STUDENT'S BOOK Ae Eee P| i Anglo Digital SA AngloDigital WeIntroduction New Life is a dynamic and exciting é-level series aimed at young adults. The series has been designed to achieve the communicative goals for young adults that will continue their studies in professional fields. The 6 levels take the students from an A1 to a B1+ level of proficiency according to the CEFR Standards. ‘What makes it different from other series is its 3-D approach, designed to promote and integrate three different dimensions to language learning and communicative skills development. DISCOVER - Learners come into contact with language, both familiar and new. Learners encounter new language in a natural, content-focused way and tasks help guide them towards an initial understanding of how it works and how it is used. DIG - Learners have the opportunity to test their understanding of the new language, ancover the rules and find out how the language is used. DO - The final part of the cycle allows leamers to start to put into practice the language they discovered and learned about previously. The focus here is on using the language to DO things.Methodolog Taking as reference the current economic, political, social, echnological and cultural development of Mexico, the DGB began the Update of Study Programs, integrating elements such as key learnings, specific contents and expected outcomes that attend to the New Educational Model for Compulsory Education. In addition to retaining the competency-based approach, these prograrrs emphasize the development of socio-emotional skills and address cross-cutting issues, aking into account the stipulations of current educational policies. Considering the foregoing, this update is based on the Education Sectoral Program 2013-1018, which states that Higher Secondary Education must be strengthened to contribute to the development of Mexico through the training of men and women in the skills required for the democratic, social and economic progress of the country, which are essential to build a prosperous and socially inclusive nation based on knowledge, This is specifically taken from objective 2, strategy 2.1, in line of ction 2.1.4 which states: "Review the educational ‘model, support curriculum revision and renewal, pedagogical practices and educational materials to improve learning”. Likewise, this updating process aims to fulfil the essential eurpose of the Baccalaureate, which is: “to generate in the students the development of a first personal and social synthesis that will allow their access to higher education, while giving them an understanding of their society and theit time and preparing them for their possible incorporation into productive work *" as well as the objectives of the General Baccalaureate that express the following formative intentions: to offer a basic general culture; to include aspects of science, humanities and technique, from which the fundamental elements for the construction of new knowledge are acquired; to provide the knowledge, methods, techniques and languages necessary to enter higher education and perform init efficiently, while developing the skills and attitudes essential for the realization of a productive socially useful activity ‘Combined with this, and by virtue ofthe fact that Higher Secondary Education should promote coexistence, respect for rights and social responsibilty, caring for people, understanding of immediate environment, protection of the environment and putting productive skills into practice for the integral development of human beings, the update of the present study program includes cross-cutting themes (CCT) according to Figueroa de Kaira (2005), CCT enrich formative work in such a way that they connect and articulate the knowledge of different learning sectors and give sense tc disciplinary knowledge with social, cultural and ‘ethical topics and contexts present in their environment; CCT seek to look at the whole school experience as ‘an opportunity for learning to integrate cognitive and formative dimensions, thus favoring an inclusive and impartial education. Similarly, based on the strengthening of education for life, CCT are addressed within this program of studies, which are classified into four main topics, from which the teaching staff will select either one or several, depending on the school context and its relevance in each block. These topics are not unique, nor do they intend to limit the educational tasks in the classroom, since itis necessary to take into account topics specific to each community. Below are the four CCTs: Social - Themes related to: financial, moral and civic, peace and Human Rights, equality of gender, intercultural, non-sexist and road-safety education. ‘© Environmental - Themes relate to: respect for nature, use of natural resources, sustainable development and recycling education. avo Oficial dela Federaci (1982). México -Figueron de Kata. (2005), Desarolo euriculary tansversalidad, Revita Intemacional Educacién Global, ol. 9, Guadalajara, Jalisco, -Méxion, Asociacin Mexicana. part la Edicackin Intemaclonal. Recuperado de hppaldelasynaptum.neVpublpeseypatetra it poneneia pl© Health -Themes related to: reproductive andcomprehensive sex education, health careand prevention- and use-of-toxic-substances education. ‘© Reading Skills - Themes related to: fostering reading, reading comprehension, literacy (reading and writing] and community / native languages texts Likewise, another important aspect that the study program promotes is the interdisciplinarity between subjects in the same semester, where different disciplines are combined and work collaboratively to obtain results in the expected outcomes in an integral manner, allowing the student to confront everyday situations, applying knowledge in a linked way. (On the other hand, in each block we can see tre relation between basic and disciplinary competences, knowledge, skills and attitudes that will result in the expected outcomes, allowing teaching staf to go hand in hand with the aim of generating a progressive development, not only of knowledge, but also of atitudinal aspects. In this sense, the teachers’ role within the teaching-learning process plays a fundamental part, as established in the Secretarial Agreement 447, since itis the teachers who facilitate the educational process by designing. meaningful activities that promote the development of competences (knowledge. skills and attitudes); promote a learning environment that fosters the development of socio-emotional skills in students, such as confidence, security, self-esteem, among others; propose disciplinary and cross-cutting strategies, encouraging the use of information and communication technology tools; design assessment tools that address the competence-based approach, This is why the DGB, through Collegiate Work, seeks to promote better teacher training with the creation oft school management networks, analysis of indicators of students’ academic achievement, generation of successful techniques in the classroom, sharing experiences in an assertive manner, discussion of common problems presented by stuclents, always respecting the diversity of opinions and improving pedagogical practice, It is the responsibility of the teaching staff to carry out innovative didactic sequences based on the analysis of the programs, ~ promoting the development of socio-emotional skills and the CCT approach in an interdisciplinary way ~ redesign evaluation strategies and generate teaching materials.The field of Communication in Higher Secondary Educaton (EMS) has as its center the development of communicative ~ verbal and non-verbal — skills to express through the different codes and tools of the language. Within the field of Communication are the subjects of Reading and Writing Workshop, Computer Science and English English is taught from the first to the fourth semester, comprising English |, I, IIl and IN, with the purpose of consolidatingand developing the ability to communicate aten intermediate level of proficiency in accordance with the international standards of the Common European Framework of Reference for Languages (CEFR). Expectations in the first and second semesters are aimed at the consolidation of level At and the beginning of the transition to level A2. On the other hand, in the third and fourth semesters, considering the context, the possibilities of the teaching staff and available resources, the threshold of level B1 will be reached. The above achieved through the development of communication skills and listening comprehension, reading ‘comprehension, expression and oral interaction and written expression, ‘Therefore, in English 3, social functions of language are used so that students can communicate with the intention of expressing their personal profile and that of other people, explaining their daily activities as well as those carried out at the moment of speaking, to later selact measures and quantifiers that allow students to provide information related to the buying-and-selling process, favoring a social conscience that promotes healthy lifestyles with a sense of self-regulation and the taking of responsible decisions.NEN] Educational Model Cross-cutting Themes ‘+ Themes related to: respect for nature, use of natural resources, sustai- able development and recycling education, ‘+ Themes related to: reproductive and comprehensive sex education, health care and prevention: and use-of-toxic-substances education, ‘+ Themes related to: fostering reading, reading comprehension, literacy pleading and writing) and commun! ypa texts. Eat + Themes related to: helping students to get to know each ater and es SSSI PEER sbishing oeterrelionsips wih ther colleagues andthe environment + Themes related to: spending and saving habits; a better use of economic resources for the present and future. ‘+ Themes related to: encouraging students to continue studying and not dropping out of school. ee) + Ther stion that allows the students to use era : metacogniti. hat fs, learn to learn techniques. ‘= Themes related to: the right to coexist with respect, harmony and reflec: tion; recognizing and valuing intercultural differences of religion, race and educatior, therefore resolving conflicts to live without violenceStructure of New Life ‘The series boasts these features: Unit Entrance Each unit contains a lead-in to the theme of the unit. Each unit in New Life contains a cross-curricular This introduces the topic and helps to create interest ‘component. Students use English to learn about the and engage the learners. world around them. As the focus is on content and not lancuage, this fosters a more natural learning of English. Consolidation Self-Evaluation ‘At the end of every unit, there is a page for students to. _This section helps learners reflect on their progress review the main language points of the unit and check after each unit through a self-evaluation activity. their understanding Learners can then identify areas for improvement and plan their work accordingly. Sprinkled through the units are boxes with activities for learners that encourage independence, revision and further practice. =Focus on Grammar Short summaries of main language points in a study-friendly format that is easy to read and understand. Learners can use ‘them to confirm their understanding of | __Fanguage seen and then later on as qui reference study guides. And what's more... Workbook Each level has a workbook with activities designed to extond, confirm and reinforce language from the student’s book. Each workbook page corresponds ‘to a lesson inthe student's book. Reading Lesson CUiL-type lesson that contains interesting and ‘engaging texts taken from authentic sources and adapted to make them more accessible to leamers. Each text is accompanied by tasks specifically designed to develop a variety of reading skils. Assessment Each unit ends with a Did you learn te..? box ‘asking students 10 check ‘on their learning o that they revise what-hey had ‘rouble with.ONIN Life Memories ere Unit Opener on eee Poca Heroes Simple Pst ir ere HA os Tobe vied ou edt sing? Proathobin ues, fer) RTECS “In 1910.” Post obits "Used to! oe CORONER “Go travell” Everyday activities ‘Used oh ey) "When Iwas Post sales and sya younger.” hb bcc Pier eet tesson 5 Coors oad "Used to! Wt arpa cbt Wille about your grandparents used ‘olive, Weitean e-mail ‘bout what you teed fo do, Wie ali of your cold habits cerry ‘hor the Wearior God Cone fo Cure “st silat” “In 1910..." "Go travel!" "When Iwas younger." ‘The GrotPromid Giza Connect Hisory Pages 14 - 35 Create a museum of superheroes Dizcuss your postive ‘ond negative habits Teh tt Be aio eZ Inyrview your classmates about ‘heir old habits. Inteviw about what propio tad obo or inthe pos. Expected Outcomes © Talk about his / her own and other people's uses and customs orally and in writing, using the verb form used (0, favoring assertive communication that allows him / her to reflect on the uses and customs in different contexts. 