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Inglés 3º Medio - Student S Book PDF
Inglés 3º Medio - Student S Book PDF
Global English
Jolanta Polk Reyes
STUDENT’S BOOK
ENGLISH 3º MEDIO
ENGLISH 3º MEDIO
Global English
PEFC/29-31-75
9 789563 391954
EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN EDICIÓN ESPECIAL PARA EL MINISTERIO DE EDUCACIÓN
PROHIBIDA SU COMERCIALIZACIÓN PROHIBIDA SU COMERCIALIZACIÓN
Global English
Jolanta Polk Reyes
Teaching English as a Foreign Language, Dublin, Ireland.
Teacher training, translation and English Literature,
University of Silesia, Poland.
ENGLiSH 3º MEDiO
Last Name:
Class:
school:
1 Work in pairs. Read this conversation and find information to fill in the blanks. Then practice,
role play the conversation in front of your classmates and check your answers.
Gabriela: Okay, guys, I’ll ask you some questions Jorge: ...
to see how much you know.
Gabriela: Carolina, what does the Japanese
Francisca: Okay... ask me. word tsunami mean?
Gabriela: Which Chilean earthquake is the Carolina: Mm, I’m not sure...
biggest in recorded history?
Francisca: ...
Gabriela: Pablo, how many states of water are
there?
GETTING READY FOR THE UNIT
Gabriela: And what is the correct reaction when Pablo: Oh, that’s easy... Before starting this unit, you need to: • know how to tell the time.
and earthquake begins? • recognise prepositions.
Gabriela: And do you know anything about our • recognise adverbs. 5 Underline the adverbs in the text below.
Francisca: ... school security plan? • know how prepositions are linked with other • know how to classify adverbs according to their Then, place them in the table according 6 What can you infer from the text in Exercise
words. role in a sentence. to 5?
what they express. Tick the best option.
Gabriela: Very good! Now Jorge, when do we You: ...
dial 132? a. _____ Pam is a sportsperson.
1 In pairs, take turns to read these sentences Despite being still very young, my b. _____ Pam is a dreamer.
aloud. 4 Analyse this plan and use the prepositions sister Pam loves swimming and she
in the c. _____ Pam is a good student.
2 Imagine that your school is preparing a Disaster Kit - objects that will help you and your box to complete the sentences below
(a – e). swims really well. She tries to swim
classmates to survive in the case of disaster. Which six of the items below would you include in a. I usually get up at 7.15 a.m.
everywhere we go, for example in a
the Kit? Justify your choice using the First Conditional, which you learnt in Unit 1. b. By 7.45, I am on the bus to go to
school.
• at • behind • between • in • next to • on river or a lake – even a pond will do. 7 37 Listen to the presentation of the listening
Example: If we have a mobile phone, we will be able to phone the emergency services. c. My classes finish at 1.20 p.m. She has not swum in the ocean yet, but text in Lesson 2 and circle the correct
alternative.
d. I have basketball training on Tuesdays I’m sure she will one day. a. The Red team is from Colchester / Manchester
and .
Fridays at 4.30 p.m. She quite likes chatting on the Internet b. The Green team is from Notting Hill Nottingham
/ .
e. My parents don´t let me stay up and she often gets in touch with other c. The captain of the Red team is called
late, so I’m
normally in bed by 10 p.m. swimmers who live in other countries, Julie / June .
to compare experiences. She hopes that d. The captain of the Green team is
LEARNING OBJECTIVES 2 Circle the prepositions in these sentences. somewhere in the world there is a Stephen / Steve .
called
1 2 3
READING: to read a school newspaper interview that contains the LISTENING: to listen to a scientific presentation that contains a. See you tomorrow at 5 p.m. person who has the same dream as she
communicative function of expressing condition, includes a variety of the communicative function of expressing conditions, and b. Rachel is in doubt whether she should does – to swim in one of the big oceans. 8 40 Listen and tick (P) the conversation
expressions to express recommendations, and be (I – III)
• discriminate between correct and incorrect information by doing this. Time passes really quickly when you that mentions the points in the chart.
• identify text organisation by deciding how the interview has been divided. choosing the right option. c. Paul did his homework after having talk about your dreams and hopes, so
lunch. Conversation I
• relate information presented in different forms by identifying what some • identify speakers by choosing the right names. d. Flowers? For me? she sometimes chats for hours and she
numbers refer to. • find specific information by completing diagrams and 4 5 6 7 nearly forgets that she must go to bed.
e. The library is quite near, just around
• discriminate between correct and incorrect information by deciding if it is answering questions. the
corner.
true or false.
• distinguish explicit and implicit information by classifying certain items. 3 In pairs, read the incomplete sentences a. There are some swans ______________
____ Conversation II
below (i – vii).
WRITING: to write a school earthquake plan that includes different SPEAKING: to describe pictures in detail sharing ideas and the Old Alresford Pond.
stages, uses the First Conditional, contains sequencing words, and is knowledge, using expressions learnt, correct pronunciation, and a. What do you notice about all the b. You can find the toilets right _____________
9 10 sentences?
organised logically. the correct structures for descriptions. 8 b. Finish the sentences with information the train station.
that is
true for you. c. The castle is _______________ the
entrance
i. I am good at ... to Broad Road .
Conversation III
28 UNIT 2 TWO OF THE ELEMENTS 29 d. There are two houses ______________
____
ii. I am keen on ... Broad Street and the Dean.
iii. I am thinking of ... e. You can leave your car ______________
____
the parking lot __________ the train
iv. I often dream about ... station.
BEING ACTIVE 79
3. How are the units divided? What sections can you find? The activities in this section will activate your previous
4. What are the titles of the units? knowledge of
the language and prepare you to deal with the new conte
5. What can you find at the end of the book? nts.
LESSON
LESSON 2 2 WATER
Listening
Listening WATER
BEFORE YOU LISTEN 20 Role play a different job interview.
ools, LESSON 2
ied (sch at do you
BEFORE YOU LISTEN you stud
es where have worked
. Wh a. Work in groups of eight students.
Listening
section includes an
e
going to listen presentation. the vocabulary presented in
options ument. Word they hav bullet points:
even if d the
answer any questions.
this page, what do you think it might be about? see it, installe
Word Doc er people to i. Name, surname, age, address, place of birth,
A CV haven’t if you use iii. Always keep eye contact with your partner.
llutants muddiness harmful storage supply like this.
PREPARING
micropo oth rd and
allows s of Wo ty Pack, while Word education background.
thing
LESSON 1
a. A bottled water factory. sion should
look some d. Make any corrections suggested by your
b. Hydroelectricity. older ver 7 Compatibili ple that have it. Saving ii. What makes you special? Interests and partner and prepare a Power Point to
n
Office 200 ument, only peoPack can ope
g A CV
AppLicATioN TASK to help you
hobbies and the things you think you are
Readin
LESS ON 1 PREPARING
c. Water
4 purification.
19 Listen to the words in the box. What interesting phenomenon can you Word Doc Compatibili
ty
good and excellent at.
accompany your presentation to the class.
Reading YO REA
Uagain D 2007 or
the Revise the notes on the next two pages.
38 UNIT 2 BEF OREListen
observe? D
and repeat.
BEFO RE YOU REA
5 You are going to listen to a presentation. Based on the vocabulary presented in UNIT 3
62
this page, what do you think it might be about?
I'm the one
my last
you want. In
a. A bottled water factory. anything
job, every timethey said I'm the one
my last
you want. In
,
b. Hydroelectricity. went wrong .
I was responsible anything
In this job, we c. Water purification. job, every timethey said
need someone .
who is went wrong, ble.
responsible I was responsi
38 UNIT 2
In this job, we is
who
need someone your group.
responsible.and discuss these questions in
1 Answer for jobs? application letter?
people apply Vitae and an
a. How do en a Curriculum
difference betwe
b. What is the a CV should
be?
do you think
c. How long yourthe
s inMatch group.
have thes
to e
applyques tion
for these jobs?
andddisc one uss 2 Read Poem I again.
1 er shoul
cteristics
JUST FOR FUN
Label
2 What chara Answ the jobs (1 –
4).
jobs? n letter? at least five parts of
and an applicatio
the bicycle in the
suggestions
(a – d) with le apply for picture provided.
a. dHow do peop
be a careful
driver.
ts.een a Curr
iculum Vitae 3 Read Poem II again.
Make a glossary of at least
a. You shoul workirenc
diffe betw
ng ateheigh glossary at the bottom six words in your noteboo
b. d Wha
be t is
comfo the
rtable nality. ld be? of the page. k. Follow the
b. You shoul
cheerful
do
and friend
you thin k a CV shou
ly perso 1 Read these two poems. model in the
d have a long rhyme in different colours.
c. You shoul
c. dHow anima ls. h the a. Circle the words that
not be afraid
of wild
e jobs? Matc
d. You shoul apply for thes
have to b. What is funny about
each poem?
ristics should
2 What characte – d) with the jobs (1 – 4).
one
THE WORLD’S FASTEST
BICYCLE CHILEAN CONNECTION
estions (a
sugg My bicycle’s incredible! What do you know
driver. My bicycle’s the fastest I love the way it feels, about this sportsm
ld be a careful at heights. that the world has ever seen;
an?
a. You shou 3 fortable work
ing
4 and I’ll like it even more
wheels. COMPETING FOR GOLD
it has supersonic engines when Dad removes the training
b. You2 shou
ld be com dly personal
Ambulance
iner and frien
Party entertarful
driver ity.
and a flame-retardant sheen.
THE OLYMPICS IN
Trapeze artistld have a chee
1
c. You shou
Wildlife photog
rapher
afrai d nt anim
wildcteris
ofchara tics.als.
Why can’t My bicycle will travel
be e differe
notrequir qualities Chilean gymnast Tomás
d. sYou differeld
why shou nt jobs
s, or car mech
anics? What a gazillion miles an hour – the 2012 London
González qualified
for
3 In pairs, discus ons, lion tamer it has rockets on the handlebars Olympics in 6th place
, neurosurge sionals? qualification process. in the
we all be pilots of these profes for supplemental power.
to become each
are needed d González was ecstatic
The pedals both are jet-propelle with his qualification,
saying: “My life’s dream
to help you pedal faster, has come true,” while
coach - Yoel Gutiérre his
z - indicated there
and the shifter is equipped more to come. was still
er.
with an electric turbo-blast
56 UNIT 3 4 “What we need to
do now is to build
3 The fender has a parachute routines and make on these
2 r Ambulance driver in case you need to brake. contender for the
sure that Tomás is
a
1 Party enter taine Yes, my bike is undeniably
finals and
will be plenty of contend for a medal. There
er Trapeze artist can’t the fastest one they make. ers looking for a medal
Wildlife photograph
in the gymnast
acteristics. Why ities (n.d.). Retrieved April 16,ics
2013events,
Taken from: Kenn.strong including the always
different char cs? What qual
junction.com/poem Chinese ge/2/
s/sports-poems/pa and Russian contingents,
jobs require
There are two lessons in each unit, one based on Each unit has an additional
from http://www.poems ” he said.
why different or car mechani González has struggle
ers,
3 In pairs, discusss, neurosurgeons, lion tam essionals? ITE SPORT
BASKETBALL‘S MY FAVOUR
d a lot to achieve
has and, at times, what he
part
has felt discouraged
we all be pilot me each of thes
e prof obstacles standing
in his
having adequate gym way; these include not
by the
to beco Basketball’s my favorite sport.
are needed facilities in which
a reading text and one based on a listening text. called JUST FoR FUN, wh
court.
I dribble up and down the practise here in Chile. to
bouncing off my toes
The ball goes
ich
the nose. Despite his struggle
and beans the teacher on s and
González always returned discouragement, bronze medal in the
his nose to gymnastics, his all-around event, which
He stumbles back and grabs passion. With the
help of requires strength,
you
- we won! to strong recent form, in gymnastics and
The teacher cried, but, hey including two medals
at the 2011 Pan America do his country proud. hopes to
Games in Guadala n
Basketball’s My Favorite Sport.
Sport jara, Mexico. Gonzále Taken from: Boyle. D.
Ladies. z won a
ngs
Bean:: (v.) (slang). To hit (another)
Sheen: (n.) glistening brightness.
independently.
BEING ACTIVE
96 UNIT 4 97
DJ Service
activities will motivate you to activity do they represent?
study and put into practice what
Cake House 8d, Moss Hall Crescent,
The Cake Specialists London, N12 8NY
94, Elm Grove Rd, London, Mobile phone: 0786 456876 or
SW13 0BS email: jbtrex@djservices.uk
Reading
We can make cakes for every mimes, actors, dancers.
occasion, including weddings,
children´s parties, birthdays,
christenings, special
occasions such as Valentine´s
Day and Halloween. We also
provide cake ingredients,
decorations, and accessories
for cake making.
Listening
decorations, foil decorations, party theme I. _______________ Whether it is skating, soccer, baseball, volleyball, or
products, and novelty party supplies. tennis, playing sports can be a great way to keep busy during the
summer. Join a local sports team, go skating, or play a couple of
rounds of tennis with your friends. Check out your local parks and
these
ns in different ways. Use them to finish recreation department for more information.
1 Now, you have learnt how to express recommendatio
Yellow Page advertisements. II. _______________ Some teens enjoy cheering for their favourite team
sentences with information from these
your cake, ... from the sidelines. You might go to a baseball field, basketball court, or
a. If you want to buy decorations for
b. If you want to decorate your house
c. If you want to surprise your
for your party, ...
girlfriend
d. John wants to have karaoke at his
on St. Valentine´s
birthday party. He ...
Day, ...
swim center to see your favorite team. Not only is it great fun, but it
also teaches us about good sportsmanship.
III. _______________ A way teens can make a difference is through
voluntary work. Volunteer at a local community organization, such as
The tasks will help you to develop strategies to improve your
understanding of spoken messages.
e. To contact DJ Services, you ... a homeless shelter, animal protection society, hospital, nursing home,
f. To get to Fiesta House, you ... or childcare center. Through volunteering, teens learn responsibility
while helping others.
IV. _______________ Teens have many options when it comes to finding
something to do outdoors. Today there are amusement / theme parks
68 UNIT 3
throughout the country that give teens a full day of fun. There are also
other, less costly options like fishing, camping, swimming, and hiking.
Teens like to do things in groups and they welcome a chance to hang
out with their friends. Even tossing a Frisbee in a local park or taking
a dip in the local pool can be great fun when done with friends.
Language Note
V. _______________ Many places like zoos, aquariums, museums, and
libraries combine fun with learning. There will be many places like
These tests at the end of the units these in your neighbourhood. Check with your local municipality.
VI. _______________ Use the extra free time during the summer months
to do some creative activities. Check out a local chess club, visit a
pottery studio or arts and crafts center, or learn to play an instrument.
will help you to discover what For more information, talk to your local parks and recreation
department.
As you can see, there are many opportunities for teens to take part in
These tests evaluate what you Writing target strategy Speaking target strategy
TEST YOUR KNOWLEDGE
have learnt in several units.
This section shows you strategies This section provides strategies
9 Fill in the blanks in these sentences
1 and 2, 1 to 4, and 1 to 5.
LANGUAGE 3 pts.
with if or unless.
he will
8 Write three conditional sentences about the a. _____________ Larry works hard,
and earn a lot of money.
photos below using the clues provided
that will help you develop your that will help you develop your
6 pts. he will
different connectors of condition. b. _____________ Mark works harder,
not pass the test.
we won’t be
a. _____________ you finish now,
able to play tennis.
seaside
SPEAKING
writing skills. speaking skills.
a. the weather is good / go to the can
10 Talk about natural disasters in Chile. How
Use
you prepare for or respond to them?
I think,
expressions such as: in my opinion, I believe,
important,
we should / shouldn’t, it’s a good idea, it’s
it’s
it’s essential, it’s less important, it’s dangerous,
safe, etc. Use if / when / unless to express
10 pts.
conditions.
involved in your evaluation, This section provides strategies that This section will help you develop
Talked to a partner using some of mistakes, a minimum of hesitation. 2
the expressions suggested. 2 Some language mistakes. 1
Fluid interaction, some pronunciation
Tried to talk to a partner, but used mistakes, some hesitation. 1
very few or none of the Language mistakes interfered with
1 0
Interaction affected by pronunciation
expressions suggested. comprehension.
Useful expressions
Changed very little of the interview Grammar and vocabulary mistakes
into a letter. 1 0
A lot of spelling mistakes and
interfered with comprehension. incorrect format. 0
over.”
streets of children knocking him
I steered through fantastic to be
buildings “Still,” I said, “isn’t it better
boisterous traffic, past glittering an extra one?
with shoppers. I missing a leg than have
and footpaths that moved he’s an awful
There’s my Johnny and
I saw Mrs Sweeney.
beeped the horn when bother with the three legs.”
– I have a brother
“Three? That’s nothing
“Hop in!” I shouted.
she said, with four.”
“The town’s mad today,”
“Four legs, Mrs Sweeney?”
getting into the car. poor thing, so he
in town.” “Four – he has to crawl,
“Packed! There’s hundreds
does.”
