I2 PDF

UIMP - English Immersion Course
General I2 - Student book
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Contents
I2 UIMP - English Immersion Course I2 UIMP - English Immersion Course
English Immersion Course

Introduction:
Preface:
This course has been designed for students taking part in the Universidad Internacional Men-
dendez Pelayo who wish to focus on those abilities which will allow them to develop oral skills
while discussing a number of topics relevant to modern day life and at the same time helping
them for the professional and practical situations they may encounter in the future.
The methodology employed is that of an interactive and practical approach to learning where
they will be called upon to use the new language from the very beginning.
Each chapter focuses on a certain topic which is relevant to all students and incorporates activi-
ties such as debates, role-plays, discussions, interview practice, meeting practice and present-
ing throughout.
Photo credits: public domain, morguefile, www.wikipedia.com, or Berlitz Corporation unless otherwise noted.
Copyright © 2015 Berlitz Corporation
All rights reserved. No part of this proposal may be reproduced or transmitted in any form or by any means, electronic or mechanical,
including photocopying, recording or by any information storage and retrieval system without permission in writing from the Publisher.
English Immersion course - UIMP Developed by Ailice Watson and Simon Williamson
For use exclusively with Berlitz classroom instruction

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I2 UIMP - English Immersion Course - Index I2 UIMP - English Immersion Course - Index
Chapter 1.2 Presentations ... page 6 Chapter 3.3 Crime and Punishment ... page 60
Topics: What makes a good presentation Grammar: Verb tense review (from grammar review) Topics: Different crimes Grammar: Passive voice with ‘get’
Choosing a topic World crime rates
Presentation body language Sentencing
Structure of a presentation Alibis
Audience rapport Strange laws
Nerves Witnesses
Chapter 1.3 English 101... page 16 Chapter 4.1 Interviews ... page 68
Topics: Intonation Grammar: Phrasal verbs (animals) Topics: Interview mistakes Grammar: Past perfect
Tongue twisters Emotions
Running dictations Bad answers
Facts about the English language Skills
Pronunciation Strengths and weaknesses
Your difficulties with English Interview questions
Chapter 4.2 Entertainment ... page 76

Chapter 2.1 Education ... page 22
Topics: Describing films Grammar: Reported speech
Topics: Problems with the education system Grammar: Past modals Genres
Qualifications Making trailers
Pros and cons of university The news
Finnish education system Music and song writing
Homework Reading habits
Useful subjects
Chapter 4.3 Technology and The Future ... page 84

Chapter 2.2 Sport ... page 30 Topics: Personal technology use Grammar: Advice structures
Topics: Unusual sports Grammar: Adverbs Computers and the Internet
Making rules Important inventions
Top 5s Advertising technology
Commentating Emoticons
Inventing sports Creative thinking
Gender and sport
Chapter 5.1 Your Footprint ... page 92

Chapter 2.3 Going Places ... page 36
Topics: Quiz Grammar: Gerunds and infinitives
Topcis: Travel survey Grammar: Wish/If only Environment discussion
Preparing for a trip Bucket lists
Choosing accommodation Endangered animals
Budgets Making changes
Alcohol Lateral thinking
Describing landmarks
Grammar review ... page 104
Chapter 3.1 Professional Life ... page 46
1. Simple present 8. Past perfect progressive 15. Conditionals (Types 0,1,2,3)
Topics: Jobs we wanted as children Grammar: Adjectives and prepostions
What makes a good job 2. Present progressive 9. ‘Used to’ 16. Passive voice
World work facts 3. Simple past 10. Simple future 17. Reported Speech
Careers in society 4. Past progressive 11. Future with ‘going to’ 18. Common Errors
Digital nomads 5. Present perfect 12. Future progressive 19. Make vs. Do
C.V. writing 6. Present perfect progressive 13. Future perfect 20. Possessive forms
7. Past perfect 14. Future perfect progressive
Chapter 3.2 Culture and Society ... page 52 Pronunciation tips ... page 114
Topics: Describing people Grammar: Used to/be used to/get used to
Cultural traditions Adjectives of personality 1. Silent consonants 4. The -ed ending
Living in a different country Phrasal verbs 2. Voiced and voiceless consonants 5. Untressed vowels
Jokes and humour 3. The -s ending
Food and identity
Eating etiquette Audio Script ... page 116
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UIMP - English Immersion Course 1.2 Presentations
1.2 Presentations
Chapter 1.2 Presentations
Chapter Activity 1 - What do we need to do?
What is a presentation?
When was the last time you gave a presentation?
Overview What went well?
What didn’t go quite so well?
Topics
How did you feel before and after?
What makes a good presentation
Choosing a topic
Presentation body language What are some differences between the presentations you have seen and done in the past and the presentations that
Structure of a presentation you will do on this course?
Audience rapport
Nerves
You probably already have an idea of what a good presentation should be like so let’s make the most of your knowledge and you
can help each other. Work with a partner and come up with 5 tips for giving a fantastic presentation.
You can look at everything from body language to vocabulary but please be specific! We’ll help you with the first tip…PREPARE!!!
Objectives Share your tips with the rest of the group.
Discuss the qualities of a good presentation
Focus on the importance of body language
Discuss what makes a good presentation topic
Practise creative fluency
Discuss the structure of a presentation
Practise making attention grabbers
Deliver a practice presentation and assess presentations by your peers
Look at ways of reducing presentation nerves
Grammar/Vocabulary
Presentation language Chapter 1.2 Presentations
Activity 2 - Body Language
Good public speaking isn’t only about the speaking. Non-verbal communication also plays a big part in the way we
relate to the audience and the way that they, in turn, relate to us. Non-verbal communication can help us to:
• Convey emotion • Regulate the flow of communication

• Reinforce relationships between people • Reinforce or modify what we say with our words
• Give feedback
Which of the above is shown in the example below?

You ask someone if they’re OK. They respond with, ‘yeah, fine thanks’ but their head and shoulders are slumped and they’re not
smiling. You know that they’re not OK despite their choice of words.
Can you think of any more examples of non-verbal communication?
Now let’s see if you really know what you’re talking about.
Take it in turns to stand up and introduce yourselves but try to use the worst presentation body language you can think of. This
should be an example of what not to do.
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1.2 Presentations 1.2 Presentations
Chapter 1.2 Presentations Chapter 1.2 Presentations

Activity 3 - Fluency Challenge Activity 3 - Fluency Challenge continued...
In the first 2 activities, you have shown us that you know what you should and shouldn’t do when giving a presentation. It’s
simple enough right? The only thing is, on this course, you have to remember all of that and do it in English.
The focus of your presentation is communication. We want you to communicate an idea in English. You won’t be punished if the
grammar isn’t perfect. Nobody will hate you if the vocabulary isn’t pronounced correctly. You will be forgiven for being nervous.
The only real problem will be if you don’t speak so let’s practise.
A good imagination will help you here.
For the next challenge everybody should take 5 small pieces of paper and write a different noun on each one.
Don’t use people’s names unless they are celebrities.

Here is an example of 5 possible nouns:
Rabbit, apple, socks, Barack Obama, Mexico
Work in pairs – close your eyes – when you open your eyes, your partner will be showing you one of the photos from this page or the one
Put all of the papers face down in a pile in the middle of the table and take it in turns to select 2 and tell stories that con-
opposite. Try to talk about the photo for 1 minute. You can say anything you like just try not to stop talking until your teacher stops you.
nect them.
Each story should last 1 minute.
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1.2 Presentations 1.2 Presentations

Activity 4 - Structure Activity 6 - Focusing on the Audience
Presentations are usually divided into three parts. The names of these parts can vary but they are usually referred to as: Some people are natural public speakers. They enjoy being the centre of attention and have no problem getting people to
engage with them. Sadly, this is not the case for many of us and we have to practise to get it right. When we feel nervous
the temptation is to shut down. We look down at our paper, finish the presentation as fast as we can and sit down before
INTRODUCTION, MAIN BODY, and CONCLUSION anyone can ask us any questions. Logically we know that this isn’t the way to do a good presentation but it can be hard to
or think logically when we feel so nervous.
BEGINNING, MIDDLE, and END
In a 10 to 15 minute presentation, how long should each part last? Why do you think it is so
What can happen if you Who does it help more, the
important to make a good
Which part is the most important? don’t build a good rapport audience or the speaker?
connection with the audi-
with the audience?
ence?
Studies have shown that speakers’ anxiety levels drop considerably after the first 30 seconds of a presentation so it´s a
good idea to pay special attention to the preparation of your introduction to get you through these tricky first seconds.
3 strikes and you’re out!

Look at the following elements of a presentation and decide into which parts they should be put.
• Give your opinion/some advice Individually, each one of you should now prepare a very short introduction to a topic you find easy, like your home-
town.
• Give an idea of how long the presentation will take
• Pause between important points Take turns to stand up and give your mini presentations while taking care to make eye contact with everyone in the
• Catch the audience’s attention audience.
• Use a famous quote

Audience challenge – Pay attention to the speaker but stick out your tongue every time they don’t make eye contact
• Summarise the main points of your presentation with you for 10 seconds or more. When they look at you again, put your tongue back. If you stick out your tongue 3
• Say why you chose your topic times, the next time the speaker doesn’t look at you, go to sleep. Rest your head on the table and close your eyes
until the end of the presentation.
• Use clear concise sentences for important points
Speaker challenge – Don’t let them fall asleep! Each time you see someone with their tongue out, look at them as
quickly as you can.
Chapter 1.2 Presentations

Activity 5 - Choosing the Right Topic
One of the most difficult challenges regarding these presentations is choosing the right topic. There are unlimited options so
how do you narrow them down?
Work with a partner and look at the possible topic suggestions below. Decide if you think each one is a good or bad choice
and why you think so.
Your hometown Unusual Traditions The Environment Your Holiday How to Study
Your Degree Facebook Your Hobby Addictions Books
How did you decide what makes a good topic?

Now, for the ones that you decided would be bad choices, how could you change the titles to make them better while still keep-
ing the theme?
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1.2 presentations 1.2 presentations

Activity 7 - Useful Language Activity 8 - Attention Grabbers
Welcoming the audience and introducing Introducing the subject

Attention grabbers are an essential part of a good introduction. They help the audience to engage with the subject
and they can help the speaker to build a good rapport with the audience.
• Good morning and thank you for coming to my presenta- • I’m here to explain…
tion... Look at the ideas below and think about how and why they could be effective. Which ones appeal to you more as an
• I’d like to start/begin by...
audience member?
• Hello everyone, as you know my name is… • Let’s begin by...
• Good morning ladies and gentlemen. Allow me to introduce • I’ve chosen this topic because…
myself… Tell a joke Tell a story Show a picture or diagram
• Hello, it’s great to see you here today. As I’m sure you re-
member, my name is… Play a game Present a statistic Make a statement
Transitioning Contrasting ideas
• However…nevertheless…although Let’s focus on the idea of a game. How can you play a game in your introduction?
• Let’s move on now...
• On the one hand…on the other hand It’s not an easy thing to do but it’s possible and this section will show you how.
• So, moving on...
• If we can turn to the next... You will need to consider the following:
• Let’s go onto the next... Does the game need a lot of preparation?
• Moving forwards/ahead...’ Will it give energy to your presentation?
Will the instructions be simple and easy to understand?
Ordering Is it relevant to your topic?
• Firstly...secondly...thirdly...lastly... Will the audience be able to do it?

• First of all...then...next...after that...finally... Will it make people smile?
• To start with…now…last but not least… The answer to all but the first question should be YES!
Giving examples
So what can we play? Well, the list could be endless depending on your imagination but here are some
• For example/ For instance/ Such as basic ideas that you can use to practise now.
• A good example of this is…
Taboo – speaker describes something for the audience to guess
Charades – speaker acts something out for the audience to guess
Analysing a point
Matching – audience makes pairs eg. Pictures and words, cities and monuments etc.
Pictionary – speaker prepares pictures for audience to guess
• What I mean is… A quiz – 3 multiple choice questions
• Where does that lead us? A puzzle – pictures cut into 6 pieces. Audience makes the puzzle to guess the image
• Let’s consider this in more detail... A competition – could be any of the above with the added element of competing to give the answer. A
• What does this mean for…? good way of doing this is grabbing the pen. The speaker puts a pen in the centre of the table. The first
student to grab the pen can give the answer.
Concluding
• To conclude/ In conclusion/ To sum up

Working in pairs, choose one of the following topics and prepare one of the above games to play with the other group.
• Right, let’s sum up, shall we?
Top Tip: Pay special attention to the instructions. It’s very important that the audience understands what they need to do
• Finally, let me remind you… and when they need to do it.
Sports Movies Music Food Animals Travel
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1.2 presentations 1.2 presentations

Activity 9 - Getting Rid of those Nerves Activity 10 - Practice Presentations
Unfortunately there is no magic answer to this old problem. Everybody reacts differently and different things help dif- Work in pairs and brainstorm some possible presentation topics. When you have your list, choose one topic each and
ferent people. Here are some common tips for reducing nervousness. prepare a short, individual presentation about your topic. Don’t worry about the facts for this activity, you don’t have long to
prepare so you can invent any statistics or details that you need. Try to take into account the different things that have been
covered in this chapter.
Be well-pre- Get enough

pared Know your topic sleep the night Stand up and give your presentation. It shouldn’t be longer than about 2 minutes.
before
Feedback - This is your opportunity to see what your peers do well and what they need to work on. This activity will serve
as a guide for things you can focus on in preparation for Friday. Complete the table below for each of your classmates.
Don’t be too hard on each other.
Name What went well What could be improved

Don’t expect per- Imagine the
fection audience naked
(only joking).
Practice
Stay Hydrated
Breathe deeply
Homework - Everybody needs to choose three possible topics for their presentations on Friday. Your teacher will
discuss these topics with you in the next lesson and help you to decide which is the best choice.
Hopefully, during this course you’ll do so many things Give some thought as to why you want to choose each topic and what could be interesting for the audience.
together that by Friday, you won’t feel nervous any-
more. As a start, why not try the activities below?
Activity 1 - Work with a partner, look into each other’s

eyes and start talking while maintaining eye contact.
This should not be a conversation; you should both
be talking at the same time. The first person to laugh
or stop talking is the loser.
Activity 2 - As a whole group you should all start talk-

ing at the same time. After a minimum of 10 seconds,
one of you should stop talking and the others should
try to stop at the same time. The idea is that you’re
speaking and paying attention to the others at the
same time. The student that stops speaking first is
just whoever stops first, it is not decided beforehand.
Can you all manage to stop at the same time? You
have 3 attempts.
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UIMP - English Immersion Course 1.3 English 101
Chapter 1.3 English 101 Chapter 1.3 English 101

Activity 1 - It’s not what you said...
Overview What’s more important, what we say or how we say it?

Topics
Intonation Walk around the room and say the word ‘hello’ to each other in the following ways.
Tongue twisters Your teacher will tell you when to change.
Running dictations
Facts about the English language
Pronunciation 1. As if you were greeting your boss
Your difficulties with English 2. As if you were greeting your best friend
3. As if you were greeting a very attractive person in a bar
Objectives 4. As if you were greeting a person you really don’t like
Look at how intonation can change meaning 5. As if you were greeting a very old person
Practise making the ‘y’ and ‘j’ sounds 6. As if you were greeting a baby
Use running dictation to improve pronunciation
Focus on how you pronounce certain words
Learn some facts about the English language Now look at the sentence in the pink box and practise reading it by stressing the words in blue. Your teacher will model it for
Help each other overcome difficulties with English you. Can you see how the implicit meaning changes depending on where the stress is?
Grammar/Vocabulary
Animal phrasal verbs Work together to match the differently stressed sentences with the implicit meanings.
1. I love your new haircut. Emphasis of natural meaning.
2. I love your new haircut. Implies that the speaker didn’t like the old haircut.
3. I love your new haircut. Implies that someone else doesn’t like the new haircut.
4. I love your new haircut. Implies that there is somethng else new that the speaker doesn’t like. E.g. a shirt
5. I love your new haircut. Implies that the speaker doesn’t like someone else’s new haircut.
You see what a dangerous world intonation can be?

Now let’s focus on a different sentence.
I didn’t say you should kiss him.
Once again, each different word can be stressed giving the sentence a
different meaning. Work in groups and choose which word in the sen-
tence you would like to stress and how it would change the meaning.
Now make a short dialogue. Your dialogue should contain:
The sentence The correct stress The correct meaning
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1.3 English 101 1.3 English 101

Activity 2 - Easy for you to say Activity 3 - The English Quiz
Sitting down for too long can get boring so it’s time for you to move around a bit. We’re going to test your pronunciation,
Get into two teams to answer the following questions about the English language:
memory and speed with these short running dictations.
You’ll need to work in groups of 2 or 3. One person from each group should take their notepad and pen and sit in a corner
of the room while the others should go to the opposite side of the room where the teacher will put one of the paragraphs. 1. True or false; 11% of the English language is just the letter e.
You need to read, remember, run and repeat. The person with the pen and paper must copy everything their partners tell 2. How many different spellings of the sound; “ee” /i/ can you find in the following sentence?
them, even if it sounds strange. “He believed Caesar could see people seizing the seas.”
You can make as many return trips as necessary but you can’t spell or explain any of the words, it must all be done with 3. True or false; ‘Pronunciation’ is one of the most mispronounced word in the English language.
your pronunciation. Exaggerate where necessary. 4. Approximately how many new words are added to the English dictionary every year?
The winning team is the team that finishes first but you will lose 1 point for every mistake made. a. 4 b. 40 c. 400 d. 4000
5. How many countries have English as the official language?
6. What percentage of the population of the world speaks at least a little English?
7. What percentage of the information stored on computers worldwide is in English?
1.Her hair is long on her head and his hair is short but his heart
is good and feels full of life. The air we breathe helps us live our a. 20% b. 40% c. 60% d. 80% e. 100%
lives and life is hard but I hear good things come to those who 8. In which year was the word ‘selfie’ added to the dictionary?
wait. 9. The word ‘set’ has the most definitions of any other English word. Can you think of 3?
10. 90% of English text is composed of how many words? a. 1000 b. 5000 c. 10,000 d. 50,000
2. A bird was drinking beer with bread when he saw a man with
a great big beard. Is that beer asked the man? It is said the bird.
Would you like some? But then a bear came and drank the beer. Chapter 1.3 English 101
Activity 4 - What a mix up
3. They say she sells sea shells but she says the shells aren’t As a non-native speaker, it is very easy to confuse certain sounds in English. In this activity we’re going to look at the ‘Y’
sea shells and she doesn’t sell them. She says she sells sheets like in ‘you’ and the ‘J’ like in ‘juice’. Go around the room and practice saying these words with your teacher.
to cover seats. So why do people say she sells shells? The seat
sheets are better anyway.
Yoghurt Jacket
Yoga Jogging
4. The sheep bit the fit farmer on the foot so the fit farmer beat Yoyo Junk
the sheep but not on the feet. His wife wanted to eat the sheep Yeti Juice
so she bit it and hurt her tooth. The farmer didn’t want to eat it
and hurt his teeth. Yellow Jet
Young Jug
Yet Jellyfish
5. The best vet works on a boat in the very wet river. She wears
a velvet vest and eats very berry ice cream in her bed. She Practise this by screwing up a piece of paper and
doesn’t vote on the boat but she bets with other vets over who throwing it to each other in pairs. Each time you
will be the best.
catch the paper, you have to say the next word
in the list. If you hesitate, drop the paper or make
a mistake, you lose a life. Everyone starts with 3
lives.
6. Their mum does many things. She relaxes on beaches and
catches fish. She watches them play volleyball and kisses their
heads. She washes dishes and makes the beds and she man- 10-1000 9-… 8-2013 7-80% 6-25% 5-Around 65 4-4000 3-True 2-7 1-True
ages 100 employees.
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1.3 English 101 1.3 English 101

Activity 5 - The Phone Game Activity 6 - English is barking mad
Here is a short story. Read it together and underline the

This next activity is a great way to practise pronunciation and numbers. The example given here is the really tricky version phrasal verbs.
with vowel sounds but you can choose your own to put in the blank phone as long as they are in pairs. It could be a good
way to sort out your B/V sounds if you choose words with those letters; bed and vet work well, or best and vest.
The boys were starving and they couldn’t wait
to pig out on their mum’s delicious cooking,
she was always beavering away in the kitchen
and the results were usually spectacular. Walk-
ing into the kitchen the boys were greeted with
the smell of a roast dinner and they asked their
mum if there would be anything for dessert.
She said she was sure she had something
squirrelled away and then started rabbiting on
about their homework. Their mum always tried
to ferret out the truth about their homework but
Pit Pet Pat they just clammed up and talked about some-
thing else. Eventually they all sat up at the ta-
ble and started to wolf down the delicious roast
dinner. When they had finished, the boys bet
Pot Put Putt that they could eat the entire dessert too but in
the end they chickened out. They were too full.
Did you find all of the phrasal verbs? What do they all have in common?
Pout Part Pete Don’t worry of you didn’t understand everything in the story, these are some seriously strange phrasal verbs. Look at the
story again and see if you can guess the meanings based on the context. Your teacher will tell you if you are correct.
* Port # * # Chicken out Squirrel away Ferret out Pig out

Rabbit on Clam up Wolf down Beaver away
Once you know all of the meanings, try to retell the story in your own words.
How to play - Secretly write down three 5 figure numbers (or your telephone number if you are feeling generous). Now work Now for the tricky part, you have 5 minutes to write your own story using the phrasal verbs. Work in small groups with one
with a partner and read them the words that correspond with the numbers you have written. Your partner should listen to person writing. The challenge is to use as many of the phrasal verbs as you can but be careful, your story has to make
the words and write down the corresponding numbers. Repeat it twice and check to see if you both have the same num- sense! If you use 3 of the phrasal verbs you’re doing very well.
bers written down.
Now for the silly part - just to make sure you remember all the definitions - choose 3 each and act them out for your partner
Example: If I have the numbers 1,2,3,4,5 on my paper, I will say; pit, pet, pat, pot, put and (hopefully) my partner will write; to guess.
1,2,3,4,5.
Chapter 1.3 English 101
Your numbers Your partner’s numbers Activity 7 - Help!
On a piece of paper, write down one area of English that is difficult

for you.
Take turns reading out the problems and giving each other sug-
gestions for how to overcome them.
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2.1 Education
Chapter 2.1 Education Chapter 2.1 Education

Activity 1 - Talking about education
Overview Work in small groups and ask each other the following questions. Make sure you explain your opinions, don’t just say yes or
Topics no.
Problems with the education system
1. Do you think the general level of education in Spain is good? 2. Do you think you have had a good education?
Qualifications
Pros and cons of university
Finnish education system 3. How many schools have you attended and at what ages? 4. Which one was your favourite and why?
Homework
Useful subjects
5. How many subjects did you study at secondary/high school? 6. Did you have to take exams?
Objectives 7. Do you think exams are a good way to evaluate students? 8. Have you ever been disappointed with an exam score?
Discuss education in general
Look at how the system in Spain could be improved
Explore the advantages and disadvantages of going to university 9. Have you ever cheated? 10. What was your favourite thing about school?
Debate the benefits of homework
Compare Spanish and Finnish education systems
11. What was the thing you liked the least?
Investigate the usefulness of school subjects
Grammar/Vocabulary 12. How did you choose your degree subject?