10NIUE Story Tellers Caoere ea Conte prec) Lesson 1 Pere TLE ‘Hiking wih eo flendst” Lesson 2 Cerner Cong “bat woth eer) Were you seeing while Sooner or Peery he fe eee Cerner Tred Veler® Vocation cocivitos Aation verbs Activities ot work Action verbs ined Post Progeesive tense ~ short PastProgeesive ~ space ime in the pos! Past Progressive Jenve~ Parallel PastProgresive— Interupted action inthe post ‘Conactors Frat then, oer tha, ater, fier vile, when, Finally Wit inventions. Wie ee) fiked coos your cont. Write about the lost visit ofa president fo your country. Wit later Wie about past actions in progress tho! were Interroped ‘he Zippeless Connect to ee “king wih fend “During work bouts.” "Busy doy” "Lucky hel” The Olympic Games Connect 6 Cale Pages 36-57 Develop a new invention Discus the uestion wih your classmates. Wie sentences sing Post Progresive, Inerview your dla on tol about poral ‘ocfont in the pos. Interview your cdossmates. Expected Outcomes (© Talk about events that occurred in the past, as well as simultaneous or interrupted events, orally and in writing, using the simple past in its different forns and interacting collaboratively. "a Pages 58-79 Module 3 ia eae ced ery Be en ‘The Dey of Severe ace) Trodiions Mixed the Dood ee. fe Connect to Culture. $icae! > Potsoftte Thais) Anwar pany er gins | Tes Regios roan PRESEN Apcrinent as ae ae armen! Beas i Hointeld Proposes Compl he , inyouthoue redo House" neh Pee origi fredo's House NOU rer F Adjectives Compl Cia Hote Gor “iit Rai Daren Rog tim, Debt 7 ‘oppearance » people. Pld My Fed it Road ond anor Diss uc Sc 8 Friends Personal traits elative causes: eae Poa! iste Wop i hy end ws) MRAM ond Family’ Personal Rela ‘Witeon enol, the questions. ond laws. Wie odoinn Pree nasa can you describe it well? ‘Adhere: Aivecdor dng, Crea ee ne sentences, jhe cS ening tena Pate cate Comet Cre eieteraccre hel isco © Describe people, objects and places around him / her, in oral and written texts, using relative pronouns, Favor an inclusive environment. RNIU Pick it up Pages 80- 101 ren Uni Opener Vocabulary | Grammar parry oe Type ol Pall Pesaro Laue ame: Ml | Recs mmer aoanc ce Se ‘questions. Connaeliet ‘campaign. Eogy eat PRON ris! Pecond| ——SibatandObea Guar, “Antes Agoar Og si fee Marioe prone Coaete —Norige™ ihe Tesson 2 Tak chou ESS “coving” Prcslvats ied Fah anon, Wott ail! ar ‘Complete the e wit fee erie set anon, Dts vento ST (zy nis Md sre Gat nt Ds et we aa Conploe he ETEOLS AN “sicis Phos ves ion. ee es EPC Nanagement” Stross Sinple Present” Complate the | e0#e rife: 4 Ghia ie one ae ite aa ee ae Sibjec ond Objet ign pronoun Co riser Expected Outcomes © Give information about instructions and obligations in spoken and written texts. Use phrasal verbs and. objective pronouns. Reflect on different ways to behave in a given context. 1BUnit 1 wut ya Pad eye) Cre Ma en Un Ce ere ed Form teams and identify as many words and actions as you can. STN mee cia a Ree eur ceLook through the unit, Write the ) and the where you find the followingCLIL Lesson Cor Lead-in Discussion 1. Would you like to have a superpower? If so, which one woul 2. Do you think that superheroes really exist but in different ways? hor “Thunder” is one of the most prominent figures in Norse mythology. He was a major god of all branches of the Germanic peoples before their conversion to Christianity, although he reached the height of his popularity among the Scandinavians ofthe late Viking Age is the archetype of a Joyal and honorable warrior, toward which the average human warrior aspired. His courage and sense of duty are unshakeable, and his physical strength is virally ‘unmatched. ‘Thor was the god of thunder and of the sky in Norse and carly Germanic mythology. Though Odin* held a higher rank, Thor seems to have been the best loved and most ‘worshiped of the Norse deities, He belonged tothe common people, while Odin appealed othe leaned and noble dss. A paton of firme WRIT s.cugh he coud be eanore any mya ponzey him in a comic and affectionate way. Heevenownsan unnamed belt ofstrength (megingiarDar) that makes his power doubly formidable when he wears the belt. The thunder god's chief weapon was his mighty ‘hammer Mjolins, or Crusher, which the dwarfs had forged for him. When he threw Mjollnir, it returned magically to his hhand like @ boomerang. Among Mjollnir’ other powers was the gift of restoring life to the dead. The connection of Thor's hhammer with life and fertility gave rise to the old Norse customs of placing a hammer ina bride's lap at her wedding and of raising it over a newborn child. Only rarely does he go anywhere without it, For the heathen Scandinavians, just as thunder was the embodiment of Thor, lightning was the embodiment of his hammer slaying giants as he rode across the sky in his gout drawn chariot, (Of course, they didn't believe he physically rode in a chariot drawn by goats - like everything else in Germanic mythology. 16 Thor, the Warrior God isa He appears throughout Norse mythology as a huge strongly built, red-bearded fellow with a huge appetite, He ‘grew out of Donar or Thunor, an ancient god of sky and thunder. Some myths say that Thor was the son of Odin and Forgyn, the earth goddess. His wife was the beautiful goddess Sif, who seldom appears in myths and remains a somewhat mysterious figure. His father, din, shal giant, ani his mother, variously named as Jord (Old Norse" Earth’) Hrovever, sucha lineage is very common amongst the gods, and shows how the relationship between the gods and the slants, as tense and full of strife a its, ean be reduced to just enmity Soil i “ea tl Ha copes frost gant, the foes of the Norse gods. When people heard thunder and saw lightning in the sk, they knew that Thor vas fighting these evil giants. ‘Thor's particular enemy is Jormungand, the enormous see serpent who encirles Midgard, the world of human civilization. Hallowing His activites on the divine plane were mirrored by his activities on the human plane, where he was appealed to by those in need of protection, comfort, and the blessing and "otic la res could be used to destroy and, in effect, these two properties were one and the same, since any purification necessarily involves the banishing of hostile forces or elements, The blessing of weddings, for example, was effected through his hhammer. Perhaps the most striking case ofthis, however, is hisabilty to illand ea the goats that drive his chariot, gather theit bones together in their hides, bless the hides with the ‘hammer, and bring the animals back to life, as healthy and vital a before.Maes Reading Skills Sse Cece UN ar Fertility and Agriculture In addition to his role as a model wartior and defender of the order of society and its ambitions, Thor also played a lange role in the promotion of agriculture and fertity (Gomething which has already been. suggested by his blessing of the lands in which the first Icelanders settled). ‘This was another extension of his role as a sky god, and one Particularly associated with the rain that enables crops to grow. As the eleventh-century German historian Adam of Bremen notes, "Thor, they say, presides over the aie, which ‘governs the thunder and lightning, the winds and rain ‘weather and crops.” ‘aide ir marriage is therefore an instance of wat istorians of religion call a “hierogamy" (divine marriage), ‘hich, particularly among Indo-European peoples, generally takes place between a sky god and an earth goddess. The fruitfulness ofthe land and the concomitant prosperity ofthe people is a result ofthe sexual union of sky and earth. ‘When Christianity first reached Scandinavia and the Viking colonies, the people tolerated the cult ofthe new god just like they tolerated the cult of any other god. (Polytheistc ‘gods are seldom “jealous each divine force has his or her CR place, and reverence for one doesn't necessarily preclude reverence for any other) However, when it became clear that the Christians had no intention of extending this same tolerance to the old gods, but instead wanted to eradicate the traditional religion of northern Burope and its accompanying way oflife and replace it with a foreign religion, the northern Europeans retaliated. And who better to defend their traditional way of| life and worldview from hostile, invading forces than ‘Thor? ‘One ofthe many areas offen which this struggle manifested ~ and one of the easiest to trae by the methods of modern anthropology ~ was modes of dress. In deliberate contrast to the cross amulets that the istians wore around their ese hammer pendants are concentrated in precisely the areas where Christin influence ‘was the most pronounced. ‘Though ultimately doomed, their efforts to preserve their ancestral traditions no doubt benefited from the divine patron whom they could look to asa model Adapted from ZT] ia) https://goo.gl/j1ONqM SB https://goo.gl/2J70wy lait NYE Order these sentences by using numbers according to the text 2 Thor was associated with weather and crops. © Those who continued to follow the old ways sarted to wear miniature Thor's hammers around their necks. S Sit is noted for her golden hair above al else, which s surely a symbol fr fields of grain AL Thor's hammer could be used to hallow. ¥/ 2 Thorhad a hot temper, and his anger was dreadful to behold. 3 thor, the brawny thunder god. /~ Get some practice. Go to the following link and practice the Simple Past: https://goo.gl/PzdqGU (cera) See ae et cea Sey Cuca eae ene aa 7+ Takabou pest abs sng Be wet. Warm-Up ‘Are you happy with your present habits? What are you used to doing every day? fen & Answer © Track 1 | Just a Smile! ‘Are you used to having positive or negative people around? Underline ‘used to’ in the dialogue. Circle True or False for the sentences below. Carol: Andy! what iQ i il Today fin! test and it seems lke youf& notlilig it seriously Andy: [take it very Seriously. 'm just USEE|OMllng and | don't hav in a bad mood to pass the test. Carol: Everybody thinks you're the happiest guy ae we" ore you around joking and all, but sometimes I fee like you're ‘Andy: I'm so sorry if you feel that way. | just find it easier tc cope with problems when | joke and smile Fm not or complaining, Carol: Are you saying I'm I'm not a negative person, Andy! ‘Andy: Lets forget about it! Do you want to hear a joke? 1. Andy isn't used to smiling True B 2. Carol is used to arguing. True (False) 3. Andy is used to complaining. 19) False 4, Andy isn’t used to joking. True false) 5. Itinritates Carol to see Andy happy all the time. (True) False Cee ne Vocabulary et 4 ai id Use the pictures and words to say > 4 what you are used or not used to doing / being / behaving. ina bad mood argue complain mock 81s saying what these people are/aren’t used to lives. n YEO Sf; Work in teams 0) Look at the photos. Close your book and try to write s doing and why their habits might have positi “ae Fare i Grp prectce string 3 Pun eee Bk ur classmates and find out what they were doing when AR rrperienteboeted h your county ofthe wor ne te ve oes iding . ‘ing to words that , | ‘ollowed by a ne aie = " Examples: chat = chatting, sit= sitting, paar Pema aroiveans bib oAN Sy etre ae Objective Achievement, Yes. No ‘id show social conscience in diferent situations? 47Relay Ite) mena k ket tes Lead-in Discussion 1, Why is itimportant for athletes to participate in the Olympics? 2, Would you like your country/cty to host the next Olympics? Explain your answer. World Famous Landmarks The Olympic Games The original Olympic Games began in 777 BC at Olympia in oncient Greece. . The fist Olynplc ales competed ot owing ond ampig evens Lae, 2) w& & N the games grew to include boxing, wreslling and chariotacing, ‘The Roman emperor, Theodosius, banned the games in 393 AD. The winners of the early Olympic Games received wreaths from e sacred olive | & @ ‘= XG tree that grew behind the temple of Zeus. The winners marched around the grove while admirers chanted songs, The ancient Olympic Games lasted for 1170 years. at yy Baron Pierre de Coubertin started a very successful campaigr to revive the \ A Olympics in the 19° century. The first modem Summer Games opened on Sunday, March 24, 1896, in Athens, Greece. Bry eZ Nowadays, almost every nation sends teams of selected athletes to take part in hat the Olympic Games every four years The International Olympic Committee chooses a country and a particular city fo host the gamas. The Olympic flag has an emblem of five colored rings, representing the five continents. The climax of the opening ceremony is always the Olympic Torch entering the stadium usually relayed by world renowned athletes, Vocabulary Find and underline these words in the text. Write sentences using the new words and read them out loud. Find out more about the history of the )) Olympics, femous El athletes and Fa wreath ban Upcoming events on www.olympic.org [al Write it Right 1. When and where did the original Olympic Games begin? 2. What did the winners do while admirers chanted songs? 3. Who started the campaign to revive the Olympics? 4, What does the emblem on the Olympic lag represent? 