“Thousands more like.”
there’s easily “And does he have a tail?”
“Millions even – I’d say
a million people doing
today.”
Mrs Sweeney tightened
their shopping
her headscarf.
“No …”
Mrs Sweeney’s voice collapsed
looked towards the house.
as she
Mummy was
window.
These texts are related These texts are related These texts are related
standing at the kitchen
“Plenty of groceries there,”
“Sure! I have ten mouths
Diamond.”
I said.
to feed,
– I have
“I’ve told you two already!”
“No playing in the car!
NOW!”
she shouted,
GET INSIDE to the students’ world. to the academic world. to the working world.
“Ten kids? That’s nothing
of the car, leaving
fifteen.”
fifteen children Michelle scrambled out
WORKBOOK
“Gone?”
LEARNING OBJECTIVES
READING: to read teenagers’ letters and an agony aunt’s answers LISTENING: to listen to a television programme that contains the
that contain the communicative function of asking for and offering communicative function of expressing conditions and reflects the
advice, consider the importance of teen issues, include a variety of acceptance of and respect for different opinions, and
connectors and introductory expressions, and • identify speakers by choosing the right names.
• identify main ideas by choosing a title for the text. • discriminate between correct and incorrect information by choosing
• find specific information by answering questions. the right word.
• match information by relating letters and replies. • find specific information by answering questions.
• discriminate between correct and incorrect information by correcting
wrong information.
WRITING: to write a letter of advice that contains the introductory SPEAKING: to role play a television programme using expressions
expressions studied and follows the correct pattern of a letter. learnt, correct pronunciation, and the correct structures in order to
narrate an event.
6 UNIT 1
1 In your opinion, which of these issues are most frequently discussed by Chilean teenagers?
In your group, discuss and rank them from the least to the most serious.
a. Being bullied or discriminated against e. Boyfriends and girlfriends
b. Communication with parents f. Drugs and alcohol
c. Fashion and clothes g. Health and nutrition
d. Internet safety h. Plans for the future
2 Where do you normally look for advice and support? Name four other alternatives.
Examples: I talk to my friends.
I write letters to newspapers.
b
Why don't you
share the toy instead of
fighting?
1 2
c
According
to my wife, I’m wearing
the wrong size clothes.
d
I think that we
should pay more attention
to protecting the Earth.
3 4
4 Which of the comments in Exercise 3 express a personal opinion, a piece of advice, and a suggestion?
Advice: (noun) an opinion or a suggestion about what sb should do in a particular situation.
1 Study these definitions and examples of three c. i. _____ I will give John your message
types of sentences. when I see him next.
ii. _____ I will see John on Monday.
a. A simple sentence has a subject and a verb.
iii. _____ I will see John on Monday or I will
Examples: After school, James played football.
write him an e-mail.
The young girl sprinted after
d. i. _____ The bridge was designed by a
the scruffy cat.
Greek firm and constructed
The kettle boiled. by a French one.
b. A compound sentence is made when you ii. _____ The bridge wasn’t properly built
join together two main clauses using a by the construction company.
connector: for, and, nor, but, or, yet, so.
iii. _____ The bridge fell down because it
I love grapes. I don’t like bananas. I love was not properly built.
grapes, but I don’t like bananas.
c. A complex sentence is formed when you 3 Read the sets of sentences (a – d) in Exercise 2.
join a main clause and a subordinate clause Match each set with one of these main ideas.
using a subordinator: because, since, after,
although, when or a relative pronoun: that, a. Someone is offering advice to get better
who, which. exam results.
If you are hungry, I will make you an omelette. b. Someone is offering to carry a message.
Main clause: it has a noun and a verb, and it c. There has been a construction problem.
makes sense on its own. d. Two kids combine work and fun.
Subordinate clause: It has a noun and a
verb, but it doesn’t make sense on its own. 4 Look at the jumble of different words and circle
all the connectors we can use to join main
2 Identify which of these are simple (S), which are clauses to form compound sentences.
compound (Cd), and which are complex (Cx)
sentences. Compare and discuss your answers
with a partner. and as because
a. i. _____ You should follow my advice. but similar hello
ii. _____ They followed my advice, but they incredible never so
did not pass the exam.
while working yellow
iii. _____ If you follow my advice, you will
pass the exam.
b. i. _____ Greg and Barb went to the movies
after they finished studying.
ii. _____ Greg and Barb started to study as
soon as they got home.
iii. _____ When they got home, Greg and
Barb revised for the test again.
8 UNIT 1
A B
a. Do you think red suits me? i. Yes, it looks just the right size.
b. Is this the right size for me? ii. Yes, it goes very well with
your complexion.
c. Which T-shirt do you iii. Mm, probably thinner lines
think I should buy? will make you look taller.
d.Will this print make me iv. In my opinion, the red one
look shorter? looks great.
Useful expressions
Do you think ... suits me?
It looks great!
In my opinion, it looks just ...
Probably ... will make you look ...
Will ... make look ...?
Which ...?
Is this ...?
c. Victor can roller–blade. Victor is not a good
cyclist.
1 Talk about these statements in your group. Which one(s) do you most
agree / disagree with?
a. Generally, people write to newspapers about silly problems.
b. It is right / wrong to ask strangers for advice.
c. Only older people can give me advice I can trust.
d. Only my friends can give me advice I can trust.
Reading target strategy 2 Look at the titles of letters written to a newspaper agony aunt. What do you
Skimming think the letters are about?
Before reading skim the text and try a. Computer addiction.
to get an idea of what it is about. This
will help you understand it better.
b. My parents don’t get my style.
c. Too much food when depressed.
d. Friendship or love?
Did you know that... • blouse • habits • physical • pickles • recently • recommend • style · terrible
an agony aunt is a
newspaper columnist who 4 There are several time expressions highlighted in the texts, such as a few
gives advice to people with
problems, especially
hours a day. Find them and classify them in the table below under the correct
personal ones? heading. Copy and complete the table in your notebook.
Referring to repeated actions Referring to one action
5 Examine the words in bold in the letters on Page 11. What do they mean?
10 UNIT 1
c
Dear Reader, d
Dear Reader,
The best way to cure wh lve
at you The only way you can so
think is an addiction is to to your
look your problem is talking
for alternative activities. of
I don’t parents. State your point
know how close you are or vio lence.
to your view without anger
friends, but I would
Why don’t you tell your
recommend you spend were
more parents that when they
time with them. And ho d the ir own
w young they also ha
about some easy physica ts
l style which their paren
activity such as walking and?
? probably didn’t underst
9 Read the letters on Page 11 once more and correct these false statements.
a. The writer of Letter I doesn’t see this boy very often.
b. The writer of Letter II goes out very often.
c. The writer of Letter III feels happy when she eats things from the fridge.
d. The writer of Letter IV wears the clothes her parents like.
12 UNIT 1
Language Note
LINKING WORDS
1. Read these sentences from the text and notice how we link sentences in English.
a. Every day I like him more and more; however, I can’t really tell if he feels the same way.
b. I only participated in activities as long as they were intellectual things such as reading.
c. I will eat anything, provided that it is sweet.
d. I’m sure it is not healthy and besides, my parents get really annoyed with me.
e. I love my parents very much, so I don’t want to make them sad or upset.
2. We usually use shorter sentences when speaking and longer sentences when writing. Linking Learning tip
words provide a text with cohesion and illustrate how its parts relate to each other. Assign a special section of
We use but / however / although to indicate a contrast between ideas. your notebook to write
We use besides to say that there is something additional included. more examples of the topic
We use therefore / so to express the result of something. of the Language Note.
Include the name of the
We use as long as / provided that to express a condition (replacing if in conditional sentences). point (Linking words), an
3. Find more sentences with these linking words in the letters. Copy them into your notebook and explanation (however is used
write what the connector indicates: contrast, something additional, a result of something, a to indicate contrast), and an
condition (replacement of if). example.
11 Use the information in the Language Note to fill in the blanks in these
sentences with a linking word from the box. Match one of the sentences
(a – c) with the picture on the right.
• although • besides • however • provided that • so • therefore
a. Children, we can have a picnic ______ the weather is nice.
b. She went out in a T-shirt and shorts ______ it was really cold and raining.
c. We don’t have enough money, ______ we can’t go on holiday this year.
Grammar, connectors.
http://www.eslgold.com/grammar/sentence_connectors.html
13 10 Listen and repeat this model dialogue. Practise with a partner and then
role play it in front of your group.
Marianne: I’m still unsure what to Marianne: So?
study in college. Tom: You could take up tourism
Tom: How about something you or cooking.
really like and are good at? Marianne: Should I listen to my
Marianne: Like what? parents’ advice?
Tom: You are good at languages Tom: Of course you should, but
and you like good food. mainly, follow your heart.
14 Work with a partner and prepare a conversation like the one in Exercise 13.
Use the Useful expressions on Page 12 and your own concerns to ask for
advice. Practise and role play your conversation in front of your classmates.
14 UNIT 1
17 In pairs and in an oral way, complete these sentences with information that
is true for you.
a. Although it’s raining, ...
b. Ok, I’ll give some of my snack, as long as ...
c. I’m grounded, so ...
d. I like singing; however, ...
Listening target strategy 1 Talk about these statements in your group. Which one(s) do you most agree /
Before listening, read the title and
disagree with?
the questions. This will give you an Example: I agree / disagree with the idea in letter... because...
idea of what the recording you are a. I feel embarrassed when people compliment my appearance or
going to listen to is about. something I have done.
b. Embarrassment is something only weak people feel.
c. There are some things people just don’t do for fear of embarrassment.
2 Read the title of the lesson. What kind of experiences do you think the
speakers will talk about?
3 Examine these pictures and describe the situations in your group. Follow the
examples.
a. Which of them do you find the most embarrassing?
E.g. I think the most embarrassing situation is ... because ...
b. Based on the title and these pictures, which of these situations do you
think will be mentioned in the listening text?
E.g. I think ... and ... will appear in the listening text.
1 2
3 4
16 UNIT 1
5 12 Listen to the recording once and check your predictions in Exercise 3b.
7 12 Listen again and circle the word you hear. Useful expressions
a. If it happens to me / you , it can happen to anyone / everyone . What happened to you?
This happened when...
b. If we stay at home / school , I will not meet anyone else today / tonight .
I was at...
c. After / As I hung up, I looked down the hall / stairs . I was ____-ing...
The problem was that...
I was so embarrassed!
8 12 Listen once more and answer these questions orally.
a. Who came to visit Belinda?
b. What was her problem?
c. What did Peter tell his friend?
d. Why was this a problem?
9 In your group, share the information you collected in the listening activities
and write a summary about both stories in your notebook. Read your
summaries in front of the class, and compare what you have.
a. Belinda was walking around town with her friends, who dared her to...
b. Peter’s sister has a lot of beautiful friends, and when they came to
his house...
Embarrassed: (adj.) shy, awkward or ashamed, especially in a social situation. Doorbell: (noun) a bell with a
button outside a house that you push to let the people inside know that you are there. Truth: (noun) a fact that
is believed by most people to be true, exact.
10 Now that you have learnt how to express actions that are likely to happen,
complete the sentences that refer to British superstitions. In your group,
explain if they also exist in Chile. The pictures on the left illustrate them.
Example: If you break a mirror, you will have bad luck for seven years.
1 a. If a black cat walks towards you, you will ...
b. If someone is sweeping the floor and sweeps over your feet, ...
c. If your right hand starts to itch, ...
11 13 Listen and repeat this monologue. Then, in your group, take turns to say
different parts of it. Role play it as a group for the class.
.
2 I wonder what to do this weekend. If it’s sunny, I think I’ll go to the seaside
If my best friend Linda doesn’t have to study, she’ll go with me. If my father
we
isn’t using his car, he’ll probably lend it to us, but if he has to use it, then
can go by train. We can either take the 10:30 from Central Station or the
10:45 from Northern Station. If we go by car, then we can take a picnic
basket with us, but if we go by train, we can have lunch at a seafood
it for
restaurant. If I see a nice gift at the craft fair on the beach front, I’ll buy
3 Tom. If Tom likes my gift… who knows? He might ask me out!
18 UNIT 1
are only going to flirt flirt with her boyfriend he dumps his girlfriend What will happen
I’ll answer it again not harmless fun person you want to be if you keep chatting with him
b. Answer these questions.
i. What is Alice’s problem? ii. What advice does she get?
Guilty Alice,
es
e I’v e an sw er ed th is question a thousand tim
I feel lik _____.
, bu t if yo u re ally wa nt my advice, (a.) ______
alrea dy m online if
u sh ou ld n’t do AN YT HING! Don’t talk to hi
Yo t what kind
_. You have to think abou
you two (b.) __________ go behind a
_______. Do you want to
of a friend and (c.) ____ you feel if
_________? How would
friend’s back and (d.) __
u? It’s not ok and it’s
someone did that to yo ouldn’t
__ __ __ _. He ’s be in g di srespectful and you sh
(e.) ____ ___ if you
ur ag e hi m . Fin all y, th ink ahead. (f.) ________
enco
How will you feel if
continue to chat online? u trust him
) __ __ __ __ __ _ – yo ur friend – for you? Will yo
(g. er guys out
g to you? There are oth
not to do the same thin is guy. This
eam of behaving like th
there who wouldn’t dr _.
are you (h.) __________
guy is bad news and so
2 Look at the pictures and say what will happen. Compare your answers with another student.
1 2 3
Example: If that girl
crosses the street
without looking, she
will have a serious
accident.
20 UNIT 1
1 2 3 4
5 6 7 8
b. Read the e-mail again and answer these questions with your partner.
i. How did Karl know that Bailey was ill?
ii. How was Bailey’s operation similar to a magic trick?
iii. Is Bailey all right now?
Dear Jenny, one hand towel, and five socks, all taken out
of Bailey’s stomach.
You asked me if I like animals; I love them,
but sometimes they’re really crazy! Take our The vet says that Bailey’s operation was like
dog, Bailey, for example. performing a magic trick on the stage - she
opened the dog’s stomach and just kept
Bailey is a golden retriever; he has always pulling things out!
been very playful and loves running around
the house looking for stuff to play with, but Bailey is fully recovered, but now we are not
last month he suddenly got very quiet and sure what to do. It seems he didn’t learn
we noticed that his tummy had a big bump, anything from his traumatic experience.
so we took him to the vet. The vet examined Right now, I can see him in the garden,
his belly, but she was not certain if it was a eating a tennis ball! I also found a pair of
tumour or something else, so she decided to cotton socks in his house.
operate immediately. The vet suggested we should take him to a
The operation lasted nearly two hours and dog psychologist who can train him not to
when the vet came out, she had a plastic bag eat dangerous things, but I am not so sure.
in her hand. We were all really shocked What do you think?
when out of the bag she pulled two gloves, Karl
Taken from: ECC files
22 UNIT 1
1 2 3
4 5 6
7 8
CHILEAN CONNECTION
Read this letter sent by a Chilean teenager to a blog that collects
embarrassing experiences around the world. Can you identify the
experience? Have you had a similar one? Talk about it with a partner.
Forehead: (noun) the part of the face above the eyes and below the hair.
1 Read the two letters and choose a title for each one. 2 pts.
a. Choosing a career c. Tough life decision
b. Difficult family situation d. What is wrong with my parents?
24 UNIT 1
WRITING SPEAKING
9 In your notebook, read and complete 10 Read the following conversation. Fill in the
the letter below with your own gaps with the expressions in the box.
opinions and ideas. 12 pts. Then practise and role play the dialogue
with a partner. 12 pts.
FINAL REFLECTION
In this unit, you have learnt expressions we use for asking for and offering Ask: “What will I be able to do differently because of learning this?”
advice and support, linking words, and the First Conditional. Before you Look through Unit 1 paying special attention to headings, pictures,
continue to the next unit, review the contents of Unit 1 and plan ahead. tables, etc. Does this help you to remember things better?
Here are some learning tips.
Ask: “What do I already know about this?” and “What do I still need to
Make a general outline of what you are learning (you can use graphs, find out?”
tables, drawings, etc.) and in what situations you can use it.
If you follow this advice you will be able to consolidate your knowledge
Look at the first page of Unit 2 and check how what you learnt in Unit and get ready for the new contents in the next unit.
1 is related to the new contents.
26 UNIT 1
Reading You are expected to be able to identify and understand key facts and details.
10 - 12 Great Grasped all main ideas and answered most questions correctly.
7 - 9 Good Grasped most main ideas and answered most questions correctly.
4 - 6 OK Grasped some main ideas and answered some of the questions correctly.
0 - 3 Poor Deduced some main ideas and answered just a few questions correctly.
Listening You are expected to be able to identify and understand key facts and details.
11 - 14 Great Identified almost all the information correctly. 3 - 6 Good Identified most of the information.
7 - 10 OK Identified some of the information. 0 - 2 Poor Deduced just a few bits of information.
Language You are expected to apply and identify two language items.