Past modals
Education vocabulary 13. Do you think you made the right choice?
14. Have you ever studied in another country? How was the experience?
15. Would you send your children to the schools that you attended?
16. What do you remember most from your time at school?
Chapter 2.1 Education

Activity 2 - What’s the solution?
It’s easy to look at the negatives but much more difficult to

help find the solutions.
Working in small groups, come up with 5 ideas for how to
improve the education system in Spain.
Don’t just focus on English, think about the quality of all of the
subjects.
You can consider all stages of education and everybody
involved from parents to the government.
When you’ve finished, present your ideas to the rest of the
class and see if they agree.
Did all of you focus on the same areas?
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2.1 Education 2.1 Education
Activity 3 - The qualifications quiz Activity 4 - Grammar Check

Modal verbs in the past
Should’ve, could’ve, might’ve, must’ve, can’t have can be used for many things
You are about to reach for the top... with the qualifications quiz. Divide the class into two groups. The objective being the first group
to reach the top of the tree. You will have a question for each level. If you get it wrong, you’ll need to stop and the other team has their
such as expressing regret or criti-
go. The questions should be read out by the a member of the opposite team.
• I should have studied more when I was at school. cism over past events or for making
• I could have worked a bit harder. deductions based on evidence. Can
• My teacher might have been from New York, I think he was American. you figure out the functions of the
• He must have retired by now, he was pretty old when I was at school. modal verbs in the example
W I N N E R • My history teacher can’t have been very good, I don’t remember any-
sentences?
thing!
7: Which of the following is NOT one of the 7: Which of the following is NOT one of the
correct words from GCSE? correct words from BTEC?
a) General b) Certificate a) Business b) Technology
c) Standard d) Education c) Education d) Certificate
6: What does the ‘V’ stand for in NVQ in UK 6: What does the ‘D’ stand for in GED in US
higher education? education for high school leavers?
a) Victorian b) Vocational a) Doctorate b) Development
c) Variety d) Varsity c) Dunce d) Diploma Verbal tennis
You are going to see some phrases concerning things that happened in the past. You must make a comment or give
5: At what age do students in the UK nor- 5: What is the second year in highschool an answer related to that phrase using the past modals. Each of you will have to give an answer to each phrase... with-
mally take their G.C.S.E exams? also called in the USA? out repeating what your class mate has just said.
a) 13 b) 18 a) Freshman b) Junior e.g. - ‘I used to hate school dinners’ S1 - You could have taken a packed lunch!
c) 16 d) 14 c) Sophomore d) Senior S2 - You should have coated everything with ketchup
S3 - The cooks mustn’t have been very good
4: Which of the following is not a post-grad- 4: In ‘A’ level - what does the A stand for?
uate course? a) Actual b) Advanced - I don’t think I paid enough attention in maths.
a) MSc b) PhD c) Arts d) Academic - John used to play truent a lot, that’s why he failed his exams.
c) MLitt d) BBA
- He was never picked for the cricket team cause he refused to catch the ball.
3: How many years is a standard degree 3: What is the oppisite of post-grad?
- The teacher used to hit the kids when they were naughty.
(English, Geography, History etc.) in the a) under-grad b) below-grad
- I always wanted to be a doctor, but I ended up studying economics.
UK?
c) pre-grad d) sub-grad
- I didn’t have many friends at school, I was a bit shy and withdrawn.
a) 2 b) 3 - I hated history, it was so boring.
- Arnold was always the laughing stock at school, he used to wear the oddest jumpers
2: Which of the following is not a degree 2: Which is the odd one out?
course? a) Kindergarten b) Nursery Your turn:
a) BA b) BEng c) Primary d) Playschool You are now going to do the same, but competing against your classmates. Student 1 will come up with a phrase, then
c) BET d) BSc Student 2 must reply using a past modal. S2 then comes up with the phrase and S1 has to reply using the past modal..
until someone makes a mistake!
1: What do we call the stage of education 1: At what age do children normally begin
from 5 to 11 years? 6th form in the UK?
a) Principal b) Beginner a) 14/15 b) 16/17
c) Primary d) Secondary c) 17/18 d) 18/19
Team 1 Team 2
Team 2 - 1.b, 2.c, 3.a, 4.b, 5.c, 6.d, 7.d.

Team 1 - 1.c, 2.c, 3.b, 4.d, 5.c, 6.b, 7.c.
24 25

Activity 5 - The pros and cons of Uni Activity 6 - A different way of doing things
Is a University eduction essential nowadays? Did you ever consider not going to University?
Most European countries follow a similar framework with their education systems and it is fair to say, the level of education
Close your books and brainstorm some of the reasons why people don’t study at University. When you have fin-
is generally very good. One country that stands out in particular however, is Finland. Finland consistently scores very highly
ished, see if you came up with all of the ideas on the list below.
in international league tables and is recognised as having one of the best education systems in Europe, if not the world, but
X
what makes them so special?
Have any of you ever been to Finland?

What do you know about the country?
What do you know about their education
Look at the following statements abut the Finnish education system and decide if you think they are true or false.
1. Children start school aged 5.

2. There is only one mandatory standardized test in Finland, taken when children are 16.
3. Students are not given much homework.
4. An average student gets 60 minutes of break time per day.
5. Finnish teachers are as respected as doctor or lawyers.
Financial reasons: Perhaps some families don’t have the economic means to send their children to University, or per-
haps the students themselves don’t want to begin their working lives with a mountain of debt piled on their shoulders. 6. There are a lot of private schools in Finland.
7. Teachers only spend 4 hours per day in the classroom.
8. Teachers are selected from the top 20% of graduates.
Family reasons. In the UK at least, it is very common for students to study at Universities which are in other parts
of the country. Some students may not wish to be so far from their families or partners and, having no nearby options,
9. Creative subjects are as important as science and maths.
they decide not to go at all. In other cases, family reasons such as having to look after a parent or child, may mean 10. Science classes are kept small so that students can do practical experiments.
making a sacrifice and thus missing out on further studies.
Being uncertain. If a student hasn’t made their mind up about what career they’re going to persue, then perhaps
they feel going to University and spending a lot of time and energy on something they might never use, or drop after What do you think? Was any of that information surprising?
one year, isn’t really a great idea.
How is the Finnish education system different to the Spanish education system?
Wanting to earn. A lot of people, when they get to University age, are perhaps a little burnt out from studying, or
are sick of relying on an allowance from their parents, and want to start making money of their own. There are many What do you think is the most important difference?
examples of people who could easily have found a place on a course at a uni of their choice, but decided not to.
Not thinking it’s worth it. Looking at the amount of graduates that are out of jobs today may make people think
twice when it comes to choosing to go or not. Other ‘non’ university paths are available, such as studying a profes-
sion, or starting your own business... and for quite a lot of people (many famous people included), this hasn’t been
such a bad idea.
Activity 7 - Homework - The great debate
Results. Although it’s last on our list, one big reason for people not going to university are their academic results.
Different courses and different universities have certain entry requirements, and if the person doesn’t have the required
results for the courses they want, they will either have to choose a different path, or a course which they don’t want to
do. Did you have to do a lot of homework
when you were at school?
Imagine you are working on a ‘help line’ for A-level stu- Did teachers punish students for not doing
dents who have just taken their exams or are just about to their homework?
take their exams. Debate: Divide the class into two teams. One team
One of your will play the role of a student with doubts about is going to argue in favour of giving students
their future, the other the role of the help centre worker. Let homework, the other team will be against.
the student explain their doubts and concerns, then give
them advice on what they can do. Your teacher will make notes on language
mistakes and correct them at the end.
1. False (7), 2. True, 3. True. 4. False (75 mins), 5. True, 6. False (none), 7. True, 8. False (top 10%), 9.
26 27

Activity 8 - Education vocabulary Activity 9 - Education News
In the green box below you can see some vocabulary that could be useful when talking about education. Before reading For this activity you’ll need to get creative.
the right hand column, see if you can give your own definitions for any of the words.
Now match the vocabulary with the definitions. The first one has been done for you. Work with a partner and use the grammar from activity
3 and the vocabulary from activity 6 to prepare a short
news broadcast which you will perform for the rest of
the group.
Put off A synonym of difficult.
Go over Something which you are obliged to do. Your news stories should all be related to education
Tricky To speak angrily to somebody. and don’t have to be realistic as long as they make
sense grammatically.
A piece of cake To postpone an action or event.
Cram To memorise.
You will score 1 point each time a new vocabulary word
Skive To repeat a subject or an exam. is used (even if it is repeated) and 1 point for each past
Cheat To be absent from school or work without permission. modal. The other students will mark the points and the
Compulsory To study a lot in a short period of time, usually before an exam.
E.g. Good morning and welcome to UIMP News. Sadly, yesterday afternoon, three students were caught skiving their Eng-
Retake To review something. lish class. Their teacher must have been very angry when she told them off. - This would be 3 points.
Tell off Something extremely easy.
Knuckle down To start working or studying hard.
Learn by heart To behave in a dishonest way in order to get what you want.
Activity 10 - Is it really necessary?
Work in small groups and brainstorm as many school subjects as you can think of in two minutes. When you have finished,
Read the sentences below and fill in the gaps with the vocabulary from the blue box. compare your lists and cross off any subjects that weren’t compulsory. Which subjects have proven to be the most useful
since you’ve left school?
I have only ever one class and my teacher caught me.

Continue to work in your small groups and invent a new school subject that you think should be introduced as compulsory.
I had to three exams last year, I don’t know what happened the first time. The new subject could be anything from ‘how to survive on a reality program’ to ‘tips for passing exams’. Make sure you
Learning phrasal verbs is really . give some thought as to what would be taught in your subject and why you think it is important.
I don’t think music should be , it really depends on whether the student will
The next part of this activity is a little bit trickier. In order to be able to introduce your new subject, we will have to get rid of
pursue it later.
an existing one. Talk to each other and try to agree on a compulsory subject that you think we could manage without. Don’t
I always used to in my exams, I think I had the whole text book written on my leg. mention religion for this one, many schools have already taken it off the list of compusory subjects.
My brother really in maths this year and it worked, he got great
marks. When you have chosen your two subjects, present your ideas to the rest of the group and see if they agree with you. Make
My friend couldn’t come to the party because he was for his history exam. sure you explain your reasoning.
is not an effective way to study, you just forget it all again.

I always doing my homework until the last possible minute.
We will need to this vocabulary everyday if we want to remember it.
Art is , you just need paper and colours.
28 29
2.2 Sport
Chapter 2.2 Sport Chapter 2.2 Sport

Activity 1 - Is that a sport?
Overview Do you do any sports?

Have you ever tried an unusual sport?
Topics
Work with a partner and read the following list of unusual sports and hobbies. Which ones do you think really exist?
Unusual sports
Making rules
Top 5s Dog dancing – A competitive sport held mostly in Cheese rolling – This is an English tradition where
Commentating the UK, USA and Japan. It is a combination of obedi- people push a wheel of cheese down a hill and then
Inventing sports ence training, tricks and choreography. chase it and try to catch it.
Gender and sport
Wife carrying – A sport that originated in Finland.
Buzkashi – This is a Central Asian sport in which
Contestants carry their wives on their backs over an ob-
horse-mounted players attempt to drag a goat or calf
Objectives stacle course. The winner wins the wife’s weight in beer.
carcass toward a goal.
Make rules for unusual sports
Discuss the most popular sportspeople and events Camel wrestling – This sport originated in Turkey Beard and moustache growing – This is a hobby
Describe sporting events but is also held in other parts of Asia. It involves 2 male that involves the growing and styling of facial hair. An
Practise commentating a classroom game camels wrestling for the attention of a female. international competition is held in Europe every year.
Guess the sport
Invent and play new sports
Extreme ironing - This is an international sport that
Discuss the role of gender within sport
consists of ironing clothing in different, usually extreme,
situations like while rock climbing, surfing, or kayaking.
Grammar/Vocabulary
Adverbs Did you guess correctly? All of them are currently practised in the world today. Your task is to choose one of the sports
Sport phrasal verbs and invent 5 rules for participants. Be creative!
Homework – research the sport and find out the real rules!
Chapter 2.2 Sport

Activity 2 - Top 5
Let’s see what you think and what you know about the world of sport. Work in pairs and make three ‘top 5’ lists for the fol-
lowing categories. When you have finished, compare and defend your decisions.
Top 5 sportspeople Top 5 sporting events Top 5 sporting nations
30 31
2.2 Sport 2.2 Sport

Activity 3 - Vocabulary Activity 5 - Grammar - Adverbs
Here are some phrasal verbs that can be useful when talking about sport. See if there are any that you already know. For
the ones that you don’t know, working in small groups, divide the phrasal verbs between you, find out the meanings and
teach them to the other group. Make sure you give examples. We can use adverbs for many different things in English but in this section we’re
going to focus on three areas.
take up work out fall behind Adverbs of manner – these are the adverbs that show how we do things e.g. ‘My team
played really well at the weekend’ or ‘the commentator spoke very quickly during the
give up build up live up to match.’
drop out to bulk rain off
Adverbs of degree – these are the adverbs that modify adjectives or that show how
warm up up look up to much something is done. e.g. ‘The players were extremely nervous.’ ‘He was pretty
tired after the game.’
Comment adverbs – these are the adverbs that give the speaker’s opinion. E.g. ‘Lucki-
ly, they managed to beat the other team.’ ‘Apparently his wife can beat him in a match.’
Challenge – Copy the bull’s eye onto the white-
5
board, write the phrasal verbs down next to
it and make a paper aeroplane. Take turns to Look at the following list of adverbs and decide which type you think they are. If you’re
throw the airplane and work your way down the not sure of the meaning, check with your teacher.
list of phrasal verbs making affirmatives, nega-
10
Stupidly Powerfully Sadly
tives and interrogatives. Each student has one
throw per turn and must use their phrasal verb + - ? - Completely Incredibly Unbelievably
as determined by their throw. If the student is 20 Gently Undoubtedly Fairly
correct, they win the points that correspond with Cautiously Honestly Perfectly
where their aeroplane hit. If they are wrong, they 10 Surprisingly Really Beautifully
lose 1 point. If the plane doesn’t hit the board, Totally Luckily Deliberately
the student can make any sentence they like
with the phrasal verb but they can only win 1 5
Now work in pairs and imagine that

Chapter 2.2 Sport
you have both watched the same
Activity 4 - Think fast sporting event, it could be anything
from football to curling. Have a con-
This next activity is a bit more competi- versation about your sporting event
tive. One person should say a sport and try to include as many of the
and the next person must reply with a adverbs as you can. It doesn’t have
word that is related to that sport, con- to be a sensible conversation as long
tinue until someone can’t say a word. as you use the adverbs correctly.
The last person to say a word gets the E.g. ‘Did you see the game yester-
point and chooses the next sport. day? They played so powerfully.’
An example could be: ‘Yes I did but I thought the effort was
skydiving – aeroplane – risky – para- totally useless this late in the season.
chute – fly…. etc ‘
32 33
2.2 Sport 2.2 Sport

Activity 6 - Wacky Races Activity 9 - Gender and Sport
You’re now going to have a go at fish racing…yes, fish

racing. You each need to cut a fish shape out of your Women’s sports
Women can’t Weightlifting
notebook and personalise it in some way. Then make
play football. shouldn’t be definitely isn’t a
a simple race course in your classroom, either on the
shown on TV feminine sport.
table or on the floor and choose one student to be
the first commentator. The other students should take
their places at the starting line. When the commentator
says ‘go’, you must blow your fish towards the finishing
line and the commentator must commentate the race,
making it as dramatic as possible. The commentator
has one minute, or until the end of the race. Take turns Women aren’t very Men who are Men earn
being the commentator and repeat your races. competitive. bad at sport aren’t more money be-
For an extra challenge, try to use the adverbs from attractive. cause they’re bet-
activity 5, e.g. ‘Alex is blowing powerfully but it’s not ter at sport
working against the unbelievable speed of Lucia’s fish.’
Chapter 2.2 Sport Men who don’t

Activity 7 - Inventing Sports like sport aren’t
masculine.
Do you enjoy playing games or doing sport? Why do you think sport is so popular? Have you ever invented your own
game/sport?
From birth we are surrounded by ideas
For this activity you need to work in 2 groups. Each group needs to invent a game/sport that can be played inside the of gender and identity and things that we
classroom. Preferably a game that involves practising new vocabulary or a new grammar structure you have seen so far should and shouldn’t do and this is espe-
this week. You need to write 5 rules for your game. cially true in the world of sport. You only
have to switch on the television or open
a newspaper and it is clear that the world
When both groups have finished, one group should present their game to the other group making sure that they explain
of sport is extremely male dominated, but
each rule very clearly. The other group should then play the game to see if they have understood the explanation.
why is this? Is it because of the media?
Society? Biology? Personal choice?
Chapter 2.2 Sport
Look at the statements above and discuss
Activity 8 - 20 Questions your opinions.
I’m sure most of you have played this game at some stage in your
lives. You can either work as a whole class or in small groups. One
person must choose a sport but keep it secret from the others. The rest
of the group can then ask 20 yes or no questions to try and figure out
what the sport is. The person answering the questions should keep
track of how many have been asked.
Questions could include things like: Is your sport played outside? Does
your sport use a ball?
Be inventive with your sports, don’t just choose football! Your teacher
can help you with the necessary vocabulary.
The person who guesses correctly wins 1 point. If nobody guesses
correctly after 20 questions, the player wins 1 point.
34 35
2.3 Going Places
Chapter 2.3 Going Places Chapter 2.3 Going Places

Activity 1 - Travel Survey
Overview Ask and answer the following questions with your partner. Try to be as fluent as possible.
Topics
1. Which parts of Spain have you visited? 2. What is your favourite part of Spain?
Travel survey
Benefits of Spain
Preparing for a trip 3. Have you travelled outside of Spain? If so, where? 4. Where would you like to go next?
Choosing accommodation
Budgets
Alcohol 5. How do you prepare before you go away? 6. Do you pack in advance or rush it the night before?
Describing landmarks
7. Think of 3 advantages of planning a trip well. 8. Think of 3 advantages of NOT planning a trip at all.
Objectives
Interview each other about travel experiences 9. What do you think would be good about travelling alone?
Make a promotional advert for Spain
Role-play how to prepare for a trip
10. Which websites do you use for looking for flights?
Debate accommodation options
Plan a trip to a budget
Learn some facts about alcohol 11. Do you think travelling is important?
Describe famous landmarks
12. Would you consider living in a foreign country? If so, which one? Why?
Grammar/Vocabulary
Wish/If only 13. Are you good at travelling light?
Travel vocabulary
Bar vocabulary
14. Have you ever been anywhere that you wouldn’t recommend?
15. Which destination do you think everyone should visit at least once? It could be in Spain or abroad.
Do you and your partner have anything in common?

What is your idea of the perfect trip?
36 37
2.3 Going Places 2.3 Going Places

Activity 2 - Grammar - Wish/If only Activity 2 - Grammar - Wish/If only cont’d...
Wish and if only are both used to talk about regret. We can Action cards - Make a photocopy of this page and cut out the following cards the place them face down in a pile
use them with different structures to refer to past or present at the front of the class.
regrets. Look at the following sentences and decide if they are Students work in two teams. One student from each team runs to the front, takes a card and races to act out the sentence
past or present regrets. on their card for their team to guess. As soon as the team guesses, they win the card and the next person in their team
• I wish it would stop raining. goes to the front. The other team must continue with the first card until the team guesses. The team with the most cards
after 5 minutes wins.
• If only we hadn’t spent so much money.
• If only we had another car.
• I wish we had bought the black sofa. I wish I were taller. I wish I had more I wish I could play I wish I could cook. I wish I could fly. I wish I had a
• If only he would stop smoking. money. the saxophone. horse.
• I wish I were taller.
Now match the structures with their functions.
1- Wish/if only + past simple A- Past regret I wish people I wish people I wish people I wish people I wish people I wish people
2- Wish/if only + would B- Present regret wouldn’t talk in the wouldn’t smoke. wouldn’t spit in the would recycle. would read more. would stop fighting.
cinema. street.
3- Wish/if only + past perfect C- Present regret about something we would like to change but can’t.
Now I’m sure you all wish you could practise this with a game… Ask your teacher if you can borrow a euro. Flip the coin
and move on the board. (One side one space, the other side two spaces.) If you complete the sentence in your square
correctly, you can stay there. If not, you go back to where you were. I wish I hadn’t got I wish I hadn’t lost I wish I hadn’t sto- I wish I hadn’t I wish I had done I wish I had eaten
drunk last night. my phone. len your bag punched my my homework. more breakfast this
teacher. morning.
1 3 4
I wish I I wish I wish I
2 5
was… my friend could…
If only my I wish my
Start parents
hadn’t…
teacher
Chapter 2.3 Going Places
would…. would… Activity 3 - Home is where the heart is
A lot of young people are leaving Spain these days in order to find work abroad. This phenomenon is called ‘Brain Drain’.
Do you think this is a good thing? Had you heard this expression before?
6
If only Jus- What are the benefits of living in another country long or short term?
8 tin Bieber What will happen if too many young Spanish people leave?
If only I 7 wouldn’t…. Imagine you are part of a government campaign to attract young foreign people to come and live in Spain. How would you
hadn’t I wish I attract them? What top tips can you give to help people to fall in love with Spain enough to want to live here?
9 had…
If only the Forget the crisis for a moment and focus on the positives.
world was…. With a partner, come up with a 2 minute ‘promotional video’ to show the best of Spain. You can be as cheesy as you like
but remember, the idea is to attract people!
Would you recommend partying on the Islands? Horse riding in Andalucía? Hiking in the Sierra Nevada? Is it important to
talk to the locals? Which is the friendliest region of Spain? What should they eat in each city? Where are the best places
to live?
10
I wish the
government
hadn’t… 11 12
I wish people If only we
wouldn’t…. could….
Winner
38 39

Activity 4 - What to do before travelling Activity 6 - Off to a bad start
Some people like to prepare everything in advance when they travel

and some like to leave things up to chance. Whatever type you are
Last year my boyfriend and I went on holiday to India.
however, if you want to go away a certain level of preparation will
We spent a long time preparing the trip and had every-
always be necessary.
thing ready for the morning of our departure. Unfortu-
Work in pairs and make a list of 10 things that you have to remember to nately, things got off to a bad start right away when our
do or pack before going on holiday. alarm didn’t go off. Luckily we had packed the night
Now role-play the conversation you could have as you leave the house before but it was only due to our flight being delayed
on the way to the airport. Ask each other if you have remembered to that we made it. The flight itself was uneventful and we
do everything. Try to include all ten things that you put on the list. arrived in New Deli ready to see what India had in store
e.g. “Before I close the door, did you remember to turn off all the for us. Well, what a shock! It was total chaos outside the
lights? airport, it was pouring with rain, it absolutely stank and
everyone was shouting and rushing around trying to
get us into a taxi. We had done our research and knew
that we had to haggle to get the best prices so we did
our best and eventually, after what seemed like ages,
Chapter 2.3 Going Places agreed on a price and got into a taxi. Looking back, I
now know that we were ripped off but what can you do?
Activity 5 - Where to stay
We had only just arrived and we needed a taxi.
I think our driver wanted to compete in the F1, I’ve never Look at the definitions below and try to find the
been so scared for my life. We flew through the city corresponding vocabulary in the story.
passing cows, beggars and vehicles that had broken
Have any of you ever stayed in a luxury hotel? down until we reached our hotel. At this point, the only When something starts making a noise…
What’s been the worst place you’ve stayed? thing we wanted to do was relax so imagine our disap-
Do you enjoy camping? pointment when we saw the huge stains on the bedding. When something happens later than expected…
What kind of accommodation do you usually book? As I went to reception to make a complaint, I couldn’t When something flows continuously and in large
Does the length of your holiday effect the accommodation you choose? believe I was homesick after less than 24 hours and I quantities…
decided to look on the bright side. What doesn’t kill you
Have you ever stayed anywhere unusual like on a boat or in an igloo? When something smells very bad…
makes you stronger after all and we had come here for
What are the pros and cons of Airbnb?
adventure. When you try to reduce a price…
Happily, the rest of our holiday was fantastic, they don’t When something is very expensive or to cheat
call it incredible India for nothing you know. someone by overcharging…
You’re going to role-play a conversation between friends who are going travelling around the world for 3 months. You have When a machine or engine stops working…
just arrived in the first city and you’re about to make some phone calls to book your accommodation.
A mark that is unintentionally left on something…
One of you would like to stay in a budget youth hostel to save money and start getting used to the type of accommodation
you will be using during the rest of your trip. The collective word for sheets, duvets and pil-
The other one would like to spend the first night in a fancy hotel. It would only be one night and it would be a nice way to lows…
help you both relax into the long trip you have ahead. A statement in which somebody states that they
For this activity you can either work in pairs or as a whole class. If you work as a whole class, there are two options. Either are not happy with something…
you can be a group of friends with some taking each side of the argument and have the discussion all together, or you
Feeling sad and alone because you are in an
can do a substitution role-play whereby you take turns to play each character, changing each time the teacher claps their
hands. unfamiliar environment…
Finally, can you explain these 2 expressions in

your own words; to look on the bright side, what
doesn’t kill you makes you stronger.
Use the vocabulary from the story to interview your partner about some of their holiday experiences. When you’ve finished,
change partners and prepare a short dialogue using as many of the new words and expressions as possible. The winning
dialogue will be the one that is the most dramatic and the most difficult to believe.
40 41

Activity 7 - What’s your budget? Activity 9 - Boozing abroad
Not everyone drinks alcohol but most people are familiar with bars and the culture that surrounds them. When travelling, it is
Now it’s time for you to plan a holiday. Your teacher is going to give each group a different budget. You need to think about important to be aware of the risks that can be involved when drinking in a foreign country and to behave accordingly. Prob-
everything involved in a holiday; transport, food, accommodation, activities etc. and decide how much money to spend in lems can arise from something as small as ordering the wrong drink to getting yourself arrested. That’s not to say it’s all bad
each area. It is important that you are realistic in your spending predictions. Saying that you would stay in a hotel in Europe though, going to bars can be a great way of meeting people in a new place and who can say no to a sunset cocktail on the
that costs 1 euro per night is not a very realistic prediction whereas choosing a hostel that only costs 8 euros a night is beach?
much more likely.
In all cases, as long as you can provide your reasons, most answers will be accepted. Test your alcohol knowledge with this short quiz.
True or False
The challenge is that you must account for your entire budget. If your teacher gives you 5000 euros but you only account
for 4,500 of them, you haven’t completed the activity. 1. A pint of beer contains the same number of calories as a slice of pizza.
The holidays will last 2 weeks and the budgets the teacher will give you could range from 300 euros to 30,000 euros (per 2. Alcohol kills one person every 20 seconds worldwide.
group not per person). 3. In India the legal drinking age is 25.
4. Alcohol increases your body temperature.
5. The body absorbs alcohol more quickly from carbonated drinks.
6. Not drinking alcohol can increase your risk of developing heart disease.
OR 7. Almost all of the world’s population have tried alcohol at least once.
8. The average pint of beer in the UK costs £5.
1. True 2. False (every 10 seconds) 3. True 4. False (lowers) 5. True 6. True 7. False (almost half of the world’s population have never tried it.) 8. False
Chapter 2.3 Going Places

Here’s some vocabulary to help you with the next exercise.
Activity 8 - Sight-seeing challenge If you’re not sure of the definitions, your teacher will help you.
Ordering drinks:
This is a chain game. Your teacher will say the name of a country and you must say a famous tourist attraction from that ‘I’d like a ... please’. ‘Can I have a ...’. ‘A ..... please’.
country and the name of another country. The student next to you will then say a tourist attraction from the country you said
and name a new country and so on until somebody can’t think of an answer. When this happens, the last student to have
given an answer, wins a point. What do the following mean?
You can repeat the countries but you cannot repeat the tourist attractions. ‘This one’s on me’. ‘It’s my round’. ‘This one’s on the house’. ‘Ice and a slice?’.

