, we are asking them to enter their
Remind students that they should do these own reality, but in a different language. The aim of
activities on their own, without much intervention this section is to apply English in situations that are
from you, but help and support when necessary. very often close to students and that most of the
Answers time hold a significant interest for them.
1. a. Poem I: seen – sheen, hour – power, PAGES 98 - 100
faster – blaster, brake – make, feels – wheels. TEST YOUR KNOWLEDGE
Poem II: sport – court, toes – nose,
nose – goes, stare – swear, anymore – score, Answers
fun won. READING – SUMMER BREAK ACTI VITIES
b. Poem I. It is a very small, children’s bicycle. Please note that this text is from an American site,
Poem II. The basketball hit the teacher! therefore it uses American English spelling and
2. a. engines. b. handlebars. c. pedals. vocabulary (vacation, soccer, center, organization, etc.)
d. shifter. e. fender. 1. b.
3. Dribble: (v.) to move a ball along by using your 2. a. Baseball field, basketball court, swim center.
hand to hit it against the ground or kicking it b. Zoo, aquarium, museum, library.
several times. Court: (n.) an area for playing c. Play an instrument, play chess, learn pottery.
particular sports such as basketball or tennis. 3. a. VI. b. IV. c. V. d. II. e. I. f. III.
Bounce: (v.) to (cause to) move up or away 4. a. VI. b. III. c. II. d. IV.
after hitting a surface. Shoot: (v.) to try to score
LISTENING - FREE TIME ACTI VITIES 40
points in basketball by throwing the ball
5. a. i. b. ii. c. i.
towards the goal. Score: (v.) to get points in a
6. a. False. b. True. c. True.
basketball game.
7. a. Next Tuesday.
CHILEAN CONNECTION b. Salsa, meringue, waltz.
c. Watercolours, oils, pottery, painting on glass,
Before doing this section, ask students to name at jewellery making.
least five important Chilean sportspeople. What are d. Shorts, T-shirt.
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LANGUAGE 9. a. really carelessly.
8. a. How much did it rain last weekend? / Did it b. too quickly.
rain a lot last weekend? c. with too much fat.
b. Why did you borrow the tools? d. under suspicion.
c. Where should I put the book? e. on the last day.
d. When does your boyfriend buy you flowers? f. after the terrible experience.
How often does your boyfriend buy you
flowers?
SPEAKING
10. Ask students to talk about activities they like. Tell them to say how and where they practise them and
what kind of equipment they need. The presentation should be at least one and a half minutes long.
Assign points according to the following criteria.
Final
score
Correct description of activity including Practically no Fluid interaction, good pronunciation,
4 3 3
all the required information. language mistakes. no hesitation.
Correct description of activity including Very few language Fluid interaction, a few pronunciation
3 2 2
most of the required information. mistakes. mistakes, a minimum of hesitation.
Correct description of activity including Some language Fluid interaction, some pronunciation
2 1 1
some of the required information. mistakes. mistakes, some hesitation.
Language mistakes
Poor description of activity, very little Interaction affected by pronunciation
2 interfered with 0 0
of the required information included. mistakes and a lot of hesitation.
comprehension.
WRITING
11. Students should be able to write an itinerary for a trip with at least 5 bullet points.
Assign points according to the following criteria.
Final
score
Wrote the itinerary following all Practically no grammar or
4 3 Correct spelling and format. 3
the indications. vocabulary mistakes.
Wrote the itinerary following Very few grammar or vocabulary A few spelling mistakes and
3 2 2
most of the indications. mistakes. slightly incorrect format.
Wrote the itinerary following Some grammar and vocabulary Several spelling mistakes and
2 1 1
some of the indications. mistakes. rather incorrect format.
Tried to write the itinerary, but
Grammar and vocabulary mistakes A lot of spelling mistakes and
followed very few of the 1 0 0
interfered with comprehension. incorrect format.
indications.
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UNIT 4
TRANSCRIPT – LISTENING – FREE TIME ACTIVITIES 40 Geoffrey: Hey, not so fast! It takes years of practice to even
I get to a red or green belt.
Gabriela speaks with a British accent and Hugo with a Sean: And there are no weapons involved, right?
Chilean accent. Geoffrey: That’s right. The name of the sport in Japanese
means ‘an empty hand’, so no weapons are used.
Gabriela: I’m thinking of joining Lorena in the waltz club.
Hugo: I never thought Lorena would be interested in FINAL REFLECTION
this kind of things. She’s not very musical, is she?
Gabriela: She took it up nearly three months ago and she’s Give students enough time to analyse what they
really good at it now.
Hugo: That’s interesting, but I don’t really see you their groups.
waltzing around a room.
Gabriela: Well, they have also salsa and merengue. PAGE 101
Hugo: Yes, tropical rhythms are more like you. SELF-EVALUATION
Gabriela: I think I shall start next Tuesday.
Hugo: Just make sure to take some comfortable shoes.
Introduction.
Gabriela: And I might also need a partner!
Hugo: You must be joking! I’m a football and tennis guy. Go through the different parts of the self-evaluation
II sheet with students.
Both speakers have a British accent. For YOUR TEST RESULTS, they have to work out their
Greta: Could you tell me a little more about the classes? score in the TEST YOUR KNOWLEDGE section, read
Receptionist: All our teachers are professional artists. their results, and reflect on them. Help them to
Greta: What else do you have apart from pottery classes? think of what they can do to improve results, solve
Receptionist: Well, there’s painting on glass, jewellery making problems, give or get help, etc.
and, next semester, we’re starting oil and water PAGES 102 - 105
colour painting. SYNTHESIS TEST UNITS 1 TO 4
Greta: That’s great. I’d be really interested in the oil
painting workshop. My dad used to paint with Answers
oils and I still have some of his works. READING – APPLYING FOR A JOB
Receptionist: I could let you know when we start the course. 1. Text I. – a. - A CV. Text II. – d. – An e-mail.
Greta: Please do. Text III. – e. An interview. Text IV. – c. – An article.
2. b.
III 3. a. True. b. False. c. False. d. True.
Geoffrey speaks with a Scottish accent and Sean is from New 4. a. ii. b. i.
Zealand. 5. a. Depending on the year the book is used:
Sean: So what should I take with me to the first 2012: 28, 2013: 29, 2014: 30.
session?
Geoffrey: Not much. A pair of shorts and a T-shirt will do.
Sean: I thought I’d need some special clothes.
Geoffrey: Not at the beginning. When you reach a higher
dan, you’ll need a kimono.
Sean: I can just about imagine myself all in white with
a black belt.
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b. Microsoft, Apple. b. If you want to be successful this year, you
c. Completed job application, certification, should devote more time to your studies /
resume, three references. you’d better start working harder / you
ought to pay more attention in class.
d. He / she has strong technical experience and
education. c. Start working now / You should start
working now / Hurry up / You’d better hurry
LISTENING - COUNTRIES OF THE WORLD QUIZ 41 up / Get some help / You ought to get some
help if you don’t want to work till late.
6. (2) Canada. (4) China. (3) India. (6) Japan. (1)
South Africa. (7) The United Arab Emirates. d. Unless it starts raining, we´ll go to the seaside
(5) The USA. / we’ll have a picnic in the park / we’ll have
lunch in the garden.
7. a. ready. b. populous. c. answer. d. 50.
11. a. should I. b. ought to. c. ‘d better.
8. Question Nº Team Answer (3) or (7) 12. a. Of the kids in my class. b. In an accident. c.
1 Red 3 by the window.
2 Red 3
13. Possible answers.
3 Blue 7
Accept the use of different ways of making
Red 3
suggestions and recommendations.
4 Blue 3
Arnold: I would like to get a part-time job this
9. a. False. b. True. c. False. d. False. e. True. summer. What should I do?
Belinda: Congratulations! If you want to get a
LANGUAGE
part-time job, first, you should / ought to
10. Answers will vary, but these are some possible look for a job advertisement in the paper
answers. or on the Internet.
Arnold: And after that, should I send my CV?
a. If John wants to become a pilot, he should Belinda: Yes. I can help you to write it if you want.
start training now / he’d better improve his Arnold: Thanks. I should probably write an
physical condition / he ought to have good application letter too.
marks. Belinda: I can help you with that too!
WRITING
14. Students write questions to ask in a job interview to get personal information, educational
background, experience, interests and hobbies, etc. Assign points according to these criteria.
Final
score
Wrote an appropriate variety Practically no grammar or Correct spelling and
4 3 3
of eight to ten questions. vocabulary mistakes. presentation.
Wrote a variety of five to Very few grammar or vocabulary A few spelling mistakes and
3 2 2
seven questions. mistakes. slightly incorrect presentation.
Some grammar and vocabulary Several spelling mistakes and
Wrote three or four questions. 2 1 1
mistakes. rather incorrect presentation.
Wrote only one or two Grammar and vocabulary mistakes A lot of spelling mistakes and
1 0 0
questions. interfered with comprehension. poor presentation.
146 Unit 4
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UNIT 4
SPEAKING
15. Students role play a job interview using the questions they wrote in Exercise 14. Assign points
according to these criteria.
Final
score
Asked and answered eight to ten Practically no language Fluid interaction, good pronunciation,
4 3 3
questions in a job interview. mistakes. no hesitation.
Asked and answered five to seven Fluid interaction, a few pronunciation
questions in a job interview. mistakes, a minimum of hesitation.
Asked and answered three or four Fluid interaction, some pronunciation
questions in a job interview. mistakes, some hesitation.
Asked and answered only one or Language mistakes interfered Interaction affected by pronunciation
1 0 0
two questions in a job interview. with comprehension. mistakes and a lot of hesitation.
SYNTHESIS TEST UNITS 1 TO 4 - LISTENING –

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

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

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

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

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

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

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

over our heads.
6 vi
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UNIT 4
2. Find and describe at least 10 differences in the two pictures. Try to use prepositional or adverbial
phrases wherever possible.

Source: http://familyfun.go.com/printables/
travel-game-find-the-difference-703948/
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ADDITIONAL READING TEXT UNIT 4 –
Excerpt from Gulliver’s travels, Chapter I
A VOYAGE TO LILLIPUT
(abridged version)
My father had a small estate in Nottinghamshire; I me and was pushed forward by wind and tide to
was the third of five sons. I became an apprentice the shore.
to Mr James Bates, an eminent surgeon in London,
with whom I continued for four years. My father Extremely tired, I fell asleep. As I woke up, I heard a
now and then sending me small sums of money, I confused noise about me, but in the posture I lay, I
used them to learn navigation and other parts of could see nothing except the sky. In a little time, I
the mathematics, useful to those who intend to felt something alive moving on my left leg which,
travel, as I always believed it would be, some time advancing gently forward over my breast came
or other, my fortune to do. almost up to my chin; when bending my eyes
downwards as much as I could, I perceived it to be
I soon became a doctor on the Swallow, the ship a human creature not six inches high, with a bow
commanded by Captain Abraham Pannel, with and arrow in his hands. In the meantime, I felt at
whom I continued three years and a half, making a least forty more of the same kind following the first.
number of voyages. The last of these voyages not I was totally astonished and shouted so loud that
proving very fortunate, I grew weary of the sea and they all ran back in a fright; some of them, as I was
decided to stay at home with my wife and family. afterwards told, were hurt with the falls they got by
After three years, I accepted an advantageous offer jumping from my sides upon the ground. However,
from Captain William Prichard, master of the they soon returned and one of them, who ventured
Antelope, who was making a voyage to the South so far as to get a full sight of my face, lifting up his
Sea. We set sail from Bristol on May 4, 1699 and our hands and eyes by way of admiration, cried out in a
voyage was at first very prosperous. shrill but distinct voice, “HEKINAH DEGUL”. The
others repeated the same words several times, but
It would not be proper, for some reasons, to trouble
then I knew not what they meant. I lay all this
the reader with the particulars of our adventures in
while, as the reader may believe, in great
those seas; let it suffice to inform him that, in our
uneasiness.
passage to the East Indies, we were driven by a
violent storm to the north-west. On the 5th of After a while, struggling to get loose, I had the
November, which was the beginning of summer in fortune to break the strings and pull out the pegs
those parts, the sailors saw a rock within half a that fastened my left arm to the ground. Before I
cable's length of the ship, but the wind was so could catch them, the creatures ran off a second
strong that we were driven directly upon it and time. Suddenly, I felt a hundred arrows discharged
immediately split. Six of the crew, of whom I was on my left hand, which pricked me like so many
one, having let down the boat into the sea made a needles; besides, they shot another flight into the
shift to get clear of the ship and the rock. We air, as we do bombs in Europe, and many fell on my
rowed, by my computation, about three miles, till body and some on my face, which I immediately
we were able to work no longer, being already covered with my left hand. When this shower of
spent with labour while we were in the ship. We arrows was over, I fell, groaning with grief and pain.
therefore trusted ourselves to the mercy of the When the people observed I was quiet, they
waves and in about half an hour the boat was discharged no more arrows, but by the noise I
overset by a sudden flurry from the north. What heard, I knew their numbers increased. Then, they
became of my companions in the boat, as well as of put a ladder in front of me and one small person
those who escaped on the rock or were left in the climbed the ladder and made me a long speech,
vessel, I cannot tell, but conclude they were all which I did not understand at all.
lost. For my own part, I swam as fortune directed
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UNIT 4
1. Circle the best alternative.

a. The story is written in Old English / Modern English.
b. The name of Gulliver’s first ship was The Antelope / The Swallow.
c. Gulliver’s ship hit a rock / the cost.
d. When Gulliver woke up, he saw giants / little creatures.
2. What is the overall topic of this text?

a. Gulliver’s early life, education, and first adventure.
b. Gulliver’s interest in sea travel.
c. Gulliver’s plans for the future.
Jonathan Swift (1667 – 1745) was born in Ireland, of English parents. Swift's father died shortly before he was
born, leaving Jonathan, his sister, and their mother dependent on his father's family. Their mother moved to
England and left him with a nurse for his first three years.
He attended Ireland's best schools, including Trinity College in Dublin. He was there in 1689, when civil
unrest forced him and other Protestants to flee Ireland for England. In England, Swift began to work as
secretary to scholar and former Parliament member Sir William Temple. In 1695 he returned to Ireland and
became a protestant minister.
Between 1696 and 1710, Swift wrote most of his first great work, A Tale of a Tub, a prose satire on the
religious extremes represented by Roman Catholicism and Calvinism, and in 1697, he wrote The Battle of the
Books. In 1720, he began work upon Gulliver's Travels, intended "to vex the world, not to divert it." Since then,
it has achieved quite the contrary effect; it has become one of the most beloved children’s classics, has been
filmed several times, and has even been turned into a cartoon.
His last work was published in 1735 and he died in 1745.

Advantageous: (adj.) good or useful in a particular situation. Arrow: (noun) a thin stick with a sharp point at one end, which is shot from a bow.
Astonished: (adj.) very surprised, amazed. Groan: (verb) to issue a sound as if in pain. Ladder: (noun) a piece of equipment for climbing up and down,
consisting of two lengths of wood or metal that are joined together by steps or rungs. Split: (verb) to divide, or to make sth divide, into two or more parts.
Struggle: (verb) to fight. Weary: (adj.) very tired, especially after you have been working hard or doing sth for a long time.
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EXTRA TEST UNIT 4
READING - DOES BARCELONA COUNT AS ANOTHER COUNTRY?
A travel blog
by maryannhaggerty
Saturday, may 20, 2012
cture
BARCELONA, Spain— I have an archite
g.
guidebook. Keating has his camera ba
lk along
Together, that means a very slow wa
Barcelona´s boulevards.

While Barcelona is legally in Spain, it is
rea with
proudly the capital of Catalonia, an a
treet
its own language (Catalán) and with s
ss of
signs in a language that looks like a cro
ra Xs.
Spanish and French with a lot of ext
times,
Spanish is the second language; some
ns can
English shows up, too, but trilingual sig
look a bit silly.

fully
The Barcelona city government help
ed
publishes a book with a well-explain
n our
walking tour of modern architecture. O
lona, we
first afternoon and evening in Barce t one
veral miles, ooohhing and aaahhing a
followed it carefully (and slowly) for se ll with our first look at La Sagrada
ing aft er anot her , en din g o ur s tro
spectacular build
masterpiece.
Familia, the cathedral that is Gaudi´s
stil l ve ry m uch a w ork in pro gre ss. Actually, it is a construction site -
The cathedral is
her e h und red s o f pe opl e a re labo ring on a building that has been in the
see photo- w i
re than a cent ury . From the re, we crossed the city to Park Guell, a Gaud
works for mo king
f a pub lic p ark . This, like ma ny of h is other works, was built with the bac
fantasy o
an open checkbook.
of a patron who more or less gave him
152 Unit 4
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UNIT 4
spread about
celona ´s extens ive und ergrou nd system made it simple to reach sites
Bar m in
idabo Avenue, the Joan Miro museu
the city; we saw the mansions of Tib
Montjuic, and more.
al -
´s old quarters - Barri Gotico and El Rav
The narrow medieval streets of the city I could only think of as the ‘Picasso
see k out sho ps and bar s on wh at
made it a blast to ere the Spanish artist spent some
r. Tw o of the mo re fam ous one s wh
Drank Here’ tou
don Bar and Els Qu atre Ga ts. The latter received a new touch of fame
time are The Lon ),
rs as one of the key set ting s in Sha dow of the Wind (La Sombra del Viento
in recent yea
t wa s a Europe an bes tse ller, a Go thic thriller that is soaked in Barcelona
a book tha
atmosphere.
Posted by Maryann at 2:44 AM
eved on July 11 , 2009,
th
elona Count as Another Country? Retri
Taken from: Maryann (2009). Does Barc orldi n29d ays.blogspot.com/
from http://aroundthew
1 Read the post in Maryann’s blog and answer e. and are two old quarters
in Barcelona.

these questions. 4 pts
a. Why does Barcelona sometimes have 3 Read the text once more. Are these statements
trilingual street signs? true (T) or false (F)? 3 pts
b. What did Maryann and Keating use to visit
a. Maryann and Keating are fond
the most important sites in Barcelona?
of painting.
c. What is Barcelona’s underground b. Spanish is the most important
system like? language in Barcelona.
d. Where in Barcelona did Picasso spend c. La Sagrada Familia was finished last year. STUDENT´S BOOK page 168 •
some time?
LISTENING - AMAZING PEOPLE, AMAZING STORIES
2 Read the post again and fill in the blanks in
these sentences. 6 pts 4 42 Listen to the recording. Can you say what
a. is a very famous park in Barcelona. kind of text it is? Choose an option. 1 pts
b. is a book in which the action takes a. An interview.
place in Barcelona.
b. A personal report.
c. is a well known Spanish architect.
d. is the language spoken in c. A piece of news.
Barcelona.
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5 42 Listen to the recording again. Number the iii. To become a teacher.
questions in the order you hear them. 5 pts c. How long does each case take him?
i. Three weeks.
a. What would you say are the most ii. Three days.
important achievements? iii. Three months.
b. And you became a volunteer?
d. How does Jonathan evaluate his
c. What can you tell us about your
experiences in the volunteer programme?
experience?
i. They were positive.
e. ____ How long does each case take you?
ii. They were negative.
f. ____ When did you feel completely
iii. They were neutral.
engaged with the voluntary sector?
LANGUAGE
6 42 Listen to the recording once more and
choose the best answer (i – iii) for these 7 Complete the sentences with a phrase from
questions (a – d). 4 pts the box. 4 pts
a. How did Jonathan spend his time before · correctly in class · in Indian restaurants
becoming a volunteer? · to go hiking in the mountains · very recently
i. He worked with young people.
ii. He worked in industry. a. I enjoy eating .
iii. He travelled around the world.
b. He graduated .
b. Why did Jonathan answer the
c. Did he behave ?
advertisement?
i. To become a volunteer. d. You need proper shoes .
ii. To explore potential careers.
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UNIT 4
8 Match the sentences in column A (a – f) with SPEAKING

the phrases in column B (i – vi). 6 pts
9 Use the question words in the box to exchange
A information with your partner about your last
a. My friend works as an errand boy holiday. 10 pts
b. We went to the pool
· How · What · When · Where · Why
c. I went to sleep
d. Jack went outside WRITING
e. John will meet me here
10 Think about an outdoor activity you have done
f. The boy laughed
lately and write a post to a blog (maximum 130
words) like the one in the reading text. Include
B your opinion of the place, the activities, the
i. after midnight. people, the weather, and any other information
ii. for some fresh air. you want to share. 10 pts
iii. at 4 o’clock.
0 11 26 40 53
iv. incredibly loudly. to 10 to 25 to 39 to 53 PTS
v. to watch the competition.
Keep trying Review Well done! Excellent! TOTAL
vi. at the grocery store.