48Grammar Review Lesson ee eon nace gee Ue Ue Cle RS CRUE We use connectors to indicate the sequence of a series of events, or to list the points in a discussion. eet eC mae cae 1d and had a coffee, After a while, we went home. Finally, wi CeCe ee cm ee au ee Pee a First, my brother fell down when he was changing a bulb. Dee UTE ae eo ee PA eee amen when if one long action is interrupted by enother Pee ese ae Pee et eee ogg Nod Perna esc uucrs My brother was changing a bulb when the bell ang, My brother was changing a bulb while {was talking on the phone https://g00.gV/iMhsac ee https://go0.gl/kVHY7Db. They were carrying a lot of things. Tru False Mandy and Jake were hiking across Guz : was hiking across Arches National pa 2, Listen to Track 3 and mark pictures that represent what Jl, Jake and Mandy were doing, Then write sentences that describe them. 3. Answer the questions about you. ‘Were you studying yesterday? Was your mother cooking yesterday afternoon? Were your friends doing their homework on Sunday? Wes your bestfriend jogging in the morning? 4. Complete the sentences with the words from the Vocabulary section in Lesson 1 a, He hasn't drunk anything for about eight hours. He mist be b. My friends went : across the Grand Canyon. ¢._ It’s s0 beautiful up here! The view is _ 50\V\V/B What was your teacher doing at 9 a.m.? Correct the sentences. Beth was take several pl. . The twins was celebrating their birthday. se Paul were running to arrive on time. His son was give her a bunch of flowers. Tim and Cathy was rushing through the store. meao Greg was play the piano. Sharon were painting in her studio. The child was cried all night. Z You wasn't sleeping when | arrived. ji. They was performing at City Hall, = 6, What were they doing according to the illustrations? Write it down. iF g He She He He They She 7, Listen to Track 4 and answer the questions. a, What was the security guard doing? —_ b. What was the nurse doing? Cemented? a yo re d. How many slides did the teacher show? 8, Rewrite these sentences using the Past Progressive tense. ‘a. They're talking to the teacher, —_____ b. Beth isn’t paying attention to what you're saying, ©. These machines aren't working. d. Children are playing in the yard, 519. Listen to Track 5 and circle True or False. ‘She was busy at work. Carla was preparing for the test. Her boss was chatting online. Jake was signing documents. Carl was installing new software. Jason was answering the phone. Everybody was busy except Carla. ze>sa0ge 10. Listen to Track 5 and answer the questions. ‘a. What was Carla doing yesterday? b. What was Carle's boss doing? What was Jake doing? d, Was Jake helping Carla? . What was Bertha doing? {. What was Samantha doing? 9. What was Carl doing? h. What was Jason doing? i. Was everybody busy? j. Why couldn't Carla answer Shawn's e-mail? . Carla answered Shawn's e-mail yesterday. ee True False Te Falee True False 111. Find these words and phrases in the dictionary, and write the definitions. sign documents = —_ 2 install = e chat online = : deal with clients file = 52\V/B_ What were you doing when it happened? tee 13, Listen to Track 6 and write correct sentences. a. Mike was cooking when he heard the police siren, b, Mike saw a man coming out of his neighbor's window. c. While the thief was climbing through the wirdow, the police arrived. The police officer was looking for his gun when the thief slipped and fl cae e. The thief fell on the ground, {,. The thief was trying to enter Ms. Benson's apartment when the police seroried hija oucaa oes aa 14, Add ‘ing’ to the verbs and write them down. hit rob =: ship me chat a ee ee hug zip mop ee step 2 shut E un eo 15, Write sentences in the Past Progressive tense using the verbs from exercise 14. a b. d os = e z 16. Complete the sentences to make them true for you. a. Iwas sleeping when b, My parents were working when c. My friend was studying when d. Iwas watching TV when e. Iwas eating when f. Iwas exercising when . My classmates were having lunch when 53Consolidation Review Lesson 41. Choose the correct short answer, 8. Was he studying all day yesterday? a. Yes, he were. b. No, he wasn't b. Were you getting ready for the trip? a. Yes, | was. b. Yes, I were ¢. Were Jane and Kim chatting on the phone? a. No, they weren't. _b. No, they wasn't. d. Was your father driving when you called him? a. Yes, he were. b. Yes, he was. @. Were your friends trying to help you? 2, No, they were. b. No, they weren't 2. Answer the questions about you, a. What were you doing yesterday moming? 4. Write sentences using the Past Progressive tense, Follow the example a. Tim (read) ~ while — Jason (listen to music) Tim was reading while Jason wes listening to music. bb. We (work) — while ~ Sandy (talk) __ Rose and Kate (cook) ~ while - Edgar (sur the net) d,_ The children (play) - while ~ their parents (clean. e. Mike (shop) — while — Ben (wait) f. Ruth and Rob (argue) - while — Hank (hide) b. What were you doing last Sunday afternoon? c. What were your parents doing yesterday at noon? 4. What was your best friend doing last weekend? 3. Correct mistakes in the sentences, a, Some of my friends was putting up the tent. b. Paul weren't asking us anything. c. Students were write a story in class d. Where was you going when | saw you? fe. Was they buying anything in that store? f. How many people were participated in the ion serrata 54 4g. Employees (work) — while ~ their boss (rest) 5. Circle parallel or interrupted. a. We were discussing the project when Mr. Harold parallel interrupted . Chloe was playing with her children while | was sleeping, parallel interrupted c. Myneighbors were cleaning while ‘Sam was looking fora hose to water the plants interupted d. His litle sister was approaching the dog when it barked at her. parallel parallel interrupted fe. The host was explaining why the accident happened when suddenly several people left the studio. paralle! interrupted {, Peter and Christina were fixing the printer when, the light went out. parallel interrupted 4g. Some people were watching the show while you were calling Elizabeth paralle! interruptedThink & Evaluate Think about your learning and progress so far. Evaluate yourself. ‘ean do thie I need to improve ‘well alot 4. know the diferent rooms in a house Lesson 1 2. can uto there sand there are to talk about the existence of things Lesson2 3.1 can describe a house. Lesson 3 4 can ask fr information using wh questions Lesson 4 '. lan use some and any to talk about quantities, Lesson 5 Complete Now complete the table, Ask your teacher for her /his opinion, too, Pero if eae Think and plan ‘What can you do to improve? Make a plan. Ask your teacher for advice and suggestions. ‘My learning plan: 1 ¥ 55Tart < Mails Past Progressive/Continuous tense We use the Past Progressive to indicate that a longer action in the past was interrupted. The interruption is usually a shorter action in the Simple Past. The interruption can be a real interruption or just an interruption in time. Examples: | was sleeping when the phone rang. My parents were jogging when they saw my friend Jake getting into his car. The thief was running when he slipped and fell down. Yesterday at 9am | was having breakfast. We also use the Past Progressive with two actions in the same sentence; it expresses the idea that both actions were happening at the same time. The actions are parallel, Examples: We were cleaning while Jessie was sleeping, My brother was studying and I was studying, too, While Peter was watching the movie, his wife was decorating the Christmas tree. While vs. When When you talk about continuous actions that were interrupted by the Simple Past. the past, "when" is most often followed " is is usually used to express that two continuous actions were simultaneous. " expresses the idea of “during that time.” Examples: He was sleeping when | called. While he was sleeping, | was cooking. Non-Continuous verbs 56 Non-Continuous verbs are not usually used in the continuous form. agree: disagree love ‘appear dislike matter satis astonish doubt mean re fis x seem believe hate belong hear see sound concern imagine a impress ae 2 contain include ae et involve eee 3 understand deny know want depend lack deserveGlossary Unit 2 hike (¥) walk for a long distance, esp. across country or in the woods useless (adi) ‘not fulfling or not achieving the intended purpose or desited outcome dehydrated (adi) _| lacking a large amount of water breathtaking (ad))_| astonishing in quality, so as to take one’s breath away tent a portable shelter made of cloth stove (r) an apparatus for cooking orheating that operates by burning fuel or using electricity, bonfire (n) a large open-air fre used as part of a celebration, for burning trash, or a8@ signal jog ) run ata steady gentle pace on a regular basis as a form of physical exercise laundry (0) clothes and linens that need to be washed or that have been newly washed safe (od)) protected from danger or risk; not likely to be harmed or lost slide (n) projected image displayed on a screen track (W) {ollow the course or trail of somecne or something, in order to find them or note their location Aa indicate agreement with or authorization of the contents of (a document or other written or printed material) by attaching a signature iil) make a hole in or through something by using a drill feed (v) | sive food, specially to @ baby or animal exert force on (someone or something), typically by taking hold of them, in order to move or Pay tty to move them toward oneself ring () make a clear resonant or vibrating sound arrive ) teach a place at the end of a joumey or a stage in a journey sip) fall over, typically losing one’s ba ance or footing fall (-) an act of falling or collapsing; a sudden uncontrollable descent ‘Write an example sentence with each of the words you find difficult to learn, 37Unit 3 Diversity Activate ina oe RCC ear Sur ated Ree ea ane ete eee Share with your teacher and classmates,Explore Look through the unit, Write the word(s) and the page number where you find the following: le i v m™m9000>CLIL Lesson Lead-in Discussion 1. Are you a person who follows traditions? 2. What would happen if all countries were the same and had the same traditions? 3. Which tradition do you consider the most import ‘ore than 500 years ago, wher landed in what is now Mexico, they encountered Spanish conquerors the natives practicing a ritual that seemed to celebrate death, nous people had practiced this ritual for nd the Spaniards tried to eradicate it The indi 3,000 years, The Aztecs and other Mesoamerican civilizations kc skulls as trophies and displayed them during the ritual. The skulls were used to symbolize death and rebirth, and to honor the dead, who came back to visit during the ritual, which lasted fora month, The Spaniards viewed death as the end of life, but natives viewed it as the continuation of life, Instead of fearing death, they embraced it. To them, life was a dream, and only in death would they become truly awake. However, the Spaniards considered the ritual to be sacrilegious. They perceived the Indigenous people to be barbaric and pagan. In their attempts to convert them to Catholicism, the Spaniards tried to kil the ritual, But, ike the old Aztee spirits, the ritual ref to die ‘To make the ritual more Christian, the so it coincided with All Saints’ Day and All and 2), which is when itis celebrated today Festivities were presided over by the goddess Mictecacihuatl (queen of Mictlan, the underworld). The goddess, known as Lady of the Dead,” was believed to have died at birth. Today, the Day of the Dead is celebrated in Mexico and in certain parts of the United States and Central America. ‘This is a holiday which honors the dead by celebrating their lives and reflecting the happy tin together. It encourages the belief that death is a natural part of the cycle of lif, to be faced without fear. I also the living to reinforce their connection to their ancestors, who J have so much wisdom to offer. Families gather atthe gravesites of loved ones with their gifts of food, drink, and flowers and least the vaniards moved it ouls' Day (Nov, 1 that families spen ncourages | spend the night in a candlelight vigil, celebrating those who have crossed over “The traditional materials used for celebrating Day of the Dead life-sustaining and life-enriching, Bowls of water and 60 wt in Mexico and why? | The Day of the Dead sal: are placed on gravesite along with bunches of marigolds. A special sweet "bread of the dead’ isbaked in fancifil shapes and colorfully decorated. Sugar is molded in the shape of skulls and covered with brightly colored frosting to make the traditional candy of the holiday, Unlike the spooky skeletons of Halloween, the hand-crafted skeleton figures made for the Day of the Dead are humorous, and friendly, People honor their dead by wearing colorful clothes, and flowers, oF e laying musical instruments, carrying plates of frit ding skeleton horses. I happy celebration, the living and the dead share time together, this sacred and and the barriers between them soften,ar ie Reading Skills = ee} net stering Bra ease atay Pe aca aG Bois Bates In welcoming the souls of the dead, the living are comforted, ‘Another important aspect of the celebration is the altar that is set up at home to honor loved ones who have recently passed, ‘The altar is decorated with their favorite thiags and made colorful and