If your class are travellers you can add an extra challenge by saying cities instead of countries.
‘Do you want that on a tab?’. ‘What’s the damage?’. ‘Last orders!’. ‘What do you have on tap?’.
This next activity is quite challenging. You’re going to role-play a bar situation in your class-
room. Choose one student to be the bar tender, one to be the guesser and the rest of you are a
group of people having a few drinks. You’re going to enter the bar, order your drinks and make
some small talk together and with the bartender. Try to use the expressions above if possible.
Before you begin, what are some common small talk topics?
Now for the challenging part…

Your teacher is going to give each of you a piece of paper with a secret sentence or expression
on it that you must use naturally in the conversation. The guesser will be watching and making
notes, trying to identify the secret sentences/expressions.
For example, your paper could say ‘my girlfriend sleeps in the garden’ so you would need to
direct the conversation so that you can say it in a way that isn’t too obvious. You could try talk-
ing about hot weather.
Do this as fast as possible and then change your roles and repeat the activity with different
sentences.
42 43 The secret sentences can be found on the next page.

Activity 9 - Boozing abroad cont’d... Activity 10 - Unfortunately...
Phrases to be distributed to the students: Working in pairs or small groups, you’re going to tell some chain stories. Stick with the theme of travelling and think of a char-
acter. One of you will start the story with the word ‘fortunately’ and something positive that happened to your character. The
next person in your group will continue the story with ‘unfortunately’ and something negative that happened to your character.
Your stories should flow so you need to make sure that the events are linked.
Me neither. Like father like son
Your stories will only be about 2 minutes long. When you’ve finished, change roles, invent a new character and repeat the
activity.
Try not to kill your character!!
WHAT??!! Don’t touch me.
Good example:
- One day little Annie went to the beach and fortunately she saw her friend.
- Unfortunately her friend was crying.
I’m not wearing any socks. I want 15 of them. - Fortunately little Annie had some free time to help her friend etc..
Bad example:
My dad usually eats bananas You must be crazy. - Fortunately little Jimmy won the lottery.
- Unfortunately he died.
Your eyes are very beautiful. I’ve started growing tomatoes. Chapter 2.3 Going Places
Activity 11 - What country?
Do you want my pen? It was bright yellow!

For this activity you’ll need to think creatively! You’re going to work
in pairs and your teacher will give a country to one person in each
pair.
Can I eat that? I’m not a fan of carpets.
Your job is to get your partner to guess which country you have
been given but you can only do this by describing things for them
to draw. When you are describing, you can say anything that helps
but you cannot use proper nouns, the name of the country or the
I totally agree. 100% Is that the best you can do? actual name of the thing you are drawing.
For example: If the country is Australia, I could get my partner to

draw a Koala to help them guess. I can’t say, ‘draw a Koala’. I have
I am so bored. I’m having so much fun! to say things like, ‘draw a little face. Draw two fluffy ears. Draw a
big, black nose’ etc.. until my partner guesses the country.
44 45
3.1 Professional Life
Chapter 3.1Professional Life Chapter 3.1 Professional Life

Activity 1 - When I grow up...
It is very important that you do this in TOP SECRET!!
Overview Imagine you are 5 years old again – what did you want to be when you grew
up?
Topics
Each student tear a small piece of paper out of their notebook and secretly
Jobs we wanted as children write the profession they wanted when they were 5 years old.
What makes a good job Only one profession per student and don’t worry of you don’t know the vocabu-
World work facts lary, your teacher will figure it out for you.
Careers in society Once your teacher has all the papers (and their own), they will write them all on
Digital nomads the board in a random order and you must work in pairs to guess which person
C.V. writing wanted which profession.
Top tip – If you study business DON’T write businessman on the paper as it
won’t be fun to guess.
Objectives
Make sure you give reasons for your choices.
Guess your partner’s old ambition
Debate good and bad jobs Chapter 3.1 Professional Life
Learn some facts about work around the world
Look at certain professions and how they are valued in society Activity 2 - Good job, bad job
Discuss the benefits of becoming a digital nomad
Focus on C.V.s and some common errors
What makes a ‘good job’, what makes a ‘bad job’ and how do we decide?
What things do you need to consider when you judge them? _____________________________
Grammar/Vocabulary _____________________________
Adjectives and prepositions Work with a partner and make a list. Money? Responsibility? etc _____________________________
Work phrasal verbs _____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________ _____________________________
_____________________________
_____________________________ BAD
_____________________________
GOOD
Now that you have your list, think of 2 excellent jobs and 2 terrible jobs (based on the criteria you thought of) and make a
note of them.
Now you’re going to have a debate.

Team one choose one of your jobs – it can be a good one or a bad one. Say what it is and say why you think it is good or
bad. Team two, your job is to find a reason why you don’t agree.
Your true opinion doesn’t matter for this one – look at the example below.
Team one – We think that being a street cleaner is a terrible job because you have to work really unsociable hours and see
really disgusting things.
Team two – We don’t agree. We think being a street cleaner is OK because you can work outside in the fresh air and it
keeps you fit and active. etc...
Be creative with your reasons.

If you have time, the other team can choose one of their jobs and you can repeat the activity.
46 47
3.1 Professional Life 3.1 Professional Life
Chapter 3.1 Professional Life Chapter 3.1 Professional Life

Activity 3 - Phrasal verbs Activity 4 - The world of work
With a partner, read the following sentences and try to guess the definition of the 9 phrasal verbs.
Look at the following statements and decide if you think they are true of false.
• I really looked up to my old boss as she was respected and fair but also really good fun.
- Thailand has one of the lowest unemployment rates in the world.
• My last job turned out to be completely different to what they had advertised.
- Around 80% of people aren’t satisfied with their jobs.
• When I graduate, I will be looking for a job in computing.
- The average person spends about 90,000 hours at work during their lifetime.
• It’s so difficult to find work these days that I wouldn’t even turn down a job in a fast food
restaurant!
- In Japan, 10,000 workers per year drop dead at their desks from exhaustion.
• No matter what job you do, you always look forward to the holidays!
- In the USA women only make 77.5 cents for every dollar that men make.
• If you have a flexible timetable your boss probably won’t mind you turning up a bit late
- In Spain the average person works 38 hours per week.
sometimes. - In Denmark children can legally start work at 13 years old.
• Society sometimes looks down on cleaners as it is not a very respected profession. - Luxemburg has the highest average monthly wage.
• I have always been able to turn to my boss with any problems I have at work. He’s really
helpful.
Check your definitions with your teacher to see if they are correct. Well as surprising (or not) as it may be, all of the statements are true. Work with a partner and go through the list deciding
why you think these situations have come about.
Look up to __________________________
Turn out
Look for __________________________
MEANS Turn down Chapter 3.1 Professional Life
Look forward to MEANS
Turn up ___________________________
Look down on __________________________ Activity 5 - Career ranking
Turn to ___________________________
Look up __________________________
Look at the following list of careers and work in small groups to put them in order. One group should put them in order of
Bingo!!! Now you need to draw a grid of 9 squares and put a phrasal verb into each square in a random order. Don´t status in society and the other group should put them in order of value to society. When you have finished, compare your
copy your partner or you won´t be able to win! You CAN repeat phrasal verbs and you don’t have to use them all. lists and see what differences you can find.
When your grids are ready, your teacher will shout out a definition and you need to put an x over that square. Who will be Why do you think these differences exist?
the first one to shout BINGO!!??
Repeat the game with new grids and take turns to be the teacher.
Final practice – work in pairs to create a dialogue using all of the phrasal verbs and then act it out for the rest of the class. Nurse Actor
Social Worker Farmer
Army Officer Priest
Bank Manager Airline Pilot
Politician Advertising-
Lawyer Executive
Architect Journalist
Engineer Police Officer
Research- School Teacher
Scientist Street Cleaner
48 49
3.1 Professional Life 3.1 Professional Life
Chapter 3.1 Professional Life Chapter 3.1 Professional Life

Activity 6 Grammar - Adjectives and Prepositions Activity 8 - C.V. Writing
Look at the following adjectives and match them with their prepositions. Writing your C.V. is not an easy task. There is so much conflicting information on the internet that it’s really difficult to know
what’s right and wrong. Should it be one or two pages long? Should it be in bullet points or paragraphs? Should you put a
photo on it? A lot of the answers to these questions depend on the job in question and on the country in which you are ap-
plying so it’s really important to do your research before sending in your C.V. There are some things however, that seem to be
Sick Of agreed upon. Below is a list of things to watch out for when writing your C.V.
Crazy
Used About • Spelling mistakes/Grammati- • Too long/too short • Too general or irrelevant
Capable cal errors • Unclear job dates • Suspicious information
Aware To • Inappropriate formatting and • Appropriate/up-to-date con- • Passive tone of voice
Sensitive fonts tact information
Hopeless At
Responsible Look at the list and work with a partner to
explain what is meant by each one. Include
Anxious For possible examples, reasons why they are
Committed mistakes, effects on potential interview-
ers and advice on how to avoid making the
mistakes.
Use the adjectives and prepositions to interview your partner. e.g. Is there anything you’re anxious about this week?
When you have finished, each student should secretly write a list of 10 professions on their piece of paper. Now make sentences about Chapter 3.1 Professional Life
your professions using the adjectives and the prepositions so that your partner can guess them.
Activity 9 - Family Fortunes
Divide the class into 2 groups. Each group needs a family name and a captain. Your groups are going to compete to guess the 5 most
popular answers to each question the teacher asks you. The 2 teams should sit facing each other and the captains start by shouting out one
Chapter 3.1 Professional Life answer to the first question the teacher asks. The captain that gets the best answer wins the right to play the round and his/her ‘family’ must
take turns giving their answers. If they guess correctly, they win the points, if not, they lose a life. Each team has 3 lives. If a family runs out
Activity 7 - Digital nomads of lives before they guess all of the anwers, the other family can steal all of the available points by correctly guessing one of the remaining
answers. The next round starts in the same way as the first.
Have any of you heard the term ‘digital nomad’ before?

Topic One (5 points) Two (4 points) Three (3 points) Four (2 points) Five (1 point)
A digital nomad is a person that uses telecommunications technologies to earn a living meaning that they can live and
work anywhere in the world. Industries typically include I.T. related fields and blogging but can also be anything from start- Jobs where you
ing your own business to doing freelance work in your field or simply doing some data entry to pay for your next ticket. have to wear a police officer firefighter nurse soldier lifeguard
uniform.
Jobs where you
Read the following account of how 29 year old Mel turned her life around and moved to Bali. Security
have to work waiter paramedic flight attendant shop assistant
guard
shifts.
4 years ago, I went on holiday to Bali with some friends. We had the most amazing time and I found myself dreading going back to
London and going back to work in an office every day. The more I thought about it, the more I realised I had to change my life. Why Most common
was I stuck in a job I didn’t like? Why was I paying so much money for a flat in London that wasn’t even very nice? Why couldn’t I just jobs for self-em- plumber electrician architect writer photographer
come and live in Bali? I spent the last few days of my holiday researching and talking to some of the expats in the area to see how ployed people.
they were making it work and I decided to give it a go. When I got back to London, I did a TEFL qualification and bought a really Best paid jobs in marketing direc- air-traffic con-
good laptop. I had been working on website development in my company so I decided to set up an online web development busi- CEO pilot I.T. director
the UK. tor troller
ness in addition to giving online English classes and writing a travel blog to document my experiences. In 2014, I moved to Bali. I
now live in a beach front house, do yoga every day and am learning to surf. I have to work hard to make sure I earn enough money Jobs where you
mechanic chef gardener zoo keeper street cleaner
but it’s worth it every time I wake up and realise how lucky I am to be here in this incredible place. My advice to you? Don’t assume get dirty.
you can’t do it. If you’re interested in this kind of life, you just have to find your personal way in. What are you good at and how can it Most stressful event coordina-
generate an income online? soldier firefighter pilot police officer
jobs. tor
Jobs that are
Work in pairs and brainstorm the advantages and disadvantages of this kind of lifestyle. helped by being model actor waiter sales person stripper
Do you think you could do it? Work together and make a realistic plan based on your true abilities and interests for how good looking.
one of you could become a digital nomad. Present your plan to the class.
50 51
3.2 Culture and Society
Chapter 3.2 Culture and Society

Activity 1 - Alphabet Challenge
When studying languages, one of the first things you learn is vocabu-
lary to describe people so before we look at any new words, let’s play
Overview a game to see what you already know. Get into two teams and stand
facing the whiteboard. The first person in each team will have a marker
Topics and when the teacher says GO, that person will run (carefully) to the
Describing people board and write a persoanlity adjective that starts with the letter A, they
Cultural traditions will then run back to their team, give the marker to the next person and
Living in a different country that person will run and write an adjective that begins with B and so on
Jokes and humour down the board.
Food and identity
Eating etiquette
You will play 3 rounds of 1 minute each. You must write an adjective for
each letter in order and cannot miss any letters. If your team-mate is
stuck, you can shout to help them but the other team could steal your
Objectives answer. Each new round will begin where the previous round ended
and points will be awarded per adjective.
Express personality through language
Describe traditions
Learn some unusual customs from around the world
Discuss the issues involved with living in a different culture
Look at humour and jokes from around the world
Identify some national dishes and their ingredients Chapter 3.2 Culture and Society
Debate eating etiquette
Activity 2 - What are they like?
Grammar/Vocabulary In the following passage, you will read someone’s description of their family. One of you will read the passage out loud to the
Used to/be used to/get used to group and the others should highlight all of the personality adjectives. Don’t worry about the definitions for now, just identify
Personality adjectives them and listen to the passage.
Phrasal verbs for people and society
I love my family dearly but they really wind me up sometimes. I’m a

girl and I’ve got three older brothers so you can just imagine what that’s
like! Jack’s the oldest and he’s great, he’s so charismatic that when
he walks into a room he attracts attention without even really doing
anything and then when he talks everyone listens because he’s really
clever and upbeat. I wish I was a bit more like him, I’m really chatty but
people don’t listen to me half the time. Ed, my middle brother says I
can be a bit bitchy but I don’t think I’m any bitchier than any other 14
year old girl. He’s just too thoughtful, he always wants to make sure ev-
eryone is OK and never says anything negative about anyone even me
when I’m being really moody. Tim is the youngest and he’s the one the
girls like. I think it makes him big-headed and my other brothers tease
him and say he’s sleazy but he’s usually pretty laid-back so he just
laughs it off and goes surfing. Maybe it’s because he surfs all the time
that he eats so much because he’s really greedy. He never stops eating
and he always gets all the best bits. Mum says I’m too fussy because
there’s a lot of food that I don’t like but I just think it’s because my broth-
ers eat all the stuff I want.
52 53
3.2 Culture and Society 3.2 Culture and Society
Chapter 3.2 Culture and Society Chapter 3.2 Culture and Society
Activity 2 - What are they like? Cont’d Activity 3 - What tradition?
Did you manage to identify all of the adjectives below? Do you know the Cut the following cards out of your book and play taboo. (If you don’t want to cut your book, maybe your teacher can make a
definitions? If you know what any of these words mean, share your defi- photocopy or you could cover the words and do them one column of three at a time.)
nition with the group. For any adjectives that the group doesn’t know, Working in 2 groups, one student should describe the tradition without saying the words in pink and the other students
work in pairs and try to guess the definition from the text. If you aren’t should guess.
sure, at least decide if it is a positive or negative adjective.
WEARING KILTS EATING GRAPES TIPPING THROWING RICE SHAKING HANDS St Valentines
Scottish NEW YEAR American/USA WEDDING Greeting February
Charismatic Chatty Moody Laid-back Skirt December Money Church Hello Flowers
Tartan Twelve Restaurant Throw Meet Romantic/Love
Clever Bitchy Big-headed Fussy Fruit Marriage
Upbeat Thoughtful Sleazy Greedy
BOWING BULL FIGHTING PULLING EARS DRINKING TEA AT 4th July (USA inde- St Patrick’s Day
When you’ve finished and your teacher has checked your definitions, divide the class into two groups and come up with an Chinese Sport Birthday 5 O’Clock pendance) Ireland/Irish
action or mime to represent each adjective. Take turns to represent the adjectives for the other team to guess. Japanese Spanish Years English Independance Guinness
Head Bull Head Beverage USA /America 17th March
Cup Fireworks
Did both groups come up with the same actions/mimes or were they different? Which were the best? Why?
SIESTA CARNIVAL CHOCOLATE TOOTH FAIRY WEARING BLACK EATING TURKEY

Character dialogues Spanish Costumes EGGS Pillow Funeral AT CHRISTMAS
Sleep Tenerife Easter Money Widow Food
This activity is designed to make sure you really understand the per- Nap Brazil Rabbit Teeth Death Eat
Eat 25th
sonality adjectives.
Your teacher will split the class into two groups and give each student Chapter 3.2 Culture and Society
a different adjective from the list.
Activity 4 - True or False
In your groups, you have a few minutes to come up with an appropri- Read about the following cultural traditions from around the world. Which ones do you think are
ate dialogue so that you can each express your characteristic for the TRUE?
other group to guess. You shouldn’t write your dialogues down, just
have a rough idea of the following; context, characters, topic. • In some parts of Spain people have a burial ceremony for a sardine. This is a symbolic
burial of the past to allow society to be reborn.
• The Yanomami people cremate their dead and then make soup with the ash and bones
Eg: If you have ‘chatty’ and ‘moody’ as your adjectives, you could be which they drink to keep the spirit alive forever.
a mother and child talking about the day you’ve had. The mother talks
a lot, asking lots of questions and giving a lot of information and the • In some parts of Indonesia, when a couple marry they are not allowed to use the bathroom
for 3 days following the ceremony. This brings luck to their union.
child is tired and has a bad attitude giving short, negative answers.
(Which character is chatty?) • In parts of rural Madagascar, the people bring their dead relatives out of their tombs, dress
them in fresh clothes and dance to live music with the corpses.
When you have finished representing your dialogue, the other group • In Russia there is a drinking game where a bottle of Vodka is given to groups of three men.
should be able to guess your adjectives. Make sure nobody interrupts The men drink the vodka until one falls down or passes out. Refusal to drink is a serious
a performance. The dialogues should continue until your teacher is insult.
happy that you have represented the adjectives correctly.
• In India, some people celebrate the ritual of baby throwing where new babies are thrown off a tower and caught in a
sheet below. It is a way of thanking the gods for blessing them with a baby.
Pictionary! Although it may be hard to believe, all of the above traditions are still practised today.
Which of the traditions do you find the most difficult to believe?
As a final challenge and just to make sure that you really understand these adjectives, divide the class into two groups and Can you think of any other Spanish traditions that would be difficult for foreigners to believe/understand?
stand next to the board. One student from each group should have a board marker and the teacher will show them one of the Are these types of traditions important in terms of cultural identity?
adjectives. Both students should draw a picture to represent the adjective and the first team to guess correctly wins a point.
Do you think they will still be practised in 50 years time?
54 55
Activity 5 - Grammar Check Activity 5 - Grammar Check cont’d...
A Spanish student and a student

Used to/ To be used to/ To get used to... from the UK are going to do an ex-
Used to has different functions depending on whether it is used as a verb or change for one year. There are a lot of
an adjective. differences between life in the UK and life in
Spain. Work in two groups. One group should
Used to: brainstorm some of the differences a person
from the UK would find on coming to Spain
I used to play football (but now I don’t). and the other group should brainstorm some
I didn’t use to like mushrooms (but now I love them). of the differences a person from Spain would
This is the verb form which refers to a past action or state find on going to the UK. After doing that,
which no longer applies. It is important to note that the verb fol- prepare a short group presentation using ’be
lowing ‘used to’ will always take the infinitive form. used to/get used to’ to explain these differ-
ences.
To be used to:
I am used to waking up early. Eg. A Spanish student would have to get
used to everything being more expensive.
I’m not used to eating a big breakfast.
Here ‘used’ is an adjective meaning accustomed and ‘to’ is a preposition so the following verb must take the gerund form.
To get used to:
Activity 6 - Phrasal verbs
It took me quite a long time to get used to getting up so early.
After moving to Spain, Jim couldn’t get used to having dinner so late. Look at the following definitions of phrasal verbs related to people and society and rearrange the letters to make the phrasal
Here ‘used to’ is an adjective again and combining it with ‘get’ refers to the process of becoming accustomed to something. Once verbs.
again, ‘to’ is a preposition so the verb must take the gerund form.
1. To inherit a feature or characteristic from another person. - AATE KEFRT