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Unit 5 AT WORK
LEARNING OBJECTIVES
READING: to find general and specific information and identify the LISTENING: to identify expressions of interest and correct sequence in
purpose of web pages, e-mails, and magazine articles that contain the job interviews that contain the communicative function of describing
communicative function of expressing feelings and of indicating the events and actions and indicating the duration of events, and:
duration of events, and: • generalise from provided visual information.
• match information and pictures that represent it. • predict and match possible content.
• summarise information. • discriminate between correct and incorrect information.
• infer meaning of words and expressions.
• identify descriptions and make informed choices.
WRITING: to write a composition about a personal experience SPEAKING: to participate in dialogues, presentations, and job
organising the parts of the text and including details to make interviews expressing different feelings and value judgements.
it interesting.

• If available, use additional materials such as illustrations, pictures, diagrams, application letters, website
articles about voluntary work, etc.
The following websites are an excellent source of information on the topic of the lesson:
http://www.volunteermatch.org/
http://jobsearch.about.com/od/jobapplicationletters/Job_Application_Letters.htm
definitions, printed handouts, library material, and notes.
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UNIT 5
PAGE 106 1 Ask students if they have ever been asked to fill in
INTRODUCTION a form. Where? Why? Why do we need forms?
Invite students to examine and describe the What is special about them? Ask them to examine
photograph and relate it to the name of the unit. the two forms on Page 107 and identify their use
from the options provided. What kind of
Form groups and ask them to read the objectives information is required in each form?
of the unit and make comments on the things
they already know, what they can do, what will be Answers
new, etc. Form 1 – c. Form 2 – b.
Elicit from students what values they think will 2 Tell students to copy Form 2 into their notebooks
be paid more attention to, and ask them to and fill it in as fully as possible with their own
anticipate what issues will be discussed in details. They can even invent a 'persona' to fill in
connection with them. all the rubrics or they can use the information of
one of their parents or relatives.
Also consider these factors when evaluating
learning and performance. 3 Read the dialogue and then practise it with a
partner. Then, ask them to identify the picture
• Motivation leads to increased effort and energy. If that best illustrates the job mentioned in the
your students are motivated, they will perform conversation.
better and their participation in class will be better.
Remember: it is the teacher’s role to motivate PAGES 108 - 109
students. GETTING READY FOR THE UNIT
• Just like motivation positively affects learning, Before starting this unit, students need to:
stress does so in a negative way. If you notice that
a student is performing badly after a spell of good • express actions that are happening at the moment
performance, try to find out if there is a stressing (Present Continuous).
factor in his/her life that is affecting the way he/ • express actions that started in the past and have
she is learning. not finished yet (Present Perfect).
• Personality types, personal values, beliefs, and • know how to express the duration of events.
attitudes related to learning can also affect
performance. It is important to keep in mind that a 1 Students will practise the use of connectors in
naturally shy student might learn as well as an this activity. Ask them to complete the
outgoing one, but he/she will not perform in the sentences with the corresponding connectors
same way. in the box and their own ideas.
PAGE 107 2 Prepare six beginnings of sentences so that

Getting into the UNIT students can finish them using the Present
Continuous tense. Here are some possible options.
Explain to students that this page of each unit will
a. At the moment, Esteban .
contain activities meant to identify and activate
their previous knowledge of the topic and related b. The sun .
vocabulary, to establish the starting point for the c. Look at Patricia. She .
activities that will follow. They will also help to d. Juan, what ?
detect weaknesses that will require extra work and e. At present, we .
support, to contextualise the contents that will be
developed, and present cognitive challenges. f. What ?
Give students time to form groups and discuss the

exercises that can be done in groups; encourage
them to reflect and be honest when doing those
that require individual responses.
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3 Students work on their own and write BACKGROUND INFORMATION
sentences in the Present Continuous tense to We use the Present Perfect tense to say that an
describe what is happening in the picture. They action happened at an unspecified time before
then say their sentences to a partner, who has now; the exact time is not important. We cannot
to find the person / people doing the use the Present Perfect with specific time
action described. expressions such as yesterday, one year ago, last
week, when I was a child, when I lived in Japan, at that
Possible answers moment, that day, one day, etc. We can use the
Two girls are walking to the right of the picture. Present Perfect with unspecific expressions such as
A young man is walking with his girlfriend. ever, never, once, many times, several times, before, so
Several people are buying food at the kiosks. far, already, yet, etc.
A girl is pointing to the right.
Two guards are talking under the lights, etc. 5 The most common time expressions used with
the Present Perfect are for, since, ever, never, just,
4 Students work on their own and circle already, yet , still, lately, so far, in recent years,
the sentences that contain the Present many times, etc. The word yet is normally used in
Perfect tense. negative and interrogative sentences. All the
words and expressions in the box can be used
If necessary, you can ask some students to write in sentences in the Present Perfect tense.
on the board a summary of how the Present Encourage students to use all of them.
Perfect is formed.
Possible answers
Affirmative: a. Gail has known Charles for many years / since
I / You / We / They + have + Participle of main verb. 2002 / all her life.
b. Hailey has painted two pictures this week
He / She / It + has + Participle of main verb.
/ recently / so far.
Negative: c. I haven´t made a decision yet / recently
I / You / We / They + have not (haven’t) + Participle of main verb. / till now.
He / She / It + has not (hasn’t) + Participle of main verb. d. I’ve lived here since 2002 / for ages
/ for many years.
Interrogative:
e. The painting has been stolen recently / several
Have + I / you / we / they + Participle of main verb. times / this week.
Has + he / she / it + Participle of main verb.
6 Ask students to read the text and establish its
Answers purpose. They then compare their answer with
I have had this computer for two months and so another student.
far I have had no problem whatsoever. And it is
really unusual for me because I am Explain to students that type of text and
“technologically impaired”, as some of my purpose of text are not the same. For example,
friends have described me. What they want to two letters (same type of text) can have many
say is that any technological object in my different purposes: to inform, to complain, to
possession is sure to have some kind of problem. confess, to enquire, etc.
“Have you ever tried to read the manuals?” my Answer
friends ask. “No, I haven’t,” is my typical answer. b.
7 Students read the diary again and number the

actions described in the correct order.
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Unit 5
Answers writing application letters, etc. The third column of

1. b. 3. c. 2. d. 4. the chart is filled in at the end of the last lesson
to see what students’ learning process was like
8 46 Ask students to read the card and identify and if their expectations were met.
the type of information they will have to listen
KWL CHART (Know / Want to know / Learnt)
for. Play only the first exchange of the recording
you will be working with in Lesson 2 of this unit What I know What I want to know What I learnt
for students to fill in the card. Check answers on
the board.
Answers
Name of applicant: John
Age: 25 Talk to students about volunteering in general and
City: Brighton about their own experiences. Were they positive?
Brothers and sisters: two brothers Why do they think people volunteer to do
Occupation: tourist guide something they are not paid for? Would they
How long: since he left school volunteer? Ask them to name Chilean and
international organisations that do voluntary work.
+++ PAGE 110
LESSON 1 – READING
VOLUNTEERING
BEFORE YOU READ Draw students’ attention to the Internet site where
Remind students to check the learning abilities they they can find more information on voluntary work.
will develop with each of the activities and comment Encourage them to use the site on their own, but to
on their expectations and interests. share information with you and with their classmates.
For this lesson, students should be familiar with: BACKGROUND INFORMATION
• the Present Continuous tense. Volunteering takes many forms and is performed by
a wide range of people. Many volunteers are
• the Present Perfect tense.
specifically trained in the areas they work in, such as
1 + (Learning ability: to connect content and medicine, education, emergency rescue, animal
personal experiences). rescue. Other volunteers serve on an as-needed
basis, such as in response to a natural disaster or for
At this stage of learning, students are ready to a beach cleanup.
do some analytical work on the unit. At the
beginning of each lesson, ask them to prepare a These are some British voluntary organisations.
chart in their notebooks like the one provided here NSPCC The National Society for the
and fill in the corresponding column at different Prevention of Cruelty to Children is
stages of the learning cycle. The two first columns of the UK’s leading charity for child
the chart should be filled in at the beginning of the protection.
lesson.
Anti Slavery
You should do it together with students.
For example, for this lesson, in the first column, Organisation World’s oldest international human
students might write different types of voluntary rights organisation, founded in 1839.
work they know of. In the second column of the The only charity in the United
chart, they might want to write: other verb Kingdom to work exclusively against
tenses, more vocabulary related to voluntary work, slavery and related abuses.
At WORK 159
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Samaritans Provide confidential emotional their funding and recruit volunteers? Why is it
support to any person who is important to be a volunteer?
suicidal or despairing.
Answers
RSPCA Leading UK animal welfare charity
All the pictures show voluntary work.
specialising in animal rescue, animal
Picture 1: The volunteers are distributing food.
welfare, and prevention of cruelty to
Picture 2: The volunteers are putting out a fire.
animals.
Picture 3: The volunteer is helping a dog.
These are some American voluntary organisations.
Direct Relief Non-profit organisation working 3 ++ (Learning ability: to discuss topic and
with more than 1,100 clinics in all of express value judgements).
the USA, providing them with free
medicines and supplies for their Read the two statements with the class and
low-income and uninsured patients. then discuss with students different ways of
agreeing and disagreeing politely. Here are
Volunteers of An organisation founded more than
some options.
America 100 years ago that works in areas as
diverse as homelessness, mental Expressing your opinion politely
health, emergency relief, etc. Personally, I think that...
American An organisation dedicated to Personally, I feel that....
Cancer the prevention of cancer Personally, I believe that...
Society and to related research. In my opinion, ...
ADDITIONAL ACTIVITY Politely disagreeing

Check how much students know about Chilean I can see your point, but ...
charities and voluntary work. Write these and / or I see what you mean, but ...
other charities and government departments on the I understand what you’re saying, but on the other
board and ask them which ones do voluntary work. hand, ...
• Comisión Nacional de Investigación Científica y Politely responding to someone who

Tecnológica - Conicyt disagrees with you
• Dirección de Bibliotecas, Archivos y Museos Dibam a. If you think their arguments are convincing
• MINEDUC Hmmm. Good point.
• ONEMI That’s a good point.
• Salvamento, Asistencia y Rescate You’ve got a point there.
• La Cruz Roja b. If you don’t think their arguments are
convincing, and you have a good reply
Answers The problem I have with that argument is that...
La Cruz Roja and Salvamento, Asistencia y Rescate I have a problem with that argument.
do voluntary work. Here’s why: ....
I don’t think that’s a very good argument
2 + (Learning ability: to activate previous because ...
knowledge of the topic). I don’t buy that because ... (this is quite
informal).
Ask students to describe the actions in the c. If you don’t think their arguments are
pictures. Can they recognise the organisations? convincing, but you don’t have a good reply
What do they normally do? How do they get
I’m not so sure about that.
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UNIT 5
4 + (Learning ability: to match words and idea(s) into other words, but including only the
their definitions). main point(s).
Go through the words in the box with the class. Answers

Read them aloud or ask students to do it; tell a. Text I. c. Text III. d. Text II.
them to have a look at the texts and find the
words. Can they guess their meaning from the
context? Ask students to match the meanings While reading
(a – f) with the words. Have students skim the text and identify the main
idea. Check answers orally and generate some class
Answers discussion, asking students to explain their answers
groom – d. huge – a. lap – c. stuff – e.
success – b. tangled – f. 8 ++ (Learning ability: to identify communicative
purpose).
5 + (Learning ability: to make predictions from
the context and from visual clues). Different texts have different purposes and it is
important for students to recognise it.
In this exercise, students predict the content of
For example:
the text they are going to read on the basis of
provided information – title of unit, pictures, • an advertisement is generally written to
and previous exercises – and from the options persuade us to buy something;
provided. Do not check answers at this point. • a letter is usually written to inform about
something;
• a manual might instruct us how to do
Before reading something;
Draw your students' attention to this strategy box. • an encyclopaedia entry generally gives a brief
Have them notice how visual aids can help them to definition of something.
predict and understand better what they are going
to listen or read. Ask them to look at the visual aids Ask students to copy the diagram in their
in the text and elicit the predictions they can make notebook and identify the general
out of these elements. communicative purpose of the article and the
communicative purpose of each text (I – III).
PAGE 111
Answers
WHILE YOU READ General – b. Text I – d. Text II – a. Text III – c.
6 + (Learning ability: to validate prediction). ADDITIONAL ACTI VITY

Ask students to match the type of text in column A
Students quickly read the texts and check their
of this chart with the corresponding communicative
predictions in Exercise 5.
purpose in column B.
Answer A B
c. a. A newspaper article on music types i. To inform
b. A recipe ii. To inform
7 ++ (Learning ability: to relate information in c. A travel book iii. To inform
order to synthesise content). d. A university brochure offering courses iv. To instruct
In this exercise, students choose one sentence e. An instruction leaflet v. To instruct
that best summarises each text. Remind them f. An invitation to a party vi. To persuade
that summarising involves putting the main
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Answers Useful expressions
To inform. b. To instruct. c. To persuade. Have students notice the expressions in the text.
d. To inform. e. To instruct. f. To inform. Ask them to explain the meaning of each
expression and encourage them to create
9 ++ (Learning ability: to infer meaning of words examples.
and expressions / to classify specific information).
Tell students that we can express the feelings of 12 ++ (Learning ability: to find synonyms).
sadness and happiness not just by saying I am Tell students that when we create sentences, we
sad or I am happy, but through a varied number can make them more interesting by using
of idioms. words that mean the same as the word you are
Have students read the expressions in bold in speaking about. This allows us to add variety to
the texts (a – h) and ask them to classify them our vocabulary. You can give them an example
under the categories of Pleasure / Happiness and of two sentences, one of which uses synonyms
Sadness / Regret in their notebooks. and another one which does not. Which one
sounds better?
Answers
a. I live in a nice little house and the house is in a
Pleasure / Happiness Sadness / Regret
nice little town in Canada.
Just grins from ear to ear. Feeling down in the dumps.
b. I live in a lovely little house and it is in a small,
Be over the moon. With a lump in my throat. pleasant town in Canada.
You´ll never look back. My heart sinks.
Answers
Having the time of my life.
In this order in the text:
a. moggies. b. feline. c. tom. d. Persian. e. kitten.
10 ++ (Learning ability: to locate specific
information). ADDITIONAL ACTIVITY
Take students to the computer lab. Prepare a text
Students read the instructions and the incomplete
with some ten words suitable for synonym
sentences and then read the texts again. Then, they
replacement. Tell them to locate a thesaurus online
write the number of the text in their notebook.
or in a word processing program. Tell them to select
Answers the word, click ‘Tools’ on the menu bar at the top of
a. Text I. b. Text III. c. Text III. d. Text II. e. Text II. the screen and choose ‘Language’ and ‘Thesaurus.’
PAGE 114 The computer will present a list of words or

expressions students can substitute for their own
word. Ask them to compare texts in their groups
11 ++ In this activity, students focus on some and justify their choices of synonyms. Here is an
words and expressions in the text. They work
example of text you can give your students:
with this vocabulary, tackling different tasks
such as classifying and creating sentences. Volunteering is hard to practise, but rewarding and
Monitor and guide students when necessary. inspiring. I never had the guts and interest to
Check answers as a class. volunteer until I was in my late 20s. Working for a
non-profit community organisation gave me the
Answers
best experience in social interaction and
a. Negative feelings: feeling down, my heart sinks,
interpersonal skills that I would have not learnt
have a lump in my throat.
elsewhere. Now I live my life head high with self-
Positive feelings: grin from ear to ear, have the
confidence to handle the challenging work of any
time of my life, keep good company.
project. I attribute this competency to volunteering.
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Unit 5
Possible answers
Volunteering is difficult to practise, but gratifying AVOID ThIS MISTAKE
and stimulating. I never had the guts and curiosity to
volunteer until I was in my late 20s. Working for a Tell students to go back to Text II and write down all
non-profit community institution gave me the most the plurals they can find.
fantastic experience in group interaction and
interpersonal abilities that I would have not acquired dumps – places – hours – minutes – dogs –
elsewhere. Now I live my life head high with self- envelopes – lives – animals - benefits –
assurance to deal with the stimulating work of any hundreds – thousands – creatures – lots –
project. I credit this ability to voluntary work. friends – skills – things – dreams
13 +++ (Learning ability: to identify specific Elicit / provide the general rules for the formation of
information). plurals.
Ask students to read and try to answer the a. Most nouns add -s to their singular form.
questions, and then read Text II again to check Examples:
their answers. Check answers orally with the
All the words in the list above except lives
whole class.
(plural of life).
Learning tip
b. Words ending in -ch, -sh,-s, -x add -es to their
Analyse this Learning tip together with the class. singular form.
Remind them of the importance of focusing their
Examples:
attention when reading or listening, in this case, on
the information they need to find. match – matches, dish- dishes, bus – buses, box- boxes.
c. Most nouns ending in -o form their plural
Answers adding –es.
a. An animal shelter or animal protection
Examples:
organisation.
b. Yes, a person can work as a volunteer even just tomato- tomatoes, potato - potatoes.
for 40 minutes a week. d. Some words ending in -o form their plural adding
c. Walk dogs, stuff envelopes, or help with only –s.
fundraising events. Examples:
d. To help to protect animals. piano- pianos, radio- radios.
e. Any two of these: you get good company, you
e. Nouns ending in consonant + y change -y to – i
meet the new you, you can find a new career,
and add –es.
you become part of the solution.
f. They can phone. Examples:
baby – babies, family- families, fly- flies
14 +++ In pairs, students read the text one more f. Some nouns ending in -f or -fe change f or fe for v
time and think of four questions they would like
and add –es.
to ask in relation to voluntary work, animal
shelters, or cat rehabilitation. Ask students to Examples:
write their questions in their notebook, get life – lives, knife – knives, wife- wives, wolf -wolves
together with another pair, and take turns to g. Some irregular plurals do not follow any of the
ask and answer the questions they wrote. rules above.
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Examples: …, how long they will have to wait for a space at the
child – children, foot – feet, goose – geese, louse – lice, shelter, …
man – men, mouse – mice, person – people, ox- oxen,
Explain that the verb wait uses the particle for,
sheep – sheep, tooth – teeth, woman – women.
except in the Imperative, when we do not include a
Tell students to copy and do this exercise in their who or a what: Wait! Don’t cross the road yet!
notebooks.
Write the plural of the nouns in the box in the notebooks.
corresponding row.
Fill in the blanks in these sentences with as
· baby · boy · bush · cat · cello · class · day · echo many words as necessary.
· family · goose · hero · jelly · knife · leaf · library
· man · memo · mouse · person · stereo · table a. I’ve been waiting all my life.
· teacher · tomato · torpedo · turkey · witch · wolf b. Wait ! I want to go too.
c. We’re waiting before we go out.
Add –s:
Words ending in -ch, -sh,-s , -x add –es: d. This is just the opportunity I’ve been waiting .
Words ending in -o add –es: e. Rudy’s waiting .