bright with flowers and candles, ‘meant to invite the spirits of the departed loved ones to attend the celebration and enjoy the company of family ‘once more, The tradition is so appealing that the allar nas become a form of public art in many cities. Communi:ies from New York to Los Angeles now hold Day of the Dead celebrations and provide space for people to design and build temporary tributes to the power of love that doesn't end ‘with death. ‘Accepting the presence of death as a non-threatening reality afirms the spiritual belief that life is eternal. What a great affirmation of if to acknowledge thatthe spirits ofthe Reading Comprehension dead are present atthe party to enjoy the devotion, respect, and love they are offered. Death is a part of every life. The Day of the Dead eases the fear and the grief by wrapping the mystery in a comforting ritual that everyone can share. ‘The Day of the Dead gives you a chance to reinforce your connection with your departed loved ones and all they have aagge mee Adapted rom ss hepsi/ooogviqtuen GEE) ENG heps//gocvewoor Same FS Accessed December 26th 2016 fa. In the first paragraph find a word that means found: . Inthe fourth paragraph find a word that means savagely cruel: __ Inthe eighth paragraph find words that mean died: d. In the tenth paragraph find a word that means revered: Vocabulary -ed adjectives describe how a person feels -ing adjectives describe how a situation makes someone feel 1. Amused = Amusing 2. Annoyed = Annoying 3. Astonished — Astonishing 4, Bored Boring 5. Comforted - Comforting 6. Confused = Confusing 7. Depressed - Depressing 8. Disappointed - Disappointing Master the difference between -ed or -ing adjectives. https://goo.gV/d9pNC5 In the eleventh paragraph find the word that means attractive: 9. Embarrassed — Embarrassing 10. Entertained — - _ Entertaining 11. Excited - Exciting 12. Fascinated - Fascinating 13. Frightened — Frightening 14, Interested — Interesting 15, Satisfied ~ Satisfying 16. Shocked - Shocking 17. Terrified - Terrifying 18. Worried = Worrying cau) oe rk in groups and create new traditions. Then, vote for the & rent 61What's your house like? Objectives + Describe a place and where things ae Listen & Read © Track7 Listen to the track. Find there is / there are in the text. Read the texts aloud. What home do you like more: Regina's apartment or Alfredo's house? Regina's Apartment | have a nice apartment in the suburbs of London. There is ane bedroom and al cozy big dining room in it. There are several mirrors in the bathroom. There are many plants in my living room. There aren't any rugs in my ‘apartment as | have two cats and they like to scratch things. There is an antique cupboard in the kitchen where | keep dshes and glasses. \ don’t cook much, 50 my stove is really small. There are many candles on the terrace. | lke to listen to music there in the evening, Alfredo's House My house is quite big, It has two floors and a balcony. There is @ pool behind the house. The front yard is my favorite place. There isa place to play basketball and a big garage. ‘There aren't many plants in my house as | travel a lot and can't really take care of them, There isa library on the second floor. | collect antique books which | bring from all over the world. There is a huge fireplace in the living room. It's very cozy to sit there on cold winter evenings. There are a fridge, a microwave and a dishwasher in my kitchen. Just the essentials! I'm not a big cooking fan. Vocabulary Where are the things mentioned below usually found? Describe the rooms. Ey ro | bathroom A ktchen | fa * cupboard, fridge, stove, dishes, knives, dishwasher 1 * fireplace, sofa, armchairs, coffee table, a TV, rug + mirror, tub, toilet, sink, towels, shower * garage, pool, trees, playground 4. a + dining table, glasses, chairs 5. Coe eo c : Sees cioeseene nae cee eects 62Read & Answer ‘Answer these questions about your home. Use Yes, there is. / No, there isn't. Yes, there are. /No, there aren't. 1. Isthere a kitchen in your house? 5. Is there a stove in your kitchen? 2. Ave there any plants in your house? 6 Is there a fridge in your dining room? 3. Is there a living room? 7. Are there any armchairs in your house? 4, Are there any books in your house? 5G) sd cea ec Penner in) @ htps:l/goo.glHigeXYW Pee ee er ee ere eenWhat, exactly? Objective aps:/igeo iver Vocabulary Point to people who are slim, chubby, have curly / short hair or a beard. Then, describe them with a partner. POUR al Cl RCo a Sete ie ene eee Peat Pee ea eee ae ee int ative clause [Time | Reason Ne et just entered the rocm is my grandfather. See een ace Vocabulary | Physical Appearance Worl in pairs. Add two more words to each category. Height ~ short, average height, tal Build - small, average build Age — around 35, in his / her 20s __ Hair — short, long, straight, wavy, curly, a ponytail, white, grey, blond, light / dark brown, red, black Face ~ square, round, plain, wide ‘Complexion - light, white, olive-skinned Eyes — green, blue, brown, black, beautiful, big General - beautiful, pretty, handsome, attractive, cute, good-looking Bring a picture of a person or a character for the next class. Visit httpsi//g00.g/M9BEOa Type “relative clauses" in the search box. Select a link to practice 64Listen & Choose © Track 8 | Is He the Guy Who...? Listen. Circle True or False. 1. Tamara and Ned are selecting models for a sports magazine campaign. Tue False 2. The girl who is around 20 is too slim, Tue False 3. The guy who is very muscular has great h True False 44, The girl who came to the casting had a long ponytail True False 5, James is the guy who doesn't wear glasses. True False Work with a Friend Sit back-to-back with your partner. Describe the person / character in your picture. Your partner draws the picture imhis /her notebook. Then, compare the drawing to the picture. Use the words and phrases from the Vocabulary section. Find more words and phrases in the dictionary to help you describe the character / person better. Work in Teams Think of a famous person. Each team has to write a short description of his / her physical appearance. The opposite team has to guess which celebrity your team described. Repeat the activity three times. The team that guesses all three celebrities correctly, wins. Write It Right In your notebook, write about the people in the pictures below using relative clauses. htps://goo.gV/a4qlBD Learn to LearnWhat are you like? Objective + Doscibe your and other people's personal at uring relative caus, Read & Underline Underline your best qualities and circle your flaws. Compare with a partner. punctual hardworking clumsy ambitious superstitious _ irresponsible creative sociable close-minded reserved reliable adventurous Vocabulary Find the definition of each of these personality traits using your dictionary. Which of these do you have? greedy: moody: lazy: stubborn; shy: outgoing thoughtful: inventive: kind! Work with a Friend ‘Ask and answer the questions in pairs. Discuss your answers. ‘+ What are the qualities that you think are necessary in a good friend? What are the flaws that you can't stand? ‘+ What are your friend's best qualities? + Can you think of a few jobs you couldn't get because of your flaws? * Have you ever been in trouble because of one of your flaws? * What would you have to do to eliminate this flaw from your behavior? Note this! ree al i a subordinate clause that modifi ree introdu ee eee NT ry Visit https://goo.gl/mGnlud for tests on relative clauses.Ligpenach Listen & Answer © Track 9 | My Friends and Family Do you easily recognize the qualities and flaws of the people you meet forthe frst time? Would you lke to get rid of your biggest flaws? Listen to what Judy says about her fiends and family members. Answer the questions below. 1. Who is outgoing? 2. Whois lazy? 3. Who is moody? 4, Who is kind? 5. Who is stubborn? Write It Right Write an e-mail to a friend. Describe your favorite place, your favorite person, and your favorite possession. Use relative clauses. Subject: Socio-emotional skills ‘A person who knows how to handle interpersonal conflicts has the ability to identify and understand the emotions of other people. This person also has the ability to socially relate in a positive way; that is, possesses social sil * Do you consider yourself a person who knows how to handle interpersonal conflicts? Support ' es your answer Speak Up! gt ya oc snr ni atlas robo \ nl g List qualities and flawe, from the mostimportant et the top ta the. bottom. Compare and discuss them with your classmates. 2 Qualities ~- Flaws: : 1 = 2. ; 3. — 4 Teen ria) React taal Mee sta Objective Achievement Yes No id favor an inusve envionment? 67Can you describe it well? Objective ec Cee ot else ee tee eee et eee Examples of nouns modified with three adjectives in the correct order. Notice that commas donot separate adjectives. z * Aggreat new American computer. (opinion - agi + Asmall round red box. (dimension - shape - color) ‘ * An awful blue plastic omament. (opinion - color - material) _ * Abia old Russian painting. (dimension - age - origin) Work with a Friend Describe the building in the picture. In your notebook, des your ibe at least two things you possess, two places in and two people you know. Use three adjectives ir each description. Read your descriptions to the group. Are the adjectives in the correct order? Big Ben / London / completed in 1858 / 150th anniversary on May 31, 2009 68DDD (opeoxch Work in Teams we Copy the chart into your notebook. Look at the examples. Form teams. In 10 minutes, describe as many things / people as you can. The team with the most examples is the winner. opinion [dimension |age shape | color [origin _ | material | purpose | noun a chubby young English man that _| silly old wood ‘ornament my dear blue silk dress Write It Right Write the words in the correct order. If the order is correct, check (W ) the sentence, 1. met a short thin Colombian lady. 2. My mom bought a new carving stee! knife. 3. He wore a dirty cotton old tie 4. We heard a Swiss new exciting band. 5. My dog broke a very expensive Japanese serving bowl Penn c i) eee gel Visit https://goo.gl/6MI3dq and take a quiz. - ie ee Objective Achievement: ‘Yes No id respect my and other peoples characisics and ferences? 69Reading Te OMe aae Ret bet ee Lead-in Discussion Copy this table in your notebook and complete the first two columns about the celebration called Ramadan. Compare with a partner. [What I Know ‘What I Would Like to Know What I Learned World Famous Landmarks Ramadan Ramadan is the ninth month of the Islamic lunar calendar. The month lasts 29 or 30 days and occurs during different seasons, depending on the cycle of the calendar. It is believed that, during this month, the Koran was given to Mohammed by the angel Gabriel. The fast of Ramadan lasts the entire month. During Ramadan, Muslims around the world are not allowed to eat or drink during the day. All those who have reached the age of puberty (usually 12) are expected to observe the fast. : Each day a special effort is made to say the five daily prayers. Muslims are also | 10 feed a poor person during the month. Ramadan is also atime elon to concentrate on practicing their faith. Time is spent proving, werhipping, contemplating, and recaving rigs insucton Muslims give thanks for the gift ofthe Koran. The fast is broken at sunset and begins again the next morning, when ther enough light to distinguish a black thread from a white thread, The Morni Prayer is said after suhur, the predawn meal. During Ramedan, there is a festivaltype atmosphere after sunset. In many cities, Muslims go out after thay ae broken the fst tal fan ane nds ot fo simply ioe a walk, Shopping areas and restaurants are open and busy and alive with conversation. On the tae iectpl anclatataetmalienssia! "> sadbes mibablabiahlastaordimniaitita) Muhammad first received revelation of the Koran in 610, The end of Ramadan is a joyous occasion known as Eid/elfitr, which typically lasts three days. It is known as the Festival of EverRecurring Happiness and is celebrated with special prayers, feasts, candies, and gift giving. Form teams, Write 6 questions you would like the answers to about Ramadan. Visit httpsi//goo.gl/06aC See if your questions are answered here. If they aren't, find the answers and share your questions and answers with your group,Grammar Review Lesson OEE a Ce eae ect cet Seo! aera Praca ete ee ees who, whom, or which | which eT lefining Relative Clause: Pome ee coe as ee ee ee i Relative Clauses, you cannot use that Non-defining relative clauses are quite formal ard are typical of written English. In spoken English less formal structures are preferred. ‘Written English: My father, who is 75 now, stil works out. ‘Spoken English: My father is 75 and still works out. Write it Right Complete these sentences with information from the text 4. Gabriel, who 2, Ramadan, which 3. The end of Ramadan, which __ is an angel. lasts for 29 to 30 days. , lasts three days. Combine the two sentences using the non-defining relative pronoun in brackets. Example: The Dancer is a great pub! { met Julia there. [where] = The Dancer, where I met Julia, is a great pub! Lady Diana was a princess. She died in 1997. {whe] Sarah is beautiful. Her birthday is next Saturday. [whose] This school is very old. Itused to be a factory. [wh ch] Penner ia) eee Ran and tell ea eee ace Tee eae)eg What's your house like? WB 1. Match the pictures with the words. | sink couch [cupboard ]armehair Ol miror [] microwave [playground [fridge ng [bea 2, Listen to Track 7 and choose the correct names. 