1. Did you use to have a pet? 2. Could you get used to starting work at 6am? 2. The raise children to adulthood. - GPNUI RB
3. To have a disagreement. - TFAW UTO LLIH
3. Are you used to speaking English? 4. Where did you use to play when you were a child?
4. To die. - YAAW SSPA
5. Are you used to drinking alcohol at the weekend? 6. What did you use to drink when you were a child? 5. To feel superior to someone or something. - KDNW OOOO NL
6. To gradually start liking something. - RWON OG
7. Are you used to drinking coffee every morning? 7. To bully, harass or torment. - NOCK IP
8. To become more stable and start to live a more domesticated life. - TETLSD NWOE
8. Could you get used to only drinking coffee every day?
9. How long does it take to get used to living in a new city? Now read the story below and find the phrasal verbs in the text. When you’ve finished, work in pairs to write questions using
each of the phrasal verbs. Once you have your questions, swap partners and interview each other.
10. Are you used to living in a place with good weather? I’m American and I recently moved to the UK. At first I didn’t like it because I thought the
people were quite arrogant and they were looking down on me all the time (they even
laughed when my pet fish passed away) but now that I’ve been here for a while, I know
11. Could you get used to living in the UK? that they weren’t picking on me because they didn’t like me, it’s just something British
people do to each other. It’s how they communicate. I almost fell out with a guy once
12. Did you use to have a mobile phone when you were a child? when he asked me if I was carrying a gun (because I’m American) but he explained it
was just a joke and invited me to the pub. From that moment on, the UK really started
growing on me and I even fell in love (with the gun guy). If you’d asked me two years
13. Did you use to eat more sweets than you do ago where I would settle down, I wouldn’t have said the UK but here I am and I’m plan-
ning to bring up my children here I just hope they don’t take after their father with his
sense of humour!
14. Are you used to using your phone every day? 15. Could you get used to not using your phone every day?
56 57
Activity 7 - You must be joking!? Activity 8 - National dishes
Food is an interesing topic when looking at culture and society. Every country in
Do you know any jokes? Do you think Spanish people are generally funny? Are British people funny? What are some of the the world has a national dish, some more famous than others, and there are also
common themes that people joke about in Spain? Do you think that other countries joke about those things too? a lot of myths surrounding the cuisines of certain countries. How many of you
have heard (or believe) the following; English people eat fish and chips all the
Look at the following 6 jokes and put them in order from 1 to 6 (6 being the funniest). time. Everyone eats insects in Thailand. Americans only eat fast food. All food in
India is spicy.
1.A frus- 2. A man receives Look at the list of countries on the left. Do you know anything about the food in
trated father vented, a phone call from his doc- any of these countries? Have you tried any? Work in pairs and try to match the
“When I was a youngster, I tor.
was disciplined by being sent to The doctor says, “I have some good news 3.I’m sure wher- country with the dish and its description.
my room without supper but in my and some bad news.” ever my dad is he’s
son’s room, he has his own TV, tel- The man says, “OK, give me the good news looking down on us. He’s
ephone and computer” first.” not dead, just very conde- An oven roasted cut of beef A sweet, summery des-
The doctor says, “The good news is, you served with a type of pastry, sert of meringue, whipped
“So what do you do?” asked his
friend.
have 24 hours to live.”
scending.
Morrocco vegetables and a rich gravy cream and fresh fruit.
Ceviche
The man replies, “Oh no! If that’s
“I send him the good news, then made from the juices of the
Thailand cooked beef. Lassi
6.There
4.A A rich stew of lamb, veg- A fresh, spicy dish that
man and a woman
was a married cou-
ple who went out for dinner.
Ghana etables and spices slow- combines chilli, green Lamb Tagine
5.There
are driving on the same Suddenly the wife exclaimed, “Oh! I cooked in a traditional clay papaya, garlic, green
are three types
road. They pass each other.
The woman yells out the window,
of people in the forgot to turn off the gas! There could New Zea- pot. beans and tomato. Pavlova
“PIG!” The man yells out the window,
world. Those that can be a fire!”
The husband tried to comfort her
land
count and those
“COW!”
The man rounds next curve,
that can’t. by saying, “Don’t worry A refreshing dish of raw fish A type of crepe that can be Blini
crashes into a HUGE PIG in the
about it. In India marinated in citrus juice and filled or topped with any-
flavoured with red onion and thing from fresh fruit to sour
middle of the road, and dies.
cream and caviar. Roast Beef
Thought for the day:
If only Peru chilli.
Fufu
Russia Soup and a type of dough A sweet yogurt drink flavoured
made by pounding cassava with honey and fruit.
and plantain together. Papaya Sal-
UK Traditionally eaten with your
ad
hands.
Did any of the jokes actually make you laugh? Spain 6. China
Can you guess which countries they come from? 1. Japan 2.Ireland 3. UK 4. India 5.
In fact, all of the jokes come from different countries. Try to match the country with the joke.
Throughout the world, there are many different beliefs and customs when it comes to food. Divide the class into two groups
and debate the following statements. One group should be in favour of the statement and one against.
Spain India China UK Japan Ireland
• Burping after a meal is a sign that you’ve enjoyed the food and should be encouraged.
Talk with a partner and decide how far you agree or disagree with the following statements and why. • You should finish all of the food on the plate.
All nationalities can be funny. Understanding jokes is one of the hardest things when learning a language. • It’s OK to eat with your hands.
Humour is an important part of cultural identity. Laughing improves your health. • The whole family should eat together.
People shouldn’t get offended by jokes. Your sense of humour changes with age. • It’s important to have a short nap after eating a big meal.
All topics are OK when we’re joking. Men and women find different things funny.
58 59
3.3 Crime and Punishment
Chapter 3.3 Crime & Punish- Chapter 3.3 Crime and Punishment
Activity 1 - Name that crime
Look at the following crimes and match them with their definitions. For an extra challenge, can you think of the name of the
Overview criminal in each case? E.g. Arson = Arsonist
Topics
Different crimes
An unlawful physical attack upon another.
World crime rates
Sentencing Arson The act of stealing things out of people’s pockets or bags.
Alibis
Strange laws
Witnesses Assault
The act of illegally entering someone’s property.
Blackmail Intentionally and illegally setting fire to a building or other structure.

Objectives
Talk about different crimes and your experiences
Bribery The act of entering another’s premises without authorization in order to commit
Discuss world crime rates
a crime, such as theft.
Decide on some appropriate sentences
Play the alibi game
Burglary The act of taking someone away by force usually in order to keep the person as
Debate some opinions on crime
Learn about some strange laws a prisoner and demand money for their return.
Practise being good witnesses Drug Trafficking
Extortion of money or something else of value from a person by the threat of
exposing sensitive information.
Grammar/Vocabulary Forgery
The passive with ‘get’ The offering, giving, receiving or soliciting of something of value for the purpose
Short answers Kidnapping of influencing the actions of an official.
Crime vocabulary
The theft of merchandise from a store or business establishment.
Mugging
The act of falsely making or copying a document or other original item in order to
deceive people.
Pick-pocketing
To threaten or assault (a person) with the intent to rob them.
Shoplifting
The illicit trade involving the cultivation, manufacture, distribution and sale of sub-
stances which are subject to drug prohibition laws.

Activity 2 - Your Experiences
Have you ever had anything stolen?

Have you ever stolen anything?
Have you ever seen anyone committing a crime?
Have you ever called the police?
Do you like graffiti?
Have you ever done any graffiti?
Do you know about any famous crimes?
Do you think Spain is a safe country to live in?
What do you think is the most common crime in
Spain?
Do you enjoy watching crime shows on T.V. ?
60 61
3.3 Crime and Punishment 3.3 Crime and Punishment
Chapter 3.3 Crime and Punishment Chapter 3.3 Crime and Punishment
Activity 3 - World Crime Rates Activity 5 - Grammar Check
The following ten countries are the (developed) countries with the highest reported crime rates in the world. The data is from
2014 and the crimes are anything that involve official, registered contact wth the police. The statistics are the true number, not
proportional to the population. Work with a partner and arrange them from 1 to 10 with 1 having the highest crime rate. The passive with ‘get’
We can use the verb ‘to get’ instead of ‘to be’ to make passive structures. It’s generally considered to be less formal
France UK Italy India Canada than ‘to be’ and is often used in spoken English. We use it when we talk about something that happened/happens or
Japan Russia USA Germany South Africa something that changed/changes.
We can’t use it with verbs such as; like, say, know, or believe and we don’t usually use it with the present perfect.
Also, it is not used to talk about longer, planned actions. E.g. you wouldn’t say, my house got built in 1963. You would
Compare your lists. Are there any big differ-
say, my house was built in 1963.
ences?
Now check your answers at the bottom of the
page. Are there any surprises? Change the following sentences from active to passive. Always use ‘get’ where possible.
Do you trust the data?
Do you think that the official, registered crime Someone cleans it = it gets cleaned.
rates accurately reflect the actual crime rates
1. Someone will catch them soon.
of these countries?
Which country or countries do you think might 2. The Police interviewed her twice.
actually be higher than they appear in this list? 3. Nobody believes him.
Why do you think that? 4. Nobody liked him.
5. A man mugged the students on their first night in the city.
Chapter 3.3 Crime and Punishment
6. Unbelievably, people kidnapped her three times last year.
Activity 4 - What’s the Verdict?
7. The police never arrest him.
Now it’s your turn to be the judges. Read the following accounts of two crimes and 8. Someone stole my phone last week.
work togther to decide on appropriate sentences. You could do this as a whole group 9. They will take her to court.
or split into two groups and compare your answers at the end.
10. Someone always does it.
When discussing the sentences, make sure you think about all of the circumstances.
Do you think Sandra was mentally stable to begin with? Should her emotional state at
the time of the shooting be taken into consideration? Is Terry’s crime more or less seri-
ous than Sandra’s? Dialogue competition.
Work in small groups and prepare a role-play where you are a group of parents talking about a local petty criminal. When
Sandra Jones had been worried about her Terry Smith is a 48-year-old father of three. Last you have finished, act out your role-play for the other group. Your teacher will listen and give you one point for each correct
husband for several months. He was staying late at year he was made redundant and he hasn’t been use of ‘get’ in a passive structure.
the office and was showing less and less interest in able to find another job since. His wife can’t work
her. One evening, while Albert was in the shower, due to a back problem and they fell into debt.
Barbara checked his phone and found several Some friends offered him the opportunity to help
romantic texts from a woman called Amanda; them with a small shipment of cocaine from Mexi-
they were clearly having a relationship. Barbara co to the UK and Terry decided to do it. Inexperi-
dropped the phone, dashed to the bedroom closet, enced and poorly prepared, he was apprehended
loaded Albert’s gun, threw open the bathroom door at the airport before boarding the plane. Local law
and shot him six times. Albert was pronounced carries extremely strict penalties for drug traffick-
dead in hospital. Barbara called the police her- ing, although the Home Office could request that
self, admitted the murder, and made no attempt to Terry serve any prison time in a UK jail.
plead her innocence.
62 63
1. USA 2. UK 3. Germany 4. France 5. Russia 6. Japan 7. South Africa 8. C
Activity 6 - What’s your alibi? Activity 8 - What did you see?
Last night a crime was committed. 3000 euros were stolen from the teachers’ room sometime between 7pm and 10pm. The For the next activity you’re going to test your abilities as witnesses. Are you observant? Do you have a good memory?
police have a suspect and now they need to interview the suspect to find out if they are guilty or not.
You’re going to work in two teams. Each team will have a photograph (your teacher can choose the photo from this page,
the next page or one they choose themselves). With your team mates, you have 5 minutes to write 8 questions based on the
In your class, one of you will be the suspect, one will provide the alibi and the rest will be detectives. information you can see in the photo. At the end of the 5 minutes, the groups will swap their photos and you will have 1 minute
to study the photo you have been given. Try to remember everything you see in the picture.
The suspect and their friend should leave the classroom Once the minute is up, all of the photos will be taken away and you will swap your questions. You will then have 5 minutes to
and come up with their alibi. You need to think of as much work with your team to answer the questions about the photo you saw. You will score one point for every correct answer.
detail as possible so that you can make sure you both give
When you’ve finished, repeat the activity one more time using different pictures. At the end of the two rounds, the team with
the same answers when the detectives interrogate you. If
the most points is the winner.
you say that you went to a bar, you will need to think of the
name of the bar, the drinks you had, the prices etc. You
can’t make any notes. When you have a basic idea of what
you did (eg. go to a restaurant), let the detectives know so
that they can prepare their questions.
Detectives, you will need to work together and write down

the questions you will use to interrogate the suspects.
Make sure you ask detailed questions that require specific
answers.
Once everyone is ready, bring the suspect back into the

room. (The other student will have to wait outside for 2
minutes but it’s a good opportunity to go over the answers
they planned.)
Detectives, now is your chance to interrogate your suspect. Ask all the questions you prepared and make notes of the sus-
pect’s answers so that you can compare them later.
When you’ve finished, bring in the next student to see if they can confirm the alibi. The suspect should stay in the room but sit
behind (and not touching) their friend so that they have no way of communicating. Repeat the interrogation and see if there
are any conflicting answers.
One or two differences could be explained by memory loss (I don’t remember etc.) but three differences equals a guilty ver-
dict!
Activity 7 - Strange Laws Activity 9 - The great debate
How well do you know the laws around the world? Check your knowledge in this short true or false quiz. In your class, debate the following statements. You don’t have to share you true opinion, just argue the side that your teacher
When you’ve finished, think about the laws in your country. Do you think there are any that should be changed? Which ones? gives you.
Why?
1. In Saudi Arabia it is illegal for women to drive cars. 9. In Brunei it is illegal to sell bikinis.
2. In New Zealand it is illegal to buy more than 2kgs of 10. In France it is illegal to name your pig Napoleon. Prison is an effective punishment.
lamb at one time. 11. In Portugal is it illegal to urinate in the ocean. Marijuana should be legal.
3. In Germany it is illegal to kiss another man’s mother. 12. In the U.K. it is illegal to drive if you have had half a
4. In Dubai it is illegal to have sex before marriage. pint of beer. You should always report a crime, even if the perpetrator is your friend.
5. In Thailand it is illegal to step on money. Graffiti should be considered a crime.
6. In Singapore chewing gum is illegal.
Criminals can change.
7. In England it is illegal to die in the Houses of Parlia-
ment. The death penalty is necessary in some cases.
8. In Canada it is illegal to smoke in your own home.
Answers: True = 1, 4, 5, 6, 7, 10, 11 False = 2, 3, 8, 9, 12 64 65

No I wouldn’t
No I couldn’t
No I haven’t
No I’m not
No I didn’t
No I won’t
No I don’t
Yes I can
Activity 8 - What did you see? cont’d...
Here are four more photos to use for Activity 8.
No I wouldn’t
No I couldn’t
No I haven’t
No I’m not
No I didn’t
No I won’t
No I don’t
Yes I can
No I wouldn’t
No I couldn’t
No I haven’t
No I’m not
No I didn’t
No I won’t
No I don’t
Yes I can
Yes I would
Yes I could
Yes I have
No I can’t
Yes I will
Yes I did
Yes I am
Yes I do
Yes I would
Yes I could
Yes I have
No I can’t
Yes I will
Yes I did
Yes I am
Activity 10 - Short Answer Challenge
Yes I do
Do you know what short answers are? Yes, we do!
Have you practised them on this course yet? No, we haven’t!
You’re going to do the short answers challenge.
Work in a team to elicit the highest number possible of correct responses from the other team in 3 minutes.
Yes I would
Yes I could
You teacher has cut out the answers on the other page and put them into a random order.
Yes I have
No I can’t
Yes I will
Yes I did
Yes I am
Yes I do
Pick up an answer from the top of the pile but make sure the other team doesn’t see it. Ask a question to try and elicit the
answer you have on your paper. Only one person from the other team will answer (you can choose the person). If you get the
correct answer, keep the card. If not, put it at the bottom of the pile. Continue for 3 minutes and then add up your cards.
Now shuffle the cards and swap so that the other team asks the questions.
At the end of the game, the team with the most cards wins.
66 67
4.1 Interviews
Chapter 4.1 Interviews Chapter 4.1 Interviews

Activity 1 - What you shouldn’t do
Overview Have you ever had a job interview? Can you tell us about the experience?
If you haven’t had an interview, can you explain what you expect them to be like?
Topics Do you think it’s always important to prepare for an interview? Why? Why not?
Interview mistakes
Emotions
Work with a partner and quickly make a list of as many things as possible that you SHOULDN’T do during an interview. You
Bad answers have 90 seconds!!
Skills
OK now look at the 12 common interview mistakes below, did you put any of these on your list?
Strengths and weaknesses
Interview questions Look at them in detail. Can you explain in your own words what each one is referring to and why it is a problem?
• Criticising a previous employer

Objectives • Missing opportunities to prove yourself
Talk about common mistakes that people make in interviews and how to avoid • Apologising unnecessarily
making them
• Providing the wrong recommendations
Look at how we express our emotions
Discuss bad interview answers and how to improve them • Setting yourself up to fail on social media
Talk about skills • Criticising the company that’s interviewing you
Learn how to disuss your weaknesses • Giving textbook responses
Practise answering some interview questions • Not asking any questions
• Showing off
• A bad handshake
Grammar/Vocabulary • Failing to explain what you will bring to the employer
Past perfect
• Using ‘yes’ or ‘no’ answers...Unless the interviewer re-
Interview phrasal verbs
quires a ‘yes’ or ‘no’ answer
With a partner, prepare a short presentation explaining one or two of these points in detail.
You should give examples of how things should and shouldn’t be done and give advice on how to avoid making the mis-
takes in the first place. It might be helpful to role-play questions in the interview format.
Chapter 4.1 Interviews

Activity 2 - Express Yourself
Take a pen and write a short sentence to describe yourself. Your sentence should be a maxi-
mum of seven words in total (not seven adjectives) and you should keep it secret.
When you’ve finished, give your paper to the teacher and your teacher will copy the sentences
onto the board.
Can you guess whose sentence is whose?
Are there any similarities?
Do you agree with each other’s descriptions or would you have described your classmates
differently?
Do you think these sentences would help a future employer to know something about you?
Would they help to distinguish you from the other candidates? If so, in a good way or a bad
way?
Challenge
Your teacher is now going to give each of you an adjec- Happy Crazy Excited
tive. You need to read your sentence aloud using the Surprised Scared Disgusted
correct intonation and body language to express the Nervous Angry Flirty
adjective the teacher has given you. It is very important
Confused Depressed Tired
that you don’t change the words in your sentence. You
must read it exactly as you wrote it. When you have Shy Bored Worried
read your sentence, your classmates should guess your
emotion or state.
68 69
4.1 Interviews 4.1 Interviews

Activity 3 - What’s the Answer? Activity 4 - Phrasal Verbs
Match these interview related phrasal verbs with their definitions.

Most interviews will include similar questions to a certain degree. The ‘correct’ answer will depend a lot on the individual and on
the position in question but there are a few things everyone should be aware of when answering. Have a look at the following
examples and work with a partner to answer these questions for each one.
Take up To postpone.
• Why is it a bad answer?
Take on To start something new.
• What does the interviewer really want to know?
• How could you improve it? Take to To patiently accept someone or something unpleasant.
Put down to To make something your responsibility.
Tell me about yourself. (Hotel Receptionist) Put up with To decide one thing is due to something else.
There’s not a lot to tell really. In my free time I love to paint. Paint- Put off To begin to like someone or something.
ing is probably my biggest passion and I’m never happier than
when I’m alone in my studio, looking out the window and painting
the beautiful view. I’ve actually sold a few paintings recently which
I was really happy about. Using the phrasal verbs above, work individually to write one question for each phrasal verb.
Eg. Would you consider taking up chess?
Be creative with your questions. The next activity will work better if the other team aren’t expecting what you say.
What do you know about our company? (Data Analyst)
Well, I live nearby so I know the name is very well-known in this area. Also, I think
it’s a big company so there will be a lot of opportunities and people say that you Phrasal verbs. Yes or No?
pay well. Select one person to sit in the teacher’s chair. The other students go around the room asking the person their questions until the person
in the chair has answered 8 questions in total.
What are your weaknesses? (Teacher) Now comes the hard part! The person in the chair must answer each question honestly as if it were an interview BUT they cannot say yes
or no. If they do, they are out and the next person takes the hot seat.
Well, other than being a perfectionist, I can be quite sensitive. I like everything
I do to be of a very high standard and if things don’t turn out how I would like, it To make it more difficult, change the order that you ask the questions so that the person in the hot seat can’t predict what’s coming
affects me quite a lot. next.
Do you have any questions? (Customer Service Role)

Yes I do actually. Can you tell me the holiday allowance for this role and also, will Chapter 4.1 Interviews
you be checking my references?
Activity 5 - What skills do you have?
Most employers will be looking for evidence of certain skills when you apply for a job.
Where do you see yourself in 5 years? (Engineer)
These skills will vary depending on the type of job you’re going for so it is important to think about which skills you need to
I hope I would be working for your company but I would also like to travel some focus on. In the green box are six general skill sets. Look at the activities below and work with a partner to match them to as
more and maybe start a family.
many of the skills as possible. Make sure you give reasons for your answers because the idea here is for you to realise how
you can use the same real-life experience to highlight many different skills depending on which one you want to emphasise
for the job in question.
Tell me about a time you had a problem at work. (Nurse)
My old boss was incredibly demanding and a bit mean. She used to put pressure on me all the time to do more work
than I felt capable of. I tried to talk to her about it but she told me it was the same for everyone in the hospital. In the end Communication Skills Leadership/People Skills Organisation Skills
I left that job and that’s why I’m here today. Computer Skills Research Skills Problem-Solving Skills
• Planning/Organising • Interviewing people • Learning a foreign lan-

What area are you hoping to work in in the future? What are some of the things you should avoid saying? What would be an ap- events • Using social media guage
propriate weakness for your profession? What would be the appropriate strengths? How important is it to be honest about these • Giving presentations • Coaching/Tutoring • Writing reports
things?
• Coping with deadlines • Doing group projects • Dealing with conflict
• Handling complaints • Working with the public
70 71

Activity 6 - Grammar Check Activity 8 - You’re not Hired
When do we use the past perfect and why do you think it is relevant to job interviews? As a group, come up with 8 common, generic interview questions and write
Answer the following questions using the past perfect and giving as much detail as possible. them on the board. Divide the class into 2 groups. One group will be interview-
ers and one will be candidates. Each of the candidates will be given a problem,
a reason why they should not be given the job. They will then have a 2-minute
Why did you choose your university? interview with each of the interviewers who must listen to the answers and try
Had you considered any other options before choosing your current degree? to figure out the problem. Once all of the candidates have been interviewed
by all of the interviewees, share your answers and see who guessed correctly.
Had you studied away from home prior to doing this course? Change roles and repeat the activity.
Had you done your homework when you went to dinner yesterday? You can find some example problems below but your teacher might prefer to
Can you tell me about a time you solved a problem or helped someone else to solve one? give you different ones.
• You have anger management problems • You’re addicited to social networks
While we know that it is important to prepare for a job interview, there will almost always be a question that we didn’t prepare for. • You’ve got no experience • You’re an illegal immigrant
The following exercise is designed to help you think on your feet. (Ask your teacher if you don’t know this expression!) • You’re very nervous • You have some disgusting habits
Think of some funny or unusual things you could have seen your partner doing yesterday and make a note of them. When • You’re a gossip • You’re obsessed with your appearance
you’ve finished, challenge each other to give explanations for the things you say you saw them doing.
Eg. Why were you holding a baby when I saw you last night? Chapter 4.1 Interviews
Oh, I had been talking to the receptionist and she had given me her friend’s baby for a quick cuddle.
Activity 9 - Curve Ball Questions
Who can think of the best explanations?
The following are examples of the type of questions you can’t prepare for in an interview. Why do you think interviewers ask this
type of question? Work in pairs and come up with some possible responses.
Chapter 4.1 Interviews Some common ‘Curve Ball’ questions.
• Why is a manhole cover round?
Activity 7 - What are your weaknesses?
• If you could have dinner with anyone from history, who would it be, and why?
• What did you want to be when you were 10 years old?
Without a doubt, one of the hardest questions to answer in a job interview is the one about your weaknesses. Have a • What would I find in your refrigerator?
look at these three things to avoid when you hear the dreaded question.
• List 3 words that describe your character.
• Trying to turn a negative into a positive. • List 3 positive character traits you DON’T have.
• Not answering the question. • If you had the opportunity to switch to the opposite gender for just a week, would you do it? Why or
• Revealing weaknesses that raise ‘red flags’.
why not?
Can you think of any examples to demonstrate these • If Hollywood made a movie about your life, who would you like to see play the lead role as you?
points?
• If you could be a superhero, what would you want your superpowers to be?
The next question is, what makes a good answer? Well,

• If you had to be shipwrecked on a deserted island, but all your human needs (such as food and water)
a good answer should have two parts: were taken care of, what two items would you want to have with you?
• If you had six months with no obligations or financial constraints, what would you do with the time?
• Your weakness (which should be; honest, appropri-
ate, fixable) • If you could compare yourself to any animal, which would it be and why?
• How you are already working on your weakness. • If you were a type of food, what type of food would you be?
• If you won $20 million in the lottery, what would you do with the money?
Work individually and prepare your own answer to this difficult question. You can do more than one if you are interested
in working in different areas. When you’ve finished, evaulate each other’s answers. • Who do you admire the most and why?
Finally, if most people prepare the answer to this question and the interviewers know that, why do they continue to ask? • If you could trade places with any other person for a week, famous or not, living or dead, real or fic-
What does it show them?
tional, who would you trade with?
72 73