Words ending in -o add only –s: f. Kelly was attacked while she was waiting .
Words ending in consonant + y change: g. Wait! .
-y to -i and add –es:
Words ending in -f or -fe change f or fe Answers
Will vary, but make sure the sentences make sense.
for v and add –es:
Sentences a. – f. require the use of for.
Do not follow any of the rules:
PAGE 115
Answers
AFTER YOU READ
boys – cats – days – tables –
Add –s:
teachers – turkeys. Language Note
Words ending in -ch, -sh,-s , -x
bushes – classes – witches. THE PRESENT PERFECT CONTINUOUS
add –es:
echoes - heroes - tomatoes – This section deals with the structure and use of the
Words ending in -o add –es:
torpedoes. Present Perfect Continuous tense. We use it to
Words ending in -o add only –s: memos – cellos – stereos. describe an action that started in the past and
Words ending in consonant + y babies – families – jellies – stopped recently. There is usually a result now. (I´m
change -y to -i and add –es: libraries. tired because I´ve been running).
Words ending in -f or -fe change f We also use the Present Perfect Continuous to show
knives – leaves - wolves.
or fe for v and add –es: that something started in the past and has
Do not follow any of the rules: geese – men – mice – people. continued up until now.
The structure of the Present Perfect Continuous
AVOID ThIS MISTAKE tense is:
Copy this sentence from Text III on the board and Subject + auxiliary verb + auxiliary verb + main verb
highlight the word for: have been base + -ing
has
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UNIT 5
When we use the Present Perfect Continuous tense You can use this exercise as embedded
in speaking, we often contract the subject and the evaluation of grammar and vocabulary.
form of the verb have; we also sometimes do this in
Feedback: 0 – 6 correct answers: needs a lot of
informal writing.
further studying. 7 – 13 correct answers: good,
I have been I’ve been but could improve with extra practice. 14 – 20
You have been You’ve been correct answers: very good, could try to help
He has been He’s been classmates who did poorly.
She has been She’s been
It has been It’s been
17 ++ 43 (Learning abilities: to imitate a spoken
model / to role play a conversation).
John has been John’s been
The car has been The car’s been Students listen to the recording to check their
We have been We’ve been answers in Exercise 16 and then listen, repeat,
They have been They’ve been practise, and role play the conversation.

15 ++ (Learning ability: to apply a language point).
Cynthia has an American accent and Eddie has a Scottish accent.
Refer students to the Language Note before Cynthia: Look at those people over there.
doing this exercise. Ask students to read the Eddie: There are lots of people there.
conversation and identify the parts that express
Cynthia: Yes, and they’ve all been doing different things.
actions which started in the past and still
Look at the boy, for example.
continue in the present (Present Perfect). They
Eddie: Which boy?
then take some time to practise the dialogue
Cynthia: The boy wearing the brown sweater.
and act it out in front of the class.
Eddie: Yes, I can see him.
Answers Cynthia: What do you think he’s been doing?
a. It has been (It’s been) raining since 5 o’clock on Eddie: His face looks red.
Monday. Cynthia: Is he embarrassed?
b. The dog has been (The dog’s been) chasing its Eddie: No, I think he’s just come from the beach. I think he’s
tail since 4:30 today. been lying in the sun for too long.
c. They have been (They’ve been) working in the Cynthia: And what about the girl?
garden since 3 pm. Eddie: The one with the dirty face?
d. Grandma has been (Grandma’s been) knitting Cynthia: Yes, what’s she been doing?
that sweater since last spring. Eddie: I think she’s been eating lots of chocolate.
e. They have been (They’ve been) playing chess Cynthia: And the ladies?
since noon. Eddie: The ones with lots of parcels in their hands?
f. He has been (He’s been) painting the house Cynthia: Hum. What have they been doing?
since 9 am. Eddie: I think they’ve been shopping.
Cynthia: They certainly have!
PAGE 116
Eddie: And it seems they’ve been having fun for
16 ++ (Learning abilities: to consolidate hours!errors.
vocabulary / to consolidate a language point).
Ask students to work in pairs and carefully study evaluate learning).
the pictures. What have the people been doing?
Why do they think that they have been doing This self-check allows students to evaluate their
it? Tell them to fill in the blanks in the performance in the grammar aspect of the
conversation using the visual clues. lesson and also to consider evaluation as a
165
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continuous process throughout the book. Read to do. Tell them to use the Past Simple tense,
the instructions aloud, make sure that all the given that it is going to be a text about a past
students understand them clearly, and set a experience. If students tell you that they have
time limit to complete the task. Check answers never volunteered or worked, tell them to
and help students to work out their scores. invent a story. Check each piece of writing and
If a student has reached the maximum score, correct grammar and spelling. Discuss students’
you might want to offer him/her something performance and give feedback.
Writing target strategy
lagging behind. If one or more students have
only reached the minimum score, you should Draw your students' attention to the Writing target
dedicate some time to going through the strategy box. Explain to them that, when writing
subject once more time to make sure they are about a past experience, it is important to
ready to continue with the rest of the unit. distinguish what piece of information corresponds
to the main events in the narration and which points
Answers
correspond to the details. Tell them that they should
a. have been studying. b. have been waiting.
develop their narration around the main points.
c. has been correcting. d. Has it been raining. e.
have not been listening. 21 +++ (Learning ability: to reflect on the contents
PAGE 117 of the lesson and relate them to personal
experiences, expressing value judgements).
19+ (Learning ability: to identify and apply a
Encourage students to discuss their answers to
typeface: italics).
the questions in small groups and to give and
Review with students the three uses of italics. support their opinions with respect for their
Provide some extra examples and ask them to classmates at all times.
highlight the words to be italised. Then, in pairs,
Encourage them to express their honest
they should explain which of the four rules they
opinions when answering questions b. and c.,
applied. Check answers orally and on the board.
which raise value issues.
Answers This is also the moment when students can fill
a. Because I have been studying. b. He has been in the third part of the KWL chart.
waiting for you the whole morning! c. I think it has
it been raining. d. It seems she has not been +++ PAGE 118
listening. LESSON 2 - LISTENING
APPLYING FOR A JOB
20 +++ APPLICATION TASK – WRITING
BEFORE YOU LISTEN
(Learning ability: to write a text organizing
content and format). Remind students to check the learning abilities they
By completing this task students will: comment on their expectations and interests.
• learn what details to select for writing For this lesson, students should be familiar with:
purposes; • how to express the duration of events.
• revise their own work.
Go through the instructions with students and
check that they all understand what they have
166 Unit 5
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UNIT 5
BACKGROUND INFORMATION Answers

Curriculum vitae versus resume Acceptable behaviour (A): a., b., c., d. (but not
There are several differences between a curriculum too loud), f.
vitae and a resume. Unacceptable behaviour (U): e.
A curriculum vitae is a longer (up to two or more Listening target strategy

pages), more detailed synopsis of a worker’s Before listening
background and skills; it includes a summary of the Draw students’ attention to the title of the lesson,
person’s educational and academic backgrounds as the pictures, and the questions in the lesson.
well as teaching and research experience, Explain to them that these elements are clues
publications, presentations, awards, honors, which can help them have a clearer idea of what
affiliations, and other details. they are going to listen.
Like a resume, a curriculum vitae should include the
applicant’s name, contact information, education, 3 + (Learning ability: to connect pictures
skills, and experience. In addition, a CV includes and topic).
research and teaching experience, publications, Ask students to read the sentences in the
grants and fellowships, professional associations bubbles (a – c) and then match them with the
and licenses, awards, and other information pictures (1 – 3). The three bubbles include
relevant to the position the person is applying for. expressions from the recording. You can tell
A resumé is a summary of a person´s experiences faster students to listen to these sentences in
and skills relevant to the field of work they are the recording during the listening activities and
entering. It highlights a person´s accomplishments check whether they are exactly the same.
to show a potential employer that he or she is Answers
qualified for the job he / she wants. It is not a a.– Picture 2. b. – Picture 3. c. – Picture 1.
biography of everything the person has done so far.
4 ++ 44 (Learning ability: to identify and
1 + (Learning ability: to connect the topic and practise an English sound).
personal experiences).
Ask students to read the sentences silently and
Ask students to prepare a KWL chart. In pairs or
then do the exercise with a partner. Play the
groups, students discuss the questions. Then,
recording several times, first for students to
they discuss their answers in bigger groups and
check their answers and then for them to
compare their options.
practise saying the sentences.
2 + (Learning ability: to express opinions based BACKGROUND INFORMATION
on general knowledge). In English, there are many silent letters. One of
them is the letter h.
What is acceptable or unacceptable will vary
from person to person. Ask students to do the The letter h is always silent in what, when, where,
exercise on their own. Once they have all whether, why.
finished, read the options one by one and ask
several students to give their opinions on each The letter h is not pronounced at the beginning of
choice. Why do they think that such behaviour many words; in this case, we use the article an
is acceptable or not? Can they give reasons? before the word. Some of the most common are
How would they behave in a similar situation? hour, honest, honesty, honour, heir, heiress.
In general, they should agree on what is
The letter h is pronounced at the beginning of
acceptable or unacceptable behaviour at a job
many words. In this case, we use the article a before
interview.
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the word. Some of the most common are habit, Examples:
hacker, hair, half, hall, Hallowe’en, ham, hammer, When I worked for the shop, my duties included
hand, happen, happy, hard, harm, hat, hate, head, serving customers and accepting payments.
health, hear, heart, heaven, heavy, heel, height, hello,
Do you think the exercise is difficult? Not really; I
helmet, help, here, hermit, hero, hide, high, hike, hill,
think it is fairly easy.
history, hire, history, hobby, hold, holiday, home,
honey, hood, hooligan, hope, horizon, horoscope, Mum, I’d like you to meet my mates from school;
horrible, horror, horse, hospital, hot, hotel, house, how, Helen and Jack.
hug, huge, human, humble, humour, hundred, hurt, I love kayaking, climbing, and trekking; in fact, any
husband, hydrogen, hygiene, etc. activity that you can do outdoors.
She has an outgoing personality; she loves parties
Answers and being with people.
a. It’s an honour to be here in Hove, even if only
for an hour. The most important skills for this job are
b. We have to be honest and work very hard.
✗
concentration and attention to details.
OPTIONAL ACTIVITY TRANSCRIPT – PRONUNCIATION 45

You can give fast learners these sentences and ask • duties • fairly • mates • outdoors • outgoing • skills
them to circle the h when it is pronounced and cross
it out when it isn’t. Ask them to write the sentences
6 ++ (Learning ability: to relate similar meanings).
on the board for the rest of the class to copy. Students read the words and match them with
a. I think that Jack is a hero. the synonyms in Exercise 5.
b. Kim is the heir to the entire fortune. Answers
c. I must depart with a heavy heart. abilities – skills. extrovert – outgoing. friends –
d. Sheila got an honorary degree from Oxford. mates. obligations – duties. – outside – outdoors.
e. They pay an hourly rate. sufficiently – fairly.
f. They have a horse and a sheep.
Answers 7 ++ (Learning ability: to make predictions using

a. I think that Jack is a hero. previous knowledge).
b. Kim is the heir to the entire fortune.
✗
Talk to students about interviews. Have they
c. I must depart with a heavy heart. ever been interviewed for a job? What kind of
d. Sheila got an honorary degree from Oxford.
✗
information do they think an interviewer might
e. They pay an hourly rate.
✗
require? Refer them to the list of questions
f. They have a horse and a sheep. (a – f) and ask them to tick the ones they think
are asked at an interview. Do not check answers
PAGE 119
at this stage.
5 + 45 (Learning ability: to identify and
pronounce key words). AVOID ThIS MISTAKE
Students listen to the words and repeat them.
Do they know what they mean? You can write Draw students’ attention to question c. in Exercise 7:
sentences on the board to provide context. It What is the weather like where you come from?
would also be a good idea to familiarise Because of negative transfer from Spanish, students
students with the names of places that will may tend to say How is …?
appear in the text: Brighton – Hove - London.
Point out that we generally use What is / are
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UNIT 5
like? when we require a description, and How is / are Listening target strategy
? when we require information about the
While listening
state of somebody or something.
Encourage the use of note-taking as a habitual and
Tell students to copy and do this exercise in their useful while-listening strategy. Remind students
notebooks. that taking notes implies the ability to write key
words or phrases rather than full sentences.
Write questions to complete these exchanges.
a. A: ?
10 ++ 46 (Learning ability: to find and support
specific information).
B: Adelle? She’s quite pretty and very kind.
b. A: ? Play the recording again. Check answers orally.
Ask keener students to describe a friend or a
B: It was excellent, full of action and suspense.
classmate using the expressions they have
c. A: ? ticked. They can write their sentences on the
B: The beaches are wonderful, but the traffic is board to share them with the class.
awful.
Answers
d. A: ?
c. Good team player. e. Outgoing personality.
B: I haven’t read it yet, but everyone says it’s very f. Responsible. g. Sporty. h. Takes his duties seriously.
moving.
e. A: ? PAGE 120
B: They were quite friendly.
11 ++ 46 (Learning ability: to find specific
Answers expressions).
a. What is Adelle like? b. What was (film / play)
like? c. What is (city) like)? d. What is (name of First give students examples of the type of
book) like? e. What were (name of two or more expressions they will be looking for. Tell them
people) like? that to keep people’s interest when we are face
to face we can nod, look someone in the eye,
WHILE YOU LISTEN make humming noises, and / or use expressions
such as I see, OK, Really?, etc. Play the first part of
8 + 46 (Learning ability: to validate predictions). the recording again and ask students to find
Play the first part of the recording once or twice and write the three expressions.
for students to check their predictions in Answers
Exercise 7. a. Oh, really? b. I see. c. Mm, very interesting.
Answers
These questions were asked: a., d., e., f. 12 +++ 46 (Learning ability: to find and match
specific information).
9 ++ 46 (Learning ability: to discriminate
between correct and incorrect information). Ask students to read the sentences and fill in
the gaps. They can work in pairs. Play the
Before students listen to the recording again, recording again for them to check their answers
have them read the points (a - f). Tell them to and then check answers orally.
pay special attention to these points in the
audio. Then, explain to them they have to Answers
write all the information that they can a. more. b. change. c. car. d. time.
remember which is related to these points. e. Spanish / French. f. big / years.
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13 +++ 46 (Learning ability: to predict possible TRANSCRIPT – LISTENING – APPLYING FOR A JOB 46
content / to validate predictions).
The interviewer has a Japanese accent. John speaks with a
First, students read the answers and then they British accent.
write the questions they think the interviewer Part I
asks. Tell them not to worry too much about Interviewer: John, I can see from your application form that
being absolutely exact. After they have written
you’re 25 years old. Can you tell me a bit more
the questions, play the second part of the
about yourself?
recording and tell them to check their answers.
John: I’m from Brighton and I consider myself an
Answers outgoing, friendly person. I’m the youngest of three
See transcript, Part II. brothers and I’ve been working as a tourist guide
since I left school.
14 +++ 46 (Learning ability: to identify Interviewer: Oh, really? Why do you want to change jobs?
sequence / to generalise from provided visual John: As I said, I’m from Brighton; I live here and my job is
information). in Hove. I have no car, and sometimes I have to
In this exercise, students apply their analytical start work early and finish late. At the beginning, I
skills. They take the whole recording into used my dad’s car, but for the last year I’ve been
consideration and analyse it to associate the relying on a ride from one of my mates, since dad
pictures with specific situations. Finally, they moved to London; it’s been very difficult to get to
number the pictures in the order the associated work on time. And then I saw this ad right here
events appear in the recording. First, ask the in Brighton.
students to describe the pictures and identify Interviewer: I see. Tell me, why did you choose this line
what they represent in connection with the
of work?
recording.
John: I’m an outgoing person and I love spending time
Answers with other people, especially outdoors. I finished
Picture 1: a tourist guide, a sporty person, an school and I wasn’t really sure what I wanted to
adventure sports guide. do, but I’ve always been good at languages – I
Picture 2: a bus that takes big groups of tourists. speak fluent Spanish and French and I’ve been
Picture 3: the clock indicates the time when people studying German for the last five months – so, I
have to do things.
thought that tourism would be a good career for
Picture 4: a birthday cake for someone’s 25th
birthday.
me. As I’m a sporty person, I’ve been
specialising in adventure holidays for a
Then they listen and put the pictures in the year or so.
order the associated events are mentioned.You Interviewer: Do you have any experience with big groups?
can ask fast learners to write down the clues. John: I´ve just taken a course and passed an exam to
Answers qualify as a professional guide. Besides, I’ve
1. The birthday cake: “John, I can see from your been travelling with big groups of tourists for at
application form that you’re 25 years old.” least two years. I would say that I’ve got a lot of
2. The clock: “Sometimes I have to start work early experience.
and finish late.” Interviewer: Mm, very interesting. Tell me, why should I hire
3. The adventure holiday guide: “I’m a sporty you to work for my agency?
person. I’ve been specialising in adventure
holidays for a year or so.”
4. The tourist bus / coach: “I’ve been travelling with
big groups of tourists for at least two years.”
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Unit 5
John: I’m very responsible and I take my duties Common expressions with for and since
seriously. I like what I do, I like being with
All tenses Perfect tenses only
people and showing them around, and I think
I’m a good team player. I think I can for 20 minutes since 9 am
contribute quite a lot. for three days since Monday
Part II for six months since January
Interviewer: What two things are most important to you in for four years since 1997
your job? for two centuries since 1500
for a long time since I left school
John: First of all, the most important thing is job
for ever, since the beginning of time,
stability and the second thing is opportunities etc. etc.
for promotion.
Interviewer: What skills and abilities do you have? 15 + (Learning ability: to apply new vocabulary
John: Skills and abilities? As I said, I think I’m fairly and structures).
responsible, I’m punctual and I’m a
hard worker, willing to learn new things. Refer students to the Language Note before
Interviewer: What are your salary expectations? doing the exercise. Check answers orally.
John: I know that I’d just be starting, so my salary Answers
expectations are not excessive. a. for / since. b. for.
Interviewer: Is there anything you’d like to add?
John: One thing I’d like to add is that I’m an honest ADDITIONAL ACTI VITY
person and if you hire me, you’ll get an Copy this chart on the board and ask students to fill
excellent worker. column A with for or since.
A (Answers)
a. A long period of time (for)
PAGE 121 b. Leaving Primary school (since)
AFTER YOU LISTEN c. Christmas (since)
d. Two hours (for)
Language Note e. Ages (for)
THE PRESENT PERFECT CONTINUOUS f. This morning (since)
(FOR / SINCE) g. Ten minutes (for)
h. I lived in New York (since)
We use for and since when talking about time. i. A short while (for)
We use for + a period of time. j. Half an hour (for)
A period is a length of time, for example: 5 minutes, k. The end of last year (since)
2 weeks, 6 years. l. Last March (since)
For means 'from the beginning of the period until m. Tuesday (since)
the end of the period.'
For can be used with all tenses. 16 ++ 47 (Learning ability: to relate written and
We use since + a point in time oral information).
A point is a precise moment in time, for example: Ask students to read the questions carefully.
9 o’clock, 1st January, last Monday. What information is required? What answers
Since means 'from a point in the past until now.' may be given? Ask them to work in pairs. Play
Since is normally used with perfect tenses. the recording once or twice for students to
check their answers.
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Answers was just a replacement and now I’m free. As a matter of
See transcript. fact, the sooner I could start the better.
I’d be more than happy to go to your office for a personal
interview. When would you like me to go?
Dell has a British accent. Tomorrow? What time would be good?
Dell: Hi, is this Hammonds International? No? Sorry, I must 9 a.m. sounds perfect.
have dialled the wrong number. My apologies. 7 Devonshire Square. That’s right opposite Liverpool
Hi, Hammonds International? Yes? Oh, wonderful! Could Street Station, isn’t it?
I possibly speak to Mr…. Mr Dustin Walker, please? How long do you think it’s going to take?
Not in today? Well, then ….. Miss Susan Spencer? About an hour? Brilliant, no problem; see you then.
OK, I’ll hold.
Miss Spencer? Hi, I’m calling about the ad in last PAGE 122
Saturday’s Daily News.
17 + 47 ( (Learning ability: to role play a
Sorry, what did you say? conversation using previous information).
Oh, yes; my name’s Dell Salazar and I’m 18 years old.
Read the questions in Exercise 16 aloud and ask
Date of birth: 19th of February, 1993.
students to repeat after you. Play the recording
As I said - the ad in Saturday’s Daily News. again once or twice for students to get more
Sorry? familiar with the information and to practise the
girl’s answers. Give pairs a few minutes to
Oh, I see; you published two ads on Saturday. I’d like to
practise the interview, taking turns to be the
apply for the position of the receptionist. It says… let interviewer or Dell. You can ask fast learners to
me find the ad … “Receptionist required for a busy law change the information in the answers with
office in Central London. Please apply by phone. Contact their own ideas.
Dustin Walker or Susan Spencer”. I hope you’re still
interviewing. Invite pairs of students to role play the interview
for the class.
You are? Great!
No, I’ve got no experience and the ad didn’t say that it 18 ++ ( (Learning ability: to compare and
was necessary, but I’m willing to learn! I’m a fast learner. discriminate between appropriate and
Well, I had some French at school and I speak fairly inappropriate characteristics).
fluent Spanish. My father’s originally from Ecuador, but Group discussions provide the opportunity for
I’m British; I was born in Bristol. I keep the language important interaction among students.
fluent because dad speaks Spanish to us and we
Additionally, you can check on what students
occasionally visit our family in Guayaquil.
are learning through their questions and
My qualities? Well, as I said before, I’m a fast learner and answers.
I’m hard-working, responsible, and I think I’m a good
team player. I used to play team sports at school and I Students work in pairs. Ask them to look at the
believe it’s a good way to learn how to be part of a pictures, identify the jobs (Picture 1: Master of
Ceremonies / MC at a circus. Picture 2: ballet
work group.
dancer. Picture 3: singer / guitarist / musician.
As soon as you need me. I finished school in June and Picture 4: beautician), and then read and answer
then worked for a while in a department store, but that the questions.
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Unit 5
19 QUICK SELF-CHECK (Learning ability: to It is important to take into consideration