2. There isa library in my house Regina Alfredo bb. There are two cats in my place Regina Alfredo ¢. There aren't any plants. Regina Alfredo There is a big dining room. Regina Alfredo . There is a garage. Regina Alfredo f. There is an antique cupboard, Regina Alfredo g Therearen'tanynugs. Regina — Alfredo h. There isafireplace. Regina Alfredo i. There is a dishwasher in the kitchen, Regina Alfredo. i. There isn'ta big stove Regina Alfredo 3. Complete the sentences using There is or There are. a. a big house in this street b. a lot of students in the classroom, ° __ children on the playground, d _ a small kitchen in my apartment. e three plants in my room. f some books on the bookshelf 3 beautiful rugs on the floor in your house, h. ‘an expensive fridge in this shop. i a library in our school people waiting for your presentation. 72WB what, exactly? a 1, Complete the table with the correct relative pronouns. Person Thing [Place [Time Reason Subject Object Possessive | 2, Choose correct relative pronouns to complete the sentences. a, You mustn't say this car belongs to. ‘A. which B. when C. whom b. They told me about the car __was sold yesterday. A. that B. who C. where . Iknow that handsome man ___ stalking to Liz. A. which B.wto C. whose i. It's Jack's bills Ill have to pay tomorrow. A. that B. wtich C. where e. I can't find the bill | paid yesterday. A. which B. when C.who £.lewas a wonderful day _ I met il. A. whom B. why C. when 3. Look at the pictures and write sentences about them using relative clauses. fd ~ ‘a. The dog is playing with the cat. This dog is mine, The dog which / that is playing with the cat is mine, b, The man is repairing his car. The man is my neighbor. ¢. The gitl is playing the piano. The gitl is my sister. d. My grandfather lives in this house. He is 86. ozsWhat are you like? WB 11. Write correct words from the Vocabulary section for these definitions, a. disinclined to activity or exertion; not energetic or vigorous = drawing back from contact or familiarity with others; retiring or reserved ©. engrossed in thought; contemplative= d. excessively desirous of acquiring or possessing; wishing to possess more than what one needs or deserve: . unkind, cruel, spiteful = f. given to frequent changes of mood; temperamental ue 4. sociable and responsive to others; friendly = h. unreasonably, often perversely unyielding; bullheaded i. friendly, generous adept or skillful at inventing; creative = 2, Listen to Track 9 and correct the sentences, a. Judy's friend, who never smiles, is lazy. b. Judy's boyfriend, who doesn't accept any new ideas, is kind Judy's mother, who easily gets along with people, is shy. d. Judy's brother, who never does his homework, is outgoing e. Judy’ sister, who never shares her clothes, i stubborn f. Judy's father, who doesnt lke to speak in publi, is reed, 9. Judy's friend, who feeds stray dogs, is moody. 3. Write a short paragraph about your character and personaity traits. 741. Write the correct relative pronoun (who, which, whose), j This is the bank __ ‘was robbed yesterday. Agi, ___sisteris in my class, was in the bank at that time. The woman robbed the bank had two guns. She wore a mask _-made her lcok like a cat. She came with a friend waited outside on a motorbike. The cashier__gave her the money was old, The bag ____contained the money was brown. The clients were in the bank were very scared. Aman, cell phone was ringing, did not know what to do. ‘Awoman, __son was erying, tried to calm him down, 2. Combine the sentences using a relative clause. Use relative pronouns only where necessary. a We spent our holiday in London last year. London is in Great Britain. Last year we People live in London. They are called Londovers. The people __ ‘We then went to Edinburgh, Edinburgh is the capital of Scotland We then Arthur Conan Doyle was born in Edinburgh. He wrote the Sherlock Holmes stories, Arthur Conan Doyle, Then we visited a castle. Its in the Highlands. The castle Loch Ness is 37km long. People know about t because of its friendly monster. Loch Ness,Consolidation Review Lesson 4. Answer the questions, 4. Underline the relative clause in the sentences, Write sentences of your own using the same relative clauses. a. ive pron« se with a ? SES eto Renu Ae Ne Bee ae a. The new cell phone, which is very expensive, will be on sale soon b. What relative pronoun do we use with a place? . What relative pronoun do we use to ask for or . The house, which was builtin front of ours, was give a reason? sold quite fast d. What relative pronoun do we use with a noun? ‘¢. The man who owns this hotel has purchased . What relative pronoun do we use with time? motions d. My friend, who has just entered the room, is 2, Write a sentence using these relative pronouns. sree BiaES a) where z SEES The car, which was repaired last week, is about Burbs. tobe sold. ©) that é f. The gardener, who mows the lawn, is quite strange, ) which, 9. Did you listen to the CD that your mom brought you? ) where 3. Write a paragraph describing your family or favorite place using relative pronouns. 76Think & Evaluate Tink 8 ans Crea Think about your learning and progress so far. Evaluate yourself. Jean do this I need to improve ‘well alot 1. know the different rooms in @ house. Lesson 4 2.1 cam use there is and there are to tak about the existence of things. Lesson 2 3. 1.can deseibe a house. Lesson 3 4.1 can ask for information using ‘wh’ questions. Lesson 4 5. can use some and any to talk about quantities. Lesson § Complete Now complete the table. Ask your teacher for her /his opinion, too. ere eed to improve. Think and plan What can you do to improve? Make a plan. Ask your teacher for advice and suggestions. My learning plan: 1 4 3. 4, 7Language Referenc« We can use relative clauses to join two English sentences, o* to give more information about something: I bought a new house. itis bigger. —» | bought a new house that is bigger. ‘She lives in Mexico City. She likes living there. —» She lives in Mexico City, which she likes. Defining and Non-defining A defining relative clause tells which noun we are talking about: I ike the man who lives next door. (ifyyou don't say ‘who lives next door, then we don't know which man you are refering to.) ‘Anon-defining relative clause gives us extra information about something. We don't need this information to understand the sentence. I live in New York, which has some fantastic parks. (Everybody knows what New York is, so ‘which has some fantastic parks’ is extra information.) Defining relative clauses: Use ‘who’, ‘which’ or ‘that’. We use ‘who! for people and ‘which’ for things. We can use ‘that’ for people or things. When the relative pronoun is the subject, we ean't drop the relative pronoun. Clause after the object: + I'm looking for a technician who / that can repair my laptop. + We bought a house which / that is 200 years old, Clause after the subject * The people who / that live in this country are very friend. * The plane which / that belongs to Jaime is in the hangat When the relative pronoun is the object of the sentence, we can drop the relative pronoun. Clause after the object: + She loves the candy (which / that) | brought. + The police arrested a man (who / that) worked here. Clause after the subject: ‘©The watch (which / that) | love is missing, * The woman (who / that) my brother loves is from Mexico. Non-defining relative clauses: We don't use ‘that! in non-defining relative clauses, so we use 'which' if the pronoun refers to a thing, and ‘who! if it refers to a person, We can't drop the relative pronoun in this kind of clause. Clause after the subject * My boss, who is very nice, lives around here. * My mother’s house, which I grew up in, is very small Clause after the object: Yesterday I called my friend Julian, who lives abroad. * [really love the new restaurant, which we went to last night. 78Glossary Unit 3 carve cut (a hard material) to produce an aesthetically pleasing object or design ‘chubby (adj) plump and rounded ‘clumsy (ad) awkward in movement or in handling things ‘complexion (n) | the natural color, texture, and appearance of a person's skin, esp. of the face cozy (adj) giving a feeling of comfort, warmth, and relaxation fast (n) an act or period of fasting fast (v) abstain from all or some kinds of food or drink, especially as a religious observance flaw (n) a fault or weakness in a person's character greedy (adj) having or showing an intense and selfish desire for something, esp. wealth or power mean (adi) __| unwilling to give or share things, esp. money; not generous a ee a eee ‘changes of mood, esp. sudden bouts of depression or outgoing (ad) friendly and socially confident reliable (ad) consistently good in quality or performance; able to be trusted résumé (n) a curriculum vitae slim (adj) ‘gracefully thin; slenderly built (used approvingly) street-smart (adj) Sneak ore nialeeec ae ‘necessary for dealing with modern urban life, esp. the ee rego nar ee thread (n) a long, thn strand of cotton, nylon, or other fibers used in sewing or weaving ete weather |/;,formal slightly unwell or in low spirits ‘worship (v) show reverence and adoraticn for (a deity); honor with religious rites Write a sample sentence with each of the words you find difficult to remember. 79PV debe] Cree Me ete eu saat Oe ee) Se oe ee ae ST Ngee ceeExplore Look through the unit. Write the word(s) and the page number where you find the following:CLIL Lesson Lea -in Discussion 1. Does cleanliness go hand in hand with education? Co 2. Why don't many people care about others or the planet? Types of Pollution and How to Prevent Land Pollution Land pollution is the degradation of the Earth's surface ‘caused by a misuse of resources and improper disposal of waste. Some examples of and pollution include: + Litter found on the side of the road + Illegal dumping in natural habitats + Oil spills that happen inland + ‘The use of pesticides and other farming chemicals + Damage and debris caused from unsustainable mining and logging practices + Radiation spills or nuclear accidents Help by disposing off all the waste that directly or indirectly hit the land with an environmental friendly method and promotion of the culture of reduce, reuse and recycle, Light pollution Light pollution is the brightening of the night sky inhibiting the visibility of stars and planets by the use of improper lighting of communities. Some examples of what causes light pollution: + Street lamps that shine light in all directions, instead of with a hood to point light downward toward the street + Extra, unnecessary lights around the home ities that run lights all night long nt pollution uses more energy (by shining more light up instead of down, meaning you need brighter bulbs for the same amount of light), may affect human health and our sleep cycles. Use renewable energy ike: + Bioenergy thats produced from living things such as trees and plants. Certain crops are grown, such as com and soybeans and harvested to produce energy inthe form of biofuel + olic energy isa form of solar energy. Wind energy (or wind power) describes the process by which wind is used to generate electricity. + Hydroelectricty is electricity produced by gravitational force of falling or flowing wate. + Solar power is energy produced from the heat and light ofthe sun + Geothermal energy i the naturally occurring thermal the energy that is produced by the Earth's molten inner core. 82 Them ea Noise pollution includes any loud sounds that are either harmful or annoying to humans and animals. Some examples of noise pollution: + Airplanes, helicopters, and motor vehicles + Construction or demolition noise + Human activities such as sporting events or concerts, Noise pollution can be disruptive to humans’ stress levels, may be harmful to unborn babies, and drive animals away by causing nervousness and decreasing their ability to hear preys or predators. Enforce green laws awareness in communities to take cate of surroundings, ask for the introduction of technology that emits minimum noise, Thermal Pollution “Thermal pollution is the increase of temperature caused by ‘human activity. few examples of this include: + Warmer lake wate from nearby manufacturing (using «col water to ool the plant and then pump it back into the lake) + Included in thermal pollution should also be the increase in temperatures in areas with lots of concrete or vehicles, generally in cities ‘These kinds of environmental pollution can cause aquatic life to suffer or die due to the increased temperature, ‘an eause discomfort to communities dealing with higher temperatures, and will affect plant-lifein and around the area + Planting trees, shrubs, and vines is a simple and cflective way to reduce the heat island effect. + Green