9 - 10 Great Grasped and applied the language items in all cases. 4 - 5 OK Grasped and applied the language items in some cases.
6 - 8 Good Grasped and applied the language items in most cases. 0 - 3 Poor Deduced and applied the language items in very few cases.
Speaking You are expected to be able to complete and participate in a guided dialogue.
Writing You are expected to complete a letter with your own ideas and opinions.
LEARNING OBJECTIVES
READING: to read a school newspaper interview that contains the LISTENING: to listen to a scientific presentation that contains
communicative function of expressing condition, includes a variety of the communicative function of expressing conditions, and
expressions to express recommendations, and • discriminate between correct and incorrect information by
• identify text organisation by deciding how the interview has been divided. choosing the right option.
• relate information presented in different forms by identifying what some • identify speakers by choosing the right names.
numbers refer to. • find specific information by completing diagrams and
• discriminate between correct and incorrect information by deciding if it is answering questions.
true or false.
• distinguish explicit and implicit information by classifying certain items.
WRITING: to write a school earthquake plan that includes different SPEAKING: to describe pictures in detail sharing ideas and
stages, uses the First Conditional, contains sequencing words, and is knowledge, using expressions learnt, correct pronunciation, and
organised logically. the correct structures for descriptions.
28 UNIT 2
1 Work in pairs. Read this conversation and find information to fill in the blanks. Then practice,
role play the conversation in front of your classmates and check your answers.
Gabriela: Okay, guys, I’ll ask you some questions Jorge: ...
to see how much you know.
Gabriela: Carolina, what does the Japanese
Francisca: Okay... ask me. word tsunami mean?
Gabriela: Which Chilean earthquake is the Carolina: Mm, I’m not sure...
biggest in recorded history?
Gabriela: Pablo, how many states of water are
Francisca: ... there?
Gabriela: And what is the correct reaction when Pablo: Oh, that’s easy...
and earthquake begins?
Gabriela: And do you know anything about our
Francisca: ... school security plan?
Gabriela: Very good! Now Jorge, when do we You: ...
dial 132?
2 Imagine that your school is preparing a Disaster Kit - objects that will help you and your
classmates to survive in the case of disaster. Which six of the items below would you include in
the Kit? Justify your choice using the First Conditional, which you learnt in Unit 1.
Example: If we have a mobile phone, we will be able to phone the emergency services.
1 2 3
4 5 6 7
8 9 10
1 Underline the correct verb form. 4 Which of these texts (I – II) is an action plan?
Justify your choice in your group.
a. If you see / will see Gemma, tell her to meet
me at 5 pm.
in I
b. I will leave / leave for Temuco if I can get the A well-stocked first-aid kit, kept with
e.
bus tickets. easy reach, is a necessity in every hom
ahe ad of tim e
Having supplies gathered
c. Apple pie? Sure, we can make one if we y at a
will help you to handle an emergenc
have / will have apples.
moment’s notice.
d. If an earthquake takes place / will take place , e
You should keep a first-aid kit in your hom
follow the instructions. on fam ily vac atio ns.
and be sure to bring one
You can purchase a first-aid kit at
2 In your notebook, re-write these sentences drugstores or at a local Red Cross offi
ce,
you
without changing their meaning. Start all the or you can make one of your own. If
sentences with If. cho ose con tain ers
decide to make one,
, easy
a. Let´s suppose you see a flying saucer. Will for your kits that are roomy, durable
you run? to carry, and simple to open.
st 2010) First-Aid Kit.
b. Supposing that we win the lottery, will we Taken from: Cronan, K. MD. (Reviewer) (Augu
from http://kidsh ealth.org/parent/
Retrieved December 20, 2011,
buy a new house? firstaid_safe/home/firstaid_kit.html
c. I hope it is sunny tomorrow. Otherwise we
will not go to the beach. II
d. I want to buy these shoes. But only if they by
are cheap. 1. Prepare and evacuate the building
way of the nearest emergency exit.
rs.
Walk; do not run. Do not use elevato
3 Choose one of the functions (a – c). With your
partner, create a short dialogue that illustrates 2. Close, but do not lock, all doors as
your function. Make sure you use three of the you leave.
words in the box in your dialogue. Then, 3. Before exiting through any closed
practise and role play your conversation in front door, check for heat and the
of the class. presence of fire behind the door by
a. Express an invitation feeling the door with the back of
b. Give an order your hand. If the door feels very
warm or hot to the touch, advise
.
c. Offer instructions. everyone to proceed to another exit
Taken from: Drumheller, G. (2000).
• Tummy • Embarrassing • Wave • Matches Gilme r Hall Depar tmental Evacuation Plan. Retrieved
Psychology
• Earthquake • Therefore • However inia.
December 20, 2011, from http://minerva.acc.virg
edu/~psych/fac-hb/evac-plan.htm
30 UNIT 2
3 4
Reading target strategy 2 In pairs, analyse this graph and discuss different earthquakes in Chile.
Before reading, use your previous a. Compare their magnitude and the year they happened.
knowledge to understand the
b. Investigate the earthquake history of another seismic country (for
information in the graph.
example, Japan), prepare a similar graph and present your research in
front of the class. Use the vocabulary from Exercise 1.
Earthquakes in Chile
2010 Concepción 8.8
1985 Santiago 7.9
1960 Valdivia 9.5
1939 Chillán 8.3
1906 Valparaíso 8.6
0 2 4 6 8 10
3 Look at the pictures on Page 35. In your group, decide what the pictures
illustrate, and where and when these events took place.
7 Read the interview again. Identify the order in which these topics are
mentioned in it. Write the number.
a. ____ Earthquakes general safety rules
b. ____ Types and characteristics of earthquakes
c. ____ Possibillity to predict earthquakes
d. ____ Definition of earthquakes
e. ____ Most destructive experience in Chile
32 UNIT 2
Language Note
THE FIRST CONDITIONAL (continued)
1. Analyse the following sentences from the text.
a. If you are indoors, DROP and COVER.
b. If you are outdoors, stay as far away from buildings as possible.
2. In Unit 1 you learnt the structure below for the First Conditional. How are the sentences in Point 1
different from that structure?
If + Subject + Present tense + Subject + Future tense.
The sentences in Point 1 are still a Conditional, but they are also giving you an instruction.
If + Subject + Present tense + Infinitive without to to express a recommendation or an order.
3. Colour this example using the code in Point 2.
If you chat on Messenger, don’t reveal your telephone number or address
4. Copy two more examples of this structure using the colour code.
School Bulletin
Orange County High 25 February, 2011
part of
le ea rth qu ak e str uc k the central–southern
terrib e, ONEMI, has
Nearly a year after a m th e Ch ilean Emergency Offic
o Ar ay a, fro
Chile, Mr Armand
questions.
agreed to answer our
earthquake?
r Ar ay a, fir st of all : how can we define an ’s
Dorothy: M sh ak in g movement of the Earth
ake is a tre m bl in g or
Mr Araya: An earthqu unless they
rth qu ak es oc cu r pr ac tically every day, but
surface. Ea tice them easily.
str on g an d ca us e da mage, people don’t no
are
rthquake is?
ro th y: H ow do w e know how strong an ea a seismologist
Do
ten sit y of an earthquake, a Californi
Mr Araya: To measu re th e in called the
F. Ri ch ter cre ate d a simple scale, which he
named Charles ale is
e th e re lat iv e siz es of earthquakes. The sc
magnitude, to describ
ter scale.
now known as the Rich to that scale?
H ow ar e ea rth qu ak es classified according
Dorothy: e biggest ones
ea rth qu ak es get number - 2.0 and th
Mr Araya: Th e sm all me area,
H er e’s an ex am ple: each year, your ho
number 10 +. put them
ni a, ha s ab ou t 10 ,00 0 earthquakes. If you
southern Califor tude 3.0, and
ale , on ly ab ou t 2% are greater than magni
on the sc 4.0.
to 20 of th em ar e gr eater than magnitude
only about 15 , on the
th e Fe br ua ry 27 , 20 10 earthquake in Chile
was
Dorothy: So how big
Richter sc ale ? nter.
rd s th e up pe r en d of the scale: 8.8 at the epice
Mr Araya: It was towa , th e next question is: wha
t was the
re all y hu ge ! N ow
Dorothy: That sounds ake'?
'Great Chilean Earthqu magnitude
y fo r us , Ch ile ans, it was the largest
Mr Araya: Unfortu na tel 1960 and
re co rd ed hi sto ry . It took place on May 22,
earthquake in ivia
9.5 . It ki lle d m or e th an 2,000 people in Vald
its magnitude was co mpletely destroyed 58
,622 houses,
m ill io n ho m ele ss ,
alone, left 2 n, Valdivia and
m ag e in the cities of Concepció
caus ed he av y da ay as Hawaii,
tt, an d ca us ed a tsu nami that hit as far aw
Puerto M on
ines.
Japan, and the Philipp 1960?
tle m or e ab ou t w ha t happened in Chile in
l us a lit
Dorothy: Can you tel of land, changing
th e tsu na m i, w ate r covered large portions the first
Mr Araya: After e ar ea fo r ev er. Some 40 hours after
hy of th
the topograp lcanic ashes and
k, th e Pu ye hu e vo lca no erupted, adding vo
shoc
gedy.
lava to the terrible tra
34 UNIT 2
stay away from the beach move inland to higher ground immediately
move away immediately follow these guidelines
RING A TSUNAMI
WHAT TO DO BEFORE AND DU
area, (a.) ______________________.
• If there is a risk of a tsunami in your
you are in a coastal area, (b.) ________.
• If there has been an earthquake and
_____________ and stay there.
• If there is a tsunami warning, (c.) ___
(d.) _____________. Never go
• If you know the huge wave is coming,
come in. If you can see
down to the beach to watch a tsunami
it.
the wave, you are too close to escape i.
er away from the shoreline, Adapted from: (2003). What to do before a tsunam
• If there is noticeable recession in wat February 12, 2003 from http://fema.gov
warning, and should be heeded.
Retrieved
(e.) __________. This is nature’s tsunami
11 QUICK SELF-CHECK David is taking his driving test. Can you help him to
pass it? Complete the statements with appropriate information. Use the
vocabulary you have learned in the unit, if possible. 8 pts.
a. If you approach a zebra crossing, ...
b. If you run out of petrol on a motorway, ...
c. If you see a stop sign, ...
d. If you see a 60 kph speed limit sign, ...
e. If you see a traffic light changing from green to yellow, ...
f. If there are children playing nearby, ...
Useful expressions 12 Talk about earthquakes in Chile. Do you think the country is prepared for them?
I believe they should... What about other countries? Compare experiences in different cities and
I think it’s important to... countries. Remember to use the expressions in the Useful expressions box.
In my opinion...
a. How does your school inform you of an earthquake plan?
If they... they will...
Unless they... they will / won’t b. What elements do you need if there is an earthquake (for example, water,
medicines, etc.)?
c. What are the safety measures and safe spots in your school?
d. What do you do if you are indoors /outdoors?
e. What actions should NOT be done?
13 Read the text again and find synonyms for these words.
a. Outside, exterior, top (first page) d. Resist, stand firm (second page)
b. Enormous, very big (first page) e. Packed, full of people (second
c. Without a home (first page) page)
36 UNIT 2
15 What have you noticed about the use of the coma in the First Conditional?
Study these examples, draw conclusions and compare them in your group.
Then, place the comma where appropriate in the sentences below (a – d).
Examples: If you are outdoors, stay as far away from buildings as possible.
Stay as far away from buildings as possible if you are outdoors.
a. If there is a tsunami try to go as far away from the coast as possible.
b. You will find information on earthquake or other emergency procedures
if you look on the Internet. Writing target strategy
c. If Renata sees an accident she will call for an ambulance immediately. Brainstorming can help you
d. Paul will let us know if there is an emergency. find the ideas you need for
your compositions. Use this
strategy to plan your
16 Use what you have learnt about earthquakes in this lesson and answer these writing. Before you write,
questions in your group. You can use the expressions below in your answers: think of key words and
phrases related to the topic
• Some people were hurt / terrified / disoriented / trapped, etc. and organise them in lists
• Lots of people didn’t have any water / food / medicines, etc. or diagrams (mind maps,
web words, charts, etc.).
• Houses / buildings were damaged / down / broken, etc. Expand these notes writing
a. How did the February 27, 2010 earthquake affect you and sentences and decide how
you will distribute the
your family?
different paragraphs in your
b. Can you tell a story of human courage you have heard in connection composition.
with that earthquake?
c. Share your anwers with other classmates and your teacher.
1 2 3 4
Listening target strategy 2 The chemical symbols and formulas in the blue ovals will appear in the
Before listening, take advantage of listening text. Can you match them with the corresponding elements and
your previous knowledge to predict compounds in the pink ovals?
and understand a text or audio
better.
Sodium CaO
Calcium oxide NaClO
hydroxide
Sodium Hydrogen
NaOH hypochlorite FeCl3 Iron or
Ozone ferric chloride H
O3
3 18 What do these words mean? Use a dictionary to check and then listen and
repeat. Do you think that learning the meaning and pronunciation of new
words before listening will help you to understand a spoken message better?
4 19 Listen to the words in the box. What interesting phenomenon can you
observe? Listen again and repeat.
• castle • chestnut • Christmas • fasten • listen • mortgage
• mustn’t • often • soften • whistle
38 UNIT 2
Flocs Ca + Mg Bacteria
Step a. Step b. Step c. Step d. Step e. Step f. Step g. Step h. Step i. Step j. Step k.
11 In your group, put together all the information you collected in the listening
activities and use the diagram to describe the water purification process.
You can use these beginnings.
In Stage ..., there is ... / Step ... is called ... /
In Step ..., ... is added to the water, etc.
12 Answer these questions with words from Exercise 3, Page 38. Compare your
answers with a partner.
a. How do you call the outside or external part of something?
b. How do you call the room where you keep or store things of little use?
c. What absorbs ultraviolet radiation, and is getting thinner and thinner?
d. What is the same as damaging, negative, or unhealthy?
Language Note
CONNECTORS OF CONDITION TO LINK TWO IDEAS
They are
When / If / Unless
a. When water is placed in a reservoir, there will be softening through natural aeration or using
sodium hydroxide.
b. If there is natural filtration, softening will take place naturally.
c. Unless water streams through a granular activated carbon layer in a filter, it will still retain particles
affecting taste and odour.
Notice
The same as
40 UNIT 2
Claire: What a horrible day! Oh! I’m feeling low, the sky looks dark and the
weather man said it __________ rain soon. If it __________, I __________ to
stay at home. If I __________ at home, I __________ really bored.
Oh, but what if Elaine __________ free ? What if she __________ something
important to do? Maybe I __________ have to stay at home alone and get
bored. If that __________, I __________ really upset!
Water plays an important role in many legends and myths. There are mythological water beings and gods,
stories of heroes that have something to do with water, and even stories of isles and continents lost below
the surface. This section contains a selection of some commonly known water legends and myths.
Ashrays
Scottish mythology tells us Ashrays, or Water Lovers, are completely translucent
water creatures that are often mistaken for sea ghosts. They can be both male and
female and can be found only under water. Being completely nocturnal, one would
never come across such creatures during the day. When captured and exposed to
sunlight, ashrays supposedly melt and only a puddle of water remains.
Bäckahästen
Bäckahästen means brook horse; this was the name of a mythological horse in
Scandinavian folklore. She would appear near rivers in foggy weather, and whoever
decided to ride on her back was unable to get off again. The horse would then jump
into the river, drowning the rider.
Bunyip
Bunyip literally means devil or spirit. This is a mythological creature from Aboriginal
Australia that was said to lurk in swamps, creeks, riverbeds, and waterholes.
Aborigines thought they could hear their cries at night. They believed Bunyip took
humans as a food source, preferably women, and they tended to blame the Bunyip
for disease spread in the river area. Bunyip supposedly had flippers, a horse-like tail,
and walrus-like tusks.
Taken from: Enzler, S.M. (n.d.). Water mythology. Creatures. Retrieved on April 16,
2013, from http://www.lenntech.com/water-mythology.htm
Mistake: (v.)to not understand or judge sb / sth correctly. Brook: (n.) a small stream. Wreck:(v.) to damage a ship so much that it sinks or can no longer
sail. Lure: (v.) to persuade or trick sb to go somewhere or to do sth by promising a reward. Lurk: (v.) to wait somewhere secrettly, especially because
you are going to do sth bad or illegal.
42 UNIT 2
2 Read the text again. In your notebook, classify the creatures according to name, country and habitat.
Write a short description of each one of them.
3 Do you know anything about myths or legends in your city / town? Talk about it with a partner.
4 In pairs, read the school extra activities programme. Is it possible to take all the activities? What will you
have to do if you take an activity? Talk about the possibilities you have.
Examples: If I play volleyball on Monday, I won’t be able to take Communication skills.
If I take basketball, I will have to go on Tuesdays and Thursdays.
a. If you play volleyball on Monday, which activity will you not be able to take?
b. If you take guitar classes, how many times a week will you go?
c. If you take guitar classes, what special equipment will you need?
d. If you go to basketball on Tuesday, will you also be able to play football?
e. If you take Drama club on Monday, which other day will you also go?