Activity 10 - Practice Questions Activity 10 - Practice Questions
1. Personal Description 4a. Past Successes 4b. Past Problems

• Can you talk me through your CV? • What are your hobbies? • What has been your greatest professional • What has been your biggest setback?
• What are your strengths? What are your weak- • Describe yourself in one word. achievement so far? • What changes in the workplace have
nesses? • What computing skills do you have? • What have your achievements been to caused you difficulty and why?
• Why did you choose your degree? Why did you date? • Give me an example of when you have
• What are you looking for in a company?
choose a career in...? • Are you happy with your career to date? been out of your depth.
• Why did you choose your university? What influ-
• What did you do on a day to day basis? enced your choice? • Do you consider yourself a successful • Describe a situation in which you dealt with
• What experience do you have in this field? manager? confrontation.
• Describe a situation where you had a dif-
ficult decision to make.
• What problems did you encounter in your
2. The Job last job?
• How would you describe this job’s role? • Why do you want this job?
• What do you know about this company? • Why do you want to work for this company? 5. The Future
• What do you expect from this job? • Why do you think this job is good for you? • How long do you see yourself with this • Where would you like to see yourself five
• How can you contribute? • How much does your last job resemble the one company? years down the line?
• What do you enjoy about this industry? you are applying for? • What are your career goals?
• What qualities do you think will be required for • What can we (the new company) offer that your
this job? previous company cannot?
6. How do you work?
• What do you like and dislike about the job we • What can you bring to this organization?
• What kinds of people do you like working • Do you take your work home?
are discussing? • Why should we hire you as a manager?
with? • Are you a leader?
• Why have you applied for this job?
• How well do you get along with your col- • How do you feel about working long hours
leagues? and/or weekends?
• How would your co-workers describe you? • What motivates you?
3. Your Previous/Current Job • Did they live up to your expectations?
• How do you prioritize various activities? • If you have a chance to hire people, what
• What kind of pressures have you encoun- • What do you think of your boss?
tered at work? • How do you run a meeting? do you look for?
• Why do you want to leave your current job?
• Explain the organizational structure in your last • Do you prefer to work in a small, medium or • What gets you out of bed in the morning?
• Did you feel you progressed satisfactorily in your
company and how you fitted into it. large company? • What type of boss do you like?
last job?
• Why did you join your previous company? • What management style gets the best re- • What is your usual role in a team?
sults out of you?
• How do you measure your own perfor-
• What kind of people do you find it difficult mance?
to work with?
• How would you know you were successful
• Do you prefer to work alone or in a group? in this job?
Why?
• How do you deal with criticism?
Practice Makes Perfect
74 75
4.2 Entertainment
Chapter 4.2 Entertainment Chapter 4.2 Entertainment

Activity 1 - Name that film!
Overview
Take a piece of paper and make a list of the first 6 films
Topics that come to your mind but make sure you keep them
Describing films secret. If you’re not sure of the name in English, ask
Genres your teacher.
Making trailers
The news Now work in pairs and play taboo with your movie
Music and song writing titles, taking it in turns to descibe a movie for your
Reading habits partner to guess.
You can’t say:

Objectives
• Actor’s or director’s names
Discuss opinions about the entertainment industry
• Character’s names/races
Look at the characteristics of different film genres
Practise making and reviewing trailers • Words from the title of the movie
Discuss the news and the manipulation of audiences
Test your musical knowledge
Answer questions about your reading habits
Investigate some different book styles Example: This is the story of a little character who has a big adventure. He loses his mother and then he is kidnapped
and taken far from home where he is kept as a prisoner. His father goes on a long journey to find him and bring him back
to safety. On the journey, he makes some interesting friends and has a lot of adventures.
Grammar/Vocabulary
Reported speech Any idea? (Clue, he’s a fish.)
Film vocabulary
Chapter 4.2 Entertainment

Activity 2 - What’s your opinion?
Read the following statements with your partner and decide how far you agree or disagree
There are more advantages than disadvantages of television.

Watching T.V. or films is a good way to relax.
Horror films don’t affect me. Television programmes should always be shown in original version, not dubbed.
The quality of television in Spain is quite high.

Films and T.V. influence our behaviour.
Television is educational.
Some reality programmes are quite good.

Films and television have changed our expectations in life.
They shouldn’t put age limits on films. Parents should decide what’s appropriate for their own chil-
76 77
4.2 Entertainment 4.2 Entertainment

Activity 3 - Which Genre? Activity 5 - Grammar Check
When we use reported speech with time expressions, we have to make sure that we change the time expression accordingly.
Work in two teams and stand in front of the whiteboard. Each team should
have a marker and when the teacher says ‘go’ you will have 90 seconds We can’t say: ‘He said he would call you today’ if he actually said ‘I’ll call her today’ two weeks ago.
to write a list of as many film genres as you can think of on the board. The See if you can change these time expressions into their reported speech equivalents.
team with the longest list is the winner.
“I say....” “He said....”
Look at the different genres. Which are your personal favourites? Are
there any that you really dislike? Why?
What are some of the typical characteristics and plots of these genres?
Cut a sheet of paper into about 10 pieces, write a different genre on each
piece, shuffle them and place them face down on the table. Divide the
class into 2 groups. Each group should choose a piece of paper with a
genre and keep it secret from the other group. You have about 3 minutes
to prepare a short “movie” in your genre. Just think of the basic plot and “Today...” ___________________
a few lines of dialogue but don’t write anything down. When you’re ready,
act your mini movie for the other group. Can they guess which genre you “Yesterday...” ___________________
chose?
“Tomorrow...” ___________________
When both groups have acted, choose a different paper and repeat the
activity. “Last week...” ___________________
“Next month...” ___________________
Chapter 4.2 Entertainment “A year ago...” ___________________

“This afternoon...” ___________________
Activity 4 - Vocabulary
That day, the day before, the next/following day, the previous week, the following month, a year before, that afternoon.
When talking about films, we tend to use a specific set of vocabulary and expressions. Work with a partner and see if you can
put the following phrases into your own words. Now work with a partner and change the following statements to reported speech.
• I’ll do it next week. • The same thing happened last year.

• I think they’re going tomorrow. • We went there 3 years ago.
• It was a hit. • It’s the feel-good movie of the year. • We should see some results this afternoon. • We’ll help you in the morning.
• It bombed. • It was so cheesy it made me cringe. • He saw the doctor yesterday.
• The special effects were breathtaking. • It was a bit over the top but I thought it was hilarious. • The villagers will be evacuated later today.
• They went a bit overboard with the violence. • Considering the budget, I found the soundtrack pretty disap-
• The twist at the end was rubbish. pointing. Who do you usually see interviewed on the news? What makes a person or
• What a tear-jerker. story newsworthy? What types of questions do they get asked?
Look at the following characters, have you seen any stories like this? Can you
add any more to the list?
What is a trailer? How do they usually present the film? How much of the film do they tend to
show?
A villager who lost her home to floods.
Work in two groups and prepare a trailer for a movie. You can use a movie that already exists, a A singer of a rock group who has been arrested in relation to
mash-up of movies or create your own. One of you should be a narrator to tie the scenes together drugs.
and the trailer should be no longer than 2 minutes in length. For this activity, you can make notes. A footballer who has had an affair.
A politician reacting to a scandal.
When you’ve finished, you should present your trailer to the other group who will review it using the
vocabulary above. Now take turns to be journalists. Your partner will choose one of the charac-
ters from above and you need to interview them to get as much ‘newsworthy’
information as possible.
After 2 minutes, our journalists will report their information (using reported
speech) to the rest of the class and your teacher will decide which story gets a
spot on the news.
78 79

Activity 6 - The News Activity 7 - Music Quiz
Your teacher is going to read 8 questions out loud. Close your books, work with a
partner and put the answers on your paper.
1. How many strings does a violin usually have?

2. In which American city was Elvis discovered dead in 1977?
Do you think it’s important for people to keep up to date with the news? 3. Which artist shot to fame with the single I Kissed a Girl?
How often do you watch the news on television? 4. Where was Ricky Martin born?
Will ‘paper’ newspapers disappear in the future? 5. Complete the lyrics…. ‘No woman…. ‘
What was the last news story you read/heard? 6. What nationality was Mozart?
What have been the biggest stories in the past year? 7. Which instrument has keys, pedals and strings?
Is there anything that shouldn’t be reported on the news? 8. Name 5 music genres.
Can we trust the news?
Would people watch/read more or less news if the majority of the stories 1 point per correct answer – which team has the best musical knowledge?
were positive? Extra challenge! Can you remember the questions from the answers you wrote down?
Now look at the following musical genres

•Techno •hip hop •pop •heavy metal •folk
With your partner, discuss the types of people who stereotypically like each of these genres of music.
What subjects do the lyrics of these genres usually cover?
Now choose 3 of the genres and write a song title for each one. Can the other team guess the genre
from your title?
Chapter 4.2 Entertainment

Activity 8 - Classroom Superstars
Some people believe that the news is used to manipulate the emotions of the audience and that is what you’re going to prac-
tise now. This activity is pretty tricky. Working in pairs, you’re going to prepare two or three short news stories to present to the I’m sure you’re all familiar with the format of certain T.V. musical talent shows. Do you
other group. Studies have shown that people respond more to stories that are close to home so you should focus your stories find them entertaining? Would you ever consider applying? Do you know anyone who
on real or fictional events surrounding this course. has ever taken part?
Before you prepare your stories, your teacher will give each student a piece of paper with an emotion written on it. Your job is You’re going to make your own version of a musical talent show in your classroom.
to tell a news story that elicits the emotion you have on your paper or, to put it another way, you need to generate that emotion Work in pairs or small groups and choose a famous song where you all know the
in the audience (only one emotion per story). tune and or/lyrics. Your job is to change the lyrics of one verse and/or the chorus so
When your group has prepared one story for each member, you will present your stories in the style of the news so you need that the song is about your week on this course. Make sure you pay attention to the
to have a serious face and present in a professional manner regardless of the emotion you wish to generate. You should focus rhythm and how many syllables are needed in each line so that the song flows.
on the content of your story and your vocabulary choices and watch the faces of the audience to see if they’re reacting like
you hoped. When you’ve finished, perform your songs for the judges (the other group) and see
what they have to say.
Audience, you should watch the news with an open mind and write down your genuine emotion at the end of each story. When
the first group has finished their episode of the news, check to see if the audience wrote down the emotions the presenters
wanted to generate.
Now change and watch the second group’s episode of the news.
Surprised Scared Bored

Nervous Angry Excited
Confused Depressed Disgusted
80 81
1-4, 2-Memphis, 3-Katy Perry, 4- Puerto Rico, 5- no cry, 6-Austrian, 7- A piano

Activity 9 - Board or Bored Games? Activity 10 - Looking at Literature
Did you and your family ever used to play board games?
What are some famous board games in your country?
Have you ever played snakes and ladders? Can anyone explain the rules?
Work in pairs or small groups and play the game answering the questions each time you land on a square.
(Alternatives to using dice: Write numbers on the board and throw a paper aeroplane, cut up paper and put numbers face
down on the table, flip a coin, use a dice app on your phone.)
Do you have a favou-

Have you ever started What does the expres-
Finish
rite author? If so, who? What are three reasons
for reading books? a book but not finished sion, don’t judge a
it? book by its cover,
mean?
20 21 22 23
Cut off the head and hold on Look at the 5 pictures from book covers. I resisted all the way: a
to the tail. With the knife blade What genre of book do you think they are new thing for me, and a
Do you think we’ll still What books do you
pointing away from you and from? Why? circumstance which greatly
What’s better before
have paper books in remember from your
across the body, begin to cut strengthened the bad opin-
sleeping, reading or Do you read before Where is your favourite
the future? childhood?
toward the head (or at least ion Betty and Miss Turner
watching T.V.? Which place to read?
you go to bed? where the head used to be). Read each of the extracts aloud and then were disposed to entertain of
do you do?
Use the backbone to guide match them to the book covers. Do the me. The fact is, I was a trifle
your knife. To take the skin off, genres connect with what you intitially beside myself; or rather OUT
begin by holding the fillet by thought?
19 18 17 16 15 the tail, skin side down. Hold
of myself, as the French would
say: I was conscious that a
the knife crosswise across Work together and think of a title for each moment’s mutiny had already
the fillet and insert the knife of the books. rendered me liable to strange
Have you ever read a Do you ever Have you ever read a Do you think reading between the skin and the flesh. penalties.
really bad book? What check books book in English? English literature is a
Do you think it’s impor- Don’t worry if you don’t get this
made it so bad? out of the good way of learning
tant to read stories to perfect at first. While holding When you’ve done that, choose one book
library? English? Explain your
children? Explain your the skin, cut in the direction of per group and decide together what the
answer.
answer. where the head used to be. rest of the story could be. Present your
idea to the other group.
10 11 12 13 14 Genres: Classical, crime, romance, autobiogrphy, cookery
“OK Sarah, we’re off. Shall He stood staring at her at the

we wait or shall we see you at I never used to like school
If you wrote an autobi- If you had to write a much. I wasn’t into studying garden gate. His silhouette
Most people say the Have you ever read an home?” dark against the sun. She had
ography, what picture book, what subject and I wasn’t very academic
book is better than the Do you prefer paper or autobiography?
would you put on the would you choose?
“Don’t wait, I’m going to go to so I always used to mess no escape, no way out. Her
movie, do you agree? e-books? Why? If so, tell us about it. cover?
the bathroom and I’ve got my around and get into trouble. heart began to beat faster
bike outside so I’ll see you at Sometimes we’d skive and and she could feel the sweat
home. I’ll be right behind you.” go to the local karaoke in the break out on her brow. He
took a step closer, still hold-
9 8 7 6 5 “OK, see you in a bit.” middle of the day. There’d be
ing her fixed with the intensity
Sarah finished up in the no one there so we could sing
as much as we liked. Look- of his gaze. Her knees were
bathroom and walked outside
ing back, I reckon that’s what weak and her heart was beat-
writing a message to let her
gave me the confidence to try ing a hole in her chest. She
When was the last time What was the last book What’s your favouite What book would you parents know she was still
and get into the music indus- thought she would fall at any
planning to come for break-
Start you read a book? you read? type of book? recommend to me?
fast in the morning. “Buggar”
she said as she realized how
try. I’ve come a lot further than
the local karaoke now though!
moment but the next thing
she knew she was in his arms
I never expected to get so and he was holding her and
heavy the rain was and started
famous. kissing her passionately, just
unlocking her bike. She didn’t
1 2 3 4 see the man in the long black
as she’d always dreamed he
would.
coat. Didn’t see the knife.
82 83
4.3 Technology and The Future
Chapter 4.3 Technology & The Fu- Chapter 4.3 Technology and The Future
Activity 1 - Are you Addicted to Technology?
Overview Look at the questions as a group and individually answer them with yes or no. Score one point for every ‘yes’ answer.
Topics
Personal technology use 1. Do you spend more than 7 hours connected to the internet each day?
Computers and the Internet 2. Do you panic if your phone crashes?
Important inventions
3. Do you check your phone even if it doesn’t make a sound?
Dragon’s den
Advertising technology 4. Do you ever use 3 or more pieces of technology at the same time?
Emoticons 5. Do you sometimes use technology while you use the toilet?
Creative thinking
6. Do you take photos of food?
7. Would you get lost without google maps?
8. Do you buy things online that you could easily buy on the high street?
Objectives
Test your addicition to technology 9. Do you often check online reviews before doing things?
Describe how to use the Internet responsibly 10. Do you have more than 1 portable electronic device with you right now?
Talk about historical inventions
11. Do you spend more time talking to people electronically than in real life?
Debate the importance of certain inventions over others
Invent something new and pitch it to ‘investors’ 12. Do you always take a charger with you just in case?
Discuss the way technology is advertised 13. Do you have 3 or more active social media accounts?
Practise speaking with emoticons
14. Do you use technology while you eat? (TV, phone etc.)
15. When you do something fun, do you instantly think about posting it
online?
Grammar/Vocabulary
16. Have you ever dreamed about using technology?
Advice structures
Computer vocabulary 17. Do you sometimes go more than a week without turning off your phone?
18. Is checking your phone the first thing you do every morning?
19. Do you have a selfie-stick?
20. Do you have 2 or more gaming devices?
0 to 5 points: 6 to 10 points: 11 to 15 points: 16 to 20 points:

You seem to be a healthy You’re an average user. You need to be careful, Put down your phone and
user. You have technology You’re up to date with you’re on the road to addic- step away from your com-
in your life but it doesn’t everything and use technol- tion. You still have a real life puter! You’re losing touch
dominate your day to day ogy very frequently but you but it’s becoming more and with reality. You seriously
routine. haven’t let it take over your more focused on technol- need to cut down on your
life yet. ogy. use of technology.
84 85
4.3 Technology and The Future 4.3 Technology and The Future
Chapter 4.3 Technology and The Future Chapter 4.3 Technology and The Future
Activity 2 - You Really Ought To... Activity 3 - Computer Taboo
Photocopy this page and cut out the taboo cards.

Giving advice in English. Work in two groups. The members of each group should take turns to choose a card and describe the word at the top (with-
Read the sentences below and work with a partner to decide if they out saying any of the other words) for the others in their group to guess.
are correct or not. If you think they are incorrect, correct them. If there are any words you don’t know, put the cards to one side and you can review them after the game.
He told me I should to go out more often.

She recommended me to try this game.
I don’t recommend doing that.
If I were you, I won’t use my phone so often. WEBCAM STREAMING CRASH MEMORY PASSWORD MOUSE
Skype Watch Break Store Secret Control
They think we had better to upload some photos.
Video Video Problem Capacity Numbers Click
If I were you, I’d get a new laptop. Camera Online Computer Remember Letters Move
Didn’t you recommend that I buy it?
We’d better not stay up too late.
EMAIL PLUG KEYBOARD @ LAPTOP VIDEO

Message Connect Type Symbol Computer Youtube
Match the advice structures with their explanations.
Send Electricity Letters Email Fold Game
Online Cable Buttons Address Student Watch
• If I were you... • had better • recommend • should
1. This expression is very common for giving advice and is formed using the structure of the second conditional.
SCREEN DOWNLOAD INTERNET FACEBOOK PRINTER TAB
2. A modal verb used for giving advice. It should be followed by a verb in the infinitive without ‘to’.
Look at Upload Online Social Paper Window
3. A structure used for giving strong advice for the immediate future. It should be followed by a verb in the infinitive without ‘to’. Glass Get Surf Friends Machine Page
4. A reporting verb used for making suggestions and giving advice. Picture Internet Web Like Copy Screen
Work in 2 groups, each group should cut a piece of paper into 10 pieces. Write a strange or funny problem starting with ‘I’
on each piece of paper, e.g. I don’t have any friends, I’m drunk, I eat paper etc. When you have your 10 problems, put them WWW. PRIVACY DRAG CURSER VIRUS LOCKED OUT
face down in a pile and give them to the other group. Prefix Settings Move Mouse Problem Blocked
In each group, take turns to read a problem from the pile and your team mates will give you advice using the structures Web page Security Mouse Arrow Break Password
above. Letters Password Screen Click Computer Enter
Recommend
Don’t forget, you can’t recommend someone to
do something, you must recommend that some- Mini Presentations
one does something!
• Recommend + something (+ to + someone)
Work in pairs and imagine you need to explain to somebody who has never used the internet, how to use it safely and what
= They recommended a new restaurant (to
it can be used for. You don’t need to be too realistic for this activity, the objective is for you to use the vocabulary so as long
me).
as you do that, you can be as silly as you like.
• Recommend + gerund = He recommended
installing an antivirus.
You’re going to score points here so the challenge is to use as many of the words as you can, and if possible to include the
• Recommend (+ that) + subject pronoun +
advice structures from activity two. You will have 7 minutes to prepare your presentation and the limit is on time not on quan-
infinitive without ‘to’ = She recommended
titiy. If you repeat the advice structures and the vocabulary, no problem. You’ll score one point per advice structure and one
that I work harder.
point per vocabulary word from the taboo game (only the words at the top of the cards).
When the seven minutes are up, read your presentation to the other group and they will individually mark down the points
they hear. Which group used the most vocabulary?
86 87
Activity 4 - Inventions Activity 6 - Dragon’s Den
Have any of you seen the T.V. show Dragon’s Den? If so, can you ex-
Look at the following list of ten important inventions. Divide the class into two groups, each group should rearrange the plain the format to the other students?
list and put them into the chronological order in which they were invented. Once you have your lists, put down the year in For this activity you’re going to transform your class into an episode of
which you think they were invented. If you don’t know, guess. the T.V. show. You’ll take turns to pitch your ideas to investors to see
how much money they’re willing to give you.
the Internet refrigerator thermometer printing paper
First things first, you need your idea. Working in pairs or small groups,
light bulb telephone microscope Penicillin wheel you have ten minutes to think up a new invention and make a sales
pitch. To make things a little easier, magic (or seemingly impossible)
inventions are possible for this activity. What’s missing in modern
society? A phone that automatically takes your photo when you look
When you’ve finished, your teacher will go through the answers giving you 1 point for each correct position in the list and 1 good? Shoes that help you walk on water?
point for the team that guesses closest to the real date for each invention.
Once you have your idea, you need to create your sales pitch. Re-
member that you need to show how necessary this invention is for
Chapter 4.3 Technology and The Future society. Show the need and show how you have the solution. Think
about the price of your product and how much money you need from
Activity 5 - The Great Debate the investors.
In your groups, you will take turns to be inventors and investors. When
you’re watching the sales pitches, you will each have a piece of paper
For the next activity, you’re going to have a go at the on which to write the amount of money you’re willing to invest. You’re
classic ‘balloon debate’ - but with a twist. welcome to ask questions at the end but you must keep your final
You and your classmates have unexpectedly found investment a secret.
yourselves in a hot air balloon but the balloon is The Rules:
too heavy and you’re going to crash. The only way
to save the majority is for one of you to jump. The
twist is that you’re not people, you’re inventions • No magic pills - they’re not imaginative enough.
and if you jump the human race will have to survive • You must invest in everything - any quantity from
without you. 10 cents to 1 million euros.
Each of you must put forward your case for why When everyone has done their sales pitches, add up
you are the most important invention while finding the investments and see who is the winner.
reasons why the other inventions aren’t as important
as you.
After about 10 minutes (or when everybody has ar- Chapter 4.3 Technology and The Future
gued enough), vote to decide who goes overboard.
Activity 7 - Advertising
Cut out the following inventions, place them face down on the table and draw one each. This will be the invention/ Now that you have your inventions, it’s time to put them in the public eye and we’ll do this by making short adverts.
character that you defend.
Which adverts have you seen recently?
What are the typical characteristics of adverts for technology?
beer glasses money gun powder
What is a jingle? Can you remember any?
light bulbs cars computers television
refrigerators printing toilets aeroplanes
Take the product that you invented in the previous round and create a one-minute television advert for it. Think about your
moving pictures Penicillin cameras clocks audience and any tricks you can use to make the product more appealing. Your advert should should finish with a jingle.
If you’re feeling brave enough, why not try filming your advert to show to the other group, rather than acting it out live.
wheel 3,500 bc, paper 100, printing 1440, microscope 1590, thermometer 1593, refrigerator 1850, telephone 1876, light bulb 1906, penicillin 1928, internet 196
88 89
Activity 8 - Emoticonversation Activity 10 - Inventions Crossword
What do you understand by the term ‘Emoticon’? Do you use them often? Why do you think Work with a partner and try to solve the clues to complete the crossword.
people use them? Are they used to replace or complement a written sentence? Which ones
do you use most often? Which ones do you hate?
1 2
Look at the above ‘Emoticons’. What do they mean? Can you fill out the remaining spaces with other emoticons? 5
What emoticons would you like to see on your phone that don’t currently exist? How would you draw them?
Now have a ‘text’ conversation with one of your classmates (but speaking). You could talk about your day or make some
plans for this evening. Try not to show show any emotion in your voice or face while you are speaking apart from mimicking
the emoticons that you would usually use in that situation.
6
Chapter 4.3 Technology and The Future

Activity 9 - Creative Thinking 7 8 9
I think most people would agree that the majority of the inventions and gadgets out there make our lives easier but is that 10
always a good thing?
Do you think people are losing basic skills because we rely on technology to fix all of our problems?
Do you think we’re losing our imaginations?
11
The next activity is designed to push your creativity – forget your gadgets for a minute and challenge yourselves to think
of as many different things as possible that you could do with the following objects.
Your teacher will set a time limit and points will be awarded for the most imaginative answers.