evaluate learning). students’ level of language and not to expect
the interview to be without errors and some
This self-check allows students to evaluate their expressions in Spanish. Remember to provide
performance in the grammar aspect of the students with concrete information and clear
lesson and also to consider evaluation as a role descriptions so that they can play their parts
continuous process throughout the book. Read with confidence.
After the role play, feedback is essential. To
students understand them clearly, and set a
quote Carol Livingstone:
time limit to complete the task. Check answers
and help students to work out their scores. “Once the role play is finished, spend some time
on debriefing. This does not mean pointing out
If a student has reached the maximum score, and correcting mistakes. After the role play, the
you can offer him/her something more students are satisfied with themselves; they feel
challenging and ask him/her to do another that they have used their knowledge of the
exercise or help another student who is lagging language for something concrete and useful;
behind. If one or more students have only this feeling of satisfaction will disappear if every
reached the minimum score, you should mistake is analysed. It might also make the
dedicate some time to going through the students less confident and less willing to do
subject once more to make sure they are ready other role plays.”
to continue with the rest of the unit. Livingstone, C. (1983). Role-play in Language Learning.
Harlow, UK: Longman.
You can ask students to keep track of their
progress and then evaluate their overall Did you know that…
performance in the self-check exercises after See Page 8 of the Introduction.
two or three units.
Each line with blanks is worth 2 points. Speaking target strategy
Answers d. you have been playing Draw your students' attention to the Speaking
a. have you been using. for. target strategy box. Explain to them that creating a
b. have not been using / e. have been telling you draft of a presentation is a useful strategy which will
for. for. allow them to check aspects such as language and
c. have been playing f. have been trying / organisation in advance.
since. since.
21 ++ APPLICATION TASK – SPEAKING
(Learning ability: to give an oral presentation
PAGE 123
making use of a computer application).
20 +++ (Learning ability: to role play an interview). For more information on these activities, see
Page 7 of the Introduction.
This exercise is an extension of Exercise 18,
where students discussed different jobs and By completing this task, students will:
what is necessary to apply for them. Apart from • learn how to make a PowerPoint presentation;
checking if they have successfully acquired the • improve their team building skills;
skills taught in this unit, role playing an • learn how to use bullet points and headings;
interview is an interesting way of preparing • learn how to set and respect time limits;
students for a potential situation where they • revise their own work.
have to apply for a job.
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Two important recommendations for this PAGES 126 - 127
exercise: first, do it in a new class period, given CONSOLIDATION ACTIVITIES
that students have had several speaking
activities before (Exercises 17, 18 and 20) and See notes on this section on Page 8 of the
second, organise the class carefully so that Introduction.
students can prepare and make their Power
Point presentation, either to the whole class or 1 Students read the letter and answer the
to another group. questions (a – d). If they answer with
Read the instructions with students and make complete sentences, they should use the
sure they understand what they have to do; get corresponding Present Perfect Continuous
help from students who may be more familiar forms. You can decide if this is necessary or
with PowerPoint to assist their classmates. Talk not in your class; if you are more interested in
to students about different ways of introducing them getting the information required, just a
themselves and others; provide and elicit short answer will be enough.
examples and situations. Set a time limit for the Answers
preparation and for the presentations. Help a. (He has been living in Auckland) for five years.
them to evaluate their performance using the b. (He has been preparing for the test) for a year.
points provided. c. (He has also been studying) traffic rules and
traffic laws.
PAGE 125 d. (He has been working for the Infirmary) for
two years.
22 +++ (Learning ability: to reflect on the
contents of the lesson and relate them to own
experiences, expressing value judgements). AVOID ThIS MISTAKE
Students are asked to reflect on what they have
Write this sentence from the letter on the board and
discussed in the lesson and decide if what they
draw students’ attention to the verb look forward to:
have done has helped them to talk about the
I will be looking forward to hearing from you.
topic of the lesson.
Elicit or provide its meaning: wait for or anticipate
something pleasant.
thinks’) is a term that most students should be
familiar with. Explain that it can be followed by a noun phrase or
Teach students to ask, “what am I supposed to a verb-phrase with an -ing pattern.
learn?” early in the process, “how am I doing?”
during the process, and “what have I learnt?” Examples of look forward to + noun phrase:
after the process.
We are looking forward to the summer holiday.
Encourage them to discuss their answers in Are you looking forward to the party?
small groups, and to give and support their We are not really looking forward to the exams.
opinions with respect for their classmates at
all times. Examples of look forward to + verb phrase:
This is also the place where students can fill in I’m looking forward to meeting my cyber-friend.
the third part of the KWL chart. Barbara and Carl are looking forward to joining their
friends at the seaside.
Is Daisy looking forward to visiting her in-laws?
notebooks.
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UNIT 5
Finish these sentences with a noun phrase (NP) 3 Students look at the pictures, read the clues, and
or a verb phrase (VP) as indicated. then write sentences using the Present Perfect
Continuous tense, following the example.
a. (NP) The children are looking forward to
. Answers
a. They have been going to this restaurant for five
b. (NP) Is Eddie looking forward to years.
? b. He has been looking for a job since he left
school in June.
c. (NP) My parents are looking forward to c. They have been painting the house for seven
. hours.
d. She has been working out since two o’clock.
d. (VP) Francesca is not looking forward to
PAGE 128
. JUST FOR FUN
e. (VP) I’m sure you are looking forward to
. Introduction.
f. (VP) Why are you looking forward to Remind students that they should do the activities
? on their own, without much intervention from you,
but help and support when necessary.
Answers Answers
Will vary, but make sure students’ sentences make a. - vi. - Picture 3. d. - iii. - Picture 6.
sense and that they use an –ing form in sentences b. - v. - Picture 5. e. - iv. - Picture 4.
d – f. c. - ii. - Picture 1. f. - i. - Picture 2.
2 Ask students to read the schedule with times PAGE 129
and activities. Tell them to pay attention to the
CHILEAN CONNECTION
time when the activity started and the time
when Delva is looking at the programme. Talk to students about unusual professions they
Answers know – some of them in Chile. Do they think that
a. The Senior Citizens Club has been doing organ grinding is an unusual profession? Why do
aerobics for one hour and five minutes. they think some professions disappear? You can
b. John Brown, Daisy Elmer, and Karl Royce have also ask students about the strangest jobs they
been using the machines for one and a half have ever heard about.
hours. ADDITIONAL ACTIVITY
c. Susan and Deborah Drake have been doing Tell students about the jobs listed below and ask
Pilates for 25 minutes. them if they are real or not. (They are all real jobs!)
d. Mrs Carole Johnson has been sitting in the
sauna for ten minutes. Train pusher
e. Gordon and Sarah Plank have been doing In Japan, a train is not full until it is 200% full and
kick boxing for five minutes. passengers need a little extra help to get on, so
f. The children from Tollgate School have been train stations hire passenger arrangement staff that
swimming for 40 minutes. physically shove people onto trains until they can
g. Deepak Kharma has been doing yoga for nearly shove no more.
two hours.
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Dice checker PAGES 130 - 132
Other than checking for the correct number TEST YOUR KNOWLEDGE
placement (how obvious!), dice inspectors go
through obsessive security measures to make sure READING – VOLUNTEERING EXPERIENCES
the dice are cheat-proof. If they are found to be 1. c.
defective (not square, improper serial numbers, etc.)
2. a. i. b. ii. c. ii. d. i. e. i.
they are either destroyed or marked and sold.
3. amazing: causing wonder or astonishment;
Human bed warmer share: to allow someone to use or enjoy
Guests at a London Holiday Inn have the option of something that one possesses; belong: to be a
falling asleep in a bed that has been pre-heated by member of a group; hesitate: to speak making
another human. According to an article in the pauses.
Telegraph, a staff member will dress in a full-body
LISTENING – AT A RECRUITMENT CENTRE 49
sleeper suit and lie in your bed for 5 minutes.
Apparently, there is scientific evidence that sleep 4. a. False. b. True. c. False. d. False. e. True. f. False.
starts when body temperature begins to drop, so a 5. a. Hamilton. b. Tuesday. c. 23. d. duties.
warm bed is a good way to start this process.
LANGUAGE
Answers
6. a. have you been living.
Flag 1 - Mexico - corridos.
b. have been working.
Flag 3 - Spain - zarzuelas.
c. have been waiting.
Flag 2 - Argentina - tangos.
d. has not been feeling.
Flag 4 - Chile - cuecas.
e. has been building.
7. a. for. b. since. c. for. d. since. e. since.
SPEAKING
8. Students are expected to describe a situation indicating questions asked and answers given.
Final
score
Correct description of situation and Practically no language Fluid interaction, good
4 3 3
appropriate questions and answers. mistakes. pronunciation, no hesitation.
Mostly correct description of situation and Very few language Fluid interaction, a few pronunciation
3 2 2
mostly appropriate questions and answers. mistakes. mistakes, a minimum of hesitation.
Acceptable description of situation and Some language Fluid interaction, some pronunciation
2 1 1
some appropriate questions and answers. mistakes. mistakes, some hesitation.
Language mistakes
Poor description of situation, very few Interaction affected by pronunciation
1 interfered with 0 0
appropriate questions and answers. mistakes and a lot of hesitation.
comprehension.
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UNIT 5
WRITING
9. Tell students to fill in the application form with their own or invented details. They should also include a
short application note where they write about their experience, hobbies, and the reasons why they
want to apply. Assign points according to the following criteria.
Final
score
Filled in the form and wrote the letter Practically no grammar or
following all the indications. vocabulary mistakes.
Filled in the form and wrote the letter Very few grammar or A few spelling mistakes and
3 2 2
following most of the indications. vocabulary mistakes. slightly incorrect format.
Filled in the form and wrote the letter Some grammar and vocabulary Several spelling mistakes
2 1 1
following some of the indications. mistakes. and rather incorrect format.
Grammar and vocabulary
Hardly filled in the form and wrote the A lot of spelling mistakes
1 mistakes interfered with 0 0
letter following only a few indications. and incorrect format.
comprehension.
TRANSCRIPT - LISTENING – Interviewer II: That’s very impressive. Do you have any work
AT A RECRUITMENT CENTRE 49 experience?
Interviewer I has a British accent, Brenda has a Scottish accent Brenda: I graduated 6 months ago and I worked for
and Interviewer II has a French accent. three months as a systems analyst for a big
telecommunications company in Wexford.
Interviewer I: Hello. Welcome to the Recruitment Centre. First Interviewer I: What were your main duties?
of all, I’d like to take your details. Brenda: I coordinated the installation of computer
What’s your family name? hardware and software, and I also did some
Brenda: Hamilton. My full name’s Brenda Hamilton. program analysis for our clients.
Interviewer II: And what position are you applying for? Interviewer II: Why did you leave?
Brenda: Program analyst. Brenda: I was a trainee and the position was
Interviewer I: I don’t seem to be able to find your CV, Miss temporary. I finished last week.
Hamilton. Interviewer I: Thank you, Miss Hamilton, we’ll study your CV
Oh, here it is. Have you filled in an application and recommendations and will let you know if
form? you got the job tomorrow.
Brenda: Yes, I sent my application form by e-mail last
Tuesday, but I have a copy with me, if FINAL REFLECTION
you need another one.
Interviewer II: No, thank you, it won’t be necessary. have done and learnt in this unit. Encourage them
Can you tell us something about yourself? to follow the tips suggested and to share ideas in
Brenda: Well, you already know my name. I’m 23 years their groups.
old and I’m a computer program analyst.
Interviewer I: Any specific programs?
Brenda: Mainly Oracle and Java, but I’m also familiar
with Mercury and XML.
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PAGE 133 2. a. Because his credit limit has been exceeded
SELF-EVALUATION (by over $250). b. Yes, they can come to an
agreement. c. Because she lost her driving
See notes on this section on Page 8 of the license. d. You can do it online, by telephone, by
Introduction. post, or you may be able to use the premium
checking service.
Go through the different parts of the self-evaluation
3. a. loan. b. doubt. c. debt. d. expire.
sheet with students. Remind them that there are
4. a. iii. b. iii.
two main parts:
LISTENING - WELCOME TO LONDON 50
For YOUR TEST RESULTS, they have to work out their 5. a. not cost. b. National Gallery. c. Chinese.
score in the TEST YOUR KNOWLEDGE section, read d. park. e. corner shop.
their results, and reflect on them. Help them to 6. 1. Carnaby Street. 2. Portobello Road Market.
think of what they can do to improve results, solve 3. Camden Town Market.
problems, give or get help, etc. 7. a. to cost a lot of money. b. near Trafalgar
Square. c. don’t need to spend any more money
PAGES 134 - 137 for the rest of the afternoon. d. check out one of
SYNTHESIS TEST UNITS 1 TO 5 London’s popular markets, (such as Portobello
Road or Camden Street). e. and enjoyable day in
Answers London.
READING – TWO SITUATIONS LANGUAGE
Please note that the three reading texts are written 8. a. has been working out. b. has been feeling.
in American English. c. have not been watching.
1. Form I – Extract III. Form II – Extract IV. 9. a. from our grandmother. b. without the
complete information. c. with good looks and
intelligence.
10. a. arrive. b. will send. c. will visit. d. will take.
WRITING
11. Students choose one topic from the list to write a short composition of about 120 words describing a
personal experience.
Assign points according to these criteria.
Final
score
Complete description of Practically no grammar or
personal experience. vocabulary mistakes.
Quite complete description of Very few grammar or vocabulary A few spelling mistakes and
3 2 2
personal experience. mistakes. slightly incorrect format.
Acceptable description of Some grammar and vocabulary Several spelling mistakes and
2 1 1
personal experience. mistakes. rather incorrect format.
Poor description of personal Grammar and vocabulary mistakes A lot of spelling mistakes and
1 0 0
experience. interfered with comprehension. incorrect format.
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UNIT 5
SPEAKING
Final
score
Correct conversation about a
Fluid interaction, good
personal experience; all 4 Practically no language mistakes. 3 3
pronunciation, no hesitation.
question words used.
Mostly correct conversation Fluid interaction, a few
about a personal experience; 3 Very few language mistakes. 2 pronunciation mistakes, a 2
most question words used. minimum of hesitation.
Acceptable conversation about Fluid interaction, some
a personal experience; some 2 Some language mistakes. 1 pronunciation mistakes, 1
question words used. some hesitation.
Poor conversation about a Interaction affected by
Language mistakes interfered with
personal experience; very few 1 0 pronunciation mistakes and 0
comprehension.
question words used. a lot of hesitation.
TRANSCRIPT - LISTENING - WELCOME TO LONDON 50 On and around London’s iconic Carnaby Street, we’ll
find affordable chain restaurants such as the Masala
The guide speaks with a British accent. Zone, with Indian food and the Cha Cha Moon, with
Guide: Welcome to London; I hope you have a nice stay. Chinese offers.
First of all, let me give you today’s itinerary and then At around 3:30 pm, and once you’ve satisfied your
we can discuss options for the rest of your visit. hunger, you don’t need to spend any more money for
A day out in London doesn’t have to cost a lot of the rest of the afternoon, as we’ll visit Hyde Park, in
money. There are plenty of free London attractions to the centre of London. Here you can stroll at leisure by
see and visit. the serpentine, sit and read or simply watch the world
To begin with, at 10 am we’ll go to the National go by – some of the best people-spotting in London is
Gallery near Trafalgar Square, where you’ll see to be found here.
paintings by the great masters, including Leonardo da If you can’t resist a bit of bargain-hunting, check out
Vinci, Rembrandt, Picasso, Michelangelo, Monet and one of London’s popular markets, such as Portobello
Van Gogh. You can even join a free, 60-minute guided Road or Camden Street.
tour of the collection at 11:30am and 2:30pm, any day In the evening, at around 7 pm, we suggest that you
of the week. buy a sandwich at your local corner shop or the
At 2:30, after the visit, you can bet you’ll be quite nearest supermarket.
hungry, so how about having an inexpensive meal? I promise you this will be a really inexpensive and
enjoyable day in London.
AT WORK 179
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1. Read the different voluntary job cards, choose one for yourself and one for your partner, and practise
being an interviewer and an interviewee. Role play your interview in front of a group.
Interviewer: find out if the reasons behind the application are genuine and what attributes that
applicant has that would make him the ideal candidate.
Interviewee: explain the advantages and disadvantages of your chosen voluntary job and explain
why you would like to apply.
As a care volunteer in Africa, working You don’t have to be a teacher to