5 You have learnt how to use the First Conditional. Use it to complete these dialogues (a –b).
a. Carolina: What do you think will happen if there is another tremor?
Francisco: If there ...
b. Gabriel: Will we swim in the ocean this weekend?
Helen: Of course we will, unless ...
Equipment: (noun) the things that are needed for a particular purpose or activity.
8 What is recycling?
a. Cycling down the road twice.
b. Re-using rubbish.
9 What is a drought?
a. Unusually wet and rainy weather.
b. Unusually dry and rainless weather.
44 UNIT 2
0 to 3 You should try to learn more about nature and the environment.
4 to 8 You know enough about nature and the environment, but you could try to learn more.
9 to 12 Congratulations! You are definitely naturewise.
CHILEAN CONNECTION
In February 1997, Chile and Canada signed a free trade environment, and the promotion of effective and
agreement which contains two parallel agreements, economically efficient environmental measures are
one of work-related cooperation and one of also mentioned.
environmental cooperation. The agreements came
One of the main aspects of the agreement of
into effect in July 1997. The agreement of
environmental cooperation between Chile and
environmental cooperation reflects the high priority
Canada is the promotion of transparency and public
environmental considerations have for both countries.
participation in environmental management. Guided
The main objectives of the agreement are to by this principle, both countries have created
strengthen environmental cooperation between both agreement websites to provide clear and up-to-date
countries and to ensure the efficient application of information on the subject.
internal environmental laws and regulations. The
promotion of sustainable development, cooperation
in conservation, protection and improvement of the
al and the
, he learnt events, including Rotary Internation
In 1998, when Ryan was in grade one World Water Forums. He is recognised
by
ng
from his teacher that people were dyi UNICEF as a Global Youth Leader.
e clea n wat er to drink.
because they did not hav his work,
He decided that raising money for tho
se people Ryan has received many awards for
Fou nders’
would be a good thing. He worked for
four including the World of Children
est ever
months in order to earn his first $70
. Rya n’s Award, the Order of Ontario (young
ng
first well was built in 1999, when he
was seven recipient), the Ontario Medal for You
s Service
years-old, at a school in a Ugandan
village. Volunteers, the Canadian Meritoriou
ard, and
Medal, the One X One Difference Aw
message
the Top 20 Under 20 Youth Award. His
frey Show,
has been featured on the Oprah Win
mag azines
CNN, and CBC. Numerous books,
including
and newspapers have profiled Ryan,
der’ s Digest,
Christian Science Monitor, People, Rea
.
Time, Times of London and Watervoices
nt
Ryan has met some of the most importa
is not bra ggi ng.
people in the world, but he
“The most impressive
people I’ve met are the
other kids who want to
help, too,” he says. “I’m
ected by just an average kid,”
Ryan’s project grew from the $70 coll
foundation Ryan says when anyone
doing simple household chores to a
502 water asks about his
that today has contributed a total of
bringing achievements. This is
and sanitation projects in 16 countries,
over true; he plays basketball
clean water and sanitation services to
raised and ice hockey, and
621,712 people. The foundation has
loves playing video
millions of dollars.
and games. Ryan’s family
ded icat ed to the fou nda tion
Ryan remains has been very supportive
spe ak pas sion ately r people
its wor k. He con tinu es to of his efforts to get clean water to poo
the
about the need for clean water around around the world.
en
world, and has visited over two doz ool in
ead ing his mes sag e. He has mad e Rya n has recently graduated from high sch
countries spr ario. He will
, churches, his hometown of Kemptville, Ont
presentations to hundreds of schools College
c club s, and has atte nde d mo re tha n be attending the University of King’s
and civi Nova Scotia.
and global this upcoming year in Halifax,
two dozen international conferences
Adapted from: Hreljac, R., (2001). Ryan’ story. Retrieved March 20, 2001,
from por https://www.ryanswell.ca/
46 UNIT 2
SPEAKING
a. the weather is good / go to the seaside
10 Talk about natural disasters in Chile. How can
you prepare for or respond to them? Use
expressions such as: in my opinion, I believe, I think,
we should / shouldn’t, it’s a good idea, it’s important,
it’s essential, it’s less important, it’s dangerous, it’s
safe, etc. Use if / when / unless to express
conditions. 10 pts.
FINAL REFLECTION
In this unit, you have learnt how to request and exchange information and When studying unfamiliar material, take the time to think about how
you consolidated your knowledge of the First Conditional and linking this information relates to things that you already know.
words. Before you continue to the next unit review the contents of Unit 2 Teach the concepts and contents you know well to a classmate - it will
and evaluate your progress. Here are some useful tips. help you to remember better.
Structure and organise the information you are studying and what you Follow this advice to consolidate your knowledge and be ready for
still need to learn. the next unit.
Seaside: (noun) an area that is by the sea, especially one where people go for a day or a holiday.
48 UNIT 2
Reading You are expected to be able to identify and understand key facts and details.
11 - 13 Great Grasped all main ideas and answered most questions correctly.
7 - 10 Good Grasped most main ideas and answered most questions correctly.
3 - 6 OK Grasped some main ideas and answered some of the questions correctly.
0 - 2 Poor Deduced some main ideas and answered just a few questions correctly.
Listening You are expected to be able to identify and understand key facts and details.
12 - 15 Great Identified almost all the information correctly. 4 - 7 Good Identified most of the information.
8 - 11 OK Identified some of the information. 0 - 3 Poor Deduced just a few bits of information.
Language You are expected to apply and identify two language items.
7 - 9 Great Applied the language items in all cases. 2 - 4 OK Applied the language items in some cases.
5 - 6 Good Applied the language items in most cases. 0 - 1 Poor Deduced and applied the language items in very few cases.
Speaking You are expected to be able to participate in a guided dialogue about natural disasters and their prevention in Chile.
Writing You are expected to write a letter using information from an interview, with correct language and the appropriate text organisation.
Adapted from: (nd) Sample parent letter natural disasters. Retrieved May 16, 2008, from http://www.warwickschools.org/
II
Abercarn, 17 March 2011
Dear Bertha,
These are some tips on what to do in the case of a flood.
First of all, it is always important to put people before property,
co-operate with the emergency services if they tell you to evacuate your
home, and be prepared to act quickly to get yourself to safety.
In the event of an emergency, we urge people to take the following precautions:
• Gather essential items together • Move your family and your pets to a
either upstairs or in a high place. higher place.
• Have torches, medication, and • Do not touch sources of electricity
waterproofs to hand. when standing in flood water.
• Fill containers with clean water. • Listen to local radio for updates.
• Turn off gas, electricity, and water • Flood water can rise quickly, but stay
supplies when flood water is about calm and reassure those around you.
to enter your home. • Call 999 if you are in danger.
I hope you will find the information useful, Environme
although I also hope you will not need to use it! The
nt
Best regards,
Sue Gervase
Director, The Environment Agency -Agency-
Adapted from: (2008) What to do during a flood. Retrieved May 16, 2008, from
www.environment-agency.gov.uk/homeandleisure/floods/default.aspx
Twin towns: two towns that have a very close relationship. Kind: an in-kind donation is a contribution of goods or services instead of cash.
50
4 24 Listen again and fill in the blanks 8 Your pen pal in England asks you for
with ONE word. 4 pts. advice on what to do in an earthquake.
Use Letter II on Page 50 as a model and write a
a. Favourite __________ sensation Miley Cyrus letter of about 60 words. Remember
has walked away from her previous roles. how we start and finish letters. 8 pts.
b. I had to stand on a box because Liam is
__________ 2 metres tall! SPEAKING
c. In the movie, you play a teen who reluctantly 9 In pairs, talk about natural disasters,
__________ her home in New York. offering tips on how to behave.
d. Can you imagine? It felt really __________. Use if / when / unless to express conditions,
and the appropriate expressions for
opinions and recommendations. 8 pts.
(See rubrics on Page 173).
0 10 21 31 40
Keep trying to 9 Review to 20 Well done! to 30 Excellent! to 40 Total pts.
51
LEARNING OBJECTIVES
READING: to read CV´s and other types of related texts such as LISTENING: to listen to job advertisements on the radio that contain the
tips and articles that contain the communicative functions of communicative functions of describing jobs and offering suggestions and
expressing suggestions and recommendations and offering and recommendations, consider the importance of relating the right person and
applying for jobs, consider the importance of writing the the right job, and
appropriate CV and of observing correct professional conduct, and • discover the order in which information is mentioned by numbering items.
• predict and validate predictions by scanning. • identify specific information and transfer it into graphic organisers.
• find specific information by matching titles and headings with • discriminate between correct and incorrect information by choosing correct
extended information. alternatives.
• relate and summarise contents using written texts and pictures.
WRITING: to write a Curriculum Vitae following a provided SPEAKING: to prepare for and role play a job interview as an interviewer and
model, using a computer application. as an interviewee, asking for and offering suggestions and recommendations.
52 UNIT 3
1 Read these business cards (1 – 4) and match the professionals with the job
descriptions below (a – d).
Ian Templeton
Pastry cook Gregor y Pick
Cakes, scones, and Jewellery and hand
icrafts
muffins for weddings
and celebrations
) 027 3467895
www.ianchef.co.uk / (44
1 gpick@handicrafts.com
2
5687345
Susan Dunne/P
ersonal
Trainer, Yoga,
muscle buildin
pilates, Vasiliy Ivanov
g - at home Entertainer
or in the gym To book a show,
3 07-9863456 call 452368 or e-mail
o.es
entertainment@yaho
4
2 Complete these sentences with your own ideas and then compare with a classmate.
a. The best paid job is that of a ...
b. The most unusual job is that of a ...
c. The most boring job is that of a ...
d. The easiest job is that of a ...
e. The most fun job to do is that of a ...
3 Which job(s) do you see yourself doing and which one(s) would you definitely not do?
Compare ideas in your group.
4 In your group, make a list of sources where you can find job offers.
PROFESSIONS 53
1 In English, modal verbs can express possibility, 3 Use a modal verb OR a common verb to fill in the
prohibition, or recommendation. They behave gaps in the sentences describing the pictures.
differently from the majority of the other verbs.
Read the examples below (a – d) and tick the
three ways (i – iv) in which they differ from
other verbs.
a. Lenny can speak English.
b. You must not cross the road here.
c. Gail could not swim when she was young.
d. Peter must get up early tomorrow. a. Drivers _________________ stop at
pedestrian crossings.
i. _____ Modal verbs do not take -s in the
Simple Present, third person
singular.
ii. _____ We use not to make modal verbs
negative.
iii. _____ Modal verbs cannot be used with
will to express future or take –ed
in the past.
b. Fran __________________ eating a big
iv. _____ We do not use them in the third
green salad for lunch.
person singular.
54 UNIT 3
Janet Duncan
advertisement in the pa
for the position of an IT pe r
engineer in your compa
I thought I would really ny ,
like to apply for it.
5 29 In pairs, complete the following sentence with your own ideas. Then, listen to the introduction of
the listening text and check your answers.
If you are looking for a job ...
PROFESSIONS 55
2 What characteristics should one have to apply for these jobs? Match the
suggestions (a – d) with the jobs (1 – 4).
a. You should be a careful driver.
b. You should be comfortable working at heights.
c. You should have a cheerful and friendly personality.
d. You should not be afraid of wild animals.
1 2 3 4
Wildlife photographer Trapeze artist Party entertainer Ambulance driver
3 In pairs, discuss why different jobs require different characteristics. Why can’t
we all be pilots, neurosurgeons, lion tamers, or car mechanics? What qualities
are needed to become each of these professionals?
56 UNIT 3
7 Scan the tips on Page 59. Which job from Exercise 2 is mentioned?
8 Read the tips on Page 59 and decide which actions you should and which
ones you shouldn’t do. Write You should / You shouldn’t in the provided spaces.
9 In which of the tips (Tip 1 - Tip 8) can you find a reference to these aspects?
a. ____ Format of the CV.
b. ____ Spelling and grammar.
c. ____ Things potential employers do not want to know about you.
d. ____ Things you should not include in a CV.
PROFESSIONS 57
Skill: (noun) a particular ability or type of ability. Shortcoming: (noun) a deficiency or a flaw. Scholarship: (noun) a grant; money given to sb by an
organisation to help to pay for their education. Search: (noun) an attempt to find something.
58 UNIT 3
Readable: (adj.) clear and easy to read. Glance: (noun) a quick look.
PROFESSIONS 59
60 UNIT 3
13 Use what you have learnt in the Language Note to say / write
recommendations for the situations in the pictures.
1 2 3
14 QUICK SELF-CHECK Use the modal verbs you have learnt in this
lesson to make recommendations for the following situations. 10 pts.
a. I eat a lot of junk food such as hamburgers and chips.
b. I had an argument with my best friend.
c. My friend Sheila drives her dad’s car without a driving licence.
d. My neighbours play loud music very late at night.
e. John lost his wallet with his ID in the supermarket today.
PROFESSIONS 61
62 UNIT 3
PROFESSIONS 63
1 2 3
3 In your group, read the factors you would consider when choosing a
job (a – h). Rank them from 1 (not important) to 8 (extremely important).
a. ___ Additional benefits. e. ___ Job stability.
b. ___ Distance from home to work. f. ___ Possibility of extra training.
c. ___ Friendly boss. g. ___ Possibility of promotion.
d. ___ Good working environment. h. ___ Salary.
4 Which of the points in Exercise 3 do you think will appear in a job advertisement?
5 27 Read the words in the box with your partner. Listen to the recording,
pay special attention to the underlined parts, and answer these questions.
a. Is the sound different in Spanish?
b. What happens when there is a double r? Is this the same in Spanish?
• around • culinary • experience • hiring • Mediterranean
• necessary • races • regular • required • restrictions
• resume • salary • secretary • starring • write
64 UNIT 3
9 29 Copy this chart in your notebook. Then, listen again and complete it
with the right information.
11 Read these extracts from three resumes and decide which of the jobs
mentioned in the recording each person should apply for. Explain why.
PROFESSIONS 65
66 UNIT 3
1 2 3 4
PROFESSIONS 67
FIESTA HOUSE
THIRD FLOOR NEXT TO LIFT
22, SYDENHAM ROAD, London, SE25 5QW
Tel: 020 8778 4900
We are the UK’s leading supplier of
printed balloons, wholesale balloons,
plastic tablecloths, latex balloons, helium
filled foil balloons, birthday party
supplies, kids’ party supplies, discount
party supplies, bulk party supplies, party
decorations, foil decorations, party theme
products, and novelty party supplies.
1 Now, you have learnt how to express recommendations in different ways. Use them to finish these
sentences with information from these Yellow Page advertisements.
a. If you want to buy decorations for your cake, ...
b. If you want to decorate your house for your party, ...
c. If you want to surprise your girlfriend on St. Valentine´s Day, ...
d. John wants to have karaoke at his birthday party. He ...
e. To contact DJ Services, you ...
f. To get to Fiesta House, you ...
68 UNIT 3
Dear Julio, _,
at to do you are good at (6) _______________
You are asking me for some tips on wh then maybe you should study tourism
. If you
It really
when applying for a job in the future. are good at sports, you should maybe
become
lying
depends on the type of job you are app a sports coach; if you are good at
lyin g for the ht work
for. For example, if you are app (7) ________________, then you mig
you
position of a (1) ________________, in a pharmacy.
____.
should be good with (2) ____________ ething
If you want to apply for the job of a The most important thing is to do som
_. In the
(3) ________________, you should hav
e the that you really (8) _______________
a goo d CV and
necessary (4) ________________. meantime, you should prepare
practise your interview skills.
I understand that you are still at
(5) ________________ and that you
are not Best of luck in your future choice.
futu re. You
sure what you want to do in the Celia
at. If
should first decide what you are good
1 2 3 4
5 6 7 8
a. What advice is Celia giving Julio?
b. What skills should he have for some of the jobs mentioned?
PROFESSIONS 69
II.
I. y and A farmer in California owns a beautiful pear tree. He
sa t down to pla
Fou r m e n
ak of supplies the fruit to a nearby grocery store. The store
ight till bre
played all n old and owner has called the farmer to see how much fruit is
layed for g
day; they p te available for him to purchase. The farmer knows that
, with separa
not for fun . the main trunk has 24 branches. Each branch has
everyone
scores for exactly 12 boughs and each bough has exactly 6 twigs.
square
en th e y h ad come to Since each twig bears one piece of fruit, how many
Wh ade
ey all had m plums will the farmer be able to deliver?
accounts, th nts.
mou
quite fair a
lain: if
ou th e p aradox exp
Can y in?
lo st, ho w all could ga IV.
no one
A simple peasant
has bought a nu
and is taking them mber of camels
to his farm. As he
contentedly alon rides
g, he counts them
He is sure he ha - he counts 29.
s bought 30 cam
III. jumps off his cam
el and counts th
els, so in alarm he
A man has to ge To his delight, th e camels again.
t a fox, a ere are 30. Half
counts his camel an hour later, he
chicken, and a sa s and once more
ck of corn 29. Confused, he there are just
across a river. He climbs off his cam
has a again. Once mor el and counts
rowboat that can e there are 30.
only carry Can you explain?
him and one othe
r thing. If the
fox and the chic
ken are left
together, the fo
x will eat the
chicken. If the ch
icken and the
corn are left toge
ther, the
V.
porch - one
chicken will eat
the corn. How There are two dogs sitting on a
little dog is
does the man do
it? dog is fat and one is thin. The
dog is not
the son of the fat dog, but the fat
explain?
the father of the thin dog. Can you
Bough: (noun) a large branch of a tree. Twig: (noun) a small very thin branch that grows out of a larger branch of a tree.