roofs contribute to heat island reduction by replacing heat-absorbing surfaces with plants, shrubs, and small trees that cool the air through evapotranspiration. + Cool roofing can be gotten with materials that have a high solar reflectance. Visual Pollution sual pollution is what you would call anything unattractive ot visually damaging to the nearby landscape. This tends to be a highly subjective topic. Some examples of visual pollution:a See ey erin Rent crate ey fy aay + Skyscrapers that block a natural view. + Grafti or carving on trees, rocks, or other naturel landscapes + Billboards, litter, abandoned homes, and junkyards could also be considered environmental pollution ‘They are also depressing, and they of course affect the surrounding landseape with the changes they cause. + Plastic banners in front of shops and on the roads rust be prohibited. + New rules and regulations should be implemented. + Advertisements must have expiration dates Water Pollution Water pollution is the contamination of any body of water (lakes, groundwater, oceans, etc.). Some examples of water pollution: + Raw sewage running into lake or streams + Industrial wast spills contaminating groundwater + Radiation spill or nuclear accidents + Illegal dumping of substances or items into bodies Eerie + Biological contamination, such as bacteria growth Farm runoff into nearby bodies of water These kinds of environmental pollution are linked to health issues in humans, animals and plant ‘Steps you can take to help prevent water pollution, include: + Don't liter, especially in or near water sources + Organize a community cleanup event near a river or lake where you lve + Use green household cleaners and laundry detergents + Use natural lawn fertilizers, such as manure instead of chemical fertilizers. + Buy organic food that is produced without the use of chemical pesticides or fertilizers. + Dispose of hazardous materials, such as paint, ‘motor oil, antifreeze and lawn fertilizers responsibly. Adapted from https://goo.gl/xuedGr https://go0.gV/kScHfw 1. How many different kinds of pollution can you ‘ind in the text? 2. How does air pollution affect humans? 3. Where can we find thermal pollution? Find more compound words at https://goo.gV/kDkyGe (Cera rec ins ot ete Cec een aac 83Do you like him? + Discuss persona relationships 1 Uso subject ane objct prone in ferent contents Listen & Answer © Track 10 | An Ideal Age for Marriage Alot of girls know what age they would like to get married, but a lot don't verbalize it Many young people wait longer to marry. The reason? Careers, fears, money and many others. Many researchers, sociologists and family experts are taking a closer look at this modem trend Some researchers say: “It's better not to get married so early in life." People are more concerned with their own self-development than they used to be. Many young people postpone marriage until they feel they have their lives organized, Organized means having one's education completed and on2's career path stabilized. They're postponing marriage until they think they'e ready for it. 1. Who waits longer to marry? 2. What are sociologists and family experts doing? 3. What do some researchers say? Vocabulary trend = a general movement concerned = anxious, worried postpone = to put off to a later time Complete the sentences with the correct words. 1. My daughter doesn't ever want to get married. I'm really 2. "We're not ready for this test. Could you ine 3. Wearing big sunglasses is a modern Write It Right Write a letter toa friend explaining why he / she should not cet married at his / her age. Read it aloud and discuss your opinion with your classmates. 84eee Ue ase ‘st person 2nd person 3rd person (male) 3rd person (female) 3rd person (non-person) Write It Right Complete the sentences with the correct pronouns and complete the table. 1. She likes et + me 2. always tells her ni = Him + He 3. My parents teach + we sus * them * they eo ay 4, Santa Claus brings ject and O I wrote the latter. you |You lke to cance. hhe | He talks a let. she |She likes chocolate. it It barked at Tim. ‘we | We enjoy going to the movies. you |You are the dest students. they | They are no: happy. ice things, to be kind. presents. Object Pronouns Mary wrote a letter to me. ‘Tim wants to talk to you. Mary doesn't like him Tim kissed her John hit it. us| The teacher explained ito us you. |Ilke you. them | Mary didn't invite them, 85Where did you grow up? Objective + Tella story of our ow fom your youtchidhood using phrasal verb Warm-Up DSC PRC ante PCR ga ca eT ec SION CMe cece eae hee Ceara Listen & Complete © Track 11 | Growing up! ‘Was your childhood exciting? Listen to the track and complete the table below. ‘Shawn was brought up in a small town in the countryside. Growing up in the countryside wasn't very exciting. He often got into trouble with his friends as they made up stories that they acted out around town. One day, as they were coming back from school, they came up with the brillant idea that they were pirates looking for treasure. Shawn's bestfriend, Derek, sid that he made out an enemy ship in the istance. They al ran for cover, ‘and picked up a number of rocks to use as ammunition against the ship and they got ready to put their plan in action. When they were ready to set off on their attack, they slowly went along the path until they saw their enemy - the postman’s truck! The postman was dropping off package at Mrs. Clark's house, so they got into his truck. The radio was on, so they turned down the volume to discuss what they would do next. ‘They wanted to switch on the engine end yet away with the stolen mai! When they saw the postman running towels them shouting, they all broke out in nervous laughter, got out of the tick as quickly as they could, and took off down the road. 1d sentences in the text with the phrasal verbs from the table and Cesar \ write them down. Phrasal Verbs are idiomatic expressions, combining verbs and preposition Pe une a vious f Sere tees Seen tat ene ey . eee aan ae eee Ce aa ey eee ckDDD Us Vocabulary Match the phrasal verbs with their definitions or synonyms. OSE OG OG Camm 0 C= OG OCG (GI (am ; 1. become/get involved 2. raise from a child celverunload 4, become an adult 5. perform 6, createfinvent 7. diminish in volume 8. cevelop suddenly 9. escape 10. move forward quickly Write it Right Rewrite the sentences using phrasal verbs. 1. He delivered several packages two weeks ago. 2, We got involved in a discussion. 3. Nobody will escape from this building! 4 5. . Have you ever performed in public? . Did you invent this? Work in teams Each team has to choose three verbs from the list to come up with as many phrasal verbs as they can. After the teams write down their phrasal verbs, they check in their dictionary to see if they exist and what their definitions are. Then they write examples for each of the phrasal verbs. ontrol involves i) - ption of our te bare ‘emotions in these circumstances, in order « get tum to generate appropriate coping stratepes. + make + cany + put & Visit https://g00.g/KEFHSi EE Bi enna) ne eteWho came up with it? Objectives * Use Phrasal Vero to tak about inventors + Discus wontore and inventions Vocabulary Which of the Phrasal Verbs listed here are you familiar wit them down in your notebook, and then read the definitions Verbs. Complete the sentences with the correct phrasal verb. ist try to guess their definitions and write iven below and match them with the Phrasal pan out __ pull off catch on stand up to _____ get down to come up with 1. resist, bear stress 2. accomplish something difficult; accomplish something people had considered impossible or unlikely 3. succeed (for objects); happen as expected (for plans) 4. to become popular 5. concentrate on; attend seriously 6 to discover 41,1 should clean my room, but | don't feel lke it. Maybe Ill ___it on Sunday. 2.1n 2010, they _ the cure for the disease. 3.He tried to explain itto her, but she just didn't 4.You thought you couldn't pull off the presentation, bur you did indeed it 5.Do you think this haircut will among teenagers? 6. This newly invented roof won't__ ___heat. You should consider that if you don't want the project to fail 88Listen & Complete © Track 12 | Great Inventors! Listen to Track 12 and complete the text. What inventions are mentioned? No one believed that Karl Benz could invent the , but after many years of trying, he The car had only three wheels. The first car with four wheels was made in France in 1901 by Panhard et LeVassor. Joseph Rechendorfer was the frst person who putting a piece of _ onto the top of a pencil, which makes it easier His invention really fast and became popular amongst youngsters around the globe. Everyone thinks it was Whitcomb Judson who invented the zipper, but it was really Elias Howe, Elias was so busy inventing the sewing machine that he didn’t selling his zipper invention, which he called a "clothing closure" False were invented by the American movie director D.W. Griffith while he was making his 1916 epic, Intolerance. Griffith wanted the actress Seena Owen to have lashes that brushed her cheeks which would the wind and make her eyes shine larger than life. He didn't expect his invention to but millions of women use even today. Read & Answer Read and answer the questions. Then, match the pictures to the sentences. |. Who invented the first gas-powered car? 2. What did Joseph Rechendorfer put onto the top of a pencil? 3. Who invented the zipper? 4, What did D.W. Griffith invent and why? Read about famous inventors and theit inventions on https://goo.gl/BxywEl Pick 3 inventions from the given list which you consider the most important. Write 3 questions for your classmates about each invention. Use Phrasal Verbs in your questions. Discuss what would have happened ifthe inventors mentioned on the website hadn't come up with those great ideas. How would our world be different? eee eel een 89Objectives + Uso Prasl tbs to cues your ways of managing sess, + Tellhow you manage stress Circle the correct option. 1. She shuts off the phone and sleeps a lot 2. He surfs the Internet. 3. She eats candy and listens to her favorite music. 4. He takes a vacation, eee ee ad give up, go through, hurry up, ket ORCC ary eka? Work in Teams How does your body express stress? Tell your classmates about it and compare your choices. © fatigue * headaches ‘* tapping fingers 90 _Do you know how to deal with stress? ten & Choose © Track 13 | Stress Management How do you deal with stress? Listen. Are any of your ideas mentioned? eke Student 1 Student 2 Student3 Teacher Student 1 Student 2 Student3 Teacher Student 1 Student 2 Student 3 Teacher Student 1 Student 2 Student3 Teacher en ac Cees ‘What emotional symptoms do you have under stress? Tell your classmates about it and compare your choices. 9 + easily angered + can't concentrate * aggression * boredom + iitability * feeling exhaustedDDD =n] Work with a Friend | Martin and Gloria but they handle stress differently. Complete with the appropriate ‘and complete the table below. I working. 1 positive things | try to forget the past and ln. \ caffeine I don't ‘excuses and and sugee exercise every morning, I all the things i Ree Ans Vm thankful forin my life can be stressful 1 ina gym three times a week. \ with my best friends to 2“ share my problems iron out = resolve by discussion get together = meet each other make up = invent write down = write something keep on = continue doing something cut down on = reduce in number of size get rid of = eliminate focus on = concentrate on something look ahead = think of the future work out = do physical exercise How do you deal with stress? Socio-emotional Skills ‘According to experts, the management of ‘emotions not only has to do with the ability to reduce stress or suppress impulses, but also involves the ability to deliberately provoke an emotion, even fit is unpleasant. ‘Form teams of three, comment among yourselves and write down several examples of how you manage your emations https:// in your school environment. Share your answers with other goo.gl/ teams e2FYTO t's important to recognize that we al face problems in our ‘everyday lf. What makes the difference i the way we manage ‘them. To stop worrying would be good advice, but very ficult so achieve... i brat « Ayo DCC Se eae ee eee Waren Objective Achievement Yer No id favor critical and reflective thinking? 1Reading = Connect to History - Lead-in Discussion 1. What do you know or have heard about the Roman Colosieum?’ 2. Who were the gladiators? 3. What movies have you seen about the Col ‘or about Roman gladiators? 44. Would you Ike to wi the Colesseurm? Why? Why ot? Write it Right Find the phrasal verbs in the text that mean... 1. tocontinue = - - 3. to take as one’s own and go away = 2, totakecareof=______4,_to remove from a certain place = ‘Write some sentences of your own using the phrasal verbs you've written above. Work with a Friend ‘Answer the questions in pairs and discuss them. 1. What was the Colosseum used for? __ 2. What did Vespasian tear down? 3. Who carried on with the construction after Vespasian died? Find out more about the Roman Colosseum and ancient Rome at httpsi//goo.gl/oBnsVAGrammar Review Lesson ee cea eee ech ae coeur eee our dictionary if necessary. Practice phrasal verbs at https://goo.gV/u4gnL6 93Do you like him? WB 41. Complete with the correct subject or object pronouns. Rush Hour is always in @ hurry. He lives far from school anc his classes start at 7 o'clock in the morning. His dad sometimes gives a ride, but most of the time takes a bus to get to school as early as possible. 