An orange A paperclip 12
Across
Down
1. for listening to music
2. for capturing moments
5. for watching programmes
3. for always being able to buy things
6. for making it brighter
4. for keeping your trousers on
7. for keeping in touch
8. for saving things
10. for giving us access to almost every-
9. for providing power
thing
11. for keeping us moving
12. _____ opener, for opening your wine
Answers on pg 100.
90 91
5.1 Your Footprint
Chapter 5.1 Your Footprint Chapter 5.1 Your Footprint

Activity 1 - The Big Quiz
Overview
Topics People 1. What country consumes the most energy?
2. What country produces the most energy?
Quiz
3. What is the 3rd biggest city in the European Union according to population?
Environment discussion
Bucket lists 4. What is the oldest recorded age of a human being?
Endangered animals 5. What is the second most spoken native language in the world?
Making changes 6. Which country has the most millionaires?
Lateral thinking 7. What is the happiest country in the world?
8. True or False. Japan has one of the lowest birth-rates in the world.
Objectives
Test your knowledge of the world around you.
Interview each other on your opinions about the environment
The World
1. What is the biggest island in the world?
Make your own bucket lists 2. What is the 2nd highest mountain in the world and where is it?
Create a campaign to save an endangered animal 3. What is the name of the highest waterfall in the world?
Find some ways of making our course greener
4. What is the smallest country in the world?
Solve some lateral thinking puzzles
5. What country has the most islands?
6. What is the largest ocean in the world?
Grammar/Vocabulary 7. What is the world’s largest reef system called and where is it exactly?
Gerunds and infinitives 8. Which continent has the most countries?
Disaster vocabulary
Animals
True or False
1. A blue whale’s heart is the same size as a Volkswagen Beetle.
2. Koala’s have two penises.
3. Cats were the first domestic pets.
4. Cows kill more people than sharks every year.
5. Elephants are pregnant for almost 4 years.
6. Penguins have knees.
7. Pigs enjoy listening to music.
8. Camels store water in their humps.
92 93
5.1 Your Footprint 5.1 Your Footprint

Activity 2 - Environment Discussion Activity 3 - Grammar Check
Many verbs must be followed by either a gerund OR an infinitive but some verbs, like the 5 below, can be followed by both.
Work with a partner and discuss your answers to the following questions. Make sure you give reasons for your opinions. In the examples below, can you select the best option and explain why? When you’ve finished try to write another sentence
using each verb in its other function.
1. Do you worry about the environment? 10. How important is nature to you in your daily life?
• Remember – Did you remember to lock/locking the front door?
2. What stories have you read or heard recently about 11. Are you environmentally friendly?
the environment? • Forget – I’ll never forget to meet/meeting you for the first time.
12. What do you recycle? • Stop – I really need to stop to smoke/smoking.
3. Would you give money to or actively campaign for
13. Do you think our environment is beyond repair? • Need – These bills need to pay/paying.
environmental causes?
14. Do you think international meetings on the environ- • Try – Have you tried to turn/turning it off and on again?
4. What are the biggest problems facing our environ-
ment are useful?
ment?
15. What do you think our grandchildren will think of the
5. What would you do to save our environment? Speaking – ask your partner…
way we treated the environment?
6. What are some ways that you can reduce pollution …what they often forget to do before they go out. …what needs doing in their room.
16. What is your image of an environmentalist?
in this country? …if they’ve ever tried unsuccessfully to learn something. …if they think they’ll forget studying on this course.
17. If the environment could speak, what would it tell
7. What is the quality of the environment in your coun- …what they try doing when they can’t sleep. …what they remember doing when they were young.
us?
try? …what they need to do this weekend. …if they are trying to stop doing anything at the moment.
18. Which is more important, increasing people’s stan-
8. What do you think of environmental groups like …if they usually stop to think before acting. …what they need to remember to do this evening.
dard of living, or protecting the environment?
Greenpeace?
19. What are some ways energy is wasted?
9. What kind of environmental policies does your coun-
try have/need? 20. Do you think global warming is real?
Chapter 5.1 Your Footprint
Activity 4 - Disaster Vocabulary
Below you have a list of ten words related to disasters. Match the beginnings of the words with their ends. Once you
have finished, describe the words in a random order for your partner to guess.
Fam out
Drou ght
Flo ard
Haz ning
Black ine
Blizz le
Earth ard
Ga quake
Light der
Thun od
Option 1 - Reporters Option 2 - Mockumentary
Take turns to imagine that you are a reporter at Work in groups to make a mini mockumentary
the scene of a natural disaster. You should de- about a week on this course. The objective is
scribe what you can see in as much detail as to use as much of the disaster vocabulary as
possible while one or two classmates behind possible and to make it as dramatic as you
you, act out what you are saying. can. The subject matter does not need to be
realistic.
94 95

Activity 5 - Bucket Lists Activity 6 - Save an Animal
Do you know what a bucket list is? Do you have one? Look at the following list of the 10 most endangered animals in the world today. The WWF has decided to sponsor an adver-
A bucket list is a list of things you would like to see, do, or experience before you die. Do you think it’s a good idea to have a tising campaign to try and raise money to save one of the animals on the list.
list like that? Why/why not?
Below you can see a typical bucket list made up of some of the most popular answers. Go through the list with a partner 1. Black Rhino 6. Alligator Snapping
making note of any of the things you have done, would like to do or wouldn’t like to do. 2. Giant Panda Turtle
3. Tiger 7. Hawksbill Turtle
4. Beluga Sturgeon 8. Big Leaf Mahogany
5. Golden seal 9. Green-Cheeked Parrot
1. Go on a road trip
10. Mako Shark
2. Visit all of the continents
3. Live in a different country Sadly, they can only sponsor one campaign which means only
4. Sleep under the stars one animal will be saved. Your job is to select an animal and come
up with a short, emotive advert designed to encourage people
5. Make something from scratch to donate money. Give important information about your chosen
6. Run a marathon animal and make sure people realise the effect it will have on the
world if your animal becomes extinct.
7. Volunteer
8. Learn an instrument
The winning campaign will be chosen by your teacher based on
9. Climb a mountain how likely it is to generate the necessary funds.
10. Swim with dolphins Why not try filming your adverts so you can see their effects for
yourselves. If you’re feeling brave, you could ask another class to
11. Do a skydive watch the videos and pledge (in secret) how much money they
12. Go skinny dipping would donate. The winner is the video with the most money at the
end.
13. Start a family
14. See the Northern Lights
15. Go on Safari Chapter 5.1 Your Footprint
16. See the Pyramids
Activity 7 - Help our Course
17. Do a bungee jump
18. Go to the Amazon Nobody is ever sure who to blame when it comes to climate change. Some people
don’t believe in global warming at all and some people think the government is re-
19. Get married
sponsible for everything. Many people, however, would agree that if everyone made
20. Write a book some small changes, we could make a big difference overall.
In this task, you’re going to help us improve our course so that we are ‘greener’ in
the future. The first thing we need to do is to identify our weak areas. Divide the
Now that you have a better idea of what a bucket list is, brainstorm the advan- class into two groups and brainstorm all of the things that we do on this course
tages and disadvantages on the whiteboard. that could have a negative impact on the environment. Be creative in your thinking,
When you’ve finished, write your own bucket list of ten things and compare you can look at anything from how often the toilets are flushed to how much food is
them with the rest of the group. Who has the most original list? wasted.
The group that comes up with the most areas for improvement in two minutes
are the champions. Once you all have a list, put some of the best ideas onto the
whiteboard and choose one or two per group. Now your task is to think creatively
and come up with solutions to the problems you have chosen. Maybe we should go
back to using candles rather than lights? Maybe students shouldn’t be given books?
In all cases you need to think of alternatives to replace anything that you take away.
Present your ideas to the class. You never know, we might be able to implement
your plans on future courses.
96 97

Activity 8 - Thinking Outside the Box Activity 9 - Act it Out
Right, it’s time for the final challenge in the book. As usual, you will need to work in two groups and you’ll need your imagi-
What does the expression ‘to think outside the box’ mean?
nations. The instructions for this game are a bit complicated but the game itself is fairly straightforward. Follow the steps
Sometimes when we look at all the problems in the world, such as pollution, starvation, wars etc, we can get a bit over- outlined here.
whelmed. How can these issues be fixed? Who can fix them? Where do we start?
Step 1 - Divide the class into two teams, team A and team B. Each team
For this activity you’re going to need to think outside the box. The following are some lateral thinking puzzles to see if you’ve
got what it takes to be a problem solver. Don’t do all of them, just choose a few that you like the look of. should cut a piece of paper into 15 equal pieces and find a cup.
Step 2 - On each piece of paper, write a word that is related to the envi-
ronment. It could be anything from ‘desert’ to ‘cold’ to ‘spider’. Fold each
1. I can’t be used unless I am broken. What piece of paper twice and make sure the other team doesn’t see or heayour
am I? 9. I am in the centre of Paris, at the end of
the Eiffel Tower and I start every race.
Step 3 - When each team has their pile of folded papers, put them into a
cup or similar thing to keep them together and swap them with the other
2. I always go up and never come
down. team.
10. After a long-haul flight to Sydney, a trainee
pilot saw the captain in the hotel bar wearing a
dress. How do you think he reacted? Step 4 - One person from team A will have the words and they will have
3. I weigh nothing, but still you can see me. Put one minute to describe as many as possible for their team-mates to
me in a bucket, and I’ll make it lighter. guess. If they guess correctly, the word leaves the cup. If not, it stays in
the cup.
11. In what month do women talk the least?
4. John’s mother has 3 children, one is called April, Step 5 - Team B, repeat step 4. One person describe as many of the
one is called May. What is the third one called? words as possible within a minute.
12. You use a knife to chop off my head and

weep beside me once I am dead.
Step 6 - Continue the game, taking turns of 1 minute per student until the
5. A man built a rectangular house, each side having a
boxes are empty.
southern view. He spotted a bear. What colour was the
bear?
13. Which side of a cat contains the most
6. A hunter carefully aimed his gun and fired. Sec- hair?
onds later he realised his mistake. Minutes later he Step 7 - When the first box is empty, refill it immediately with the same
was dead. words and start acting them out. The game and the words stay the same
but this time, the person with the cup cannot speak at all. Do you remem-
ber the words?
14. A window cleaner is cleaning the windows on the
7. The more you have of it, the less you 25th floor of a skyscraper, when he slips and falls. He
is not wearing a safety harness and nothing slows his Step 8 - Remember - you only start acting when your cup is empty, re-
see. What is it?
fall, yet he suffered no injuries. Explain. gardless of whether or not the other team has already started.
The first team to empty their box for the second time is the winner!
8. Bob and Brenda are lying dead in the middle

of the living room. There is water and broken Step 9 - (Optional) Repeat the game for a third round but this time, the
15. What word is always pronounced person with the cup can just say one word that is related to the word on
glass on the floor and they’re not wearing any wrong?
clothes. Explain. the paper. For example, if the word is ‘desert’, they could say ‘Sahara’.
Chapter 5.1 Your Footprint

Activity 10 - Presentation Workshop
You can find the answers to these on page 122 but if you found a different possible answer then that’s even better. What do
you think of lateral thinking puzzles? Do you enjoy the challenge? Do they annoy you? Do you know any others that you can
share with the group? Use this time to clear up any queries you have before doing your presentations. This is a good time to check the pronuncia-
tion of any tricky words or the phrasing of any important statements.
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I1 - English Immersion Course
Activities
UIMP
Appendix:
Grammar review
Contents
1. Simple present 12. Future progressive
2. Present progressive 13. Future perfect
3. Simple past 14. Future perfect progressive
4. Past progressive 15. Conditionals (Types 0,1,2,3)
5. Present perfect 16. Passive voice
6. Present perfect progressive 17. Reported Speech
7. Past perfect 18. Common Errors
8. Past perfect progressive 19. Make vs. Do
9. ‘Used to’ 20. Possessive forms
10. Simple future
11. Future with ‘going to’
Pronunciation tips
Contents
1. Silent consonants
2. Voiced and voiceless consonants
3. The -s ending
4. The -ed ending
5. Untressed vowels
Audio script
100 101
Grammar review - verb tenses Grammar reivew - verb tenses
The simple present tense The simple past
For example: I live You work He/she lives They work We go. For example: I lived He didn’t do They spoke
These express: This tense expresses actions that happened in the past and now have finished:
1. A general states/truths .i.e. ‘She works for IBM’ ‘Peter lives in London’ ‘In the 90s I lived in London.’ ‘At school I studied art.’ ‘Yesterday, she spoke to Dan.’
2. An habitual action: ‘I always go to the cinema on Saturday’ or ‘He never works at the weekend’
Some verbs are ‘regular’ verbs, meaning they take the same ending (‘ed’), such as worked, walked, helped, divided
The negative forms are normally made by adding ‘Do’ in its negative forms Don’t/doesn’t or by using ‘never’ Questions are formed with ‘Did and the present form: ‘Did you call Dan?’ ‘Why did you arrive late?’
I He Other verbs are ‘irregular’ and do not follow the rule above. Some common examples being:
You speak Japanese. She speaks German.
We Who…? come came sell sold do did
They eat ate make made wear wore
Does Cindy speak German? get got meet met catch caught
Do you speak Japanese? -- Yes, she does. go went see saw bring brought
-- Yes, I do. -- No, she doesn’t. have had speak spoke win won
-- No, I don’t. leave left take took teach taught
Does Michael speak Spanish? read read write wrote give gave
Do you speak French? -- Yes, he does. fly flew buy bought put put
-- Yes, I do. -- No, he doesn’t speak Spanish.
Practice activities:
-- No, I don’t speak French.
1: Chain story. Each student stands up, they have three lives. The teacher will begin by saying ‘yesterday I woke up at 7:00am. Then the fist
student must repeat this pharse and add a new one. The following student repeats the first two phrases and adds one of their own etc etc.
Each time a student makes a mistake they lose a life.
1: Describe a famous person you know, tell the rest of the class what that person does/doesn’t do.
2: Verbal tennis. Students sit face to face. One must make a sentence in the present, the student facing them must convert it into a past tense
2: Interview a fellow student, using the simple present to ask questions about them and their family. Report your findings back to
sentence and then give a present tense sentence of their own back. The first student to make a mistake loses.
the class.
The present progressive/continuous tense: The past progressive tense:

For example: I’m speaking He is working They are playing For example: I was walking She was driving
In the present form, these express actions which are happening at the moment: This tense expresses a continuous action in the past and is frequently in conjunction with the simple past to show how that action was inter-
‘Right now, I’m writing this guide.’ ‘These days I’m reading a great book.’ etc. rupted:
‘While I was watching the film my mother called’ ‘Peter was giving his speech when the microphone broke’
The present continuous can also be used to express a future action that will (or won’t) be happening soon:
For example: He’s meeting some friends after work I’m not coming to work tomorrow Or also and action in the past where you wish to emphasise the duration:
‘I was feeling sick all day yesterday’ ‘I was browsing the web until 3 O’clock this morning’
You He
I am reading We is reading She is reading Practice activities:
They Who…? 1: Alibis – A crime was committed between 3pm and 5pm the day before. Provide an alibi by telling the rest of the class what you were
doing between those times.
Are you having lunch? Are they shopping? Is John reading that book? 2: A special day – Think of a significant day in your life – e.g. ’When I went outside, the sun was shining, people were wearing t-shirts
and sitting in the park, etc.’ summarize this special day.
-- Yes, I am. -- Yes, they are. -- Yes, he is.
3: Look out of the window and observe what is happening on the street – now come back to the class , and tell your fellow students
-- No, I’m not. -- No, they aren’t. -- No, he isn’t.
what ‘was happening’.
1: Look at a variety of pictures in magazines and explaing what is ‘happening’ in each of the pictures.
2: Students should act out different actions. Fellow studens should explain what the student is ‘doing’
102 103
The present perfect tense 3: Some of the phrases below are correct, some are incorrect. You need to bet on which ones are correct and which ones not.
1. John has been to England last week. Correct Incorrect
Although it’s called the ‘present perfect’, it actually refers to an action in the past that either has relevance to the present, or is in a period of 2. Have you had anything to eat yet?. Correct Incorrect
unfinished time and if formed using ‘have + the past participle’:
3. They haven’t spoken since they were children. Correct Incorrect
For example: I’ve just eaten He’s seen all the information Have you been to the bank
4. I’ve been studing English from 2002. Correct Incorrect
Here, the information is relevant to something today.
5. We haven’t had a decent holiday since I started working. Correct Incorrect
Or:
6. HMY has been growing in market share until last year. Correct Incorrect
Today, I’ve written 5 mails This week, he’s been busy I’ve never been to Greece
7. They’ve been good friends from years now! Correct Incorrect
In these examples the time scale is unfinished (like today, this week, and in my life) so we also use the present perfect.
8. I have never used a tablet in my life. Correct Incorrect
9. They have only finished half of the project so far. Correct Incorrect
I He
10. There have been a lot of changes around here last year. Correct Incorrect
You have been. She has been.
We Who…?
They The past perfect tense
Has Sally been to London?
Have you been to France? -- Yes, she has. This tense is usually used when referring to two related actions which happened in the past, one happening before the other.
-- Yes, I have. -- No, she hasn’t. The earlier of the two actions is expressed with the past perfect which is formed by using ‘had + past participle’.
-- No, I haven’t. For example:
Who has eaten squid? The train had already left when I arrived at the station.
Have they finsihed lunch yet? -- I have!. It had stopped raining by the time I got to school
-- Yes, they have (already finished). -- Phillip hasn’t. She hadn’t read the book before she saw the film
-- No, they haven’t (finished yet).

Practice activities: 1: Think of the following 5 ages - 5 years old, 10 years old, 15 years old, etc. – in pairs compare what you had done by these ages,
and report bacck.
1: ‘Have you ever’ - The teacher will call out certain actions, and each student should answer if they have or haven’t done that.
2: By the time: You are going to do a dictation. You will need two different colored pens. If statements are correct about you, then write
2: Contrasting. The teacher will say an action either in the simple past or the present perfect. In the case that the teacher gives and
in one color, and if the statements are not correct for you, then write in the other. The teacher will read out statements, e.g. ‘By the time
example in the present perfect, the student must convert the phrase to the simple past and then ask a question in the present perfect,
I was six, I had learnt to ride a bike’, By the time I was 21, I’d started my first job’, etc. When the dictation is finished, compare your
and visa versa.
answers, then report back and give further information about what you had done at each age.
Present perfect progressive/continuous: 3. Think of a famous ‘problem’ such as a company going bust, a film being a flop, and explain why using the past perfect. E.g. ‘The
film flopped because they hadn’t hired the correct stars’. ‘The compnay went bust because they hadn’t invested enough in R&D’.
This refers to an action that began in the past but is still continuing now and is formed using ‘have + past participle + the gerund (the ‘ing’ verb
ending). The past perfect progressive/continuous:
For example: I’ve been working at Berlitz since 2002 He’s been living in Madrid for 5 years Like the ‘Present perfect progressive’ this is formed by adding the gerund (-ing ending) to the ‘past perfect’. It is usually used when express-
ing an action that started in the past and continues and during which time another relevant action happens:
For example:
I He
I had been working for 10 years when I was promoted
You have been learning.... She has been learning...
He had been driving for 3 hours when he stopped to take a rest.
We Who…?
They Practice activities:
Has Sally been to working there for a long time? 1: Write various events/actions/happenings in the past on pieces of paper. The pieces of paper will go into the centre of the table. Each
Have you been watching that new series? -- Yes, she has. student must take two pieces and try and link the two events together by using the past perfect progressive.
-- Yes, I have. -- No, she hasn’t. E.g. ‘There was a fire’ ‘It started to rain’ = ‘The fire had been burning for hours when the rain put it out’
-- No, I haven’t. ‘Used to’:
Although not strictly a verb tense, this is used to express habitual actions in the past which no longer continue today:
1: Give a short presentation on things you have been doing since you started university.
For example: I used to smoke but gave up or Did you use to watch Thundercats?
2: Interview a star: One student should take the hot seat and take on the role of a retired celebrity (film star, sportsperson etc). The
rest of the class should ask them things they have been doing since they retired.
1: Give a short presentation on how people used to live 100 years ago compared to how they live now.
2: Talk about when you where a 5 year old child and what you used to do then (or what your parents did for you) which you don’t now.
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The simple future The future perfect tense
This is formed using the auxiliary verb ‘will’ and is generally used for: You may have seen a pattern emerging when the word ‘perfect’ is used. Well, once again the word ‘have’ is involved. We form the future perfect
with ‘will + have + past participle’. This tense is generally used for actions that will occur before either another action or a time in the future. For
example:
- Promises or voluntary action: · I’ll give you a call later · He will email the results
‘Don’t worry, I will have fixed the projector before the meeting starts’ or ‘By 2020 they will have completed all of the bulding works’
- Unplanned actions and Spontaneous decisions: · I’ll just get a pen · It’s hot in here, I’ll just open the window.
- Predictions based on experience or intuition: · It will be difficult to sell this product

1: List at least 10 things you will have done before you close your eyes tonight to go to sleep.
- Habits: ·He’ll always call when I’m busy · She’ll always change the channel when I’m watching something
The future perfect progressive/continuous:

1: One student should read out the following statements the another student give an answer/complementary sentence to go with it. I’m sure that by now, you’ll probably be able to work this one out for yourself, but just in case. This is formed by ‘will + have + been + gerund’
and is used for something that continues up to (and possibly beyond) a point in the future. For example:
E.g. S1 ‘Well that was a great meal’ S2 ‘I’ll ask for the bill’ (or I’ll come back here again’ ‘I’ll need to have a siesta’ etc)
‘By 2020, I will have been working here for 15 years’ or ‘They will have been travelling for 6 hours by the time they arrive, so
- Looks like it’s going to rain. - That car’s blocking me in. - You’re jacket is broken.
they’ll be tired’
- You can’t smoke here! - That film was amazing! - John’s just finished a marathon.
- It’s a long weekend. - I’m worried about the presentation. - Are you going to the party?
The future with ‘going to’
This can also be used to make predictions (like ‘will’): ·I think it’s going to rain ·He’s going to drop that
Or it can be used for planned actions: ·He’s going to see a flat tomorrow ·We’re going to visit Paris in May
1: Future Intentions –In pairs work out lists of ‘resolutions’ (e.g. New Year’s Resolutions) and present them to the class – ‘I’m going to …’
2: Future predictions – Brainstorm some examples of current news stories on the board. Based on the current situation, you should pre-
dict what is going to happen.
3: Interviews – students interview each other about their plans for the future.
The future progressive

This is formed with ‘will + be + gerund’ and is usually used to express a future action that will last a certain duration or an activity in the future
which will be interrupted or punctuated by a shorter event or time reference, for example:
I’ll be (taking part) in a meeting from 9 til 12