70 UNIT 3
mother, aunts,
Her grandmother,
nieces are now or
sisters, and some
tisans, the same as
have been clay ar
e is part of a long
Delfina Aguilera. Sh in
Loceras de Pilén,
tradition known as in
near Cauquenes,
a small rural town
.
the Maule region
ho
typical artisans w
She is one of the a
rticipate in
year after year pa go.
rafts fair in Santia
traditional handic ng br ai ds, ilera sisters last generation
of Loceras de Pilén.
ith he r lo Agu
Delfina Aguilera, w
refreshing smile : she is a car
bright eyes, and d ra rely touches clay
s who visit he r st an car-repair
receives all visitor m ec ha ni c and works at a
r work. There, they heels all
and talks about he pl ac e. “S he can change car w
of the loceras, whi
ch her proudly.
can see the work by he rs elf,” says her mot
this fair since the
has been part of fig ur es and ow s that her granddau
ghters
s se e cl ay De lfi na kn
beginning. Visitor r relatives, go ing to be into hand
icrafts.
by he r an d he ar e no t
tools, made ows that this
ha nd . Ne vertheless, she kn
compl et el y by ill deeply rooted
fe m in ine tradition is st
is that we make in her native tow
n.
“Our main talent el ,” sa ys
nd ; no w he
everything by ha t from her ar e very old ladies
there; some
le ar nt th is cr af “T he re
Delfina, who are not. I have
sh e w as a small girl, and ar e still in this, some
mothe r w he n g in clay.
d w or kin g w ith her ni ec es an d sisters also workin
then continue ll see that all
“M y gr an dmother, If yo u go to Pilén, you’
grandm ot he r. the men,
nt s ha ve al so worked th e w om en work in clay. Not
mother, and au ey should be
ay . W he n m y m ot her was still be ca use they think th
with cl plains.
n m ak in g sm al l figures, and do in g ot her jobs,” she ex
alive, I bega gs.
t to do bigger thin honour to
then felt confiden d in th is “S o, for me, it is a real
r also w or ke . I will keep
My father’s mothe t, st ill be pa rt of this tradition
nt the mos hands let me.
and with her I lear n I w as do in g it as long as my
because my mothe
r died w he and I’m willing
It’ s been a whole life,
only seven years
old.” s who are willing
to teach all the kid
d,
ren that Delfina ha to learn.”
Of the twelve child in ue d
ughters cont
only one of her da she
tradition, but now
with the ceramic
Adapted from: Mena, R. (2005). Women and clay. Retrieved December 5th,
2005, from http://www.nuestro.cl/eng/stories/people/delfina_aguilera.htm
72 UNIT 3
LANGUAGE WRITING
6 Circle the best option in each sentence. 3 pts. 9 Read the list of requirements for the
position of Personal Assistant. Develop it into a
a. I have a serious problem sleeping at night.
full job advertisement. Use expressions such as:
What should I / had I better do?
the person should / ought to, etc. Write two to
b. Grace really loves chocolate, but she three short paragraphs. Pay attention to
ought to eat / should not eat too much or she will
spelling and grammar. 10 pts.
get fat.
c. My dog seems sick. I think I might see /
‘d better take her to the vet.
PERSONAL ASSISTANT
7 Draw a line to match the two parts of these Location
recommendations. 6 pts., 2 each. First Act Banking and Financial Services Company,
a. If you are hungry, i. you might go to see Boston, Massachusetts.
Sugar Loaf Mountain. Personal profile
b. Your head still hurts? ii. you should have • Advanced computer skills (e-mail, database,
Then something to eat. typing, presentations).
• At least one foreign language (Spanish or Portuguese).
c. When you go to Rio iii. you’d better take • Friendly and outgoing personality.
de Janeiro, some aspirin. • Available to work occasional weekends.
• Has own car.
SPEAKING • No age restrictions.
Duties
8 Work in pairs and take turns to describe
• Keeping appointments and schedules.
these problems (a – e) and offer
recommendations / advice. 10 pts. • Scheduling trips.
• Responding to general inquiries.
a. Needs to buy an inexpensive gift. • Providing information as needed.
b. In love, but keeps it secret. • Paying office bills.
c. Unsure what to study in the future. • Organizing meetings.
d. Would like to have a pet. • Planning events.
e. Wants to invite somebody out. • Copying, faxing, and distributing information.
74 UNIT 3
7 - 8 Good Grasped most main ideas and answered most questions correctly.
4 - 6 OK Grasped some main ideas and answered some of the questions correctly.
0 - 3 Poor Deduced some main ideas and answered just a few questions correctly.
Listening You are expected to be able to identify and understand key facts and details.
12 - 15 Great Identified almost all the information correctly. 4 - 7 OK Identified some information.
8 - 11 Good Identified most of the information. 0 - 3 Poor Deduced just a few bits of information.
Language You are expected to apply and identify language used to give recommendations.
8 - 9 Great Understood and applied all the items in all cases. 2 - 4 OK Understood and applied some of the items in some cases.
5 - 7 Good Understood and applied all the items in most cases. 0 - 1 Poor Understood and applied a few of the items in very few cases.
Speaking You are expected to create and role play dialogues describing problems and offering advice.
Writing You are expected to write a letter using information from an interview, with correct language and the appropriate text organisation.
LEARNING OBJECTIVES
READING: to find specific information in itineraries and poems that LISTENING: to find and classify supporting and specific information
contain the communicative function of describing events from the in a TV quiz that contains the communicative function of expressing
recent past, consider the importance of having a healthy and active certainty and uncertainty, knowledge or lack of it, and
life, and • compare and discriminate ideas.
• complete charts, programmes, and itineraries. • find and match information.
• identify specific components. • provide correct answers.
• infer information. • identify speakers.
• sequence pictures and corresponding events.
WRITING: to write an itinerary using own and provided ideas. SPEAKING: to role play dialogues and monologues and participate in
a quiz, using knowledge from other areas.
76 UNIT 4
1 Read the statements below (a – d). Discuss them in pairs and indicate which ones you believe are
true. Use expressions such as: I’m sure, I’m not sure, I’m certain, I’m not quite certain, I know, I don’t
really know, I believe, I guess, I doubt if / that, etc.
a. The first plane was invented by the Wright brothers.
b. The first transatlantic flight took place in 1919.
c. An airship is an aircraft that moves through the air using propellers.
d. A quiz is a competition consisting of questions and answers on all topics of human knowledge.
2 In which of the activities in the pictures (1 - 6) are people competing and in which are they
just relaxing? Explain your answers.
1 2 3
4 5 6
3 How would you describe the activities in Exercise 2? Use at least two adjectives from the
box below to express your opinion about each one.
BEING ACTIVE 77
1 In pairs, take turns to read these sentences 4 Analyse this plan and use the prepositions in the
aloud. box to complete the sentences below (a – e).
a. I usually get up at 7.15 a.m.
• at • behind • between • in • next to • on
b. By 7.45, I am on the bus to go to school.
c. My classes finish at 1.20 p.m.
d. I have basketball training on Tuesdays and
Fridays at 4.30 p.m.
e. My parents don´t let me stay up late, so I’m
normally in bed by 10 p.m.
3 In pairs, read the incomplete sentences a. There are some swans __________________
below (i – vii). the Old Alresford Pond.
b. You can find the toilets right _____________
a. What do you notice about all the sentences?
the train station.
b. Finish the sentences with information that is
c. The castle is _______________ the entrance
true for you.
to Broad Road .
i. I am good at ... d. There are two houses __________________
ii. I am keen on ... Broad Street and the Dean.
e. You can leave your car __________________
iii. I am thinking of ... the parking lot __________ the train station.
iv. I often dream about ...
v. I get excited about ...
vi. I am fed up with ...
vii.I am interested in ...
78 UNIT 4
Conversation II
Conversation III
I II III
a. A course starting next semester.
Manner Place Frequency Time Degree b. Teachers who are professional artists.
c. The need for comfortable shoes.
d. The translation of the activity from
Japanese.
BEING ACTIVE 79
b
set up tents.
Day 1 08.00 am Hike down from the ruins to camp and
ographs and ruins.
Day 2 09.30 am Jeep ride to Bad Canyon to see pict
down the trail.
Day 3 08.00 am Day hike up Yei trail across Mesa and
er Rock.
Day 4 08.00 am Horse ride to Window Rock and Spid
03.00 pm Visit to the Eagle’s Nest.
80 UNIT 4
4 You will read a text about flying. What do you think it will be about?
a. The Orwell brothers, inventors of the aeroplane.
b. The advantages and disadvantages of air travel.
c. An air trip to an exciting location.
5 Read the texts on Pages 82 and 83 and check your prediction in Exercise 4.
6 Read the texts again. Copy and complete the chart in your notebook.
a. Six places around b. Three reasons why c. Four elements that d. Three actions to
the world people travel have damaged the prevent more
ozone layer damage to the
environment
7 Read the texts again. Fill in the blanks in the diary (a – j) with information
provided in the itinerary.
BEING ACTIVE 81
kers, my &team
eaving. We &are I &packed all my &things: &snea
Today &is &the &day &we are &l rts &instead &of
neiro. Our T-&shirt, &and 2 &pairs &of &sho
&taking &a &plane &to Rio &de Ja g &in &the &swimming &suit
&trousers. I’ve &also &packed my
&basketball &teams &are &partic
ipatin Ocean. It &takes
ool competition &and &to &take &a dip &in &the Atlantic
South American &inter-&sch __ &to get &to &the
o &go. Of &course, we &around (b.) ______________
&everyone &is very &anxious &t ) _______________
es. Camila, &from &airport. Once we &get &there (c.
&all &hope &to win &all &our &gam &and &then (d.) ____________
____.
she &couldn’&t &sleep &the
my &class, &is &terrified &and & g &places. People &take
whole night &thinking &about
&the &trip. It’s &her Airports &are &really &excitin
&of &places, &such &as
&first &flight, &but &then &it’s &the
&first &flight &for &planes &to &go &to &all &kinds
Hong Kong. They
most of &us. Apart &from M
aria José &from 2M, Stockholm, New York, &and
&do &business, &to meet
nobody &else &has &been &on &a
&plane &before. &travel &around &the world &to
.
According &to &her, &it was &a
mazing. It’&s &a &little &relatives, &or &just &to &have &fun
ff, &she &said, &but ion, we’&ll &be
&scary &to &land &and &take &o If we win &the Rio competit
&and &they &know l Inter-School
&pilots &are &really &experienced &invited &to &the Internationa
a. If we win, &our
&how &to &do &it well. Basketball Cup &in Australi
l &invitation &on
Last week we &got &the &itinera
ry &from &the &travel coach will &receive &the &officia
&trip. We must &get &up &behalf of &all &of &us.
&agency &to &prepare &for &the
us &to &the &airport &at
&really &early &to &catch &the &b
(a.) ___________.
82 UNIT 4
Unfurl: (verb) open up, stretch into distance. Soar: (verb) go high up. Howling: (adj.) loud screaming (especially
of an animal or the wind.) Wrath: (noun) extreme anger.
BEING ACTIVE 83
1 2 3 4
5 6 7 8
Did you know that... 10 Read the poem in Antonia’s diary again. What is it about? Which key words
a hot air balloon is a helped you to decide?
balloon for travelling a. A bird. c. A hot air balloon.
through the air in a basket
suspended below a large b. An aeroplane. d. A parachute.
bag of heated air?
11 Read the text once more and answer these questions.
a. Why are Antonia and her friends travelling to Rio?
b. What will happen if they do well there?
c. Why is Antonia writing about the hole in the ozone layer?
84 UNIT 4
14 Draw on your previous knowledge about prepositions and what you have
learnt in this lesson to ask and answer questions to your partner using
prepositional phrases, according to the picture clues. Make sure you follow Learning tip
the example.
Follow these tips to learn
Example: collocations.
• Be aware of collocations,
A:The woman looked at me. and try to recognise
B: How did she look at you? them when you see or
hear them.
A:She looked at me with an angry expression.
• Treat collocations as single
blocks of language.
Learn strongly support, not
a. We always take a walk.
strongly + support.
b. I put the chair over there. • When you learn a new
c. We can meet next week. word, write down other
words that collocate with
it, like rightly remember,
distinctly remember, vaguely
remember, vividly remember.
• Read as much as possible
to learn vocabulary and
collocations in context.
• Learn collocations in
groups that work for you.
You could learn them by
topic (time, number, weather,
money, family) or by a
particular word (take action,
take a chance, take an exam).
BEING ACTIVE 85
Useful expressions
lots of things Phil: Did you have a good time (a.) ______ Rio?
first of all .. Antonia: Yes, and we did lots of things! First of all, we went (b.) ______
would you recommend ...? the beach.
yes, a hundred times! Phil: What was the water like (c.) ______ the ocean?
Antonia: Really warm!
Phil: How did you move (d.) ______ the city?
Antonia: We mainly walked, but we also visited a few places (e.) ______ bus.
Phil: What else did you do?
Antonia: Apart (f.) _____ playing basketball, we visited the Botanical gardens.
Phil: I’ve heard they are really big.
Antonia: They are! (g.) _____ the time we got to the end, I could hardly walk.
Phil: And how was the flight?
Antonia: Great and scary (h.) ______ the same time because (i.) ______ the
funny feeling you get in your belly at take-off and landing!
Phil: Did you get a snack (j.) ______ the plane?
Antonia: Yes, and we also had lunch.
Phil: What time did you arrive (k.) ______ Santiago?
Antonia: Just (l.) ______ 10 am.
Phil: Who was waiting (m.) ______ you?
Antonia: My mum and dad.
Phil: Would you recommend a visit (n.) ______ Rio?
Antonia: A hundred times yes!
16 34 Listen, practise, and then role play the dialogue, introducing your own ideas.
Make sure you use the Expressions in the box.
86 UNIT 4
BEING ACTIVE 87
3 Label the corresponding parts in the picture with the words in Exercise 2.
a. ______________
c. ______________
b. ______________
d. ______________
e. ______________
f. ______________
4 Match the names of three different types of volcanoes with their definitions.
• active • dormant • extinct
a. ________ : volcanoes that have not erupted in more than 10,000 years.
b. ________ : volcanoes that have not erupted in the last 10,000 years, but
have the potential to erupt again.
c. ________ : volcanoes that have had occasional eruptions in recent times.
88 UNIT 4
corresponding to each tip on the bar graph below. Compare graphs with
another group.
7 Ranking of listening tips
6
5
4
3
2
1
0
a. ____ Concentrating on certain key words.
b. ____ Discussing the title of the listening text.
c. ____ Listening to the tone of the text and identifying feelings and emotions.
d. ____ Looking at pictures before listening.
e. ____ Reading and paying attention to instructions before listening.
f. ____ Taking notes while listening.
9 37 Listen again. Which of the questions below did the teams answer
correctly (), which ones were they not sure about (?), and which ones did
they answer incorrectly ()?
? Listening target strategy
a. This Italian volcano is responsible for the destruction of a Read the questions (a – c) carefully
whole city. What’s its name? and underline key words. Then,
b. Name at least three parts of a volcano. listen to the recording and find other
key words that are related to what
c. Where does the word volcano come from? you underlined in the questions.
BEING ACTIVE 89
b. I must tell you that it’s a difficult question, ii. it’s better not to answer.
iii. although I’m certain that both teams
c. As you know, we’re broadcasting live,
will know the answer.
d. I told you - unless you’re absolutely sure, iv. I’m sure I’ll be able to hear you!
Useful expressions 12 37 Listen again and write who said these sentences, the presenter (P), Julie,
I can't hear you! from the Green Team (J) or Stephen, from the Red Team (S).
Ready? a. ______________: I can’t hear you!
Are you positive? No doubts? b. ______________: Yes, I am 100% sure.
Totally correct! c. ______________: Such problems can happen.
I'm not quite sure d. ______________: I’m not quite sure.
Yeah, the same here e. ______________: Yeah, the same here.
f. ______________: I told you.
Listening target strategy 13 37 Listen once more. Use the model of the recording to create your own
If you participated in a science quiz, quiz about a topic you know. Make sure you use the useful expressions in the
what topic would you like to talk box. Role-play your quiz.
about? Explain your answer.
14 Go back to Exercise 6. Which of the tips offered helped you the most to
understand the recording?