2. Change the objects in the sentences to object pronouns. a. We'te buying ahouse. We're buying it. b. Idon't understand Leila and Rita. ¢. He's calling Sabrina, d. She invites a lot of people. e. I'm telling my daughter f. John islifting the box. g. Peter doesn't like Rick. h. Lcan't play this game. ors i, Children are giving the teachers their presents. i. Helen likes Tim. 3. Complete with subject or object pronouns. a. The students are busy. Please don't bother b, My husband is hungry. Please bring a sandwich, . These computers are slow. are old. d. Where are the children? are in the street. €. Daniel forgot his pen. Please take it to {. That is my book, Please bring it to 9g. Givemearidelater ___—_amnnot ready. h. The wind is strong, __ is cold. i. English grammar tenses are dificult. | don't like j, Those are our CDs. Please bring them to k. Where is Mario? isin the writing centerWB Where did you grow up? 1. Listen to Track 11 and complete the sentences. Shain Wet brocight ip ee eine Oe, ULL) i SS FR a SP ge Growing up z : ane Heofen got into eet ieee Sree OPER nar ge ee crea ae His friends made up His lends cama up with one ee me eo Derek picked up s i They got ready. f ci zo They went along ae i. The postman wes dropping off oar alove aula Beebe Get j. The kids got into _ k. They tuned 2 - |. The kids wanted to m. When they saw the postman running toward them, they. 2. What phrasal verbs from Lesson 2 might these pictures represent? Write them down, Visit Vist a https//go0.q/W6S8xM Test hetps//go0.oV/6LO51Z youringnedge of pases! and read about phrasal verb grammar1. Write the Phrasal Verbs to match the definitions. to become popular to discover or produce resist, bear stress do something eventually accomplish something dificult = ere become successful (about objects, plan: 2, Listen to Track 12 and correct the sentences. ‘a. Karl Benz invented false eyelashes, b. Elias Howe invented the frst gas-powered car. c._ Joseph Rechendorfer invented the zipper. dd. DW. Grifith came up with putting a piece of rubber anto the top of a pencil 3. Complete the sentences with phrasal verbs from the boxes. a. Don't build bonfires. Fires easily at this time of year. b seeing my parents again. © We've of apple juice. Would you like orange juice instead? d. These books have helped mealotto___the good work. e. My sisterhas the wedding, f. Your teacher can‘ your terrible behavior anymore! 9. She completely that story lcan't my cell phone. | always carry it with me. i. Heis depressed. His father__last week. i She got__ by his enthusiasm. 96VB __ Do you know how to deal with stress? 1. Read page 91 about how Martin and Gloria manage stress and circle the correct name. a, He / she meets his / her best friends. Martin Gloria b. He / she eliminates stress-producing factors. Martin Gloria c. He / she reduces sugar intake. Martin Gloria d, He / she concentrates on positive things. Martin Gloria e. He/she continues working Martin Gloria f. He/she resolves problems by discussing them Martin Gloria g. He / she doesn't invent excuses, and instead exercises every day. Martin Gloria h, He / she does physical exercise Martin Gloria 2. Now rewrite the sentences from the previous exercise using these phrasal verbs: ES EE Es Ee ee es b. 3. Complete the sentences with correct phrasal verbs from this lesson. a. We should fone day and talk about our families. b, Ifyou want to lose weight, you should on fat as fast as possible ‘c. My parents want to their old car because they say it breaks down a lot. d. Have you ever _ in.a gym? You look quite weak e. Let's _ making plans for our next vacation. Don't get distracted, Your students always ‘excuses for not doing their homework on time. g- Youhave to all the differences between you and your wife. h, Are you excited about your wedding reception? Did you the list of quests? i. Ineedto more. | need to improve my physical condition. js Could you checking my homework? I need to deliver it on time! k. Iean't the old furniture. My grandparents lke it so much 97Consolidation Review Lesson 1. Change the sentences using the object pronouns ‘given. Follow the example. Match the sentences with the pictures a. He's giving the cake. (her) He's giving her the cake, bb. She's hitting the ball. (it) . She's showing the images. (him) d. She's taking the key. (it) e. He's calling. (me) {, She's writing the letter. it) 4g. She is kissing Mom. (her) h. He's repairing the bike. (it) 3. Circle the correct option to complete the sentences. a. He the red Tishir instead of the yellow one A. puton B.placedon —C.putoff. b. She dich come tothe office today. She's today. Aup Boon cof The criminals were by the police. Actaken away B.taken off C.taken on d. He was by her reaction. Avtaken away B.puton C. taken aback . You're joking! You're ! A.putting me off B.puttingme on _C. putting me out 98 2. Complete the sentences with the appropriate phrasal verbs from Exercise 1. a. He always. trouble because he’s always late. b. Don't worry about this project I'll —_________a good solution. . Jenny always cries when her parents scold her. Is she? RARER NANT AIL d. Sally ina very nice neighborhood in the 70s. fe. You won't with this ike you did last timet | wil tell on you! f. The mailman has to ee a very big package for your brother today. 9. Fighting —_____during the soccer match yesterday. The police had to arrest several fans. Itwas horrible. h. Could you Z the radio a little? My baby is sleeping. i. Why does she always this topic? Nobody wants to talk about it. Its so uncomfortable and inappropriate. j. The moment your boss left, all employees 0 quickly. What is going on in here? Sarah was tired of writing the article, so Tom B.helped her over C. helped her out ‘A helped her in John looks a lot lke his father. He him. A.takes after By takesabout —_C. looks after 1 ‘at 5:00 this moming, ‘A.woke about B, woke up C.woke in | was misled by the company. They strung A.along, B. around, Caway |. I don’t know the city. Could you < ‘A.show me inside B, show me around C. show me down,Think & Evaluate Think & Evaluate Think about your learning and progress so far. Evaluate yourself. © @ can do this I need to improve ‘well alot 4. ow the lifferent rooms in house. Lesson 1 2.1.can use thor is and there are to talk about the existence of things. Lesson 2 3. 1ean daseribe a house. Lesson 3 4:1 can ask or information using wh questions Lesson 4 5. Ican use some and any to talk about quantities. Lesion 5 Complete Now complete the table. Ask your teacher for her /his opinion, too. ree re Think and plan What can you do to improve? Make a plan. Ask your teacher for advice and suggestions My learning plan: 1 4 99Tyr t 4 eae Phrasal Verbs Phrasal verbs are usually two-word phrases consisting of verb + adverb or verb + preposition. Think of them as any other English vocabulary. Study them as you come across them, rather than trying to memorize many at once. Visit https://goo.gl/XasthF for a more comprehensive list. Verb Meaning ask someone out invite on a date ask around ask many people the same question add up to something a back something up reverse back someone up mapper | blow up explode f blow something up add air break down Zap tinadeijig abies mating tinah itn get upset break something down divide into smaller parts break in force entry into a building rsa habe serneting enter forcibly break something in wear something a few times so that it doesn't look / feel new The seven basic pronouns take different forms when used as object pronouns rather than as subject pronouns: + 1-Me + You - You (tnis applies for singular and plural) + He-Him * She -Her oti + We-Us * They- ThemGlossary Unit 4 abide by respect or obey a dedsion, a law or a rule back away move backwards, in fear or dislike blow up ‘explode; get angry call off cancel clam up refuse to speak deal with) handle, take care of a problem drop out leave school without finishing figure out understand, fin the answer ¢get along with (someone/ | be on good terms; work well with something) get on with (something) | continue to do; make progress hand out distribute join in Participate kick off begin, start letdown disappoint Took forward to ‘await or anticipate with pleasure nod off fall asleep pass out faint put off postpone run into, ‘meet by accident or unexpectedly (also: bump into) setup start a business stick up for defend ‘Write an example sentence with each of the phrasal verbs you find difficult to leam. 101Tae Yael Ma Xela d Ta abe Track 4 To pronounce the phoneme / I / correctly, relax your lips and tongue, and lower your chin. It’s a short vowel. Listen to the track and repeat the words. i it wil is hit Ive sit pill things, trafic, «taxi in Underline the words with the phoneme / I /in the sentences and read them out loud. Track 15 ‘To pronounce the phoneme /W/ correctly, round your lips and push the air out. Donot pronounce /W/ as /g/ 1 Listen to the track and repeat the pairs of words correctly. Hear the difference when you pronounce /W/ and /g/) ‘Track 16 To pronounce the phoneme / 2: / correctly, lower your chin slightly and protrude your lips. Your tongue has to be in a mid level position in the mouth. This sound occurs only in the stressed syllables of words. Listen to the track and repeat the sentences. Track 17 ‘To pronounce the phoneme / @5/ correctly, relax and part your lips slightly. Lower your jaw a little. Listen to the track and repeat the words. 102The Writing Process QUESTIONS TO CONSIDER 1. Prewrting TIME TO THINK 3. Revising TIME TO IMPROVE MY WRITING. ‘+ What do | want to say? How do | want to say it? Who will ead my writing? What else do | need to know to begin? Who can | talk to about my ideas? Have | read what | have written? Are my details clear? Should | add or take out parts? Have | used the best ideas and words? ts my writing in a logical order? What suggestions have others made? 2. Drafting TIME TO WRITE IT DOWN ‘+ Are my thoughts organized? 4, Editing TIME TO MAKE THINGS CORRECT ‘+ Which ideas do | want to develop? ‘+ Have | used complete sentences? * In what order do | want to say therm? + Have | made all the necessary corrections? * Who can read tis and offer suggestions? + Are my speling, capitalization, and punctuation coect? ‘+ Have | marked corrections that need? ‘+ Has someone checked my work? + Dot have a correct and neat copy? Visit https://goo.gl/BWawWi po for more examples Phonemic chart hot nf shut- i vet i sit. if think - /o/ win /w/ tell Ag other- /o/ sing /a/ rman - /m/ vision Isl zen- Val nut Jaf chat- /y/ but Joh dig- sas get- Jef fig M1 king 7 pet Jo/ yes- Ww lit a run dnl just 1 4/ bait Jel wet- fel about - /a0/ father - Ja! bite Jol boy- Jal bat - /e/ boat Jeol hut - a wear Jes/ food - Jul pig al beer- Jif foot Jol computer dal feet- Viel hot- Sof pure - Joa bird Jul bough: fal 103Transcripts J Trick 1 Unit 1 Lesson 1 © Track 1 | Just a Smile! Carol: Andy! What are you smiling about? Today is the final test and it seems like you are not taking it seriously. ‘Andy: | take it very seriously. I'm just used to smiling and | don't have to be in a bad mood to pass the test. Carol: Everybody thinks you're the happiest guy because we'te used to having you around joking and all, but sometimes | feel like you're mocking me. Andy: I'm so sorry if you feel that way. | just find it easier to cope with problems when | joke and smile. 