with children in orphanages, you will be volunteer for our English teaching
helping kids to learn life-skills that parents projects in Asia. There is no need to have
would normally teach. By getting a degree from university to gain
involved in the day-to-day running of an international work experience in any of
orphanage, making sure children are fed, our destinations. You don’t even need to
washed, and dressed, and paying them speak the language spoken at the place
personal attention, you will be making a where you are volunteering.
really positive impact on their lives.
The program is open to all volunteers,
You may have the chance to make use of whether you are on a gap year, at
your talents or interests; you can teach university, or wanting a career break.
arts, crafts, or music, which are always All we require is a good standard of
popular activities. spoken English.
Many volunteers also help to educate Make a difference teaching local kids
the children in personal hygiene and English, which they can later use in their
social skills. professional lives.
Wherever you travel in the world, you will

always find people who love sports, and in
Africa, more than anywhere else.
Sports bring people together and help to
build strong communities; they also
contribute to the creation of healthy, happy
individuals. Sports can provide a much-
needed distraction from more negative
aspects of people’s lives and, to

many people from disadvantaged
backgrounds, they can offer a route out of
poverty and a path of excitement
and promise.
Regular and organised sports coaching
can have a very positive impact on children,
together with the obvious physical and
mental benefits that regular exercise
provides.
180 Unit 5
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Unit 5
One of the best ways to get in touch By choosing a Culture & Community
with a country and its people is by project in Jamaica, you will become an
understanding its past. Volunteering on integral part of a local community
one of our archaeology projects in abroad.
Romania is a great way to discover its You can get involved in helping the
rich history. community of St. Elizabeth to become
You can spend time excavating ruins better prepared for the next natural
either in Romania or in the thrilling region disaster by volunteering on the Disaster
of Transylvania. Management Project.
You don’t need any previous Working in conjunction with the local St.
archaeological experience to join one of Elizabeth Parish Council Disaster
our digs and they run all year long. Coordinator, Disaster Management
Volunteers are based in various locations, volunteers raise awareness in schools and
including the ancient city of Brasov. within the community, help to develop
evacuation plans, and coordinate drills.
Some of the most important work that

needs to be done in developing
communities is setting up basic
infrastructure. Building volunteers can
work in a variety of destinations,
contributing to all types of sustainable
projects.
Whether you want to experience rural life
in Ghana or in a big city in South Africa,

there are different options for you to get
the most out of your building work.
You can do voluntary building whether
you are 16 or 60!
These projects are for volunteers who are
on summer holiday, having a gap year
from education, or taking a career break.
They run all year round. PhotocoPiable material •
You don’t need any previous
building experience.
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2. Examine the contents of the table below carefully.
a. Match the animals in column A with their names in column B and their habitat in column C.
In some cases, there might be more than one correct answer.
b. Answer and discuss these questions in your group.
i. Which animals can be kept as pets? iii. Which animals do you think are dangerous?
ii. Which animals can you find in Chile? iv. Which animals are in danger of extinctions?
A B C
Seal
Crocodile a. Forests in Alaska, Canada, Finland, Greenland, Norway
Snake
3
b. African savanna
Giraffe
Gorilla
c. Farms
5
Hippopotamus
6
d. Oceans
Parrot
7
Penguin
8 e. Fresh water and brackish water
Reindeer
9
Rooster
10 f. Tropical forests
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Unit 5
ADDITIONAL READING TEXT UNIT 5
Lesson 1 – Two Poems about dogs
A Dog Has Died

by _______________________
My dog has died. No, my dog used to gaze at me,

I buried him in the garden paying me the attention I need,
next to a rusted old machine. the attention required
to make a vain person like me understand
Some day I'll join him right there, that, being a dog, he was wasting time,
but now he's gone with his shaggy coat, but, with those eyes so much purer than mine,
his bad manners and his cold nose, he'd keep on gazing at me
and I, the materialist, who never believed with a look that reserved for me alone
in any promised heaven in the sky all his sweet and shaggy life,
for any human being, always near me, never troubling me,
I believe in a heaven I'll never enter. and asking nothing.
Yes, I believe in a heaven for all dogdom
where my dog waits for my arrival Ai, how many times have I envied his tail
waving his fan-like tail in friendship. as we walked together on the shores of the sea
in the lonely winter of Isla Negra
Ai, I'll not speak of sadness here on earth, where the wintering birds filled the sky
of having lost a companion and my hairy dog was jumping about
who was never servile. full of the voltage of the sea's movement:
His friendship for me, like that of a porcupine my wandering dog, sniffing away
withholding its authority, with his golden tail held high,
was the friendship of a star, aloof, face to face with the ocean's spray.
with no more intimacy than was called for,
with no exaggerations: Joyful, joyful, joyful,

he never climbed all over my clothes as only dogs know how to be happy
filling me full of his hair or his mange, with only the autonomy
he never rubbed up against my knee of their shameless spirit.
like other dogs obsessed with sex.
There are no good-byes for my dog who has died,
and we don't now and never did lie to each other.
So now he's gone and I buried him, PhotocoPiable material •

and that's all there is to it.
Aloof: (adv.) at a distance but within view; apart. Heaven: (noun) the sky or universe as seen from the earth; the firmament. Rusted: (adj.) corroded,
covered with rust. Shaggy: (adj.) having, covered with, or resembling long rough hair or wool. Withhold: (verb) to refrain from giving, granting, or
permitting.
At WORK 183
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My Dog's My Boss
by _______________________
Each day when it's three He gazed at me with eyes of woe

Old Dick looks at the clock, As if to say: 'Old boy,
Then proudly brings my stick to me You mustn't lose your grip, you know,
To mind me of our walk. Let us with laughing joy,
And in his doggy rapture he On heath and hill six miles or so
Does everything but talk. Our legs and lungs employ.'
But since I lack his zip and zest And then his bark was stilled to a sigh
My old bones often tire; He flopped upon the floor;
And so I ventured to suggest But such a soft old mug am I
Today we hug the fire. I threw awide the door;
But with what wailing he expressed So gaily, though the wind was high
The death of his desire! We hiked across the moor.
Glossary
Moor: (noun) a broad area of open land, often high but poorly drained, with patches of heath and peat bogs. Rupture: (noun) ecstasy, high emotion.
Still: (verb) to silence. Zip and zest: expression referring to being energetic, vigorous.
1. Read the two poems and tick the correct column. Then compare answers and opinions with a
classmate.
Poem 1 Poem 2
a. This poem is sad.
b. This poem has rhymes.
c. This poem was written by a Chilean poet.
d. This poem mention’s the dog’s name.
e. This poem includes a conversation with the dog.
2. Write a poem about a pet. You can use the rhyming dictionary at http://www.rhymezone.com/
Pablo Neruda (1904 – 1973). His first book of poems was published in 1923. He worked as a diplomat
and was drawn into the Spanish Civil War. On his return to Chile, Neruda was elected to the Senate, but
changes in the political climate forced him into exile. He eventually returned to Chile. He was awarded
the Nobel Prize for Literature in 1971. He was perhaps the most important Latin American poet of the
20th century.
Some of his best known works are Crepusculario, Veinte Poemas de Amor y una Canción Desesperada,
Residencia en la Tierra, España en el Corazón, Canto General, Las Uvas y el Viento, Odas Elementales, Arte de
Pájaros, La Barcarola, the play Fulgor y Muerte de Joaquín Murieta, Las Manos del Día, Fin del Mundo, Las
Piedras del Cielo, and La Espada Encendida.
Robert William Service (1874 – 1958). After spending his childhood in Scotland, he went to Canada in
1894, working for the Canadian Bank of Commerce in the Yukon for eight years. He was a newspaper
correspondent for the Toronto Star during the Balkan Wars of 1912–13 and served as an ambulance
driver and correspondent during World War I.
Some of his best known works are The shooting of Dan McGrew, The call of the wild, and The spell of Yukon.
184 Unit 5
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Unit 5
EXTRA TEST UNIT 5
READING - VOLUNTEER SPOTLIGHT
ore
Easter Seals, Inc. board chair Jerry Mattim
has been a volunteer lead er w ith the
organization for a long time.
with
Easter Seals has been helping individuals
and the ir fa milies.
disabilities and special needs,
phy sical
From child development centers to
with
rehabilitation and job training for people
f
disabilities, Easter Seals offers a variety o
bilities a ddress
services to help people with disa
.
life’s challenges and achieve personal goals has
Mattimore feels that Easter Seals’ mission
“As volunteers, we are all a small part of never been more important – to pro vide

important and wonderful work,” says Gerard exceptional services to ensure that all pe
ople
at
(Jerry) Mattimore, “When I think about all th with disabilities or special needs (and their

volunteers do today – and the millions an
d unities to live, le arn,
families) have equal opport
kes me very
millions of lives we touch– it ma work, and play in their communities.
oup
proud to be part of such an incredible gr
of people.” He recently led a team of more than 350
et with
volunteers from across the country to me
r at on’s
Mattimore has been working as a voluntee their local members during the organ izati
lunt eer ere, he
Easter Seals for nearly 30 years. “Every vo annual convention in Washington, D.C. H
e
has a unique story about how they becam worked alongside fellow volunteers to pas
s
alw ays intrigue d sage : tha t
personally involved, and I am along a timely and important mes
n for eed s
to learn from others about their passio people with disabilities and other special n

lth
giving,” adds Mattimore. have equal access to quality, affordable hea
hen the y ne ed it.
the care – to get what they need, w
“My involvement was very personal from
men t we
start,” he says. “I played in a golf tourna “It is a powerful message, and as volunteers
ed for
where I met some of the families we serv are also powerful advocates,” he said. “I am

the first time. I was very taken by that art of Eas ter
proud to be a volunteer, to be a p
eel
introduction – and my wife Audrey and I f Seals. As volunteers today, I believe we are
f so tions
incredibly fortunate to have been a part o charged with shaping the many organiza
s
many lives.” that will thrive this century to serve m illion
more. We are on our way.”
rd, 2007,
y Mattimore, Easter Seals. Retrieved August 3
Taken from: (2008) Volunteer Spotlight - Jerr
Unit 5 lunteers/stories/spotlight.jsp?id=46
from http://www.volunteermatch.org/vo
Please note that this text is written in American English,

but the activities that follow are in British English.
At WORK 185
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1 Read the article and identify its purpose. 1 pts. ii. In Chile.
iii. In Maine.
a. To raise funds for the organisation’s next c. At what time does the interview take place?
campaign.
i. In the morning.
b. To engage more young people as
volunteers. ii. In the afternoon.
c. To promote the activities of the iii. In the evening.
organisation. 5 51 Listen to the interview again and circle the
2 Read the text again and answer these correct alternative. 5 pts.
questions. 5 pts. a. Come in / on, Mr Scott.
a. What is the name of the organisation? b. How long have you been working / playing
b. What is Jerry Mattimore’s position within with children?
the organisation? c. For about five months / years.
c. What is the target group the organisation d. I mean outdoor / indoor sports, Daniel.
works with? e. You’re applying for a position as a monitor in
d. How many people were under Jerry’s a winter / summer camp.
leadership during the annual convention?
6 51 Listen to the recording once more. Then,
e. Where did the annual convention take read the advertisement and mark with a tick (√)
place? the requirements that Daniel complies with.
3 Are these statements true (T), false (F), or not 2 pts.
mentioned (NM)? 4 pts.
a. Jerry has been working as a volunteer DEER LAKE
since he was 30.
SUMMER CAMP
b. Jerry began working when he was
Spend two months in Maine,
single.
USA and earn money.
c. Jerry leads a voluntary team from

for
Washington DC. Deer Lake Summer Camp is looking
young people to wor k with children
d. Jerry is in charge of raising funds for
the organisation. between 5 and 10. They should:
• be 18 years or over;
of
LISTENING – RIGHT PERSON, RIGHT JOB • like children and have experience
working with them;
4 51 Listen to the interview. Choose the correct
• be interested in a number of
answer for each question. 3 pts.

outdoor sports;
a. What position is Daniel applying for? • have qualifications in swimming
i. Tennis coach. and lifesaving;
• have good knowledge of life
ii. Camp monitor. in the USA.
iii. Swimming instructor. Telephone Mrs Fenway at Working
w
b. Where does the interview take place? Holidays Abroad to arrange an intervie
at our local office on (562) 793789 2
i. In the USA.
186 Unit 5
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UNIT 5
7 51 Are these statements true or false? 5 pts. SPEAKING

a. Daniel has worked with children 10 Work with a partner and choose one of these
since he was 16. job advertisements to role play a job interview
like the one in the listening text. 10 pts.
b. He likes outdoor sports very much.
c. Daniel has got qualifications in
lifesaving. SALES TEAM MEMBERS
Best Places to Work
d. Daniel has never visited another
Sundance Vacations, a national travel
country.
company, is opening a new office in the
e. He has deep knowledge of American Wilkes- Barre area and is looking for
culture and life. enthusiastic Sales Team Members.
uses,
LANGUAGE Will earn $1000 + weekly, lucrative bon
guaranteed salary health benefits, paid
not
8 Complete these sentences using the Present vacation. Sales experience helpful, but
Perfect Continuous tense of the verbs in necessary. Will train.
brackets. 5 pts. Call for an appointment today!
a. Carlos English for two years

and he’s learnt a lot. (study)
Services
b. Mary and Bob had a big argument; now, Justice Resource Institute, Department of Youth
they for the last two hours. FOOD SERVICE WORKER
(talk) Part time (20 hours a week)
s a week,
c. Patricia for that company for We are currently seeking one (1) part time, 20 hour
three years. (work) Food Service Worker in Taunton, MA.
ay, 8 hours
d. What for the last 30 minutes? Schedule: Saturday, 8 hours (10 am to 6 pm); Sund
(do) s (3 pm to 7 pm).
(10 am to 6 pm) and Monday, 4 hour
to,
e. It for the last three days. (rain) Responsibilities would include, but are not limited

preparation, distribution and handling of meal s.
the
9 Complete these sentences using for or since. Responsible for the maintenance and sanitation of
t have a
kitchen, dining room and all food storage areas. (Mus
5 pts.
high school diploma or GED)
a. I have been playing Playstation
five hours.
WRITING
b. My son has been looking at Facebook STUDENT´S BOOK page 171 •
8 pm. 11 Read the advertisements in Exercise 10 again.
c. They got measles. They haven’t been feeling Choose one and write a short letter applying for
well two weeks. the job. 10 pts.
d. Dan’s mother has been living with us
0 20 36 50 55
we got married. to 19 to 35 to 49 to 55 PTS
e. Adam has been living in Dublin
a long time. Keep trying Review Well done! Excellent! TOTAL
AT WORK 187
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ANSWERS
Additional Activity Unit 1, Lesson 2 – The First Conditional
Cut up one broken sentence for each pair of students. Hand out the pieces at random. Students then stand
up and try to find the other half of their sentence by reading their half aloud. Redistribute the pieces and
repeat, this time with students memorising the words.
Ema will catch a cold... ...if she doesn’t wear warm clothes.
I won’t eat it... ...if there’s chilli pepper in it.
I’ll be very sad... ...if you decide to go away.
If I need any help,... ...I’ll let you know.
If Valerie gives me an apple,... ...I’ll give her an orange.
If Walter doesn’t have money, ... ... he won’t go to the concert.
If you don’t take an umbrella, ... ...you’ll get wet.
If you like, ... ...I’ll help you with your bags.
If you see Sonia, ... ...can you give her a message?
If you take a map with you, ... ...you won’t get lost.
If you write Fran an e-mail, ... ...she will tell you how to do it.
If you’re not careful,... ...you’ll knock that glass off the table!
My parents will be very happy... ...if I pass all my exams.
Tammy’ll be annoyed... ...if she sees you reading her notes.
Vincent will buy some ice-cream ...if we give him the money.
We won’t save the planet... ...if we keep using so much electricity.
Will the children share their toys... ...if their mother tells them to?
Will you go out... ...if it’s 40ºC?
You’ll be late... ...if you don’t hurry up.
You’ll get hungry... ...if you don’t eat something now.
Additional Reading Text Unit 1: The Fading Art Of Letter Writing