15 Use the questions in Exercise 9 and the answers you found in Exercise 10 to role
play the quiz. If necessary, you can ask the teacher to play the recording again.
Make sure you use the useful expressions in the box.
90 UNIT 4
Learning tip
16 Read these sentences. Say the question each underlined adverbial phrase Practise these short
answers. dialogues with a partner. To
make them more real, try
answering only with the
adverbial phrase. Do the
dialogues sound correct?
a c
a. B: We are collecting money c. B: We saw that film in a
for the animal shelter. cinema near our house.
b d
b. B: The children quite often d. B: The painter mixed his paints
play football in the park. with an old brush.
BEING ACTIVE 91
Julie:
Today was incredible. After months of very hard work, we took part in the
quiz and we were really great. (a.) _______________________ what! We won!
How am I feeling? I can (b.) ________________ of a very good way to express
how I (c.) ______________: I am over the moon, as it was quite a difficult quiz.
As for the other team, (d.) _________________; they were also very good,
but they were more nervous than our team. We kind of kept our cool
throughout the quiz.
The Green team complained about the rules a little, but rules are rules and
we must obey them. If you (e.) _____________________ about the rules, you
should speak before the competition, and they didn’t say anything. So there!
I (f.) ________________ lots of people will (g.) ________________ that luck is
important in competitions, but it’s not all luck, you (h.) __________________.
You have to (i.) __________________ your skills and your knowledge and we
were all well prepared.
The prize is important too; I strongly (j.) ______________________ in
positive motivation, and going to Brighton for the weekend is that and much
more. I’ll record my impressions of the trip when I get back.
18 In your group, use the prompts to create your own rules for the quiz you
created in Exercise 13. Follow the example and share your rules with other
groups.
Example: Give 50 points when they answer the questions.
Give teams … points when …
Take away points if …
The team that …. wins the quiz.
Example: I love surfing. It was very hard to learn at first but, in the end, I
managed to do it with success.
92 UNIT 4
22 Go back to the bar graph you completed on Page 89 and answer these
questions. Compare answers with a partner. Speaking target strategy
Focus on your questions.
a. Have your listening skills improved with the tips and exercises in this As you write them, check
lesson? the use of auxiliaries and
b. Would you change the ranking of the tips now that you have completed question words. Take your
this lesson? time to practice saying
your questions before you
role-play your quiz.
23 Answer and discuss this question in your group.
What is your opinion of people who cheat in sports, at school,
on friends, etc.?
BEING ACTIVE 93
2 Describe the pictures (1 – 4) using the adverbial phrases in the box. Follow the example.
Example: The athlete did quite well in the competition.
1 2 3 4
94 UNIT 4
BEING ACTIVE 95
Taken from: Nesbitt, K. (2007). Revenge of the Lunch Ladies. Basketball’s My Favorite Sport.
Retrieved April 16, 2013 from http://www.poetry4kids.com/poem-296.html
Sheen: (n.) glistening brightness. Bean: (v.) (slang). To hit (another) on the head with a thrown object, especially a pitched ball.
96 UNIT 4
3 Read Poem II again. Make a glossary of at least six words in your notebook. Follow the model in the
glossary at the bottom of the page.
CHILEAN CONNECTION
What do you know about this sportsman?
BEING ACTIVE 97
is is what to do
Bored this summer? Th
What are you up to
e an d the laz y days of summer are here!
Vacat ion tim u spending
er? Ar e yo u jus t lyi ng around the house? Are yo
this summ ivities you can get
ere are many positive act
your days watching TV? Th as.
er break. Here are some ide
involved in over the summ all, or
__ _ W he the r it is ska tin g, soccer, baseball, volleyb
I. ____________ sy during the
be a great way to keep bu
tennis, playing sports can a couple of
er. Joi n a loc al sp ort s team, go skating, or play
summ rks and
ten nis wi th yo ur frie nd s. Check out your local pa
rounds of
more information.
recreation department for team
__ _ So me tee ns en joy cheering for their favourite
II. __________ __ basketball court, or
ght go to a baseball field,
from the sidelines. You mi great fun, but it
im cen ter to see yo ur fav orite team. Not only is it
sw
sportsmanship.
also teaches us about good
is through
__ __ __ _ A wa y tee ns can make a difference
III. ____ __ __ tion, such as
wo rk. Vo lun tee r at a local community organiza
voluntar y home,
elt er, an im al pro tec tio n society, hospital, nursing
a homeless sh rn responsibility
child car e cen ter . Th rou gh volunteering, teens lea
or
while helping others.
comes to finding
__ __ __ __ _ Tee ns ha ve many options when it
IV. __ __ __ t / theme parks
to do ou tdo ors . To day there are amusemen
someth ing are also
the co un try tha t giv e tee ns a full day of fun. There
throughout ming, and hiking.
like fishing, camping, swim
other, less costly options chance to hang
e to do thi ng s in gro ups and they welcome a
Teens lik or taking
ir frie nd s. Ev en tos sin g a Frisbee in a local park
out with the th friends.
be great fun when done wi
a dip in the local pool can , and
__ __ _ Ma ny pla ces lik e zoos, aquariums, museums
V. __________ ny places like
learning. There will be ma
libraries combine fun with al municipality.
se in yo ur ne igh bo urh ood. Check with your loc
the
g the summer months
__ __ __ __ __ _ Us e the extra free time durin
VI . __ __ ess club, visit a
e cre ati ve act ivi ties. Check out a local ch
to do som instrument.
stu dio or art s an d cra fts center, or learn to play an
pottery recreation
k to your local parks and
For more information, tal
department.
ns to take part in
many opportunities for tee
As you can see, there are in positive
act ivitie s wi thi n the community. Keeping busy
posit ive do, try to
ds to he alt hy life sty les . Whatever you choose to
activities lea
enjoy it and stick with it!
th
mer Break. Retrieved June 15 ,
ond (200 9). 9 Little Known Activities to Complete During Sum ing-sum mer-break/
Nate Desm n-activities-to-complete-dur
cholar.com/2009/05/9-little-know
2009, from http://www.debtfrees
98 UNIT 4
BEING ACTIVE 99
100 UNIT 4
Reading You are expected to be able to identify and understand key facts and details.
11 - 14 Great Grasped all main ideas and answered most questions correctly.
8 - 10 Good Grasped most main ideas and answered most questions correctly.
5 - 7 OK Grasped some main ideas and answered some of the questions correctly.
0 - 4 Poor Deduced some main ideas and answered just a few questions correctly.
Listening You are expected to be able to identify and understand key facts and details.
11 - 14 Great Identified almost all the information correctly. 5 - 7 OK Identified some of the information.
8 - 10 Good Identified most of the information. 0 - 4 Poor Deduced just a few bits of information.
Language You are expected to apply and identify prepositional and adverbial phrases.
8 - 10 Great Understood and applied all the items in all cases. 2 - 4 OK Understood and applied some of the items in some cases.
5 - 7 Good Understood and applied all the items in most cases. 0 - 1 Poor Understood and applied a few of the items in very few cases.
Speaking You are expected to be able to create and role play a guided dialogue.
e:
a m
u rn
S
d son
I an der n
e n : n icia
m e n h
Na n H sio tec er
Be es er m
rof put gram h: 4
P om ro irt 98
C d p f B y, 1 ,
an e o uar oad
t n
Da Ja ss: ld R • Always greet the interviewer by his / her last
2 9
dre kfie r
o e name and try to pronounce it correctly.
Ad Bro est
1, olch • Arrive on time.
C
• Do not smoke, chew gum, or eat garlic before
the interview.
• Look alert and interested. Scan the room once
and then keep your eyes on the interviewer.
• Take copies of your CV with you.
• Wear suitable interview clothes.
102
103
7 41 Listen again and circle the word 11 Circle the best option to complete
you hear. 6 pts. each sentence. 3 pts.
a. Are you all prepared / ready for question a. I often find it difficult to talk to strangers.
number two? What had I better / should l do?
b. What is the world’s most b. To apply for this job, you ought to / ‘d better
popular / populous country? speak two foreign languages.
c. Do you have the correct answer / country ? c. The baby has a temperature. I think
d. 50 / 100 points for the Red team and minus I ‘d better / might take her to the doctor.
50 for the Blue team.
12 Underline the prepositional phrase in
8 41 Listen once more and complete this chart each of the sentences. 3 pts.
with the name of the team that answered each a. Of the kids in my class, only 20% don’t like
question and how they answered: correctly () math and physics.
or incorrectly (). 5 pts. b. In an accident, call the Emergency number.
Question N˚ Team Answer: () or () c. If you want, you can sit here or by
the window.
104
105
LEARNING OBJECTIVES
READING: to find general and specific information and identify the LISTENING: to identify expressions of interest and correct sequence in
purpose of web pages, e-mails, and magazine articles that contain the job interviews that contain the communicative function of describing
communicative function of expressing feelings and of indicating the events and actions and indicating the duration of events, and:
duration of events, and: • generalise from provided visual information.
• match information and pictures that represent it. • predict and match possible content.
• summarise information. • discriminate between correct and incorrect information.
• infer meaning of words and expressions.
• identify descriptions and make informed choices.
WRITING: to write a composition about a personal experience SPEAKING: to participate in dialogues, presentations, and job
organising the parts of the text and including details to make interviews expressing different feelings and value judgements.
it interesting.
106 UniT 5
1 Match the forms (1 – 2) and their names (a – c). There is one extra name you do not need to use.
a. Money deposit slip.
b. Job application form.
c. Customs Declaration and Dispatch Note.
AT WORK 107
1 Complete the sentences with these linking 4 Read the text and circle the sentences that
words and your own ideas. express actions which started in the past and
continue up to now (Present Perfect). Find
• unless • although • provided that • besides affirmative, negative and interrogative
• therefore • so • as long as sentences.
a. I have a test tomorrow ... I have had this computer for two months and
b. he doesn’t have the money, he ... so far I have had no problems. This is really
unusual for me because I am “technologically
c. ... it rains, I’ll ... impaired”, as some of my friends have described
d. I was too tired to go out... me. What they want to say is that any
e. I’ll cook for you ... technological object in my possession is sure to
have some kind of problem. “Have you ever
2 Your teacher is going to dictate the beginning tried to read the manuals?” my friends ask. “No, I
of some sentences. Write them down in your haven’t,” is my typical answer.
notebook. In pairs, write a suitable ending
using the Present Continuous tense (I’m doing / 5 Work with a partner and choose two correct
She’s singing / etc.) endings from the box for these sentences.
108 UniT 5
How long:
AT WORK 109
2 Look at these pictures. What are the people doing? Are these
voluntary activities?
1 2 3
3 Analyse these statements in your group. How much do you agree or disagree
with them? Justify your answer.
a. People become more responsible when they do voluntary work.
b. Voluntary work is not real work; it’s rather a waste of time.
Reading target strategy 4 Match the words in the box with their correct meaning (a – f). Scan the
Before reading, make use of visual text to find the words and check that you have got the correct meaning.
aids to predict and understand • groom (v.) • huge • lap • stuff • success • tangled
better what you are going to read.
a. Extremely large in size or amount; great in degree.
b. The fact that you have achieved something that you want and have been
trying to do or get.
c. The top part of your legs that forms a flat surface when you are
sitting down.
d. To clean or brush an animal.
e. To fill a space or container tightly with something.
f. Twisted together in an untidy way.
5 Consider the pictures and the context of the lesson to predict the subject of
the texts you will read. Choose from these options.
a. Animals in danger of extinction.
b. Pets and their general care.
c. Volunteering in an animal shelter.
110 UniT 5
7 Choose the phrase or sentence (a – d) that best summarises each text Reading target strategy
(I – III). There is one extra phrase or sentence that you do not need to use. While reading, skim the text to
identify the main idea of it.
a. Humans to the rescue campaign a success.
b. An interview for a voluntary job.
c. A personal volunteering experience.
d. Why you should become a volunteer.
8 Fill in the diagram below with the general purpose of the texts and the
specific purpose of each; choose from the list (a – d).
a. To give reasons for volunteering.
b. To inform about volunteering.
c. To talk about personal perceptions of volunteering.
d. To thank for volunteering.
General
______________
9 Read the expressions in bold in the texts (a – h). In your notebook, classify
them under the categories of Pleasure / Happiness and Sadness / Regret.
10 Write the number of the text (I – III) that mentions these issues.
a. A seven-month long campaign. Text
b. The duties of an animal volunteer. Text
c. The need to fill in forms. Text
d. The possibility of starting a new career. Text
e. The time a person needs to be a volunteer. Text
AT WORK 111
Sign up to our
newsletter @ Humans to the rescue
We are thrilled to bits (a.) and tha
nk you for responding to our
have been working on it for the
Join our campaing network Humans to the Rescue campaign. We
hugely successful, but there are
• Humans to the rescue last seven months and it has been
good home. We have placed many
still several moggies waiting for a
All about cats ers, who have been doing a
cats - mainly thanks to our volunte
RSPCA. Here are a few of our
What we are doing
wonderful job since they joined the
Take action success stories.
Chickens
Rufus
Puppy trafficking e green eyes spent most of his
This black and white feline with hug
to the Animal Rescue Centre in a
Back off badgers life in the streets. He finally came
t humans, but we are happy to say
very bad condition; he did not trus
family. Retired couple Mr and
that he found a home with a lovely
and offered him a safe and warm
Mrs Green took this beautiful tom
environment to live and play in.
Duchess
chess was left in the street by her
Blue-eyed long-coated Persian Du
different city. At first, Duchess
owners, who decided to move to a
tried to groom her long and
was quite grumpy when our staff
s from ear to ear (b.). She found
tangled coat, but now she just grin
Cats ose two teenage kids fell in love
a home with a wonderful family wh
r-fect.
with her because she is now just pur
Sooty
Sooty is just a kitten. He is only
Completely black with yellow eyes,
ful. However, his original
three months old and he is very play
Find out all about und the house or scratching their
owners did not like him playing aro
cats and our work to spend all his time purring on their
carpets. They expected a kitten to
try to give as many her son, who have given him a
laps. Our thanks to Yoko Mora and
as possible a better Sooty arrived in their home, they
lovely home. We know that since
quality of life. have been over the moon (c.).
ved March 10, 2010,
Taken from: (2009). Humans to the Rescue. Retrie
from http://www.rspca.org.uk
Thrilled: (adj.) excited, overjoyed. Moggy: (informal) (noun) cat. Grumpy: (informal) (noun) bad-tempered.
Scratch: (verb) to scrape or dig with the claws or nails.
112 UniT 5
III
Camille Warwick
15:08
09 November 2011
Sean Bentley
Volunteering
at (f.),
te n I th in k, w ith a lump in my thro
very of ving up their
. ow aw fu l, it’s another person gi
Hi, Se an "H to tell
t to a ne ar by an imal shelter, Th en m y he ar t sinks (g.), but I try
wen t!" not,
Two months ago, I up a vo lu nt ee r form pe in k th ei r an im al can be adopted or
, and picked them if I th ace at the
had a look around tim e av ai la ble, and th ey w ill have to wait for a sp
old I w as , ho w lo ng licies
which asked how im al s. w ha t ou r ad op tio n and euthanasia po
meless an shelter, I also offer a
how I felt about ho ck to the sh elter. w ha t th ei r other options are.
gh t it ba ar e, an d
I filled it in and brou ce for cats and
be en do in g no th ing else in my lo t of be ha vio ur and training advi
Since then, I've andoned e.
en working with ab dogs over the phon
spare time. I've be way to work. I’d
he ne ve r I can. Vo lu nt eering is a very nice
an im als w le who like
nm en t is gr ea t; th e animals – de fin ite ly re commend it to peop the time
The shelter enviro en dl y an d ev eryone’s al s. Pe rs on al ly, I have been having
e real ly fri an im
and the people - ar eck on the
d. Ev er y day I come in, I ch of my life (h.).
real ly re laxe e any more
ve them th ei r m ed ication, se e if th
Pl ea se le t m e know if you need
animals, gi usually ad to answer
sa ge light on th e phone is blinking (it in formation. I will be gl
mes tasks we
lendar to see what any questions.
is), and check the ca pe th at it’s
gs and I ho
have. The phone rin t Camille
calling w ith a ha ppy ending story, bu English editors.
someone Created by: Author and
Shelter: (noun) a structure that provides privacy and protection from danger. Behaviour: (noun) the way a
person, an animal, a plant, a chemical acts in a particular situation.
AT WORK 113
Learning tip 12 Find five synonyms for the word cat in Text I.
Remember to read the
questions and statements
CAT
carefully before you read
the text again. If possible,
answer, and then go back to a. __________ b. __________ c. __________ d. __________ e. __________
the text again to check your
hypotheses.
13 Read Text II carefully again and answer these questions.
a. What happens if a person doesn’t have much time? Is it possible for him /
her to be a volunteer?
b. What activities can a volunteer do if he / she works for the Humane Society?
c. In your opinion, what are the two most important benefits of volunteering?