He’ll be working at 6 so don’t call him.
I’ll be driving and she’ll be navigating
1: I’ll be –The teacher will randomly call out time and days. As quickly as possible tell the teacher what you will be doing at those times.
E.g. ‘7:30am Thursday’ - ‘I’ll be eating breakfast’ ‘I’ll be having a shower’ etc
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Grammar review - condtionals Grammar reivew - the passive voice
Conditionals The passive voice
The conditionals refer to cause and effect, so one thing that happens conditions another. The passive voice is generally used when:
Depending where you look, the conditionals have slightly different names, but broadly we can put them in 4 main categories: We are not sure who is committing an action, the person/thing committing the action has no importance, or we don’t want to disclose who is
committing the action. (It is more common in written English).
The type ‘0’ Conditional: This refers to a ‘truth’, so when one thing happens, the other also happens. This is formed by using two verbs in
the present tense. For example: For example:
‘When you heat ice (action 1), it melts (action 2)’ ‘They serve breakfast at 7:30 am’ - ACTIVE
‘If I stare at a screen too long (action 1), I get a headache (action 2)’
This is an ‘active’ sentence. However, as we don’t know or care who it is who is serving breakfast (so damn early) it could be transformed into
The type ‘1’ conditional, also called the 1st conditional: Refers to possibilities in either the present or the future. This is formed us- the passive:
ing ‘if + present + future’. For example:
‘Breakfast is served at 7:30 am’ - PASSIVE.
‘If it rains, I will take my umbrella’ or ‘She will call if she’s running late’
The passive can be formed in all verb tenses.
The type ‘2’ conditional, also called the 2nd conditional: Refers to unreal situations in either the present or the future (or something
that’s very unlikely). It’s formed ‘if + past + conditional (i.e. would, could, etc). For example: Present - ‘They pick up the mail at 5pm’  ‘The mail is picked up at 5pm’
Present Progressive ‘They are repairing the fax’  ‘The fax is being repaired’
‘If he were president, he would reduce taxes’ Past ‘They sold the painting yesterday’  ‘The painting was sold yesterday’
‘If I had more time I could go to the gym’ (but I don’t so I can’t) or Present Perfect ‘He hasn’t fixed it yet’  ‘It hasn’t been fixed yet’
And the most famous example: ‘If I were rich I would buy……..’ Etc.
The type ‘3’ conditional, also called the 3rd conditional: This talks about actions in the past that did not happen, so are completely The passive is also a convenient way of being polite while either giving orders:
unreal. It’s formed by ‘if + past perfect + perfect conditional (i.e. would have, could have etc). For example:
‘If I hadn’t studied Law I would have studied History’ or Practice activities:
‘If she had arrived on time she wouldn’t have lost her job’ Passive voice - sentence conversion:
Convert the following phrases from the active to passive voice.
Conditionals can also be mixed and can be created by using a word other than if. For example:
The hotel serves breakfast from 7 to 10 _______________________________________
Mixed (type 3 and type 2): If you had paid the bills, we wouldn’t be without water right now! They didn’t teach us Latin at school _______________________________________
Not using ‘if’: Had she arrived on time she would still have a job Unless it rains, I won’t take the car. They haven’t updated the computers yet _______________________________________
They are giving us extra homework tonight _______________________________________
*We can also use ‘Wish’ and ‘If only’ when expressing unreal desires. They were painting the office this morning _______________________________________
They hadn’t made the beds by the time I left _______________________________________
The school are making the exam easier this year _______________________________________
Practice activities: He told them not to park there _______________________________________
1: To practice ‘type 1’: You are goning on holiday or a trip. Think of all the things that could happen when you are on a trip (miss your flight, He introduced them to each other at the party _______________________________________
get sick, get lost, run out of money etc etc). Take turns in reading out these. The other students must then create a full sentence based on The school has given them the chance to repeat _______________________________________
this: E.g. S1 ‘I lose my passport’ S2 ‘If I lose my passport, I will go to the nearest Spanish Embassy’.
And now the other way around, from passive to active

2: To practice ‘type 2’: The lotter win. Tell your classmates 10 things you would do if you won the lotter.
3: To practice ‘type 2’: Imagine you were different (taller, shorter, older, stronger, faster etc), and describe how your life would be different if
The road is being widened _______________________________________
that were the case. E.g. If I were taller I would be a better basketball player, I’d be able to see the Kings parade from the back’ etc.
I was presented with a trophy! _______________________________________
John has been given extra classes _______________________________________
4: To practice ‘type 3’: Think of any disaster or horror movies that you know. Explain what would have happened if events had been different,
or if the characters had made different choices. E.g. ‘The monsters wouldn’t have appeared if the main character hadn’t given them food The kids have been warned time and time again _______________________________________
after midnight’ The new office hasn’t been inaugurated yet _______________________________________
Peter isn’t being considered for the post _______________________________________
I couldn’t get in, the office was being painted _______________________________________
We were taught a lot of useful techniques in class _______________________________________
He was elected as head boy! _______________________________________
The programs haven’t been changed for years _______________________________________
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Grammar review - reported speech Grammar review
Reported Speech Make vs Do

Direct speech refers to the words someone uses directly. v.These two verbs have similar meanings and are often difficult to distinguish. In order to help distinguish them remember:
For example: ‘I’m tired’ ‘I’m new to this town’ Make is often used when a physical object is constructed or produced (make a cake).
Do is often describes a process or activity (do the dishes).

Reported speech is used for stating what someone said, for example: Make Do
The bed A right/left (turn) The shopping Better
‘He said he was new to this town’
A choice A list The dishes One’s hair

Friends An excuse Wonders One’s nails
This is usually formed by using reporting verbs such as: tell, advise, inform, said etc.
A decision A fortune (The) Housework Nothing/something

Money A profit The shopping A course

Examples: Plans Noise Research Exercises

Direct Speech Reported Speech A mistake Effort Business Damage

‘I’m from Spain’  ‘He said (that) he was from Spain’ A suggestion Discovery Homework Harm

A difference An error One’s best The ironing
‘I lived in the UK’  ‘He told me (that) he (had) lived in the UK’
A note (of) One’s work A job
‘I will be later tomorrow’ ‘He said he would be late tomorrow’ An offer
A phone call Someone a favor The right/wrong thing
‘She can play the piano’ ‘They told me she could play the piano’ A speech
A reservation The cooking

‘I’ve never used a PC’  ‘She informed me (that) she had never used a PC’ An appointment The washing

(Many uses of make and do are idiomatic and MUST be learned individually.)
1: What did they say? A student must stand up with his back to the class. They should then say things about themselves (in any verb tense Possessive forms
they like, present, past, and future. The teacher will then point to one of the other students and ask ‘What did they say?’, the student who has
been signalled, must use reported speech to give the answer. Singular nouns: add apostrophe plus the letter s (‘s) when the noun ends in s or not.

Sam’s bag the girl’s doll
Common errors Ross’s jacket the boss’s office

Plural nouns not ending in s: add –‘s.
a. People is – people are The children’s toys the women’s dresses
i. The word ‘people’ is plural. Therefore we must use ‘are’. The men’s restroom the People’s Republic
Ex: ‘The people in Australia are Australian.’ ‘A person from Spain is Spanish.’
b. Same that – same as Plural nouns ending in s: add an apostrophe only (‘) and no (s):
i. The word as is used in many different ways. Below are some of the most common ways: The boys’ hats my parents’ house
In comparisons: The Thompsons’ car the waitresses’ names
Ex: ‘Do people from Andalucía speak the same as people from Catalonia?’
Ex: ‘She sings as well as a professional.’ Possessive forms with of: the ‘s possessive is used when the possessor is a person, a group of people, or an animal. In other situations, the pos-
As a conjunction, meaning in the same way: sessive is normally used with of.
Ex: ‘I left the office exactly as I’d found it.’ The leg of the chair the roof of the house
Ex: ‘As I explained before, I am not able to attend the meeting.’ The main idea of the presentation the end of the week
As a preposition, meaning in the role or function of:
Ex: ‘Bob works as a doctor.’
Ex: ‘As a child, I lived in London
In conjunctions:
Ex: ‘I don’t mind what we have for lunch, as long as it’s not fish.’
Ex: ‘It started raining as soon as we went outside.’
Ex: ‘As far as I know, we haven’t received the details.’
d. Usually – Used to
i. Usually is an adverb of frequency meaning in a customary, habitually, or frequently manner; translated in
Spanish as ‘solía’ while the expression used to refers to as ‘not anymore’ or ‘no longer’; translated in Spanish as ‘antes’.
Ex: ‘How often do you read? –I usually read every night.’ ‘I usually make my bed every day.’
Ex: ‘I used to mountain bike when I was in the University.’ ‘He used to live in England, and now he lives in Spain.’
(Careful with your pronunciation ‘iústu’!)
e. During 5 years – for 5 years

ii. The use of for indicates how long a period of time has continued. Whereas during indicates a period of time in which
an event, activity, or situation took place.
Ex: ‘Rafa has been playing tennis for many years.’
Ex: ‘I ate and drank a lot during the Holidays.’
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Pronuciation tips Pronuciation tips
Silent consonants: The -ed ending