1. a.
2. (1) – c. (2) – b. (3) – a.
3. a. Her husband died.
b. Used in e-mails, posts, and twitters.
OMG = Oh, My God! LOL = Lots Of Laughter / Laugh Out Loud / Lots Of Love.
c. The weather, her neighbours, little everyday things.
d. It is a wonderful invention, but it is ephemeral and lacks character.
188
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Extra Test Unit 1
Answers LANGUAGE
READING – ANNE’S ANSWER 6. Possible answers (Accept other sensible ideas).
1. b. a he / she might die. / he / she might not
recover.
2. a. ii. b. i. c. i. d. iii. e. ii. f. iii.
b. will visit the Gabriela Mistral museum. / will
3. (✓) a., d., e. go up the Valle del Elqui.
LISTENING - AN EMBARRASSING c. I want to borrow his bike.
MOMENT 16 d. he didn’t go to the beach.
4. a. True. b. False. c. True. d. False. e. True. e. I have a problem? / I ask them politely?
5. a. shopping centre. b. staring. c. excited. 7. Answers may vary, but make sure that the
d. funny. e. friends. sentences make sense.
SPEAKING
Score Final
Task Score Language Score Interaction
score
Asked for and gave advice in all Fluid interaction, good 3
4 Practically no language mistakes. 3
the suggested situations. pronunciation, no hesitation.
Fluid interaction, a few 2
Asked for and gave advice in most Very few grammar or vocabulary
3 2 pronunciation mistakes, a
of the suggested situations. mistakes.
minimum of hesitation.
Fluid interaction, some 1
Asked for and gave advice in one
2 Some language mistakes. 1 pronunciation mistakes, some
or two of the suggested situations.
hesitation.
Asked for and / or gave advice in Interaction affected by 0
Language mistakes interfered
only one of the suggested 1 0 pronunciation mistakes, a lot of
with comprehension.
situations. hesitation.
WRITING
Final
score
Wrote an appropriate letter of Practically no grammar or Correct spelling and
4 3 3
advice. vocabulary mistakes. appropriate letter format.
Wrote a letter of advice, but some Very few grammar or vocabulary A few mistakes in spelling
3 2 2
parts of the reply are inappropriate. mistakes. and letter format.
Wrote a letter of advice, but a good Some grammar and vocabulary Several mistakes in spelling
2 1 1
part of the reply is inappropriate. mistakes. and letter format.
Wrote a letter, of advice but most Grammar and vocabulary mistakes A lot of mistakes in spelling
1 0 0
of the reply is inappropriate. interfered with comprehension. and letter format.
189
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TRANSCRIPT - LISTENING - 16 back he was still staring at me, and then he smiled
AN EMBARRASSING MOMENT and waved.
Susana: I bet you got really excited!
Speaker 1 (Carla) speaks with an Irish accent. Speaker 2 Carla: I did, but then I smiled and waved back. That’s when
(Susana) speaks with a British accent. I noticed his smile turn into a funny look!
Carla: Two weeks ago, I had the worst moment of my life. I Susana: What do you mean by funny?
was hanging out with my friends at the mall when I Carla: I mean surprised. Then I noticed that his best friend
saw my crush. This guy is so hot. At school, he’s in a was walking past me towards my crush.
grade higher than I am and he plays basketball and Susana: So the guy was not smiling or waving at you! He was
football. Anyway, I noticed him near one of my waving at his friend!
favourite stores and it seemed like he was staring Carla: Yes, he was. And they both laughed at me. I just
right at me. grabbed my friends and left the mall.
Susana: Wow! Did you get nervous? Susana: So, what’s the score now?
Carla: I sure did! I tried to look away, but when I looked Carla: He’s NOT my crush anymore!
Additional Reading Text Unit 2: To Build A Fire (abridged version)

1. c. 2. b.
3. a. If he hurries, he will reach Henderson Creek by six o'clock this evening.
b. If he steps there, he will break through the ice into a pool of water.
c. If a man stays calm, he will be all right.
d. If he runs far enough, he will reach his friends at Henderson Creek.
Extra Test Unit 2

READING - AN EARTHQUAKE PROTECTION where our emergency food, water, first aid
PLAN kits, and fire extinguishers are located.
1. a. From James’s local Emergency Office. c. We must write down important addresses,
b. A floor plan, a rope ladder, emergency food, such as police, fire, paramedics, and medical
water, first-aid kits, fire extinguishers. centres. We must write down important
telephone numbers, such as police, fire,
c. Because earthquakes happen periodically
paramedics, and medical centres.
in Chile.
3. a. Decide the location of our family’s or our
d. The telephone numbers of our neighbours and
group’s outdoor meeting place.
some information we might need in case we
have no access to our home, such as the car b. We should plan a second way to exit from each
registration number. room or area.
c. We should sketch a floor plan of our home or
2. a. First of all, he suggested we should take school.
a few minutes with the Emergency Officers to
discuss an evacuation plan. LISTENING - A HORSE WITH NO NAME 25
First of all, he suggested we should take a few 4. a. sand. b. rain. c. bed. d. free. e. ground.
minutes with our teachers and with our families 5. a. plants / birds / rocks. b. ocean / life.
at home to discuss an evacuation plan.
LANGUAGE
b. He asked us to mark on the plan the place
6. a. i. b. ii. c. i. d. ii. e. ii.
where our family members are located.
7. a. if. b. when. c. if. d. Unless. e. If.
He asked us to mark on the plan the place
190
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SPEAKING
Task Score Language Score Presentation Score Final
Score
Asked and answered five 4 Practically no language mistakes. 3 Fluid interaction, good 3
questions. pronunciation, no hesitation.
Asked and answered four 3 Very few language mistakes. 2 Fluid interaction, a few 2
questions. pronunciation mistakes, a
minimum of hesitation.
Asked and answered three 2 Some language mistakes. 1 Fluid interaction, some 1
questions. pronunciation mistakes, some
hesitation.
Asked and answered only 1 Language mistakes interfered 0 Interaction affected by 0
two questions. with comprehension. pronunciation mistakes and a lot
of hesitation.
WRITING
9. The students use the information in the unit to write an action plan of not more than 60 words.
Assign points according to these criteria.
Score
Wrote a complete and 4 Practically no grammar or 3 Correct spelling and format. 3
appropriate action plan. vocabulary mistakes.
Action plan lacks some 3 Very few grammar or 2 A few spelling mistakes and 2
details. vocabulary mistakes. slightly incorrect format.
Action plan has only some 2 Some grammar and vocabulary 1 Several spelling mistakes and 1
details. mistakes. rather incorrect format.
Action plan is inappropriate. 1 Grammar and vocabulary 0 A lot of spelling mistakes and 0
mistakes interfered with incorrect format.
comprehension.
TRANSCRIPT - LISTENING - 25 After two days in the desert sun,

A HORSE WITH NO NAME My skin began to turn red;
After three days in the desert fun,
The speaker has an American accent.
I was looking at a river bed
On the first part of the journey And the story it told of a river that flowed
I was looking at all the life; Made me sad to think it was dead.
There were plants, and birds, and rocks, and things; After nine days, I let the horse run free
There was sand, and hills, and rings. ‘Cause the desert had turned to sea;
The first thing I met was a fly with a buzz There were plants, and birds, and rocks, and things;
And the sky with no clouds; there was sand, and hills, and rings.
The heat was hot and the ground was dry, The ocean is a desert with its life underground
But the air was full of sound. And a perfect disguise above;
I’ve been through the desert on a horse with no name, Under the cities lies a heart made of ground,
It felt good to be out of the rain; But the humans will give no love.
In the desert, you can remember your name
‘Cause there ain’t no one for to give you no pain.
191
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Additional Activities Unit 3 – Jobs
1.
e n t e r t a i n e r m
f i l m e x t r a p e
c o o k i c
d l h
r a o a
i t r a i n e r t n
v s e c r e t a r y t i
e i t c
r p h y s i c i a n s a
t m
m o d e l e
p h o t o g r a p h e r r
2.
a. Mechanic – garage – wrench.
Gardener – garden – lawn mower.
Surgeon – operating theatre – surgical mask
Ballet dancer – theatre – (en pointe) ballet slippers / ballet shoes.
Flight attendant – aeroplane – food trolley / food cart.
b. A mechanic works in a garage. She or he uses a wrench and many other tools.
A gardener works in a garden. He or she uses a lawn mower to cut the grass.
A surgeon works in an operating theatre. She or he wears protective clothing: a surgical mask, scrubs,
a disposable cap, rubber gloves, etc.
A ballet dancer works in a theatre. He or she wears (en pointe) ballet slippers / shoes, ballet clothes,
and accessories.
A flight attendant works on an aeroplane. He uses a food trolley / trolley cart to serve meals to the
passengers.
Additional Reading Text Unit 3 – Woman Work, By Maya Angelou
1. Tend the children, mend clothes, mop the floor, go shopping, fry chicken, dry the baby, feed
company, weed the garden, press shirts, dress the tots, clean the hut.
2. The weather. 3. a.
192
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Extra Test Unit 3
READING - LISTENING – PREPARING A CV 33

HOW TO SUCCEED AT JOB INTERVIEWS
3. a. i. b. iii. c. iii.
1. a. IV. b. II. c. V. d. III. e. I.
4. a. might. b. need. c. very. d. provide. e. set.
2. f. Most.
5. b. – c. – d. – a.
YOU SHOULD YOU SHOULDN’T
LANGUAGE
prepare for the interview beforehand. mention / show quirks or
habits which put 6. a. shouldn’t wear.
employers off. b. ’d better / should arrive.
learn how to pick out from your c. ‘d better go to bed.
background all the points that will d. shouldn’t say.
really ring bells with your interviewer. e. should listen.
7. a. We’d better go / leave now.
worry about your visual appearance.
b. I’d better start studying.
always stay in control. c. You’d better close the window.
prepare a point plan.
keep these points at the forefront of
your mind.
SPEAKING
Final
score
Asked and answered questions about
Practically no language Fluid interaction, good pronunciation,
preparing a CV, mentioning all the 4 3 3
mistakes. no hesitation.
required information.
Asked and answered questions about
Fluid interaction, a few pronunciation
preparing a CV, mentioning most of 3 Very few language mistakes. 2 2
mistakes, a minimum of hesitation.
the required information.
Asked and answered some questions
Fluid interaction, some pronunciation
about preparing a CV, mentioning half 2 Some language mistakes. 1 1
mistakes, some hesitation.
of the required information.
Asked and answered a few questions
Language mistakes interfered Interaction affected by pronunciation
about preparing a CV, mentioning very 1 0 0
with comprehension. mistakes and a lot of hesitation.
little of the required information.
193
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WRITING

score
Wrote a cover letter that contains all 4 Practically no grammar or 3 Correct spelling, letter format, and 3
the relevant information to introduce vocabulary mistakes. organisation of paragraphs.
a CV.
Wrote a cover letter that contains 3 Very few grammar or 2 A few spelling mistakes, slightly 2
most of the relevant information to vocabulary incorrect format and organisation of
introduce a CV. mistakes. paragraphs.
Wrote a cover letter that contains 2 Some grammar and 1 Several spelling mistakes, rather 1
some of the relevant information to vocabulary incorrect format and organisation of
introduce a CV. mistakes. paragraphs.
Wrote a cover letter that contains 1 Grammar and vocabulary 0 A lot of spelling mistakes, incorrect 0
very little of the relevant information mistakes interfered with format and organisation of
to introduce a CV. comprehension. paragraphs.
TRANSCRIPT – LISTENING – PREPARING A CV 33

Mark: How should I organise the information?
Mrs Brandon has a British accent and Mark has an Indian accent. Mrs Brandon: Well, in an application form the format is usually
Mrs Brandon: Hi, Mark. What can I do for you? set. Just fill in the blanks, but make sure you follow
Mark: Good afternoon, Mrs Brandon. I saw an all the instructions. Don’t omit any requested
advertisement for a job that might interest information.
me and I’m trying to prepare my CV, but I think I’ll Mark: What do I do if the format is not set?
need some help. Mrs Brandon: There are many ways of organising the
Mrs Brandon: What do you need to know? information you want to include, but the most
Mark: First, why do I need a CV to apply for a job? Why important information should usually come first.
don’t I just call the company and ask for an Whatever format you choose, you should keep
interview? your resume short. Many experts recommend that
Mrs Brandon: Well, CVs give employers the opportunity to see new workers use a one-page resume.
your qualifications and skills, and how they match Mark: What else should I consider?
the job requirements, and then you’ll probably Mrs Brandon: Ummm, before submitting your resume, make
need an interview to meet them face to face. sure that it’s easy to read. Ask at least two people
Mark: What kind of information should I include in to proofread it for spelling and other errors and
my CV? make sure you use your computer’s spell checker.
Mrs Brandon: You must include contact information, such as Ah! One more thing...When sending a resume,
your name, address, e-mail address, and most people include a cover letter to introduce
telephone number, and of course the type of work themselves. Most cover letters are only three short
or specific job you are applying for. Education paragraphs. Your cover letter should capture the
references are also very important. future employer’s attention and follow a business
Mark: Should I mention my previous working experience? letter format. Any other questions, Mark?
Mrs Brandon: If requested, yes, and you might also provide Mark: I don’t think so. Thank you, Mrs Brandon.
contact information for the references you mention.
194
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Additional Activities Unit 4
1. a.
1. – d. – vi. 2. – c. v. 3. – b. i. 4. – f. – iv. 5. – a. – ii. 6. – e. – iii.
b. There is so much life under the water.
I never thought I would camp in the North Pole.
We are so tired now after our walk around the Big Apple.
After a nice swim, I really like sitting in the sun.
It was pretty hard climbing up that steep slope.
We could see several monkeys over our heads.
2. In picture two:
– the sun is shining over the hot dog truck.
– there is no palm tree in the middle of the picture.
– the man’s wearing a shirt with a different pattern.
– the boy is wearing a T-shirt.
– there are two thin lines along the middle of the surfing board.
– there is a bumper sticker on the front fender.
– there is an ornament on the hood of the car.
– there isn’t a bite in the man’s hot dog.
– there are only three birds flying above the mountains.
– the grill at the front of the car is different.
Additional Reading Text Unit 4 - Excerpt From Gulliver’s Travels, Chapter I

1. a. Old English. b. The Swallow. c. a rock. d. little creatures.
2. a.
Extra Test Unit 4
READING – DOES BARCELONA COUNT AS LISTENING – AMAZING PEOPLE,

ANOTHER COUNTRY? AMAZING STORIES 42
1. a. Because people speak Catalán and Spanish, 4. b.

and there are also some signs in English for
5. 1 - c. 2 - b. 3 - e. 4 - d. 5 - a.
tourists.
6. a. – iii. b. – ii. c. – iii. d. – i.
b. They used a book with a well-explained
walking tour. LANGUAGE
c. It is very extensive and useful.
7. a. in Indian restaurants.
d. At The London Bar and at Els Quatre Gats.
b. very recently.
2. a. Park Guell. b. Shadow of the Wind. c. Gaudi. c. correctly in class?
d. Catalán. e. Barri Gótico / el Raval. d. to go hiking in the mountains.
3. a. False. b. False. c. False.
8. a. – vi. b. – v. c. – i. d. – ii. e. – iii. f. – iv.
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SPEAKING
Task Score Language Score Interaction Score Final

score
Asked and answered questions about last 4 Practically no 3 Fluid interaction, good 3
holidays, mentioning all the information required. language mistakes. pronunciation, no hesitation.
Asked and answered questions about last 3 Very few language 2 Fluid interaction, a few 2
holidays, mentioning most of the information mistakes. pronunciation mistakes, a
required. minimum of hesitation.
Asked and answered questions about last 2 Some language 1 Fluid interaction, some 1
holidays, mentioning some of the information mistakes. pronunciation mistakes,
required. some hesitation.
Didn’t ask and answer questions 1 Language mistakes 0 Interaction affected by 0
about last holidays, didn’t mention the interfered with pronunciation mistakes and
information required. comprehension. a lot of hesitation.
WRITING

score
Wrote a post containing all the 4 Practically no grammar or 3 Correct spelling and 3
required information. vocabulary mistakes. presentation.
Wrote a post containing most of 3 Very few grammar or vocabulary 2 A few spelling mistakes and 2
the required information. mistakes. slightly incorrect presentation.
Wrote a post containing some of 2 Some grammar and vocabulary 1 Several spelling mistakes and 1
the required information. mistakes. rather incorrect presentation.
Tried to write a post, but used very 1 Grammar and vocabulary mistakes 0 A lot of spelling mistakes and 0
little of the required information. interfered with comprehension. poor presentation.
TRANSCRIPT - LISTENING - AMAZING PEOPLE, coincidence, I came across an advertisement in the

AMAZING STORIES 42 local newspaper. A local organization was looking
Both speakers have an American accent. The spelling of this for individuals to help support vulnerable young
script is also American. people within the area.
Reporter: And you became a volunteer?
Reporter: Working with young people as a volunteer gave Jonathan: I replied to the advertisement and felt the
Jonathan Rudkin an opportunity to find out what experience would help me to explore a number of
it takes to work with young people. After signing potential careers. Really, after a number of years
up to a volunteer program, Jonathan went on to working in industry, I was unsure whether I would
carve out a successful career as a teacher. be able to relate to young people.
Jonathan, what can you tell us about your Reporter: When did you feel completely engaged with the
experience? voluntary sector?
Jonathan: After some time traveling around the world, I Jonathan: Before starting to work, I undertook a series of
wanted to try and give something back to my training sessions. After completing the training and
community. After returning, I decided that I attending a formal interview, I received my
wanted to pursue a different type of career. By first case.
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Reporter: How long does each case take you? expect, but it was a very valuable and worthwhile
Jonathan: I work on each one for approximately three months. experience.
During this time, I work closely with a number of Reporter: What would you say are the most important
young people, encouraging them to try new achievements?
activities. Each case introduces me to a variety of Jonathan: It has helped me to gain a better understanding of
challenges and helps me to understand the problems how young people think and perhaps, more
that young people face in their everyday lives. importantly, the day-to-day pressures and
Reporter: I understand that, from this experience, you challenges they face.
decided to pursue a career in teaching. Reporter: Do you think it’s related to your work as a teacher?
Jonathan: Oh, you’re right. My experiences as a volunteer Jonathan: As a teacher, this can sometimes have an impact
were life-changing. They helped to give me upon the classroom, and my experiences in the
confidence to pursue a career in teaching. When I volunteer program really helped to understand
started the program, I didn’t really know what to the daily pressures many children face.
Additional Activities Unit 5

2.
Picture 1 – d. Penguins live (on islands and remote continental regions),in the ocean.
Picture 2 – b. Hippopotamus live in the African savanna.
Picture 3 – c. Cocks live on farms.
Picture 4 – f. Gorillas live in tropical forests.
Picture 5 – b., c., d., e., f. Snakes can live nearly in every habitat, in every continent, except Antarctica.
Picture 6 – b., e., f. Crocodiles live in the African savanna, in fresh and in brackish water and in tropical forests.
Picture 7 – b. Giraffes live in the African savanna.
Picture 8 – a. Reindeers live in forests in Alaska, Canada, Finland, Greenland, Norway.
Picture 9 – d. Seals live (on beaches and sand dunes) in the ocean.
Picture 10 – f. Parrots live in tropical forests (but also in all other habitats, except for the Arctic and Antarctic).
Additional Reading Text Unit 5 – Lesson 1 – Two Poems About Dogs

Answers.
Poem 1 Poem 2
a. This poem is sad. 4
b. This poem has rhymes. 4
c. This poem was written by a Chilean poet. 4
d. This poem mention’s the dog’s name. 4
e. This poem includes a conversation with the dog. 4
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Extra Test Unit 5
READING - VOLUNTEER SPOTLIGHT 6. ✓ Be 18 years or over.