1'manot used to arguing or complaining. Carol: Are you saying I'm used to arguing? I'm not a negative person, Andy! Andy: Let’ forget about i! Do you want to hear a joke? Lesson 2 © Track 2 | In 1910. Today, about half ofthe population in the US is female, but a hundred years ago, most people living in the US. were male, Most people used to lve in the country and rented homes, and used to lve in households wit five or more other people. Now, most people inthe US. ether lve alone-or with no more than one or two people. Imagine that only 4 percent of the homes used to have a bathtub, and only one out of 500 Americans used to drive a car Many Americans used to travel by horse cariages. ‘The average American worker used to earn between $200 to $500 per year, and more than 90% of women used to aive birth at home. Nowadays, a midwife at home attends to very few women, Most women used to wash their hair once a month and used egg yolks for shampoo. Many households used to have atleast one {ulktime servant, and most doctors used to practice medicine withouta collage degre. Lesson 1 © Track 3 | Hiking With Friends! Ryan: Were you spending your vacations at home this summer? Jill: No, L wasn't. | went hiking with Mandy and her brother Jake. Ryan: Wow! Really? Were you carrying a lot of things? Jills OF course we weren't ts not the frst time Mandy and Jake hiked. They went hiking across Guatemala last year. i Were you taking photos? Yes, we were. Do you want to see them? Look at this one! Was Mandy hiking in Arches National park? Yes, she was. Look at this photo! Views were breathtaking ‘Oh, this one is interesting, Was Jake trying to call someone from his cell phone? Yes, he was. It was useless, though. There was no reception in the mountains. Look at you in this photo! Were you drinking water from the lake? Yes, Iwas. Iwas quite dehydrated and we didn't take enough water with us. tim glad to see you here safe and sound,Lesson 2 © Track 4 | During Work Hours... Teacher: Everybody pay attention, please! | need you to look at the slides and to say what these people were doing during their work hours and what their jobs are, What about this one? What was he doing? ‘Student 1: He was observing an area via security cameras. He is a security guard. Teacher: Excellent! Look at the second slide. What was she doing? Student 2: She was monitoring and tracking the vital s gns of a patient. She's a nurse. cher: ~— Good jab! What about the third one? What do you think he was doing? Student 3: He was designing a building. He's an architact. Am | right? Teacher: Yes, you are! Lesson 3 © Track 5 | Busy Day! Hello Shawn! \'m somry | couldn't answer your mail yesterday. | was really busy at work | was preparing everything for the presentation. My boss was signing documents, and Jake, wel, you know him, was chatting online. He wasn'thelping me at all. Carl was instaling new software while Samantha was dealing with clients. Bertha was fling documents and Jason was answering the phone. Everybody was busy, except Joke. Next week | wll ind time to see you. Tell me about your week Carla Lesson 4 ©® Track 6 | Lucky Thief! Amy: Mike: Hi Mike. Kristy told me something happenedin our neighborhood last night. 'm at my uncle's. Could you tell me what happened? Well, around midnight, | was chatting on the shone when | heard the police siren. | opened the door to see what ‘was happening, when | saw a man climbing trough my neighbor's window! ‘Oh, no! Really? And? Ie turned out to be a thief. While the thief was climbing through the window, the police broke into the house. The police officer was talking to the thief, trying -0 convince him to get back to the window, when the thief slipped and fell down. That’ avi! Did he get hurt? No, he didn't. Ms. Benson was pulling out a matress to dry on the balcony when the thief fll on it, Its unbelievable. Did the police arrest the thief? The thief was trying to escape from Ms. Benson's apartment, when the police arrested him. | wish Lwere there to see it lll 105Oliva) le Me cece EAT Lesson 1 Regina's Apartment Ihave a rice apartment inthe suburbs of London. There is one beckoom and a cozy big dining room init. There ae several mirrors inthe bathroom, There are many plants in my ving room, Thee aren't any rugs in my apartment as | have two cats and they like to scratch things. ‘There is an antique cupboard in the kitchen where | keep dishes and glasses. | don't cook much, so my stove is really small There are many candles on the terrace, ike to listen to music there in the evening. Alfredo's House My house is quite big. It has two floors and a balcony. There i a pool behind the house. The front yards my favorite place There is a place to play basketball and a big garage. ‘There aren't many plants in my house as travel a lot and can really take care of thom. There isa brary onthe second floor | collet antique books, which | bring from all over the world, “here isa huge freplace inthe living room. t's very cory toss there on cold, winter evenings ‘There are a fridge, a microwave and a dishwasher in my kitchen. Just the essentials! I'm not a big cooking fan. Lesson 2 © Track 8 | My Friends and Family Tamara: Just look at this photo, Ned. Doesn't this git! look pretty? Ned: — Remember we'te selecting models for a sports magazine campaign. The girl who is around 20 and has dark brown hair won't be hired. She is a bit overweight. On the other hand, | saw her modeling ‘on Betsy's show where she had to walk on really high heels. She looked gorgeous. Tamara: What about this guy? He is very muscular. Ned: mot sure. Isn't he the guy whose hair looks bleached? ‘Oh, right. | think it was the hairstylist’ fault. ike this model. This is the girl who had a long ponytail when she came to the casting, She's cute, Do you remember James? He's the guy who has a wide face and a dark complexion. He wears glasses. | think he would be great for the campaign. Ned: | trust your judgment. Lets go through the other photos. Lesson 3 © Track 9 | Is He the Guy Who. My best friend Mandy, who feeds stray dogs, is very kind. My brother Sam, who never does his homework, is quite lazy. My father, who doesn't like to speak in public, is really shy. My sister Molly, who never shares her clothes with me, is greedy. My mother, who easily gets along with people, is outgoing. My friend Nancy, who never smiles, is moody. My boyfriend Ben, who doesn’t accept any new ideas, is stubborn. 106Pree nes Lesson 1 ©® Track 10 | An ideal age for marriage Alot of girls have this ideal age for when they want to get married, but a lot don’t verbalize it Many young people wait longer to marry. The reason? Careers, fears, money and many others. Many researchers, sociologists and family experts are takirg a closer look at this modem trend. Some researchers say: “It's better not to get married so early in life.” People are more concerned with their own self-development than they used to be. Many young people postpone marriage until they feel they have their lives organized. Organized means having one’s education completed and one's career path stabilized. They're postponing marriage until they think they're ready for it. Lesson 2 © Track 11 | Growing up! Shawn was brought up in a small town in the countryside. Growing up in the countryside wasn't very exciting, He often got into trouble with his friends as they made up stories that they acted out around town. One day, as they were coming back from school, they came up with the brilliant idea that they wore pirates looking for treasure, Shawn's bost riond, Derek, said that he made out an onemy ship in the distance. They al ran for cover, and picked up a number of rocks to use as ammunition against the ship, and they got ready to put their plan in action. When they were ready to set off on their attack, they slowly went along the path until they saw their enemy - the postman’s truck! The postman was dropping off a package at Mrs. Clark’s house, so they got into his truck. The radio was on, so they tured down the volume to discuss what they would do next. They wanted to ‘switch on the engine and get away with the stolen mail! When they saw the postman running towards them shouting, they all broke out in nervous laughter, got out of the truck as quickly as they could, and took off down the road Lesson 3 © Track 12 | Great Inventors! No one believed that Karl Benz could invent the first gas-powered car, but after many years of trying, he brought it off. ‘The car had only three wheels. The first car with four wheels was made in France in 1901 by Panhard et LeVassor. Joseph Rechendorfer was the first person who came up with putting a piece of rubber onto the top of a pencil, which makes it easy to rub out mistakes. His invention caught on really fast and became popular amongst youngsters around the globe. Everyone thinks it was Whitcomb Judson who invented the zipper, but it was really Elias Howe. Elias was so busy inventing the sewing machine that he didn’t get down to selling his zipper invention, which he called a “clothing closure”. False eyelashes were invented by the American film director D.W. Griffith while he was making his 1916 epic, Intolerance. Griffith wanted the actress Seena Owen to have lashes that brushed her cheeks, which would stand up to the wind and make her ‘eyes shine larger than life. He didn’t expect his invention to pan out, but millions of women use false eyelashes nowadays 107Lesson 4 © Track 13 | Stress Management. Teacher: Many times, you seem imitated and fatigued in my classes. Are you under a lot of stress? May | ask how you deal with it? Student 1: | get stressed when the workload is heavy. | eat candy and listen to my favorite music. Student 2: As for me, | shut off the phone, lock the doors. close the curtains and sleep a lot. Teacher: And you, James? How do you manage stress? Student 3: | put off all pending work and surf the Intemet. And you, Mr. Sang? Teacher: First ofall, take care of all responsibilities immediately. When I'm stressed out, | take a vacation, 108‘Awake Be Become Begin Blow Break Bring Build Burn Buy Catch Choose Come Cost Cut Dig Dive Do Draw Dream Drink Drive Eat Fall Feed Feel Fight Find Fit Fly Forbid Forget Forgive Get Give Go Grow Hang Have Hear Hide Hit Hold Hurt Keep Know The English Irregular Verb List ‘Awoke Was/Were Became Began Blew Broke Brought Built Burnt/Burned Bought Caught Chose Came Cost Cut Dug Dived/Dove Did Drew Dreamt/Dreamed Drank Drove Ate Fell Fed Felt Fought Found Fit/Fitted Flew Forbade/Forbad Forgot Forgave Got Gave Went Grew Hung/Hanged Had Heard Hid Hit Held Hurt Kept Knew ‘Awoken Been Become Begun Blown Broken Brought Built Burnt/Burnec Bought Caught Chosen Come Cost. Cut Dug Dived Done Drawn Dreamt/Dreaned Drunk Driven Eaten Fallen Fed Felt Fought Found Fiv/Fitted Flown Forbidden Forgotten Forgiven Got/Gotten Given Gone/Been Grown Hung/Hanged Had Heard Hidden Hit Held Hurt Kept Known ‘Awakes Fries Forbids Forgets Forgives Gets Gives Goes Grows Hangs Has Hears Hides Hits Holds Hurts Keeps Knows ‘Awaking Being Becoming Beginning Blowing Breaking Bringing Building Burning Buying Catching Choosing Coming Costing Cutting Digging Diving Doing Drawing Dreaming, Drinking Driving, Eating Falling Fee 9 Feeling Fighting Finding Fitting Flying Forbidding Foregetting Growing Hanging Having Hearing Hiding Hitting Holding Hurting Keeping Knowing 109Lay. Lea Leave Lend Let ie Light Lose Make Mean Meet Mistake Misunderstand Pay Put Read Ride Ring Run Say See Seek sell Send Shoot Show Sing Sink sit Sleep Smell Speak Spend Stand Steal Swim Take Teach Tell Think Throw Understand Wake Wear Win Write 110 Laid Leamnt/Learned Left Lent Let lay Lit Lost Made Meant Met Mistook Misunderstood Paid Put Read Rode Rang Ran Said saw Sought Sold Sent Shot Showed Sang Sank Sat Slept Smelt/Smelled Spoke Spent Stood Stole Swam Took Taught Told Thought Threw Understood Woke Wore Won Wrote Laid Learnt/Learned Loft Lent Let Lain Lit Lost Made Meant Met Mistaken Misunderstood Paid Put Read Ridden Rung Run Said Seen Sought Sold Sent Shot Shown Sung, Sunk Sat Slept ‘Smelt/Smelled Spoken Spent Stood Stolen ‘swum Taken Taught Told Thought Thrown Understood Woken Worn Won Written Lays Leams Leaves Lends Lets lies Lights Loses Makes Means Meets Mistakes Misunderstands Pays Puts Reads Rides Rings Runs Says Sees Seeks Sells Sends Shoots Shows Sings Sinks Sits Sleeps Smells Spoaks Spends Stands Steals Swims Takes Teaches Tells Thinks Throws Understands Wakes Wears Wins Writes Laying Learning Leaving Lending, Letting lying Lighting Losing Making Meaning Meeting Mistaking Misunderstanding Paying Putting Reading Riding Ringing Running Saying Seeing Seeking Selling Sending Shooting Showing Sitting Sleeping Smelling Speaking Spending Standing Stealing Swimming Taking Teaching Telling Thinking Throwing Understanding Waking Wearing Winning WritingVue (c ei agian ey The list of common words in American and British English ‘American English British English American English British English American English British English apartment fat {car} hood bonnet period full stop. argument row jello jelly pharmacist chemist baby carriage pram jelly jam potato chips crisps band-aid plaster kerosene paraffin rent hire bathroom WC or loo lawyer solicitor sidewalk pavement, can tin license plate number plate soccer football chopped beef mince line queue sweater jumper cookie biscuit mail post subway metro / tube corn maize motor home caravan trash can bin diaper nappy movie theater cinema truck lorry elevator lite muffler exhaust (car) trunk boot eraser rubber napkin serviette vacation holiday flashlight torch nothing nought (car) windshield windscreen fies chips ‘overpass flyover zip code postal code gas petrol pacifier dummy oy. chap pants trousers highway motorway. parking lot car park Understanding American English + Use ast names with people you do not know. Address people sing thei ttle (Mr, Ms, Dr) and ther last names. ‘© Always use "Ms" when addressing women: Its important to use "Ms" when addressing a woman. Only use “Mrs” when the woman has asked you to do sol * Many Americans prefer first names: Americans often prefer using first names, even when dealing with people in very different positions. Americans will generally say, “Call ne Jack.” and then expect you to remain on a first name basis * Americans prefer informal: in general, Americans prefer informal greetings and using first names or nicknames when speaking with colleagues and acquaintances. Common spelling differences between American and Bri h English i Sees fer ees Mook even Lao eee ™SLUT Taam lela et