1. Silent consonants: sometimes a consonant that appears in a word is not pronounced:
Silent b: bomb numb debt

Lamb subtle doubt The –ed ending is added to regular verbs to indicate the simple past and the past participle.
Silent c: czar scene scent • /t/ after voiceless sounds
Scissors science indict Asked pushed impressed boxed laughed helped
Silent d: Wednesday • /d/ after voiced sounds:
Silent g: reign high light Robbed filed poured explained tired required
Bought sign campaign • /Id/ after /d/ and /t/
Silent h: hour rhythm shepherd Needed added ended acted excited created
Honor whale hour
Silent k: knee knife knit
Knock knot know
Silent l: talk calf calm Unstressed vowels
Salmon could should
Silent n: hymn solemn autumn Vowels in unstressed words or syllables usually change to /ә/.
Silent p: pneumonia Mrs. Campbell All the underlined vowels below are pronounced with the /ә/ sound when spoken at a normal conversational speed.
Psychology receipt raspberry It’s one o’clock. Is the doctor in?
Silent s: island aisle Duquesne You can go now. I’d like some juice please.
Silent t: castle fasten listen This unstressed vowel sound is most frequent in articles, prepositions, and conjunctions.
Mortgage mustn’t The → thә
Silent th: asthma clothes The bus is leaving.
Silent w: who wrist two low I took the train.
whole sword answer wreck The door is opened.
A→ә
We had a party.
He sang a song.
Voiced and voiceless consonantes Zach laughs a lot.
An → әn
• When a voiced sound is pronounced, there is a buzzing or vibration in the throat. Try it! Ssssss…/ zzzzzzz She would like an orange.
• The following sounds are voiced: He is an artist.
/b/ boy /v/ victory There’s an empty seat.
/d/ dog /z/ zoo [An apple a day keeps the doctor away!]
/g/ girl /ȝ/ pleasure
/dȝ/ job /r/ rabbit
/m/ monkey /w/ water
/n/ nice /y/ yellow
/l/ lion /ð/ they
•When a voiceless sound is pronounced, there is no buzzing or vibration. The following sounds are voiceless:
/p/ pan /s/ snake
/t/ tie /∫/ shower
/k/ kite /t∫/ chair
/Ɵ/ three /h/ hat
The -s ending
• -s is pronounced /s/ after the following sounds: /p/, /t/, /k/, and /f/ :
Maps boats makes laughs
(But be careful! The –s ending is not always pronounced with a /s/ sound)
• -s is pronounced /z/ after the following sounds: /b/, /d/, /l/, /r/, /m/, /n/, /g/, and /v/:
Robs beds dolls doors
Dreams phones dogs gloves
(These sounds are voiced, and must be followed by the voiced sound /z/)
• -s is also pronounced /z/ after vowel sounds:
Days trees files
Shoes boys toes
• The ending –s is pronounced /IZ/ and spelled –es when it comes after the following sounds: /s/, /∫/, /t∫/, /dȝ/, /ks/, and /z/:
Passes dishes matches
Ages boxes freezes
(In these cases the plural ending is pronounced as a separate syllable.)
112 113
Audio script Audio script
Since I hadn’t studied for the exam I had to cram the night. Recreation Department teaching Arts and Crafts to children of all ages. After
-It implies that I had to study a lot the night before that I worked with TBACSN which is the Tampa Bay Association for Children
UNIVERSIDAD INTERNACIONAL MENENDEZ PELAYO (Track 5) When I was a child it was compulsory to study Latin. Special Needs. And I worked there for about 5 years. I worked with all types
LEVEL: INTERMEDIATE 2 DICTATION. -It implies that I was obliged to study Latin of children with from Down Syndrome to um birth defects, disabled children.
LISTENING EXERCISES The following exercise is a short dictation. She failed the quiz so she had to retake it. INVERVIEWER: Sound challenging
Instructions: -It implies that she had to do the exam again. MR JAMESON: It was very challenging.
(Track 2) First, you will listen to the whole passage at a normal speed to get the gist. Her father told her off for not going to class. INVERVIEWER: So what would you consider your strengths?
PRESENTATIONS. GREETINGS AND INTRODUCTIONS. After listening to the paragraph you can start writing. You will hear each -It implies that her father reprimanded her for not going to class. MR JAMESON: Well, I think I’m, of course, honest and reliable. I have pa-
Listen to 4 examples on how to start a presentation. Practice on your own phrase twice. He learnt the whole lesson by heart. tience which I think is important when you are working with children. I also I
using these same expressions or any others you can remember from the Finally, the whole passage will be read again so you can check your work. -It implies that he memorized the compete lesson. feel I am creative.
unit. LISTEN BUT DO NOT WRITE ANYTHING DOWN YET: INVERVIEWER: That’s good with children.
Hello everyone. It’s nice to see so many people here today. I think most of (Track 7) MR JAMESON: I have the ability also to motivate children. INVERVIEWER:
you know me but let me introduce myself anyway… Welcome to CS Tech . The other day Jane was walking through the park and she felt dizzy. All of BAR EXPRESSIONS. Listen to the following dialogues. Each dialogue in- All right, great. And what would you consider your weaknesses?
Let me start by saying a few words about myself. a sudden she felt a nagging pain in her stomach. She had cold sweat run- cludes typical expressions you can use or hear at a bar. MR JAMESON: Well, I know people don’t like to admit their weaknesses but
It’s great to see you all here today. As you know I am the Head of the HR ning down her back. She thought she was getting an allergic reaction to DIALOGUE 1: I have to say that sometimes I can procrastinate. INVERVIEWER: All right.
Department for… the peanuts she had eaten earlier. Jane decided to go to the hospital. The Customer: Hello. I would like a beer. With one word, can you describe yourself with just one word?
Before beginning I’d like to thank you for coming. I know you are all very doctor took her temperature and told her not to worry. There was a virus What do you have on tap? Waiter: Lager or Ale? MR JAMESON: Well, let me think. I guess creative.
busy… going around and it was nothing serious. DIALOGUE 2: INVERVIEWER: Creative.
NOW WRITE DOWN WHAT YOU HEAR. REMEMBER YOU WILL HEAR Person 1: Waiter, what do I owe you for the drinks MR JAMESON: I think with children you need to have a little bit of creativity.
(Track 3) EACH SENTENCE TWICE. Person 2: No, don’t except his money. This one’s on me. INVERVIEWER: Good adjective. What computing skills do you have?
EDUCATION DIALOGUE 3: Mr. Jameson: Oh, well, I’m not very good with computers. I can surf the net
AGREEING AND DISAGREEING The other day Jane was walking through the park and she felt dizzy. Person 1: I’m really tired. I’m going home and you know send email.
Listen to the following people exchanging opinions. The other day Jane was walking through the park and she felt dizzy. Person 2: Me too but let’s have one for the road INTERVIEWER: Well, that’s actually a trick questions you really don’t need
Dialogue 1: DIALOGUE 4: them you know to be a kindergarten teacher. I was just messing with you. So,
MAN: I strongly believe that in order to fill a top management position you All of a sudden she felt a nagging pain in her stomach. Person 1: I just got promoted so I’ll have a glass of your best wine. what are you looking for working in this school?
should have a Post-graduate degree. WOMAN: I’m sorry but I can’t agree. All of a sudden she felt a nagging pain in her stomach. Waiter: Congratulations! This one’s on the house. Mr Jameson: Well, you know this school has a very good reputation. So, and
In my opinion, experience is probably more important than having a nice I think this school from what I’ve heard and seen
collection of diplomas. She had cold sweat running down her back. (Track 8) is very effective in it’s teaching program. So, I feel it can be a benefit to me
Dialogue 2: She had cold sweat running down her back. DICTATION. INTERVIEWER: All right and how do you think you can contribute to our
MAN 1: Normally I’m not a very optimistic person but in my view, busi- The following exercise is a short dictation. company, to our school?
ness will surely shoot up in the next few months. She thought she was getting an allergic reaction to the peanuts she had Instructions: Mr Jameson: Well, I feel I have a lot of dedication. I also have a lot of experi-
MAN 2: I entirely agree. Last month we did quite well. eaten earlier. First, you will listen to the whole passage at a normal speed to get the gist. ence working with children. And personally I feel I have a good rapport with
Dialogue 3: She thought she was getting an allergic reaction to the peanuts she had After listening to the paragraph you can start writing. You will hear each children. So in that way I think I can contribute.
WOMAN 1: He obtained his certificate in French last fall. I feel he is quali- eaten earlier. phrase twice. INTERVIEWER: And, what can we offer that your previous school can’t or
fied to cover the opening position in Paris. WOMAN 2: I’m not sure about Finally, the whole passage will be read again so you can check your work. couldn’t?
that. Just because he speaks the language doesn’t mean he’s fit for the Jane decided to go to the hospital. LISTEN BUT DO NOT WRITE ANYTHING DOWN YET: Mr Jameson: More opportunity. It’s a bigger school. And the school I was
job. Jane decided to go to the hospital. Do you think children are better educated today? Some say that kids are working at was small, so I feel I can maybe progress and go farther at this
Dialogue 4: much smarter than their grandparents. Is this necessarily true? Children school.
WOMAN: Smoking is a health hazard. I’m of the opinion that it should The doctor took her temperature and told her not to worry. probably know much more about computers than their parents, but how INTERVIEWER: Ok. That sounds great. What kind of pressures have you
be completely banned, even in the streets. MAN: I can see where you’re The doctor took her temperature and told her not to worry. much basic knowledge do children have today? When I say basic knowl- encountered at our previous job?
coming from, but don’t you think that’s a bit drastic? edge I mean what they know about art, history, geography and language. Mr Jameson: Well, you know the regular pressures you have with working
There was a virus going around and it was nothing serious. NOW WRITE DOWN WHAT YOU HEAR. REMEMBER YOU WILL HEAR with groups of children. You know, there might be a child might fall down
(Track4 ) There was a virus going around and it was nothing serious. EACH SENTENCE TWICE. and start crying and you know and you have to make sure that the child is
PRONUNCIATION PRACTICE Listen to the following words and repeat Do you think children are better educated today? ok. Sometimes that can be stressful because you are worried about the chil-
after you hear each one. .LISTEN AND CORRECT YOUR DICTATION: Do you think children are better educated today? dren playing on the playground and you have to keep an eye on them. But in
• yoghurt The other day Jane was walking through the park and she felt dizzy. All of Some say that kids are much smarter than their grandparents. general I think I handle pressure pretty well.
• young a sudden she felt a nagging pain in her stomach. She had cold sweat run- Some say that kids are much smarter than their grandparents. INVERVIEWER: Ok. Why do you want to leave your current job? I understand
• juice ning down her back. She thought she was getting an allergic reaction to Is this necessarily true? you are still working for that school. Mr Jameson: Yeah, I’m still working for
• yeti the peanuts she had eaten earlier. Jane decided to go to the hospital. The Is this necessarily true? them. I think I could learn more and improve my teaching skills um by com-
• jacket doctor took her temperature and told her not to worry. There was a virus Children probably know much more about computers than their parents ing to this school.
• jellyfish going around and it was nothing serious. Children probably know much more about computers than their parents INTERVIEWER: All right. How long do you see yourself with us? Mr Jameson:
• yoga but how much basic knowledge do children have today? but how much Well, um as long as you are all happy with um my work I would like to stay,
• yellow (Track 6) basic knowledge do children have today? you know I don’t see myself leaving in the near future. I’d like to stay on.
• jug EDUCATION VOCABULARY When I say basic knowledge I mean what they know about art, history, geog- INTERVIEWER: Ok. Where would you like to see yourself five years down the
• yet Listen to the following expressions: raphy and language. line?
• jogging -Put off When I say basic knowledge I mean what they know about art, history, geog- MR JAMESON: Well, I don’t know. Five years, I haven’t given myself a time
• yoyo -Go over raphy and language. limit but I think eventually as I get older you know actually working with chil-
• junk -Piece of cake dren is physically and mentally demanding so as I get older I wouldn’t mind
-Cram LISTEN AND CORRECT YOUR DICTATION: getting into school administration.
Listen to the same words again and spell the words. After each word you -Compulsory Do you think children are better educated today? Some say that kids are INTERVIEWER: All right. What kinds of people do you like working with?
will hear the correct spelling. -Retake much smarter than their grandparents. Is this necessarily true? Children MR JAMESON: Well, I like people that are up and positive, creative, moti-
-Tell off probably know much more about computers than their parents, but how vated
• Yoghurt Y…O…G…H…U…R…T -Learn by heart much basic knowledge do children have today? When I say basic knowl- INTERVIEWER: All right. Do you take work home with you? MR. JAMESON:
• Young Y…O…U…N…G Now listen to the following examples. What does the speaker imply? You edge I mean what they know about art, history, geography and language. No, I prefer not to take work home with me because I feel that you need rest
• Juice J…U…I…C…E will be given a sample answer for each sentence. especially working with children. So, if I need to I might stay longer after
• Yeti Y…E…T…I The teacher put off the exam because we didn’t finish all the material. (Track 9) school and do some work there but I feel I need my rest and relaxation in
• Jacket J…A…C…K…E…T -It implies that the teacher postponed the test. INTERVIEWS -A MOCK INTERVIEW Listen to the following interview. order to get geared up for Monday.
• Jellyfish J…E…L…L…T…F…I…S…H My tutor went over the most important parts of the unit. INVERVIEWER: Mr Jameson, hello. How are you? INTERVIEWER: All right. One last question, what gets you out of bed in the
• Yoga Y..O…G…A -It implies that the tutor reviewed the important parts of the unit. MR JAMESON: I’m fine thanks. And yourself? morning? MR JAMESON: My alarm clock.
• Yellow Y…E…L…L…O…W Passing the test was a piece of cake. INVERVIEWER: Please, take a seat. INTERVIEWER: Very good. Well, Mr Jameson I’ll get back to you as soon as
• Jug J…U…G -It implies that passing the test was extremely easy. MR JAMESON: Thank you. I’ve interviewed a couple more candidates.
• Yet Y…E…T INVERVIEWER: All right. Well then did you bring a copy of your resume? MR JAMESON: Well, ok thank you very much.
• Jogging J…O…G…G…I…N…G MR JAMESON: Sure did. INTERVIEWER: Thank you. MR JAMESON: Bye-bye.
• Yoyo Y…O…Y…O INVERVIEWER: Ok. Well then can you talk me through it?
• Junk J…U…N…K MR JAMESON: Yes, well I graduated from the University of South Florida
in Early Childhood Development. I first started working for the Tampa Bay
114 115
(Track 10) • Chatty
ADJECTIVES AND PREPOSITIONS. • Bitchy (Track 16) Listen to the following people making statements. Change the time expres-
Listen to the words. Each word has a dependent preposition. What is the • Thoughtful THE DUMBEST CRIMINALS. Listen to these people talk about the weirdest sions into reported speech.
correct preposition? • Moody crime situations. • Is he having dinner with me today?
Sick -- Sick of • Big-headed 1. In August 1995, Klaus Schmidt tried to rob a bank in Berlin by walking in REPORTED SPEECH: She asked if he was having dinner with her that day.
Crazy – Crazy about • Laid-back with a pistol and demanding money. One of the bank employees asked the • It’s thought that he was drunk yesterday.
Used – Used to • Fussy robber if he needed a bag, and he replied, “You’re damn right it’s a real gun!” REPORTED SPEECH:She said that it was thought that he had been drunk the
Capable - Capable of • Greedy They realized that Klaus had a handicap—he was deaf. previous day.
Aware - Aware of • Taking advantage, one employee set off the alarm. Klaus did not hear it even • I’ll make a decision tomorrow.
Hopeless – Hopeless at Can you think of any other synonyms or give a definition for the following when the police approached him. He was arrested but Klaus tried to sue the REPORTED SPEECH: He said that he would make a statement on the follow-
Responsible– Responsible for words? You will be given a sample answer for each word. bank for exploiting his disability. ing day.
Committed – Committed to • Clever -bright 2. In 2008, 18-year-old Ruben Zarate wanted to rob in Chicago. He entered • A month from now we will hire a new secretary.
(Track ) • Upbeat -cheerful the store armed with a gun and demanded money. But there was a prob- REPORTED SPEECH: She said they would hire a new secretary a month later.
Now put these words into practice. Listen to the following sentences. Each • Chatty -talkative lem—most of the money was in the safe, only the manager could open it, and
sentence is missing a preposition. Complete the sentence with the correct • Bitchy - spiteful the manager wasn’t in. Ruben decided that he would try again later. To save (Track 20)
preposition. After each sentence you will hear the correct answer. • Thoughtful - considerate himself some time, he left his cell phone number with the store employees. MONOLOGUES:
I’m sick _____my job. I really hate it. • Moody - changeable That way, they could call him when the manager returned. Listen to the following people talking about how films and TV shows influ-
–I’m sick of my job. I really hate it. • Big-headed - conceited 3. In 2007 Mark Smith broke into a house in Whitley Bay while high on Valium enced them when they were teenagers.
• Laid-back - relaxed and vodka. When he managed to get inside the house, he fell asleep in the 1. When I was a teenager there was a film that I watched. It really did influ-
My boss is crazy ________ money. • Fussy -grumpy homeowner’s empty bed. He was awoken by the local police, and sentenced ence me in my thinking. And it was called “Papillion”. Papillion means butter-
-My boss crazy about money. • Greedy - mean to 18 months. fly in French. Steve McQueen, Dustin Hoffman were the lead characters but
Steve McQueen, he played this character who once he had been transported
My wife is used_______ working late. (Track 14) (Track 17) to the devil’s island he was so determined to escape that throughout the film
-My wife is used to working late. GRAMMAR. USED TO, BE USED TO, GET USED TO DICTATION you see a fantastic example of the character and the human spirit that would
. Listen carefully to the use of used to, be used to, get used to in the following The following exercise is a short dictation. never ever give up. It really, really makes you think. Well, the film is fantastic
Are you capable______ handling the pressure? sentences. Instructions: and Dustin Hoffman, he plays a bit of a coward but Steve McQueen he’s
-Are you capable of handling the pressure? Teachers used to physically punish students when my grandfather went to First, you will listen to the whole passage at a normal speed to get the gist. every teenage boy’s tough guy. Finally he escaped. I don’t know how many
school. After listening to the paragraph you can start writing. You will hear each times but I really, really enjoyed it. Each time he showed that if you don’t give
Paul is aware _______ the situation. phrase twice. up, if you persist and believe that you can actually achieve the impossible
-Paul is aware of the situation I am used to jogging every Saturday. Finally, the whole passage will be read again so you can check your work. then you probably will. I’ve always thought about this film. I even read the
LISTEN BUT DO NOT WRITE ANYTHING DOWN YET: book in two languages. I think it’s fantastic. Anyway, I think Steve McQueen’s
I am hopeless ______ at numbers. My children are not used to having dinner early. Brunch is a weekend meal that is normally eaten between 10am and 2pm. It great. He was always a really, really good idol for every teenage boy and
–I am hopeless at numbers. is a combination of breakfast and lunch. Brunch can include a variety of food: probably a bit of an idol for every teenage girl. Shame he’s gone. That’s my
I just can’t get used to being on a diet. eggs, pastries, salads, breads and meat. You can have coffee and juice but favourite film, “Papillion”.
Jess is responsible________ organizing the meeting. it is also typical to have a cocktail. It is a good excuse to get together with
-Jess responsible for organizing the meeting. Eventually I got used to getting up early in the mornings. friends on a Sunday. (Track 21)
NOW WRITE DOWN WHAT YOU HEAR. REMEMBER YOU WILL HEAR EACH 2. Well, when I was growing up we went and lived in the States for a few
Now make your own sentences using USED TO, BE USED TO, GET USED SENTENCE TWICE. years and I remember two television shows in particular that I loved. One
Sandra is really committed________ her job. TO Brunch is a weekend meal that is normally eaten between 10am and 2pm. was Saturday Night Live, which was on quite late and I was young. So it was
-Sandra is really committed to her job. Brunch is a weekend meal that is normally eaten between 10am and 2pm kind of a privilege to be able to watch. Because it was kind of subversive and
(Track 15) CITIES It is a combination of breakfast and lunch. they used, um language that I wouldn’t have been able to use but you know
(Track 11) You will listen to people describing some cities. Guess which English speak- It is a combination of breakfast and lunch. that was the golden days of Saturday Night Live. The actors who were on
PHRASAL VERBS. The sentences you will hear have a phrasal verb. Repeat ing cities they are talking about? None of them are the capital cities of the Brunch can include a variety of food. then were John Belushi, Chevy Chase, Dan Ackroyd, Bill Murray. They were
the sentence using another word with a similar meaning to substitute the country. The answer will be given after each description. Brunch can include a variety of food. fantastic! And they all went on to create great things. Well, some of his things
phrasal verb. You will hear a sample answer after each sentence. For example eggs, pastries, salads, bread and meat. might not be great but Bill Murray has done wonderful films. The other one
She turned up to the meeting wearing something inappropriate. • This city is in the south west of the county of Lancashire in North West Eng- For example eggs, pastries, salads, breads and meat. was equally subversive but in a completely different way. It was dee dee dee
-She came to the meeting wearing something inappropriate. land. It has a port which was very important during the Industrial Revolution. You can have coffee and juice. dee dee dee dee dee dee dee dee deeee deee dee. Everyone knows that,
I lost my job last month. I’m now looking for a new one. It’s the birthplace of an important rock group. The lyrics of one of their songs You can have coffee and juice. right? The Muppet Show, I mean, Kermit and Miss Piggy and all of the other
-I lost my job last month. I’m searching for a new one. refers to a street in this city, called Penny Lane. It is also famous for its two However, it is also typical to have a cocktail. ones. My favourites were the two old grouches in the balcony. Oh, and the
John was over-qualified for the position so he turned it down. football teams. One of the club’s anthem is “You’ll Never Walk Alone”. However, it is also typical to have a cocktail. Swedish chef. It was the first show where they’d taken basically what was
-John was over-qualified for the position so he rejected it. -The city is Liverpool It is a good excuse to get together with friends on a Sunday. a format for children and aimed it at adults. You look at television now. How
The negotiation turned out great! We got the contract. It is a good excuse to get together with friends on a Sunday. many cartoons are there that nobody in their right mind would allow a 5 year
-The negotiation was a success. We got the contract. • This city is the third most populated city in the US. It is known as “the old to watch?
Peter looks up to his father. Windy City” and it is in the Midwest. Its downtown area is normally called
-Peter admires his father. “The Loop”. It is the home of the baseball team called the Cubs and the LISTEN AND CORRECT YOUR DICTATION: (Track 22)
historic route 66 begins in this city but mostly it known because of the Mob, Brunch is a weekend meal that is normally eaten between 10am and 2pm. It 3. I’m not embarrassed to say that I was a teenager in the
(Track 12) gangsters and the Mafia. is a combination of breakfast and lunch. Brunch can include a variety of food: 80s. The influence I received came from shows and movies like Fame, Dy-
QUIRKY TRADITIONS. The world is full of weird traditions. Here are a few: -The city is Chicago eggs, pastries, salads, breads and meat. You can have coffee and juice but nasty, Dallas, Flashdance, just to name a few. It’s difficult to believe but I think
1. The Mayor of High Wycombe in Great Britain along with his officials and it is also typical to have a cocktail. It is a good excuse to get together with they actually did some influence on me. These shows had both villains and
councilors are weighed every May. If they have put on weight it is consid- • This city is the most populated city of the country but it is not the capital. It friends on a Sunday heroes fighting to better themselves one way or another. Maybe it was finan-
ered that they have done so at the taxpayer’s expense. This is announced was founded as a penal county. In 2000 it held the Summer Olympics. It has cially or maybe personally but they did teach a small lesson. Learn to excel.
publicly with the words “and some more!”. a humid subtropical climate. The cultural life is dynamic, diverse and mul- Normally there is a compensation even if it means money or power.
2. Before a newlywed Chinese couple can go into their new home for the first ticultural. The film Matrix was filmed in this city. Its people are proud of the (Track 18 ) Movies like The Breakfast Club and Sixteen Candles were typical 80 teen
time, the husband must carry his wife, on his back, over hot coals. This ritual beautiful beaches and harbour. Surfers of all skill levels go to Bondi Beach to PHRASAL VERBS movies. They may have influenced my behaviour in some way. The idea
is to ensure that the wife will have an easy and successful labour. try out the waves. Listen to the following sentences. Repeat the sentence using another word to behind these movies was that being different was ok so maybe I learnt to be
3. In Mexico, redheads are considered good luck. The custom is to pinch the -The city is Sydney substitute the phrasal verb. You will be given a sample answer. a little bit more tolerant.
arm of the person next to you every time you see a redhead. She has taken up a new project. All in all I think that the majority of teenagers, TV shows and movies have a
4. Many African-Americans jump over a broom either during their marriage • The city was originally called “York” but was renamed in 1834. It is the -She has started a new project. big influence on us or had on us. They influenced how we dressed and how
ceremony or at the wedding reception as a tribute to their ancestors. During largest city of the country. The CN Tower is the tallest in the Americas. It we wanted to look in general. Who didn’t want hair like Farrah Fawcett or a
slavery African-American couples were not permitted to get married and is famous for maple syrup, hockey and its nice people. Main attractions The meeting was put off. pair of jeans like Brook Shields? We wanted to look beautiful just like these
they used the African tradition of jumping the broom in place of a wedding include Ripley’s Aquarium, Distillery District and Casa Loma to name a few. -The meeting was postponed. actresses.
ceremony. Niagra Falls is just 75 miles away.
-The city is Toronto I have to put with a lazy secretary.
-I have to tolerate a lazy secretary.
(Track 13)
PRONUNCIATION. (Track 19)
Listen to the following adjectives and repeat after you hear each one. ENTERTAINMENT
• Clever REPORTED SPEECH. TIME EXPRESSIONS
• Upbeat
116 117
(Track 31)
(Track 23) (Track 26) GIVING ADVICE/ORDERS USING THE SUBJUNCTIVE AND “SHOULD/
4. Um, so my favourite program when I was a kid were always things to do GRAMMAR. PROHIBITION. OUGHT TO/MUST
with singing and dancing and that sort of thing. When I was very young, Listen to the following person speak about the rules she has for her children Listen to the following people giving advice.
there used to be TV show called Opportunity Knocks. And it was a talent when using the internet. • I suggest looking for a place with air conditioning. It gets very hot
show and all these artists used to come on and do their acts. And I remem- Computers should be used wisely. Remember, you mustn’t give your pass- in the summer
ber this one time there was girl called Lena Zavaroni. And she must’ve been word to anyone. You mustn’t download anything that I have not given the ok • If you don’t have a car, you should try getting a lift from your
about 9 or 10 years old. And, man she had this voice that could just belt out to. You are not allowed to surf the net if you have not finished your home- mother.
any type of song. I remember watching her and just thinking - that’s what I work. I will browse through your computer every week but it is completely • I would like you to show me your pass. You cannot use these facili-
want to do. I want to sound exactly like her. So, everyday I used to practice forbidden to erase your browser history. You are not permitted to install any ties unless you can prove you are a member.
my singing and sing her song - “ Maw she’s making eyes at me”. Um, so new programs without my approval. • You ought to tell the truth. If not, you will get into serious trouble.
that really, really influenced me. And then, there were the other shows like What prohibition expressions does the speaker use apart from “mustn’t”? • I recommend you study Chinese instead of French. It will be more
Fame. And for that, I got out my leg warmers. Which were you know these useful in your field of work.
half kind of sock things without the feet on the bottom. And I used to run You should try the red wine. It’s much better in this region
around my house doing all the dancing and practice everything like that. (Track 27)
And it was really, really enjoyable. And from there it influenced me so much MONOLOGUES. GADGETS. (Track 32)
that in my later life I became a singer and actress and that’s what I do now Listen to the following people speak about their favourite gadget. VOCABULARY. PRONUNCIATION.
thanks to those shows. 1. Well, I don’t know if it’s my favourite gadget. But a GPS once caused a re- Listen to the following words and repeat after you hear each one.
ally interesting trip. We had landed in a rural airport and the place we were • Famine
(Track 24) staying was about 50 kilometres away. So we’d booked a rental car with a • Drought
5. I guess, um one of the movies that most influenced me was Woodstock. GPS. Well, everything went well. We got to the airport, got our luggage, • Flood
It was a documentary film about one of the first major rock festivals that took got our car, got in and turned on the GPS. What we hadn’t realized is that • Hazard
place in the late 1960s. That was a time of great changes in America. A lot GPS are automatically set for the shortest distance, which in our case was • Blackout
of social-political movements were going on all over the country: The Black definitely not the fastest. It took us down these winding mountain roads, • Blizzard
Civil Rights movement, The Woman’s movement, the Gay Rights movement, throughout the back and beyond of these little villages. We passed by a • Earthquake
the Anti-War movement etc, etc. And the interesting thing was that music village fair and one time we actually had to stop for a herd of sheep going • Lightning
played an important role in helping many of those movements express through. I mean we finally got there and it was a beautiful trip but the 50 km • Thunder
themselves and at the time there was also a change of a, music also played took an hour and half. If we’d reprogrammed the GPS to go along the motor- Now listen to the words in context.
quite an influence on also lifestyle. I myself after watching that movie started way, we would have been there in about 55 min. But it was fun. Many children in underdeveloped countries suffer from famine. We have to
growing my hair long, started wearing tied-eyed T-shirts, and listening to find a way to feed them.
different bands like Jefferson Airplane, (Track 28) Drought is becoming a serious problem worldwide. If it doesn’t rain we will
Loving Spoonful, Crosby Still Nash and Young, Country Joe and the Fish 2. Well, let’s see…gadgets. I love coffee so I guess one of my favourite not have water in the future.
and so forth. So I have to say it did have an influence on me. And changed gadgets is my coffee grinder. Ah, It’s round, cylinder shape, about 6 inches There were floods in England this winter that caused a lot of problems. It was
the way I thought and behaved in the years that followed. You know: Sex, tall, with a bowl like compartment at one end and a lid about the same size horrible to see water everywhere.
Drugs and Rock and Roll. of the bowl. And inside the bowl you have a very, very powerful rotating Barbecues in the woods can be a serious fire hazard.
blade. On the opposite end, you have an on and off button. I use it every There was a major power failure in New York decades ago. The blackout
(Track 25) morning. Preparing is like a ritual for me and it first starts with me grinding lasted many hours.
THE CYBER AGE my coffee. I take out my bag of coffee beans from the upper cabinet. Open I went skiing last winter but I had to stay in the hotel the whole time. The
GRAMMAR. UNREAL CONDITIONALS. it up and pour the beans into the open bowl of the coffee grinder. Then I put snow storm was horrible.
Listen to the following dialogue. Notice how the speakers use conditionals. on the lid tightly, press the on and off button and start shaking it wildly as the California has suffered many earthquakes however they are still expecting
DIALOGUE 1: rotating blade makes a high pitch whine. In about 10 seconds, I have freshly the Big One.
MAN: If there were no electronic tablets, I would have to carry all these ground coffee, ummm fresh ground coffee. What a wonderful aroma! And Lightning and thunder are typical when there is a big rain storm.
heavy books around all day. what a nice way to start the day.
WOMAN: Just imagine. If you hadn’t given me one for my birthday, I’d still
be stuck in the library all day like I used to be. (Track 29)
DIALOGUE 2: 3. My favourite gadget happens to be my latest acquisition. It’s a
MAN 1: If I hadn’t registered on Facebook I would never have met John. home packaging vacuum machine. You can find them anywhere. They are
MAN 2: I know exactly what you mean. I could never have made so many cheap and easy to use. I’m really happy with my food vacuum sealer. I used
friends if I hadn’t organized a Twitter account. to throw out a lot of food but with this new kitchen gadget I’m not only saving
DIALOGUE 3: food but I am saving money as well. You can store practically anything from
WOMAN: It’s amazing how internet has evolved. I don’t know what I would solids to liquids. It extends the storage time of refrigerated foods, dry foods
do if I didn’t have email. and frozen foods. It also reduced storage space. You can adapt the size
MAN: True. I couldn’t do my job if I didn’t have an internet connection. of the plastic bags to the quantity of food. So, it’s great. I always have food
Listen again. What conditionals are used in each Dialogue? stashed away in my kitchen. Even things that I know that I normally don’t
-Present unreal conditionals eat, they don’t get stale. So it’s such a wonderful invention.
-Past unreal conditionals -Mixed conditionals
DIALOGUE 1: (Track 30)
MAN: If there were no electronic tablets, I would have to carry all these 4. My favourite gadget is my blender in my kitchen because with the
heavy books around all day. blender I can get very creative. I love to get lots of fruit and make lovely
WOMAN: Just imagine. If you hadn’t given me one for my birthday, I’d still drinks first thing in the morning and last thing at night. Bananas, apples,
be stuck in the library all day like I used to be. oranges anything goes because you can experiment and, you know, I really
DIALOGUE 2: enjoy all types of different foods but when it comes to the blender I can mix
MAN 1: If I hadn’t been on Facebook I would never have met John. MAN 2: things up and make some pretty nice drinks and sometimes pretty disgust-
I know exactly what you mean. I could never have made so many friends if I ing drinks. So, it’s always an interesting, creative experience. You know? You
hadn’t either. can put nuts in there. I’ve tried that before. But it’s a bit strange to drink. But
DIALOGUE 3: my favourite I think is probably when I put oranges, apples and bananas in
WOMAN: It’s amazing how internet has evolved. I don’t know what I would there. I put some milk in there and maybe a little bit of water to thin it. But, I
do if I didn’t have email. turn it on and I get a fantastic drink that‘s very refreshing and of course you
MAN: True. I couldn’t do my job if I didn’t have an internet connection. know I’m getting all the vitamins in the world.
Answers:
Dialogue 1: Mixed conditionals
Dialogue 2: Past unreal conditionals
Dialogue 3: Present unreal conditionals
118 119
I2 Activities
I2 Answers I2 Answers
Chapter 4.3 Technology and The Future Chapter 5.1 Your Footprint
Activity 10 - Crossword Solution Activity 1 - Big Quiz Answers
People
I P O D
1. What country consumes the most energy? The USA
C I
2. What country produces the most energy? China
R B G 3. What is the 3rd biggest city in the European Union according to population? Madrid
T E L E V I S I O N 4. What is the oldest recorded age of a human being? Jeane Calment. France. Lived to 122
D L T 5. What is the second most spoken native language in the world? Spanish
I T A 6. Which country has the most millionaires? The USA
T L I G H T B U L B
7. What is the happiest country in the world? Denmark
8. True or False. Japan has one of the lowest birth-rates in the world. True
C C
A S M A R T P H O N E B
World
R M E A
1. What is the biggest island in the world? Greenland (Australia is a continent)
D E I N T E R N E T 2. What is the 2nd highest mountain in the world and where is it? K2 Pakistan
R D T 3. What is the name of the highest waterfall in the world? Angel Falls
A R W H E E L 4. What is the smallest country in the world? Vatican
I R 5. What country has the most islands? Indonesia
6. What is the largest ocean in the world? The Pacific
V Y
7. What is the world’s largest reef system called and where is it exactly? The Great Barrier
B O T T L E
Reef
8. Which continent has the most countries? Africa
Animals
Chapter 5.1 Your Footprint 1. A blue whale’s heart is the same size as a Volkswagen Beetle. T
2. Koala’s have two penises. T
Activity 8 - Lateral Thinking Solutions 3. Cats were the first domestic pets. F
4. Cows kill more people than sharks every year. T
Use this time to clear up any queries you have before doing your presentations. This is a 5. Elephants are pregnant for almost 4 years. F
good time to check the pronunciation of any tricky words or the phrasing of any important
statements. 6. Penguins have knees. T
1. An egg 7. Pigs enjoy listening to music. T
2. Age 8. Camels store water in their humps. F
3. A hole
4. John
5. White because his house must be in the North Pole.
6. He was on a snowy mountain and his gunshot caused an avalanche.
7. Darkness
8. Bob and Brenda are goldfish and their tank broke.
9. The letter ‘R’.
10. He said hi and joined her in the bar. The Captain was a woman.
11. February because there are only 28 days.
12. An onion
13. The outside
14. He was cleaning the insides of the windows.
120 121
Universidad Internacional Menéndez Pelayo
La Universidad Internacional Menéndez Pelayo (UIMP) fue creada en 1932 y en todo este tiempo se ha
convertido en una de las más destacadas universidades de verano en Europa, tanto por el prestigio de
los cursos y seminarios de carácter universitario que organiza, como por los reconocidos especialistas
y profesores españoles y extranjeros que los imparten. Además, desde su creación, es la universidad
pionera en España en la organización de cursos de lengua y cultura española para extranjeros. Su pro-
gramación académica, que trata de cuestiones de la mayor actualidad y calidad científicas en cualqui-
era de las disciplinas del conocimiento, se completa con una variada muestra de actividades culturales.

SANTANDER -- CUENCA -- BARCELONA-- GALICIA
GRANADA-- LA LÍNEA DE LA CONCEPCIÓN-- PIRINEOS
SEVILLA -- TENERIFE -- VALENCIA-- CARTAGENA
www.uimp.es
• V
icerrectorado de Innovación y desarrollo de proyectos
vid@uimp.es
• V
icerrectorado de Extensión universitaria y de Enseñanzas del Español y otras Lenguas
veul@uimp.es
• Vicerrectorado de Posgrado e Innovación

vpi@uimp.es
• Vicerrectorado de Internacionalización y del Campus de Las Llamas

vic@uimp.es
• Secretaría de Alumnos
sg@sa.uimo.es
Berlitz/OPEN Information specifically for UIMP students: castellana@open.es / madrid3@berlitz.es
Information concerning courses with Berlitz and Open School of languages:
www.open.es www.berlitz.es
Info: 91 564 00 22 Info: 902 18 88 18
122 123
Very High/A lot
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UIMP - English Immersion Course

General I2 - Student book

English Immersion Course

For use exclusively with Berlitz classroom instruction

Chapter 4.2 Entertainment ... page 76

Chapter 4.3 Technology and The Future ... page 84

Chapter 5.1 Your Footprint ... page 92

Chapter Activity 1 - What do we need to do?

• Convey emotion • Regulate the flow of communication

Which of the above is shown in the example below?

Chapter 1.2 Presentations Chapter 1.2 Presentations

Don’t use people’s names unless they are celebrities.

Chapter 1.2 Presentations Chapter 1.2 Presentations

BEGINNING, MIDDLE, and END

3 strikes and you’re out!

• Use a famous quote

Chapter 1.2 Presentations

How did you decide what makes a good topic?

Chapter 1.2 Presentations Chapter 1.2 Presentations

Welcoming the audience and introducing Introducing the subject

• Firstly...secondly...thirdly...lastly... Will the audience be able to do it?

• To conclude/ In conclusion/ To sum up

Sports Movies Music Food Animals Travel

Chapter 1.2 Presentations Chapter 1.2 Presentations

Be well-pre- Get enough

Name What went well What could be improved

Activity 1 - Work with a partner, look into each other’s

Activity 2 - As a whole group you should all start talk-

Chapter 1.3 English 101 Chapter 1.3 English 101

Overview What’s more important, what we say or how we say it?

1. I love your new haircut. Emphasis of natural meaning.

You see what a dangerous world intonation can be?

I didn’t say you should kiss him.

Now make a short dialogue. Your dialogue should contain:

The sentence The correct stress The correct meaning

Chapter 1.3 English 101 Chapter 1.3 English 101

Chapter 1.3 English 101 Chapter 1.3 English 101

Here is a short story. Read it together and underline the

* Port # * # Chicken out Squirrel away Ferret out Pig out

On a piece of paper, write down one area of English that is difficult

Chapter 2.1 Education Chapter 2.1 Education

Grammar/Vocabulary 12. How did you choose your degree subject?

16. What do you remember most from your time at school?

Chapter 2.1 Education

It’s easy to look at the negatives but much more difficult to

Activity 3 - The qualifications quiz Activity 4 - Grammar Check

Team 2 - 1.b, 2.c, 3.a, 4.b, 5.c, 6.d, 7.d.

Chapter 2.1 Education Chapter 2.1 Education

Have any of you ever been to Finland?

1. Children start school aged 5.

Chapter 2.1 Education Chapter 2.1 Education

I have only ever one class and my teacher caught me.

is not an effective way to study, you just forget it all again.

Chapter 2.2 Sport Chapter 2.2 Sport

Overview Do you do any sports?

Chapter 2.2 Sport

Top 5 sportspeople Top 5 sporting events Top 5 sporting nations

Chapter 2.2 Sport Chapter 2.2 Sport

Now work in pairs and imagine that

Chapter 2.2 Sport Chapter 2.2 Sport

You’re now going to have a go at fish racing…yes, fish

Chapter 2.2 Sport Men who don’t

Chapter 2.3 Going Places Chapter 2.3 Going Places