14 In pairs, read the text once more and then do the following activities.
a. Think of four questions you would like to ask in relation to voluntary
work, animal shelters, or cat rehabilitation.
b. Write the questions in your notebook.
c. Get together with another pair and ask them to answer them.
d. Answer your classmates' questions.
114 UniT 5
Language Note
THE PRESENT PERFECT CONTINUOUS
1. Read these examples from the texts paying special attention to the parts in bold.
a. We have been working on the campaign for the last seven months.
b. Our volunteers have been doing a wonderful job since they joined the RSPCA.
c. Since then, I have been doing nothing else in my spare time.
2. What do the sentences above express?
a. Actions that finished in the past.
b. Actions that started in the past and still continue.
c. Actions that are happening now.
The answer is b., as you can see in this diagram.
15 Read this conversation between two friends. Underline those phrases that
express actions which started in the past and still continue in the present.
Then, practise the dialogue and act it out in front of the class.
Karl: Hi Will... why do you look so upset?
Will: I’ve been working on a school project all morning!
Karl: Oh, that isn’t nice.
Will: No. And I’ve been trying to finish it, but there’s always somebody
who interrupts me!
Karl: Oh, okay... Am I interrupting you then?
Will: Yes! Everyone has been interrupting me since I got here!
Karl: Dude, I think you need to relax...
AT WORK 115
17 43 Listen to the recording and compare your answers. Then listen, practise,
and role play the conversation with your partner.
18 QUICK SELF-CHECK You are now ready to test your knowledge about the
Present Perfect Continuous tense. Answer these questions using the Present
Perfect Continuous tense of the verbs in the box and your own ideas. 8 pts.
• not listen • rain • study • wait
a. Why is your English so good?
b. He's really angry! Why?
c. Why does the grass look that wet?
d. Can you tell me why she doesn't understand what I have just said?
116 UniT 5
AT WORK 117
Listening target strategy 2 Which of the following (a – f) do you think is acceptable (A) and which
Before listening, look at the title of unacceptable (U) interview behaviour?
the lesson, pictures, questions, and a. _____ Asking for explanations if you don’t understand something.
all the clues you have to get a clearer
idea of what you are going to hear.
b. _____ Being polite.
c. _____ Sitting down only after you are told to sit down.
d. _____ Speaking really loud so that everybody in the room can hear you.
e. _____ Wearing lots of perfume, make-up, jewellery.
f. _____ Wearing neat and clean clothes.
1 2 3
118 UniT 5
7 Mark with a tick () the questions you would expect to be asked
at a job interview.
a. ______ Can you tell me something about yourself?
b. ______ What kind of food do you like?
c. ______ What is the weather like where you come from?
d. ______ Why did you choose this line of work?
e. ______ Why do you want to change jobs?
f. ______ Why should we hire you?
8 46 Listen to the first part of the interview and check your predictions Listening target strategy
in Exercise 7. Take notes while you are listening,
but make sure you write short
9 46 Listen again. Write everything you learned about John in your phrases rather than long sentences.
notebook. Consider the following:
a. Where he is from.
b. How old he is.
c. How he defines himself.
d. Reasons to change jobs.
e. Experience.
f. What he expects from a job.
10 46 Mark with a tick () the qualities that John thinks he has.
a. _____ Agreeable.
b. _____ Cheerful.
c. _____ Good team player.
d. _____ Likes working late.
e. _____ Outgoing personality.
f. _____ Responsible.
g. _____ Sporty.
h. _____ Takes his duties seriously.
AT WORK 119
12 46 Listen to the first part of the interview again. Fill in the blanks in these
sentences with ONE word.
a. Can you tell me a bit _______________ about yourself?
b. Why do you want to _______________ jobs?
c. I have no _______________.
d. And it’s been very difficult to get to work on _______________.
e. I speak fluent _______________ and _______________.
f. I’ve been travelling with _______________ groups of tourists for at least
two _______________.
13 46 Read the second part of the interview and write the questions you think
John is asked. Then listen and check.
Interviewer: ?
John: First of all, the most important thing is job stability, and the
second thing is opportunities for promotion.
Interviewer: ?
John: Skills and abilities? As I said, I think I’m fairly responsible, I’m
punctual, and I’m a hard worker, willing to learn new things.
Interviewer: ?
John: I know that I’d be just starting, so my salary expectations are
not excessive.
Interviewer: ?
John: One thing I’d like to add is that I’m an honest person and if you
hire me, you’ll get an excellent worker.
14 46 Listen to the first part of the interview once more. Number the pictures
in the order the events associated with them are mentioned.
120 UniT 5
Language Note
THE PRESENT PERFECT CONTINUOUS
WITH FOR / SINCE
16 47 Listen to a phone job interview and find the answers to the questions
the girl is asked (a – e).
a. Can you tell me your name and age?
.
b. What position are you applying for?
.
c. Do you speak any foreign languages?
.
d. What are your most important qualities?
.
e. If we hire you, when can you start?
.
AT WORK 121
18 In pairs, talk about the jobs you think the people below are applying for. Ask
and answer these questions. Give reasons for your answers.
a. What qualities do you think each of these people should have for the job
they want to do?
b. What experience is necessary for each of these jobs?
c. What recommendations would you give these people when they apply
for the job?
d. What questions do you think they will be asked at a job interview?
1 2 3 4
122 UniT 5
AT WORK 123
124 Unit 5
presentationsoft.about.com/od/powerpoint2007/ss/2007slidelayout.htm
AT WORK 125
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126 UniT 5
a. Senior b. John Brown, c. Susan and d. Mrs Carole e. Gordon and f. Children g. Deepak
Person / Organisation
3 Look at the pictures, study the clues and write the corresponding sentences using the Present
Perfect Continuous.
Example: wait - 30 minutes.
They have been waiting for 30 minutes.
a. Go to this restaurant - b. Look for a job - finish c. Paint the d. Work out at the
five years. school in June. house - 7 hours. gym - 2 o’clock.
AT WORK 127
1 2 3
4 5 6
128 UniT 5
1 2 3 4
AT WORK 129
23 January, 2011
222 Cosgrove Street
Colchester
Essex, UK
Dear Glenn,
You are asking about what it is like to be a kids have anywhere between 20 and 30 ‘sisters’ to
volunteer. There are some wonderful things and share their things with. If there’s a little plastic toy,
there are some bad things, but the worst thing it doesn’t belong to just one kid; it belongs to all
about being a volunteer is leaving! of them. I was absolutely amazed to see them
colour books together, with maybe one or two
The organisation I worked for places volunteers in taking the opportunity to read out some of the
many countries such as Ghana, India, Thailand, English words.
South Africa, and others.
Another interesting characteristic is that they
Before I had to leave Ho Chi Minh, Vietnam, I was teach one another. The children at the shelter are
sure I would be able to say good bye to my friends between 8 and 15 and on many occasions I saw
without crying, but of course I did cry (If you want one child explaining something to a younger girl,
to call me a wimp, go ahead!) and once I started, helping her with her homework, listening to her
there was a whole round of crying amongst the reading. I think it shows real spirit and character to
kids I’d been looking after for such a long time! If have that much interest and participation in your
you had seen the pain on their faces you would friends’ education.
have cried as well.
You ask if I would recommend volunteering to you
What else can I tell you about the children? Just and others. A million times yes. So far, it has been
that they are amazing little people. Firstly, they the best thing that has happened to me. If you get
SHARE. I remember that when I was a child and I a chance to join one of the programmes, don’t
had to share a toy or a piece of chocolate with my hesitate and go. You will love and remember it for
brothers and sisters, I always wanted to keep the ever. Think that being a volunteer is not only
toy or get the biggest piece of chocolate; these giving to others – it is giving to yourself fond
memories, trust in the human race, and people
who will be close to your heart for ever.
Warm greetings from
Christine
1 Tick (✔) the statement that best summarises the letter. 1 pt.
a. ___ The good and bad times I had as a volunteer.
b. ___ Why people should become volunteers.
c. ___ My wonderful memories of volunteering.
130 UniT 5
AT WORK 131
SPEAKING WRITING
8 Talk about the situations in the pictures. 9 Look at the job application form for the
How are these people dressed? How do position of a bilingual tourist guide. Fill it
they feel? What position do you think in and then write a short application letter
the young man is applying for? What to tell your future interviewers about your
questions do you think he is asked and qualities, likes and dislikes, hobbies, and
what answers does he give? 10 pts. why you want to apply for the job. 10 pts.
, job reference
Bilingual tourist guide
number 02345NT
.
Name
.
Surname
.
Date of birth
.
Nationality
Contact details
Languages spoken .
Sincerely yours
132 UniT 5
Reading You are expected to be able to identify and understand key facts and details.
8 -10 Great Grasped all main ideas and answered most questions correctly.
5 - 7 Good Grasped most main ideas and answered most questions correctly.
2 - 4 OK Grasped some main ideas and answered some of the questions correctly.
0 - 1 Poor Deduced some main ideas and answered just a few questions correctly.
Listening You are expected to be able to identify and understand key facts and details.
8 -10 Great Identified almost all the information correctly. 2 - 4 OK Identified some of the information.
5 - 7 Good Identified most of the information. 0 - 1 Poor Deduced just a few bits of information.
Language You are expected to apply and identify prepositional and adverbial phrases.
8 -10 Great Understood and applied all the items in all cases. 3 - 4 OK Understood and applied some of the items in some cases.
5 - 7 Good Understood and applied all the items in most cases. 0 - 2 Poor Understood and applied a few of the items in very few cases.
Speaking You are expected to describe a situation indicating questions asked and answers given.
Writing You are expected to complete an application form and write the accompanying letter.
AT WORK 133
I
LOAN APPLICATION
Please mail or deliver application form and documents to:
Bank of Long’s world
3429 Princess Highway, Hastings, VIC 3915, Australia
Type of loan: Home Business Playstation 3 ✔Intel Core 2 Extreme ✔Other Vista Ultimate
Names (print): HECTOR DE JESUS RUIZ
Address: 1 AMD place
City: Sunnyvale State: CA Zip Code: 94088
Home Phone #: ------------------ Work Phone #: (408) 7493060 E-mail: hruiz@homemail.com
II N CABINET
KENTUCKY TRANSPORTATIOPLICATION
DRIVER LICENSE - ID CARD AP
Legal Name
Middle: Last:
First: Eye Color:
Sex: Height: Weight:
Soc. Sec. Nº: Date of birth:
Resident Address:
KY: ZIP:
City:
AGE 18 APPLICANTS
PARENT/GUARDIAN – UNDER
(PGS)
Signing for first-time applicant
driving privilege (PGR)
Signing for applicant, restoring
nt for any damage
I am jointly liable with the applica
In accordance with KRS 186.590, tify that my child has a
or guardian of the applicant. I cer
caused, and I am the legal parent ool, pursuant to KRS
enrolled and in good standing in sch
high school diploma or GED or is
159.051 No Pass/No Drive Law.
rdian Relationship to Applicant
Signature of parent or legal gua
ian State
Driver License Nº of Parent/Guard ore me on Date
ardian signed this application bef
The Applicant and the Parent/Gu
Officer’s signature
134
http://www.amazon.com/Essential-Writing-Business-Letters-ebook/dp/B003L0QR3U
135
.
c. Lorna wants to marry a man
.
Carnaby Street
136
137
138
139
SOME WEBSITES
Listening comprehension Extensive list of links for school and home practice.
Song lyrics and activities for ESL; includes matching, http://www.proteacher.com
cloze, and other interactive exercises. Writing
http://www.isabelperez.com/songs.htm Guided Writing Exercises for ESL, EFL, TESOL and
A list of songs with related activities to practise TEFL English Students.
vocabulary, grammar, sounds, etc. http://esl.about.com/library/lessons/bl_guided_
http://www.musicalenglishlessons.org/popsongs/ writing.htm
index.htm Information and resources on how kids learn to
Reading comprehension read, and how adults can help.
Free printable worksheets and activities. http://www.readingrockets.org
http://www.abcteach.com A complete guide to understand the differences
English lesson plans & podcast for studying current between writing formal and informal letters in
events and news. Ready-to-print handouts with English.
downloads & quizzes. http://esl.about.com/library/lessons/blwrite_
http://www.breakingnewsenglish.com informalletter.htm
Speaking Lessons for learners, including fun pages like games,
Resources for teaching English including lesson quizzes and chat.
plans, worksheets, audio, video and flashcards. http://www.englishclub.com
http://www.onestopenglish.com
140
141
142
143
Taken from: Smyth, B.M. (2009). Fish Anthologies: Stories and Poems to Read Online. _____________
Retrieved April 23, 2013, from http://www.fishpublishing.com/short-stories-to-read-online.php
Bother: (n.) an annoying situation, thing, or person. Upholstery: (n.) soft covering on the seats of a car.
144 WoRKbooK
1 Tick (✔) the best title for the short story on Page 141.
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Look for the most important
Traffic problems ideas and underline them. It will
c. ____
be much easier to choose the
d. ____ Lots of children correct title.
2 Read the short story again and correct these false statements (a - e).
a. The driver of the car is Mrs Sweeney.
.
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b. Diamond has ten children.
.
c. Five of Mrs Sweeney’s children are on holiday at the moment.
.
d. Mrs Sweeney’s husband has lost an arm.
.
e. The conversation ended when the telephone rang.
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.
3 Fill in the blanks in these sentences about the short story (a - d) with the best
connector from the box.
• although • as long as • however • if • so • therefore
a. The town’s packed today; , Mrs Sweeney has
managed to do her shopping.
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b. Paddy’s leg was chopped off, he hops around on one.
c. Mrs Sweeny has a very big family, she has to buy a
lot of groceries.
d. It’s an awful bother a person has three legs.
4 Complete these sentences based on the short story. You may use your own
ideas as well.
a. You can move easily through traffic provided that
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.
b. If you have many mouths to feed,
.
c. It is desperate to hop around if
.
d. I realised there was something strange in the conversation when
.
WoRKbooK 145
5 14 Listen to the conversation and identify the speaker who says each of
these sentences.
Listening target strategy Mum Girl Boy
Before listening: a. We are a little worried.
Connect the title of the listening
activity with your previous b. You’re changing, and that can be very confusing.
knowledge about the topic c. I feel I do not know my own body.
(adolescence). This will help you
understand more easily. d. How about some lunch, now?
6 14 Listen again and fill in the blanks in these sentences with only ONE word.
a. Are you having at school?
b. We get very easily.
c. They make me feel as if I’ve said something .
d. Don’t think I haven’t how changeable your mood is.
e. This your mood.
7 Choose the sentence that best summarises the ideas in the conversation.
a. Teenagers always have a fantastic time.
b. Teenage boys are more complicated than teenage girls.
c. Adolescence is a temporary period of changes.
Listening target strategy 8 Complete this chain of events based on the conversation in the Listening
After listening: section using the First Conditional.
To answer Exercise 8, take advantage
of what you already know about the a. If the children have problems, .
topic, and make your own b. If they talk to their mother, .
conclusions. Compare your answers c. If she gives them some advice, .
with a partner.
d. If they feel better, .
e. If they are not so moody, .
146 WoRKbooK
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10 Match the words in the box with their definitions below.
• ANGER • BINGE • FRIENDSHIP • GLOVE • HEALTHY
• PLAYFUL • SHY • SLEEPOVER • SWEATSHIRT • UPSET
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b. The opposite of sick. _______________
c. Introverted or nervous in the company of other people.
_______________
d. The state of being angry. _______________
e. What you wear on your hands when it is cold. _______________
f. When children or teenagers spend the night at a friend's house.
_______________
g. Unhappy or worried. _______________
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h. A period of time when a person does too much of something.
_______________
i. Full of energy and eager to play. _______________
j. A relationship between friends. _______________
11 Read this dialogue and fill in the blanks with some of the words from
Exercise 10. Then, read and practise the dialogue in pairs.
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Mum: Sara! What is this s________ doing on the floor? And these g______??
Sara: It wasn't me, mum. I think it was our dog.
Mum: Oh, it doesn't matter then. He's such a cute and p_______ dog.
Sara: So, you're not angry with him?
Mum: Oh no, a playful dog is the same as a h_______ dog.
Sara: Even when you are in the middle of a cleaning b_______ and you
want everything to be really clean?
Mum: Well, yes. WORKBOOK
Sara: Wow, mum. You've changed.
WoRKbooK 147
E A R T HW A T C H I N S T I T U T E
Non-profit: (adj.) without the aim of making a profit or money. Threatened: (adj.) in danger of suffering
serious damage.
148 WoRKbooK
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Read the text and infer what the
different areas of research may do,
2 Read the text carefully now. Are these statements true (T) or false (F)? by simply reading their names. You
may use a dictionary.
a. The volunteers work together to improve our understanding of
the planet.
b. If you are a member of Earthwatch, you will work side by side with
young children.
3 Read the text again. Which of the areas of research in box A can deal with
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the problems in box B?