1. b. ✓ Like children and have experience of working
2. a. Easter Seals. with them.
b. Board chair. 7. a. True. b. False. c. False. d. True. e. False.
c. People with disabilities and special needs.
LANGUAGE
d. 350 volunteers.
e. In Washington DC. 8. a. has been studying.
3. a. Not mentioned. b. False. c. False. d. Not b. have been talking.
mentioned. c. has been working.
d. have you been doing
LISTENING – RIGHT PERSON, RIGHT JOB 51
e. has been raining.
4. a. ii . b. ii. c. ii. 9. a. for. b. since. c. for. d. since. e. for.
5. a. in. b. working. c. years. d. outdoor. e. summer.
SPEAKING
Final
score
Participated in job interview Practically no Fluid interaction, good
4 3 3
mentioning all the required information. language mistakes. pronunciation, no hesitation.
Participated in job interview Fluid interaction, a few
Very few language
mentioning most of the required 3 2 pronunciation mistakes, a 2
mistakes.
information. minimum of hesitation.
Participated in job interview Fluid interaction, some
Some language
mentioning some of the required 2 1 pronunciation mistakes, some 1
mistakes.
information. hesitation.
Poor participation in job interview, Language mistakes Interaction affected by
mentioning very little of the the required 1 interfered with 0 pronunciation mistakes and a lot 0
information. comprehension. of hesitation.
WRITING
Final
score
Wrote an appropriate job Practically no grammar or
application letter. vocabulary mistakes.
Wrote a mostly appropriate Very few grammar or vocabulary A few spelling mistakes and
3 2 2
job application letter. mistakes. slightly incorrect format.
Wrote an acceptable job Some grammar and vocabulary Several spelling mistakes and
2 1 1
application letter. mistakes. rather incorrect format.
Wrote a poor job application Grammar and vocabulary mistakes A lot of spelling mistakes and
1 0 0
letter. interfered with comprehension. incorrect format.
198
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TRANSCRIPT – LISTENING - RIGHT PERSON,
RIGHT JOB 51
Mrs Fenway has a British accent. Daniel speaks with an
Australian accent.
Mrs Fenway: Can I help you?
Daniel: Good afternoon. My name’s Daniel Scott; I’ve
got an appointment.
Mrs Fenway: Ah, yes. Come in, Mr Scott. Have a seat, please.
How old are you, Daniel?
Daniel: I’m 18.
Mrs Fenway: And how long have you been working with
children?
Daniel: Oh, for about two years, and I’ve recently taken
a course in childcare.
Mrs Fenway: Tell me about your experience working with
children. What exactly do you do?
Daniel: Well, I play and give tennis lessons at the sports
club I belong to.
Mrs Fenway: Mm, I see. And how long have you been a
member of this club?
Daniel: For about five years.
Mrs Fenway: What other sports are you interested in, apart
from tennis?
Daniel: I like computer games and chess.
Mrs Fenway: I mean outdoor sports, Daniel.
Daniel: Oh! I sometimes play football, but I’m not very
fond of it.
Mrs Fenway: I see. Have you got any qualifications in
swimming and lifesaving?
Daniel: Well, errr, no.
Mrs Fenway: But you can swim, can’t you?
Daniel: Oh, yes.
Mrs Fenway: Mmm. You know you’re applying for a position
as a monitor in a summer camp in Maine, USA.
Have you ever visited the USA?
Daniel: No, I haven’t. In fact, I’ve never been abroad,
but I’d love to go one day.
Mrs Fenway: How much do you know about American
culture and society?
Daniel: I know a lot! I watch lots of American films and
shows on TV.
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ANSWERS TO WORKBOOK ACTIVITIES
UNIT 1 10. a. sweatshirt. b. healthy. c. shy. d. anger. e.

READING – IN THE CAR gloves. f. sleepover. g. upset. h. binge. i. playful.
j. friendship.
1. c.
2. a. The driver of the car is Diamond. 11. sweatshirt. gloves. playful. healthy. binge.
b. Diamond has fifteen children. TRANSCRIPT – LISTENING – 14
c. Ten of Mrs Sweeney’s children are on holiday UNDERSTANDING ADOLESCENCE
at the moment. All the speakers have a British accent.
d. Mrs Sweeney’s husband has lost a leg.
e. The conversation ended when the girls’ Girl: Mum, we need to talk to you.
mother called them from the kitchen Mom: Yes, honey. What is it?
window. Boy: We are a little worried.
3. a. however. b. Although. c. therefore. d. if. Mom: Are you having problems at school?
4. Answers will vary, but these are some Girl: We are having problems with our classmates, we get
possibilities, strictly based on the text. angry very easily, the boys are awful…
a. … the streets are not packed. Boy: It’s not us, mom, It’s the girls; they think they are all
b. … you have to buy plenty of groceries. grown up, better than us. Every time I say something,
c. … there are many children around. they make me feel as if I’ve said something foolish. It’s
d. … they mention the number of children they so embarrassing!
have. / Mrs Sweeney says her husband’s leg Mom: Oh, my dears; you’re becoming teenagers. You’re
has been chopped. / Diamond says Johnny has changing and that can be very confusing.
three legs. / Mrs Sweeney says he has a Girl: Yes, I feel I do not know my own body, it’s
brother with four legs. changing so quickly.
Boy: Some times I feel I have four arms and four legs,
LISTENING –
they’re so long and difficult to control.
UNDERSTANDING ADOLESCENCE 14
Mom: That’s normal and it will pass, don’t worry; and don’t
5. a. Boy. b. Mum. c. Girl. d. Mum. think I haven’t noticed how changeable your mood is:
6. a. problems. b. angry. c. foolish. one moment you are laughing and the next minute,
d. noticed. e. affects. it’s all long faces and angry words.
7. c. Boy: And you say that’s normal?
8. a. they will talk to their mother. Mom: Yes, new hormones are starting to work in your body
b. she will give them some advice. and this affects your mood, but believe me, it’ll pass.
c. they will feel better. How about some lunch, now?
d. they won’t be so moody.
e. they will be happier.
VOCABULARY
9. a. difficulties. b. upset. c. silly. d. noticed.
e. influences.
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UNIT 2 TRANSCRIPT – LISTENING – 22
READING - EARTHWATCH INSTITUTE INTERNATIONAL RESCUE CORPS
1. b. Both speakers have a British accent.
2. a. True. b. False. You will work side by side with Interviewer: Paul, how did you get involved with the
distinguished field scientists.
International Rescue Corps?
3. a. – iv. b. – iii. c. – iii. d. – i. e. – i., iv. f. ii, iv.
Paul: One of my parents’ neighbours helped to set
g. i., ii., iii.
4. a. Many; it supports scientific research up the IRC way back in 1981, after the Italian
worldwide. earthquake. I joined because our neighbour
b. Scientists, corporate and non-profit helped me to discover that I’ve got a skill to
partners, teachers, students, and offer, which can help to save people.
everyday citizens. Interviewer: How many missions have you been on?
5. a. ... you want to find out what YOU can do Paul: I’ve been on eight missions abroad – seven
to change the world. earthquakes and a hurricane – and about ten
b. ... will work side by side with in the UK.
distinguished field scientists. Interviewer: What can IRC offer that other agencies can’t?
Paul: We offer our services free of charge; besides,
LISTENING – we carry our own specialist equipment for
INTERNATIONAL RESCUE CORPS 22 finding and saving people who are trapped in
6. a. ii. b. i. c. i. collapsed buildings, like fibre optic probes,
7. a. 3. b. 2. c. 1. microphones and thermal imaging.
8. a. He discovered that he had a skill to offer,
Interviewer: What’s the most amazing survival story you’ve
which could help to save people.
come across?
b. Eight missions abroad – seven
earthquakes and a hurricane – and Paul: We went to Chile after the earthquake in the
about ten in the UK. south, in 2010. One woman had been trapped
c. After the earthquake in the south of in for over 40 hours when we discovered she
Chile, they rescued a woman who had was there, and it took us another four hours to
been trapped for more than 40 hours. get her out. Normally, when people have been
VOCABULARY trapped for 24 hours after an earthquake, not
9. a. volunteer. b. wardrobe. c. climate. d. forest. many come out alive. What saved this woman
e. microphone. f. support. g. neighbour. was a wardrobe, which had fallen on top of
h. rescue. her and protected her. She was partly inside it!
10. Answers will vary, but these are some Interviewer: Thank you, Paul, and the best of luck on your
possibilities. future missions.
a. investigation. b. a person who has joined an
organisation, team, etc. c. confront, deal with a
situation. d. not able to be maintained. e. a
person who lives in a particular town or city.
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UNIT 3 TRANSCRIPT - LISTENING – INTERVIEW WITH A DJ 31
READING – Both speakers have a British accent.
COOLWORK SUMMER ADVENTURES Interviewer: Brad Andrews is one of the most famous names in
1. a. Paragraph II. b. Paragraph VII. dance music and club DJing of the moment. Brad,
c. Paragraph I. d. Paragraph VI. why are club DJs so popular these days?
e. Paragraph V. f. Paragraph III. Brad: In the past, people used to go to discos and
g. Paragraph IV. clubs to drink, talk or socialise. Now, they
2. Name of company: Alaska Canopy Adventures
come for the music, so whether you have a
(ACA)
Location: Alaska good time or not depends very much on the
Places where they operate excursions: skills of the DJ.
Ketchikan and Juneau. Interviewer: Do you really need that much skill to put on a
Available positions: Canopy Guide, Course few records?
Supervisor, Tour Coordinator, Lead Tour Brad: It’s not that simple. I often operate three
Coordinator, Store Clerk, Driver, Boat Captain, turntables at once, sometimes using one or
and Deckhand. two CD players as well. You need a great deal
Two requirements for candidates: of co-ordination to play with the records and
strong commitment to risk management; use these huge decks we have nowadays. The
willingness and commitment to take job of DJing is mostly about mixing tracks,
on responsibility of participants’ safety
using several records at once to create a totally
at all times.
Training offered: For qualified applicants to be whole new sound.
the best in their job. Interviewer: Does a gig require much preparation?
How to apply: After reviewing the complete Job Brad: It does! This is an extremely demanding job.
Description, follow the links to download an People go to see their favourite DJs like fans go
employment application. to see bands. I arrange and build a set at a club
3. a. First of all, you should be energetic. like I would do in a concert on stage, or if I was
b. To improve your possibilities, you might recording a single in a studio. You’re basically
apply for more than one position. composing a three-hour piece of music.
c. To make sure you are considered for the Interviewer: We’ll take a break now, but don’t go away…
position, you’d better apply immediately. Brad’s going to …
LISTENING – INTERVIEW WITH A DJ 31
UNIT 4
4. : a., b., d., e., g.
READING - BRIEF HISTORY AND
5. a. Brad Andrews. b. For the music.
DESCRIPTION OF PARKOUR
c. Three turntables and one or two CD players.
6. a. should have a great deal of co-ordination. 1. c.
b. should do the same as in a concert on stage, 2. b.
or recording a single in a studio. 3. a. from. b. by. c. to. d. over. e. for. f. of. g. by. h. in.
i. by. j. from.
VOCABULARY
4. a. Art du déplacement, freerunning.
7. a. damage. b. prevent. c. withstand. b. A method for physical and mental fitness,
d. homeless. a lifestyle.
8. a. applicant. b. steel. c. wildlife. c. Creativity, critical thinking, responsible exercise.
d. perched. e. variety.
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LISTENING - WHAT’S YOUR QUESTION? 39 Presenter: Thanks again, Jack. And the last call for today.
5. a. 1st caller. b. 3rd caller. c. 2nd caller. 3rd caller: My friends and I would like to start a parkour
6. a. Presenter. b. Jack. c. 3rd caller. community in Maryland, but we want to know if
d. 2nd caller. e. 1st caller. it is illegal or not.
7. a. low. b. would like. c. positive. Jack: Parkour is legal everywhere. If you guys are
8. a. Jack Carter is with us today to answer serious about maintaining the legality of
your questions about parkour. parkour, you should concentrate on giving
b. Perhaps you just need to drill the parkour a positive image by respecting property,
movement in a different way.
members of the public and the authorities.
c. There’s also cardiovascular fitness and
muscular strength. UNIT 5
VOCABULARY READING – A JOB WITH A DIFFERENCE
9. parkour. another. freerunning. athlete. risky. 1. a. – Paragraph III – Picture 4. b. – Paragraph IV –
10. a. Community. b. Frightened. Picture 1. c. – Paragraph I – Picture 2.
c. Movement. d. Confidence. e. Training. d. – Paragraph II – Picture 3.
f. Strength. 2. a. Paragraph I: they refers to the old women.
their refers to the young men.
TRANSCRIPT - LISTENING - 39 b. Paragraph II: she refers to the companion.
WHAT’S YOUR QUESTION? them refers to the youngest
All the speakers have an American accent. children .
Presenter: Jack Carter is with us today to answer your c. Paragraph III: we refers to the narrator and
questions about parkour. Here’s our first caller. her companion .
we refers to the other
1st caller: Hello, my name’s Wanda. I’d like to practise
volunteers and the children .
parkour, but I’m scared of getting hurt. How do I d. Paragraph IV: they refers to the children’s
overcome my fear? parents .
Jack: First of all, start slow and low. When you’re them refers to the children.
frightened of doing a specific movement, ask LISTENING – PHONE HELP 48
yourself whether you are capable of doing it, and
3. a. 3. b. 2. c. 1.
if the answer is yes, why are you still scared? 4. a. I think our society moves very quickly.
Perhaps you just need to drill the movement in a b. Why did you become a Samaritan?
different way to build confidence up and show c. You may well learn in that time that you’re
yourself that you can do this. Finally, develop your not quite prepared to do it yourself!
own method of overcoming fear; everyone handles 5. a. We often don’t find time for people who
it differently, so tailor your method to suit yourself. can’t cope with pressure, or who are
Presenter: Thank you, Jack. Second caller. lonely and need support.
2nd caller: Hi, I’m Devin. What training can I do at home b. They should contact their local branch
for parkour? to ask about the organisation and how
Jack: Practising parkour movements isn’t the only part they could join.
of training; there’s also cardiovascular fitness and 6. a. Women have been getting water from
taps for ages.
muscular strength, both of which can be done in
b. They have been preparing for the
and around the house: pushups, sit ups, crunches, welcome party for weeks.
pull ups, anything which can improve strength in c. Henry has been doing extra shifts for the
muscles used in parkour. Besides, you could go on last three months.
a short run on the days you’re not exercising.
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VOCABULARY Henry: All kinds of people. Anyone who’s lonely or
7. H E L P depressed; it could be an elderly lady who has
O R G A N I S A T I O N no one to talk to or perhaps a young man
a. The second letter in Britain’s most famous who’s been looking for a job for too long.
writer’s surname. (SHAKESPEARE)
Interviewer: Why did you become a Samaritan?
b. The first letter in the name of one of the
Henry: I wanted to find a way to help just with my
Bronte sisters. (EMILY)
c. The first letter in a lovely feeling. (LOVE) time and my ability to listen; besides, I’m level-
d. The last letter in the road sign that indicates headed, I’m not shocked easily and I’m quite
that you can’t drive on. (STOP) compassionate.
e. The first letter in the name of a very famous Interviewer: How much time a week do you spend
Hollywood prize. (OSCAR) doing this?
f. The fourth letter in the second month of the Henry: A few hours each week and then once a month
year. (FEBRUARY) we do an overnight shift just to make sure that
g. The last letter in the opposite of small. (BIG) the phones are manned twenty four hours a
h. The first letter of the alphabet. (A) day. However, I’ve been doing extra shifts for
i. The first letter in the opposite of yes. (NO)
the last three months; we are short of
j. The letter used to refer to oneself. (I)
volunteers!
k. The letter normally used to form regular
plurals.(S) Interviewer: And if our listeners want to become a
l. The beginning of Alice. (A) Samaritan, what should they do?
m. The first letter in the piece of furniture with a Henry: They should contact their local branch to
flat top supported by legs. (TABLE) ask about the organisation and how they
n. The second letter in the last meal of the day. / could join.
DINNER) Interviewer: Is there any training?
o. This very same letter. (O) Henry: There are classes to assess your ability and
p. The first letter in a prominent part of your your aptitude for this kind of work. You may
face. (NOSE) well learn in that time that you’re not quite
48 prepared to do it yourself!
TRANSCRIPT - LISTENING – PHONE HELP
Both speakers have a British accent.
Interviewer: Why do you think an organisation like the
Samaritans is necessary?
Henry: I think our society moves very quickly and
often doesn’t find time for people who can’t
cope with pressure. It’s there for people who
are without support at a particularly stressful
time and for people who do have support and
friends, but their problem is something very
private that they’d rather discuss with
someone objective. The service offers
something which is always there, befriending
without questioning or criticism, and
completely confidential.
Interviewer: What kind of people call the Samaritans?
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TEST QUESTION BANK
Reading comprehension Writing
• What type of text is this? • Write a follow-up of the story you read / the
• What is the purpose of this text? conversation you listened to.
• Who is / are the main character(s)? • Write a personal profile.
• Where does the action take place? • Write a diary entry of a day in the country / at the
seaside / in the centre of town.
• What is Character 1’s job?
• Write a summary of a book you’ve read / a film
• Where does he / she work?
you’ve seen.
• What is (person / place) like?
• Write a review of a book you’ve read / a film or a
• What is the relationship between Character 1 and television programme you’ve seen.
Character 2?
• Write a short newspaper article describing
• What are the turning points in the story? something that has just happened / happened
• What is Character 2’s favourite food / sport / yesterday.
music, etc.? • Write a composition about your first _____ / your
• What does Character 3 write / cook / drive / eat / best ______.
drink, etc.? • Write a questionnaire / a survey to find out about
• Where is Character 1 when …? ______.
• What can you infer from these sentences in • Write a description of a person / a picture / a
the text? problem.
• What do these numbers in the text refer to? • Write definitions of these animals / devices /
• What do these words (pronouns) refer to? rooms.
• Write a personal / business letter.
Listening comprehension • Write a reply to a personal letter.
• Write an invitation to a party / a lecture / a
• What type of text is this? conference / an exhibition.
• What is this conversation / presentation / • Write a reply accepting / refusing an invitation.
announcement about?
• Write a short biography of a person you admire.
• How many people can you hear?
• Can you identify the mood of the different speakers? Speaking
• What do you think Character 1 looks like?
• Who said the following sentences? • Interview your partner to find out about his / her
• How did Character 1 react when Character 2 …? interests / preferences / habits / activities last
summer.
• How did the characters answer these questions?
• Talk to your partner about an interesting item of
• What problem did Character 1 have to solve?
news.
How did he / she solve it?
• Talk to your partner about interesting /
• Which of these two words did you hear?
frightening / unusual experiences you have had.
• In what order are these _____ mentioned?
• Talk to your partner about a book you’ve read / a
• What questions was X asked? film you’ve seen and that you would definitely
• How did X answer these questions? (not) recommend.
• How are these sentences different from what is said?
• Which of these sentences did you hear?
205
FINAL_TB_ING3_(188-216).indd 205 12-07-17 11:47

• Talk to your partner about your favourite food / Grammar and vocabulary
drink / place in Chile / football team / football
player / book / film / film star.
• Complete these sentences with the (verb tense) of
• Talk to your partner about your plans for this the verbs in brackets.
weekend / next summer / the future.
• Fill in the blanks in this text with the (verb tense)
• Talk to your partner about what you will do if … . of the verbs in brackets.
• Talk to your partner about what you do / don’t do • Fill in the blanks in this text with the (verb tense)
to save money / energy / time. of the verbs in the box.
• Look at this picture with your partner and ask and • Fill in the blanks in this text with the words in
answer questions about what you see. the box.
• Talk to your partner about the 10 things you want • Fill in the blanks in this text choosing from the
to do before you are 20. alternatives provided.
• Talk to your partner about how you / your best • Find the opposite / synonyms of these words in
friends have changed in the last five years. this text.
• Talk to your partner about how the place where • Classify these words under the corresponding
you live has changed in the last five years. category.
• Talk to your partner about the three best / worst • Match these words and their definitions.
inventions ever. Give reasons for your choices.
• Change these sentences / this paragraph into
• Talk to your partner about the advantages and (verb tense).
disadvantages of learning a language / having a
• Find the odd word.
pet / using social networks / living in the city or in
the country. • Circle the verbs in the (verb tense) in this paragraph.
• Talk to your partner about what you have learnt • Circle the words in this paragraph that refer to
this year in English / Spanish / social sciences / physical descriptions / moods / parts of the house
science / math. / furniture.
• Paraphrase these sentences using (verb tense or
verb).
• Answer these questions or respond to these
statements using (verb tense or verb).
• Fill in the blanks with _____, _______, or _______
to form correct collocations.
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VOCABULARY
Unit 1 or a group of things or ideas.