A
a. Biodiversity b. Cultural Diversity c. Learning from the Past
d. Monitoring Global Change e. World Forests f. World Health g. World Oceans
B
i. Climate change ii. Declining ocean health
iii. Threatened cultures iv. Unsustainable resource management
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4 Read the text once more and find the answer to these questions.
a. What countries receive support from this organisation?
b. Who are the participants Earthwatch needs to involve in its projects?
5 Complete these conditional sentences from the reading text. Read the text
again to check them.
a. Contact us if .
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b. If you are an EARTHWATCH member, you .
6 22 Listen to the interview and tick (✔) the correct alternative (i - iii) to
complete the sentences (a - c). Reading target strategy WORKBOOK
a. One of my neighbours helped to set up the IRC way back in . Before listening:
i. ___ 1980. ii. ___ 1981. iii. ___ 1982. Before you listen to the interview,
read all the sentences and
b. I’ve been on eight missions abroad – seven earthquakes and a . alternatives. In this way you will
i. ___ hurricane. ii. ___ tornado. iii. ___ tsunami. be more prepared to tick the
c. We carry our own specialist equipment for finding and saving people correct answer.
who are trapped in collapsed .
i. ___ buildings. ii. ___ houses. iii. ___ structures.
WoRKbooK 149
VOCABULARY
Listening target strategy
While listening: 9 Read the definitions and find the words in the reading and listening texts on
Take notes while you are listening Pages 148 and 149. Compare answers with a partner.
and focus on answering the
questions you have been asked.
a. A person who does a job without being paid for it. V______________
b. A large cupboard for hanging clothes in. W_______________
c. The regular pattern of weather conditions of a particular place.
C_______________
d. An area of land which is thickly covered with trees. F_______________
e. A device that is used for recording sounds or for making sounds louder.
M_______________
f. To help or encourage somebody or something. S_______________
g. A person who lives next to or near you. N_______________
h. To save somebody or something from a dangerous situation.
R_______________,
10 Use some of the words in the Crossword puzzle to fill in the blanks in
these sentences.
a. and engineers are working together to find a solution.
b. Environmental groups strongly our proposal.
c. His only chance of was a liver transplant.
d. Only some people are aware of the threat of global change.
e. Our next-door are very noisy.
150 WoRKbooK
ALAsKA
WORKBOOK
CooLWoRK sUMMER ADvENtUREs
Alaska
I. Work in the beauty of Coordinator, Store Clerk,
Alaska’s rainforest – choose Driver, Boat Captain, and
from our great variety of Deckhand.
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summer jobs!
VI. Applicants must have a
II. Our guests experience the strong commitment to risk
beauty of our forest and management. Our tours
wildlife while flying across involve working at great
a series of steel dual cable heights, so it is very
zip lines and traversing sky important that a successful
bridges perched high in the applicant have the
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trees. Our expertly trained willingness and
guides ensure guest safety commitment to take on
and enjoyment. responsibility for
participants’ safety at all
III. Alaska Canopy Adventures times. ACA will train the
operates excursions in qualified applicants to be
Ketchikan and Juneau. Our the best at their job. All
goal is to provide the best trainees must pass a written
and most memorable tour and on-the-job skills test
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experience in Alaska! prior to guiding.
IV. Safety and customer service VII. Click on ‘Learn More’ to
are our top priorities, and read valuable information
we are always looking for about employment with
energetic people to join our Alaska Canopy
professional team! Adventures. After
reviewing the complete Job
V. Available positions include Description, follow the WORKBOOK
Canopy Guide, Course links to download an
Supervisor, Tour employment application.
Coordinator, Lead Tour
Our positions fill up quickly, so don’t waste any time and apply today!
Adapted from: (1995). Alaska canopy adventures. Retrieved February 17th, 2005,
from http://www.coolworks.com/profile/alaska-canopy-adventures/
WoRKbooK 151
Name of company:
Location:
Places where they operate excursions:
Available positions:
Training offered:
How to apply:
Reading target strategy
After reading: 3 One of your friends wants to get a job with ACA. Complete these sentences
You can take some ideas from the
text to complete the sentences.
with proper recommendations and suggestions.
Pay attention to the way the verbs a. First of all, you should
go when they are next to words or
b. To improve your possibilities, you might
phrases such as should, might,
you'd better. c. To make sure you are considered for the position, you’d better
152 WoRKbooK
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b. Apart from dancing, why do people go to discos nowadays? questions and ignore the rest.
ORF HET CUSIM .
c. What do DJs often operate at once?
EHRTE BASTRENLUT DAN NEO RO WOT DC REPYSAL
.
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a. To play with the records and use the huge modern decks, you
.
b. When you arrange and build a set at a club, you
.
VOCABULARY
7 The words in the box appeared in Unit 2. Use some of them to fill in the
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blanks in the sentences (a – d). Then, make new sentences with three of them.
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8 Which words in the reading text COOLWORK SUMMER ADVENTURES
correspond to these descriptions (a - e)? The number of letters in each word
is indicated by the number of lines ( ).
a. : (noun) a person who makes a formal request for
something (applies for it), especially for a job, a
place at a university, a scholarship, etc.
b. : (noun) a strong hard metal that is made of a WORKBOOK
mixture of iron and carbon.
c. : (noun) animals, birds, insects, etc. that are wild
and live in a natural environment.
d. : (adj.) placed in a high and / or dangerous position.
e. : (noun) several different sorts of the same thing.
WoRKbooK 153
pa
rk
ou
r
154 WoRKbooK
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While reading:
Underline the most important idea
2 Read the text quickly. What is its purpose? Circle the best option. in each paragraph. It will be easier
for you to get the general idea and
a. To promote parkour.
purpose of the text.
b. To describe parkour.
c. To list the risks of parkour.
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• by • by • by • from • from • for • in • of • over • to
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c. Three essential components of parkour training.
, , .
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1st 2nd 3rd
a. Fear of getting hurt
b. Legality of parkour
c. Parkour training at home
6 39 Write who said these sentences, the presenter (P), Jack (J), the 1st, 2nd, or
3rd caller. Careful! The sentences are not in the order they appear in the WORKBOOK
programme!
a. Thanks again, Jack. And the last call for today.
b. Practising parkour movements isn't the only part of training.
c. My friends and I would like to start a parkour community in Maryland.
d. Hi, I’m Devin.
e. Hello, my name’s Wanda. I’d like to practise parkour.
WoRKbooK 155
VOCABULARY
9 Read this dialogue and fill in the blanks with words from the text. Then,
practise it with a partner.
Bill: Look! That guy is jumping from that roof!
Listening target strategy Paula: Yes, he's doing ________.
While listening: Bill: Parkour? What's that?
If there are words or phrases that
you don't understand, pay attention Paula: It's a sport that consists of moving from one point to ________. It's
to the context and make use of your also called ________.
previous knowledge about the topic. Bill: It must be very difficult.
Paula: It is. You need to be an ________ to do it.
Bill: I guess so. You could break a bone if you're not. It's very ________.
10 Write the missing letters to complete these words (a - f) that appeared in the
listening text. The definition is provided.
a. C : a group of people who share the same
religion, race, job, interests, etc.
b. R :
afraid, feeling fear.
156 WoRKbooK
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I. As we drove towards the orphanage, the city was just waking up. I
stared out of the car window and saw Calcutta for the first time. Old
women in pink sari were filling buckets with water from taps at the
side of the road; they have been doing this for ages, as there is no water
supply in many places. As we drove past a street market, I saw skinny
young men running around, setting up their stalls.
II. My companion told me she was sure I would enjoy working at the
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orphanage. “I have been working with the youngest children only since
last year; I’m in charge of feeding them and it’s great,” she said.
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III. The orphanage was a simple concrete building. When we
entered, a group of children ran up to us, shouting and
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laughing. Several volunteers came to meet me; one of them said:
“We have been preparing your welcome party for two weeks, so
come and enjoy the children’s presentation.” While we waited,
one of them told me a little about the place.
IV. “There are about 40 children in the orphanage, all under six.
Many of them have been living here since the orphanage opened,
three years ago. Some have mental or physical disabilities and
have been abandoned by their parents. In some cases, their WORKBOOK
parents have brought them to the orphanage because they are
too poor to look after them. However, the children seem happy
here. They have found a home and people who love them.”
Sari: (noun) a long piece of fabric that is wrapped around the body and worn as the main piece of clothing,
especially by Indian women. Tap: (noun) a device for controlling the flow of water from a pipe or container.
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Paragraph: Paragraph:
3 4
Paragraph: Paragraph:
158 WoRKbooK
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While listening:
a. There are classes to assess your ability and your aptitude. To succeed in Exercises 3 and 4, pay
b. We are short of volunteers! exclusive attention to the sentences
c. What kind of people call the Samaritans? they show you, and ignore the rest.
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b. Why a Samaritan?
c. You may well learn in that time that you’re !
5 48 Listen to the interview again and find the answer to these questions (a - b).
a. Why does our society need the Samaritans?
b. If someone wants to be part of the Samaritans, what should they do?
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6 48 Read the text and listen to the interview again and provide the required
information using the Present Perfect Continuous.
a. Water from taps at the side of the road. How long?
Women .
b. Preparation of welcome party. How long?
. Listening target strategy
c. Result of being short of volunteers at the Samaritans. While listening:
Henry .
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Take advantage of the text and the
interview. They will tell you exactly
VOCABULARY what to write in Exercise 6.
7 Read the clues (a – p) to find the letters that form a phrase related to this unit.
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __
a. b. c. d. e. f. g. h. i. j. k. l. m. n. o. p.
a. The second letter in Britain’s most famous h. The first letter of the alphabet.
writer’s surname. i. The first letter in the opposite of yes.
b. The first letter in the name of one of the j. The letter used to refer to oneself.
Bronte sisters. k. The letter normally used to form regular plurals.
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c. The first letter in a lovely feeling. l. The beginning of Alice.
d. The last letter in the road sign that indicates that m. The first letter in the piece of furniture with a flat
you can’t drive on. top supported by legs.
e. The first letter in the name of a very famous n. The second letter in the last meal of the day.
Hollywood prize. o. This very same letter.
f. The fourth letter in the second month of the year. p. The first letter in a prominent part of your face.
g. The last letter in the opposite of small.
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1 Present Simple
We use the present simple for:
• regular actions and routines, often with a time expression (see below): We go abroad every year.
• permanent situations: Steven Spielberg makes great films.
• general truths: The sun rises each morning.
• fixed timetables: The film doesn´t start until 8 p.m.
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161
4 Past Continuous
We use the past continuous for:
• actions in progress at a specific moment in the past: I was working last night at 9.00.
• temporary action or situations in the past: In November last year, we were studying for our final exams.
• two actions in progress at the same time in the past: I was reading while my friends were playing
cards.
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8 Future Simple
We use the future simple for:
• predictions about the future when there is no present evidence: I think life in the future will be quite
different from now.
• decisions and offers made at the time of speaking: Don´t worry about the washing-up. I´ll do it!
• promises, offers and requests: I won´t forget, I promise! / We´ll give you a hand with your homework.
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can (not)
am/are/is (not) able to
could (not)
was/were (not) able to
should (not) swim in the river.
I
ought (not) to eat or drink in class.
You
had better study harder.
He
will/won´t play football.
She
would (not) clean the bedroom.
We
must / mustn´t do homework.
They
have / has to pay in advance.
You
don´t/doesn´t have to
need(s) to
needn´t
may (not)
might (not)
1 Ability
We use:
• can / be able to for present and future ability: Can you drive? I´ll be able to visit you next week.
• could / be able to for past ability: I could swim when I was six.
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4 Lack of obligation/necessity
We use:
• don´t / doesn´t have to for lack of obligation in the present or the future: We don´t have to pay for the
trip. It´s free!
• needn´t for lack of necessity in the present or the future: You needn´t get up early on Saturdays.
5 Possibility
We use:
• may and might to say that something is possibly true now or in the future: They aren´t at home - they
may / might be on holidays.
• may not and might not to say that something is possibly not true now or in the future: He may not /
might not want to come with us because he is very tired.
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If + present simple + modal verb. If we need help, we can ask the teacher.
If + present simple/
If my parents agree, I may go abroad for the
continuous/perfect + modal
summer.
verb.
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A prepositional phrase will function as an adjective or adverb. As an adjective, the prepositional phrase will
answer the question Which one?
The sweet potatoes in the vegetable bin are green with mold.
Which sweet potatoes? The ones forgotten in the vegetable bin.
As an adverb, a prepositional phrase will answer questions such as How? When? or Where?
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SPEAKING 10 You are expected to be able to complete and participate in a guided dialogue. You should fill in the blanks with the expressions in this order:
I’m not sure – your opinion – if you ask me – not certain – I can see – from my point of view.
Task Score Language Score Interaction Score Your score
Completed the dialogue with five or Fluid interaction, good pronunciation,
4 Practically no language mistakes. 4 no hesitation. 4
six of the correct expressions.
Completed the dialogue with three 3 Fluid interaction, a few pronunciation
3 Very few language mistakes. 3
or four of the correct expressions. mistakes, a minimum of hesitation.
Completed the dialogue with one or 2 Fluid interaction, some pronunciation
2 Some language mistakes. 2
two of the correct expressions. mistakes, some hesitation.
Used only one of the correct 1 Language mistakes interfered with 1 Interaction affected by pronunciation 1
expressions. comprehension. mistakes, a lot of hesitation.
UNIT 2
SPEAKING 10 Assign points according to these criteria.
Task Score Language Score Interaction Score Your score
Talked to a partner using all the Fluid interaction, good pronunciation,
4 Practically no language mistakes. 3 3
expressions suggested. no hesitation.
Talked to a partner using most of the Fluid interaction, a few pronunciation
3 Very few language mistakes. 2 2
expressions suggested. mistakes, a minimum of hesitation.
Talked to a partner using some of Fluid interaction, some pronunciation
2 Some language mistakes. 1 1
the expressions suggested. mistakes, some hesitation.
Tried to talk to a partner, but used
Language mistakes interfered with Interaction affected by pronunciation
very few or none of the expressions 1 0 0
comprehension. mistakes and a lot of hesitation.
suggested.
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UNIT 3
SPEAKING 8Assign points according to these criteria.
Task Score Language Score Interaction Score Your score
Correct description of problems and Fluid interaction, good pronunciation,
4 Practically no language mistakes. 3 3
appropriate advice. no hesitation.
Correct description of most of the problems, Fluid interaction, a few pronunciation
3 Very few language mistakes. 2 2
mostly appropriate advice. mistakes, a minimum of hesitation.
Correct description of some of the Fluid interaction, some pronunciation
2 Some language mistakes. 1 1
problems, fairly appropriate advice. mistakes, some hesitation.
Poor description of problems, Language mistakes interfered with Interaction affected by pronunciation
1 0 0
weak advice. comprehension. mistakes and a lot of hesitation.
Possible answers B: You should tell the person how you feel. B: You’d better talk to your parents first, and then visit a pet
A combination of ought to, had better, might want to. c. A: I’m not sure what to study in the future. shop or a vet.
a. A: I need to buy an inexpensive gift. B: You should consider your skills and what you really e. A: I would really like to invite him / her out.
B: You might find something at the crafts fair. like. B: You should call or text him / her now and invite him / her to
b. A: I’m in love, but I am keeping it secret. d. A: I would really like to have a pet. the cinema.
WRITING 9 Use the information provided in the short advertisement to develop it into a full one for the position of a personal assistant. You should include all the parts
indicated: the job location, the profile of the ideal candidate, and his / her duties. You must use the structures learnt in the lesson to indicate advice / recommendations /
suggestions. The advertisement should be coherent and proofread to eliminate grammar and spelling mistakes. Assign points according to these criteria.
Task Score Language Score Interaction Score Your score
Wrote the job advertisement following all Practically no grammar or Correct spelling, letter format, and
4 3 3
the indications. vocabulary mistakes. number of words.
A few spelling mistakes, slightly
Wrote the job advertisement following Very few grammar or vocabulary
3 2 incorrect format, and a small difference 2
most of the indications. mistakes.
in number of words.
Several spelling mistakes, rather
Wrote the job advertisement following Some grammar and vocabulary
2 1 incorrect format, and significant 1
some of the indications. mistakes.
difference in number of words.
Tried to write the job advertisement, but Grammar and vocabulary mistakes A lot of spelling mistakes, incorrect
1 0 0
followed very few of the indications. interfered with comprehension. format, and too short.
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WRITING 11 You should be able to write an itinerary for a trip with at least five bullet points.
Assign points according to the following criteria.
Task Score Language Score Interaction Score Your score
Wrote the itinerary following all the 4 Practically no grammar or 3 Correct spelling and format. 3
indications. vocabulary mistakes.
Wrote the itinerary following most 3 Very few grammar or vocabulary 2 A few spelling mistakes and slightly 2
of the indications. mistakes. incorrect format.
Wrote the itinerary following some 2 Some grammar and vocabulary 1 Several spelling mistakes and rather 1
of the indications. mistakes. incorrect format.
Tried to write the itinerary, but 1 Grammar and vocabulary mistakes 0 A lot of spelling mistakes and incorrect 0
followed very few of the indications. interfered with comprehension. format.
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