Tough: (adj.) difficult to do or to deal with.
Trust: (verb) to have belief or confidence in the
Awful: (adj.) extremely bad or unpleasant.
honesty or goodness of a person.
Baggy: (adj.) fitting loosely, not tight.
Upset: (adj.) worried, unhappy, or angry.
Binge: (noun) an occasion when an activity is done
Wave: (verb) to raise your hand and move it from
in an extreme way, especially eating, drinking or
side to side as a way of greeting someone.
spending money.
Wonder: (verb) to ask yourself questions or express
Challenge: (verb) to invite someone to compete or
a wish to know about something.
take part, especially in a game, competition, or
argument.
Cherish: (verb) to love, protect and care for
Unit 2
someone / something that is important to you.
Clench: (verb) to close or hold something very Achievement: (noun) something very good and
tightly, often in a determined or angry way. difficult that you have succeeded in doing.
Daring: (adj.) brave and taking risks. Agreement: (noun) a decision or arrangement,
Embarrassed: (adj.) shy, awkward, or ashamed, often formal and written, between two or more
especially in a social situation. groups or people.
Encourage: (verb) to make someone more likely to Awkward: (adj.) difficult to use, do, or deal with
do something. Brag: (verb) to speak too proudly about what you
Fist: (noun) a hand with the fingers and thumb held have done or what you own.
tightly in. Breathe: (verb) to move air into and out of the lungs.
Forefinger: (noun) the finger next to the thumb. Compelling: (adj.) if a reason, argument, etc. is
Forehead: (noun) the part of the face above the compelling, it makes you believe it or accept it
eyes and below the hair. because it is so strong.
Grab: (verb) to take hold of something or someone Disguise: (noun) something that someone wears
suddenly and roughly. to hide their true appearance.
Increase: (verb) to (make something) become larger Equipment: (noun) the things that are needed for a
in amount or size. particular purpose or activity.
Lend: (verb) to give something to someone for a Hail: (noun) small hard balls of ice which fall from
short period of time, expecting it to be given back. the sky like rain.
Mild: (adj.) not violent, severe, or extreme. Heat: (noun) the quality of being hot or warm.
Mood: (noun) the way you feel at a particular time. Heed: (verb) to pay attention to something,
Rebound: (verb) to bounce back after hitting a hard especially advice or a warning.
surface. Journey: (noun) the act of travelling from one
Shed: (noun) a small building, usually made of place to another, especially in a vehicle.
wood, used for storing things. Ladder: (noun) a piece of equipment used for
Shy: (adj.) nervous and uncomfortable with other climbing up and down, which consists of two
people. vertical bars or pieces of rope joined to each other
Signature: (noun) your name as you usually write it, by a set of horizontal steps.
for example at the end of a letter. Land: (noun) the surface of the Earth that is not
Sleepover:(noun) a visit to another person's home covered by water.
to spend the night. Layer: (noun) a level of material, such as a type of
Slip: (verb) to go into a worse state. rock or gas, which is different from the material
Stare: (verb) to look for a long time with the eyes above or below it, or a thin sheet of a substance.
wide open, especially when surprised, frightened, Moisture: (noun) a liquid such as water in the form
or thinking. of very small drops, either in the air, in a substance,
Stuff: (noun) (informal) used to refer to a substance or on a surface.
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Neighbour: (noun) someone who lives very near to Current: (adj.) of the present time.
you. Glance: (noun) a quick look.
Research: (noun) a detailed study of a subject, Grant: (noun) a sum of money given especially by
especially in order to discover information or reach the government to a person or organisation for a
a new understanding. special purpose.
Review: (verb) to carefully examine or consider sth Lecture: (noun) a formal talk on a serious or
again, especially so that you can decide if it is specialist subject given to a group of people,
necessary to make changes. especially students.
Rise: (verb) to move upwards. Quirk: (noun) an unusual part of someone's
Rope: (noun) (a piece of) strong, thick string made personality or habit, or something that is strange
of long twisted threads. and unexpected.
Seaside: (noun) an area that is by the sea, Realise: (verb) to understand a situation,
especially one where people go for a day or a sometimes suddenly.
holiday. Sample: (noun) a small amount of something that
Sponsor: (verb) to support a person, organization shows you what the rest is or should be like.
or activity by giving money, encouragement or Scholarship: (noun) an amount of money given by
other help. a school, college, university or other organisation to
Spread: (verb) to (cause to) cover, reach or have an pay for the studies of a person with great ability but
effect on a wider or increasing area. little money.
Stage: (noun) a separate part that a process, etc. is Search: (noun) an attempt to find something.
divided into. Shortcoming: (noun) a fault or a failure to reach a
Storage: (noun) the putting and keeping of things particular standard.
in a special place for use in the future. Skill: (noun) a particular ability or type of ability.
Stream: (noun) water that flows naturally along a Twig: (noun) a small very thin branch that grows
fixed route formed by a channel cut into rock or out of a larger branch of a tree.
ground, usually at ground level. Warehouse: (noun) a large building for storing things
Strengthen: (verb) to make something stronger or before they are sold, used or sent out to shops.
more effective. Wholesale: (adj.) of or for the selling of goods in
Supply: (noun) an amount of something that is large amounts at low prices to shops and
available for use . businesses, rather than the selling of goods in
Taste: (noun) the flavour of something. shops to customers.
Trade: (noun) the activity of buying and selling, or
exchanging, goods and/or services between Unit 4
people or countries.
Amazing: (adj.) extremely surprising.
Unit 3 Ash: (noun) the soft grey or black powder that is left
after a substance, especially coal or wood, has burnt.
Bough: (noun) a large branch of a tree. Attend: (verb) to go to an event, place, etc.
Bulk: (noun) in large amounts. Blast: (noun) a very enjoyable experience that is a
Christening: (noun) a Christian ceremony at which lot of fun.
a baby is given a name and made a member of the Carve out: (verb) to successfully create or get
Christian Church. something, especially a work position, by working
Conference: (noun) an event, sometimes lasting a for it
few days, at which there is a group of talks on a Complain: (verb) to say that something is wrong or
particular subject, or a meeting in which especially not satisfactory.
business matters are discussed formally. Howling: (adj) loud screaming (especially of an
animal or the wind.)
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Join: (verb) to get involved in an activity or journey Deface: (verb) to damage and spoil the appearance
with another person or group. of something by writing or drawing on it.
On behalf of: (noun) representing; instead of Dull: (adj.) not interesting or exciting in any way;
Patron: (noun) a person or group that supports an boring.
activity or organization, especially by giving money. Duty: (noun) something that you have to do
Proudly: (adv.) feeling pleasure and satisfaction because it is part of your job.
because you or people connected with you have Feature: (noun) a typical quality or an important
done or got something good. part of something.
Quarter: (noun) an area of a town where a particular Grumpy: (adj.) (informal) bad-tempered.
group of people live or work or where a particular Height: (noun) the distance from the top to the
activity happens. bottom of something or somebody.
Relative: (noun) a member of your family. Hesitate: (verb) to pause before you do or say
Rubbish: (noun) waste material or things that are no something, often because you are uncertain or
longer wanted or needed. nervous about it.
Scary: (adj.) frightening. Hire: (verb) to employ someone or pay them
Silly: (adj.) showing little thought or judgment; to do a particular job.
foolish. Installment: (noun) one of a number of parts into
Soar: (verb) go high up. which an amount of money owed has been
Strength: (noun) the ability to do things that need a divided, so that each part is paid at different times
lot of physical or mental effort. until the total is reached.
Stroll: (noun) a walk in a slow relaxed manner, Moggy: (noun) (informal) cat.
especially for pleasure. Neat: (adj.) tidy, with everything in its place.
Unfurl: (verb) open up, stretch into distance. Outgoing: (adj.) (of a person) friendly and
Weapon: (noun) any object used in fighting or war, energetic and finding it easy and enjoyable to be
such as a gun, bomb, sword, etc. with others.
Worthwhile: (adj.) useful, important or good Rely on: (verb) to need a particular thing or the
enough to be a suitable reward for the money or help and support of someone or something in
time spent or the effort made. order to continue, to work correctly, or to succeed.
Wrath: (noun) extreme anger. Shelter: (noun) a structure that provides privacy
and protection from danger.
Unit 5 Shift: (noun) a group of workers who do a job for a
period of time during the day or night, or the
Affordable: (adj.) not expensive. period of time itself.
At leisure: (adv.) when you want to and when you Thorough: (adj.) detailed and careful.
have time to. Thrilled: (adj.) extremely pleased.
Bargain: (noun) something on sale at a lower price Tune: (noun) a series of musical notes, especially
than its true value. one which is pleasant and easy to remember; a
Behaviour: (noun) the way a person, an animal, a melody
plant, a chemical acts in a particular situation. Weight: (noun) the amount that something or
Blame: (verb) (I don’t / can’t blame you) said in someone weighs (to have a heaviness of a stated
order to tell someone that you understand why amount).
they are doing something and that you agree with Wimp: (noun) a person who is not strong,
their reason for doing it. brave or confident.
Branch: (noun) one of the offices or groups that Dictionaries used:
form part of a large business organisation. - http://dictionary.cambridge.org/dictionary/british/
Cope: (verb) to deal successfully with a difficult - http://kat.ph/oxford-advanced-learners-dictionary-of-current-
english-8th-ed-t3874647.html
situation. - http://www.ldoceonline.com/
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GLOSSARY
Adjective: (n.) a word that describes a noun between them. Its main purpose is to provide a
or pronoun visual aid to facilitate learning.
Adverb: (n.) a word that describes or gives more Infinitive: (n.) the basic form of a verb, without
information about a verb, adjective, adverb, an inflection binding it to a particular subject or
or phrase. tense. It usually follows to.
Adverbial phrase: a group of words that describe Modal verbs: they are used to express ideas such
or give more information about a verb, adjective, as possibility, intention, obligation, and necessity.
adverb, or phrase.
Noun: (n.) a word that refers to a person, place,
Adverbs of degree: they tell us about the object, event, substance, idea, feeling, or quality.
intensity of an action, an adjective, or
Noun phrase: a word group with a noun or
another adverb.
pronoun as its head; the simplest noun phrase
Adverbs of manner: they tell us how something consists of a single noun; the noun head can be
happens. accompanied by modifiers, determiners (such as
the, a, her), and/or complements.
Clause: (n.) a group of words, consisting of a
subject and a finite form of a verb. Phrase: (n.) a group of words which are often
used together and have a particular meaning; a
Coherence: (n.) the logical connections that
phrase functions as a part of speech and includes
readers or listeners perceive in a written or
a head (or headword), which determines the
oral text.
nature of the unit.
Cohesion: (n.) the grammatical and lexical
Preposition: a word (one of the parts of speech)
links within a text that hold it together and give
that shows the relationship between a noun or
it meaning.
pronoun and other words in a sentence.
Collocation: (n.) a sequence of words or terms
Prepositional phrase: the combination of a
that co-occur more often than would be expected
preposition and a noun phrase.
by chance.
Present Continuous: verb tense used to express
Conditional sentences: (also known as Conditional
the idea that sth is (or is not) happening now, at
Clauses or If Clauses). They are used to express that
this very moment. Its structure is: form of to be +
the action in the main clause (without if) can only
-ing form of main verb.
take place if a certain condition (in the clause with
if) is fulfilled. Present Perfect: verb tense used to express the
idea that sth happened at an unspecified time
First person: referring to personal pronouns
before now; the exact time is not important; for or
I (singular, referring to yourself )) or we (plural,
since are often used with this tense. Its structure
referring to yourself with others). I and we are said
has/have + is + past participle of main verb.
to be in the subjective case because they can be
used as the subject of a sentence. Present Perfect Continuous: verb tense used to
express the idea that an action started in the past
Gerund: (n.) a noun made from a verb by adding
and stopped recently; there is usually a result now.
–ing; you can use a gerund as the subject, the
This tense is also used to refer to an action that
complement, or the object of a sentence.
started in the past and is continuing now; for or
Graphic organiser: (also known as knowledge since are often used with this tense. Its structure is
map, concept map, story map, cognitive organiser, has/have + been + -ing form of main verb.
or concept diagram). Communication tool that
uses visual symbols to express knowledge,
concepts, thoughts, or ideas, and the relationships
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Pronoun: a word that can replace a noun Tone: a writer’s attitude toward subject, audience,
or another pronoun; they are used to make and self. It is primarily conveyed through diction,
sentences less repetitive. Grammarians point of view, syntax, and level of formality.
classify pronouns into several types: personal,
Verb form: English verbs have five basic forms:
demonstrative, interrogative, indefinite, relative,
the base form, the - s form, the -ing form, the past
reflexive, and intensive.
form, and the past participle form. There are two
Proofread: (v.) to find and correct mistakes in text types of past forms, for regular and irregular verbs.
before it is handed in, printed, or put online.
Taken from:
Provided: (adj., v.) given, offered, presented.
• http://dictionary.cambridge.org/dictionary/
Question: (n.) a sentence or phrase used to find british
out information; in an exam, a problem that tests a
• http://dictionary.cambridge.org/dictionary/
person’s knowledge or ability
learner-english
Role play: (v.) to pretend to be someone else,
• http://www.usingenglish.com/glossary/
especially as part of learning a new skill.
modal-verb.html
Rule: (n.) a principle of a system, such as a
language or science.
Scanning: speed-reading technique that consists
of looking over a text quickly and systematically in
order to find very specific information.
Sentence: a group of words that are put together
to mean something. It is the basic unit of language
which expresses a complete thought.
Simple Past tense: verb tense used to express
the idea that an action started and finished at a
specific time in the past.
Skimming: speed-reading technique that consists
of rapidly moving the eyes over a text with the
purpose of getting only the main ideas and a
general overview of the content.
Statement: an affirmative or negative sentence
that is not a question or command.
Structure: the way that words or parts of speech
are arranged or put together.
Subject: the person or thing which performs the
action described by the verb.
Synonym: a word or phrase that means the same
as another word or phrase.
Tense: form of a verb that shows us when the
action or state happens, past, present or future.
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THEMATIC BIBLIOGRAPHY
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• Thomas, F. (1989). How to Write the Story of Your Life. ◆ Units 1 to 6 – Grammar and Vocabulary
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• Kasloff Carver, T. and Douglas Fotinos Riggs, S.
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• Atwell, N. (1998). In the Middle: New Understanding Some Web Sites

about Writing, Reading, and Learning - Workshop
Series. (2nd ed.). Portsmouth, NH, USA: Boynton / Listening comprehension:
Cook. • http://www.isabelperez.com/songs.htm
• Burke, J. (2003). Reading Reminders - Tools, Tips, Song lyrics and activities for ESL; includes
and Techniques. (1st ed.). Portsmouth, NH, USA: matching, cloze, and other interactive exercises.
Boynton / Cook. • http://www.musicalenglishlessons.org/
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Pearson ESL. • Reading comprehension:
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• Hadfi eld, J. (2000). Communication Games Speaking
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• Hewitt, I. E. (1998). Edutainment: How to Teach Extensive list of links for school and home
Language with Fun & Games. (Bk & CD ed.). practice.
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Writing
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• Richards, J. (2004). Interchange Class Audio. (3rd • http://esl.about.com/library/lessons/blwrite_
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• Spratt, M. et al. (2005). The TKT Course (Student’s Differences between formal and informal letters
Book). Cambridge, UK: Cambridge University in English.
Press. • http://www.englishclub.com Lessons for learners,
• Turkenik, C. (1998). Choices - Writing Projects for including fun pages like games, quizzes and chat.
Students of ESL. New York, NY, USA: Cambridge
University Press.
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TEACHER’S BOOK

Jolanta Polk Reyes

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Jolanta Polk Reyes

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Original text Jolanta Polk Reyes

2017 © Ediciones Cal y Canto

2016 © Ediciones Cal y Canto

2015 © Ediciones Cal y Canto

2014 © Ediciones Cal y Canto

2013 © Ediciones Cal y Canto

Impreso RR Donnelley Chile

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Plan of the student’s book. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

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uniT 1 uniT 2 uniT 3

GETTING INTO GETTING INTO THE UNIT .........53

4 PlAn Of THE STudEnT’S BOOK

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Plan of the student’S book 5

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A message from the author

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THE STudEnT’S BOOK 7

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8 THE STUDENT’S BOOK

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THE STUDENT’S BOOK 9

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Task-based learning Learner training

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12 COMMOn EuROPEAn fRAMEWORK Of REfEREnCE fOR lAnGuAGES

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ReaDInG COMPReHenSIOn STRaTeGIeS The following chart shows examples of questions

• Make inferences as they read. How is the story organized?

What do you hear / taste / smell or feel?

TEACHinG STRATEGiES fOR SKillS dEVElOPMEnT 13

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14 Teaching Strategies for Skills Development

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Adapted from: The 5-Step Writing Process: From Brainstorming to

Teaching Strategies for Skills Development 15

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16 inTEGRATinG THE fOuR SKillS in THE EnGliSH ClASSROOM

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Skill Key words Questions Examples of tasks

ORiEnTATiOnS TO dEVElOP CRiTiCAl THinKinG 17

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This component includes: Level of difficulty

18 THE TEACHER’S BOOK

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Adapted from: Yule, G. (2010). The Study of Language, Fourth

THE SOundS Of EnGliSH 19

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Greetings 1 The date 5

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Turn-taking and permission 9

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Unit Expected Learning Activities Resources

Students consolidate a language point. • 11. Page 13. • Language Note.

• 10. Page 18 • Sentences.

Students write a letter of advice. • 17. Page 15 • Notes with additional